CHAPTER II

RESEARCH METHODOLOGY

This chapter presents the methods and procedures used in the study to include

research design, instruments used for data gathering, procedures and treatment of

data.

Research Design

Descriptive survey research was used in this study where a survey was

conducted to trace and determine the employment status and job experience of the

graduates from the Department of Technology Teacher Education major in Drafting

Technology. Online interviews and surveys were employed in this study. Description

provides detailed background information, tells about an event(s), and relates how

persons experience that event. Descriptive qualitative research is insightful and relevant

and also has its place in knowledge development (Strauss & Wijngaert, 2007).

Research Locale/Environment

The study was conducted in the Philippines. The respondents were interviewed

virtually via video call using Google Meet or/and Messenger platforms. The researchers

also contacted and gathered respondents who were residing outside the country during

the time of this study. These respondents were interviewed via video chat. The

researchers chose this research locale and the mode of conducting the study because it

gave favorable leverage to gather the necessary data about the impacts of the Drafting

Technology Curriculum.

Research Respondents/Participants
 The respondents of the study are twenty-three (23) individuals who graduated in

the academic year 2017-2018 under the Bachelor of Secondary Teacher Education

major in Drafting Technology (BSTTE-DT) program of College of Education, MSU-IIT.

The Chairperson of the Department of Technology Teacher Education (DTTE) provided

the official list of BSTTE-DT graduates of 2018 which is an essential data in conducting

the study.

Sampling Procedure

A non-probability sampling was used in this study. In this technique, researchers

and the faculty chose those who were conveniently available and who could be reached

either online or offline. The alumni directory of the department helped in contacting the

graduates who have not change their contact information

Research Instruments

This study used a questionnaire patterned from the Commision on Higher

Education graduates tracer study questionnaire, which is slightly modified for the

purpose of the study. The items on the questionnaire were modified into an online

survey using Google meet interview, google form and through messenger video call.

The first part of the questionnaire is about the Profile of the graduates, the

second part is the Professional License of the graduates, the third part is the

Employability of the graduates, the fourth part is the Relevance of the Curriculum to the

First Job of the graduates, the fifth part is the Graduates Competencies Learned in

college, and the sixth part is the Suggestion/Comments for the improvement of the

curriculum offered by the Department.

Research Procedure

Qualitative research design was used in this study where a survey was

conducted to trace and determine the employability of the graduates from the

Department of Technology Teacher Education major in Drafting Technology. The

methodology employed can affect the qualitative research design; participant

observations, in-depth interviews (in person or virtually), and focus groups are a few

examples of approaches that may be taken into account. The numerous qualitative

approaches differ from one another, yet they also have much in common. One of the

most often used sampling techniques in qualitative research, snowball sampling is

based on the principles of networking and recommendation. The researchers usually

start with a small number of initial contacts (seeds), who fit the research criteria and are

invited to become participants within the research. The agreeable participants are then

asked to recommend other contacts who fit the research criteria and who potentially

might also be willing participants, who then in turn recommend other potential

participants, and so on (Parker, C., Scott, S., & Geddes, A. 2019). The Researchers

contacted the respondents via searching their names on social media platforms in which

the College Dean provided the list of names together with their current addresses. After

the respondents were verified through their response to our message they were then

asked politely to participate in our study and later were told to ask to suggest and invite

other respondents which are qualified to participate in the study.

Data Gathering Procedure

After the consent of the thesis adviser, a letter was hand-carried to the college

dean asking for a list of names and addresses of respondents, then noted by the thesis

adviser and the chairperson of the department.

Right after respondents’ names and addresses were gathered, a questionnaire

based on Commission on Higher Education graduate tracer study was prepared.

After the approval, the respondents were contacted via Facebook and were done

around Iligan City. Data gathered were tallied, analyzed and interpreted.

Statistical Treatment/Data Analysis

The analyzed data was primarily from the transcriptions of the interviews. This

section begins by examining the traditional status accorded qualitative data before

moving to consider how narrative analysis challenges this. It then explores what is

meant by narrative analysis and discusses some of the reasons why social researchers

might choose this method to collect and analyze qualitative data (Gilbert, 2008).

The researcher completed all the interviews and transcription before analyzing

the data to avoid imposing meaning from one interview onto the next interview

(Seidman, 2006). The researcher began the data analysis process by creating a profile

for each participant to present participants in context (Seidman, 2006). The data to be

analyzed were from stories told by the participants, which included 6,381 words of

transcribed interviews. Additional data came from the researcher’s reflexive journals

and notes.
 The current study also allows new themes to emerge inductively. After the

transcripts were examined for the presence or absence of the predetermined themes,

the researcher used iterative processes, which included re-reading the transcripts, re-

listening to the audio, and reexamining the researchers’ notes and journals, to

determine potential themes (Gilbert, 2008).

Ethical Considerations

The study's ethical difficulties were handled by the researchers in the following

order. The researchers made sure that the participants read and signed the informed

consent form, which acknowledged that their participation was entirely voluntary. During

the course of the investigation, the researchers also ensured that no one or any

organization was injured. They also did not specify particular responses that could lead

to the respondents' identification by presenting the results in a generic manner rather

than stating specific responses that could lead to their identification. Finally, throughout

the study, especially during data collection, the researchers honored the respondents'

decision to withdraw their consent even if they had already signed the informed consent

form. 
 RESULTS AND DISCUSSION

This chapter will draw upon the main themes and present the findings which

arose out of the interview process and subsequent data analysis. First and foremost, a

brief profile of each of the participants is presented. This study aimed to determine the

employability of the graduates of Bachelor of Science in Technology Teachers

Education major in Drafting Technology year 2018. This is to determine the profile of the

respondents, their professional license obtained, employment history or work

experience of the graduates, relevance of their undergraduate degree with regards to

their work, usefulness of the competencies they learned from college up to their present

job, and suggestions/comments for improving the curriculum offering of the department.

There were 23 out of 28 Drafting Technology graduates from batch 2018 being

interviewed. 8 participants were being interviewed through video conferencing, 4

participants gathered their information through google forms, and 11 participants from

their families or friends using snowball sampling.

As a result, most of the participants took the Licensure Examination for Teachers

(LET); and Technical Education and Skills Development (TESDA) for Technical

Drafting. They were employed and self-employed in their current work. Some of the

participants were employed in accordance with the drafting technology, and some were

not. There are participants that proceed in the teaching profession, and some
participants work in industry. They stayed because of the salary or because they

needed to be employed in order to sustain the needs of their family.

2.1 These results were used by snowball sampling.

2.1.1. Examination Passed

Examination Passed f Total Percentage

PRC & TESDA 20 87%

TESDA 3 13%

CSE 0 0%

No taken exams 0 0%

Total 23 100%

There were 23 respondents who took the exams in total; 20 (87%) of them took

the PRC and TESDA simultaneously, while 3 (13%) did the TESDA only.

2.1.2 Work Status

Work Status f Total Percentage

Employed 20 87%

Self-Employed 3 13%
 Not employed 0 0%

Total 23 100%

A total of 23 where 20 respondents were employed and 3 respondents were self-

employed. 87% were employed and 13% were self-employed with a total of 100%.

2.1.3 Types of Organizations

Type of Organization f Total Percentage

Private 12 53%

Public 9 39%

NGO 1 4%

Non-Profit 1 4%

Total 23 100%

There are a total of 23 respondents in this kind of organization. 12 were in the

private sector, 9 in the public sector, one in an NGO, and one in a non-profit. A total of

100% is made up of 53% private, 39% public, 4% nonprofit, and 4% non-governmental

organizations.

2.1.4 Status of Employment

Status of Employment f Total Percentage

Permanent 12 53%

Casual/Contractual/Job hire 10 43%

Temporary 0 0%

Apprentice 0 0%

Other 1 4%

Total 23 100%

There are 23 (100%) respondents overall when it comes to employment status.

10 (43%) are casual/contractual/job hires, 12 (53%) are permanent, and the remaining

4% are.

2.1.5 Nature of Work

Nature of Work f Total Percentage

Related 11 48%

Somewhat Related 5 22%

Not Related 7 30%

Total 23 100%
 In the nature of work, there are 23 (100%) total respondents. 11 (48%) are

related, 5 (22%) are somewhat related, and 7 (30%) are not related.

2.1.6 Current Work

Current Work f Total Percentage

Teaching 11 48%

Clerical 3 13%

CAD Operator 6 26%

Drafting Supervisor 0 0%

Graphic Designer 1 4%

Mechanical Draftsman 0 0%

Product Designer 0 0%

Others 2 9%

Total 23 100%

In their current work, there were 23 respondents. 11 (48%) were teaching, 3

(13%) were clerical, 6 (26%) were CAD operators, 1 (4%) was a graphic designer, and

others had 2 (9%)

2.1.7 Location of Work

Location of Work f Total Percentage

Iligan 15 66%

Non-Iligan 7 30%

Abroad 1 4%

Total 23 100%

In the location of work, 15 (66%) were located in Iligan, 7 (30%) were non-Iligan,

and 1 (4%) abroad with a total of 23 (100%) respondents.

2.1.8 How much is their monthly income?

Monthly Income f Total Percentage

Below P5,000 7 30%

P6,000-P10,000 5 22%

P11,000-P15,000 1 4%

P16,000-P20,000 2 9%

P21,000-P25,000 0 0%

P26,000-P30,000 6 26%

P31,000-P35,000 0 0%

P36,000-P40,000 0 0%
P41,000-P50,000 0 0%

Other 2 9%

Total 23 100%

In their monthly income, 7 (30%) respondents received below P5,000, 5 (22%)

had an income of P6,000 to P10,000, 1 (4%) had P11,000 to P15,000 income, 2 (9%)

with an income of P16,000 to P20,000, 6 (26%) respondents received P26,000-

P30,000, and 2 (9%) other respondents were not identified.

2.1.9 How did the respondents find their first job?

How did you find your f Total Percentage

first job?

Response to 4 17%
Advertisement

Recommended by 9 39%
someone

Information from friends 6 26%

Family Business 0 0%

As walk-in applicant 2 9%

Arranged by school job 0 0%

placement officer

Other 2 9%
 Total 23 100%

In finding their jobs, they have different ways in which 4 (17%) respondents

responded to advertisements, 9 (39%) were recommended by someone, 6 (26%) were

from information from friends, 2 (9%) as a walk-in applicants, and 2 (9%) was not

identified on how they found their first job.

Findings

2.2 Introduction

The researchers interviewed graduates of the Drafting Technology program to

gather information for this study, and they are now evaluating the data to determine the
nature of the research challenge. The researchers conducted interviews with Drafting

Technology graduates through video call, google form, from their families and friends, to

give their information. There are 12 participants who were interviewed. 8 participants

were interviewed through video call and 4 participants were using google forms.

2.2.1 Participants

➢ Participant one is a teacher at NOHS (Negros Oriental High School) in

Dumaguete City. After graduation, he took the LET board exam without taking

any review because of expenses, and luckily, he passed the exam. Then, despite

his lack of experience, he accepted a position with DepEd.

➢ Participant two has an online job. After he graduated, he had a hard time looking

for a job. So he took commissions because he was an artist. That is what he did

for a living while he was struggling to find a job. He had many clients around the

world, like authors, creators, etc.

➢ Participant three is a teacher in primary and toddler education. After she

graduated, she took the LET board exam, and after that, she got a job in the city,

not as a teacher but as a draftsman.

➢ Participant four is a house volunteer. She worked as a human resource specialist

at Tita Fannies for two years after graduation before returning home to volunteer.

It is an out-of-school youth and adult program where she was teaching.

➢ Participant five is a faculty member and an assistant lecturer at the Department

of Technology Teacher Education. After he graduated, he worked as a draftsman

in the NGCP for 3 years and then applied to the teaching profession at MSU-IIT.
 ➢ Participant six is a junior high school teacher handling grades 7–10 teaching ICT

subjects at Zamboanga. She applied for the ranking in DepEd after she

graduated.But unfortunately, she never got in. So she stayed at home for almost

a year.

➢ Participant seven is a draftsman at NGCP Right of Way and negotiates with the

plot or house owners. After he graduated, he took the LET board exam, but

unfortunately, he failed. So, he applied at City Hall for nine months before he got

another job.

➢ Participant eight is a draftsman at an engineering and architectural firm. After she

graduated, she reviewed for the LET board exam. She passed. She even

renewed her license, but she never teaches. She preferred the drafting side.

➢ Participant nine is a virtual assistant. After she graduated, she was hired as a

VA, but currently working as an online tutor

➢ Participant ten is working at Municipal planning and development (LGU) as a

Draftsman. After he graduated, he was offered before graduation.

➢ Participant eleven is from a substitute teacher to locally paid teacher in our

municipality. After graduation, she did not find a job. She started her job after her

teacher I application in DepEd for the second time around as a substitute teacher

to a locally paid teacher in her municipality in Tudela.

➢ Participant twelve is a draftsman in a private construction company.

The rest of the participants were being interviewed/surveyed through their

family/friends/relatives.

2.2.2 Staying in their current job

 All of the participants have the same reason which is the money. One participant

described how he struggled on earning money during the pandemic.

“Honestly speaking, it’s the money. During 2020 kay pandemic man na siya,

gamay kaayo ug kwarta akong parents ana but thankfully, naa pa koy naipon sa

akoang sub nga job. Due to that, kailangan nako mucontinue ani kay atleast

dako kog sweldo para makabayad sa mga gastuon. So, money jud ang

nakacontribute sa ako”

(Participant 1)

One participant described how he managed to pay the bills from his earnings

even though his profession does not inline to the Drafting Technology Curriculum.

“I needed the money. I need to help pay the bills like sa internet. Now is

commission-based na akong work because nalayoff pa ko sa previous na work

because of political things. So now, layo jud siya sa akong profession. When you

stay here, need ang money jud. So karon, nagtry napud ko ug another 5 jobs,

plenty of online jobs pang daytime ug nighttime.”

(Participant 2)

Two participants described that they need to gain experience in order to apply in

the Department of Education.

“Para makagain ko ug experience points.”

(Participant 4)
 “Money and experience also because I am planning to apply in the DepED. So,

need man nila ug experience. Kinahanglan nako magkaexperience atleast 4

years after ana, okay na.”

(Participant 6)

People work to make money. They need money to buy food, for rent, to pay bills,

and to sustain the needs of the family. People can live normally without job satisfaction,

but they cannot survive without the money.

People also stayed in their current job to gain more experience.

2.2.3 Difficulties

Two of the participants described how they struggled in teaching different

subjects from the Drafting Technology Curriculum.

“In my job, it’s very difficult because kung TLE ka, ilabay ka bisag asa. Kung TLE

ka, dili pasabot kung unsa imong course or bahalag as a teacher in general. Dili

ka pasabot TLE. Currently, I am teaching ESP about values. Gatudlo ko ana,

gatudlo kog Carpentry which is wala koy background sa ICT kay Draftsman.

Karon kay gatudlo ko ug Gardening sa Grade 8 ug front office services kay

general man gud ang Grade 8 ug 7. So, mao ranay difficulties nako especially

since wala nakay nako napractice akoang Drafting Technology. Focus nako sa

TLE. Akoang jud problem kay ang ICT which is needed jud kaayo siyag

technology since my school is not that dako jud siya nga school but dili man siya

dato wala man kaayo computers na pwede nako maaccess sa mga bata nako

dili kay nako makuan ug one by one ug mga cp, mga system units but thankfully
 magbuhat rakog simulation na mao ray substitute sa ilang lesson. Mao rapud

akong mga difficulty.”

(Participant 1)

“Akong current mga difficulties in terms of skills kay maningkamot jud ka.. Ang

akong gipangtudlo karon is kanang naay photography, videography, animation,

photoshop. Katong animation kay naa man to sa atong drafting. Mutouch ta

gamay sa animation. So, matudlo ra nako gamay pero sa katong sa uban is wala

to. So dapat magexplore ka sa imong self like you need to watch youtube

tutorials before iklase nimo sa imong studyante. Magtuon lang jud ka. Interms sa

pagdeliver sa imong lessons, we are in a private school pero kulang ug

computers and wala pajud mi internet because dugay ang installation. Usahay

mawal-an ka ug gana sa imong pagteach because ang imong gusto murag dili

nimo mahatag because of the lack of equipments. Mangita nalang ug way

unsaon pagcatch up. Mangita ug strategies para madeliver gihapon nimo pero

dili japon inana ka lalom kay lack of materials.”

(Participant 6)

The participants are struggling with how they are going to cope with the subjects

that were not taught in their undergraduate subjects in drafting technology. It not only

focuses on drafting technology but also covers the general subject of TLE. They also

encounter the lack of technologies and how they are going to demonstrate the topic,

which is related to ICT.

Other participants encountered such problems in their work and how they are

going to overcome it.

2.2.4 Skills Development

4 participants developed and gained skills from drafting technology curriculum.

The participants also described how they cope with the knowledge and skills required

for their job.

“Yes. There were skills like especially in my Grade 8 since general man siya.

Akong nabal-an is naay technical drafting sa Fourth Quarter nila which is better.

Naapply jud nako siya. Sauna, naa man nay drafting technology ang school

namo but natangtang na siya kay gamay ra gusto musulod like 2 students dayon

mawala ra dayon siya. But, some skills maapply jud nako siya especially naa

man gud magbuhat ug mga rooms for example, front office services namo by

January, akong topic is Alphabet of Lines which is part na siya sa Drafting.

Atleast, naa najud koy expertise ana mga front view, side view, top view mga

inana nga lesson atleast mateach nako na siya. Naa gihapon koy maapply-apply

gamay.”

(Participant 1)

“I graduated in the Old Curriculum of the BSTTE Drafting Technology. What I’ve

learned in my undergrad is applied both sa teaching and industry. Sa industry,

like I said earlier that maapply nako siya for my CAD operation and cost

estimation. And also, here.. I am currently teaching animation in Drafting

Technology. In my undergrad, I learned also 2d animation. Nagamit jud nako

siya karon sa akoang work.”

(Participant 5)
 “Yes. Nakaapply siya sa akoa. Dako jud siya nga application kay syempre

gasukod mi sa mga balay. Gamit kaayo ang CAD. Gamit pud ang sa

measurements sa balay, sa pag estimate labi na kanang naa man siguro ta..

Nakaagi man siguro ta sa Estimation. So, magamit jud siya as a professional

karon.”

(Participant 7)

“Oo kay sa Drafting, natun-an tanan basics and not-so-basics nga mga

intermediate level. Kung wala, magyoutube tutorial ra pero mas nindot na

kanang inyong giklasehan. Naa pay teacher mga inana. So, nakahelp jud siya sa

akoa kay nisulod man ko sa industry na kabalo nako magCAD, SketchUp, ang

pagrender, Photoshop, mga inana tungod sa Drafting nga course.”

(Participant 8)

One participant also applied his skills in his previous job. It became easy for him

to introduce the computer-aided application.

“Zero contribution in my current job. But in my previous job, easy na sa akoa ang

AutoCAD and most of the task, I can take it easily without a struggle. They

introduced Computer Aided application.”

(Participant 2)
 Some participants' current jobs do not require them to draft technology

curriculum.

2.2.5 Improvements

Participants improved their skills by gaining experience on the job. Drafting

technology is not only the focus, but also the entire topic in the teaching profession.

Some of the participants need to find a strategy for how they engage with the students.

“I did improve because at least I gained experience. So, from a teacher’s perspective,

I’ve gained enough strategies on how to teach my students. I gained different methods

on how to make them be more eager to learn. Nangita jud ko ug way na *inaudible*

especially ang mga bata karon kay dali ra mabored. So, nangita ko ug technique like

games, mga activities na ma-enganyo sila kay sa una, during pajud sa college days, sa

akoa rajud huna’huna kay paper-pencil task. Karon kay nachallenge najud ko na

maghuna’huna nako ug mga activities everyday para lang maenganyo kay dili jud lalim

same ra imong itudlo. Mabored sila.”

(Participant 1)

“In terms of my professional development, makaingon jud kog I grow because

they said that teaching is non-stop. Once you are particularly taking your as step,

always teaching. Never stop jud na siya. You always keeps on learning. So by then,

however, although nateacher nako but then, there are some experiences na wala pa

pud ko kabalo because of some of the students is much better sila nga kabalo.. For
example, updated application, updated na mga technology which is wala nakoy time

muexplore. Ilang introduce nila sa akoa at the same time, makalearn pud ko inana nga

unsaon paggamit.”

(Participant 5)

In the industry, participants deal with different fields that improve their skills and

knowledge about drafting technology. How they applied in their current job which is

related to Drafting Technology Curriculum.

“Nakaimprove siya kay syempre different houses man among gimeasure. So,

makakita ka ug lain-lain design then maapply to nimo sa imohang kuan if naa

kay sideline. Naapply nako and then nakamold sa akoang skills labi na sa

pagCAD kay CAD man gud usually among ginagamit kay sayon man gud ang

magCAD when it comes sa design, mas mawiden ang imohang knowledge kay

different houses and different designs pud sailang balay na makita nimo sa ilaha

na unsa ilang mga materials na ilang gipanggamit.”

(Participant 7)

“Nag-Master’s ko sa Civil, sa USTP. Then as of now, naa mi ginaprepare na

about schooling japon para atleast continue japon akong professional or career

development.”

(Participant 8)

On the other hand, some participants described how dealing with other people

improved their skills and knowledge.

2.2.6 Employment Post-Graduation

Participants described how they equipped the Drafting Technology curriculum

with the skills necessary to get employed and the difficulties that they encountered

when applying for a job after graduation.

Some participants described how the Drafting Technology Curriculum made an

impact on their teaching profession. It does not only focus on the drafting skills but also

it shoulders all the fields of TLE or the Technology and Livelihood Education. Currently,

the participants are teaching ICT or Information and Communication Technology.

“But sadly to say, ang Drafting Technology dili kay siya as in common sa mga

public schools diri sa amoa compared sa lain like Carpentry, Masonry, etc. But

sa ngalan nga TLE, dali ra nuon ko nakuha tungod lang ana.”

“My degree which is Drafting Technology, dili kay siya kuan sa teaching. More on

sa engineering ni siya or architect. But, pwede man siya makuan through sa

specific schools ra siya ba dili jud siya as in general na needed jud siya sa tanan

schools but some schools offered technical drafting mao ni nakaapan sa akoang

course which is TLE because although daghan siya dili tanan schools muoccupy

ug that type or that particular TLE mostly ICT, carpentry, masonry, but seldom ra

kaayo ang mga drafting technology na students which mao jud ni makakuan nila

nakareason ug pangita jud ug apply kung asa jud siya padulong.”

(Participant 1)
 “Yes. Ang giteach sa Drafting Technology kay very essential jud kaayo kay kung

whatever field that you tried to pursue either if like sa industry ka or sa teaching

pero like focus ra kaayo sa drafting. Nagtackle unta ug more side sa TLE karon

like dili kaayo magstruggle when it comes to applying for the TLE job sa DepEd.

But in industry, so far everything you need to learn, you need to learn is

ginaprovide na sa course na gitake nato.”

(Participant 2)

“I believe kanang slight’slight kay kinahanglan man jud ka makagraduate.

Kanang kuan sa drafting, ICT teacher man ko involve man ang pag-use sa

computer. So, sa drafting diba mag-use man ta ug computer pero dili man kaayo

align sa imong gitudlo ron nga subject pero atleast ba ana nga paagi.”

(Participant 6)

“If didto ka mag-apply sa Senior High like TLE subject mga drafting-drafting na

mga schools, easy siya. But if sa DepEd dili ka makabuot pud, murag easy but

lisod pud.”

(Participant 3)

One participant described how the Drafting Technology Curriculum alone is not

necessary to be taught in the school, especially in the Department of Education. When

taking up the teaching profession, one should be flexible in every field, specifically when

teaching TLE.
 “Basta naa man gud ka sa DepEd, dili necessary na ang katong gigraduate-tan,

mao gyud na ang gitudlo. Dapat kung teacher ka, flexible jud ka ana. Dayon, ang

drafting man gud kay kung mutake ka ug board exam, dili drafting imong take-

kan kundi TLE. Dayon, ang kanang uban subject sa TLE, wala ninyo natun-an sa

inyong drafting.”

(Participant 4)

One participant also described herself as not interested in AutoCAD. Instead, the

participant took an English course, where she applied.

“First, dili ko interested sa AutoCAD. Second, nianhi ko diri to work but ang ilang

natrabaho so ako nalang gipadayon and then, nagtake pud kog mga courses

connected sa English than sa drafting kay mas magamit man nako karon.”

(Participant 3)

The participants described where their current job is in line with the Drafting

Technology Curriculum, how they equipped their skills, and whether it is easy to find a

job or they are still having difficulties after graduation.

“In my opinion, I think that I am fully equipped because sa akoang undergrad is

inlined of what I am teaching now and also of what I am taking currently.”

“Whatever is it to happened. For example, if I am not into teaching, I am very

much more confident makakita ug job because my skills where I graduated as

Drafting Technology student very demanding. In demand jud kaayo siya nga
 program which is daghan kaayog company nga naninahanglan ug draftsman,

kabalo mucomputer, kabalo ug AutoCAD, ana siya.”

(Participant 5)

“Kung muingon kag easy, dili jud siya easy kay syempre kay mostly sa gipangita

sa mga employers, naa kay experience. Naa kay mapakita sa ilaha nga mga

diploma or higher nga mga kuan labi na sa mga NCII. So, ganahan pud sila ug

mga actual nga nakabuhat jud ka ana. So, lisod jud siya magpangita.

Maningkamot sah jud ka didto sa.. Mangaykay jud ka sa pinakaubos nga trabaho

na imong makita. So, maggain ka ug experience ayha musulod sa trabaho na

imong gusto. Sa trabaho na ganahan ka sa kana nga sweldo.”

(Participant 7)

“One of my first job, CAD operator japon. Nakahelp jud siya kay pagsulod nako,

kabalo naman ko. So, dili na kayko kailangan nila tudloan or somehow akong

confidence level kay dili kaayo low. Makawork rapud ko ug tarong tungod kana.

Naequip jud ko sa Drafting course.”

“Sa akoa, oo. Even if kung sa teacher, okay rapud kay ang Drafting under raman

pud siya sa TLE and kung magteacher kay.. Either teacher or drafting, okay

raman kay para sa employment nimo.”

(Participant 8)

Discussion

Introduction
 The main objectives of this research study were to examine the impact of

Drafting Technology Curriculum to the employability of the graduates of Bachelor of

Science in Technology Teachers Education major in Drafting Technology year 2018.

This part will provide an interpretation of the findings obtained; it will illustrate why the

findings are relevant to the research and relate the findings to other research carried

out. The findings of this study are based on the interpretation and analysis of data

obtained through the process of semi-structured interviews of eight participants who

graduated from the Drafting Technology Curriculum.

Understanding the finding in relation to the research question

The findings of this research emerged as a main theme across all twenty-three

(23) interviews. All participants have their different impacts of the Drafting Technology

Curriculum. Some participants described that when applying to the Department of

Education, it is necessary to be flexible when it comes to the teaching profession. It is

not just the drafting technology that can be taught in school but the whole field of TLE,

including ICT. The participants also described that the Drafting technology curriculum

can also help in industry with the help of other fields such as in CAD operations,

Estimation, and even in the teaching profession.

The aim of the research is to determine the impact of the Drafting Technology

Curriculum to the employability of the Drafting Technology graduates batch 2018. The

research questions were examined through a qualitative approach in the form of semi-

structured interviews. The use of semi-structured interviews allowed for more in-depth

insight into the personal experiences of employability allowing the advantages and
disadvantages to be discussed in an open and candid manner, which made the

interpretation and analysis of the findings more meaningful. A review of the literature

was presented corresponding to the research topic on the impacts of the Drafting

Technology Curriculum. Finally, an interpretation of the findings obtained was provided,

along with why the findings were relevant to the research with comparisons to other

research carried out to date.

In the Philippines, a Drafting Technician makes an average salary of PHP

333,479 per year and PHP 160 per hour. A Drafting Technician can expect to make

between PHP 236,770 and PHP 403,510 on average. The greatest level of schooling

for a Drafting Technician is often a Bachelor's Degree. This examination of

compensation is based on salary survey data gathered from anonymous employees

and employers in the Philippines (Research Institute, 2023).

The task of creating well-built blueprints from initial sketches, concepts, and

requirements falls to technical drafters. These experts design the blueprints required to

finish a range of tasks using both manual and computer-based technologies.

Mechanical drafters, architects, civil drafters, and electronics drafters are a few potential

technical drafting careers. There are important facts about a career in drafting. In a

working environment, working primarily on computers in the workplace, with sporadic

collaboration with architects and engineers. Their specializations are services in

manufacturing, architecture, engineering, and construction. Their key skills are

creativity, attention to detail, interpersonal skills, technical ability, numeracy, and time

management (Learn.org -, n.d.)

 The findings of this research are relevant to the wider study of the impacts of the

Drafting Technology Curriculum to the employability of the Drafting Technology

graduates. The importance of society to understand the impacts to the employability of

the individual. This study highlighted that the impact of the Drafting Technology

Curriculum was felt by all, but its impact was noticeably different between participants,

with both negative and positive outcomes.