A TRACER STUDY OF THE BACHELOR OF ARTS IN ENGLISH

LANGUAGE GRADUATES OF EASTERN VISAYAS STATE

UNIVERSITY

______________________________

A Thesis Proposal

Presented to

the Faculty of the Languages and Literature Department

Eastern Visayas State University

Tacloban City

______________________________

In Partial Fulfillment

of the Requirements for the Degree

Bachelor of Arts in English Language

______________________________

Jeazanil M. Aglosulos

Zaidaronica M. Kho

September 2016
 TABLE OF CONTENTS

Page

TITLE PAGE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i

TABLE OF CONTENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii

LIST OF FIGURES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv

LIST OF APPENDICES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v

CHAPTER

I INTRODUCTION

Background of the Study . . . . . . . . . . . . . . . . . . . . . . . 1

Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . 6

Scope and Delimitations of the Study . . . . . . . . . . . . . 7

Significance of the Study . . . . . . . . . . . . . . . . . . . . . . . 8

II REVIEW OF RELATED LITERATURE AND

CONCEPTUAL FRAMEWORK

Review of Related Literature and Studies . . . . . . . . . 10

Theoretical and Conceptual Framework . . . . . . . . . . . 27

Definition of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

III METHODOLOGY

Research Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Respondents of the Study . . . . . . . . . . . . . . . . . . . . . . . 32

ii

Page
 Research Instrument . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Data Gathering Procedure . . . . . . . . . . . . . . . . . . . . . . 33

BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

iii
 LIST OF FIGURES

Figure Page

1 Schematic Diagram of the Study . . . . . . . . . . . . . . . . . . . . . . . . . 29

iv
 CHAPTER I

INTRODUCTION

Background of the Study

For many Filipinos, education is regarded as an investment that affords

them a way out of poverty. It is seen as the key to improving the quality of life, the

primary means for social and economic elevation. Parents spend their scarce

resources to have their children educated, hoping that a good education will lead to

attractive jobs for them. The value of education in national development is also

enshrined in Article II of the Philippine Constitution which states that “The State

shall give priority to education, science and technology, arts, culture, and sports to

foster patriotism and nationalism, accelerate social progress, and promote total

human liberation and development” (The Constitution of the Philippines, 1987).

Access to education holds both individual and national implications (UNESCO

2012).

In addition, college education for Filipinos is of utmost important. Filipino

parents believed that college or university education for their children means

gaining useful knowledge, acquiring appropriate skills for work, and landing an

employment or doing business. Hence, (Mercado 2011) emphasized that parents

chose a school which they believed can live with their expectations for their

children’s future.
 2

The success of an institution lies in its graduates. And the quality of

graduates is measured through the employability and transformation they gained

as they exposed themselves to the real world. Peng-Tan and Nang (2012) averred

that tracing graduates is an important action on the part of the institution, making

it an essential tool in the evaluation of institution’s program for improvement,

hence making the institution’s curriculum in line with the industry’s job demand.

Tan and French-Arnold (2012) stressed the responsibility of the Higher

Education Institutions (HEIs) in enhancing the employability and competitiveness

of the graduates to fill the ever increasing demands of labor force. He further

elaborated that the Higher Education Institutions (HEIs) contribution to economic

progress is manifested in generating labor force; generating skilled individuals;

and improving the new information system. Thus, it is now a local trend that

Higher Education Institutions (HEIs) should address the call of employability of

their graduates – making employability as an indicator of the educational system’s

efficiency.

Mason, et.al (2006) further noted the effort of the universities to improve its

graduates’ employability and to determine their successes to insinuate getting a

better chance of landing a short-term than a long-term job.

In educational research, the tracer study is sometimes referred to as a

graduate or alumni survey since its target group are the former students.

Schomburg (2003) notes that graduate surveys are popular for “analysis of the

relationship between higher education and work.” They provide quantitative-

 3

structural data on employment and career, the character of work and related

competencies, and information on the professional orientation and experiences of

their graduates.

Weber et. al. (2000, cited in San Jose 2014), affirmed that tracing graduates

re-invigorates the rapport between the Alma Mater and her graduates and Omeje

(2001), Schomburg (2003) and Flomo (2013) noted that tracing graduates is a

retrospective assessment of the graduates’ course in relation to the industry’s

needs and the connection between the theories learned at school and the

application of the same to work.

In connection to this, tracer study serves as an approach which is widely

used in most organization especially in the educational institutions to track and to

keep record of their students once they have graduated from the institution.

Through tracer study, an institution will be able to evaluate the quality of

education given to their graduates by knowing the graduates placements and

positions in the society which later can be used as a benchmark in producing more

qualified and competitive graduates.

Moreover, a tracer study is usually conducted to find out the fates of the

graduates. Researchers investigate where graduates are and whether they are

employed or not. This study will trace the employment status of the Bachelor of

Arts in English Language graduates from batches 2013-2016 to help the future
 4

graduates of the said course to be ready for their possible jobs and profession and

as well as to visualize themselves in the real world.

Graduate tracer studies constitute an important tool for educational

planners, as they can provide valuable information for evaluating the results of the

higher education and training institutions. This information may be used for

minimising any possible deficits in a given educational programme in terms of

content, delivery and relevance and for further development of the institution on

the context of quality assurance (Tertiary Education Commission 2009).

The Bachelor of Arts in English Language is a comprehensive four-year

course that aims to produce graduates with excellent and functional knowledge of

English. Its curriculum includes a balanced exposure of English language and

literature to equip students with the skills and competence for future careers in

language consultancy, language coaching and tutoring, writing and language

training (Board Resolution No. 105 s. 2008).

Equipped with good background of literature, exposure to researches and

studies, good command of English, above average oral and communication skills,

AB English graduates can easily fit in this competitive world (Pannogan &

Ocampo 2016).

With a bachelor’s degree in English Language, various career options are

waiting in the private and public sectors, as well as in academia such as a Staff in

Government and Civil Services agencies, Staff in Publishing and Printing

 5

companies, Management Trainee and supervisor, Tutor in English, English

Instructor, Business Process Outsourcing Specialist, Marketing Communication

Specialist, Customer Service Representative, Medical Transcriptionist, Radio

announcer/commentator, Public relations, Administration, Television Host,

Researcher, Advertiser, Consultant, Journalist and Writer to name the few

(Bachelor of Arts in English Language (BAEL) Bulletin of Information).

This program was able to produce a total of 80 graduates from the year it

started (2013) up to 2016 and it has not yet conducted a study which aims to

determine the turnout of its graduates. To find out where the graduates go after

completing a Bachelor of Arts in English Language degree, this tracer study will

investigate the employability of the graduates of 2013-2016.

In addition, it will focus on the quality of higher education and the

condition under which the graduates have been employed and its role in job

seeking, the length of time graduates took before getting employed and how their

areas of work are related to the program.

The results of this study would serve as a basis for future planning activities

in improving the curriculum of the AB English program. Therefore, it is indeed

significant to determine the status of the graduates as well as the relevance of

knowledge and skills that they have gained in the course of their study to their

current job or profession.

 6

Statement of the Problem

This study will determine the employability of the graduates of Bachelor of

Arts in English Language students of Eastern Visayas State University from S.Y.

2012-2013 to S.Y. 2015-2016.

Specifically, this study seeks to answer the following questions:

1. What is the personal profile of the graduates in terms of the following:

1.1 sex

1.2 year of graduation

1.3 grade point average (GPA)

1.4 further studies pursued

1.5 Present professional status

2. What is the job placement profile of the graduates in terms of:

2.1 Employment status

2.2 Employment history

2.3 Length of time spent to search for the first job

2.4 Employer’s nature of business

2.5 Salary in the present job

2.6 Job title/description

2.7 Source of information on job vacancy

2.8 Extent of job relatedness to English language

3. To what extent do the graduates use their skills and competencies of

their BAEL education?

 7

3.1 Creative skills

3.2 Critical thinking skills

3.3 Facilitation skills

3.4 Human relations skills

3.5 Information technology skills

3.6 Knowledge

3.7 Leadership skills

3.8 Organizational skills

3.9 Problem-solving skills

3.10 Speaking skills

3.11 Writing skills

3.12 Work Ethics

4. What is the level of job satisfaction of the graduates?

5. What are the suggestions/recommendations to improve the

implementation of the Bachelor of Arts in English Language program?

Scope and Delimitations of the Study

This is a tracer study of the graduates of Bachelor of Arts in English

Language (BAEL) program from S.Y. 2012-2013 to S.Y. 2015-2016. Specifically,

it shall describe the graduates’ profile in terms of sex, year of graduation, grade

point average (GPA), further studies pursued, and present professional status and

their job placement profile in terms of employment status, employment history,

length of time spent to search for the first job, employer’s nature of business,
 8

salary in the present job, job title/description, the source of information on job

vacancy. It shall also determine the extent in which the graduates use their

identified skills and competencies of their BAEL education, their level of job

satisfaction, and their suggestions/recommendations to improve the

implementation of the program.

The study is only limited to the Bachelor of Arts in English Language

graduates of Eastern Visayas State University-Tacloban Campus. The results of

this study will provide feedback to the administrators and teachers in terms of the

employability of the graduates to strengthen the curriculum and will make the

students of the same course fully aware of what waits ahead of them after

graduation.

Significance of the Study

The results and the outputs of the study will be deemed beneficial to the

following:

Curriculum Planners. The findings of this study will help them develop a

curriculum that would answer the high demands of the global market, thus make it

easy to realize.

School Administrators. The findings of this study will serve as a guide on

how they will be able to come up with strategies that will help improve

administrative support, facilities and equipment for the students to enhance their

learning so that they will be able to land a good job after.

 9

Teachers of the Languages and Literature Department. The findings of

this study will help them determine the strengths and weaknesses of the Bachelor

of Arts in English Language course based on the responses of the graduates and

will offer insights on how to utilize the available teaching approaches as a way to

enhance students’ academic involvement in school that will be of use when they

work. It will also help to determine what specific areas they should focus more

and further enhance in order to make the program more responsive towards

preparing the students for their future professions. The result of the study will also

serve as a basis for future planning activities in improving the curriculum of the

program.

Students. This study will help them know the employability rate of the

graduates with the same course thus, will help them become more motivated to

enrol or stay in the program. This will also help them realize whether the

knowledge and skills developed in the program would be useful to them in their

future careers. It will also encourage them to appreciate and pursue their course.

Future Researchers. This study will serve as a guide or reference in their

future studies on the subject matter. This will help them to continue tracer study in

the future. This will also allow them to conduct future studies of the same nature

that will either conform or contradict the results of the study.

 CHAPTER II

REVIEW OF RELATED LITERATURE AND CONCEPTUAL

FRAMEWORK

This chapter presents the reviews made by the researchers on the literature

and studies that shed light on variables considered in the study. This will also

present the theoretical and conceptual framework to fully understand the research

to be done, the hypothesis, and lastly the definition of terms for better

comprehension of the study.

Review of Related Literature and Studies

According to Kumar (1991, as cited in Cortado, C. J. 2010), tracer studies

are recommended to be carried out at least a year after students have graduated.

Badiru and Wahome (2016) emphasized that graduate tracer studies obtain

both intrinsic and extrinsic results and benefits, that if they are designed with rigor

and inherent uniqueness, tracer study methodologies provide simple and utilizable

results that can consumed appropriately at individual and institutional level.

Boaduo, Mensah and Babitseng (2009) explain that tracer studies enable

the contextualization of graduates of a particular university through a system that

is dynamic and reliable in order to determine their life path or movement. It also

enables the evaluation of the results of the education and training provided by a
 11

particular institution and examines and evaluates the current and future career and

employment opportunities/ prospects of graduates.

Furthermore, university Graduate Tracer Studies (GTS) are commonly

becoming a recognizable practice worldwide. They involve identification and

follow-up of graduates from higher education institutions (HEIs) worldwide

spurred by the need to give careful consideration to how graduates view their

experiences they underwent during their degree study and their transition to the

job market. If universities are to improve their teaching and training of graduates

the precedence should be to learn and garner improvements from graduates’

nuanced experiences (Badiru and Wahome, 2016).

According to (Schomburg, 2011, cited in Pannongan and Ocampo 2016), a

tracer study is an endeavour to trace graduates of higher education institutes.

“Graduate Surveys”, “Alumni Researches”, “Graduate career tracking” or

“Follow-up Study” are other term for it. Through a tracer study, an institution is

able to evaluate the quality of education given to their graduates by knowing the

graduates placements and positions in the society which later can be used as a

benchmark in producing more qualified and competitive graduates which later

leads to their fast employment.

Employment, on the other hand, is the capacity of an individual to

showcase his talent and to use the trainings gathered in a course program. Powers
 12

(1977) stated the notion that marketable skills provided today’s crop of worker’s

employment opportunities.

Godfrey (1986, cited in UNESCO, 2012) defined employment as a situation

in which an individual would be employed because his or her competencies match

the demands of a particular workplace and the expectations of potential employers.

The Philippines may go beyond the standing of employment in the country,

rights and importance should be understood. In view of low literacy rates in rising

unemployment in developing countries it has become imperative that greater

educational opportunities should be provided for the great proportion of adult

population as well as the large number of youth outside the formal school system

to help them acquire further knowledge and skill thereby improve their livelihood

and strengthen the country (Pagoso, 1983).

Philippine society nowadays has encountered so many problems in terms of

labor or employment. As what Kapunan, et al (2006) stated, some economist

would justify Labor-Only Contracting as our only weapon to remain competitive.

Therefore, some of the workers are seeking for better employment opportunities

abroad for a high salary.

According to Azucena (1991), an employer has a right to select his

employees and to decide when to engage them. He has a right under the law to full

freedom in employing any person free to accept employment from him, and this,

except as restricted by valid statute or valid contract, at a wage and under

conditions agreeable to them.

 13

Furthermore, Azucena (1991) reiterated that whenever the public interest

requires, the Secretary of Labor may direct all persons or entities within the

coverage of this title to submit a report on the status of employment, including job

vacancies, details of job requisitions, separation from job wages, other terms and

conditions, and other employment data. This will make job seekers to be aware of

job vacancies as well as the job suitable for them. This will also give awareness to

the public to know the standing of the employment in our country.

Employment opportunities maybe identified by studying jobs and

determining the knowledge and skills required. Once that is accomplished, it is

possible to plan employment progressions. These progressions can then serve as a

basis for developing career paths. Once career ladders, it is possible to inventory

jobs and determine where individuals with required skills and knowledge are

needed or will be needed (Uy, et al. 2013).

Observation suggests that employment opportunities for graduates are not

mainly a function of the employment system and its requirement but also of the

quantitative structural linkages.

Meanwhile, it is argued that national governments can no longer guarantee

employment in a competitive global environment. As the developed economies

come to rely on knowledge-driven business, employability is seen as a source of

competitive advantage as national prosperity depends on upgrading the

knowledge, skills and entrepreneurial zeal of the workforce (Brown and Lauder,

2001).
 14

Arcelo and Sanyal (1987, as cited in UNESCO 2012) emphasized that the

existence of a huge number of educated unemployed can lead to a certain amount

of political instability in a country, for they are being among the educated class

and knowledgeable about the privileges society can offer, feel doubly deprived. In

this matter, the analysis of the unemployment situation in the Philippines shown

that the young graduates is still in the job-hunting stage.

Doeringer and Piore (1980) stressed that the unemployment is the

outgrowth of a process of job search where workers have limited information

about the labor market. On the other hand, people who first begin looking for jobs

lack basic information will help the graduates to disseminate the rejection of jobs

to higher expectations.

The Department of Labor and Employment in the Philippines cautioned

that unemployment is demoralizing. The feeling of being unwanted and not to be

able to make any contribution to society lowers a man’s morale and makes him

lose his self-respect.

Even so, it is certain that unemployment is present in any society, whatever

its economic system and stage of development are. But its manifestations are no

more precise and its effects more telling than on the poor developing nations

(Cortado, 2010).

Moreover, as indicated in the President’s 10 Point Legacy Program (2005),

employment in the Philippines is largely labor-supply driven as persons who

 15

cannot find jobs in the formal market end up creating their own employment or

looking for jobs overseas.

To Hillage and Pollard (1998, cited in UNESCO 2012) employability is the

ability to gain initial employment, which creates an interest in how the education

system deals with the “key skills”, career advice and an understanding of the

world of work, the ability to maintain employment and engage in “transitions”

between jobs and roles within the same organization that would allow one to meet

new requirements, and the ability to obtain new employment.

Employability is a notion that captures the economic and political times in

which we live. Political and business leaders consistently tell us that efficiency

and justice depend on people acquiring the knowledge, skills and capabilities that

employers need in an increasingly knowledge-driven economy (DfEE, 2000; CBI,

2001, as cited in Brown, Hesketh & Williams 2002).

Noble (1999, cited in Knight & Yorke 2002) stated that employability is

tantamount to giving students a fistful of ‘transferable’ skills. Tan and French-

Arnold (2012) defined employability as a wide range of attributes and

competencies that enable the job seekers to gain and maintain employment.

Brown (2006) suggests that employability is the effort that leads to

enabling a student to acquire knowledge, personal and professional skills, and the

attitudes that will support his or her future development and employment.

To Saterfield and McLarty (1995, cited in Sirat, et al 2012), employability

skills are the skills required to acquire and retain a job, including job-specific
 16

skills, academic skills, and a range of attitudes and habits. Communication,

problem solving and management skills are also important.

Employability is defined by Yorke and Knight (2003) as a set of

achievements skills, understandings and personal attributes that make graduates

more likely to gain employment and be successful in their chosen occupations

which benefits themselves, the workforce, the community and the economy.

However, Brown, Hesketh, and Williams (2002) argued that even when

people are ‘employable’ they may fail to find suitable jobs because of market

congestion caused by the realities of work in a knowledge-driven economy and the

positional competition that governments are finding increasingly difficult to

control.

Staffolani and Bratti (2002, cited in Dela Cruz & Reyes, 2015) observed

that the measurement of students’ previous educational outcomes is the most

important indicators of students’ future achievement. This refers that the higher

the previous appearance, the better the students’ academic performance in future

endeavors.

Nevertheless, Vong (2015) found out that besides professional knowledge

and skills which graduates applied in their workplaces, other attitudinal qualities

such as a sense of responsibility, self-confidence, reliability, problem-solving,

initiative, willingness to learn, ability to work under pressure, leadership and

office behaviour are in strong demand.

 17

According to Laguador and Ramos (2014) employers strongly preferred

employees, who are loyal and committed to their works and functions; responsible

team members; with strong moral values and high sense of professionalism.

Employers preferred graduates who are proactive, trainable, cooperative team

players and who can carry all responsibilities with ease and result-oriented

individuals with high regards toward the achievement of company’s mission. The

industry-partners have very high regards in the competence of the graduates in

terms of the relevance of their knowledge and skills in research and work

discipline, communication skills, computer skills while entrepreneurial skills

obtained the least.

Richardson (2010) agrees in declaring that employee’s attitudes,

performance and behavior are key determinants of service quality, which has a

direct linkage to customer satisfaction and loyalty.

According to a job search engine, Indeed.com, one of the best ways job

seekers can differentiate themselves in their job search from others with similar

skills and work experience is by emphasizing their professional attributes-traits

that indicate how they will perform at work.

Good English language proficiency amongst graduates enhances their

employability and is a gateway to the world of work-readiness which will attract

the attention of prospective employers (Wijewardene, Yong, and Chinna, 2014).

Sanches and Agpao (1997) stated that the educational levels and literacy

rates of workers in the Philippines are among the highest in Asia, but technical,
 18

manual and managerial are poorly developed and in short supply. There is an over-

abundance of college graduates that most especially in Manila area were in the

field of education, law and other professionals exceed in demand to find

employment appropriate to his educational training.

Meanwhile, many studies have found that overeducated workers earn less

than equally educated workers who are employed in a job that matches their

education, whereas undereducated workers who are employed at a job level that is

higher than their level of education, earn more (Hartog, 2000).

De Grip & Van Loo (2002) added that workers who are employed in a job,

for which they are overeducated, are more vulnerable to a decline in their

productivity, because they cope with a loss of their cognitive resilience due to non-

use.

Skill mismatches where the graduates’ qualifications do not meet the needs

of the employers, were a common theme among the key informants. Apparently,

the knowledge and skills that were being transferred by the educational institutions

to their students did not coincide with those needed in the outside world. Another

kind of mismatch that employers referred to was the divergence between the

graduates being produced and the type of jobs available (UNESCO 2012).

Job satisfaction represents one of the most complex areas facing today’s

managers when it comes to managing their employees. Aziri (2011) concluded

that there is a considerable impact of the employees’ perceptions for the nature of
 19

his work and the level of overall job satisfaction. Financial compensation has a

great impact on the overall job satisfaction of employees.

Valdez (2012) stated that the curriculum should be designed to prepare the

graduates and demonstrate the core competencies expected of them in the

workplace. Development of an effective curriculum guide is a multi-step, on-going

and cyclical process. It is a crucial component of any educational process.

Curriculum development and instructional management serve as effective tools for

meeting the present and future needs of the local and national communities.

Bachelor of Arts in English Language is a non-board program within the

Humanities stream which provides students the opportunity to deepen and broaden

their understanding of the basic workings of the English language from a number

of perspectives: structural, historical, socio-cultural, developmental, and

pedagogical. The four-year course focuses on the design of English, how it

functions in the society, how it develop changes, how it relates to thought, and

how it is acquired and learned (Board Resolution No. 105 s. 2008).

Pannogan and Ocampo (2016) traced the employment and competencies of

graduates use most in their workforce. The study revealed that the Bachelor of

Arts Major in English graduates are employed in public and private companies and

some of them are self-employed. Furthermore, it revealed that the respondents are

much affected with the employability factors. It was also discovered that there are

no significant differences in the perceptions of the student on the extent by which

 20

factors affect their employability when grouped according to civil status. It was

also revealed that the extent by which factors affect their employability

significantly differs when grouped according to gender and government

examination passed.

San Jose (2014) conducted a study to determine the employability of the

Bachelor of Arts in English Language graduates. Results revealed that majority

were regularly employed in the local corporations as ESL tutors, and family

concern was one of the reasons for non-employment of some. Also, majority

found their jobs before graduation, and they found relatedness of the AB English

Programs to their jobs. Respondents found their jobs as either recommended by

someone or information from friends. Moreover, majority waited only less than a

month to land their first jobs. Further, most respondents stayed in their jobs either

1 to less than 6 months. They found communication skills and critical thinking

skills as the most helpful competencies in their first job. Respondents unanimously

agreed the usefulness and applicability of the English Program to their present job;

however, only 80% to 100% found usefulness and applicability of the AB English

Training. Professionalism was the personal value they believed most useful in

achieving employment success. Unfortunately, most graduates did not involve in

organizational membership and volunteer work. Improvement in communicative

skills and comprehensive scope were suggested to improve the AB English

Curriculum and On-the-Job-Training respectively.

 21

The tracer study conducted by Gines (2014) discovered that the adequate

skills acquired by the graduates while studying such as knowledge and technical,

communication, human relations, leadership, research, problem-solving, and other

competencies specific to the areas of specialization were major factors considered

for immediate job acquisition.

The study conducted by Ramirez, Cruz, Alcantara (2014) revealed that the

fields of specialization and school-acquired skills and competencies of the

graduates are relevant to their chosen occupations and these greatly help them in

the performance of their jobs, however, results shows that there is still a need to

strengthen the skills/competencies that could make curricular offerings more

relevant to current jobs specifically the skills on communication, critical thinking,

information technology, human relations and problem-solving.

Alcovendas and Espares (2013), on the other hand, discussed that AB

English honor graduates are gainfully employed, have sufficient annual income,

have a tendency of staying long in the company, have moderate satisfaction in

their present job, indicating a lack of sense of fulfilment in their capabilities, and a

feeling of insufficiency in the returns they get for their hard work.

The study of Bea et. al (2012) shows that newly established private

companies in Albay hire most of the AB English graduates. Employers of AB

English graduates find their job performance and attitude to be very satisfactory. It
 22

is more appropriate to use communication skills and the skills that should be used

depend on the line of work you engage in.

Employers believed that applicants who have undergone job training are

assumed to be more knowledgeable and productive. According to Dominguez and

Romero (2009), Bachelor of Arts in English Language graduates are highly

employable on both private and government sectors depending on the student’s

interest. Also, they are competent enough in connection to the job for there are

respondents who had a problem with their co-workers in terms of their differences

in terms of principles and ideas which are expected in an agency.

However, Tolimson’s (2008) study revealed that students believed that the

trainings they receive from their learning institutions are not useful in the stiff

competition in the labor market. Nonetheless, they acknowledge that academic

qualifications are still necessary for employability. They considered that having a

high degree gives a high advantage in landing a job.

Dimalibot, et al (2014) described the data and employment status of the

graduates, assessed the work related values to employment, determined the school

related factors affecting graduates employability, and proposed an action plan to

enhance the curriculum and services offered by Lyceum of the Philippines

University Batangas towards greater employability rate of graduates. The

researchers found out that majority of the graduates are presently employed, and
 23

all the identified work related values particularly professional integrity was

possessed by the respondents.

The researchers found out that when it comes to the level of job

satisfaction, honor graduates are found to be satisfied with their present job. With

these, the graduates will improve learning and communication through

experiences. Furthermore, graduate students exposed to real, actual and practical

situations such as seminars, workshops and conferences are strategies that may

better prepare them for future employment.

Ocampo, Bagano, and Tan (2012) studied the culture of entrepreneurship

versus employment among recent graduates of the business school of a large

university based in the Philippines. The study reveals that one out of four of the

graduates who took up entrepreneurial education became entrepreneurs after

graduation. Many still opted for employment. It appears that the culture of

entrepreneurship particularly youth entrepreneurship still needs to take root in the

young people’s mind-set. Filipino youth continue to have a strong cultural

preference for secure jobs and the employment route.

Mercado (2011) traced graduates from their school of origin to their place

of employment or self-employment. It revealed that Manuel S. Enverga University

Foundation (MSEUF) graduates of SY 2000-2001 to SY 2003-2004 are employed

as regular or permanent in their present or current job either as professionals or as

clerks. Most of the respondents work in companies or organizations that have to

 24

do with education, wholesale and retail trade, financial intermediation,

manufacturing, and public administration and defense. A few respondents work

abroad. For many of them, their current or present job is their first job which is

related to the course they took in college.

The tracer study on the graduates of Certificate in Teaching Physical

Education (CPE) from 1995 to 2005 revealed that majority of the CPE graduates

are males. Based from the findings of the study, most of the CPE graduates are in

the permanent status of employment. They are employed in the national

government with the monthly salary of 10,000 Php to 15,000 Php a month. The

topmost encountered by the CPE graduates in that they are not given equal

opportunities like those of the education graduates. This study may connect to the

present study in terms of the employment standing or status of the graduates. It

also focuses on the job position that is also one important factor in employing a

job because as graduate of a particular course, the job should go along with the

profession that they graduated.

The investigation conducted by Wijewardene, Yong, and Chinna (2014) on

English for employability revealed that graduates from State universities in Sri

Lanka have proved themselves to be workplace ready in respect of their subject

knowledge but, when compared with their counterparts from private universities,

are sadly lacking in their English proficiency. This leaves the employers with

Hobson‘s choice in employing graduates from private universities, thereby causing

a major social impact in the population which results from unemployment.

 25

In the study of Vong (2015), most of the graduates leaving the University

of Phnom Penh had many opportunities to get jobs, even though they had little or

no initial working experience before graduation. Holding high-quality degrees

provided RUPP graduates with opportunities to find gainful employment and most

of them could get permanent jobs within one year after the completion of their

studies. A significant number of the graduates work in the private sector and earn

high rates of remuneration. In terms of the academic perceptions, many of them

were generally satisfied with the qualifications and skills obtained from the RUPP.

A large number of graduates felt they were able to work in the careers they

expected at the time of graduation.

However, unemployment is inevitable. McQuaid (2006, cited in Valenzuela

and Mendoza (2012), found out that graduate unemployment in the Philippines has

largely been attributed to a structural or skills mismatch, and this mismatch occurs

because the jobseekers, in general, are not seen by employers as having the

necessary skills for employment.

The unemployed graduates of Valenzuela and Mendoza’s (2012) study

identified five factors– lack of job opportunity, lack of work experience, low

starting salary, family concerns, and mismatch of skills and interest – to have

contributed to their unemployed status. In contrast, factors such as the lack of

networking connections, health concerns, lack of proximity to home, lack of

 26

opportunity for advancement, and engagement in further studies were seen to be of

less importance.

Shongwe and Ocholla (2011) investigated the job status and challenges

facing LIS graduates of the Department of Information Studies (DIS) at the

University of Zululand between years 2000 and 2009. Results revealed that most

had been employed for more than two years. The implication is that LIS graduates

from the University of Zululand are marketable. Respondents indicated that the

skills they obtained from DIS were relevant to their respective jobs.

Bolaane, et al (2010) discovered that the employment rate among

respondents was 50.45%. The majority of these graduates were employed fulltime

and the rest were employed on a temporary basis or part-time. Fulltime

employment was found to be high among graduates who attained the National

Craft Certificate. Employment income for VTI graduates is varied with the

majority of them (31.01%) earning more than P4000/month. A large proportion

(46.5%) of those who earned at least P4000/month was employed in the private

sector. However, the private sector also has the highest ratio (75%) of graduates

who earned less than P1000/month. It was also found that 56% of the respondents

who indicated their employment status by area of specialization were unemployed

and looking for employment specialized in the construction trades, craft trades and

industrial area. Similarly, 71.9% of respondents who were employed fulltime,

graduated in the construction trades, craft trades and industrial specialization. The
 27

same pattern of unemployment and employment status is reflected in the

commercial, clerical, business and public administration specialization.

In this regard, work ethics plays a significant role in the working industry.

Work ethics such as honesty, doing a job well, valuing what one does, having a

sense of purpose and feeling or being a part of a greater vision or plan is vital.

All the aforementioned literatures and studies will serve as a springboard to

the present study and contributed adequate background information about the

research work in terms of the variables involved. The present study focuses on the

employability of Bachelor of Arts in English Language graduates.

Theoretical and Conceptual Framework

This study is anchored on Human Capital Theory.

According to the Human Capital Theory (Becker, 1964), personal attributes

coupled with social factors are human capitals that can affect the success of

individuals in the labor market. Employers seek to employ the best available

candidate at the lowest costs. They use personal as well as social attributes to as

indicators of productivity hence job seekers are ranked according to their abilities,

social skills and potential contributions to the agency or company.

Bowles (1975, cited in Kern 2009), in his critique of human capital theory,

supposes that education, training, child rearing and health care perform a dual

economic function in production and perpetuation of the social order.

 28

It is his belief that education can raise a person’s earnings not because eit

makes people smarter, but because it creates “incentive-enhancing preferences”.

Education, Bowles asserts, makes people more obedient.

Both Becker and Bowles agree that education enhances worker

productivity.

In the light of the foregoing discussion, the schematic diagram of the study

is shown in Figure 1.

Definition of Terms

For the purpose of this study, the following conceptual and operational

definitions are used:

AB English Graduates. In this study, it refers to the Eastern Visayas State

University College of Arts and Sciences’ Bachelor of Arts in English Language

graduates from batch 2013-2016 who satisfactorily completed the requirements of

the four-year course.

Competencies/Skills. Conceptually, it refers to the abilities to do

something well, measured against a standard, especially abilities acquired through

experience or training. Operationally, it refers to the learning, ability, or

proficiencies that the respondents have gained in college in the different learning

areas that can be a tool for them to be employed in their respective target working

place.
 29
Personal Profile of the graduates
 Sex
 Year of graduation
 Grade Point Average (GPA)
 Further Studies Pursued
 Present Professional Status

Job Placement Profile

 Employment status
 Employment history
 Length of time spent to search for the first job
 Employer’s nature of business
 Salary in the present job
 Job title/description
 Source of information on job vacancy
 Extent of job relatedness to English language

Skills/Competencies Learned as a Result of

BAEL education
 Creative skills
 Critical thinking skills
 Facilitation skills
 Human relations skills
Increased Employability of BAEL
 Information technology skills
Graduates
 Knowledge
 Leadership skills
 Organizational skills
 Problem-solving skills
 Speaking skills
 Writing skills
 Work Ethics

Level of Job Satisfaction of the Graduates

Suggestions/Recommendations to Improve the

BAEL Program

Figure 1. Schematic Diagram of the Study

 30

Employability. This term refers to the skills and abilities that allow you to

be employed. In this study, it refers to the employment rate of the Bachelor of Arts

in English Language graduates from 2013 to 2016.

Employer’s Nature of Business. It refers to the type of sector or industry

to which it belongs. There are several primary and broad sectors of business

categories that can be used in the study such as service, manufacturing,

commercial, financial, and agriculture.

Employment History. In the study, it refers to the series of jobs the

respondents have gone through before landing their current job.

Employment Status. It refers to the work upon which is or may be engage;

occupation of trade chose by the graduates to work. In this study, it refers to the

state of the respondents when it comes to the employment whether they are

employed or unemployed.

Human Relations Skills. These are skills facilitating effective interaction

with personnel. These skills include leadership, communication, decision making,

negotiation, counselling, and conceptual skills.

Job Placement Profile. It considers personal qualities as important as

academic background, professional skills and previous employment experiences.

In this study, it refers to the profile of the graduates of AB English Language to

know if they were currently employed or for the researchers to know their current

employment status.
 31

Job Title/Description. This term forms the basis of job specification. It

generally includes duties, purpose, responsibilities, scope, and working conditions

of a job along with the job’s title and the name or designation of the person to

whom the employee reports.

Knowledge. This term is a familiarity, awareness or understanding of

something, such as facts, information, descriptions, or skills, which is acquired

through experience or education by perceiving, discovering, or learning.

Personal Profile. As used in this study, it refers to the respondents’ sex,

year of graduation, grade point average (GPA), further studies pursued, and work

experience.

Tracer Study. It refers to the study to trace graduates of higher education

institute. Graduate Surveys, Alumni Researches, Graduate career tracking or

Follow-up Study are other term for it. In this study, it refers to as a tool for data

base for the graduates of AB English Language of Eastern Visayas State

University batches 2013-2016.

 CHAPTER III

METHODOLOGY

This chapter presents the methods and procedures to be utilized in the

conduct of the study. This section specifically includes the research design,

respondents of the study, research instrument, data gathering procedures, and

statistical treatment.

This study will employ the descriptive survey research. Such method is

appropriate because the study aims to determine the job placement profile of the

respondents, including their personal profile, skills and competencies learned,

level of job satisfaction and the suggestions/recommendations to improve the

Bachelor of Arts in English Language program.

A questionnaire will be used to gather the data of the 80 total graduates

from 2013-2016.

Respondents of the Study

The respondents of this study are all the Bachelor of Arts in English

Language graduates of Eastern Visayas State University from S.Y. 2012-2013 to

S.Y. 2015-2016. There are a total of 80 graduates covering the 4 school years.

Research Instrument

This study will use a self-structured questionnaire. It consists of five (5)

parts, namely: personal profile of respondents, job placement profile,

 33

competencies/skills learned in college, job satisfaction, and

suggestions/recommendations to improve the program.

Part one, item 1-6 is about the personal profile of respondents that includes

their name, sex, year of graduation, grade point average (GPA), further studies

pursued, and present professional status..

The second part is from item number 7-14. It is about the job placement

profile of the respondents which includes their employment status, employment

history, length of time spent to search for the first job, employer’s nature of

business, salary in the present job, job title/description, and source of information

on job vacancy.

The third part is about the different competencies/skills that the respondents

have learned in college. The respondents have to check the skills that they feel

they have developed while in school. These skills, item 15(1-12) include creative

skills, critical thinking skills, facilitation skills, human relation skills, information

technology skills, knowledge, leadership skills, organizational skills, problem-

solving skills, speaking skills, writing skills, and work ethics.

Part four, item number 16 is about the job satisfaction of the graduates,

whether or not they are contented in their current job and the last part, item 17 is

the suggestions/recommendations to improve the implementation of the program.

Electronic distribution of the survey instrument will be utilized to those

who are working in far places.

Data Gathering Procedures

 34

A request letter will be sent to the Dean of the College of Arts and Sciences

to seek approval for the conduct of this study.

The graduates will also receive a request letter through facebook asking

their consent about being the respondents of the study.

The questionnaires will be attached to the graduates’ respective facebook

accounts in order to obtain the needed data. After a week, the questionnaires will

be retrieved by the researchers.

 35

BIBLIOGRAPHY

A. Books

Arcelo, A. & Sanyal, B. (1987). Employment and Career Opportunities after

Graduation. International Institute for Educational Planning (Established
by Unesco).
Broto, A. (2006). Statistics Made Simple, Second Edition. National Bookstore.
Doeringer, P. & Piore, M. (1980). Unemployment and Dual Labor Market.
Richard D. Irwin Inc..
Godfrey, M. 1986. Global Unemployment: The New Challenge to Economic
Theory. Sussex, Harvester Press.
Kapunan, Rhodora & Kapunan, Rod (2006). Labor-Only Contracting in a “Cabo”
Economy. C&E Publishing Inc..
McIntosh, R. (1917). Employee Management Standards (The L.J. Minor Food
Service Standards Series), Fourth Edition. Michigan: Robert W. McIntosh
Restaurant and Institutional Management Michigan State University East
Lansing.
Pagoso, C. (1983). Labor Economics. Quezon City: JMC Press.
Powers, T. (1977) Education for Careers. Pennsylvania University Press.
Sanches, C. & Agpao, F. (1977). Contemporary Social Problems and Issues, Third
Edition. New Galaxy Lithographic Arts and Printing Press.
Yorke, M. & Knight, P. (2003). Embedding Employability into the Curriculum.
Buckingham: SRHE and Open University Press.
B. Journals and Published Materials
Alcovendas, R. & Espares, M. (2013). A Tracer Study of AB English Graduates
from 1987-2009. Legazpi City: Academia.
Aziri, B. (2011). Job Satisfaction: A Literature Review. Management and
Practice, 77.
Azucena, C. (1991). The Philippine Labor Code (with comments and cases).
Kalayaan Press Marketing, Ent. Inc., 11.
 36

Badiru, E. & Wahome, M. (2016). Conducting Graduate Tracer Studies for

Quality Assurance in East African Universities: A Focus on Graduate
Students Voices on Quality Culture. Journal of Education and Practice
Becker, G. (1964). Human Capital: A Theoretical and Empirical Analysis, with
Special Reference to Education. Social Science Research Network.
Brown, P., Hesketh, A., & Williams, S. (2002). Employability in a Knowledge-
Driven Economy. School of Social Sciences.
De Grip et al (2007). Job-Worker Mismatch and Cognitive Decline. Oxford
University Press.
Dimalibot, G. et al (2014). Employment Status of the Tourism Graduates of Batch
2013 in Lyceum of the Philippines University-Batangas. Journal of
Tourism and Hospitality Research, Vol. 11, Issue No. 1.
Dotong, C. (2014). School-Related Factors in the Development of Graduates'
Competencies Towards Employability. Journal of Education and
Literature, Vol. 2, No. 1.
Graduate Tracer Study 2008. Tertiary Education Commission
Gines, A. (2014). Tracer Study of PNU Graduates. American International
Contemporary Research. Vol. 4, No. 3
Knight,P. & Yorke M. (2002) Employability through the Curriculum. Kluwer
Academic Publishers.
McQuaid, R. 2006. Job search success and employability in local labor markets.
Annals of Regional Science, Vol. 40, pp. 407-421.
Mercado, F. (2011). A Tracer Study of MSEUF Graduates. Philippine E-
Journals, Vol. 12, No.1.
Pannogan, O. & Ocampo, D. (2016). Tracer Study of Bachelor of Arts Graduates
Major in English. International Journal of Advanced Research in
Management and Social Sciences.
Ramirez, T. Cruz, L., & Alcantara N. (2014). Tracer Study of RTU Graduates –
An Analysis. Researchers World - Journal of Arts, Science and Commerce.
Richardson (2010). Tourism and Hospitality Students' Perception of Career in the
Industry: A Comparison of Domestic (Australian) Students and International
 37

Students Studying in Australia. Journal of Hospitality and Tourism Management.

Cambridge University Press.

San Jose, A. (2014). Finding the Linguist: An AB English Graduates Tracer Study
International Journal of English Language Education, Vol. 2, No. 2.
Saterfield, T.H. and McLarty, J.R. 1995. Assessing employability skills. ERIC
Digest, ED391109.
Sirat, M. et al (2012) Employability of graduates in Malaysia. Published by
UNESCO Bangkok.
Tan, L. and French-Arnold, E. (2012). Employability of graduates in Asia: An
overview of case studies. Thailand: UNESCO Bangkok.
The President’s 10 point legacy program. (2005). Creating Jobs, uplifting lives:
Volume 2. Visayas Ave., Quezon City: Philippine Information Agency.
Tomlinson, M. (2008). ‘The degree is not enough’: students’ perceptions of the
role of higher education credentials for graduate work and employability. British
Journal of Sociology of Education, 29(1), 49-61.
UNESCO Bangkok (2012). Graduate Employability in Asia. UNESCO Bangkok
Asia and Pacific Regional Bureau for Education.
Uy, J. et al (2003). Employability Status of Lyceum of the Philippines University
Batangas: DusitThani International Curriculum for Associate in Culinary Arts and
Kitchen Operations
Valdez, A. (2012). Curriculum Model for Medical Technology: Lessons from
International Benchmarking, IAMURE: International Journal of Multidisciplinary
Research, 3 (1): 292-301
Vong, C. (2015). Royal University of Phnom Penh Quality Assurance Unit Tracer
Study 2014. RUPP.
Weber, K. et. al. (2000). Tracer study of AIT alumnae and alumni with German
scholarship or fellowship. German Technical Cooperation, Asian Institute of
Technology Cooperation Project Office, 2002.
Weiner, B. (1985). An Attributional Theory of Achievement Motivation and
Emotion. Psychological Review, Vol. 92, No. 4.
 38

Wijewardene, L. Yong, D., & Chinna, K. (2014). English for Employability-The

Need for Sri Lankan Graduates. British Journal of Arts and Social
Sciences, Vol. 17, No. 1.
C. Unpublished Materials

Bachelor of Arts in English Language: Bulletin of Information. College of Arts

and Sciences, Languages and Literature. Eastern Visayas State University-
Tacloban Campus.
Bea, E. et al (2012). Employer's Review of AB English Graduates of Bicol
University College of Arts and Letters SY 2006-2009. Bicol University.
Boaduo, N., Mensah, J. & Babitseng, S. (2009). Tracer study as a paradigm for
the enhancement of quality course programme development in higher education
institutions in South Africa. Paper presented at the Educational Colloquium,
University of Northwest, Potchefstroom, South Africa, 20-21 August 2009.
Boolane, B. et al (2010). Tracer Study on the Employment Outcomes of the
Vocational Training Graduates. Botswana Training Authority.
Brown, S. 2006. Developing employability: An institutional approach.
Unpublished paper presented at Seminar on Employability: A Distinctive
Approach to Graduates Employment, Putrajaya, Malaysia.
Brown, P. & Lauder, H. (2001) Capitalism and Social Progress: The Future
of Society in a Global Economy, Basingstoke: Palgrave.
Confederation of British Industry (CBI) (2001?) In Search of Employability,
London: CBI.
Cortado, J. (2010). A tracer study of Mass Communication Graduates of Centro
Escolar University from School Years 1998-2008.
De la Cruz, L. & Reyes, R. (2015). Level of Course Satisfacton and Academic
Performance in English of English Senior Language. Eastern Visayas State
University.
Department of Education and Employment (DfEE) (2000) Final Report of
the National Skills Task Force, London: DfEE.
Flomo Jr, J. (2013). Aligning higher education to workforce needs in Liberia: A
tracer
study of university graduates in Liberia (Doctoral dissertation, University of
Minnesota).
 39

Hillage, J. and Pollard, E. 1998. Employability: Developing a framework for

policy analysis. Research Brief 85. UK, Department for Education and
Employment.
Kern, A. (2009) Human Capital Development Theory: Implications for Education-
Comparison of Influential Twenty-First Century Economists Samuel Bowles and
Gary Becker .
Mason, G. et al (2006). Employability skills initiates in Higher Education: What
Effects Do They Have on Graduate Labour Market Outcomes? Institute of
Education, University of London
Noble, M. (1999). Teaching for Learning and Employability. In H. Fry, S.
Ketteridge & S. Marshall (eds), A Handbook for Teaching and Learning in
Higher Education. London: Kogan Page, 120–133
Ocampo, M. Bagano, A. & Tan, A. (2012). Culture of Entrepreneurship versus
Employment. University of San Carlos.
Omeje, J. (2001). Final report of tracer study research project on higher education
and work.
Schomburg, H. (2003). Handbook for Graduate Tracer Studies: Centre for
Research on Higher Education and Work, University of Kassel, Germany.
Schomburg, H. (2011). Tag Archives: Tracer Study.

Shongwe, M. & Ocholla, D. (2011). A Tracer Study of LIS Graduates at the

University of Zululand 2000-2009. University of Zululand.
D. Electronic Sources

mrp.ase.ro/no34/f7.pdf
http://www.unevoc.unesco.org/e-forum/BOTA_tracer-study-2010.pdf

http://www.worc.ac.uk/edu/documents/EmployabilityInAKnowledgeDrivnEcono

my2003.pdf

ftp.iza.org/dp2956.pdf

http://research.lpubatangas.edu.ph/wpcontent/uploads/2014/08/JTHR-

Employment-Status.pdf
 40

http://research.lpubatangas.edu.ph/wp-

content/uploads/2014/10/JELSchool%E2%80%93-Related-Factors-in-the-

Development-of-Graduates%E2%80%99-Competencies-towards-

Employability.pdf

http://deep.idrc.ocadu.ca/literature-review-exploring-jobmismatch-and-income/

www.cio.com/article/2372475/careers-staffing/job-search-the-10-professional-

attributes-employers-want-most-in-employees.html

http://www.ejournals.ph/article.php?id=6734

http://www.google.com.ph/?gfe_rd=cr&ei=C4h7V6qEFsej8wWl6JqwDAq=cultur

e+of+entrepreneurship+vs+employment

http://www.garph.co.uk/IJARMSS/Jan2016/21.pdf

http://www.researchersworld.com/vol5/issue1/Paper_09.pdf

http://www.macrothink.org/journal/index.php/ijele/article/viewFile/6295/521

http://www.lis.uzulu.ac.za/2011/Mzwandile%20and%20Ocholla%20PROLISSA%

20paper%20revised%20March%2029.pdf

http://unesdoc.unesco.org/images/0021/002157/215706E.pdf

http://www.rupp.edu.kh/center/qau/files/Tracer_Studies/Tracer%20Study202012-

14E.pdf

http://acmd615.pbworks.com/f/weinerAnattributionaltheory.pdf

http://www.bjournal.co.uk/volume/paper/BJASS_17_2/BJASS_17_02_05.pdf

http://dokterphi.wordpress.com/tag/tracer-study/

http://gtz.ait.ac.th/Endfassung_Web?ES-start.htm.