BINARY LOGISTIC REGRESSION MODEL IN PREDICTING THE EMPLOYABILITY OF

SENIOR HIGH SCHOOL GRADUATES

By Cromwell F. Gopo

Theoretical Framework

This study was anchored on Holland’s (1959) Theory of Vocational Choice which clearly
suggested how a graduate was being prepared for the world of work which established facets for
career search, and simplifying career decision making and planning. This further exhibited the
interrelation between the foundational requirements such as working out skills and abilities,
articulating values and attitudes, and assuming career roles to employability. It further heaved
that outcomes of a person’s employability vary depending on environmental changes, choice of
vocation, vocational achievement, personal competence, and educational and social behavior
(Holland, 1959; Holland, 1973).

Moreover, it emphasized that student’s choice of academic major or track determined the
courses they would take, which in turn affected the kinds of abilities, skills, and competencies the
students would develop. In addition to academic improvement, knowledge-based learning
affected students after graduating which greatly influences their career options, satisfaction and
income. This bound the connection of good educational standing to the marketability of future
graduates (Angle & Wissmann, 1981; Holland, 1959). Holland’s theory further proposed that
people had prior choices based on their own interests and convenience whereby suggesting that
their choices of jobs also depend on their preferred environment where they could freely express
their attitudes and values (Holland, 1959). Holland believed that scholarly preparations were
prescient of undergraduates’ future instructive plans that had impact on their aspirations (Rocconi,
Ribera, & Laird, 2015).

This study was also reinforced by Becker and Mincer’s (1975) Human Capital Theory
which stated that education surges a graduate’s productivity, which accordingly enhances work
performance. In this view, education was viewed to deliver marketable skills and abilities germane
to work-related functions, and more highly-educated individuals are the more successful they will
in the job markets in terms of both earnings and job prospects. This implied that individuals
capitalize in education and skills training with high regard on the returns of investment. People
who expected to work less in the labor market and had fewer labor market opportunities, such as
women and minorities, were less likely to invest in human capital.

Another theory which supported this study was Parson’s (1909) Trait and Factor Theory
of Occupational Choice which highlighted that people’s choice depend on whether they had
acquired a precise understanding of their individual characteristics (aptitudes, interest, personal
capacities), understanding of jobs and labor market, and a fair and unbiased evaluation of the
relationship between their individual characteristics and the labor market. The trait and factor
theory work under the assumption that both human abilities and the qualities needed in specific
jobs can be calculated. It also meant that people could be matched to a work which was a good
fit. Parson believed that they perform better when people were in jobs ideally suited to their skills,
and that their productivity was greatest.

Finally, this study also stood on Keynes’ (1936) General Theory of Employment,
Interest and Money which was a theory related to the decisions on how employers hired labor
and employees to offer their services. It was specified that unemployment rose from a lack of
aggregate demand. The decision to offer labor services rather than products to be a worker rather
than an entrepreneur, was a matter of endowment and choice.

Yellow- Theory 1 with Definition

Light Blue- Emphasis on why is the theory connected to the study
Same with other theories

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 UTILIZATION OF LEARNING MANAGEMENT SYSTEM AND SHOLASTIC
PERFORMANCE OF STUDENTS

This study is anchored on Wang and Haggerty’s Individual Virtual Competence

Theory (2006) which suggests that the ability to utilize virtual platforms such as learning
management systems affect the productivity of users, and eventually improves its overall
performance (knowledge, skills, and values [KSA]) in various aspect. Postulating further,
virtual competence is a critical capability (KSA of the end-users) of an individual to work
effectively using virtual skills and tools within a virtual environment (Wang & Haggerty,
2011). Individual virtual competence has also a key role in an effective knowledge transfer
in virtual settings (Wang & Haggerty, 2009), which is composed of three dimensions:
virtual self-efficacy, virtual media skills, and virtual social skills (Wang & Haggerty, 2006).
The first dimension, the virtual self-efficacy, is a combination of the two types of self-
efficacy relevant to virtual settings – the computer self-efficacy and the remote work self-
efficacy. Virtual Self-Efficacy, therefore, is one’s belief about his/her ability to
accomplish behaviors and tasks in virtual settings using ICT’s which are belief in
completing online activities, belief in accomplishing tasks in LMS with a guide, and belief
in achieving results with a help form others, and belief in understanding the lessons
(Wang & Haggerty, 2006).

This study is supported by Maddux’s Self-Efficacy Theory (1995) that highlight

that individuals develop their view of their self-efficacy from past experiences with similar
tasks, viewing others perform similar tasks successfully, social persuasion, and emotional
state (Staples, Hulland, & Higgins, 1998). The self-efficacy theory is also an important
component of Bandura’s Social Cognitive Theory (1986) (Staples, Hulland, & Higgins,
1998) which is a formal theory of learning that asserts people learn from observing others
in their social environments. This theory has three key themes: modeling, self–efficacy,
and tutoring and mentoring. Self–efficacy, or the belief in one’s own ability to complete
tasks and reach goals, is increased when students can watch a model of a skill and then
practice it themselves. This is exemplified on how technology is increasing access to this
type of learning opportunity is software programs with already downloaded avatars or
recorded teachers that model a desired skill or behavior, after which the student is
provided an opportunity to practice and perform. Many other types of educational
technology including the learning management system increase students’ access to
opportunities to increase their self-efficacy (Wardlow, 2016), and ultimately improve their
performance.

Moreover, the second dimension of the virtual competency is the Virtual Media
Skills which is defined as an individual’s skill (as opposed to a perceived level of
confidence) maximize using the features of information communication technologies to
their full potential to facilitate communication (Wang & Haggerty, 2006) which include the
ability to access, navigate, and comprehend, ability to performance basic computer skills
in doing and submitting outputs in the platform, and ability to identify relevant information.
Since LMS introduces virtual work and communication to the learning environment, it
follows that virtual media skills would be an important factor of success when it comes to
academic achievement in LMS (Kim, 2017). The third dimension is Virtual Social Skills.
This is the individual’s ability to communicate in a virtual setting (Wang & Haggerty, 2006)
which include the ability to perceive what others think, ability to socialize with others online
through discussion forum, ability to understand others’ opinions in the online podium, and
ability to convey multiple types of information and transmit varied symbols to the members
of the virtual community. Furthermore, it refers to the ability to communicate, as well as
develop and maintain relationships with others in the workplace is an essential aspect of
a healthy online learning environment (Wang and Haggerty 2011).

Furthermore, this study is viewed from Simon’s Information Processing theory

(1978) which focuses on students’ abilities in the areas of attention, perception, the
encoding of skills and information, storage of knowledge in short and long-term memory,

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and retrieval of knowledge. This theory stresses that individual students have different
information processing capacities, meaning, students differ in how much information they
can attend to, encode, retrieve, and retain in their short and long-term memory. According
to the Information Processing theory, students must be able to automate some function,
like a simple math function, to free up cognitive resources to learn effectively. Applications
like LMS that provide students with drills and practice follow this theory and can provide
students with increasingly changing and innovative ways to automate essential skills
(Wardlow, 2016).

Another proposition that supports increased access to quality digital learning

resources is the Behaviorist Philosophy of Learning. This philosophy points out that
teaching should emphasize ways to increase desired behaviors, which can occur through
connectionism or operant conditioning. Thus, it views the value of ensuring optimum
student performance through improved teaching-learning experience. Connectionism
stresses that learners form associations between sensory experiences and neural
impulses often through trial-and-error practices. One key component of this theory is that
learning should involve practice and rewards that increase desired behaviors, which is
what many educational technology applications are built around. Many apps serve to
increase drill practice such as learning a foreign language, doing math drills, or spelling
practice, which all help a student’s overall learning (Wardlow, 2016).

Finally, this study is supported by Vygotsky’s Sociocultural Theory (1978) which

underpins the relationship between the physiological aspects of an individual and the
contexts and artifacts that are socially or culturally produced. This process allows the
learner to internalize what is being taught, and thus, they become an active part in shaping
the learning environment (Nahme, 2000). Sociocultural constructivism defines learning
as a sociocultural dialogic activity (Bonk, 1998). Therefore, instruction needs to provide
opportunities for participation in a community of learners that learn through authentic
tasks. Synchronous online tool is the mediator and the social area is achieved through
the different types of communication, collaboration, cooperation and interaction that
happen among the moderator and the learners online (Nahme, 2000). The use of online
learning environments brings with them the availability of an extremely complex network
of information and personnel that enrich the learning community, thereby effecting
positive change and better performance on the end-users, the learners.

Theory 1- Theory Connecting IV and DV

Theory 2- Theory of IV
Theory 3- Theory of DV