A TRACER STUDY OF THE COLLEGE OF

EDUCATION PROGRAMS IN MINDANAO STATE

UNIVERSITY MAGUINDANAO

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 6
Pages: 832-846
Document ID: 2022PEMJ490
DOI: 10.5281/zenodo.7530147
Manuscript Accepted: 2023-10-1
Psych Educ,2023, 6: 832-846, Document ID: PEMJ490, doi:10.5281/zenodo.7530147, ISSN 2822-4353
Research Article

A Tracer Study of the College of Education Programs in

Mindanao State University –Maguindanao
Rahmia M. Meto*
For affiliations and correspondence, see the last page.

Abstract
Tracer study is a tool used to evaluate and monitor curriculum and training programs. This
tracer study determined the personal and academic details, the employment conditions, and the
levels of application on the three domains of learning of the three fields of specialization with the
present job of the graduates of the College of Education programs in Mindanao State University –
Maguindanao from the school year 2018-2019 to 2019-2020, specifically BSEd - Mathematics, BSEd
- English, and BEEd - General Education programs. The study used a descriptive survey research
design using an online survey questionnaire (Google Form). The total number of graduates for the
identified degree programs and year of graduation is 161 but only 159 or 98.8% responded to the
survey. Results revealed that most of the graduates have acquired their professional license and
practiced their profession applying their acquired learning in cognitive, affective, and psychomotor
domain positively while teaching. Further, it is concluded that the College of Education in Mindanao
State University – Maguindanao successfully delivered the learning experiences needed by their
students in the future. They provide high-quality education and produce competent and productive
graduates with a high employability rate and a high number of graduates who successfully passed the
Licensure Examination for Teachers.

Keywords: personal and academic details, employment conditions, domains of learning

Introduction one of the required documents by any higher education

Tracer study is a tool used to evaluate and monitor
curriculum and training programs. It is important to
assess and determine the effectiveness of student’s
learning and skills. Tracing the graduates helps
recognize the needs for graduates’ improvement and
develop a better disposition for those still enrolled in
the program (Kebedom, 2010). An academic
institution needs to identify whether the school meets
its goal and determine if its programs provide quality
education and pass accreditation standards.
The Philippines’ accreditation of curricular programs,
known as the Accrediting Agency of Chartered
Colleges and Universities in the Philippines, Inc.
(AACCUP), aims to develop a mechanism for and
evaluate programs and institutions. Programs that have
passed the standards and awarded accreditation status
primarily lend prestige to member institutions justified
by possessing quality standards and unremitting efforts
to maintain them at a high level (AACCUP, 1987). It
is vital for every institution to regularly conduct
graduate tracer studies to monitor its graduates in
terms of how they perform in their chosen careers and
courses.
The Commission on Higher Education in the
Philippines requires all Higher Education Institutions
to conduct a tracer study and is equally reflected as
accrediting body.
According to Regmi (2009), conducting tracer studies
connects the graduates and the school or Alma Mater.
Graduates were allowed to assess the curriculum,
learning experiences, and job prospects. It assists the
institution in evaluating its ability to provide high-
quality education and produce competent and
productive graduates. Its goal is to establish the
curriculum's efficacy and relevance and impact
students' learning experiences on employment
following graduation. It evaluates the graduates' work
positions and how far they have progressed after
receiving their college education.
According to Kebedom (2010), tracing graduates
examines the adequacy of one particular institution
that provides for workforce needs of all sectors. In
order to attain this purpose, the level of employment,
graduates’ unemployment situation, employer
perception, competence, and relevance of graduate
employees, both graduates and employer’s feelings
were about to consider. The tracer study of graduates
may also gather data on the curriculum's relevance and
graduates' satisfaction with their academic preparation
(Aquino et al., 2015).
To evaluate the curriculum's relevance and graduates'
satisfaction, it is very needed to regularly conduct
graduate tracer studies. In addition, since the College

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Research Article
of Education of Mindanao State University -
Maguindanao is currently preparing for its Level I
evaluation for accreditation, and one of the reportorial
requirements of the AACCUP for their assessment of
the programs in the area of curriculum and instruction
is the information on program outcomes in terms of
employment of the graduates for the last three years.
Hence, this study will be conducted to help with such
requirements.
This prompted the researcher to conduct a tracer study
of the College of Education programs in Mindanao
State University – Maguindanao.
Research Questions
This study aimed to trace the graduates of the College
of Education programs: BSEd - Mathematics, BSEd -
English, and BEEd - General Education in Mindanao
State University – Maguindanao from the school year
2018-2019 to 2019-2020. Specifically, the study
sought answers to the following questions:
1. What are the personal and academic details of the
graduates of the College of Education in Mindanao
State University – Maguindanao in terms of:
1.1. Sex;
1.2. Civil Status;
1.3. Field of Specialization;
1.4. Year of Graduation;
1.5. Eligibility; and
1.6. Highest Educational Attainment?
2. What are the employment conditions of the
graduates in terms of:
2.1. Employment Status;
2.2. Reason for Unemployment;
2.3. Occupation;
2.4. Nature of Occupation;
2.5. Job Level Position;
2.6. Monthly Earning on the Present Job
2.7. Job Search Period; and
2.8. Ways of Finding a Job?
3. What are the levels of application on the three
domains of learning of the three fields of specialization
with the present job of the graduates in terms of:
3.1. Cognitive Domain;
3.2. Affective Domain; and
3.3. Psychomotor Domain?
Literature Review
This section presents the review of related literature
particularly on the Brief History of College of
Education, Tracer Study, Fresh Graduates’
Rahmia M. Meto
Employability, Eligibility, Employment Status, Reason
for Unemployment, Occupation, Nature of
Occupation, Job Level Position, Monthly Earning on
the Present Job, Job Search Period, Ways of Finding
Job, Domains of Learning, Cognitive Domain,
Affective Domain, Psychomotor Domain, Complete
Enumeration Sampling, Descriptive Survey Research,
the Theoretical Framework and Conceptual
Framework of the study.
Brief History of College of Education
A survey done in the early 1980s revealed that the
province of Maguindanao lacked qualified and
competent elementary and high school teachers. This
was mainly attributed to the transfer of teachers to
other government agencies.
This problem of lack of teachers in the region led to
the offering of the Bachelor of Education courses by
Mindanao State University – Maguindanao. Thus, in
1983, the BSE degree program with English and
Mathematics as fields of specialization was offered.
The board of regents of Mindanao State University
approved the offering of Bachelor of Science in
Secondary Education in its 117th meeting on April 20,
1983. The resolution was implemented during the first
semester of the school year 1983 – 1984 with Prof.
Carmen C. Toledo as its head. During that time only
150 students were enrolled in the college.
In the 1st semester of the school year 2018-2019, the
revised curricular programs of college of education
such as BSEd - English, BSEd - Mathematics, and
BEEd - General Education was approved by the
University President and the Executive Committee of
the Board of Regents on 241st Meeting on December
20, 2017, under BOR Resolution No. 357s, 2018.
Tracer Study
A tracer study is an evaluation and monitoring tool for
training programs and curricula. It is critical to assess
the efficiency with which pupils are taught and skills
are acquired. It will aid in recognizing the need for
graduates to improve and develop a more positive
attitude in those remaining in the program. The quality
of education will be reflected in the quality and
adequacy of personnel, as well as strong graduation
performance (Kebedom, 2010).
As stated, the graduate tracer study aims to
demonstrate the success of education and training to
the graduates and employers, to figure out how
graduates got their first job, to see if work assignments
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are connected to their field of study, and to serve as a
basis for future planning activities.
According to Regmi (2009), conducting tracer studies
connects the graduates and the school or their Alma
Mater. Graduates were allowed to assess the
curriculum, learning experiences, and job prospects. It
assists the institution in evaluating its ability to
provide high-quality education and produce competent
and productive graduates. Its goal is to establish the
curriculum's efficacy and relevance, as well as the
impact of students' learning experiences on
employment following graduation. It evaluates the
graduates' work position and how far they have
progressed after receiving their college education.
Schomburg (2003) states that “graduate survey
findings are significant for the analysis of relationship
between higher education and work”. Moreover,
Millington (2001) states that “they provide quantitative
structural data on career and employment, information
on the professional orientation, experiences, the nature
of employment and related competencies of their
graduates.” In addition, the data gathered is an
essential measure of higher education quality. The
Commission on Higher Education in the Philippines
requires all Higher Education Institutions to conduct a
tracer study and it will be reflected as one of the
required documents by any higher education
accrediting body such as the Accrediting Agency of
Chartered Colleges and Universities in the Philippines
(AACCUP), Inc.
Fresh Graduates’ Employability
As a graduate enters the workforce, he or she will
undergo a major shift in both their professional and
personal life. The transition from the classroom to the
workplace is more than just a simple shift from the
classroom to the workplace; it also includes
professional growth, new social networks, the
application of individual potentials, and freedom that
comes with being your own person. These events are
milestones in the lives of young people (Rok, 2013).
With a rising number of applications, today's young
graduates will surely face stiff competition and
challenges in finding new employment. The following
are the aspects to consider while securing and
obtaining a job after graduation:
First is the personal profile of the applicants. Gender
and age play a vital role and significantly impact the
fresh graduates’ employability status, as some of the
graduates face gender discrimination in workplace and
underage labor. According to DOLE (2010), the
Rahmia M. Meto
employment minimum age for hazardous occupations
is 18 years, whereas the minimum age of employment
for non-hazardous jobs is 15 years. Children under the
age of 15 may hired in non-hazardous employment if
employer does not interfere with their education.
The second is the physical appearance. According to
Kokemuller (2010), in a few seconds, hiring managers
create their initial impressions of the candidate. In
addition to the way they seem in their clothing and
appearance, their manner of greeting and entering the
room also play a role in creating this impression. A
competent and capable professional's look, is an
important part. Physical appearance has an effect on
one's employment chances, relative income, and
advancement possibilities. Physical and social beauty
provide significant advantages in all social
interactions, including the ability to ensure colleagues'
collaboration, increase a person's persuasiveness, and
sell things." (Miller, 2011).
The third is soft competency. As Prising (2011) stated,
the fundamental issue for college graduates is that they
are not competent enough, not that they lack talents.
"Just because you graduated from college does not
guarantee you are job-ready," he explains. He also said
that a stronger education system provides pupils with
early information about the occupations available in
the industry. Companies that are prepared to recruit
fresh graduates with rudimentary skills and teach them
to match the company's requirements before putting
them on the work are more flexible.
Based on research conducted by Fay and Frese (2013),
in today's workplace, initiative has become more vital.
Companies want individuals who can think for
themselves, stand on their own, and act without being
told what to do. After all, teams and organizations with
this kind of boldness and adaptability are more likely
to innovate and reduce or eliminate competition.
The fourth is work experiences. According to Hotel
Business Magazine (2013), internships and job
trainings can prove essential in opening up
opportunities for those entering the industry.
Employers often pick applicants with real-world
experience over those without. They prefer to hire
individuals who are currently in the field since it
speeds up the training process.
In a study conducted by Weligamage (2009), he
concluded that the significance of education for
employability in the present shifting business climate
is based not on skills but on practical experience. To
strengthen and increase the graduate's competitive
advantage for work, students must build employability
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skills and obtain subject-specific knowledge.
The fifth is education. In a study conducted by
Macatangay (2013), work-related values such as love
of truth, love of God, loyalty and honesty to superiors,
as well as school-related variables such as education
and curriculum, have a significant role in employment.
Education may play a critical role in locating and
securing a profession that provides both monetary and
intrinsic satisfaction. The kind of work you may get
depends on your degree of schooling. If you have more
education, you will be able to apply for a wider
selection of jobs. The jobs you can attain frequently
pay more and provide opportunities for advancement
(Kokemuller, 2010).
Eligibility
Licensure Examination for Teachers (LET) was
established by Republic Act 7836 in the Philippines to
develop teachers and improve the country's
educational system. The test for graduates of the
Bachelor of Elementary Education (BEEd) program
consists of two parts: General Education and
Professional Education. The test consists of three
components for Bachelor of Secondary Education
(BSEd) graduates: General Education, Professional
Education, and their field of specialty.
Republic Act 7836 or otherwise known as
Philippine Teachers Professionalization Act of
1994, is an act to strengthen the regulation and
supervision of teaching in the Philippines and
prescribe a licensure examination for teachers and
other purposes. A valid registration certificate and
professional license from the Commission are required
before any individual can practice as a professional
teacher in the Philippines.
If an examinee fails to pass the merit examination,
they are allowed to take the examination for a second
time. If they fail for a second time, then they are
required to take a DECS accredited refresher program
or course before being allowed to retake the
examination.
Employment Status
Current labor force status is categorized into
employed, unemployed, and inactive. The first
category comprises those individuals who have
worked under the terms of an employment contract.
The contract could be expressly agreed upon orally or
in writing, or it can be implied by the nature of the
relationship. The second category comprises those
Rahmia M. Meto
individuals who are out of a job or work. Those active
in family care, early retirees, students, long-term ill,
and on maternity leave fall into the last group. It is
usual to refer to someone as employed or jobless when
discussing their work situation. However, when
considering how the working-age population is
involved with the labor market, the economically
inactive emerges (Barham. C, 2002).
More recently, the unemployed and economically
inactive (EI) have been collectively referred to as the
‘ w o r k le s s ’ p o p u l a t io n ( R i t c h ie H et al.
2005).
The economically inactive include those who are not
in work and do not satisfy all the International Labor
Organization’s (ILO) definition of unemployment and
are therefore neither working nor actively seeking
work. The economically inactive population is made
up of three primary groups: the continuously ill, many
of whom get sickness-related benefits; and the
economically inactive people (Brown J, 2008), those
who, by choice or need, are employed and responsible
for their homes and families, as well as students and
retirees.
A person is self-employed when they run their
business for themselves, and they are responsible for
its failure or success. Self-employed people are not
paid via the payee and therefore do not have the same
rights and duties as employees. Because they are their
own employer, most employment laws do not apply to
self-employed persons. However, if a person is self-
employed, they are still protected for their safety and
health, as well as, in certain situations, discrimination,
and their obligations and rights are defined by the
terms of the contract they have with their customer.
Reasons for Unemployment
Unemployment is distressing for graduates because it
affects many parts of their personal lives, especially
those who have taken out school debt. According to
statistics, the graduate unemployment rate has risen
over the last decade as the number of graduates
entering the labor force has climbed. Graduate
unemployment has increased since the crisis, making it
more difficult for graduates to obtain a job in their
chosen field.
According to Morley (2001), another factor for
unemployment is a mismatch between students'
practical job requirements and the developed abilities
and skills in school. A person's ability to find work is
influenced not just by their academic success but also
by their personal history. Gender, ethnicity, and
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socioeconomic status all influence whether or not an
applicant gets hired.
In addition, the experiences and skills gained through
the college curriculum are sometimes not enough for
entry-level positions (Pauw, et al., 2006). When
education is limited to a general level, it does not
always provide the precise skills required for
employment. (Pauw, et al., 2008). The school's
traditional curriculum do not correspond to society's
actual demands, and these discrepancies lead to
unemployment (Sparber & Fan, 2012).
Graduate unemployment is a personal issue linked to
various societal concerns, including crime, poverty,
and job happiness. To alleviate and mitigate the
unemployment issue, thorough consideration of
society is essential. Even though graduates have
acquired the necessary talents and skills throughout
their college education, the market may not accept
them due to capital constraints. Collaboration between
people and so ciety is essential to reduce
un emp loy men t rates.
Occupation
Occupation is a person's profession or business or
principal work, especially to earn a living. It is a basic
human need and has been postulated to be how
individuals procure the essentials of life, such as food,
shelter, safety, and other essential elements of
existence (Wilcock, 1993).
Occupation gives meaning and purpose to a person’s
life (Fidler, et al., 1978), stating that "it is through such
activity, occupation, and feedback from both people
and non-human things that a person gets to
comprehend the limits and possibilities of self and
environment, and reaches a feeling of self-worth and
competence". Breines (1989), suggested that persons
are motivated to make a difference in their own lives,
and the lives of others and that work gives them the
tools to do so. The concept that one's employment
offers purpose to one's life captures the essence of
what one does on a daily basis. What people do each
day provides them a feeling of purpose, adds to the
meaning they assign to their lives, and helps organize
their behavior and keep track of time.
Nature of Occupation
After completion of the four-year course program,
graduates can pursue a career related to their
professions. The nature of graduates' work varies
widely among the four major fields: industry, business,
government, and education. Occupation of others was
Rahmia M. Meto
categorized in related professions. Specifically, it
shows that majority of the graduates’ first and current
job is in the business. Graduates’ first or current job
engages in government; others are in the industry
sector and have the work related to their field (Aljon
J., 2019).
Job Level Position
According to Aljon J. (2019), in his tracer study on
Bachelor of Technical Teacher Education graduates, it
was concluded that as to the graduates’ current
position held, the biggest proportion of graduates
appears to be in entry-level positions while few
percent have jobs that belong to a middle-level
category and other related professions job position
respectively.
This implies that graduates could obtain work right
after graduation, and their current position in various
labor markets was related to their course in college.
They can work effectively as entry-level professionals.
It is also important to note that there are graduates
holding a middle-level position in a short span of time.
It is an indication that graduates are competitive, and
their acquired skills and knowledge and related fields
facilitated their growth to positions of increased
responsibility.
Monthly Earning on the Present Job
In the study “A Tracer Study on the Employment
Status”, the monthly income of the 67 respondents, 53
were employed. It reveals that 3 or 5% of them earn
less than 5,000 pesos per month, whereas 15 or 27% of
them earn between 5,000 and 10,000 pesos per month,
which is also the average minimum salary. 17
graduates, or 30%, earn between 10,000 and 15,000
pesos, while 21 respondents make more than 15,000
pesos.
Gefilloyd L. De Castro (2017), in his “Tracer Study of
Hotel and Restaurant Management Graduates of One
State College in the Philippines from 2014-2016”, it
shows that 29% or 42 out of the 144 graduates or the
majority of them earn a monthly salary of ₱5,000 to
less than ₱10,000 followed by 39 (29%) who earn
₱10,000 to less than ₱15,000. For ordinary people
and those with fewer family responsibilities, this may
already be a good income. However, may not be a
suitable indicator of monthly gross income for persons
with family dependents and other obligations. A good
gross monthly income ranges from ₱20,000 to less
than ₱25,000, with ₱25,000 being the best. Despite
this, only 2 (1%) of the 144 graduates have an average
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salary of ₱20,000 to less than ₱25,000, and 4 (3%)
have a salary of ₱25,000 or more.
All graduates with a salary of more than ₱25,000
work overseas. When the salaries of graduates who
work as managers or supervisors in the Philippines are
compared to the salaries of graduates who work as a
service crew in other countries, it is clear that the latter
earns more.
Job Search Period
According to Celis, Festijo, and Cueto (2013), one
factor that assesses or determines the academic
institution's effectiveness is the graduates’
employability. The quality of graduates is determined
mainly by the training and facilities provided. These
will ensure graduates have the information, skills, and
values necessary to operate in their chosen industries.
Gefilloyd L. De Castro (2017), in his “Tracer Study of
Hotel and Restaurant Management Graduates of One
State College in the Philippines from 2014-2016”,
shows that the majority of graduates (35%) got their
first job right after graduation. This indicates that they
acquired it in less than three months less than a year
(32%). This also indicates that about 96 (65%) of the
graduates were hired for less than a year. This is
because of the current industries' high or strong
demand.
Ways of Finding Job
In a research study about Sultan Kudarat State
University – College of Nursing Tracer Study, it was
concluded that regarding the reason of the respondents
why they were able to find their first job. It shows that
most of them were recommended by someone and
informed by their friends. Others got their first job as
walk-in applicants and responded to an advertisement.
Aljon J. (2019), in his tracer study on "Bachelor of
Technical Teacher Education Graduates”, shows that
the majority of the graduate’s recruitment methods on
their first job were secured as recommended by
someone. Others find a job through a walk-in
application, and information from friends.
This implies that most fresh graduates found a job
through their own resolve and effort, which often
found it challenging to penetrate the government and
public service. The college has a significant role in
helping graduates locate new and better jobs aligned to
their competency skills and training experiences.
Domains of Learning
Rahmia M. Meto
In 1956, Dr. Benjamin Bloom, a psychologist and a
committee of educational experts developed three
taxonomies, or learning domains, to improve a
student's learning skills. These were the cognitive,
affective, and psychomotor domains.
The domains of learning, which were first created
between 1956 and 1972, have received significant
contributions from experts and researchers in area of
education. Benjamin Bloom's (cognitive domain),
David Krathwohl's (affective domain), and Anita
Harrow's (psychomotor domain) studies have all been
incorporated into the three domains of learning (Sousa,
2016).
Cognitive Domain
The cognitive domain aims to develop the acquisition
of knowledge and the mental skills of the individual. It
is when we reason and think for specific knowledge-
based skills. It includes processing information,
developing understanding, applying knowledge,
solving problems, and conducting research. The
cognitive domain encompasses six categories:
remembering, understanding, applying, analyzing,
evaluating, and creating.
The remembering category shows the ability to
remember facts without necessarily understanding.
This is followed by the understanding category which
shows the ability to understand, explain, and interpret
learned information or concepts. Applying category is
the ability to use and apply learned information or
concepts in new situations. Analyzing category shows
the ability to break down information into its
components and draw connections among ideas. The
evaluation category shows the ability to judge the
value of material for a given purpose or justify a stand
or decision. Finally, creating category is the ability to
create or produce unique or original work. (Hoque, E.,
2016).
Affective Domain
According to the developers of revised Bloom’s
Taxonomy, the affective domain includes “how we
deal with things emotionally, such as values, feelings,
appreciation, motivations, enthusiasms, and attitudes”
(Krathwohl et al., 1973).
The affective domain categories include receiving,
responding, valuing, organization, and characterization
(Anderson et al., 2011). The receiving shows the
ability to utilize selected attention and awareness of
emotions and feelings. Responding is the ability to
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comply with procedure and active participation in a
group. Valuing is the ability to value or see the worth
of something and express it. It is concerned with the
worth you attach to a particular object, piece of
information, behavior, or phenomenon. The
organization shows the ability to prioritize value over
another and create a unique value system. Finally,
characterization shows the ability to internalize values
and control a person`s behavior (Hoque, 2016).
Psychomotor Domain
The psychomotor domain involves the use of motor
skills as well as the capacity to coordinate them
(Sousa, 2016). Its goals include those related to
specific physical functions, reflex acts, and
interpretative movement. It is concerned with
physically encoding information, movement, and/or
activities that employ the gross and fine muscles to
convey or understand information or concepts. It refers
to natural, autonomic responses or reflexes that include
the use of motor skills and their coordination.
Under this domain are perception, set, guided
response, mechanism, complex overt response,
adaptation, and origination. Perception is the ability to
apply sensory information to an activity. Set is the
ability to display motivation in performing planned
exercises and act actively and readily. Guided
Response shows the ability to imitate a displayed
behavior or to utilize trial and error. A mechanism is
the ability to convert learned responses into habitual
actions with proficiency and confidence. Complex
Overt Response shows the ability to skillfully perform
complex patterns of actions. Adaptation is the ability
to modify learned skills to meet special events. Finally,
Origination shows the ability to create new movement
patterns for a specific situation (Hoque, E., 2016)
Methodology
The study used a descriptive survey research design
using an online survey questionnaire (Google Form) to
determine the personal and academic details of the
graduates, employment conditions of the graduates,
and levels of application on the three domains of
learning of the three fields of specialization with the
present job of the graduates. Weighted Mean Method
(Likert’s scale) and descriptive statistics were used to
determine and describe the graduates' levels of
application of the three domains of learning.
Rahmia M. Meto
Participants
The respondents of this study were the graduates of the
College of Education in Mindanao State University –
Maguindanao, specifically the BSEd – Mathematics,
BSEd – English, and BEEd – General Education
programs batch 2018 – 2019 and 2019 – 2020. There
were 142 graduates in 2018 – 2019 and 17 graduates in
2019 – 2020. The study is a complete enumeration of
all qualified respondents. The total number of
graduates is 161, but only 159 or 98.8% of graduates
responded to the survey.
Instruments of the Study
The research instrument used in the study is the
researcher-made survey questionnaire conducted
through Google Form to determine the personal and
academic details of the graduates, employment
conditions, and levels of application on the three
domains of learning of the three fields of specialization
with their present job. The social networking site
Facebook or Messenger was used to inform the
graduates about the tracer study.
It is composed of four sections: the first section is
about Participant’s Consent; the second section is
about Personal and Academic Details of the Graduates
in terms of Name, Email, Address, Contact Number,
Sex, Civil Status, Field of Specialization, Year of
Graduation, Eligibility, and Highest Educational
Attainment; the third section is about Employment
Conditions of the Graduates in terms of Employment
Status, Reasons for Unemployment (If not employed),
Occupation, Nature of Occupation, Job Level Position,
Monthly Earning on the Present Job, Job Search
Period, and Ways of Finding Job; and the fourth
section is about Levels of Application on the Three
Domains of Learning of the Three Fields of
Specialization with the Present Job in terms of
Cognitive Domain, Affective Domain, and
Psychomotor Domain.
The validity of the instrument was done by the panel
members, dean of the College of Education, and
chairpersons of BSEd – Mathematics, BSEd – English,
and BEEd – General Education programs in the
College of Education.
Procedure
The researcher personally gave a letter to the Vice-
Chancellor for Academic Affairs and dean of the
College of Education to ask permission to conduct the
study. Upon approval, the researcher also personally
gave a letter to the Office of the Registrar to request
the list of the BSEd – Mathematics, BSEd – English,
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and BEEd – General Education graduates of batches

2018 – 2019 and 2019 – 2020. After having a copy of
the list of the graduates, the researcher sent the link of
the survey questionnaire to the panel members to
evaluate the content and wait for their approval to start
the conduct of the study. Upon approval, the
researcher personally sent a message to the graduates
using the social networking site “Facebook or
Messenger” to inform them about the study and its
purposes and asked them to allow the researcher to
conduct a survey via online questionnaire through
Google Form. Afterward, the researcher saved their
answers in the survey. Statistical evaluation of the raw
data was computed and analyzed using Microsoft
Excel.

Results

This section presents the data in tabular form with

statistical analysis and interpretation. It is divided into
three (3) parts: Personal and Academic Details of the
Graduates, Employment Conditions of the Graduates,
and Levels of Application on the Three Domains of
Learning of the Three Fields of Specialization with the
Present Job of the Graduates. It is composed of seven
(7) tables, namely: (1) Frequency and Percentage
Distribution of Respondents’ According to Sex; Civil
Status; Field of Specialization; Year of Graduation;
Eligibility; Highest Educational Attainment; (2-4) Table 1 shows the frequency and percentage
Frequency and Percentage Distribution of Respondents distribution of 159 respondents according to sex, civil
status, field of specialization, year of graduation,
According to Employment Status; Reason for
eligibility, and highest educational attainment.
Unemployment; Occupation; Nature of Occupation;
Job Level Position; Monthly Earning on the Present In terms of sex and civil status, there were 117 or
Job; Job Search Period; and Ways of Finding Job, and 73.6% female respondents and only 42 or 26.4% male
(5-7) Respondents’ Perception on the Cognitive respondents. It shows that 125 or 78.6% are still
Domain; Affective Domain; and Psychomotor single, 33 or 20.8% are married, and only 1 or 0.6%
Domain. solo parent.

Personal and Academic Details of the Graduates
The personal and academic details of the graduates in
terms of sex, civil status, field of specialization, year
of graduation, eligibility, and highest educational
attainment were presented in Table 1.
Table 1. Frequency and Percentage Distribution of
Respondents According to Sex, Civil Status, Field of
Specialization, Year of Graduation, Eligibility, and
Highest Educational Attainment (N=159)
In terms of field of specialization, the highest number of
respondents was Bachelor of Secondary Education -
English at 81 or 50.9%, followed by Bachelor of
Elementary Education - General Education at 62 or 39%
graduates. Bachelor of Secondary Education -
Mathematics had the lowest number of respondents with
only 16 or 10.1% graduates. We know that Mathematics
is one of the most challenging subject in school, and
many students suffer from math anxiety (Wigfield and
Meece, 1988). This is one of the reasons why
Mathematics courses had the lowest number of
students and graduates.

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Table 2. Frequency and Percentage Distribution of

Respondents According to Employment Status, and
Reason for Unemployment

In terms of year of graduation, it could be seen in the

table that batch 2019 registered the highest number of
graduates at 144 or 90.6%, and only 15 or 9.4% in
batch 2020.

In addition, in terms of eligibility, 102 or 64.2% of the

respondents have Licensure Examination for Teachers
(LET) eligibility. This indicates that most of the
graduates were Licensed Professional Teachers. One
or 0.6% of them is CSE – Professional eligible, 1 or
0.6% with CSE – Sub-Professional, and 55 or 34.6%
with no eligibility and are still preparing for the
licensure examination.

Finally, in terms of highest educational attainment,

there were 18 or 11.3% of respondents were with a
master’s unit or pursuing a master’s degree, and 141 or
88.7% were not and are still BS graduates. According
to Baum and Steele (2017), the percentage of students
enrolling in graduate school increases with family
Table 2 shows the frequency and percentage
income. They enrolled in a graduate degree program
distribution of respondents according to employment
within four years of graduating from college.
status, and reason for unemployment.
Employment Conditions of the Graduates
The table illustrates that 114 out of 159 or 71.7% of
the respondents are employed. Thirty-five (35) or 22%
The employment conditions of the graduates in terms
are unemployed, and 10 or 6.3% are self-employed.
of employment status, reason for unemployment,
These reveals that most of the graduates are employed.
occupation, nature of occupation, job level position,
monthly earning on the present job, job search period, The Covid19 pandemic which began in March 2020,
and ways of finding job were presented in Tables 2, 3, disrupted the whole world in all aspects of life and
and 4. work. In April 2020, the country’s rate of employment
dropped from a record-high to 82.4 percent, while it
bounce-backed to 90 and 91.3 percent in July and
October 2020, respectively. However, this is
significantly lower than the previous year's
employment rate of 95.4 percent (Philippine Statistics
Authority, 2020).

In terms of employment status with a total of 114

employed respondents, the table shows that most of
the respondents were hired in contractual position at
49 or 43%. This indicates that graduates are still trying
to earn more experiences, while some are still waiting
for an item from the public schools. Twenty-four (24)
or 21.1% were hired in a temporary position, and only

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Table 3. Frequency and Percentage Distribution of

Respondents According to Occupation, Nature of
Occupation, and Job Level Position (N=114)

19 or 16.7% were hired in a permanent or regular

position. Some of them were hired as job order at 7 or
6.1%, part-time at 6 or 5.3%, casual at 5 or 4.4%, and
volunteer at 4 or 3.5%.

Results are similar with the results of Caingcoy, et al.

(2021) which showed that most of the bachelor of
secondary education graduates were hired in
contractual position (49.5%) and only 6.8% for a
permanent position. The situation
becomes more complicated when the ranking and
promotion procedures at public schools are slow.
Graduates are waiting until there are open employment
or vacant positions.

Finally, in terms of the reason for unemployment with

a total of 45 unemployed and self-employed
respondents, it shows that most of the respondents at
13 or 28.9% claimed that there was no job opportunity.
Other respondents claimed that it was because of
family concerns at 10 or 22.2% and further study at 8
or 17.8%. Some of their reasons were lack of work
experience at 4 or 8.9%, health-related reasons at 3 or
6.7%, and 7 or 15.6% of them did not look for a job.

The results are similar with the tracer study of

Pacatang (2016). His study revealed that the first
reason for unemployment of graduates was no job
opportunities. Twenty-nine (29) or 59.18% of his
respondents claimed that there was no job opportunity.
In addition, according to “University of Pangasinan
Graduate Tracer Study”, lack of work experience and
no job opportunity are the most chosen reasons for
unemployment (Rocaberte, 2010). The high pace of
population growth results in a consistent supply of
graduates that outstrips the rate of job creation, leaving
many graduates jobless.
Table 3 shows the frequency and percentage
distribution of 114 employed respondents according to
occupation, nature of occupation, and job level
position.
In terms of occupation, the table shows that most of
the respondents’ occupation was related to teaching
and their field of specialization. It shows that 75 or
65.8% of the respondents were hired as a teacher.
Nineteen (19) or 16.7% were hired as clerical support
worker/ office staff. Some of them were hired as
public servant at 5 or 4.4%, call center agents at 4 or
3.5%, cashier at 3 or 2.6%, tutor at 2 or 1.8%, police at
2 or 1.8%, lecturer at 1 or 0.9%, security at 1 or 0.9%,
domestic worker at 1 or 0.9%, and military at 1 or
0.9%,. This indicates that more graduates had a job
related to their academic field in college.

The results are similar with the results of Caingcoy, et

al. (2021). In their tracer study on “Employment,
Employability, and Competencies of the Bachelor of

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Table 4. Frequency and Percentage Distribution of

Respondent According to Monthly Earning on the
Secondary Education Graduates”, the study showed
Present Job, Job Search Period, and Ways of Finding
that most (58.3%) of the Bachelor of Secondary
Education graduates had been employed in teaching Job (N=114)
and teaching-related jobs (e.g., tutoring). However, the
findings are lower than the earlier tracers performed in
2018 and 2016, when 89 percent of 2018 graduates
and 81 percent of 2016 graduates were engaged in
teaching-related employment, respectively (Caingcoy,
et al., 2020).

In terms of nature of occupation, the table shows that

most of the respondents’ nature of occupation was
related to teaching and education. It shows that 75 or
65.8% of the respondents claimed that their nature of
occupation was in academic or education. Thirteen
(12) or 10.5% were in government, and 12 or 10.5%
were in service and sales work. Some of them were in
telecom or communications at 3 or 2.6%, Non-
Governmental Organization (NGO) at 3 or 2.6%,
banking/finance services at 2 or 1.8%, domestic work
at 2 or 1.8%, and 5 or 4.4% of them was in a business.
This reveals that more graduates had a job related to
their academic field in college.

The nature of graduates’ work varies widely among

the four major fields: industry, business, government,
and education. Graduates’ first or current job engages
in government and others are related to their field
(Aljon J., 2019). In the tracer study of
Caingcoy, et al. (2021), the study showed that most of
the graduates had been employed in teaching and
teaching-related jobs, and these are related to academic
or education nature of occupation.

Finally, in terms of job level position, the table
illustrates that with regards to their current
employment, the majority of the respondents are
working in professional, technical or supervisory job
level positions at 85 or 74.6%. Fourteen (14) or 12.3%
were in clerical or rank-in-file, and 1 or 0.9% were in
managerial or executive job level positions. It also
shows that 14 or 12.3% were not applicable or not
mentioned in the selection.
Results are similar with the tracer study of
Macatangay, L. (2013), entitled “Tracer Study of
Graduates of Lyceum of the Philippines University”.
He concluded that 55% of the respondents are
employed in professional, technical, and supervisory
level positions, 25% in rank or clerical positions,
12.5% in managerial or executive positions, and 7.5%
are self-employed.
Table 4 illustrates the frequency and percentage
distribution of 114 employed respondents according to
monthly earning on the present job, job search period,
and ways of finding job.
In terms of monthly earning on the present job, the
table reveals that majority or 49 or 43% of the
respondents claimed that their monthly earning on
their present job were P5,000.00 - P9,999.00. Thirty
(30) or 26.3% were earning P1,000.00 - P4,999.00,
and 14 or 12.3% were earning P10,000.00 -
P14,999.00. Only twenty-one (21) of them were
earning higher than P15,000.00. Five (5) or 4.4% of
them were earning P15,000.00 - P19,999.00, 8 or 7%
in P20,000.00 - P24,999.00, 6 or 5.3% in P25,000.00 -
P29,999.00, and 2 or 1.8% in P30,000.00 -
P35,000.00.
Results are similar with the tracer study of Gefilloyd
L. De Castro (2017). His study shows that 42 out of

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the 144 graduates (29%) or most of his respondents,
earn a gross monthly salary of ₱5,000 to less than
₱10,000. This may already be a good income for
ordinary people and those with fewer family
responsibilities. Somehow, it was confirmed that
Filipinos face restricted economic prospects, massive
underemployment, and inadequate pay and benefits
(Absuelo & Hancok, 2015).
In terms of job search period, the table revealed that
almost half of the respondents found their job at least 1
– 6 months after graduation at 54 or 47.4%. There
were 28 or 24.6% of respondents found their job 7
months – 1 year after graduation, 15 or 13.2% in 13
months – 1 ½ year after graduation, 13 or 11.4% in 19
months – 2 years after graduation, 3 or 2.6% in 25
months – 2 ½ years after graduation, and only 1 or
0.9% in 31 months – 3 years after graduation.
applicant followed by recommended by someone.
Levels of Application on the Three Domains of
Learning of the Three Fields of Specialization with
the Present Job of the Graduates
The levels of application on the three domains of
learning of the three fields of specialization with the
present job of the graduates in terms of the cognitive
domain, affective domain, and psychomotor domain
were presented in Tables 5, 6, and 7.
Table 5. Respondents’ Perceptions on the Cognitive
Domain (N=114)

In the tracer study of Rocaberte (2010), entitled

“University of Pangasinan Graduate Tracer Study”, it
was concluded that graduates found their first job or
employment in less than a month to one to six (6)
months. The same result was concluded in the tracer
study of Caingcoy, et al. (2021), entitled
“Employment, Employability, and Competencies of
the Bachelor of Secondary Education Graduates”, it
turned out that the majority (41.7 percent) of 2019
graduates were employed within the first six (6)
months after they graduated from college.

Finally, in terms of ways of finding job, the table

indicates how the graduates found their job. It shows
that 51 or 44.7% of the respondents claimed that they
were hired because they were recommended by
someone. There were 37 or 32.5% of them found their
job as walk-in applicants, and 14 or 12.3% were
information from friends. Others were through
response to media or newspaper advertisement at 5 or
4.4%, arranged by school’s job placement officer at 3
or 2.6%, job fair or public employment service at 3 or
2.6%, and 1 or 0.9% in the family business.

The results are similar with the results of Aljon J.

The respondents’ perceptions on the cognitive domain
(2019). In his tracer study on “Bachelor of Technical
are presented in table 5. The total mean and standard
Teacher Education Graduates”, it was concluded that
deviation and the corresponding description were
most of the graduate’s recruitment methods on their
included.
first job were secured as recommended by someone.
On the other hand, the tracer study of Rocaberte
Table 5 shows that most of the respondents claimed to
(2010), entitled “University of Pangasinan Graduate
have a positive attitude towards the cognitive domain.
Tracer Study”, also concluded that a recommendation
It is the domain of learning designed to increase an
by someone followed by awalk-in applicant is the most
individual’s knowledge. Most of the respondents
chosen way of finding their first job. However, in the
“Strongly Agree” with the levels of application on the
tracer study of Cabantog et al. (2011), the majority of
their respondents found their first job as a walk-in

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cognitive domain of learning of their field of
specialization with their present job. On the same
table, the top three most applicable levels of the
cognitive domain were statements number 3, 2, and 6.
First, statement number 3 – “Ability to use and apply
learned information or concepts in new situations.”
(mean = 3.61; SD = 0.52; Description = Strongly
Agree). It means that graduates had the ability to use
previously learned information or concepts and use
procedures to carry out their tasks or fix a problem
independently in their work. Second, statement
number 2 – “Ability to understand, explain, and
interpret learned information or concepts.” (mean =
3.59; SD = 0.49; Description = Strongly Agree). It
indicates that graduates had the ability to obtain or
construct meaning from learned information or
experiences to carry out their tasks. Finally, statement
number 6 – “Ability to create or produce unique or
original work.” (mean = 3.51; SD = 0.57;
Description = Strongly Agree). It shows that graduates
had the ability to form a unique product, solve a
problem independently, and initiate a solution to any
problem encountered. On the other hand, most of the
respondents only “Agree” in statement number 1 –
“Ability to remember facts without necessarily
understanding.” (mean = 3.11; SD = 0.79; Description
= Agree). It indicates that graduates can easily recall
learned information, facts, or concepts in their work.
The overall description of “Strongly Agree” (mean =
3.45; SD = 0.57) in the level of application on the
cognitive domain indicates that the cognitive domain
of learning of graduates’ field of specialization is very
applicable in their present job.
The cognitive domain aims to develop the mental skills
and the acquisition of knowledge of the individual. It
contains learning skills related to thinking processes
that include processing information, constructing
understanding, applying knowledge, solving problems,
and conducting research. Under this domain are
remembering, understanding, applying, analyzing,
evaluating, and creating (Hoque, 2016).
Rahmia M. Meto
Table 6. Respondents’ Perceptions on the Affective
Domain (N=114)
The respondents’ perceptions on the affective domain
are presented in table 6. The total mean and standard
deviation and the corresponding description were
included. Table 6 shows that all respondents responded
“Strongly Agree” towards the affective domain. It only
means that they all strongly agree on the levels of
application on the affective domain of learning of their
field of specialization with their present job. On the
same table, the affective domain's top three most
applicable levels were statements number 3, 1, and 2.
First, statement number 3 – “Ability to value or see the
worth of something and express it.”(mean = 3.59; SD
= 0.49; Description = Strongly Agree). It means that
graduates value the importance of the particular object,
phenomenon, behavior, or piece of information and
express or show its worth from simple acceptance to
the more complex state of commitment. Second,
statement number 1 – “Ability to utilize selected
attention, and awareness of feelings and emotions.”
(mean = 3.54; SD = 0.52; Description = Strongly
Agree). It shows that graduates were willing to receive
or listen attentively to someone in their work and
know how to control and use their feelings and
emotions to avoid misunderstanding. Finally,
statement number 2 – Ability to comply with
procedure and active participation in a group.” (mean
= 3.53; SD = 0.53; Description = Strongly Agree). It
indicates that graduates complied or did their work
smoothly and actively engaged themselves in their
workplace. They were active participants in every task
or activity at work. The overall description of
“Strongly Agree” (mean = 3.52; SD = 0.54) in the
level of application on the affective domain indicates
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Research Article
that the affective domain of learning in graduates’ field
of specialization is very applicable in their present job.
According to the developers of the revised Bloom’s
Taxonomy, the affective domain includes “how we
deal with things emotionally, such as values, feelings,
motivations, appreciation, attitudes, and enthusiasms”.
(Krathwohl, Blo om, Masia, 1973.). It centers thinking
and reasoning related to feelings, emotions, and
attitudes. Under this domain are receiving, responding,
valuing, organizing, and characterizing (Hoque, 2016).
Table 7. Respondents’ Perceptions on the
Psychomotor Domain (N=114)
The respondents’ perceptions on the psychomotor
domain are presented in table 7. The total mean and
standard deviation and the corresponding description
were included.
Table 7 displays that all respondents responded
“Strongly Agree” towards the psychomotor domain. It
only means that they all strongly agree in the levels of
application on the psychomotor domain of learning of
their field of specialization with their present job. On
the same table, the top three most applicable levels of
the psychomotor domain were statements number 1, 7,
and 2. First, statement number 1 – “Ability to apply
Rahmia M. Meto
sensory information to activity.” (mean = 3.60; SD =
0.51; Description = Strongly Agree). It means that
graduates were able to understand information or
notice something easily in a situation, task, or
challenges encountered in their work. Second,
statement number 7 – “Ability to create new
movement patterns for a specific situation.” (mean =
3.57; SD = 0.51; Description = Strongly Agree). It
indicates that graduates had their origination, they
know how to execute, develop, and initiate a new skill
using experiences or principles learned while gaining
the original skill and use it in a specific situation of
their work. Finally, statement number 2 – “Ability to
display motivation in performing planned exercise and
act actively and readily.” (mean = 3.56; SD = 0.53;
Description = Strongly Agree). It shows that graduates
displayed motivation in performing assigned tasks and
act actively and readily to every challenge, problem
and task and resolve them. The overall description of
“Strongly Agree” (mean = 3.53; SD = 0.52) in the
level of application on the psychomotor domain
indicates that the psychomotor domain of learning of
graduates’ field of specialization is very applicable in
their present job. The psychomotor domain comprises
the use of motor skills as well as the capacity to
coordinate them (Sousa, 2016). It focuses on the
physical or manual skills that we build through time.
Its objectives are those specific to discreet physical
functions, reflex actions, and interpretive movements.
It refers to natural, autonomic responses or reflexes
and comprises utilizing motor skills and coordinating
them. Under this domain are the perception, set,
guided response, mechanism, complex overt response,
adaptation, and origination (Hoque, 2016).
Discussion
The study’s principal goal is to determined the
personal and academic details, the employment
conditions, and the levels of application on the three
domains of learning of the three fields of specialization
with the present job of the graduates of the College of
Education programs in Mindanao State University –
Maguindanao from the school year 2018-2019 to
2019-2020, specifically BSEd - Mathematics, BSEd -
English, and BEEd - General Education programs. The
study used a descriptive survey research design using
an online survey questionnaire (Google Form). The
total number of graduates for the identified degree
programs and year of graduation is 161 but only 159 or
98.8% responded to the survey.
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