Thesis Tracer Study

Tracer Study of PUP-SPC Graduates from Batches 2012 – 2014
Tracer Study of PUP-SPC Graduates from Batches 2012-2014
An Undergraduate Thesis presented to the Faculty of
PUP San Pedro Campus
In partial fulfillment of the requirements for the degree
Bachelor in Secondary Education major in English
Researchers:
Escariaga, Michelle M.
Juamis, Gladys M.
Saludario, Arnelie A.
Zamora, Neriza B.
Prof. Margarita T. Sevilla
May 2016
TABLE OF CONTENTS
Title page i.
Acknowledgement ii.
Abstract iii.
Table of Contents v.
Chapters Page
I. The Problem and its Background
Introduction 2
Background of the Study 3
Theoretical Framework 5
Conceptual Framework 7
Statement of the Problem 8
Significance of the Study 11
Scope and Limitation 12
Definition of Terms 12
II. Review of Related Literature and Studies
Foreign Literature 15
Local Literature 23
Foreign Studies 30
Local Studies 36
III. Research Methodology
Research Design 39
Description of the Respondents 39
Population and Sample 40
Sampling Technique 41
Instrumentation 41
Data Collection Procedure 42
Sources of Data 44
Research Locale 45
Statistical Treatment 45
IV. Presentation, Analysis and Interpretation of Data 47

V. Summary of Findings, Conclusions and Recommendations
Summary of Findings 78
Conclusions 80
Recommendations 84
Output 87
References
Appendices
Computations
CHED Questionnaire
Online Questionnaire
Request Letter for List of Graduates (2010-2012)
Request Letter for List of Graduates (2012-2014)
Table of Annual Distribution of Graduates from 2006-2014
Curriculum Vitae
ACKNOWLEDGEMENT
We would like to express our deepest gratitude, first of all, to our parents who stayed
awake with us in the middle of the night until the sun went up and supported us from beginning
to the very end of this very challenging endeavor.

Much appreciation is credited to our friends, who’ve always been there through thick and
thin throughout this research. We would also want to specifically mention Mr. Roland Andrew de
Castro, our statistician, for giving us the much needed confidence in the numerical aspects of our
research.
We also want to thank our respondents for without their efforts in answering the survey,
this research would be impossible to achieve.
We would also want to show gratitude to our thesis adviser, Prof. Margarita Sevilla, for
patiently responding to our queries and concerns and for giving us the much needed technical
know-how throughout the entire thesis writing process.
And, of course, to GOD, for giving us the strength to carry out this research and for the
knowledge and wisdom that He gave each one of us. Truly, He blessed us with everything we
needed.
To GOD be all the glory!
M. E.
G. J.
A. S.
N. Z.
ABSTRACT
Name of Institution: Polytechnic University of the Philippines
San Pedro Campus
Thesis Title: Tracer Study of PUP-SPC Graduates from Batches 2012-2014

Researchers: Michelle M. Escariaga
Gladys M. Juamis
Arnelie A. Saludario
Neriza B. Zamora
Degree: Bachelor in Secondary Education - major in English
Adviser: Prof. Margarita T. Sevilla
Date Completed: May 2016
This study traced the graduates of Polytechnic University of the Philippines - San Pedro
Campus from batches 2012 to 2014. Out of 774 graduates, 263 were selected from five different
courses. Non-probability sampling strategies were used: accidental and snowball sampling
techniques.
This study used a standardized questionnaire designed by the Commission on Higher
Education (CHED) and was distributed by the researchers mostly through online survey forms.
The data gathered by the researchers were tabulated and treated statistically using frequency,
percentage distribution and weighted mean.
From the findings, the study revealed that majority of the respondents are single and most
of them are women. Almost all of the respondents are currently employed and majority of them
have regular or permanent job positions. Some are holding professional, technical or supervisory
positions either on their initial or current jobs but with an increase in percentage in the latter.
Also, this study revealed that majority of the respondents perceived that their course in
college is related to their jobs. Their acquisition of communication skills from PUP-SPC was
deemed as the most useful competency which they are currently using on their first and/or
current jobs.
Based on the results, the researchers recommended that the campus should principally
review and update the curriculum and syllabi. The review and update may be done within the
months of April and May before the next school year begins. In this way the faculty and school
administration may discuss all the possible effects and changes that will occur before, during and
after two years of the K to 12 program implementation and the future plans for the forthcoming
batches of college students. Tracer studies for the subsequent batches of graduates should also be
done since a new curriculum has been implemented and used by the 2015 graduates and the
succeeding ones.
CHAPTER I
The Problem and Its Background
“Evaluation of the past is the first step toward vision for the future.”
-Chris Widener
Introduction
Noted businessman and motivational speaker to some of America's finest organizations
like Cisco Systems, General Electric, and Harvard Business School, Chris Widener affirms the
significance of evaluation and its principal role in linking past measures toward future ones. It
implies that events of the past will always affect what will happen in the future and more
obviously, what is currently happening in the present.
Assessing events in the past opens up doors for better things to come for it opens up the
perceptiveness for what should be done. Results are important to determine whether one’s vision
has been accomplished or otherwise needs further improvement. In getting the outcome, one may
either find frustration or fulfillment in any undertaking, in this case, for a research study.
However, what is vital, are the concrete facts that have been attained to hopefully support current
and future studies. Evaluation helps institutions to forge more creative programs, policies,
strategies, approaches or even guidelines, at the very least, for the research to serve as a practical
application for a certain organization. Evaluation, in its simplest sense, is “to judge the value or
condition of something or someone in a careful and thoughtful way.” Thus, it can never be done
without well-founded bases and valid tools and means in data acquisition. In the academic
industry, conducting tracer studies is a perfect example.
Conducting tracer studies is an approach which is widely being used in most
organizations. This is used to track and record an institution’s performance and in most cases, in
a school’s students once they have graduated from their respective schools. This tracer study is
one of the tools that can and may be used to assess and evaluate the effectiveness of PUP San
Pedro Campus (PUP-SPC) and its school faculty with emphasis on whether or not the graduates
have been amply trained to have the right skills to have the right job positions. Also, by knowing
the graduates’ placements and positions in the society, the school can use this as a benchmark in
producing more qualified and competitive students.
Moreover, college students are expected to focus on acquiring the skills, knowledge and
values that enable them to contribute meaningfully to their respective communities; to accelerate
and to enhance their role in society as responsible and productive individuals. The development
and enhancement of education’s well-rounded function results in economic growth which in turn
helps generate more future funds for educational development as well. Hence, it is because of
these premises that this study was carried out: for PUP-San Pedro Campus to trace, acquire and
analyse valuable data for further progression and advancement on the many areas of concern in
the school.
Background of the Study
This tracer study was conducted to provide assessment to key academic factors and its
relation to student career attainment after graduating from PUP-San Pedro Campus. It was also
conducted to trace PUP-PSPC graduates from three selected batches and deduce their respective
demographic profile and current and first job employment status to mention some.
It was mainly geared towards the location and retrieval of valuable figures and feedback
from the school’s graduates, for the many uses it may serve, for its alma mater and thus, as one
of its major uses, could hopefully validate the strength of the curricula, programs and systems.
The Polytechnic University of the Philippines–San Pedro Campus (PUP-SPC),
established on April 9, 2002, is one of the many campus units of the Polytechnic University and
one of the four (locally) city/municipality-funded campuses in Laguna, others being: PUP Biñan
Campus, PUP Santa Rosa Campus, and PUP Calauan Campus.
PUP San Pedro Campus was established through the partnership of Mayor Felicismo A.
Vierneza of San Pedro, Laguna and PUP President Ofelia M. Carague.
PUP has then grown and now offers seven courses, namely: Bachelor in Secondary
Education - Major in English, Bachelor in Secondary Education – Major in Math, Bachelor of
Science in Business Administration Major in Marketing Management, Bachelor of Science in
Business Administration Major in Human Resource Development Management, Bachelor of
Science in Information Technology, Bachelor of Science in Accountancy and Bachelor of
Science in Entrepreneurial Management; a far cry from its sole initial curricular
program, Bachelor of Science in Entrepreneurial Management initially having only 2 sections
with 119 students in total on 2002.
Arguably one of the leading extensions of its “namesake”, PUP Main, in Sta. Mesa,
Manila, PUP San Pedro Campus is annually producing a good number of highly competitive
graduates and is continuously developing its facilities and strengthening its faculty for the
unceasing improvement that it is planning to pursue.
The researchers substantiated the successful or failed productivity of the Polytechnic
University of the Philippines–San Pedro Campus in the fields of Education, Business,
Entrepreneurship, and Information Technology through this study.
Theoretical Framework
Tracer studies are often seen as an important tool of institutional development especially
when the job market is rapidly changing. It is a method intended for higher education
institutions to get a factual response from their former students. The knowledge of the
whereabouts of the graduates, their working conditions and the retrospective assessment of their
course of study might stimulate curricular debate and could also be very interesting for current or
later students (Schomburg, 1996).
Brennan et al (1996) classified the relationship between higher education and work into
three aspects:
 The first one consists of aspects of higher education that are relevant to work
notable studies that have considered types of institutions, fields of study and types
of qualification, curricula, approaches to teaching, learning and assessment as
well as on the job training among others.

 The second category looks at aspects of work relevant to higher education in
terms of employment, career, work tasks and requirements, profession and quality
of work and task requirement.

 The third category considers the relationship between higher education and work.
The connection can either be explained in terms of the labor market, intermediary
agencies and the transition process or in terms of the regulatory system as well as
the process of life-long education and work.
This approach also includes further education and training that has been undertaken by
graduates to improve their employment prospects. The study also explored the relevance of the
training of graduates to employment demand.
Dr. Edward Deming’s General System’s Theory generally states that the success in any
system requires more than best efforts and hard work from the administrators. According to his
theory, 95 % of problems belong to the system and the responsibility of the management while
workers are just trying to do the best job that they can deliver within the constraints of the
system.
Dr. Deming’s greatest contribution and biggest departure from the past is to view an
organization as a system. He defined a system as a network of interdependent components that
work together to try to accomplish the aim of the system. The aim for any system should be that
everybody gains, not one part of the system at the expense of any other. In a business context,
these include shareholders, customers, suppliers, employees, the community and the
environment.
Moreover, Human Capital Theory by Becker (1964) states that economic perspective
education and training treated as an investment process generates a future flow of income. It
states that persons significantly engaged in training are more likely to do so again in the future.
Also, students who experienced job training had faster wage growth compared to those without
Tracer Study
proper training. of
In addition, Distribution
persons with on-the-job of may decide immediately
training Proposed on
curricular
whether
PUP-SPC Graduates questionnaires: and learning
from
he or she Batches
will pursue2012-2014
this kind of work, based on the experience given to himenhancement
or her.
● In-person program to improve
●According
Demographic Profile
to this distribution
theory, students who perform better during an educational career of
the competency
● Educational ● Onlinetodistribution the graduates
(continue education to a higher level) are assumed perform better in the labor market in terms
Background  -E-mail
of demonstrating  -Facebook
higher productivity, a better perception of new skills and are more attractive to
● Education to
Employment Transition ● Phone interview
employers as candidates for employment and investment in training.
Process
Conceptual Framework
● Employment Profile
 Employed  Statistical
 Unemployed
INPUT Treatment
PROCESS OUTPUT
● Relevance of acquired  Document
skills on respective analysis
careers
● Suggestions for the

alma mater
Conceptual Framework of the Study
The Input consists of the demographic profile, educational background, and education to
employment transition process undertaken by the graduates including the professional
examinations and graduate studies they may or may not have taken after graduation, the length of
time they waited before landing on their first job and such. The employment profile covers the
graduates’ initial or first job experience after graduation: their corresponding salary, nature of
work and current employment status, etc. It is important to mention that a subgroup has been
made to categorize the currently employed from the unemployed graduates. It also includes the
graduates’ perception of the competency skills they developed most in PUP-SPC and are thus
applied on their respective professions.

The Process consists of the data gathering process for the distribution of the
questionnaires to the respondents such as: In-person distribution, online distribution and/or
conducting surveys over the phone. After the distribution of the questionnaires, the appropriate
Statistical Treatment and Interpretation of Data are made.
The Output is a proposed curricular and learning enhancement program to improve the
competency of the graduates.
Statement of the Problem
This study traced the graduates of Polytechnic University of the Philippines- San Pedro
Campus batches 2012-2014.
Specifically, this study was designed to gather information on the following data:
1. What is the general profile of the respondents in terms of the following:
1.1 Age;
1.2 Gender;
1.3 Civil Status;
1.4 Present Location of Residence; and
1.5 Region of Origin?
2. What is the educational background of the respondents in terms of the following:
2.1 Year of Graduation;
2.2 Degree/Course Attainment;

2.3 Professional Examinations Taken/ Passed;
2.4 Factors Influencing Choice of Undergraduate Course; and
2.5 Factors Influencing Choice of Graduate Course?
3. What trainings or advance studies have the respondents attained?
3.1 Trainings/Post Graduate Studies Attended after College; and
3.2 Factors Influencing Attainment of Post Graduate Studies?
4. What is the employment profile of the respondents in terms of the following:
4.1 Employment Condition;
4.1a Present Employment Status;
4.1b Present Occupation;
4.1c Nature of Career Industry;
4.1d Place/Area of work; and
4.2 Reason/s for unemployment?
5. How do the respondents perceive their job experience in terms of the following:
5.1 First/Current Job Attainment;
Positive Response
5.1a Reason(s) for staying on the first job;
5.1b Perception on the relevance of their course to their present job;

Negative Response
5.1c Reason(s) for changing the first job;
5.1d Length of service in first job;
5.2 First Job Rank;
5.3 Current/Present Job Rank;
5.4 Means of acquiring first job;
5.5 Length of job searching before employment;
5.6 Initial salary;
5.7 Perception on the relevance of their curriculum to their present job; and
5.7a Perception on the useful competencies gained from PUP-SPC?
6. What are the suggestions and recommendations of the respondents to enhance the competitive
edge of future PUP-SPC graduates?
7. What curricular and learning enhancement program can be proposed to improve the
competency of the graduates?
Significance of the Study
The research provided information about the employability of the graduates of the
university from 2012-2014. The findings of the study could be beneficial to the following
groups:
First, the study would help the school administration and school faculty to assess the
effectiveness and relevance of the various curricula or even the very courses offered during
2012-2014. This study was also made to substantiate the knowledge, skills and work values
acquired by the graduates from the said educational institution and applied therefore to their
respective jobs.
Second, this study could serve as a motivating element of the current students to study
harder and pursue their dreams, to work on the specific field that they want for they are hopefully
inspired by the professional success of the graduates that are produced by the school.
Third, this study could hopefully provide the right information dissemination and job-
related efforts about employment opportunities to all concerned, most especially for fresh
graduates and to thus, promote human resource stability, employment welfare, industrial peace
and the eradication of the so-called “job mismatch” that is a current formidable educational
social issue to the Government, specifically the Department of Labor and Employment (DOLE).
Fourth, this may serve as a good baseline for a more effective and transparent partnership
between PUP-SPC and CHED in the production of highly competent and effective professionals
through good curriculum formulation and implementation in one accord.
Fifth, this may serve as the guardians’ or parents’ guide in giving the proper advice and
continued counsel to their college children for the latter to successfully have their desired long
term careers in their respective fields of specialization with not only the promise of a good salary
or job but of a holistic actualization of their personal dreams and aspirations.
Sixth, this may serve as a guide and future reference for future researchers.
A lot of other groups of people could use this paper for purposes that the researchers may
never pinpoint but future readers will always be welcome to read and learn from this research.
Scope and Limitation

This tracer study determined the employment status of PUP-SPC graduates from batches
2012-2014, for the following courses: BS Information Technology, BSBA Marketing
Management, BSED Major in English, BSED Major in Math and BS Entrepreneurial
Management; with the exclusion, of course, of the recently added courses, namely: BS
Accountancy and BSBA-HRDM. Both were recently added to the list of courses initiating since
S.Y. 2011-2012 only. Graduates from the said courses were only produced by 2015 and so on.
The researchers identified and illustrated the demographic profile and chosen career paths
of the respondents whether or not they may be related in any way to their educational
background.
Definition of Terms
Academic - refers to the nature of which is relating to schools and education
BSBA - Bachelor in Business Administration (Marketing Management)
BSED - Bachelor in Secondary Education (English / Math)
BSEM - Bachelor of Science in Entrepreneurial Management
BSIT - Bachelor of Science in Information Technology
Casual Job - to mean an employee who works only on demand by the employer
Communication skills - the skills or activity of conveying information
Contractual - the current present employment status of the respondents who is working with the
given contract by the company
Degree - a program of study or program of discipline, e.g. BS in Teacher Education
Demographic profile - refers to the following variables: age, gender, civil status and location of
residence, region of origin, present residence

Employability - refers to the capability of PUP-SPC graduates to be employed
Employment profile - the present employment condition of the respondents including all the
information relevant to employment
Employment status - the tenure, salary, incentives and benefits of the PUP-SPC graduates
Entrepreneurial skills - a wide range of skills are seen as entrepreneurial that include both
personal traits and skills especially management skills
Graduate degree/Post-graduate degree - any higher degree that has a bachelor's degree as a
prerequisite, such as a masters or doctoral degree (M.S., M.A., M.F.A., M.B.A,. Ph.D., etc.)
Human relation skills - developing skills that make great leaders
Job Mismatch - An unsuitable match or a lack of correspondence in a type of job
Never employed - the respondents who have not acquired any job after graduating in college
Problem solving skills - skills in the mental process and is part of the larger problem process
that includes problem finding and problem shaping
Regular - employment status granted after a trial period to an employee that gives protection
from summary dismissal
Self-employed - present employment status of individuals who are earning income from their
own business or profession rather than by working for someone else
Service - an organization, company, or system that provides a system for the needs of the public
Tracer study - it is a type of descriptive research that investigates graduates who had left the
institution after completing the course or field of specialization
Undergraduate degree/studies - a bachelor's degree (B.S., B.A., etc): a degree requiring about
four years of university-level study beyond high school
Unemployed - respondents who are currently not (yet) employed

Chapter II
Review of Related Literature and Studies
Foreign Literature
Figure 1: The 4 Generations in the Workplace
Source: http://www.pewresearch.org/fact-tank/2015/05/11/millennials-surpass-gen-xers-as-the-largest-generation-in-u-s-labor-force/
An online article by Rosmanitz describes how the current generation behaves while at
work. With Generation Y now entering the labor world, the active workforce all around the globe
currently has four generations: The Traditionalists (also called the Veterans, Silents or Greatest
Generation, born before 1945), the Baby Boomers (born on 1945-1964), Generation X (born on
1965-1980) and Generation Y (also called Echo Boomers, Millenials, Internet Generation, or
Nexters, born after 1980).
Generation Y is generally known as the generation that was born in the ‘80s and ‘90s.
People from this generation are often called echo boomers since they are descendants of the
previous generation, the baby boomers. Most of them are in their late teens or twenties now or
even older. While both may have totally different cultural influences with the baby boomers
having born after World War 2, television, rock and roll, the Vietnam War and the like.
Generation Y, on the other hand, grew up with the internet, globalization, mobile phones,
Facebook, Twitter and Instagram.

Generation Y has a totally different attitude towards work. The current generation
expects a different type of workplace from what the previous generations once had. They prefer
working from their homes, if possible and to have a day off to spend time with family. They
prefer to have a more flexible working schedule. They do not like to work as “hard” as their
parents had for they “do not live to work, they work to live”.
The new generation may be perceived as ambitious and self-confident. Older people may
even think of them as arrogant. As many Generation Y people have paid a lot more for higher
education, they now want a more evident proof of their “return of investment”. They have high
expectations, are challenge seekers and bold in raising questions if something is unclear.
Consequently, the current generation is also a consumer generation, flooded with
advertisement everywhere. This group, having never witnessed recession and mass
unemployment, is lavish in spending money. They like to eat out, buy the latest gadgets, travel,
etc. Hence, they very often find their bank account overdrawn and in debt.
Figure 2: Workplace Characteristics of the Labor Force According to their Generation
Source: http://www.fdu.edu/newspubs/magazine/05ws/generations.html
Employee satisfaction or “staff morale” is an “employee’s overall attitude with regards to
his or her place of employment.” Managers should consider the essential job satisfaction
determinants in order to improve working environments. A “Society for Human Resource
Management” survey (2012), has revealed that employees believe that the following factors are
most substantial in determining job satisfaction:

• Opportunities to Use Skills and Abilities
Unless leaders in organizations recognize and appreciate an employee’s talents and
abilities, performing habitual tasks can start to wear them out emotionally.
• Job Security
Because of recent job recessions, employees have now discovered the insecurity of the
job market. The actuality of falling into the unemployment pool is constantly just a
stone’s throw away.
• Compensation/Pay
A good salary package may be luring in the initial recruitment and hiring process in
employment but raises, bonuses, incentives and other monetary rewards are influential
for further professional progress because employees feel as though their efforts are
appreciated. It can boost the job satisfaction and retention rate of the employees in an
organization.
• Communication between Employees and Senior Management
Trust and equality are nurtured when there are open lines of communication between the
employee and the employer. Regular staff meetings and open-door policies, among
others, promote openness which in turn minimizes the chances of dissatisfaction and
resentment of employees.
• Relationship with Immediate Supervisor
This is the last and fifth highest reported contribution to an employee’s job satisfaction
evaluation. Workroom stresses like poor working conditions and excessive overtime work
can easily be managed if there is a friendly and respectful atmosphere in the office.
Personalities may not always work together in harmony but as long as a pleasant and
conducive working environment is available, employees and their respective supervisors
and employers can work in one accord.
In order to run an organization most efficiently, employees must feel a sense of
satisfaction within their jobs. All of these factors, when achieved, are useful for employees to
feel gratification in their respective fields of expertise and will also result to good employee
productivity in the long run.
In an article by Wyner (2013) entitled “Aligning Higher Education Outcomes with Job
Availability” noted that colleges and universities must better align the education and training
they provide with the skills needed to fuel economic recovery. President Barack Obama has
once mentioned that many of those skills are in science technology engineering and math -- the
STEM fields. But students are not usually choosing colleges with those factors in mind.
Research has shown that many students "under-match" which means that they choose to attend
a college with significantly lower graduation rates than one that would have accepted them and
has better student outcomes. Plus, students are not clearly oriented with the necessary
information that allows them to make the best choices with what courses to take to ensure
employment after graduation and good earnings.
“One of the great mistakes is to judge policies and programs by their intentions rather
than their results.” Forged and conceived in the mind of the 1976 Nobel Prize laureate on
Economic Sciences, noted economist Milton Friedman perfectly illustrates the ever palpable
issue between the undeniable bond of the academe and the government to the labor force and
the society with economy being the great beneficiary of all of these factors.
Lucey (2002) believed that the school administration plays a very important role in
student development. Classroom experiences represent one area. “Administrative measures use
intrinsic motivators, prompt self-reflection and development to prompt effective classroom
situations.” The administration ought to provide an environment where teacher morale is
maintained so the teacher could balance between administrative issues and the learners’ needs.
Productivity in both the learners and the teachers would be ensured if the facilitator of learning,
the teacher, is effective and efficient in doing his job.
According to Deming’s General System’s Theory (J. Horrine, 1993), the success in any
system requires more than best efforts and hard work from the administrator. The most serious
observation is that majority of problems, roughly 95%, belong to the system and the
responsibility of the management while the workers are just trying to do the best job that they
can deliver within the constraints of the system. The theory explains that a system is a series of
functions or activities with an organization that work together for its aim. People, materials,
methods and equipment are the components that form a network in support of common
characteristics: purpose, input, process and output.
The article “Unemployment and the Dual Labor Market” by Doeringer and Piore (1980)
stresses that unemployment is the outgrowth of a process of job research where workers have
limited information about the labor market. People who first begin looking for jobs lack the
needed information. This book mainly wants to state that job searching is a wide-process action
wherein job-seekers should gain more knowledge or information on what and where to find
jobs where they can use their specific knowledge and skills into a profession that they are
interested in.
On one hand, an article by Spiegel (2013) specified that the Bureau of Labor Statistics
articulates that although there is a very big number of unemployed Americans, businesses report
that nearly a third of such a number is equivalent to the job vacancies available but such jobs
cannot be filled by previous workers because of a skills gap. There is a clear mismatch between
the education and skills available and what the employers need. But actually, it’s not just a skills
gap but a training gap.
Spiegel also expresses that in order to solve such a dilemma, companies need to work
hand in hand with the education system, government and labor. These partnerships of public
and private stakeholders are essential for the marriage of supply and demand. Businesses can
directly communicate the desired immediate and anticipated needs so educational institutions
can train students for the necessary skills. He suggests that apprentices must be paid to work
while in school, receive a diploma and a skills certificate and, upon completion, a job that can
lead to a long-term career. This is one way to ensure that workers are qualified for the “jobs of
today and tomorrow.”
The employability of the graduates depends on the skills they have. In the 21st century,
graduates are expected to possess different abilities that would make them employable. Since
the times are changing, there are different advancements in different aspects that are expected
to happen. So to be employed, one must have the skills that would match the employers’
requirements. These skills are believed to be essential for a company or department to improve
productivity.
Humburg, et al. (2013) categorized important trends and six related skills wherein each
skill domain include multiple aspects.

Figure 3: Trends, skill domains and aspects of the skills
Trends Skills Aspects of skills
Knowledge society Professional expertise • specific body of knowledge

• Ability to apply expert thinking
• General academic skills (e.g.
analytical thinking, reflectiveness)
Increasing Flexibility • Ability to deal with changes and
uncertainty uncertainty
• Ability to learn new things
• Employability skills (e.g. the
willingness to invest in further
education and training, and the
ability to plan and take
responsibility for one’s own career)
ICT revolution Innovation and knowledge • Innovative/creative skills
management (creativity, curiosity)
• Network and strategic ICT skills
• Implementation skills
High performance Mobilization of human • Interpersonal skills (communication
workplaces resources skills, teamwork skills)
• (Self) management skills (working
within budget and time restrictions,
leadership)
• Strategic organizational skills
Globalization International orientation • Foreign language skills
• Intercultural skills
Change of the Entrepreneurship • Ability to identify commercial risks
economic structure and opportunities
• Cost awareness
• Ability to turn an idea into a
successful product
Source:http://www.dges.mctes.pt/NR/rdonlyres/658FB04A-909D-4D52-A83D-21A2AC4F2D38/8096/employabilitystudy_final.pdf
For us to better comprehend employment, we have to have a better understanding of our
economy. These are the sectors of the economy:
• Primary Sector
This sector of the economy harvests/extracts raw materials from the earth like agriculture,
mining, forestry, farming, hunting, and the like. In developed and developing countries,
there is an evident decrease in worker proportion in this sector. More than two-thirds of
the labor force were once part of this sector in the mid-nineteenth century which is totally
far from the 3% overall population they presently have in the U.S labor force.
• Secondary Sector
This sector is primarily in charge of the manufacturing industries which include
automobile production, textile production, shipbuilding, engineering, construction, etc.
• Tertiary Sector
This sector is the service industry providing services to the general population and to
businesses. Activities in this sector include retail and wholesale, sales, banking,
healthcare, restaurants, law, media, insurance, etc. There is a growing proportion of
workers in this sector. In the U.S., more than 80% of the laborers belong to this sector.
• Quaternary Sector
Intellectual activities belong to this sector. Activities in this sector include government,
culture, education, research, IT, libraries, etc.
• Quinary Sector
This sector makes the highest level of decision making in a society or economy. This
sector would include top executives/ officials in such fields as the government, science,
universities, media and the likes. A source in Australia relates that homemakers or stay-
at-home parents are a part of this group since they contribute to the economy in a very
basic yet crucial way.

Local Literature
The Polytechnic University of the Philippines (PUP) is a government educational
institution governed by Republic Act Number 8292 known as the Higher Education
Modernization Act of 1997.
With over 20 campuses serving 70,000 students or more, PUP is the largest university in
terms of student population. The main campus is located in Sta. Mesa, Manila. Most students
belong to the economically challenged sector in society, the so-called Iskolars ng Bayan, for they
enjoy the benefits of the Philippine local government subsidizing their tuition and other school
fees upon passing its entrance exam, the PUP-College Entrance Exam (PUPCET) and upon
meeting the school’s requirements and standards. More than a hundred foreign students are also
enrolled in varying courses with bachelors’ and master’s degrees at hand. Korean students also
visit regularly to take up intensive English courses.
It is the University’s responsibility to give qualified and talented students access to
quality and responsive education to help them in achieving their dreams and eventually improve
their lives in the future. Well-educated individuals can not only find good jobs but also create
new jobs for other people, making them good workers or entrepreneurs, whichever they choose
to be.
PUP is a “public, non-sectarian, non-profit institution of higher learning, tasked with
harnessing the tremendous human resources potential of the nation by improving the physical,
intellectual and material well-being of the individual through higher occupational, technical and
professional instruction and training in the applied arts and sciences related to the fields of
commerce, information and communication technology and business administration.”
The institution promotes applied research, advanced studies and progressive leadership in
the stated fields. It also offers a ladder-type higher vocational, distance learning (Open
University System), technical and professional programs in the area of business and distributive
arts, education and the social sciences related to the fields of commerce and business.
PUP San Pedro Campus, established on April 9, 2002, is an open university by then
Mayor, Mr.Felicismo A. Vierneza of San Pedro, Laguna and then PUP President Ofelia M.
Carague. The school initially offered a single curricular program- Bachelor of Science in
Entrepreneurial Management. Two sections with a total of 119 students enrolled in the course.
They were housed in a borrowed two-room building at the San Pedro Manpower Center at
Elvinda Subdivision. Then Laguna governor, Teresita Lazaro, donated 120 chairs.
Baccalaureate Degrees Offered (Existing)
College of Education (COED)
Bachelor in Secondary Education (BSEd) Major in Mathematics and
English
College of Business (CB)
Bachelor of Science in Entrepreneurial Management (BSEM)

Bachelor of Science in Business Administration-Major in Marketing
Management (BSBA-MM)
Bachelor of Science in Business Administration- Major in Human
Resources and Development Management (BSBA-HRDM)
College of Computer Management and Information Technology (CCMIT)
Bachelor of Science in Information Technology (BSIT)
College of Accountancy (COA)
Bachelor of Science in Accountancy (BSA)
Job Targets for Each Course (for 2010-2012 existing courses only)
(BSBA-MM) Job Targets
Marketing Manager
Merchandising Officer
Sales Coordinator
Marketing Consultant
Marketing Staff
Purchaser
Purchasing Manager
(BSED-English) Job Targets
School teacher in private or public secondary schools
ESL teacher
Online tutor for foreign or local students
Speech and writing coach/trainer
Editor/proofreader/copyreader
Writer for newspapers and magazines
Literary writer or poet
Translator
Speech writer
(BSED-Math) Job Targets
Mathematics teacher in public or private secondary schools
Thesis Consultant
Thesis Statistician
Math Tutor (Home-based/Online)
(BS Entrepreneurial Management) Job Targets
Per Level with Appropriate Certificate, Diploma of Proficiency/ Degree Title
First Year
Certificate in Entrepreneurial Management
Office Clerk
Sales Clerk
Cashier
Second Year
Associate in Entrepreneurial Management
Storekeeper
Merchandiser
Stock Control
Third Year
Diploma in Entrepreneurial Management

Quality Control Assistant
Purchasing Assistant
Store Layout Assistant
Fourth Year
Bachelor of Science in Entrepreneurship
Executive Manager
Training Supervisor
Administrator
Chief Operating Officer
Specific Professions, Careers, Occupation
Chief Operating Officer
Entrepreneur
Manager
Administrator, Researcher
(BSIT) Job Targets
After satisfactorily completing all the requirements leading to a BSIT degree, students
may qualify for but not limited to the following entry level positions:
First Year
Certificate in Information Technology
Technical Support Specialist
Computer Operator
Second Year
Associate in Information Technology

Network Engineer
Network Administrator
Computer Programmer
Third Year
Diploma in Information Technology
Junior Software Engineer
Junior Systems Analyst
Systems Developer
Applications Developer
Web Developer
Database Administrator
Fourth Year
Bachelor of Science in Information Technology
Researcher
IT Project Manager
Information Technology
Instructor
Entrepreneur in IT Industry
Information Security Administrator
In the periodical, Research Journal, a tracer study determines the life path and
movement of graduates. It also enables the evaluation of the results of the education and
training provided by a particular institution and examines and evaluates the past, current and
future career and employment opportunities or prospects of graduates. Graduates’ job titles,
years of employment, nature of employment, income levels, and biographical data can be
revealed using tracer studies.
It is difficult for an institute to know where the graduates are, what they do, and the
challenges they face in order to make their education relevant on what they are right now. It
also makes it difficult to create a network of its alumni that could be helpful for knowledge
sharing and knowledge about possible job opportunities for its current students.
The Philippine society nowadays has encountered so many problems in terms of labor
or employment. Kapunan and Kapunan as cited by Dan Mariano (2007), a journalist in The
Manila Times states that businesses that have already applied the contractual employment
scheme in their companies enjoy a lot of what the others call the “employer beneficiaries”
which are actually profits from service rendered by agency-supplied workers but without its
corresponding liability for employer-employee relations leaving millions of Filipinos who are
dependent on contractual jobs remain underpaid and experience seasonal jobs, and of course,
some seasonal joblessness as well.
Here is an example of what the government pictures students to be after finishing a
specific course. CHED Memorandum Order No.25 Series of 1995, on Policies and Standards
for Bachelor of Science in Computer Science, for instance, states the objectives that students
should fulfill by the time they graduate. They are envisioned to:
(1) have undergone the training in abstract and analytical processes;
(2) have developed personal and social values;
(3) have acquired technical skills;

(4) be grounded in appropriate concepts and principles; and
(5) be adaptive to the work environment.
Foreign Studies
Tracer studies have been conducted by educational institutions for decades. The study
of Harald Schomburg (2003) and his colleagues at the Centre for Higher Education and Work,
University of Kassel Germany has done considerable research on conducting tracer surveys,
constructing effective tracer study questionnaires and their statistical analysis. They have
conducted survey projects such as the CHEERS (Career After Higher Education- a European
Research Study) which investigated the links between higher education and graduate
employment in Europe. The main objectives of the tracer study are to investigate the transition
process from higher education to shed light on the course of employment and work over a five
year period after graduation, analyze the relationships between higher education and work in
broad perspective which includes the fulfillments of personal goals such as job satisfaction and
objective measurement like job position, income, security and the type of work. Schomburg
shares that graduate survey results are important for “analysis of relationship between higher
education and work”.
Prof. Heather Nel and Dr. Annemarie A. Barnard from Nelson Mandela Metropolitan
University studied the Graduate Employability of NMMU in Africa (2005). According to their
studies, the curricular design should support the development of intellectual and critical
thinking skills that enable a graduate to fulfill a role – not merely possessing the task related
skills that enable a graduate to do a specific job. They said that through enhancing the
employability of Nelson Mandela Metropolitan University (NMMU) graduates it must (1)
address unrealistic expectation of students regarding the world of work, (2) more opportunities
for experiential learning before graduation; academic staff should work more closely with
relevant employees to enhance the relevance of curricula and facilitate experiential learning or
graduate placement, (3) relevant or market-related programs, (4) improve communication skills
of all students, (5) emphasize work ethics and develop “soft” skills, and (6) embed knowledge
on basic business practice into all curricula. Also, Prof. Nel and Dr. Barnard emphasized that
“Employability implies something about the capacity of the graduates to function in a job and
it’s not to be confused with the acquisition of a job, whether a graduate job or otherwise”.
A tracer study of graduates was made from the Department of Library and Information
Studies at the University of Botswana. The study revealed that the graduates were employed in
traditional library settings. The main objectives of the tracer study were to: investigate the
transition process from higher education to; shed light on the course of employment and work
over a five-year period after graduation; analyze the relationships between higher education and
work in a broad perspective which includes the fulfillment of personal goals such as job
satisfaction and objective measurement like job position, income, job security and the type of
work; find out what factors are important for professional success of graduates taking into
account personal factors like gender, work motivation, acquired qualifications during course of
study and labor market conditions; and evaluate on the basis of the experience and views of
graduates.
In addition, they want to evaluate their University in terms of their resources, facilities
and curriculum and if they are providing these things in the said institution and get feedback for
the institution’s improvement and identify key aspects of the continuing professional education
of graduates, and themes and kinds of courses, including extent, cost, location, reasons for
participation, proposals for University courses.
On the other hand, another study presented skills that should be possessed by the
graduates to be employed. These skills were said to be important to those who are just entering
and those who are already hired. It was also recognized that the skills would be prioritized and
adapted to suit various job-roles. These skills are the following:
• Communication skills
• Teamwork skills
• Problem solving skills
• Self-management skills
• Planning and organizing skills
• Technology skills
• Initiative and enterprise skills
• Life-long learning skills
Aside from the skills that should be possessed by the graduates, there are certain
attributes that the employers are looking for as well. Bowden et al defined graduate attributes as
“…the qualities, skills and understandings a university community agrees its student should
develop during their time with the university.” Three major factors are seen to have an influence
on the value placed on graduate attributes: the perspective that education is a life-long process, a
greater focus on the relationship between education and employment outcomes of graduates and
the development of outcomes measured as part of quality movement. Here are the generic
attributes that the graduates should have:
• Capacity for conceptual and reflective thinking in all aspects of intellectual and practical
activity
• Technical competence and an understanding of the broad conceptual and theoretical
elements of his or her fields of specialization
• Intellectual openness and curiosity and an appreciation of the interconnectedness and
areas of uncertainty in current human knowledge
• Effective communication skills on all domains namely: reading, writing, speaking and
listening
• Research, discovery and information retrieval skills and the general capacity to use
information
• Problem solving skills and the capacity for teamwork and lastly the high ethical standards
in personal and professional life, underpinned by a capacity for self-directed activity
These generic skills are developed through post-graduation employment. Once they are
already employed, most of the graduates were satisfied with the opportunities available for on-
going skills development and cited in-house continuing professional development seminars and
workshops, short training courses, graduate programs and a lot more. Development opportunities
depended largely on available resources within the organization, the employer’s attitude and the
graduate’s own initiative.

Some interviewed employers suggest some skills as a certain candidate for employment.
This means that, depending on the available skills within the team in which the candidate will be
working, possessing these skills at least at an average level may give the individual candidate an
essential comparative advantage. In general, while differences of relative importance between
various skill types exist, the size of these differences is moderate in the sense that there is no
deal-breaking skill. Although professional skills and interpersonal skills are clearly most
important, employers are looking for round profiles rather than extremes.
Intriguingly, some surveys indicate that formally over-educated workers have slightly
higher salaries than those workers with a lower and suitable education, and they are less satisfied
and exposed to cognitive decline. Importantly the fact that some skills are unused does not only
have negative economic consequences but also a negative impact on individual’s mental abilities.
Verhaest and van del Velden (2013) demonstrated that over-educated workers are more at risk
than under-educated workers with respect to immediate and delayed recall abilities, cognitive
flexibility and verbal fluency.
Local Studies
The Presidential Commission on Educational Reform (PCER) conducted a study
regarding the status of Philippine education and came out with a report in April 2009.
According to the report, “the quality of higher education in any institution depends on the
quality of its faculty.” The quality of education depends largely on the qualifications and
competencies of the faculty. In view of the faculty’s vital role in influencing education
outcomes, the Commission on Higher Education (CHED) requires that teachers at higher
education institutions (HEIs) must have at least a master’s degree in the fields in which they
teach. This particular mandate is in CHED Memorandum Order (CMO) No. 40, s. 2008which
should be fully implemented by AY2011-2012. Hence, there is a need to encourage and provide
assistance to HEIs to enable them to meet this CMO requirement.
The faculty of the school has to maintain expertise to accomplish the mission and to
ensure that this occurs; the school has clearly defined processes to evaluate an individual
faculty member’s contribution to the school’s mission. The school specifies for both
academically qualified and professionally qualified faculty the required initial qualification of
faculty membership (original academic preparation and/or professional experience) as well as
requirements to maintain faculty competences.
Furthermore, the Commission on Higher Education (CHED) is conducting a
comprehensive study that aims to require all higher education institutions (HEIs) to do
individual graduate tracer studies on their respective alumni. The result of the research will
become a tool in pursuant to the envisioned upgrading of the educational system in the country.
A move to an outcome-based evaluation in an evaluation system based more on inputs
represents a shift from the quantitative to qualitative. The process is more searching, because
the account must be reflective, and provide a justification of why things are done in a way that
it has been chosen. Effectiveness of process has to be demonstrated, in relation to intended
outcomes. Factual data is still required, but it is to support a case that a department is
performing effectively, rather than it being the end in itself. The approach is less prescriptive,
for example, a department must decide on whether a particular set of data is relevant to a
demonstration of effectiveness, rather than providing it simply because it has been required
(CHED IQUAME Primer, 2006).
Another government agency that pursued tracer studies is the Technical Education and
Skills Development Authority (TESDA). TESDA has embarked to undertake various studies
and researches on Technical Vocational Education and Training (TVET) programs and related
TVET developments with the end view of coming up with evidence-based policy
recommendations to be used by the management. One of which is the Expanded Tracer Study
of SY 2000-2001 Post-Secondary Graduates conducted at the later part of 2002.
This study was undertaken to ascertain the effectiveness of TVET programs of all
TVET institutions as manifested by the employability of its graduates. The result of these
studies served as a benchmark in determining performance in the provision of middle-level
skills development services of the different TVET graduates go into; their income levels; the
length of job research before landing their first job; and the certification, among others.
In addition, in a local study about Education graduates in 2010, (S.Y.2005-2006) had the
highest frequency of graduates. The education graduates of School Year 2005-2006 to 2007-2008
were mostly females, employed and underemployed in public agencies, LET board passers are
mostly hired in the field of teaching. The study shows a significant difference on the quality of
job performance in male and female, employed and underemployed education graduates. So one
can tell that the easiest way to get hired is through teaching and also education graduates have
the biggest chance of getting hired.

Chapter III
Research Methodology
Research Method
To make this research possible, the researchers employed the descriptive-survey method
of research–a follow-up study, specifically. In this study, the researchers used a survey
questionnaire to know the respondents’ general profile and their current employment status with
regards to their respective courses and batches.
Description of the Respondents
The respondents of the study conducted are the graduates of PUP-SPC from 2012-
2014 from five different courses limited to the said time frame, namely: Bachelor in Secondary
Education - Major in English, Bachelor in Secondary Education – Major in Math, Bachelor of
Science in Business Administration in Marketing Management, Bachelor of Science in
Information Technology and Bachelor of Science in Entrepreneurial Management. There is only
one block section for every course, comprised by an average of 40-50 students, except for two
(2) sections in the Bachelor of Science in Business Administration – Major in Marketing
Management (BSBA-MM) for each year. They are given four (to six) years of residency to
develop their knowledge and skills in the said institution before they finish their courses.
Population and Sample
The total population of PUP-SPC graduates from three (3) specific batches
(S. Y. 2012-2014) is 774 from five (5) different courses offered by the school at that time. The
margin of error is 5% only. Through the computation below, the sample size for this study was
determined.
N____
n= 1+ Ne²
where: n is the sample size
N is the population size
e is the margin of error
___774_____
n = 1+ 774 (5%)²
___774____
n = 1+ 774 (0.05)²
___774_______
n = 1+ 774 (0.0025)
___774__
n= 1+ 1.94
n = ___774___
2.94
n = 263.2
n = 263
From the total population of 774 graduate-respondents, only 263 were selected as the
sample size.
Sampling Technique
In this study, the researchers considered as many respondents as possible considering
geographical and time issues concerning our study. A variety of sampling methods were deemed
appropriate for this study. Non-probability sampling strategies were used in this study, namely:
Accidental and Snowball Sampling Techniques. To qualify, the respondents had to be graduates
of PUP-SPC exclusively for batches 2012-2014.
Instrumentation
The instrument used in this study is the standardized Commission on Higher Education
(CHED) Tracer Questionnaire designed by the said institution which is available online and has
been slightly arranged and restructured for it to be more visually organized. The researchers
made use of such a survey questionnaire as the main data gathering tool for this study. The
questions are generally close-ended but most of them had extra response spaces for selections
that were not available in the given options. The respondents were also free to choose more than
one answer for some questions.
The questionnaire is composed of the following sections:
1. Demographic profile: personal information and the contact details of the
respondents
2. Educational background: specific details of the respondents’ academic
attainment
3. Training(s) advance studies attended after college: advanced edification achieved
by the respondents and the reasons for pursuing such

4. Employment data: current job specifications of the respondents
5. Job experience: continuation of the employment profile with special focus on the
first job experience of the respondents

6. Suggestions and recommendations: insights of the respondents about changes
that may be done to improve the institution’s system
Data Collection Procedure
 The researchers secured the necessary permits, request/approval letters, signed by
the thesis adviser, for us to formally and officially acquire the complete list of
graduates for us to execute the dissemination and distribution of the survey
questionnaires in whatever ways and means possible as well as conduct the study
inside and beyond the school’s borders.

 Related Literature and Studies information/data were gathered from books, related
theses, recent news articles, and/or magazine strips acquired from PUP Sta. Mesa,
the National Library and PUP San Pedro. Information from websites was also
gathered.
 The researchers started to distribute and gather the required primary data (survey
data) on the last week of September. The respondents were fully oriented and
made aware of the study’s objectives and purpose, among others. They were well
instructed on the technical know-how in accomplishing the survey questionnaires-
online or in-person in nature they may be. The retrieval of the data gathered from
the respondents was right after the time of accomplishment for immediate
corresponding statistical treatment to take place.

o The distribution process of the questionnaires was through sending them as an e-
mail or a Facebook message and through conducting a phone survey. Online
questionnaires were distributed over electronic mails sent through the
respondents’ e-mail addresses or Facebook accounts. This was done for those
respondents who could not accommodate an in-person audience because of their
respective reasons.
o Questionnaires were also given ahead of expected schedule to give respondents
time to think about the questions and their responses; to avoid time constrictions
brought about by their possibly busy schedules; and for the eradication of the
geographical issue between the researchers and the respondents thus, producing a
more efficient data gathering period.

o Since the phone survey method was modestly recommended or is not
recommended at all because of speed and economic reasons (Portillo et. Al,
2003), the researchers only administered the survey to such respondents who were
not capable of answering through the online and in-person distribution.

o In hopes of having more responsive graduates, the researchers requested the
school’s registration office to issue a copy of the graduates’ contact numbers.

o After manually copying the numbers, the researchers immediately phoned the
graduates regarding the online survey. Some of the graduates who could not
answer online were asked directly through this method. Since the online
questionnaires were used to tally responses, the researchers encoded the answers
on the online survey forms.

Through doing the said techniques, the researchers completed the required
number of sample respondents.
Sources of Data
The primary sources of data were the lists of graduates from the PUP-SPC registration
office and the questionnaire made by the Commission on Higher Education which was made
available to the respondents. The respondents of this study were selected according to the
following non-probability techniques: Convenience/Accidental Sampling and Snowball
Technique.
The secondary sources of data came from published and unpublished articles, journals,
books, collate published studies from different local and foreign studies, and online sources.
Research Locale
The respondents of the study conducted are the graduates of Polytechnic University of
the Philippines in Brgy. United Bayanihan, San Pedro City, Laguna who graduated from batches
2012-2014. During those years, there were only five courses offered and as a result there were
only almost 800 prospective respondents. PUP has been operating for almost 14 years now and
counting. Presently, it is headed by Director Marissa B. Ferrer.
Statistical Treatment
When all the survey questionnaires had been collected, the researchers used statistical
methods to analyze the data. The researchers used percentage in tabulating almost all of the
problems in addition to mean for problems 1.1 and 5.5.
Percentage
For all the problems, “percentage” was the statistical treatment used.
A percentage describes how many parts there are out of one hundred parts of a particular
thing. It is a number ratio expressed as a fraction of 100. It is often denoted using the percent
sign, “%”, or the abbreviation of “pet.” Percentages are usually used to express values between
zero and one. However, it is possible to express any ratio as percentage; for example, 114 % is
1.14 and -56% is -0.35. To get the percentage, you may follow this formula:
a*b/100 = percentage
where: a= total number
b= how many percent you want to get
100 = constant
Mean
For problem number 1.1 and 5.1, “mean” is the statistical treatment that will be utilized.
Mean is what most people refer to as an average. The mean refers to the number you
obtain when you sum up a give set of numbers and then divide this sum by the total number in
the set. Mean is also referred to more correctly as arithmetic mean.
Given a set of n elements from a1 to an

The mean is found by adding up all the a’s and then dividing by the total number, n.
This can be generalized by the formula below:
CHAPTER IV
Presentation, Analysis and Interpretation of Data

This chapter includes the tables that are used to illustrate the responses for the TRACER
STUDY OF PUP-SPC GRADUATES FROM BATCHES 2012-2014. This chapter also includes
the presentation of graphs and interpretation of data that describes the diagrams.
Table 1.1
Frequency Distribution of the Respondents’ AGE
AGE Frequency Percentage (%)

20-22 68 25.86
23-25 152 57.79
26-28 19 7.22
29-31 5 1.90
32-34 1 0.38
35-37 1 0.38
38-40 1 0.38
no response 16 6.08
TOTAL 263 100%
Table 1.1 and Chart 1.1 show the frequency distribution of the respondents according to their
age. These show that the age bracket 23-25 has the highest frequency of 152 or 57.79 percent
and the age brackets 32-34, 35-37, and 38-40 have the lowest frequency of 1 or 0.38 %.
Table 1.2
Frequency Distribution of the Respondents’ GENDER
GENDER Frequency Percentage (%)

Male 115 43.73
Female 148 56.27
TOTAL 263 100%

gender. These show that most of the respondents are female, which has 148 or 56.27 % and 115
or 43.73 % are male.
Table 1.3
Frequency Distribution of the Respondents’ CIVIL STATUS
CIVIL STATUS Frequency Percentage (%)

Single 220 83.7
Married 31 11.8
Separated/Divorced 3 1.1
Married But not living with spouse 2 0.8
Single Parent 7 2.7
TOTAL 263 100%
Table 1.3 and

Chart 1.3 show
the
frequency distribution of the respondents according to their civil status. The highest frequency is
single with 220 responses or 83.7 %. The lowest frequency is married but separated with 2 or
0.8 %.
Table 1.4
Frequency Distribution of the Respondents’ LOCATION of RESIDENCE

MUNICIPALITY/CITY Frequency Percentage (%)
LAGUNA San Pedro 210 79.85
Biñan 4 1.52
Sta. Rosa 2 0.76
Calamba 1 0.38
217 82.51%
CAVITE GMA 13 4.94
Cavite city 5 1.90
Dasmariñas 2 0.76
20 7.6%
METRO MANILA Muntinlupa 9 3.42
Manila 1 0.38
Makati 2 0.76
Quezon City 1 0.38
Marikina 1 0.38
14 5.32%
OTHER PROVINCES Leyte 1 0.38
Masbate 1 0.38
Oriental Mindoro 2 0.76
Pangasinan 2 0.76
Rizal 1 0.38
Romblon 1 0.38
Sorsogon 1 0.38
9 3.42%
OTHER COUNTRIES Thailand 2 0.76
UAE 1 0.38
3 1.14%
TOTAL 263 100% TOTAL
Table 1.4 shows the frequency distribution of the respondents according to their present
residence. This shows that most of the respondents are residing in Laguna (San Pedro, Biñan,
Sta. Rosa, and Calamba) which has 217 frequency or 82.51 % and 14 or 5.32% are residing in
Metro Manila and 9 or 3.42 % are from other provinces and 3 or 1.14% are residing in other
countries.
Table 1.5
Frequency Distribution of the Respondents’ REGION OF ORIGIN
REGION Frequency Percentage (%)

NCR 13 4.94
R3 2 0.76
R4 232 88.21
R5 6 2.28
R6 6 2.28
R7 1 0.38
R8 2 0.76
R11 1 0.38
TOTAL 263 100%

region of origin. These show that most of the respondents came from Region 4 with 232 or 88.21
%. The lowest frequency came from Region 7 and Region 11 with 1 or 0.38.
Table 2.1
Frequency Distribution of the Respondents’ YEAR OF GRADUATION
YEAR Frequency Percentage (%)
2012 80 30.4
2013 90 34.2
2014 93 35.4
TOTAL 263 100%
The Table 2.1 and the Chart 2.1 show the frequency distribution of the respondents’ year of
graduation. Out of 263 respondents, 93 0r 35.5 % graduated from 2014, 90 or 34.2 % are from
2013 and 80 or 30.4 % from 2012.
Table 2.2
Frequency Distribution of the Respondents’ DEGREE/COURSE ATTAINMENT
COURSE Frequency Percentage (%)
BSBA-MM 72 27.4
BSED-ENG 69 26.2
BSEM 62 23.6
BSIT 41 15.6
BSED-MATH 19 7.2
TOTAL 263 100%
Table 2.2 and the Chart 2.2 show the frequency distribution of the respondents according to
their degree or course attained. Most of the respondents are from BSBA-MM course which has
the frequency of 72 or 27.4 % while 19 or 7.2 % are from BSED-Math.
Table 2.3
Frequency Distribution of the

PROFESSIONAL EXAMINATIONS TAKEN/PASSED by the Respondents
PROFESSIONAL EXAMINATION Frequency Percentage (%)
LET 63 23.95
Civil service 2 0.76
Did not take any professional examination 198 75.29
TOTAL 263 100%
The Table 2.3 and the Chart 2.3 show the frequency distribution according to the professional
examinations taken by the respondents. Most of the respondents did not take any special
examination which has the frequency of 198 or 75.29 % while 2 or 0.76% of the respondents
took the Civil Service examination. LET passers take 23.95% of the sample respondents which
corresponds to 63 graduates.
Table 2.4

FACTORS INFLUENCING the Respondents’ CHOICE OF UNDERGRADUATE COURSE
FACTORS Frequency Percentage (%)

High grades 38 15.4
Good grades in high school 55 22.3
Influence of parents 80 32.4
Peer Influence 80 32.4
Inspired by a role model 69 27.9
Strong passion 70 28.3
Prospect for immediate employment 54 21.9
Status or prestige 20 8.1
Availability of course offering 110 44.5
Affordable for the family 106 42.9
Prospect for career 28 10.5
Opportunity for employment abroad 19 7.7
No particular reason 38 15.4
Prospect of attractive compensation 22 8.9
Table 2.4 and Chart 2.4 show the frequency distribution of the respondents according to their reasons in
taking the Bachelor’s Degree. 110 or 44.5 % of respondents answered that the availability of the course
offering by the institution is one of the reasons for taking the bachelor’s degree. While the least number
of respondents, with a frequency of 19 or 7.7 % reasoned out the opportunity for employment abroad.
Table 2.5

FACTORS INFLUENCING the Respondents’ CHOICE OF GRADUATE COURSE

High grades 4 16.7
Good grades in high school 0 0
Influence of parents 5 20.8
Peer Influence 6 25
Inspired by a role model 10 41.7
Strong passion 16 66.7
Prospect for immediate employment 4 16.7
Status or prestige 4 16.7
Availability of course offering 1 4.1

Affordable for the family 2 8.3
Prospect for career 8 33.3
Opportunity for employment abroad 2 8.3
No particular reason 1 4.2
Prospect of attractive compensation 2 8.3
Table 2.5 and Chart 2.5 show the frequency distribution of the respondents according to their reasons in
taking the Master’s Degree. 16 or 66.7 % of respondents answered that they have strong passion in
taking the Master’s Degree. Then, 10 or 41.7% of respondents are inspired by a role model and 8 or
33.3% of respondents answered that the course they took is a good career prospect.
Table 3.1

TRAININGS/POST GRADUATE STUDIES ATTENDED by the Respondents AFTER
COLLEGE
POST GRADUATE STUDIES Frequency Percentage (%)
Master’s degree 24 9.13

None 239 90.87

TOTAL 263 100%
***IN SERVICE TRAININGS/SEMINARs/vocational courses NOT INCLUDED
Table 3.1 and Chart 3.1 details the frequency distribution of the respondents according to the attainment
of trainings/post graduate studies attended after college. Only 24 respondents (9.13% of the total sample)
have pursued further studies. Most of the sample population 90.87% did not. It should be noted that in-
service trainings/ seminars and vocational courses are not incorporated in the computation.
Table 3.2

FACTORS INFLUENCING the Respondents’ ATTAINMENT OF (POST) GRADUATE
STUDIES

For promotion 5 1.90
For professional development 16 6.08
No response 3 1.1
Table 3.2 and Chart 3.2 show the frequency distribution of the respondents according to the factors
influencing their attainment of (Post) graduate studies. Sixteen respondents or 6.08% of them answered
that professional development is their main motive in attaining further studies. Five respondents however
thought of promotion as their main objective with 1.09%.
Table 4.1
Frequency Distribution of the Respondents’ CURRENT EMPLOYMENT CONDITION
EMPLOYMENT CONDITION Frequency Percentage (%)
Employed 244 92.8
Not employed now 19 7.2
Never employed 0 0
TOTAL 263 100%
Table 4.1 and the Chart 4.1 show the employment condition of the respondents. Out of 263
respondents, 244 or 92.8 % are employed and 19 or 7.2 % are not employed.
Table 4.1a
Frequency Distribution of the Respondents’ CURRENT EMPLOYMENT STATUS
EMPLOYMENT STATUS Frequency Percentage (%)
Regular/Permanent 185 75.82
Temporary 28 11.48
Contractual 25 10.25
Casual 2 0.82
Self-employed 2 0.82
No response 2 0.82
TOTAL 244/263 100%
Table and Chart 4.1a show the present employment status of the respondents. Out of 244
respondents, 185 or 75.82 % are regular or permanent, 28 or 11.48 % are temporary, 25 or
10.25 % are contractual, 2 or 0.82 % are casual, self-employed and same goes for those with no
response given.
Table 4.1b
Frequency Distribution of the Respondents’ PRESENT OCCUPATION
PRESENT OCCUPATION Frequency Percentage (%)
Professionals 118 48.36
Technicians and Associate Professionals 37 15.16
Service workers and Shop/Market Sales Workers 33 13.52
Clerks 22 9.02
Officials of Government and Special-Interest Organizations, 21 8.61

Corporate Executives,Managers, Managing Proprietors and
Supervisors
Special Occupation 5 2.05
Trades and Related Workers 3 1.23
Plant and machine Operators and Assemblers 2 0.82
Laborers and Unskilled Workers 1 0.41
OTHERS 2 0.82
TOTAL 244/263 100%
Table /Chart 4.1b shows the present occupation of the respondents. Out of 244 respondents, 118
or 48.36 % are professionals, 37 or 15.16 % are technicians and associate professionals, 33 or
13.52 % are service worker and Shop and Market Sales Workers, 22 or 9.02 % are clerks, 21 or
8.61 % are officials of, 5 or 2.05 % are special occupation, 3 or 1.23 % are trades, 2 or 0.82 %
are plant and machine Operators and Assemblers, 1 or 0.41 % are laborers and Unskilled Workers,
2 or 0.82 % are others.
Table 4.1c
Frequency Distribution of the Respondents’ CAREER INDUSTRY
NATURE OF BUSINESS OPERATION Frequency Percentage (%)
Education 66 27.05
Financial Intermediation 34 13.93
Wholesale and Retail Trade, repair of motor vehicles, 23 9.43

motorcycles and personal and household goods
Manufacturing 15 6.15
Hotels and Restaurants 13 5.33
Other community, Social and Personal Service Activities 12 4.92
Health and Social Work 4 1.64
Public Administration and Defense; Compulsory Social Security 2 0.82
Extra-territorial Organizations and Bodies 1 0.41
Electricity, Gas and Water Supply 1 0.41
Private Households with Employed Persons 1 0.41
OTHERS (IT,BPO,NETWORKING,ETC) 72 29.51
TOTAL 244/263 100%

Table/Chart 4.1c shows the frequency of the respondents jobs’ according to the Nature of Business
Operation (Industry) where the respondents are employed; 72 or 29.51 % are working in IT, BPO,
NETWORKING, etc. got the highest percentage; while 1 or 0.41 % are working in Extra-territorial
Organizations and Bodies, Electricity, Gas and Water Supply and Private Households with Employed
Persons got the lowest percentage.
Table 4.1d
Frequency Distribution of the Respondents’ PLACE/AREA OF WORK
AREA OF WORK Frequency Percentage (%)
Local 238 97.54
Abroad 6 2.46
TOTAL 244/263 100%

Table/Chart 4.1d shows the frequency distribution according to the respondent’s place / area of
work. With the total of 244 or 100% of the respondents are currently working, 238 or 97.54 %
are working locally and only 6 or 2.46% of the total sample population are working abroad.
Table 4.2
Frequency Distribution of the Respondents’
REASON(S) FOR UNEMPLOYMENT
REASON FOR UNEMPLOYMENT Frequency Percentage (%)
No job opportunity 5 26.32
Family concern and decided not to find a job 7 36.84
Health-related reasons 5 26.32

Engaged in further study 1 5.26
No interest in getting a job 1 5.26
Lack of work experience 0 0

TOTAL 19/263 100%
Table/Chart 4.2 shows the frequency distribution of the respondents according to their reasons
of unemployment (for unemployed respondents). Majority of the respondents answered that one
of the reasons why they are not yet employed was Family concern which has a frequency of 7 or
36.84 %; 5 or 26.32 % for Health-related reasons; 3 or 15.79 % for No job opportunity, 1 or 5.26 %
for Engaged in further study and No interest in getting a job; 0 or 0 % for lack of work experience.
Table 5.1
Frequency Distribution of the Respondents’ FIRST/CURRENT JOB ATTAINMENT
FIRST JOB ATTAINMENT Frequency Percentage (%)
FIRST JOB AFTER COLLEGE 98 40.2
CHANGED JOBS (2ND, 3RD, ETC.) 114 46.8
No response 32 13.00
TOTAL 244/263 100%
FIRST/CURRENT JOB
ATTAINMENT
Table/Chart 5.1 shows the frequency distribution of the respondents as to whether or not they
are (still) working in their first jobs. 47% of the respondents say that they are (still) working in
their first jobs.
Table 5.1a
REASON(S) FOR STAYING ON THE FIRST JOB
REASONS Frequency Percentage (%)
Career challenge 79 58.1
Family influence 33 24.3
Peer Influence 19 14
Proximity to residence 41 30.1
Related to to course or program of study 51 37.5
Related to special skill 53 39
Salaries and benefits 66 48.5
Others 9 6
DESCRIBE “OTHERS”
Waiting for my first advisory class to graduate

Related skills, People, Schedule, Experience
Need to provide my mother’s medications
I love teaching.
They are the ones who called first among the prospect employers.
Table/Chart 5.1a shows the frequency distribution of the respondents according to why they
stayed on their first job. 79 or 58.1 % say because of Career challenge; 66 or 48.5 % are for
Salaries and benefits; 53 or 39 % are related to special skill; 51 or 37.5 % are related to to
course or program of study; 33 or 24.3 % are Family influence; and 19 or 14 % are Proximity to
residence.
Table 5.1b

PERCEPTION ON THE RELEVANCE OF THEIR COURSE TO THEIR PRESENT JOB
RELEVANCE Frequency Percentage (%)
First job is related to the course 115 43.73
First job is not related to the course 65 24.71
TOTAL 263 100%
Table/Chart 5.1b shows the frequency distribution of the respondents according to their job and
if it is related to their course. It reveals that among of the respondents, many perceive that their
first job is related to their course with a frequency of 115 or 43.73 %; 65 or 24.71 % says
otherwise and 83 or 31.56 % did not respond.
Table 5.1c

REASON(S) FOR CHANGING THE FIRST JOB
REASONS Frequency Percentage (%)

Salaries and benefits 98 37.26
Career challenge 52 19.77
Related to special skill 29 11.03
Proximity to residence 28 10.65

OTHERS (MANAGEMENT, ETC) 4 1.52
Table/Chart 5.1c shows the frequency distribution of the respondents according to their reasons
for changing their first job. Majority of the students answered that it is because of the Salaries
and benefits which has the frequency of 98 or 37.26 %; 52 or 19.77 % answered Career
Challenge; 29 or 11.03 % answered Related to special skill; 28 or 10.65 % answered Proximity
to residence; and 4 or 1.52 % gave other answers.
Table 5.1d
Frequency Distribution of the Respondents’ LENGTH OF SERVICE IN FIRST JOB
LENGTH OF SERVICE IN FIRST JOB Frequency Percentage (%)
Less than one month 8 3.04

1mons -6mons 50 19.01
7mons-11mons 59 22.43
1 year-less than 2 years 70 26.62
2 years-less than 3 years 17 6.46
TOTAL 263 100%
Table/Chart 5.1d shows frequency distribution of the respondents according to their length of
service in their first job. Out of 263 or 100%, 70 or 26.62% says that it took 1 year-less than 2
years; 59 or 22.43% says it took 7 mons-11mons; 50 or 19.01% says it took 1 mon-6mons; 48 or
18.25% for no response; 17 or 6.46% it took 2 years-less than 3 years; 11 or 4.18% says it took
3-4 years; and 8 or 3.04% says it took only less than one month.
Table 5.2
Frequency Distribution of the Respondents’ FIRST JOB RANK
JOB RANK Frequency Percentage (%)
Rank or Clerical 102 38.78
Professional, Technical or Supervisory 112 42.59
Managerial or Executive 9 3.42
Self-employed 5 1.90
NO REPONSE 35 13.31
TOTAL 263 100%
Table/Chart 5.2 shows the frequency distribution and percentage of the respondents regarding
their job rank on their first job. With a total of 263 or 100%, majority of the respondents are
Professional, Technical or Supervisory which has 112 or 42.59%; Rank or Clerical has 102 or
38.78%; No Response has 35 or 13.31%; Managerial or Executive has 9 or 3.42%; and Self
Employed has 5 or 1.90%.
Table 5.3
Frequency Distribution of the Respondents’ CURRENT JOB RANK
JOB RANK Frequency Percentage (%)
Rank or Clerical 65 24.7
Professional, Technical or Supervisory 131 49.8
Managerial or Executive 16 6.1
Self-employed 5 1.9
NO REPONSE 46 17.5
TOTAL 263 100%
Table/Chart 5.3 shows the frequency distribution and percentage of the respondents regarding
their current job rank. Majority of the respondents have Professional, Technical or Supervisory
jobs which has 131 or 49.8%; Rank or Clerical has 65 or 24.7%; and Self Employed has 5 or
1.90%.
Table 5.4
Frequency Distribution of the Respondents’ MEANS OF ACQUIRING FIRST JOB
MEANS Frequency Percentage (%)
Response to an advertisement 34 12.93
As walk-in applicant 156 59.32
Information from friends 89 33.84
Job Fair or Public Employment Service Office (PESO) 5 1.90
Arranged by school’s job placement officer 3 1.14
Recommended by someone 111 42.21
Family business 3 1.14
OTHERS (WORD OF MOUTH, ABSORBED FROM 5 1.90

INTERNSHIP, ETC)
Table/Chart 5.4 shows the frequency and distribution of the respondents according to where they
found their first job. Majority of the respondents are As Walk-in Applicants which has 156 or
59.32%.
Table 5.5

LENGTH OF JOB SEARCHING BEFORE EMPLOYMENT
Length of Job Researching before Employment Frequency Percentage (%)
Less than one month 72 27.38
1mons-6mons 136 51.71
7mons-11mons 31 11.79

No response 4 27.38
TOTAL 263 100%
Table/Chart 5.5 shows the frequency distribution of the respondents according the span of time
they had to wait before having their first job. Out of 263 or 100%, majority of the respondents
waited a span of 1mon-6mons which has 136 or 51.71% while the least waited a span of 2 years-
less than 3years up to 3 year-less than 4 years and has 2 or 0.76%.
Table 5.6
Frequency Distribution of the Respondents’ INITIAL SALARY
SALARY Frequency Percentage (%)

Below P 5,000.00 6 2.3
P 5,000.00 to less than P10,000.00 101 38.4
P 10,000.00 to less than P15,000.00 112 42.6
P 15,000.00 to less than P20,000.00 38 14.4

P 25,000.00 and above 6 2.3
TOTAL 263 100%
Table /Chart 5.6 shows the frequency distribution and percentage of the respondent according to
their initial salary which they have received on their first jobs. Out of 263 or 100%, majority of
the respondent received P10, 000 to less than P15, 000 which have 112 or 42.6% while the least
received P25, 000 above and below P5, 000 which has 6 or 2.3%.
Table 5.7

PERCEPTION ON THE RELEVANCE OF THEIR PRESENT JOB TO THEIR

CURRICULUM
RESPONSE Frequency Percentage (%)
Relevant 213 81
Not relevant 50 19
TOTAL 263 100%
Table/Chart 5.7 shows respondents’ perception on the relevance of their job to their curriculum
in college. Out of 263 or 100% respondents, majority of the respondents believed that the
curriculum they had in college is relevant to their first job which has 213 respondents or 81%
while others do not believe that the curriculum is relevant which has 50 or 19%.
Table 5.7a

PERCEPTION ON THE USEFUL COMPETENCIES GAINED FROM PUP-SPC
COMPETENCIES Frequency Percentage (%)
Communication skills 173 65.78
Critical thinking skills 85 32.32
Entrepreneurial skills 48 18.25
Human relations skills 101 38.40
Problem-solving skills 75 28.52
OTHER SKILLS (IT-RELATED SKILLS, COLLABORATION SKILL, ETC) 8 3.04
Table/Chart 5.7a shows the perception of the respondents on the competencies they gained from
college that they find most useful to their jobs. Majority of the respondents believe that they
learned and in turn applied their Communication skills ranking 1st with 173 respondents or
65.78%. The second rank goes to Human relations skills which got 101 or 38.40%. The third in
rank is Critical thinking skills which got 85 or 32.32%. Fourth come the Problem-solving skills
which got 75 or 28.52%. The fifth in rank is the Entrepreneurial skills which got 48 or 18.25%
followed by the Other skills which got the lowest rank with 8 respondents or 3.04%.
Table 6

SUGGESTIONS AND RECOMMENDATIONS FOR PUP-SPC
SUGGESTIONS AND RECOMMENDATIONS Frequency Percentage (%)
Employ only competent faculty members and continuously train 162 61.60
them to update and improve their teaching competencies.
Review and update the curriculum and syllabi 186 70.72
Add more skilled-based subjects 169 64.26
Upgrade facilities 172 65.40
Limit class size to 40 (or less) students 88 33.46
OTHERS (DESCRIBED BELOW) 9 3.42
Others:
Make sure that teachers are doing their job as what was stated on their lesson plans
There are really several factors. However, I believe that the school should hire mentors who are passionate
and "really teach" students to equip them before they face the real world. PUP lacks competent and
passionate faculty.
stop limiting your self
allow students to participate in outside activities, such as trainings, seminars, camps, field trips, etc.
In The IT course, adaptation to open source environment would be a great advantage to the students.
Function room, drainage system of the covered court
Keep it up!
Less the minor subject. Focus more in Major subject
Thank you!
Offer more courses, expand the campus to accommodate more students and staff
Teach more currently used technologies/strategies rather than traditional and outdated processes
Table/Chart 6 shows the suggestions and recommendations of the respondents to enhance the
competitiveness of PUP-SPC graduates. Majority of the suggestions of the respondents is to review and
update the curriculum and syllabi which got 186 or 70.72%. Next, 65.40% or 172 ask that the facilities
be upgraded. Lastly, 64.26% or 169 respondents say that the school should add more skill-based subjects.
CHAPTER V
Summary of Findings, Conclusion and Recommendation
This chapter presents the summary of findings, conclusions arrived at and the
recommendations to improve many aspects about the PUP-SPC system.
FINDINGS
The following were revealed:
Problem 1- Demographic Profile
Much of the respondents are in their early to mid 20’s. Majority of the respondents are
women. The greatest number of respondents is single. Such respondents are primarily residing in
the province of Laguna, particularly in San Pedro City and are naturally from Region 4-A/B.
Problem 2- Educational Background
The most recent (2014) graduates are more active and responsive to this study. BSBA-
Marketing Management graduates delivered the highest number of responses among all the other
graduates who responded in the survey. Majority of the respondents are non-takers/non-passers
of any professional examination. Availability of the course offered by the institution got the
highest rank for the respondents’ reason for taking their respective Bachelor‘s Degrees.
Furthermore, graduates who are pursuing further graduate studies are motivated by their strong
passion for their respective lines of work.
Problem 3- Trainings/ Advance Studies Attended after College
Almost all of the respondents haven’t taken their master’s degrees yet. However, it should
be noted that many have had in-service trainings in their respective companies. Graduates who
have had their master’s degree thought of their professional growth as their main objective in
pursuing such.
Problem 4- Employment Data
Almost every single one of the respondents is currently employed. Family concern,
however, is the major reason of the respondents who are not (yet) employed. Majority of the
respondents have regular/permanent job positions. They have jobs where they are considered as
professionals and they work in business industries particularly in IT, BPO and Marketing. Such
young professionals predominantly work inside the country.
Problem 5- Job Experience
Respondents who are presently working responded that their present job is NOT their
first job after college anymore. Respondents who have already had their second (or more) jobs,
however, think that salaries and benefits was a crucial element for changing jobs. Most of them
stayed on their first jobs for a year or two.
Majority of the respondents are holding professional, technical or supervisory positions
either on their initial or current jobs but with an increase in the latter.
The respondents almost entirely found their first jobs as walk-in applicants and had P10,
000-P15, 000 initial salaries. They found their first job after college in 1-6 months.
Majority of the respondents agree that their course is related to their jobs.
Communication skills are the most useful competencies they’ve acquired from their tertiary
education.
Problem 6- Suggestions and Recommendations
The graduates feel the need for the university’s curriculum and syllabi to be reviewed and
updated.
CONCLUSIONS
Considering the findings that were discovered from the results of the survey, the
researchers arrived at the following conclusions:
2.1 Graduates of school year 2014 are more responsive among all the other groups of
graduates. A trend has been observed where the number of respondents decreases from the most
recent batch to the preceding ones. The most recent batch can easily be contacted and are more
actively participative in the school’s activities.
2.2 BSBA-MM holds the highest number of respondents according to the degree/course
attainment. This is because they have the largest number of graduates among all the other
courses.
2.3 Majority of the respondents are non-takers/non-passers of Professional Examination(s).
This implies that few courses are offered with professional board exams during their residence in
the university.
2.4 Availability of the course offered by the institution got the highest rank for the
respondents’ reason of taking their respective Bachelor’s Degrees. This entails that most of the
graduates have enrolled in their respective courses just because of the availability of such a
course in the school. On the other hand, this may also connote that some graduates are enrolled
in courses forcibly because of the unavailability of their course of (first) choice.
2.5 Factors that influence the respondents to pursue their respective master’s degree is
because of their strong passion to their career. They feel the need to improve professionally so
they choose to study further.

3.1 Majority of the respondents are not taking Post Graduate studies and a number of
respondents gave further details about trainings they may have attended which are basically in-
service trainings conducted by their respective companies. Therefore the graduates are in
continuous search for more knowledge and skills for further improvement.
3.2 Professional development is the main reason for those who are taking graduate studies.
They are in constant pursuit for more knowledge for further professional growth and progression.
4.1 Majority of the respondents are employed. This conveys that graduates of PUP-SPC have
a high employability rate thus, have the ability to find jobs easily.
4.1a Regular or permanently employed is the present employment status of most respondents.
It shows that they are satisfied with the company they are working for and vice-versa considering
the probationary contracts offered nowadays before being a regular employee.
4.1b The greatest numbers of respondents are professionals. Therefore, the institution
produced graduates who have obtained the qualifications and standards needed to be considered
as professionals.
4.1c A greater number of respondents are in types of jobs that are not specified in our
questionnaire particularly on the given options (PSOC, 1992 classification). This signifies that a
lot of other industries have sprung up in the last 20 years.
4.1d Most of the respondents work inside the country. This means that they prefer to work
locally than in a foreign country. However, this may also signify that the graduates may not have
enough opportunities to consider working abroad.

4.2 Family concern and the decision not to find a job is the reason why some respondents are
unemployed. The researchers inferred that they may have the following reasons: full-time
parent(s), taking care of an ill family member, or dependent to their parents.
5.1 The highest percentage of respondents had already changed their first job after college.
This is an indication that most respondents are in search of better opportunities for themselves
for several personal reasons.
5.1a Generally, the respondents chose to stay on their first job and career challenge is the main
reason. This means that respondents are ready and willing to accept challenges on their work and
still continue to do so.
5.1b Majority of the respondents agree that their course is related to their first job. Job
alignment of respondents is an indicator that the institution has offered relevant courses that
helps the graduates to find jobs suitable for their respective professions and the demands of the
job market.
5.1c Salaries and benefits is the main reason of the respondents for changing their first job.
This means that they are not satisfied with regards to their previous compensation which leads
them to find a new job.
5.1d The respondents’ length of service in their first job is one year to less than two years. It is
concluded that most respondents are applying for another job after 1 to 2 years of experience.
Since their main concern is salaries and benefits, they are forced to leave their first job.
5.2 Most of the respondents’ first job position is professional, technical or supervisory but
this rank is very close to the number of respondents with the position of rank or clerical. This
shows that some respondents are accepting lower job positions even when they have finished a
four-year course.
5.3 A greater number of respondents who have had 2 or more jobs already have current jobs
with a professional, technical or supervisory rank. It is shown that some respondents (those who
have had second jobs), are promoted to a higher position from their former jobs.
5.4 Most respondents have applied on their work as walk-in applicants. A chance of being
hired is high when they physically go to a target company to apply and be recommended by
someone.
5.5 The greatest number of respondents found their first job after college within one to six
months. This means that respondents are excited and eager to apply what they have learned after
graduation. This may also mean that such graduates are qualified enough to be employed even as
fresh graduates.
5.6 The initial salary of the respondents is around P10, 000 to P15, 000 which they have
accepted since it is their first job and first experience as an employee.
5.7 The respondents agree that their jobs are relevant to their curriculum. This means that the
graduates are competent and skilled enough to fulfill the requirements of their profession.
5.7a Communication skills are what is primarily learned and applied by most of the
respondents on their specific jobs. This conveys that the respondents need to develop their
critical, entrepreneurial, human and problem-solving skills. This will help enhance the
respondents’ competency level.
6. The graduates feel the need for the curricula and the syllabi to be reviewed and updated
since almost 71% of them chose this option. Also, second in line is for skill-based subjects to be
added into the programs offered by the school. These two factors are very much related (if not
coexistent) to each other. They think that both factors need improvement to suit the requirements
of the job markets in the “real world”.
RECOMMENDATIONS
In light of the foregoing conclusions, the following recommendations were drawn:
To the alumni association administration
 The alumni association should be strengthened and mobilized more actively in hopes of
better participation from the alumni sector in future school activities. This could be done
by possibly having an annual reunion activity inside the school premises organized by the
alumni association or any other event for that matter. This could also be shown by
physically maintaining and regularly manning the alumni office for concerns about the
alumni association every so often. Graduates often have queries and questions regarding
their application papers and requirements and it would be of great help if the alumni
office is in constant coordination with the registrar’s office.

 There should be a public, active and regularly updated FB group page or any other social
media outlet where every PUP-SPC graduate is a member and for all graduating students
to obligatorily be a member of before graduation for tracing purposes.
To the PUP-SPC administration
 More courses should be offered in PUP-SPC to give students more options to choose
from resulting perhaps in better student output.

 Graduate open-university classes or the like should be offered by the school to cater to
PUP-SPC graduates and even non-alumni prospects who are interested to have a Master’s
Degree specially for Education students in need for professional requirements brought
about by the implementation of the K-12 educational system. TESDA trainings/ classes/
seminars also be allowed inside the school campus if an opportunity arises for such.
 Considering the employment rate of the sample population of this study which is 93%, it
can be inferred that the institution has seemingly, produced graduates who are skilled and
knowledgeable enough to be “employable”. Hence, the institution must continue to apply
all its current effective educational strategies techniques and managements processes
while simultaneously, continuously, looking for more ways and means to improve. One
of the initial and efficient ways to do so is for systems on feedback acquisition to be fully
functional and regularly monitored. Suggestion boxes should be readily available in the
school halls, library, administration office, registration office, student body office,
organization office, security office, etc.

 The school should provide for more activities for practice on these skills: Critical
thinking skills, Entrepreneurial skills, Human relations skills, Problem-solving skills, IT-
related skills, Collaborative skills, Cooperative skills and the like.

These are our suggested activities:
More engaging and experiential classroom activities for application of theories
rather than doing reports and lectures

Team-building activities (inter-organization, all courses, all year-levels)
For BS Entrepreneurial Management Students, chiefly, Booth/ Kiosk selling
activities outside school premises should be fully encouraged and supported
(possibly on the stalls beside the school’s gate)

 The school should hold an annual job fair for its graduates/students and for non-alumni
individuals. The school should also have an operating job placement office for its alumni
and/or students.
 The school should consider the suggestions and recommendations brought about by this
study for further improvement/development of the university.

 The school should also conduct a more extensive and comprehensive regular tracer study
for both its earlier alumni and future graduates. Based on the survey, the school should
review and update the curriculum and the syllabi of all the courses offered by the school.
Considering the new curriculum that has been implemented by PUP-SPC since 2011 and
its graduates last 2015, the school has already executed this proposal and the outcome of
this operation is yet to be discovered if another tracer study is conducted in the future.
 A program/ mobile application should be created and continuously maintained and
developed exclusively for the tracing of previous and future PUP-SPC graduates.
To the future researchers
 This research should be done more regularly, intensively, extensively and
comprehensively with more topics, areas and issues covered in a Likert Scale format (e.g.
more competencies/ skills acquisition assessment of the graduates from their PUP-SPC
residence, more quality indicators of the facilities and services of the school, etc.) This
research should also be done with an online questionnaire/ application for
mobile/smartphone users since a lot of the respondents demanded and suggested that this
be done for convenience of response endowment. The team suggests that the next tracer
study/studies be done in coordination with BS Information Technology students for
program/mobile app creation and/or developing reasons.

KEY AREAS OBJECTIVES PROGRAM/ ACTIVITIES TIME EXPECTED OUTPUT
Review and update  To embody more Carry out a conference April-May The faculty and the institution
curriculum and syllabi for related skills and/or between these subjects: a will understand and implement
students information in the representative of the alumni the updated curriculum for a more
respective courses of
association, a representative timely approach in honing
the soon-to-be
graduates of the student body, faculty students.
members and board members
 To discuss the possible of the institution, alumni with
changes that will occur managerial positions and HR
during and after two representatives from
years of the K- 12 participating partner
Program
companies
implementation
To equip students with the

skills needed in the job
they want to pursue in the
future.
Conduct a Continuous July, September, Expected learning outcomes

Enhance the skills of
Professional Development December and include a combination of
future professionals
Training (CPDT) February knowledge, values, attitudes and

skills with a particular emphasis
on skills that are related to critical
thinking and problem solving,
self-management and
communication and inter-
personal skills.
Continuous Enhancement To equip students with the Conduct a monthly evaluative  Monthly  Students’ critical skills will be
and Strengthening of: necessary thinking skills examination and an annual (June-March) better honed mastered
need in their individual “removals” examination per  Annual  Better licensure exam turn-out
 Critical Thinking Skills fields of expertise (March)
course
 Entrepreneurial Skills/ To better train the Allow entrepreneurial June-March Entrepreneurship/ Management
Problem-Solving Skills entrepreneurial and students’ maximum and students will be better skilled in
managerial skills of the ultimate support in the use of creating and managing their
(for Entrepreneurship/
entrepreneurship students PUP-SPC’s selling businesses in the “real-world”
Management students)
by actual and real-life booths/kiosks beside the setting.
activities in school’s premises
merchandising, retailing
and the like
 Human-Relations
skills/
Problem-Solving skills
To prepare students with
skills in a highly Conduct an annual large-scale Students will be more exposed to

collaborative and team-building activity for all the entire academic community
cooperative working interested parties (inter- and will have a regular activity to
environment with their college, inter-level, faculty, December exercise and further improve
future colleagues, staff, etc.) teamwork aptitude.
comrades and executives
 Create and maintain
strong linkage between
the academe and its
occupational
counterparts
Students will be better skilled and

To actualize a formidable April-May educated about what to expect
interdependence between Conduct an annual dialogue and what is expected of them in
what should be taught in between HR representatives, the jobs they are aspiring to have.
the university and what is training supervisors and They will be more familiar with
essential in the working academic heads the technicalities and/or
environment formalities of their chosen
professions.
REFERENCES
Aina , L.O. , Moahi , K.(1999) Tracer study of the Botswana Library School graduates.
Arcelo, A.A., Sanyal, B.C. (1987). Employment and career opportunities after graduation:
a study on the transition from college to work in the Philippines. Metro Manila: Fund
for Assistance to Private Education, c1987. p.17.
Society for Human Resource Management. (2012). Determinants of Job Satisfaction in the Workplace.
The Chicago School of Professional Psychology Online. Retrieved on September 28,
2015 from: http://psychology.thechicagoschool.edu/resource/industrial-
organizational/determinants-of-job-satisfaction-in-the-workplace
Deming, E. Retrieved on September 20, 2015 from:

https://deming.org/theman/theories/profoundknowledge
Doeringer, P. B., Piore, M. J. (1980).Unemployment and the dual labor market. The Public
Interest. p. 11-13. Retrieved on September 30, 2015 from:
http://www.nationalaffairs.com/doclib/20080527_197503803unemploymentandtheduall
abormarketpeterbdoeringer.pdf
Friedman, M. (1975, December 7). The Open Mind. Retrieved on October 2, 2015 from:
https://en.wikiquote.org/wiki/Milton_Friedman
Fry, R. (2015, May 11). Millennials surpass Gen Xers as the largest generation in U.S. labor force.
Retrieved on September 25, 2015 from: http://www.pewresearch.org/fact-
tank/2015/05/11/millennials-surpass-gen-xers-as-the-largest-generation-in-u-s-labor-
force/
Gicana, R., Sapul, S., O’ Penetrante, M. (Novermber 2006). Tracer study for the CPU College of
Computer Studies graduates from 2001 to 2005.Central Philippine University.
Hammill, G. (2005). Mixing and managing four generations of employees. FDU Magazine online.
Retrieved on September 26, 2015 from:
http://www.fdu.edu/newspubs/magazine/05ws/generations.htm
Humburg, M., Van der Velden, R., Verhagen, A. (October 2013). The employability of
higher education graduates: The employers’ perspective. European Commission. p.

11.
Lucey, T. A. (2002). Administration and classroom relationships. Economic Influenced Perceptions

and Their Implications for Early 21st Century Education. Educational Foundations,
Winter 2003. pp. 45-46.
Macatangay, L. (September 2013).Tracer study of BSCS graduates of Lyceum of the Philippines

University from 2004-2009. Social Sciences and Humanities: Academic Research
International, (Vol. 4, No. 5).p. 364-365.
Mariano, D. (2007, April 30). Labor-only contracting, a new shade of slavery. The Manila
Times. p. 4.
Millington, C. (2012). The use of tracer studies for enhancing relevance and marketability
in online and distance education. Barbados Community College. p.3.
Nel, H., Barnard, A. (2005). Graduate Employability: A Case Study of Nelson Mandela Metropolitan
University. Nelson Mandela University. Retrieved on September 28, 2015 from:
http://www.saqa.org.za/docs/pres/2010/nel_h.pdf
Primer on the quality assurance, monitoring, and evaluation of higher education institutions. (2006)
p.3.
PUP Administration. About PUP. Retrieved on September 20, 2015 from:

https://www.pup.edu.ph/about/
PUP Administration. Job Targets. Retrieved on September 20, 2015 from:

https://www.pup.edu.ph/academic/colleges.aspx
PUP Administration. PUP Academics. Retrieved on September 20, 2015 from:

https://en.wikipedia.org/wiki/Polytechnic_University_of_the_Philippines,_San_Pedro
PUP Administration. PUP History. Retrieved on September 20, 2015 from:

https://en.wikipedia.org/wiki/Polytechnic_University_of_the_Philippines,_San_Pedro
Research Journal. Volume 1 (November 2011- March 2012), p.9.
Rosenberg, M. (2015, October 14). Sectors of the economy (Primary, Secondary, Tertiary, Quaternary,
and Quinary). About Education. Retrieved on September 28, 2015
from:http://geography.about.com/od/urbaneconomicgeography/a/sectorseconomy.htm
Rosmanitz, K. Generation Y-Their attitudes towards Work and Life. Retrieved on September 25, 2015
from: http://www.english-online.at/news-articles/living/generation-y-their-attitudes-
toward-life-and-work.htm
Spiegel, E. (2013, October 9). Don’t blame students for the jobs-skills mismatch. The Wall Street
Journal (USA). Retrieved on September 28, 2015 from:
http://blogs.wsj.com/experts/2013/10/09/dont-blame-students-for-the-jobs-skills-
mismatch/
Subong, J. A., Bugahod, M. M., Guieb, J.R., Tiala, R. B. (2010). Employability and job
performance of Education graduates of Jose Rizal Memorial State University-
Tampilisan Campus S.Y. 2005-2006 and 2007-2008. Bibliography of Research
Abstracts. P. 12-13.
Technical education: Existence of labor market demand-supply mismatches. (2006, December 14)
TESDA: Implementation of the International Covenant on Economic, Social and
Cultural Rights. United Nations: Economic and Social Council p.31
Wyner, J. (2013, April 20). Aligning higher education outcomes with job availability. Retrieved on
September 26, 2015 from: http://www.huffingtonpost.com/joshua-wyner/student-unit-
record-system_b_2712960.html
Appendices
COMPUTATIONS
1.1 Age
AGE FREQUENCY x fx
20-22 68 21 1428
23-25 152 24 3648
26-28 19 27 513
29-31 5 30 150
32-34 1 33 33
35-37 1 36 36
38-40 1 39 39
TOTAL 263 5847
AGE FREQUENCY x fx fx2

20-22 68 21 1428 29988
23-25 152 24 3648 87552
26-28 19 27 513 13851
29-31 5 30 150 4500
32-34 1 33 33 1089
35-37 1 36 36 1296
38-40 1 39 39 1521
TOTAL 263 5847 139797
(Bluman, Allan (2011). Elementary Statistics, 8e.)

Standard Deviation = 6.11
The mean age of the respondents is 22.23 with standard deviation of 6.11.
Republic of the Philippines

COMMISSION ON HIGHER EDUCATION
Office of the President
Rationale:
Dear Graduate:
Good day! Please complete this GTS questionnaire as accurately & frankly as possible by checking (√) the box
corresponding to your response. Your answer will be used for research purposes in order to assess graduate
employability and eventually, improve course offerings to your alma mater & other universities/colleges in the
Philippines. Your answers to this survey will be treated with the strictest confidentiality.
GRADUATE TRACER SURVEY (GTS)

I. DEMOGRAPHIC PROFILE
(Answer below each question.)

Name: (OPTIONAL)
Permanent Address:
E-mail Address:
Contact Number
1. Age:
2. Gender: ( ) Male ( ) Female
3. Civil Status
( ) Single ( ) Separated/Divorced ( ) Single Parent

( ) Married ( ) Married but not living with spouse
4. Region of Origin
( ) Region I ( ) Region 5 ( ) Region 9 ( ) NCR
( ) Region 2 ( ) Region 6 ( ) Region 10 ( ) CAR
( ) Region 3 ( ) Region 7 ( ) Region 11 ( ) ARMM
( ) Region 4 ( ) Region 8 ( ) Region 12 ( ) CARAGA
Name of Province _________________________________________________
II. EDUCATIONAL BACKGROUND
5. Year of graduation in college:
6. Course: Major:
7. Professional examination(s) Passed:

Name of Examination Date/ Year Taken Rating
------------------------------------------------------ --------------------- --------------

------------------------------------------------------ --------------------- --------------
------------------------------------------------------ --------------------- -------------
8. Reason(s) for taking the course(s) or pursuing the degree(s). Please put a check mark (√) on the box
of your answer (You may copy the provided check mark and paste it on the box). You may check
more than one answer (√).
Undergraduate/AB/BSGraduate /MS/MA/Ph.D.
High Grades in the course or subject

area (s) related to the course ( ) ( )
Good grades in high school ( ) ( )

Influence of parents or relatives ( ) ( )
Peer Influence ( ) ( )
Inspired by a role model ( ) ( )
Strong passion for the profession ( ) ( )
Prospect for immediate employment ( ) ( )
Status or prestige of the profession ( ) ( )
Availability of course offering in
chosen institution ( ) ( )
Prospect of career advancement ( ) ( )
Affordable for the family ( ) ( )
Prospect of attractive compensation ( ) ( )
Opportunity for employment abroad ( ) ( )
No particular choice or no better idea ( ) ( )
Others, please specify:
______________________________________________________________________________
III. TRAINING (S) ADVANCE STUDIES ATTENDED AFTER COLLEGE
9. a. Please list down all professional or work-related training program (s) including advance studies
that you have attended after college. You may use an extra sheet if needed.
Title of Training or Advance Study Duration & Credits Earned Name of Training Institution/
College/University
___________________________ ____________ _________________________
___________________________ ____________ _________________________
___________________________ ____________ _________________________
9. b. What made you pursue advance studies?
( ) For promotion
( ) For professional development
( ) Others, please specify:
________________________________________________________
IV. EMPLOYMENT DATA
10. Are you presently employed? Please put a check mark (√) on your choice.
( ) Yes (Proceed to Question 12 and the subsequent questions)
( ) Not employed now (Respond to Q11 then proceed to Q20)
( ) Never Employed (Proceed to Q11 only) (END)
11. Please state the reason(s) as to why you are not yet employed. You may check more than one
answer (√).
( ) No job opportunity ( ) Engaged in further study
( ) Family concern and decided not to find a job ( ) No interest in getting a job
( ) Health-related reasons ( ) Lack of work experience
( ) Other reason(s) please specify:
_____________________________________________
12. If employed: Present Employment Status. Please put a check mark (√) on your choice.
Regular / Permanent Temporary Contractual Casual Self-employed
13. Present Occupation. Please put a check mark (√) on your choice.
(Use the following Phil. Standard Occupational Classification (PSOC), 1992 classification)
( ) Officials of Government and Special-Interest Organizations, Corporate Executives,
Managers, Managing Proprietors and Supervisors.
( ) Professionals
( ) Technicians and Associate Professionals
( ) Clerks
( ) Service workers and Shop and Market Sales Workers
( ) Trades and Related Workers
( ) Plant and machine Operators and Assemblers
( ) Laborers and Unskilled Workers
( ) Special Occupation
Others:____________________________________________________
*Name of company, organization or school in work area including address:
14. What is the nature of business /operation your present company/organization is engaged in? Please
put a check mark (√) on your choice.
( ) Agriculture, Hunting and Forestry

( ) Fishing
( ) Mining and Quarrying
( ) Manufacturing
( ) Electricity, Gas and Water Supply
( ) Construction
( ) Wholesale and Retail Trade, repair of motor vehicles, and personal and household goods
( ) Hotels and Restaurants
( ) Transport Storage and Communication
( ) Financial Intermediation
( ) Real State, Renting and Business Activities
( ) Public Administration and Defense; Compulsory Social Security
( ) Education
( ) Health and Social Work
( ) Other community, Social and Personal Service Activities
( ) Private Households with Employed Persons
( ) Extra-territorial Organizations and Bodies
15. Place of Work ( ) Local ( ) Abroad
V. JOB EXPERIENCE
16. Is this your first job after college? Please put a check mark (√) on your choice.
_____Yes _____No
If YES, please answer the ff. questions If NO, please answer the ff.
17. What are your reason(s) for staying on the job? You 19. What were your reasons for changing jobs? You
may check more than one answer. Please put check mark may check more than one answer. Please put check
(√) on your choice. mark (√)on your choice.
__Salaries and benefits __Proximity to residence __Salaries and benefits __Career challenge
__Career challenge __Peer influence __Related to special skill __Proximity to residen
__Related to special skill __Family influence __Other reasons, please specify:
__Related to to course or program of study
__Other reasons, please specify: 20. How long did you stay in your first job? Please p
check mark (√) on your choice.
18. Is this, your first job, related to the course you took up __Less than a month
in college? Please put check mark (√) on your choice. __1-6 months
_____Yes _____No __7-11 months
__One year to less than 2 years
__2 years to less than 3 years
__3 years to less than 4 years
__Others, please specify:
21. What is your job position? Please put a check mark (√) on your choice.
Job Level 22.a. First Job 22.b.Current/Present Job

Rank or Clerical ( ) ( )
Professional, Technical or Supervisory ( ) ( )
Managerial or Executive ( ) ( )
Self-employed ( ) ( )
22. How did you find your first job? Please put a check mark (√) on your choice.
( ) Response to an advertisement ( ) Arranged by school’s job placement officer
( ) As walk-in applicant ( ) Recommended by someone
( ) Information from friends ( ) Family business
( ) Job Fair or Public Employment Service Office (PESO)
( ) Others, please specify: ________________________________________________________
23. How long did it take you to land on your first job after graduating from college? Please put a
( ) Less than a month ( ) 2 years to less than 3 years
( ) 1-6 months ( ) 3 years to less than 4 years
( ) 7-11 months ( ) 1 year to less than 2 years
( ) Others, please specify: ________________________________________________________
24. What is your initial gross monthly earning in your first job after college? Please a put check mark
(√) on your choice.
( ) Below P 5,000.00 ( ) P 15,000.00 to less than P 20,000.00

( ) P 5,000.00 to less than P 10,000.00 ( ) P 20,000.00 to less than P 25,000.00
( ) P 10,000.00 to less than P 15,000.00 ( ) P 25,000.00 and above
25. Was the curriculum you had in college relevant to your first job? Please put a check mark (√) on
your choice.
( ) Yes (Proceed to Q26) ( ) No (Proceed to Q27)
26. If YES, what competencies learned in college did you find most useful in your first job? Please
put a check mark (√) on your choice.
( ) Communication skills ( ) Problem-solving skills
( ) Human relations skills ( ) Critical thinking skills
( ) Entrepreneurial skills
( ) Other skill, please specify:
________________________________________________________
VI. SUGGESTIONS AND RECOMMENDATIONS
27. What can you suggest to enhance the curriculum offerings and activities in college that will help
future graduates in pursuing their dreams in life? You may check more than one answer.Please put
( ) Employ only competent faculty members and continuously train them to update and improve their
teaching competencies.
( ) Review and update the curriculum and syllabi
( ) Add more skilled-based subjects
( ) Upgrade facilities
( ) Limit class size to 40 (or less) students
( ) Others, please specify: _________________________________________________________
Thank you for your time. We need your help to contact more alumni from our school. Kindly list down
names of other graduates you know including their addresses, e-mails, Facebook Link and/or contact
numbers. Their participation is also needed. Please give at least one.
Name(s) Full Address/ Contact no. and/or e-mail

address/ Facebook Link
End
of Survey
Thank you so much!
Curriculum Vitae
MICHELLE M. ESCARIAGA
escariagamichelle@gmail.com
0916 511 5590/ 0932 773 4939
PERSONAL DATA
______________________________________________________________________________
Birth place: San Pedro, Laguna

Birth date: December 4, 1984
Age: 31
Sex: Female
Citizenship: Filipino
Civil Status: Single
Home Address: #264 J.P. Rizal St., Brgy. Magsaysay,
San Pero City, Laguna
______________________________________________________________________________
CAREER OBJECTIVES
To develop a career growth in my chosen field of specialization leading to many
opportunities and learning responsibilities.
______________________________________________________________________________
WORK EXPERIENCE
Online English Tutor (2009-2011)
Little John Learning Center
Molito - Alabang, Muntinlupa City
Admin Staff (2007-2008)

Ark of the Covenant School
San Vicente, San Pedro City, Laguna
Preschool Teacher (2003-2007)

Clay and Potter Preschool
Tambo, Paranaque City
______________________________________________________________________________
SKILLS AREA
 Computer literate
 English literate
 Leadership skills
______________________________________________________________________________
STRENGTHS
 Counselling
 Mentoring
 Exhorting
 Coaching
 Teaching
______________________________________________________________________________
ACADEMIC BACKGROUND
Baccalaureate Bachelor in Secondary Education Major in

2013-Present English
(Polytechnic University of the Philippines San
Pedro Campus)
Secondary (1996-2001) Sampaguita National High School
Elementary (1990-1996) Sampaguita Village Elementary School
______________________________________________________________________________
SEMINARS ATTENDED
Empowering Teachers Thru Innovation (March 2016)

PUP San Pedro Campus
Global Leadership Summit (February 2016)

Daang Hari, Carmona Cavite
Multiple Intelligence by Edward Gardner (August 2004)

Shangrila Hotel, Quezon City
______________________________________________________________________________
REFERENCES
Rev. Jesusito I. B. Baylon Dr. Danilo B. Solayao
Senior Pastor Dean of Education Department
Real Life Christian Communities Pamantasan ng Lungsod ng Muntinlupa
PUP-SPC Professor
Michelle M. Escariaga
Applicant
ARNELIE A. SALUDARIO
nelienelnel@gmail.com
0939 789 4095
______________________________________________________________________________
Birth place: DATA

PERSONAL Sta. Cruz, Manila
Birth date: September 2, 1996
Age: 19
Sex: Female
Home Address: Blk. 1 Lot 11 Sunshine Homes, GMA, Cavite
______________________________________________________________________________
CAREER OBJECTIVES
 To be part of a goal oriented institution that can maximize my potentials.
 To develop a career growth in my chosen field of specialization leading to many
opportunities and learning responsibilities.
 To maintain an awareness and an observation of continuing professional
development.
______________________________________________________________________________
SKILLS AREA
 Communication skills – can understand and speak English efficiently

 Documentation – compilation of series of reports
 Presentations – hand-outs; PowerPoint presentation; visual aids
 Writing skills – essay; biography; short stories
______________________________________________________________________________
STRENGTHS
 Can work under pressure

 People-person
 Fast learner
______________________________________________________________________________
ACADEMIC BACKGROUND
Baccalaureate Bachelor in Secondary Education

2013-Present Major in English
(Polytechnic University of the
Philippines San Pedro Campus)
Secondary Upon this Rock Christian Academy

2012-2013
Elementary F. de Castro Elementary School

2008-2009
______________________________________________________________________________
REFERENCES
Rev. Domingo Ranay 09334116125

School Administrator
Rona Pamela Escala 09985563571

High School Teacher
Arnelie A. Saludario
Applicant
NERIZA B. ZAMORA
nerhiza_zamora@yahoo.com
0932 178 5578/0997 528 6721
______________________________________________________________________________
PERSONAL DATA
Birth place: San Vicente, San Pedro, Laguna
Birth date: May 8, 1994
Age: 22
Sex: Female
Home Address: #7 Maligaya 7, San Vicente, San Pedro, Laguna
______________________________________________________________________________
CAREER OBJECTIVE
Seeking a challenging opportunity where I can use my skills, educational background,

and ability to work well with people, to enhance and use it for my future career
_____________________________________________________________________________
SKILLS AREA
 Communication skills – can understand and speak English efficiently
 Documentation – compilation of series of reports
 Presentations – hand-outs; PowerPoint presentation; visual aids
 Writing skills – essay; biography; short stories
______________________________________________________________________________
STRENGTHS
 Can work under pressure

 People-person
 Hardworking
_________________________________________________________
_____________________
ACADEMIC BACKGROUND

2012-Present Major in English
Secondary Sampaguita National High School

2009-2010
Elementary Gamu Central School

2005-2006 District 3 Gamu, Isabela
______________________________________________________________________________
REFERENCE
Nicomedes Arellano 0915 195 8506

Pastor/ Living Vessel Christian Baptist Church
Neriza B. Zamora
Applicant
GLADYS M. JUAMIS
gladysjuamis1@gmail.com
0942 075 2069/0935 508 7942
______________________________________________________________________________
PERSONAL
Birth place: DATA San Pedro City, Laguna
Birth date: November 20, 1994
Age: 21
Sex: Female
Home Address: 111 Pudho, Sitio Bukid, Brgy. Riverside, San Pedro
City, Laguna
______________________________________________________________________________
CAREER OBJECTIVE
To use my educational/professional background and skills to a job opportunity given to
me to gain valuable experience for my career and for the company’s further
advancement
______________________________________________________________________________
WORK EXPERIENCE
Online English Teacher (2014-2015)
Duzon E & H in Philippines Inc.
Filinvest, Alabang, Muntinlupa City
______________________________________________________________________________
SKILLS AREA
 Has good command of written and spoken English
 Highly skilled in the use of computers and the internet including Microsoft Office
and Internet searches
______________________________________________________________________________
STRENGTHS
 Able to learn quickly, demonstrates persistence and flexibility

 Both a team-player and an independent worker
______________________________________________________________________________
ACADEMIC BACKGROUND

2011-2016 Major in English
Secondary Don Vicente Rama Memorial National

2007-2011 High School- Basak, Cebu City
Elementary Basak Community School

2001-2007 Basak San Nicolas, Cebu City
___________________________________________________________________
REFERENCES
Dr. Danilo B. Solayao 0998 999 0205
PUP Professor
Ms. Chrisfel Eliza Coyoca 0927 451 3348

Team Leader- Duzon E&H
Gladys M. Juamis
Applicant

Thesis Tracer Study

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Tracer Study of PUP-SPC Graduates from Batches 2012 – 2014

Tracer Study of PUP-SPC Graduates from Batches 2012-2014

An Undergraduate Thesis presented to the Faculty of

PUP San Pedro Campus

In partial fulfillment of the requirements for the degree

Bachelor in Secondary Education major in English

Prof. Margarita T. Sevilla

Statement of the Problem 8

Significance of the Study 11

Scope and Limitation 12

II. Review of Related Literature and Studies

IV. Presentation, Analysis and Interpretation of Data 47

Request Letter for List of Graduates (2010-2012)

Request Letter for List of Graduates (2012-2014)

Table of Annual Distribution of Graduates from 2006-2014

to the very end of this very challenging endeavor.

this research would be impossible to achieve.

know-how throughout the entire thesis writing process.

To GOD be all the glory!

Name of Institution: Polytechnic University of the Philippines

San Pedro Campus

Thesis Title: Tracer Study of PUP-SPC Graduates from Batches 2012-2014

Researchers: Michelle M. Escariaga

Degree: Bachelor in Secondary Education - major in English

Adviser: Prof. Margarita T. Sevilla

Date Completed: May 2016

This study used a standardized questionnaire designed by the Commission on Higher

percentage distribution and weighted mean.

The Problem and Its Background

Noted businessman and motivational speaker to some of America's finest organizations

obviously, what is currently happening in the present.

industry, conducting tracer studies is a perfect example.

Conducting tracer studies is an approach which is widely being used in most

producing more qualified and competitive students.

Background of the Study

The Polytechnic University of the Philippines–San Pedro Campus (PUP-SPC),

Campus, PUP Santa Rosa Campus, and PUP Calauan Campus.

Vierneza of San Pedro, Laguna and PUP President Ofelia M. Carague.

Education - Major in English, Bachelor in Secondary Education – Major in Math, Bachelor of

Science in Business Administration Major in Marketing Management, Bachelor of Science in

Business Administration Major in Human Resource Development Management, Bachelor of

Science in Information Technology, Bachelor of Science in Accountancy and Bachelor of

program, Bachelor of Science in Entrepreneurial Management initially having only 2 sections

with 119 students in total on 2002.

unceasing improvement that it is planning to pursue.

The researchers substantiated the successful or failed productivity of the Polytechnic

University of the Philippines–San Pedro Campus in the fields of Education, Business,

Entrepreneurship, and Information Technology through this study.

later students (Schomburg, 1996).

of qualification, curricula, approaches to teaching, learning and assessment as

well as on the job training among others.

of work and task requirement.

the process of life-long education and work.

training of graduates to employment demand.

organization as a system. He defined a system as a network of interdependent components that

● Suggestions for the

Conceptual Framework of the Study

employment transition process undertaken by the graduates including the professional

applied on their respective professions.

Statistical Treatment and Interpretation of Data are made.

competency of the graduates.

Statement of the Problem

Campus batches 2012-2014.

1. What is the general profile of the respondents in terms of the following: