1

Chapter 1
THE PROBLEM AND ITS BACKGROUND

Introduction
Graduate Tracer Study constitutes an important tool for educational planners, as
they can provide valuable information for evaluating the productivity of higher education
and training institutions. It is an effort to survey the performance of graduates in the job
market upon completion of their chosen field of interest. Graduate Tracer Studies are
increasing and are conducted by schools, universities and higher education institutions
all over the world. In a progressive world today, surveys are also given to graduates
online by giving the Uniform Resource Locator (URL) of the document through online
communication such electronic mails, blogs, articles and other electronic means. It is
performed online in order to attain smoother data gathering instead of conducting
surveys personally. In the Philippines, Graduate Tracer Studies are initiated by the
Commission of Higher Education (CHED) and followed by different colleges and
universities. Locally, there are few schools and universities conducting it, but is growing,
and more are adapting to it in order to improve their affectivity in producing employable
graduates.

The study aims to track the graduates of Industrial Engineering in Lyceum of the
Philippines-Laguna as a way of gauging their capability of securing employment. It is
also a means of determining the graduates satisfaction level during their stay in the
university and a means of obtaining basic information on the status of graduates upon
graduation, and finally, a means in investigating the employability of graduates in the job
market.
Lyceum of the Philippines-Laguna is calling on all graduates of Industrial
Engineering from 2010 to 2012 to participate in the study. It is an institution of higher
learning dedicated to the development of integral individual. It is the institutions vision
to produce graduates who are well-equipped with necessary skills, knowledge and
attitudes. The tracer study wants to know the satisfaction level of the graduates in terms
of curriculum, career guidance, quality of lecturers, and facilities of the institution. It also
seeks to determine the Industrial Engineering graduates ability in getting a job, their
waiting time before getting the job, and their job satisfaction level. The output of study
will help the university management in planning and determining factors related to the
improvement of curriculum and services.

Statement of the Problem

The study aimed to trace the Industrial Engineering graduates of Lyceum of the
Philippines-Laguna from batch 2010 to 2012. Specifically, it sought to answer the
following:

1. What is the demographical profile of Lyceum of the Philippines-Laguna

Industrial Engineering graduates in terms of:
1.1 Gender
1.2 Monthly Income
1.3 Length of service
2. How do the graduates of Industrial Engineering at Lyceum of the PhilippinesLaguna evaluate the program of IE in terms of:
2.1 Assessment of the program
2.2 Assessment of learning
3. What is the current status of employment and position of the graduates?
4. Is there a significant relationship between the assessment of the program and
status of employment and the current position?

5. Is there a significant relationship between the assessment of learning and

status of employment and current position?
6. Is there a significant difference in the status of employment and position
between male and female?
Objectives of the Study
The researchers listed the goals to consider in resolving the problems stated in
the study. These objectives will help the researchers to fully understand and analyze the
problem.

1. To determine the profile of Lyceum of the Philippines-Laguna Industrial

Engineering graduates (batch 2010-2012).
2. To determine the evaluation of Lyceum of the Philippines-Laguna Industrial
Engineering graduates (batch 2010-2012) in terms of:
2.1 Assessment of the program
2.2 Assessment of learning
3. To determine the current status of employment and position of the graduates.
4. To determine the relationship between the assessment of the program and
status of employment and the current position.

5.

To determine the relationship between the assessment of learning and status

of employment and current position

6. To determine if there is a difference in the status of employment between

males and females.
Hypothesis
The following are the hypotheses of the study:
1. There is no significant relationship between the assessment of the
program and status of employment and the current position of the LPULaguna Industrial Engineering graduates batch (2010-2012).
2. There is no significant relationship between the assessment of learning
and status of employment and current position of the LPU-Laguna
Industrial Engineering graduates batch (2010-2012)..
3. There is no significant difference in the status of employment between
male and female of the LPU-Laguna Industrial Engineering graduates
batch (2010-2012).

Significance of the Study

The Graduate Tracer Study aims to provide information on the employability of
the graduates and to assess the relevance of higher education programs. This study is
beneficial to the institution, Industrial Engineering faculty, the Industrial Engineering
students, and to Industry partners.
To the Lyceum of the Philippines-Laguna:
This study will monitor the progress of Industrial Engineering graduates in the
career development. Through monitoring, it will maintain the record of all the graduates
that will result to upgrading the quality education of Industrial Engineering program.
To the Industrial Engineering Faculty:
This will allow the Industrial Engineering faculty to assess their performance in
providing education, also it will give valuable insights for Engineering program.
To the Industrial Engineering Students:
This will inform the students about the benefits of being an Industrial Engineer
which will also motivate the students to pursue the program they chose to undertake.
To Industry Partners:
This will inform them about the capabilities and strengths of Industrial
Engineering graduates of Lyceum of the Philippines-Laguna.

Scope and Limitations

The study is limited to the preparation and evaluation of a Graduate Tracer Study
that seeks to improve the quality of education at Lyceum of the Philippines-Laguna. This
study only includes graduates of Industrial Engineering of Lyceum of the PhilippinesLaguna from batches 2010 to 2012. The study will be used for evaluating the quality
education offered by the Lyceum of the Philippines-Laguna by the assessment of
program and learning. This will also be used for determining the status of employment
of the graduates in the field of Industrial Engineering. The study was conducted via
online survey that ran from May 23, 2013 to July 23, 2013. As far as survey is
concerned, those respondents who answered on the given survey period are the ones
that will only be considered and used in the study. The researchers used Dr. Merlita
Medallons Graduate Tracer Study questionnaire, which were given to the graduates.
The conduct of the survey was online through the use of Google Docs, a Google
application. The survey will only include the Assessment of the program, Assessment of
learning and Employment and Work.

Conceptual Framework

Assessment of Program

Employment status

Assessment of Learning

Position

Gender
Figure 1. Conceptual

Framework

The Framework is an intermediate theory that attempts to connect to all

aspects of inquiry. It shows how the program and learnings acquired from the institution
affect the employment and position of the students after graduation. It also shows how
related gender is when it comes to the assessment of program and learning as well as
the employment status & position.

Definition of Terms
Assessment of Program. An evaluation of the program the university
provides.
Assessment of Learning. An evaluation of the learning the graduates
acquired on their stay in the university.
Career Guidance. A guide in the path of careers provided by the course.

Curriculum. A planned interaction of students with instructional content,

materials, resources, and processes for evaluating the attainment of educational
objectives.(http://en.wikipedia.org)
Education. A form of learning in which knowledge, skills, and habits of a
group of people are transferred from one generation to the next through teaching,
training, research. (http://en.wikipedia.org)
Employment and Work. Information about the jobs the graduates got after
graduation.
Employment Status. The standing of graduates in securing employment.
Graduate Tracer Study. A tool in tracking down the graduates of a certain
University. (It is a tool that retrieves the current status of graduates of a university.)
Industrial Engineering. A branch of engineering dealing with the optimization
of complex processes or systems. It is concerned with the development, improvement,
implementation and evaluation of integrated systems of people, money, knowledge,
information, equipment, energy, materials, analysis and synthesis, as well as the
mathematical, physical and social sciences together with the principles and methods of
engineering design to specify, predict and evaluate the results to be obtained from such
systems or processes. (http://en.wikipedia.org).

10

Institution. This is any structure or mechanism of social order and

cooperation governing the behavior of a set of individuals within a given communitymay it be human or specific animal one. (http://en.wikipedia.org)
Job Satisfaction. The contentment of a person/s in his/their job.
Quality Education. As used in the study, this refers to the measure of
excellence in terms of assessment of program and assessment of learning. A composite
mean of 3.50 to 5.00 means quality education had been delivered to students. A
standard weighted mean of 3.50 to 5.00 for every measure in the assessment of
program and learning also means that its measure is true.
Quality of Lectures. The excellence of lessons/ lectures being offered in the
institution.
Survey. As used in the study, this refers as an instrument, consists of
questions related to study being conducted, in gathering the necessary information.
Waiting Time. The period of time between when an action is requested or
mandated and when it occurs.

11

Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES

Tracer studies when defined, provides specific and dynamic information needed
by the education institution and its sponsors, its students, and its programs offered. Its
purpose is to serve as reliable information for educational institution development. This
has been the main objective of graduate tracer surveys as time progresses (Schomburg
2003).
Tracer studies are the appropriate observational studies for evaluating the results
of the education provided and the learning developed by its students. It converges
different types basic of information regarding the status of employment and position
among

the

graduates,

up-to-date

experience

of

undergraduates,

and

the

correspondence between educational qualifications and required work skills. These

studies often display the degree of success of education institutions with respect to the
graduates, labor market, and employers. Basic information obtained in tracer studies
also often tell what should be improved by education institutions in order for their
service satisfy the needs of a nation or country (Tertiary Education Commision 2009).
(Kumar 1991 in Zainab et al, 2004) recommended that tracer studies should be
conducted at least a year after the students graduated. Ideally, according to
(Loughbridge in Zainab et al, 2004), conducting tracer studies should be given to

12

graduates that had balanced or less difference in years of work and education
experience to attain effective feedback from the graduates. Zainab et al (2004)
explained in their research that the outcome of the research may be affected for
reasons such as those who have changed addresses, changed jobs or gone overseas
may make it difficult in tracing the graduates. Furthermore, they said that a number of
those located or reached were not willing to participate.

Related Studies
In the study of Mercado (2010), the communication skill was the most useful to
graduates first job which was said by 80.98% of the respondents. This skill was closely
followed by human relation skills (70.72%), followed by information technology skills
(52.23%), and the entrepreneurship (25.47%), which was least useful to the graduates
first job.

In the study of Chavez & Dotong (2011), majority of the employed respondents
have stayed in their first job for almost more than one year, consisting of 30 or 52.6
percent of the total employed respondents and 23 or 40.4 percent have stayed in the
industry for one year. In the 23 respondents, 4 or 7 percent of them stayed for 6 months
in the company. In the same study, the relevance of Industrial Engineering curriculum to
present employment obtained a weighted mean of 2.68 to 3.86 with a verbal

13

interpretation that ranges from Relevant to Very Relevant, which obtained a composite
mean of 3.33 with a verbal interpretation of Relevant.

In the study Edralin (2007), she revealed in her study that the factors of
employability of graduates are the "quality education" provided by the institution and the
good image or name of the institution, pertains to the positive reputation that
employers have attached to the school.

In the study of Dotong & Laguador (2011), Diligence and Hard Work was the
most significant factor that contributes to the job placement of the respondents which
obtained a weighted mean of 4.82 with a descriptive rating of Very much relevant.
They noted that the top five responses of their study came from work related values.
They concluded that the attitude of the respondents with regards to their work was the
most significant factor that should not be neglected by the instructors, while the students
are still in the learning.

In the study of Baes & Magnaye (2011), it revealed that there is no significant
relationship between the biographical characteristics of the graduate, which are the civil
status, gender, age, region of origin, province of origin, and location of residence, and
the employment situation of the respondents such as present employment status,
present occupation, first job, relatedness of first job to college course, duration in first

14

job, waiting time before landing on first job, job level position, initial gross monthly
earning in first job, and relevance of college curriculum to first job.

In the study of Cosser (2003), the study reveals that the majority of the surveyed
employers are satisfied with the balanced learning between theory and practice in
college courses (64%), the relevance of the course content to the industry/business
needs (78%), and the competency of college teaching staff (73%).

In the study of Wylie (2003) in Cortado 2010, the study reveals that graduates
naturally express open-mindedness and determination to continuously learn, and seek
for new ideas. The study also added that graduates have this eagerness to prove
themselves, which could encourage everyone in the organization to be at their best.
The study of Wylie assumed that the skills needed by job applicants including recent
college graduates, depend from every position. It also added that technical skills are
skills that should be extremely considered. However, the most important skill was the
interpersonal skills, followed by communication skills, when recruiting graduates.

Retrieval rate of responses of graduate tracer studies

The retrieval rate of responses of graduate tracer studies varies. The study of
Bolanos (2011) reported a high response rate of 86.00 percent. In contrast, the study of

15

Baes & Magnaye (2011) reported a low response rate of 10.94 percent. Similar to our
study, the study of Ocholla & Shongwe (n.d.), reported a response rate of 40.00
percent.
and Valdez (2011),a response rate of 45.00 percent. Meanwhile, the study of Pring &
Romales (2011) reported a response rate of 56.77 percent, which is above 50 percent
response rate. Finally, the study of Debono, et al. (2004) and Bolaane, et al. (2010)
reported a response rate of 55.65%, 49% and 45% for the graduates of the years 2000,
2002, and 2004 respectively.

Synthesis
Graduate Tracer Studies are surveys provided by the higher education
institutions. It is an appropriate means of evaluating the results of the education and
training provided at a given institution. The study calls for graduates as the participants
of the study. The answers provide work-related experience of the graduates and their
assessment between work and studies. The graduate tracer study should be carried out
at least one year after the students have graduated. It should also be not too long in
order to achieve an efficient comparison between work and studies. It should be noted
that not all the involved graduates may be able to participate for reasons such as
changed address and personal information, and personally not willing to participate.
Study shows that majority of the employed graduates have stayed in their first job
for more than 1 year. Meanwhile, In terms of skill, the most significant for any graduate

16

in their first job, was being able to communicate well.

With regards to their job

placement, graduates should be diligent and hardworking, which should be developed

by instructors to their students, while they are still studying at college. Graduates are
naturally open minded and express willingness to learn and seek for new ideas. Studies
reveal that employers express satisfaction with the balance of theory and practice
developed in college, relevancy of course content to industry/business needs and the
competency of college teaching staff.

Education institutions should provide quality

education to students and have good reputation, for them to provide employable
graduates. A study revealed that biographical characteristics are not significant to the
employment situation of the graduates. Meanwhile, the Industrial Engineering
curriculum was described as relevant to the graduates' present employment. Lastly, the
graduate tracer studies should be noted that its response rate is varying which could
either result to a low, average, or high response rate.

17

Chapter 3
METHODOLOGY

Research Design
The researchers used descriptive research in the study because it involved
collections of quantitative information that can be tabulated in numerical form. This
method gathered information about the present condition of the Industrial Engineering
graduates of Lyceum of the Philippines-Laguna that used visual aids such as graphs
and charts to aid the reader in understanding the data distribution.
The Subject
The researchers selected all the graduates of Industrial Engineering of Lyceum of
the Philippines-Laguna of batch 2010-2012 as the respondents of the study. It consists
of 26-26-21 graduates from batch 2010 to 2012 gathering a total of 73 respondents for
the study.
Percent Retrieval of Data
The researchers only used the survey answers that ran from the survey period
provided by the researchers. This was due to the limited time availability of the
researchers, and the unexpected slow retrieval of survey answers from the respondents
for two months. Percent retrieval of data is described as the ratio of actual number of
respondents that answered from the given survey period (May 23, 2013 to July 23,

18

2013) and the total number of respondents for the study. Data is displayed in percent
(%).

Research Instrument
The researchers used a questionnaire as an instrument of the study. It is done by
the current research director of Lyceum of the Philippines-Laguna, Dr. Merlita Medallon.
The study has been decided to be an online survey questionnaire through Google Docs,
a Google application. The particular kind of survey wherein the respondents will answer
the questionnaire only once, therefore, the collected data will be used in the whole
process of the research. The questions were divided into 3 parts. The first part was
about assessment of program which tackles about the relevancy, program description
and the quality of instruction. The second part was about assessment of learning which
includes improvements and developments of students skills and capabilities. And lastly
the third part was about employment and work. It involves the capability of the
graduates in securing employment after graduation. The researchers have used the

19

Internet and books (electronic books) as references to acquire more information about
Graduate Tracer Study.
Validation of Instrument
The questionnaire according to Dr. Merlita Medallon was validated and pretested because the questionnaire being used by the researchers was patterned in the
questionnaire of the Comission on Higher Education (CHED). Dr. Medallon gave us the
permission to use it for the study. Since the graduates may have changed their
addresses, contact numbers and may have their jobs already, the researchers decided
to use an online survey for an easy access of information from the graduates. Each item
in the questionnaire will have options. 5 strongly agree; 4 moderately agree; 3 agree; 2
disagree; strongly disagree.
Data-Gathering Procedure
Having found the questionnaire valid and reliable, the researchers provided a
request letter to the registrar for the list of names of the Industrial Engineering
graduates of Lyceum of the Philippines-Laguna for the batch 2010 to 2012. List of
graduates, however, were not provided by the office of the registrar due to
confidentiality purposes, but the request was forwarded to the Palaestra Consortio
Office. The Palaestra Consortio approved the request and released the list of graduates,
which also includes their addresses, contact numbers and e-mail addresses,
as the registrar permitted the request for research purposes only. Before sending the
questionnaires to the respondents, the researchers asked for the permission of Dr.

20

Merlita Medallon, the person who made the questionnaire and is currently the research
director of Lyceum of the Philippines-Laguna.
The researchers used the online questionnaire from a Google application,
Google Docs. The online questionnaire were sent to the graduates by sending it to their
e-mails that was indicated in the list of graduates provided by the Palaestra Consortio
Office. The researchers will get and analyze the tabulated data presented in the
summary of the Google Docs.
Data-Processing Method
The data that will be gathered by the online survey will be used for the data
analysis as a way of answering the concerns and problem of the study. The online
instrument called Google Docs will tabulate the data automatically once the
respondents have answered the questionnaire provided by the researchers. The data
that have been tabulated will be analyzed by the statistician, Dr. Merlita Medallon
through a program named Statistical Package for Social Science version 19. It will
help in providing a summary of demographic profile of the respondents, evaluation on
assessment of the program, learning and employment & work of the graduates,
determining the status of employment and position of the graduates, determining the
significant relationship between the assessment of the program and status of
employment and the current position, determining the significant relationship between
the assessment of learning and status of employment and current position, determining
the significant difference in the status of employment between male and female.

21

Statistical Treatment of Data

The statistical instruments to be used in the interpretation of the data and testing
the null hypothesis of the study will include the frequency counts, weighted arithmetic
mean, pearson product moment coefficient of correlation and t-test.
Frequency Tables will be used to present frequency counts and percent of the
demographic profile of the respondents.
Weighted Mean will be used to determine to what extent the graduates of
Industrial Engineering students evaluate the program and learning.

Table 1. Standard Weighted Mean

4.50-5.00
3.50-4.49
2.50-3.49
1.50-2.49
1.00-1.49

Standard Weighted Mean

Strongly Agree
Moderately Agree
Agree
Disagree
Stongly Disagree

22

Pearson Product Moment Coefficient of Correlation will be used to determine

the relationship of status of employment and position and the assessment of the
program and learning.

Where:
N = number of pairs of scores
xy = sum of the products of paired scores
x = sum of x scores
y = sum of y scores
x2 = sum of squared x scores
y2 = sum of squared y scores

The Pearson correlation coefficient, r, can take a range of values from +1 to -1. A
value of 0 indicates that there is no association between the two variables. A value
greater than 0 indicates a positive association; that is, as the value of one variable
increases, so does the value of the other variable. A value less than 0 indicates a
negative association; that is, as the value of one variable increases, the value of the
other variable decreases.

23

If the probability is less than 0.05, the relationship is significant. Otherwise, it is

not significant.

T-test for independent samples shall be used to determine significant difference

in the assessment of male and female respondents.

Where:
xx= mean
s = standard deviation
n = number of data

24

Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter contains the results of the survey that ran from May 23, 2013 to July
23, 2013. The results will be analyzed using Statistical Package for Social Science
version 19 and statistical instruments namely weighted mean, frequency tables, t- test
and Pearson correlation for the interpretation of the data.
Demographic Profile of the Respondents
1. Gender
Table 2. Gender of the Respondents
Gender

Frequency

Percent

Male

15

50.00%

Female

15

50.00%

Total

30

100.00%

The researchers have gathered 30 survey answers, consisting of 15 male and female
respondents.

25

2. Monthly Income
Table 3. Monthly Income of the Respondents
Monthly Income Range
Frequency
Percent
5,000 to less than 10,000
1
3.33%
10,000 to less than 15,000
25
83.33%
15,000 to less than 20,000
4
13.33%
Total
30
100.00%
Table 3 shows the profile of the respondents based on initial gross monthly
income in their first job. 83.33 percent of the respondents have a monthly income range
of 10.000 to 15,000, followed by 13.33 percent having 15,000 to less than 20,000,
and 3.33 percent have 5,000 to less than 10,000. From the gathered results, majority
of the respondents have an initial gross monthly income of 10,000 to less than
20,000 in their first job.
3. Length of Service
Table 4. Length of Service of the Respondents in their First Job
Length of Service
Frequency
1 to 6 months
6
7 to 12 months
2
1 year to less than 2 years
11
2 years to less than 3 years
5
3 to less than 4 years
3
No response
3
Total
30

Percent
20.00%
6.67%
36.67%
16.67%
10.00%
10.00%
100.00%

26

Table 4 shows that 36.67 percent have stayed in their first job for one year to
less than two years, 20 percent stayed for one to six months, 16.67 percent stayed for
two years to less than three years, 10 percent have stayed for three to less than four
years, and 6.67 percent have stayed for seven to 12 months. The remaining 10 percent
have not responded to this question. From the gathered results, most of the
respondents have stayed in their first job for one year to less than two years.
Assessment of the Program
The course content is very comprehensive and relevant to the job.
Table 5. The Course Content is Very Comprehensive and Relevant to the Job
Response

Frequency

Score

Percent

Strongly Disagree (1)

0.00%

Disagree (2)

3.33%

Agree (3)

24

26.67%

Moderately Agree (4)

13

52

43.33%

Strongly Agree (5)

40

26.67%

Total

30

118

100.00%

Standard Weighted Mean

3.93

27

Figure 2. The Course Content is Very Comprehensive and Relevant to the Job

Table 5 shows that 43.33 percent of the respondents "Moderately Agree" that the
content is very comprehensive and relevant to the job, while 26.67 percent Agree and
another 26.67 percent "Strongly Agree, and 3.33 percent "Disagree. Based on the
results, most of the respondents either moderately agree/agree that the Industrial
Engineering course content is very comprehensive and relevant to the job.

28

The program components are relevant to the job.

Table 6. The Program Components are Relevant to the Job
Response
Strongly Disagree (1)
Disagree (2)
Agree (3)
Moderately Agree (4)
Strongly Agree (5)
Total
Standard Weighted Mean

Frequency
0
1
10
9
10
30

Score
0
2
30
36
50
118
3.93

Percent
0.00%
3.33%
33.33%
30.00%
33.33%
100.00%

Figure 3. The Program Components are Relevant to the Job

29

Table 6 shows that 33.33 percent of the respondents Strongly Agree and
another 33.33 percent Agree that the program components are relevant to the job,
while 30 percent Moderately Agree, and 3.33 percent Disagree. Based on the
results, almost
all of the respondents either agree or strongly agree that the program components of
Industrial Engineering are relevant to the job.
The objectives of the program were achieved.
Table 7. The Objectives of the Program were Achieved
Response
Strongly Disagree (1)
Disagree (2)
Agree (3)
Moderately Agree (4)
Strongly Agree (5)
Total
Standard Weighted Mean

Frequency
0
3
10
11
6
30

Score
0
6
30
44
30
110
3.67

Percent
0.00%
10.00%
33.33%
36.67%
20.00%
100.00%

30

Figure 4. The Objectives of the Program were Achieved

Table 7 shows that 36.67 percent of the respondents Moderately Agree that the
objectives of the program were achieved, while 33.33 percent Agree, 20 percent
Strongly Agree, and 10 percent Disagree. Based on the results, most of the
respondents moderately agree that the objectives of the Industrial Engineering program
were achieved.

The objectives of the program are similar to the objectives of the workplace.
Table 8. The Objectives of the Program are Similar to the Objectives of the
Workplace
Response
Strongly Disagree (1)
Disagree (2)
Agree (3)
Moderately Agree (4)
Strongly Agree (5)
Total
Standard Weighted Mean

Frequency
0
3
13
9
5
30

Score
0
6
39
36
25
106
3.53

Percent
0.00%
10.00%
43.33%
30.00%
16.67%
100.00%

31

Figure 5. The Objectives of the Program are Similar to the Objectives of the
Workplace
Table 8 shows that 43.33 percent of the respondents Agree that the objectives
of the program are similar to the objectives of the workplace, while 30 percent
Moderately Agree, 16.67 percent Strongly Agree, and 10 percent Disagree. Based
on the results, most of the respondents agree that the objectives of the Industrial
Engineering program are similar to the objectives of the workplace.
The program length is sufficient to produce graduates with the required entry-level
knowledge and/or skill in the field or workplace.

32

Table 9. The Program Length is Sufficient to Produce Graduates with the

Required Entry-Level Knowledge and/or Skills in the Field or Workplace
Response
Strongly Disagree (1)
Disagree (2)
Agree (3)
Moderately Agree (4)
Strongly Agree (5)
Total
Standard Weighted Mean

Frequency
0
3
10
10
7
30

Score
0
6
30
40
35
111
3.70

Percent
0.00%
10.00%
33.33%
33.33%
23.33%
100.00%

Figure 6. The Program Length is Sufficient to Produce Graduates with the

Required Entry-Level Knowledge and/or Skills in the Field or Workplace

Table 9 shows that both 33.33 percent of the respondents Agree and another
33.33 percent Moderately Agree that the program length is sufficient to produce
graduates with the required entry-level knowledge and/or skills in the field or workplace.
While 23.33 percent Strongly Agree, and 10 percent Disagree. Based on the results,
most of the respondents either agree or moderately agree that the program length of

33

Industrial Engineering is sufficient to produce graduates with the required entry-level

knowledge and/or skills in the field or workplace.

The program description captures the types of duties a graduate is expected to perform
in the work environment.
Table 10. The Program Description Captures the Types of Duties a Graduate
is Expected to Perform in the Work Environment
Response
Strongly Disagree (1)
Disagree (2)
Agree (3)
Moderately Agree (4)
Strongly Agree (5)
Total
Standard Weighted Mean

Frequency
0
2
12
12
4
30

Score
0
4
36
48
20
108
3.60

Percent
0.00%
6.67%
40.00%
40.00%
13.33%
100.00%

Figure 7. The Program Description Captures the Types of Duties a Graduate is

Expected to Perform in the Work Environment

34

Table 10 shows that 40 percent of the respondents Agree and another 40

percent Moderately Agree that the program description captures the types of duties a
graduate is expected to perform in the work environment, while 13.33 percent Strongly
Agree, and 6.67 percent Disagree. Based on the results, most of the respondents
either Agree or Moderately Agree that the Industrial Engineering program description
captures the types of duties a graduate is expected to perform in the work environment.

The courses are relevant to the intended career.

Table 11. The Courses are Relevant to the Intended Career
Response
Strongly Disagree (1)
Disagree (2)
Agree (3)
Moderately Agree (4)
Strongly Agree (5)
Total
Standard Weighted Mean

Frequency
0
1
10
12
7
30

Score
0
2
30
48
35
115
3.83

Percent
0.00%
3.33%
33.33%
40.00%
23.33%
100.00%

35

Figure 8. The Courses are Relevant to the Intended Career

Table 11 shows that 40 percent of the respondents Moderately Agree that the
courses are relevant to the intended career, while 33.33% Agree, 23.33 percent
Strongly Agree, and 3.33 percent Disagree. Based on the results, most of the
respondents moderately agree that the Industrial Engineering courses are relevant to
the intended career.

36

The Quality of instruction is sufficient and provides what is required in the workplace.
Table 12. The Quality of Instruction is Sufficient and Provides What is
Requested in the Workplace
Response
Strongly Disagree (1)
Disagree (2)
Agree (3)
Moderately Agree (4)
Strongly Agree (5)
Total
Standard Weighted Mean

Frequency
0
5
10
9
6
30

Score
0
10
30
36
30
106
3.53

Percent
0.00%
16.67%
33.33%
30.00%
20.00%
100.00%

Figure 9. The Quality of Instruction is Sufficient and Provides What is Requested in the
Workplace

Table 12 shows that 33.33 percent of the respondents Agree that the quality of
instruction is sufficient and provides what is required in the workplace, while 30 percent
Moderately Agree, 20 percent Strongly Agree, 16.67 percent Disagree. Based on

37

the results, most of the respondents agree that the quality of instruction is sufficient and
provides what is required in the workplace.

The Quantity of instruction is sufficient to the requirements of the workplace.

Table 13. The Quantity of Instruction is Sufficient to the Requirements of the
Workplace
Response
Strongly Disagree (1)
Disagree (2)
Agree (3)
Moderately Agree (4)
Strongly Agree (5)
Total
Standard Weighted Mean

Frequency
0
6
9
11
4
30

Score
0
12
27
44
20
103
3.43

Percent
0.00%
20.00%
30.00%
36.67%
13.33%
100.00%

Figure 10. The Quantity of Instruction is Sufficient to the Requirements of the Workplace

38

Table 13 shows that 36.67 percent of the respondents Moderately Agree that
the quantity of instruction is sufficient to the requirements of the workplace, while 30
percent Agree, 20 percent Disagree, and 13.33 percent Strongly Agree. Based on
the results, most of the respondents moderately agree that the quantity of instruction is
sufficient to the requirements of the workplace.
The Quality of guidance services is sufficient to the requirements of the workplace.
Table 14. The Quality of Guidance Services is Sufficient to the Requirements of
the Workplace
Response
Strongly Disagree (1)
Disagree (2)
Agree (3)
Moderately Agree (4)
Strongly Agree (5)
Total
Standard Weighted Mean

Frequency
0
2
13
9
6
30

Score
0
4
39
36
30
109
3.63

Percent
0.00%
6.67%
43.33%
30.00%
20.00%
100.00%

39

Figure 11. The Quality of Guidance Services is Sufficient to the Requirements of

the Workplace
Table 14 shows that 43.33 percent of the respondents Agree that the quality of
guidance services is sufficient to the requirements of the workplace, while 30 percent
Moderately Agree, 20 percent Strongly Agree, and 6.67 percent Disagree. Based
on the results, most of the respondents agree that the quality of guidance services is
sufficient to the requirements of the workplace.
The Interpersonal relationships were developed in school.
Table 15. The Interpersonal Relationships were Developed in School
Response
Strongly Disagree (1)
Disagree (2)
Agree (3)
Moderately Agree (4)
Strongly Agree (5)
Total
Standard Weighted Mean

Frequency
1
2
8
12
7
30

Score
1
4
24
48
35
112
3.73

Percent
3.33%
6.67%
26.67%
40.00%
23.33%
100.00%

40

Figure 12. The Interpersonal Relationships that were Developed in School

Table 15 shows that 40 percent of the respondents Moderately Agree that the
interpersonal relationships were developed in school, while 26.67 percent Agree,
23.33 percent Strongly Agree, 6.67 percent Disagree, and 3.33 percent Strongly
Disagree. Based on the results, most of the respondents moderately agree that
interpersonal relationships were developed in school.

The On-the-Job training or internship is enough to equip the students with hands-on
experiences related to the job.
Table 16. The On-the-Job Training or Internship is Enough to Equip the
Students with Hands-on Experiences Related to the Job
Response
Strongly Disagree (1)
Disagree (2)
Agree (3)
Moderately Agree (4)
Strongly Agree (5)
Total
Standard Weighted Mean

Frequency
0
4
11
7
8
30

Score
0
8
33
28
40
109
3.63

Percent
0.00%
13.33%
36.67%
23.33%
26.67%
100.00%

41

Figure 13. The On-the-Job Training/Internship is Enough to Equip the Students

with Hands-on Experiences Related to the Job
Table 16 shows that 36.67 percent Agree that on-the-job training/internship is
enough to equip the students with hands-on experiences related to the job, while 26.67
percent Strongly Agree, 23.33 percent Moderately Agree, and 13.33 percent
Disagree. Based on the results, most of the respondents agree that on-the-job
training/internship is enough to equip the students with hands-on experiences related to
the job.

42

Summary of Assessment of the Program

Table 17. Assessment of the Program
Measure
The course content is very
comprehensive and relevant to the
job
The program components are
relevant to the job.
The courses are relevant to the
intended career.
The Interpersonal relationships
were developed in school.
The program length is sufficient to
produce graduates with the
required entry-level knowledge
and/or skill in the field/workplace.
The objectives of the program were
achieved.
The Quality of guidance services is
sufficient to the requirements of the
workplace.
The On-the-Job training/internship
is enough to equip the students with
hands-on experiences related to the
job.
The program description captures
the types of duties a graduate is
expected to perform in the work
environment.
The objectives of the program is
similar to the objectives of the
workplace.
The Quality of instruction is
sufficient and provides what is
required in the workplace.

Mean

Verbal Interpretation

3.93

moderately agree

3.93

moderately agree

3.83

moderately agree

3.73

moderately agree

3.7

moderately agree

3.67

moderately agree

3.63

moderately agree

3.63

moderately agree

3.6

moderately agree

3.53

moderately agree

3.53

moderately agree

43

The Quantity of instruction is

sufficient to the requirements of the
workplace.
* Composite Mean

3.43

Agree

3.68

moderately agree

* Composite Mean is the average of the mean per measure.

Table 17 shows that the average of the respondents "moderately agree" on the
following measures: The course content is very comprehensive and relevant to the
job; The program components are relevant to the job; The courses are relevant to
the intended career; The program length is sufficient to produce graduates with the
required entry-level knowledge and/or skill in the field/workplace; The objectives of the
program were achieved; The Quality of guidance services is sufficient to the
requirements of the workplace; The On-the-Job training/internship is enough to equip
the students with hands-on experiences related to the job; The program description
captures the types of duties a graduate is expected to perform in the work environment;
The objectives of the program is similar to the objectives of the workplace; and The
Quality of instruction is sufficient and provides what is required in the workplace, while
the respondents agree on the following measures: The Quantity of instruction is
sufficient to the requirements of the workplace. Finally, the previous table shows a
composite mean of 3.68 percent with a verbal interpretation of moderately agree as an
overall assessment of the program. Based on average, majority of the measures in the
assessment of the program have been evaluated by the respondents as moderately
agree.

44

A study of Cosser (2003) complements the result of the measure stating that
The course content is very comprehensive and relevant to the job, and that 78 percent
of the employers indicated their satisfaction on the relevance of course content to
industry/business needs. Synthesizing the result and study, it shows that both
employers and graduates agree and indicate satisfaction with the relevancy of the
course content to the job. Meanwhile, the study of Chavez & Dotong (2008) also
provided similar results of the same measure mentioned regarding the relevance of the
Industrial Engineering curriculum to present employment.

The result still provided

consistent results with the past study conducted.

Assessment of Learning
Developed knowledge and skills applicable to a career.
Table 18. Developed Knowledge and Skills Applicable to a Career
Response
Very little (1)
Little (2)
Moderate (3)
Much (4)
Very much (5)
Total
Standard Weighted Mean

Frequency
0
1
9
14
6
30

Score
0
2
27
56
30
115
3.83

Percent
0.00%
3.33%
30.00%
46.67%
20.00%
100.00%

45

Figure 14. Developed Knowledge and Skills Applicable to a Career

Table 18 shows that 46.67 percent gained Much response in the assessment of
developing knowledge and skills applicable to a career. While 30.00 percent responded
with Moderate, 20.00 percent responded with Very Much, and 3.33 percent
responded with Little. Based on the results, most of the respondents gained much
knowledge and skills applicable to a career after taking Industrial Engineering course at
Lyceum of the Philippines-Laguna.

Developed my ability to work as a team member

46

Table 19. Developed my Ability to Work as a Team Member

Response
Very little (1)
Little (2)
Moderate (3)
Much (4)
Very much (5)
Total
Standard Weighted Mean

Frequency
0
0
5
9
16
30

Score
0
0
15
36
80
131
4.37

Percent
0.00%
0.00%
16.67%
30.00%
53.33%
100.00%

Figure 15. Developed my Ability to Work as a Team Member

Table 19 shows that 53.33 percent of the respondents gained Very Much
response in assessment of developing their ability to work as a team member, while 30
percent responded with Much, and 16.67 percent responded with Moderate. Based
on the results, majority of the respondents gained very much in developing their ability
to work as a team member after taking the Industrial Engineering course at Lyceum of
the Philippines-Laguna.

47

Motivated me to do my best work.

Table 20. Motivated me to do my Best Work
Response
Very little (1)
Little (2)
Moderate (3)
Much (4)
Very much (5)
Total
Standard Weighted Mean

Frequency
0
0
7
11
12
30

Score
0
0
21
44
60
125
4.17

Percent
0.00%
0.00%
23.33%
36.67%
40.00%
100.00%

Figure 16. Motivated me to do my Best Work

Table 20 shows that 40 percent of the respondents gained Very Much response
in the assessment on the graduates motivation to do their best work, while 36.67
percent responded with Much, and 23.33 percent responded with Moderate. Based

48

on the results, most of the respondents were very much motivated to do their best work
after taking the Industrial Engineering course at Lyceum of the Philippines-Laguna.
Provided me with a broad overview of my course/major.
Table 21. Provided me with a Broad Overview of my Course/Major
Response
Very little (1)
Little (2)
Moderate (3)
Much (4)
Very much (5)
Total
Standard Weighted Mean

Frequency
1
3
7
14
5
30

Score
1
6
21
56
25
109
3.63

Percent
3.33%
10.00%
23.33%
46.67%
16.67%
100.00%

Figure 17. Provided me with a Broad Overview of my Course/Major

Table 21 shows that 46.67 percent of the respondents gained Much broad
overview of their course/major, while 23.33 percent responded with Moderate, 16.67
percent responded with Very Much, 10 percent answered Little and 3.33 percent

49

answered Very Little. Based on the results, most of the respondents gained much
broad overview of their course/major after taking the Industrial Engineering course at
Lyceum of the Philippines-Laguna.

Developed my time-management skills.

Table 22. Developed my Time-Management Skills
Response
Very little (1)
Little (2)
Moderate (3)
Much (4)
Very much (5)
Total
Standard Weighted Mean

Frequency
1
1
8
10
10
30

Score
1
2
24
40
50
117
3.90

Percent
3.33%
3.33%
26.67%
33.33%
33.33%
100.00%

50

Figure 18. Developed my Time-Management Skills

Table 22 shows that 33.33 percent of the respondents gained Very Much and
Much time-management skills, while 26.67 percent gained Moderate, 3.33 percent
Little and 3.33 percent Very Little. Based on the results, most of the respondents
gained the responses Very Much and Much time-management skills after taking the
Industrial Engineering course at Lyceum of the Philippines-Laguna.

Developed my initiative
Table 23. Developed my Initiative
Response
Very little (1)
Little (2)
Moderate (3)
Much (4)
Very much (5)
Total
Standard Weighted Mean

Frequency
0
0
6
13
11
30

Score
0
0
18
52
55
125
4.17

Percent
0.00%
0.00%
20.00%
43.33%
36.67%
100.00%

51

Figure 19. Developed my Initiative

Table 23 shows that 43.33 percent of the respondents gained Much
development in their initiative, while 36.67 percent answered Very Much, and 20
percent answered Moderate. Based on the results, most of the respondents gained
much development in their initiative after taking the Industrial Engineering course at
Lyceum of the Philippines-Laguna.

Sharpened my analytical skills

Table 24. Sharpened my Analytical Skills
Response
Very little (1)
Little (2)
Moderate (3)
Much (4)
Very much (5)
Total
Standard Weighted Mean

Frequency
0
0
9
13
8
30

Score
0
0
27
52
40
119
3.97

Percent
0.00%
0.00%
30.00%
43.33%
26.67%
100.00%

52

Figure 20. Sharpened my Analytical Skills

Table 24 shows that 43.33 percent of the respondents gained Much analytical
skills, while 30 percent answered Moderate, and 26.67 percent answered Very Much.
Based on the results, most of the respondents gained much analytical skills after taking
the Industrial Engineering course at Lyceum of the Philippines-Laguna.

Developed my creativity
Table 25. Developed my Creativity
Response
Very little (1)
Little (2)
Moderate (3)
Much (4)
Very much (5)
Total
Standard Weighted Mean

Frequency
0
1
10
11
8
30

Score
0
2
30
44
40
116
3.87

Percent
0.00%
3.33%
33.33%
36.67%
26.67%
100.00%

53

Figure 21. Developed my Creativity

Table 25 shows that 36.67 percent of the respondents gained Much creativity,
while 33.33 percent answered Moderate, 26.67 percent answered Very Much, and
3.33 percent responded with Little. Based on the results, most of the respondents
gained much creativity after taking the Industrial Engineering course at Lyceum of the
Philippines-Laguna.

Developed my confidence to investigate new ideas

Table 26. Developed my Confidence to Investigate New Ideas
Response
Very little (1)
Little (2)
Moderate (3)
Much (4)
Very much (5)
Total
Standard Weighted Mean

Frequency
0
1
8
14
7
30

Score
0
2
24
56
35
117
3.90

Percent
0.00%
3.33%
26.67%
46.67%
23.33%
100.00%

54

Figure 22. Developed my Confidence to Investigate New Ideas

Table 26 shows that 46.67 percent of the respondents gained Much confidence
to investigate new ideas, while 26.67 percent answered Moderate, 23.33 percent
replied with Very Much and 3.33 percent gained a Little. Based on the results, most
of the respondents gained much confidence to investigate new ideas after taking the
Industrial Engineering course at Lyceum of the Philippines-Laguna.
Developed my problem-solving skills
Table 27. Developed my Problem-Solving Skills
Response
Very little (1)
Little (2)
Moderate (3)
Much (4)
Very much (5)
Total
Standard Weighted Mean

Frequency
0
1
10
11
8
30

Score
0
2
30
44
40
116
3.87

Percent
0.00%
3.33%
33.33%
36.67%
26.67%
100.00%

55

Figure 23. Developed my Problem-Solving Skills

Table 27 shows that 36.67 percent of the respondents gained Much in

developing problem-solving skills, while 33.33 percent gained Moderate, 26.67 percent
gained Very Much, and 3.33 percent gained a Little. Based on the results, most of
the respondents gained much in developing problem-solving skills after taking the
Industrial Engineering course at Lyceum of the Philippines-Laguna.
Stimulated my enthusiasm for further learning
Table 28. Stimulated my Enthusiasm for Further Learning
Response
Very little (1)
Little (2)
Moderate (3)
Much (4)
Very much (5)
Total
Standard Weighted Mean

Frequency
0
1
5
15
9
30

Score
0
2
15
60
45
122
4.07

Percent
0.00%
3.33%
16.67%
50.00%
30.00%
100.00%

56

Figure 24. Stimulated my Enthusiasm for Further Learning

Table 28 shows that 50 percent of the respondents gained Much on the

measure Stimulated my enthusiasm for further learning, while 30 percent gained Very
Much, 16.67 percent gained Moderate, and 3.33 percent gained a Little. Based on
the results, majority of the respondents are much more enthusiastic for further learning
after taking the Industrial Engineering course at Lyceum of the Philippines-Laguna.
Improved my skills in written communication
Table 29. Improved my Skills in Written Communication
Response
Very little (1)
Little (2)
Moderate (3)
Much (4)
Very much (5)
Total
Standard Weighted Mean

Frequency
0
1
9
14
6
30

Score
0
2
27
56
30
115
3.83

Percent
0.00%
3.33%
30.00%
46.67%
20.00%
100.00%

57

Figure 25. Improved my Skills in Written Communication

Table 29 shows that 46.67 percent of the respondents gained Much

improvement in written communication skills, while 30 percent gained Moderate, 20
percent gained Very Much and 3.33 percent gained a Little. Based on the results,
most of the respondents gained much improvement in their written communication skills
after taking the Industrial Engineering course at Lyceum of the Philippines-Laguna.
Helped to develop my ability to plan my own work.
Table 30. Helped to Develop my Ability to Plan my Own Work
Response
Very little (1)
Little (2)
Moderate (3)
Much (4)
Very much (5)
Total
Standard Weighted Mean

Frequency
0
1
9
15
5
30

Score
0
2
27
60
25
114
3.80

Percent
0.00%
3.33%
30.00%
50.00%
16.67%
100.00%

58

Figure 26. Helped to Develop my Ability to Plan my Own Work

Table 30 shows that 50 percent of the respondents gained Much in developing
their ability to plan their own work, while 30 percent gained Moderate, 16.67 percent
gained Very Much, and 3.33 percent gained a Little. Based on the results, majority of
the respondents are much more developed in their ability to plan their own work after
taking the Industrial Engineering course at Lyceum of the Philippines-Laguna.

Helped me make informed judgment

Table 31. Helped me Make Informed Judgments
Response
Very little (1)
Little (2)
Moderate (3)
Much (4)
Very much (5)
Total
Standard Weighted Mean

Frequency
0
1
11
13
5
30

Score
0
2
33
52
25
112
3.73

Percent
0.00%
3.33%
36.67%
43.33%
16.67%
100.00%

59

Figure 27. Helped me Make Informed Judgments

Table 31 shows that 43.33 percent of the respondents gained Much help in
making informed judgments, while 36.67 percent answered Agree, 16.67 percent
answered Strongly Agree, and 3.33 percent responded with Disagree. Based on the
results, most of the respondents gained much help in making more informed judgments
after taking the Industrial Engineering course at Lyceum of the Philippines-Laguna.

Developed my computer skills

Table 32. Developed my Computer Skills
Response
Very little (1)
Little (2)
Moderate (3)
Much (4)
Very much (5)
Total
Standard Weighted Mean

Frequency
0
5
6
12
7
30

Score
0
10
18
48
35
111
3.70

Percent
0.00%
16.67%
20.00%
40.00%
23.33%
100.00%

60

Figure 28. Developed my Computer Skills

Table 32 shows that 40 percent of the respondents gained Much development
in their computer skills, while 23.33 percent gained Very Much, 20 percent gained
Moderate, and 16.67 percent gained a Little. Based on the results, most of the
respondents gained much development in their computer skills after taking the Industrial
Engineering course at Lyceum of the Philippines-Laguna.

Developed my oral communication skills

Table 33. Developed my Oral Communication Skills
Response
Very little (1)
Little (2)
Moderate (3)
Much (4)
Very much (5)
Total
Standard Weighted Mean

Frequency
0
1
8
12
9
30

Score
0
2
24
48
45
119
3.97

Percent
0.00%
3.33%
26.67%
40.00%
30.00%
100.00%

61

Figure 29. Developed my Oral Communication Skills

Table 33 shows that 40 percent of the respondents gained Much development
in their oral communication skills, while 30 percent gained Very Much, 26.67 percent
gained Moderate, and 3.33 percent gained Little. Based on the results, most of the
respondents gained much development in their oral communication skills after taking
the Industrial Engineering course at Lyceum of the Philippines-Laguna.

Summary of Assessment of Learning

Table 34. Assessment of Learning

Measures

Mean

Verbal Interpretation

Developed my ability to work as a team.

4.37

moderately agree

Motivated me to do my best work.

4.17

moderately agree

Developed my initiative.

4.17

moderately agree

Stimulated my enthusiasm for further learning.

4.07

moderately agree

Sharpened my analytical skills

3.97

moderately agree

Developed my oral communication skills.

3.97

moderately agree

Developed my time-management skills.

3.9

moderately agree

Developed my confidence to investigate new

ideas.

3.9

moderately agree

62

Developed my creativity.

3.87

moderately agree

Developed my problem-solving skills.

3.87

moderately agree

Developed my knowledge and skills applicable

to a career.

3.83

moderately agree

Improved my skills in written communication.

3.83

moderately agree

Helped me develop my ability to plan my own

work.

3.80

moderately agree

Helped me make informed judgments.

3.73

moderately agree

Developed my computer skills.

3.70

moderately agree

Provided me with a broad overview of my

course/major.

3.63

moderately agree

* Composite Mean

3.92

moderately agree

* Composite Mean is the average of the mean per measure.

Table 34 shows that average of the respondents answered "moderately agree"

on the following measures: Developed my ability to work as a team; Motivated me to
do my best work; Developed my initiative; Stimulated my enthusiasm for further
learning; Sharpened my analytical skills; Developed my oral communication skills.;
Developed my time-management skills; Developed my confidence to investigate new
ideas; Developed my creativity; Developed my problem-solving skills;

Developed

knowledge and skills applicable to a career; Improved my skills in written

communication; Helped developed my ability to plan my own work; Helped me make
informed judgment; Developed my computer skills; and Provided me with a broad
overview of my course/major. Finally, the previous table shows a composite mean of

63

3.92 with a verbal interpretation of moderately agree as an overall assessment of

learning. Based on average, all of the measures in the assessment of learning have
been evaluated by the respondents as moderately agree.
The result shows that the Lyceum of the Philippines-Laguna has provided quality
education to the graduates (see the definition of quality education) based on the
evaluation of the graduates with a verbal interpretation of moderately agree for
assessment of program (Composite mean of 3.68), (see Table 17) and assessment of
learning (Composite mean of 3.92), (see Table 34). This result had similar findings in the
study of Edralin (2007). According to her study, this will make the graduates more
employable.
The result of the measure Developed my confidence to investigate new ideas,
had similar results from a study of Wylie (2003) that graduates express openmindedness and willingness to try and learn new ideas. Within a decade, the graduates
still provided consistent results with this measure.
The result of the measure Motivated me to do my best work, had similar results
from the study of Dotong & Laguador (2004). This measure would contribute greatly to
the graduates job placement. For almost a decade, the they still express a motivating
behavior that allows them to be at their best.

64

Status of Employment and Position of Graduates

Table 35. Employment Status and Position of the Graduates
Employment status Frequency
2
Contractual/Temporary
24
Regular/Permanent
4
No response
30
Total

Percent
6.67%
80.00%
13.33%
100.00%

Frequency
Position
Clerical/Rank and file
7
22
Professional/ Technical/ Supervisory level
1
No response
30
Total

Percent
23.33%
73.33%
3.33%
100.00%

Table 35 shows the current employment status and position of the graduates. In
the employment status, 80 percent are Regular/Permanent, and 6.67 percent are
Contractual/Temporary. 13.33 percent did not respond to the current employment
status.

In

the

current

position,

73.33

percent

are

in

the

65

Professional/Technical/Supervisory level, and 23.33 percent are in the Clerical/Rank

and File level. 3.33 percent did not respond to the current position status.

Relationship between the assessment of the program and status of employment and the
current position
Ho: There is no significant relationship between the assessment of the program
and status of employment and the current position.
Table 36. Relationship between the Assessment of the Program and Status of
Employment and the Current Position
Correlation
coefficient, r

Probability

Verbal interpretation

Status of employment

-0.286

0.157

Not significant

Current position

0.126

0.514

Not significant

Table 36 shows the correlation coefficient value of the status of employment and
the current position with values of -0.286 and 0.126 respectively, with status of
employment having a probability of 15.70 percent and current position of 51.40 percent.
Based on the results, there is an inverse relationship between the assessment of the
program and the status of employment, while there is a direct relationship between the
assessment of the program and the current position. Relationships, however, are not
significant (Accept Ho).

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Relationship between the assessment of learning and status of employment and the
current position
Ho: There is no significant relationship between the assessment of learning and
status of employment and the current position.
Table 37. Relationship between the Assessment of Learning and Status of
Employment and the Current Position
Correlation
coefficient, r

Probability

Verbal interpretation

Status of employment

-0.187

.362

Not significant

Current position

0.244

.203

Not significant

Table 37 shows the correlation coefficient of status of employment and current

position with values of -0.187 and 0.244 respectively, with status of employment having
a probability of 36.20 percent and current position of 20.30 percent. Based on the
results, there is an inverse relationship between the assessment of learning and the
status of employment, while there is a direct relationship between the assessment of
learning and the current position. Relationships, however, are not significant (Accept
Ho)
Relationship between the status of employment of males and females

67

Ho: There is no significant difference between the status of employment of males

and females.
Table 38. Relationship between the Status of Employment of Males and Females

Status of employment

t-value
0.000

Probability (p)
1.000

Verbal interpretation
Not significant

Table 38 shows the t-test value of 0.00 with a probability of 100 percent for the
status of employment between males and females. Based on the results, there is no
significant difference in the status of employment between male and female
respondents (p=1.0) (Accept H o). The results had similar findings in the study of Baes &
Magnaye (2004) that the status of employment had no significant relationship with the
biographical characteristics of the graduates, specifically, gender. For almost a decade,
the result still did not indicate significant relationship between status of employment and
gender.
To help the interpretation of the data, the researchers have tallied survey
answers regarding the status of employment of each respondent while considering their
gender.

Table 39. Tallied Results between Males and Females Regarding the Status of
Employment
Status of Employment

Male

Percent

Female

Percent

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Temporary/Contractual
Regular/Permanent
No Reply
Total

1
12
2
15

6.67%
80.00%
13.33%
100.00%

1
12
2
15

6.67%
80.00%
13.33%
100.00%

Result shows that two are Temporary/Contractual which consists of a male and
a female. Similarly, Regular/Permanent consists of equal counts for both genders until
No Reply. Through observation of the results, it tells that there is no significant
difference in the status of employment between males and females.

69

Chapter 5
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This

chapter

will

discuss

the

summary

of

findings,

conclusions

and

recommendations that is based on the previous chapter of this study. The summary of
findings

will

be

discussed

first,

followed

by

conclusions,

then

finally

the

recommendations. The recommendations would indicate the researchers suggestions

for future researchers of this study.

Summary of findings
1. There are 73 respondents of the study. Thirty of the 73 respondents
answered the survey, where there are 15 male and 15 female
respondents, with a total of 30 survey responses.

70

2. Majority of the graduates (83.33 percent) have earned an initial gross monthly
income of 10,000 to less than 15,000 in their first job. The minority (13.33
percent) on the other hand, have a monthly income of 15,000 to less than
20,000. 3.33 percent of the respondents have indicated an initial gross
monthly income of 5000 to less than 10,000.

3. Most of the graduates (36.67 percent) have stayed in their jobs for one year
to less than two years. This is followed by one to six months (20 percent),
then two years to less than three years (16.67 percent), and then three to less
than four years (10 percent). Ten percent of the respondents did not indicate
their employment length.
4. Majority of the graduates have an employment status of regular or permanent
(80 percent) in their respective jobs while the minority (6.67 percent) are
temporary or contractual. 13.33 percent of the respondents did not indicate
their employment status.
5. Majority of the graduates (73.33 percent) belong to positions classified as
professional/technical/supervisory level of work while the minority (23.33
percent) works as clerks or rank and file employees. 3.33 percent of the
respondents did not indicate their current job position.

71

6. The assessment of Industrial Engineering program obtained a composite

mean of 3.68 with a verbal interpretation of Moderately Agree.
7. The assessment of learning for the Industrial Engineering course at Lyceum
of the Philippines-Laguna obtained a composite mean of 3.92 with a verbal
interpretation of Moderately Agree.

8. The assessment of the program and the status of employment obtained a

Pearson correlation coefficient of -0.286 with a probability of 15.70 percent.
9. The assessment of the program and the current position obtained a Pearson
correlation coefficient of 0.126 with a probability of 51.40 percent.
10. The assessment of learning and the status of employment obtained a
Pearson correlation coefficient of -0.187 with a probability of 36.20 percent.
11. The assessment of learning and the current position obtained a Pearson
correlation coefficient of 0.244 with a probability of 20.30 percent.
12. The relationship of the employment status between males and females
obtained a t-value of 0.00 with a probability of 100 percent.

72

Conclusions
1. The initial salary of an Industrial Engineering graduate of Lyceum of the
Philippines-Laguna can range from 5,000 up to 20,000 during his/her first job,
where 10,000 up to 15,000 is more often or common.
2. The Industrial Engineering graduates of Lyceum of the Philippines-Laguna stay in
their first job that ranges from one month up to three to less than four years.
Where most of the graduates stay for one year to less than two years.

3. Majority of the Industrial Engineering graduates of Lyceum of the PhilippinesLaguna have an employment status of regular or permanent. Few of the
graduates obtained a temporary or contractual employment status.
4. Majority of the Industrial Engineering graduates of Lyceum of the PhilippinesLaguna are working in the professional/technical/supervisory level of work. Only
few work as a clerk or rank and file.
5. The graduates evaluate the Industrial Engineering program as Moderately
Agree with a composite mean of 3.68. Similarly, in the assessment of learning
for the Industrial Engineering course, it obtained a composite mean of 3.92 with a
verbal interpretation of Moderately Agree. The evaluation tells that Lyceum of
the Philippines-Laguna has provided quality education to the graduates.

73

6. For the Industrial Engineering program, the following are concluded:

The Industrial Engineering course content is very comprehensive and

relevant to the job, as well as its program components;

Its objectives were achieved, and are similar to that of the workplace;

It is sufficient to produce graduates with the required entry-level

knowledge and/or skills in the field/workplace;

Its program description captures the types of duties a graduate is

expected to perform in the work environment;

The course is relevant to the intended career; and

It allows interpersonal relationship to be developed in school.

7. For the Lyceum of the Philippines-Laguna, the following are concluded:

The quality of instruction is sufficient and provides what is required in the

workplace;

The quantity of instruction is not sufficient to the requirements of the

workplace;

The quality of guidance services is sufficient to the requirement of the

workplace; and

The on-the-job training/internship is enough to equip the students with

hands-on experiences related to the job.

74

8. The Industrial Engineering course, in terms of learning at Lyceum of the

Philippines-Laguna, makes a person develop the attitude or behavior of being a
good team player, having better time-management skills, becoming more
enthusiastic in further learning and being open to the ideas of others, becoming
more responsible and independent in his or her work, becoming analytical and a
problem solver, having a improved oral and written communication skills, improved
computer literacy, and improved decision-making skills. All of the measures in the
assessment of learning obtained a verbal interpretation of Moderately Agree from
the graduates.
9. There is an inverse relationship between the assessment of the program and the
status of employment; however, it is not significant.
10. There is a direct relationship between the assessment of the program and the
current position; however, it is not significant.
11. There is an inverse relationship between the assessment of learning and the
status of employment; however, it is not significant.
12. There is a direct relationship between the assessment of learning and the
current position; however, it is not significant.
13. There is no significant difference in the status of employment between males
and females.

75

Recommendations
The researchers would like to recommend the following:
For the Lyceum of the Philippines-Laguna:
The course syllabus should be given importance by the institution since the
review of curriculum is done yearly by each department with the help of professors,
alumni and industry partners. The quality of teaching should also be emphasized well.
This may consist of factors such as methods of teaching of the instructors, and the
qualifications of teachers. On the-job training/Internship may need improvement, such
as extending the current period length to ensure that the graduates are more prepared
for the job. There should also be updated current and integrated industry-based
software tools to improve computer literacy of students. Students should be trained
more in written communication since this is a significant skill to any job.

For the Industrial Engineering students:

The study is recommended as a journal to be browsed for career guidance for
Industrial Engineering profession. This will also allow the students to be informed with
the status of employment, the salaries and the jobs that they could have after
graduation.
For the future researchers:

76

The Graduate Tracer Study of Industrial Engineering in Lyceum of the

Philippines- Laguna from batch 2010 to 2012 is recommended as a reference in doing
another graduate tracer study. The data and results, and the conclusions of this study
such as the assessment of the program and learning would provide comparative results
with any future study that is similar or related to this.