1

Chapter 1

PROBLEM AND IT`S SCOPE

Introduction

People go to universities and finish college degree with the goal of being

employed and earn a living. Teacher Education institutions primarily aim of producing

competent and highly qualified graduates employable here and abroad. They employ a

variety of strategies to realize this relevant goal. They continually enhance their

curriculum content and delivery through employing and maintaining competent faculty

members, improving instructional facilities, providing relevant student support systems,

and cultivating a culture of quality and excellence (Solis & Perral, 2019).

Teaching is indeed a challenging job. Some people who are groomed as future

educators change their charted jobs into another as teaching requires a lot of effort.

Staying in the job is dependent on how satisfied these people are in their working
 2

environment. Specifically, job satisfaction refers to the degree to which the feeling of

satisfaction is derived from the employees‟ perceptions toward different facets of their

tasks or jobs (Huang, 2019).The emotional state of an individual is affected by

interactions with their work environment (Redmond, 2016). The employability of

graduates from an institution is also very important to consider because it brings

improvement to the course program Chan (2015). As pointed out by Garcia and Velden

(2008), the responses of the graduates are self-assessment of the levels gained in the

university and required by the job. Commission on Higher Education (CHED) provides a

Graduate Tracer Survey Questionnaire to help these institutions in enhancing its course

offerings (Solis & Perral, 2019).

In the current trend of education, many universities are using the employment

status of their graduates to evaluate how their curricular programs perform in making

their students productive in the labor market. It is used as a performance indicator for

college education institutions (Smith, J., Naylor, R., & Mcknight, A., 2000 as cited by

Boholano, 2012; Bruwer, 1998). The College of Education of MSU-IIT in its newly

revised 2018 curriculum for BSED and BEED programs also used tracers and

employability studies as one measure of its performance (CED MSU-IIT, 2019). If a

graduate came from a reputable institution, the more likely he or she finds a job faster

(Kong, J. 2011; Manila Bulletin, January 6, 2013). Otherwise, the graduates will end up

either unemployed or underemployed.

As defined by Yorke & knight (2003), employability includes a set of skills

necessary for employment. There employability is the preparation or foundational skills

 3

upon which a person must build job-specific skills such those which relate to

communication, personal and interpersonal relationships, problem solving, and

management of organizational processes (Lankard, 1990). Therefore, employability

skills in this sense are valued because they apply to many jobs and so can support

common preparation to meet the needs of many different occupations (Saterfiel T. H. &

McLarty, J.R. 1995).

Chan (2015) argues that Job satisfaction is also considered an important factor

to be measured in relation to employability. This is supporting by (Adeoye, A, O.,

Akoma, L. & Binuyo, B., 2014) notes that work conditions, supervision and relationships

contribute to Job Satisfaction. Alroyali (2002) & Team (1999) have proposed several

factors that were found to contribute to job satisfaction including poor, social status,

salary and advancement. Alroyali (2002), & work status Team (1999). As (Scott, Cox

&Dirham, 1999) regarded job satisfaction as average important issue within the

organization. This may imply that besides employability, measuring the job satisfaction

of the graduates may reveal more meaningful data about their performance & well-

being. These have been attempted in a local study of (Solis & Perral, 2019) about

Employability and Job satisfaction and there have been no significant relationships

established in their study.

In the pursuit of becoming a leading institution on Teacher Education, the College

of Education of MSU-IIT continually improved its curriculum offerings, mindset in its

recent curriculum revision efforts last 2018 in response to issuance of CHED‟s NEW

PSG for the BSED and BEED program (CED MSU-IIT, 2019). However, while there

have been employability and tracer studies conducted in varied specialization in the

BSED
 4

programs (Solis & Peral, 2018) in the context of CED MSU-IIT, there has been no

record of a recently conducted Employability and tracer study for the graduates of the

Education programs specializing in Mathematics. Therefore, this study posits the need

to conduct a more comprehensive Employability and Tracers study for Mathematics

major graduates of CED MSU-IIT.

Theoretical Framework

According to Schomburg (2003), tracer studies are empirical form of research

that contribute essential data for assessing education and training quality outcome of an

institution. This kind of study provides the purpose of creating possible deficits beneficial

for the curriculum development and also for assessing the relationship between

academic studies and profession with relevance to answering the question as to where

our graduates now, graduates studies are a prime tool that would satisfy an institute of

the said issue. Furthermore, Hereld (2003) also added the tracer studies identify the

importance of training/education for job transitioning and early carrier applying where it

also includes measuring the educational quality of institutions and effectiveness of

programs. Moreover, the practical relevance of the information gathered from tracer

studies is best revealed in the objectives, the content, the kind of data analysis, and the

report of the survey results. This survey faces provide an established reason in proving

the importance of the relationship between higher education and work.

Schomburg, (2003) explained that this type of research is classified into four

groups namely; (1) objective measures for the transitional period between course of

studies and employment, (2) objective measures for professional success, (3)
 5

subjective measures for professional success and (4) for professional situation and

subjective measures for professional success. The first group of measurement involves

the period of job search after graduation including the first regular jobs, the number of

fortunate and unfortunate application and first occupations‟ employment characteristics.

Furthermore, the objective measurement for professional success also includes factors

such as (1) Transitional which is the period of finding a job for regular employment after

graduation. (2) Quality of the first job by knowing the job position, employment status;

whether full-time/part-time, temporary/permanent. (3) Quality of the current job (3-4

years that succeeds on graduation), Knowing the job title, employment status; whether

full-time/part-time, temporary/permanent, economic sector major activity and income.

On the other hand, the subjective measure for professional success and

professional situation concerns the professional satisfaction that is influence by the

demand, directions and conditions. It shows how the said complemented characteristics

suit both employee and the job. Furthermore, the following factors are stated to also be

involved in the subjective measures for professional success, namely (1) the overall

satisfaction with professional status, (2) satisfaction of the various characteristics of

employment and work, (3) appropriateness of position to level of education. (4) the

continuous application of acquired knowledge and skills.

All of the said four groups of measurements, as what Hereld (2003) stated to that

should be involved, are large spectrum of subjects that becomes apparent which are

treated as measurements for the success of professional and in the analysis of

university graduates.
 6

REVIEW OF RELATED LITERATURE

Our country is facing a constant challenge for decades with structurally high

unemployment and underemployment rates. Every school year, each institution is

producing graduates from various disciplines such as commerce, engineering, health,

sciences, education, arts, business administration, and others. But in reality, the jobs

are not readily available as fast as universities are handing out the college diplomas

(Agan, P. M., Delan D. B. & Pendijeto, P. A., 2019).

Due to the changing of the society, employability is the high risk. Thus, graduates

should be molded to enhance personal skills, qualities, and experiences. These aspects

will enable them to be competitive in the market as they are employed in the society.

As mentioned by Solis & Perral (2019) there is a shift in higher education from

seeking to develop specific skills through specialist modules or extracurricular activity to

a more holistic approach. Institutions are seeking to develop employability attributes as

an explicit and embedded part of academic learning. In this regard, there is a need then,

to continually assess the employability of the college‟s graduates such that data for the

curriculum improvement he made available. Tracer study is developed to answer the

change in industry and corporate world by integrating the higher education institution

with labor market.

As defined by Schomburg (2011), a tracer study is to trace graduates of higher

education institute that comes in many terms such as “Graduate Surveys”, „Alumni

Researches”, “Graduate Career Tracking”, or “Follow-up Study”. Through this method,

 7

the institution can track their graduates even though they are not in a physical

communication. Through this, an institution can evaluate how competitive their students

they produced that can be used in future benchmark as they placed in society. During

the years 2001-2004, tracer study gave an impact in describing the employment

aspects of the graduates from the prestigious universities in the Philippines. This

graduate‟s tracer study (GTS), identify policy impressiveness and relevance of the

curriculum in the needs and expectations of the society or industry. (Moreau &

Leathwood, 2006; McQuid&Lindsay, 2005)

According to Tamkin & Hillage (1999), employability is a concept that has joined

the main stream of individual human resources, national policy, and vocabulary. It has

been summoned as the means by which individuals can cope with changing

employment conditions, organizations can maintain their ability to adapt and succeed

and the nation can enhance is competitiveness. However, despite such good hopes,

pinning down the concept can be elusive and turning the rhetoric into anything that can

serve as affirm basis for action can be frustrating. Employment is a being the employer

and other parties, one being the employer and the other being the employee.

The 21st Century will be marked by increasing reliance on technology to address

growing concerns about diminishing resources and sustainable development. The

economic crisis in 2008-2009 has heightened the need for competent human resources

to help recover the losses. Furthermore, the rapid rate of change and development of

new technologies means that education programs must keep pace with the knowledge

and skills demanded by employers. The kind of skills needed and how universities can

help to foster these skills has not been fully addressed by policy makers. With a forecast
 8

of increasing unemployment, it is crucial that universities equip their students with

appropriate knowledge, skills and aptitudes to be more competitive in a shrinking labor

market.

Institutions involved in developing human resources through long and short term

programs have the duty to keep track of the performance of their graduates to

determine accountability and whether or not their programs have impacted on the

individual, the institution, or the country. Tracer study constitutes one form of empirical

study which provides valuable information for evaluating the results of the education

and training of a specific institution of higher education. This information may be used

for further development of the institution in the context of quality assurance (Schomburg

2003). A tracer study enables the institution of higher education to get information on

possible deficits in a given educational programmed which can serve as a basis for

curricular improvement.

Graduate surveys provide rich experience about the whereabouts of graduates,

which might help to broaden perspectives among administrators, faculty and students.

Such information like the income, economic sector, current job title, working time,

duration of search for the first job, methods of job search, values develop and practice

in work, skills acquired are relevant for higher education institutions. One fundamental

problem of education and training is that they must be geared to the current and future

needs of societies undergoing social and economic change. Education and training

cannot be planned to static specifications, but rather must be planned flexibly within the

dynamic process. It is, and must always remain capable of change. It must also be

ensured that the specific circumstances of the country in question are taken into
 9

account, such that education and training are made effective and efficient, in order to

make the best possible use of scarce resources (Schomburg 2003).

The launching of the K to 12 Basic Education Program (RA no.10533) is a major

initiative of the government to overhaul the educational landscape of the Philippines.

This change is intended to expand and enhance the basic education curriculum to

improve its delivery and quality to meet international standards. Moreover, competent

teacher professionals are needed in schools to promote positive student outcomes.

Thus, the K to 12 educational reforms in basic education has important policy and

practical implications to higher education, particularly among teacher education

institutions (TEIs) in the pre-service and in-service training of teachers (Agan, P. M.,

Delan D. B. & Pendijeto, P. A., 2019).

The Policy-Standard to Enhance Quality Assurance (QA) in Philippine Higher

Education through an Outcomes-Based and Typology-Based QA (CHED CMO) issued

by the Commission on Higher Education (CHED) is just one ripple effect of this reform.

Significantly, it brought about concerns and actions of Higher Education Institution to re-

evaluate its current curricular programs if it can still address the needs of our labor force

in the coming years. One possible way of addressing this, is by conducting graduate

tracer study (GTS) and find out essential feedback not only concerning the relevance of

the course offerings but also the adequacy of the knowledge and skills gained by the

graduates (Romillo & Rodriguez, 2011). Tracer studies as what Ocholla emphasized

(2001, cited in the study of Lutwama & Kigongo-Bukenya, 2004), are important to

educational institutions since it would enable them to accommodate changes in the

 10

society, especially the demands of the actual and potential employers, through the

evaluation and constant review of the curricula.

The higher education market is becoming more and more competitive and

organizations in the sector need the appropriate management tools to be able to survive

in this complex market. One way to do it is to innovate particularly in offering new higher

education courses that meet the specific needs of today‟s knowledge (Mainardes et al.,

2010). Findings gathered from survey studies could help HEI identify areas for

improvement in the curriculum and do appropriate actions. Hynes and Richardson

(2007) (cited in Marinades et al., 2010) demonstrates in their study that HEIs need

proper planning when they decide to develop a new university course. These courses

should bring benefits for all: students, the job market, companies, government (in its

pursue for revising and developing its national curriculum), society and for the HEI itself.

The institution should be aligned with the interests of all the stakeholders involved in

higher education (Mainardes et al., 2010). It is then the undertaking of this current study

to assess its own graduates from batch 2010-2018, particularly of the Science and

Mathematics Education Department, and to gain valuable insights if its curriculum and

program offerings are preparing graduates for the field of work and eventually be hired

and land a satisfying job.

Moreover, tracer studies according to Garcia (2003) as cited by Gines (2004)

pointed out that tracer studies are important source of information to know what

happened to graduates of academic programs in Higher Education Institutions (HEIs).

Further findings of tracer studies can be used to define/redefine HEIs mission and
 11

market niche and show how academic programs and course offering can be adjusted to

reflect institutional goals.

The primary aim of the Teacher Education Institutions (TEIs) is to produce

competent and highly qualified graduates who are employable inside and outside the

country. It is within the framework of TEIs to tailor different strategies such as enhance

curricular contents, quality instructions, improve instructional facilities, relevant student

support systems, and a culture of quality and excellence. Through this concerted efforts,

it is hoped that quality teacher education preparation would ready the graduates for

employment opportunities. (Agan, P. M., Delan D. B. & Pendijeto, P. A., 2019).

Synthesis

In general, tracer study provides feedback of the quality of graduates a certain

institution has produced. And it is also developed in order to cope with the changes in

industry and corporate world. It will be found out that the employers want students to

train according to the needs of the workplace and want to do away with subjects who

are not significant to the needs of the market. With this, changes in the curriculum

should be made by higher education in order to make graduate more employable from

the perspective of the study.

 12

Research questions

This study appraised the employability and job satisfaction of the BSED Math

Graduates of the College of Education of MSU-Iligan Institute of Technology from 2010-

2019 as an input to appropriate the intervention scheme.

Explicitly, this assessment sought to answer the following questions:

1.) Demographic Profile of BSE and MSCiEd Mathematics graduates?

2.) What is the employment History?

3.) What is the Employability Skills of the BSE and MSCiEd Mathematics

graduates?

4.) What are the Job Satisfaction levels?

5.) What are the perception of the respondents to the:

a) Relevance of curriculum to their current work

b) Suggestion of additional courses or skills to be developed

c) Impressions to the current program outcomes of the educations

programs of MSU-IIT with specialization in mathematics.

Definition of Terms

The following terms are both defined operationally and/or conceptually for the .

Employment History it refers to the current employment rate, present

occupation, first job after college, job level positions of present job, number of months it

took for the graduates to land in their first job, ways on how the graduates landed on

their first job and how long it took them stay in their first job.
 13

Employability refers to whether the respondents/participants are employed or

unemployed. This will be measured using the Employability questionnaire adopted from

Perral & Solis (2019).

Employment and Data History Employment here means any type or work
performed or services rendered in exchanged for compensation under a contact of hire
which create the employee relations.

Job Satisfaction refers to the reasons for the employed graduates to stay in

their jobs and the levels on how satisfied the employed graduates are in their present

job. This will be measured using the Job Satisfaction questionnaire adopted from Perral

& Solis (2019).

Licensure Examination Performance (LET) refers to the respondents whether

they passed the examination.

Profile refers to the civil status, employment history, and year graduated for the

BSE & MSCiED - Mathematics Graduates.

Respondents refers to the BSE & MSCiED Mathematics Graduates of Mindanao

State University - Iligan Institute of Technology

Non- Teaching Respondents refers to the BSE & MSCiED – Mathematics

graduates who are employed in a different field aside from teaching.

Employability level refers to the level of importance of the qualifications that an

employee needs in order for him/her to be hired.

Tracer Study a survey (in written or oral form), of graduates from Education

Institutions, which takes place sometime after graduation. Topics tackled are transitions
to work, work entrance, job career, used of learned competencies, current occupation

and bonds to the education institution (school, center, university).

 14

Research Methodology

This chapter presents the methods and procedures to answer the problem

stated. The following sections include the participants, research design, ethical

consideration, used data collection methods, research instruments and statistical tools.

Participants

The participants of this study are graduates of the Education Program of the

College of Education, specializing in Mathematics from year 2010-2019.

Research Design

The research method that will be used in this study is descripted-survey design

for the tracer study for the graduates of the Education programs specializing in

Mathematics from 2010 – 2019. Descriptive method of research involves collecting data

in order to test hypotheses or to answer questions concerning the current status of the

subject of the study.

Ethical consideration

The main Principle that will be considered in conducting this study are respect for

respondent`s confidentiality and beneficence/non beneficence. The researchers will ask

consent to the participants and their availability. In order to ensure the honesty of the

respondents in answering the question, the researchers personally request list of the

graduates will be obtained from the Registrar`s office, by the researchers withhold

personal information about the participants. These pieces of information include profile-

name, address and contact number. The researchers are going to reach the participants

through the use of social networking system by the use of the internet. By

communicating them through their email and Facebook accounts, the researchers are
 15

going to lend them the form to be answered. For other stakeholders such as principal

and division office we will send them a consent letter in order to conduct this study and

wait for their approval.

Data Collection

The following are the research processes taken in gathering the data needed for

the data needed for the research study.

 Communication of Distribution of
Request of the lists the graduates by the adopted
of BSE- Mathematics use of social media questionnaire
graduates from the accounts such as e- cited by (Solis &
Registrar`s office mail, Facebook, and Perral, 2019) by
employee addresses Google forms and
printed copies

Analysis and Respondents

Retrieved all
interpretation of answering the
responses
data questionnaire
Figure 1: Flow Chart of the Data Gathering process

As shown in Figure 1, in conducting the tracer study of the BSE- Mathematics

graduates, the followings steps are undertaken. First, the researchers requested from

the office of registrar in Mindanao State University - Iligan Institute of Technology (MSU-

IIT) for list of BSE- Mathematics graduates from 2010-2019. Second, the researchers

immediately searched for all this graduates and then requested their time to
 16

fill out the survey questionnaire. Third, upon confirmation, the researchers will send the

approved survey questionnaire. The questionnaire distributed in a form of hard and soft

copies. The hard copy form were given to the respondents through printed

questionnaires while soft copy form were answered by the respondents through

electronic questionnaire accessed on Google forms which enable the students to

answer online wherein the targeted respondents were given one (i) month to answer the

survey form. Third, the researchers then, retrieved the responses which are on the list.

Lastly, the responses were interpreted and analyzed using the descripted statistical

tools.

Instruments Used

The questionnaire (Appendix G) will be adapted from Tertiary Education

Committee (2011), Schomburg (2003), Commission of Higher Education International

Project Consortium (2013), DepEd Bataan (2017), Ross P. & MacCallum (2010), and

Salisbury University (2012).

Checklist depicting on the respondents‟ profile, employment history, employee

status, state how important qualifications in hiring a job as perceived by the respondents

as included in the questionnaire. The employability and job satisfaction survey adopted

questionnaire cited by (Perral and Solis, 2019), with reliability score of 0.844 percent

and validity with 90.9 percent revised based on the need of the current study. The

curriculum relevance perception questionnaire is devised as a tool to measure the

perception of graduates to the relevance of the current curricular goals of the math
 17

programs to their current employment needs. Through this survey, they also will be able

to suggest skills and courses they think are needed for the improvement of the program.

Statistical tools

The data will be subjected to validated interpretation. The following statistical

formulate will be utilized.

Frequency to determine the number of responses.

Percentage (%) used to get the percentage of the BSE- Mathematics gradates

of MSU-IIT.

Mean will be used as the basis for the range and interpretation. The product of

number of the occurrence of each rating and its corresponding weight will be divided by

the number of respondents resulting the mean of each rating in a given factor. Each

mean of the ratings in a given factor will be summed up to get the mean of a factor. In

every category, all the individual means of each factor will be summed up divided by the

total number of the given factors to get the overall mean.

 18

QUESTIONNAIRE
A. Demographic Profile of the Graduate
1. Surname: ___________Forename(s): ______Maiden Name: _____(Required)
2. Year Graduated: 20_ _
**Adopted from Tertiary Education Commission (2009) with modification
suited to the present study
3. Civil Status: Single Married Single Parent
Married but not living with Spouse Widow
Separated or divorced
4. Licensure Examination for Teachers (LET) exam passer. Yes No
B. Employment and Data History
5. Are presently employed? Yes No
If No, you can end here. Thank you for answering this questionnaire! If
YES, proceed to Questions 6.

6. Is your present job your first job after college? Yes No

If NO, proceed to Questions 8. If YES, proceed to question 7.

7. Is your first job related to the course you took up in college?

Proceed to Questions 9.

8. Is your present job related to the course that you took up in college?
Yes No
Proceed to Question 9.
9. How long did you stay in your first job?
Less than a month 1 year to less than 2 years
1 to 6 months 2 years to less than 3 years
7 to 11 months 3 years to less than 4 years
Others, please specify
___________________________________________________________

10. How did you find your first job?

Response to an advertisement
As walk-in applicant
Recommended by someone
Information from friends
Arranged by school‟s job replacement officer
Family Business
Job Fair of Public Employment Service Office (PESO)
 19

Others, please specify

___________________________________________________________

11. How long did it take to land your first job?

Less than a month 1 year to less than 2 years
1 to 6 months 2 years to less than 3 years
7 to 11 months 3 years to less than 4 years
Others, please specify
___________________________________________________________
If your PRESENT JOB IS NOT YOUR FIRST JOB, proceed to the next question.
If your PRESENT JOB IS YOUR FIRST JOB, proceed to Question 15.

12. How long did you stay in your present job?

Less than a month 1 year to less than 2 years
1 to 6 months 2 years to less than 3 years
7 to 11 months 3 years to less than 4 years
Others, please specify
___________________________________________________________

13. How did you find your current job?

Response to an advertisement
As walk-in applicant
Recommended by someone
Information from friends
Arranged by school‟s job replacement officer
Family Business
Job Fair of Public Employment Service Office (PESO)
Others, please specify
___________________________________________________________

14. How long did it take to land your present job?

Less than a month 1 year to less than 2 years
1 to 6 months 2 years to less than 3 years
7 to 11 months 3 years to less than 4 years
Others, please specify
___________________________________________________________

15. Job Level Position

If your PRESENT JOB IS NOT YOUR FISRT JOB, check one and only on
both First Job and your Present Job.
If your PRESENT JOB IS YOUR FIRST JOB, check one only on First Job

Job Level 15.1 First Job 15.2 Present Job

Rank or Clerical
Professional, Technical or Supervisory
Managerial or Executive
Self-Employed
 20

16. Present Occupation. Please check one only and write the office/school where you are
employed.

Education (Teaching)__l_____________
Education (Non-Teaching)_____________
Health and Social Work___________________
Transport Storage and Communication_______________
Private Households with Employed Persons___________
Wholesale and Retail Trade, repair of motor vehicles, motorcycles and personal and
household goods._______________
Other community, Social and Personal Services__________
Activities___________
Extra-territorial Organizations and Bodies_________________
Public Administration and Defense; Compulsory Social Security___________________
Real State, Renting and Business Activities____________
Hotels and Restaurants____________
Financial Inter mediation______________
Others:_____________________

17. Current Employment Status

Regular or Permanent
Contractual/Casual
Temporary Self-
employed

If “Education (Teaching)”, proceed to Question 18.

If not, proceed to question 20.

18. What are the reason(s) for staying on the job? You may tick more than one answer.
Salaries and benefits
Career challenge
Related to special skill
Related to course or program of study
Proximity to residence
Peer influence
Family influence
Other reason(s), please specify
Job Satisfaction
Check one response per factor
Extremely Not Satisfied Extremely
Not Satisfied Satisfied
Satisfied
a. Salary
b. Flexibility in scheduling
c. Location of work
d. Amount of paid vacation
time/sick leave offered
e. No. Of working hours per
week
g. Benefits (Health insurance,
life insurance, etc.)
h. Job security
i. Recognition for work
accomplished
j. Relationships with your co-
workers
k. Relationship(s) with your
superiors
 23

l. Opportunity to utilize
your skills and talents
m. Opportunity to learn new
skills
n. Support for additional
training and education
o. Variety of job
responsibilities
p. Degree of Independence
associated with your
work roles
q. Adequate opportunity for
periodic changes in duties

Are there any factors that are not listed above that affects your job satisfaction?
Yes No
If Yes, please specify:
________________________________________________________________
If “Education (Teaching) and Education (Non-Teaching)” proceed to part E.
If not, you may end here. Thank you for answering the questionnaire!

E. Recommendations
Give at least 3 insights in applying for job that will help the future teachers from BSEd
mathematics
______________________________________________________________________
___________________________________________________________________
______________________________________________________________________
______________________________________________________________________

26. What must be considered by the future teachers to be satisfied with their
teaching career?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Finished! Thank you so much for answering this questionnaire!
 24

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