Mabayuhan Senior High School Olongapo City

MABAYUHAN SENIOR HIGH SCHOOL
OLONGAPO CITY
Chapter I
ASSESSMENT of GENERAL ACADEMIC STRAND 11
ENROLMENT in MABAYUAN SENIOR HIGH SCHOOL
S.Y 2018-2019
Introduction:
Education is very important part of one’s life , sometimes a
persons choice depends on the level of their educational attainment that
is why most of people strive harder just to finished their studies . It is
important for a person to choose and to know they wanted to do in life
and wanted to become . Education has a lot to offer , so it is up to a
person what courses they wanted to take .
The researchers conducted this research that was all about
assessing the General Academic Strand 11 . T he researchers choose the
10% of the population of all Grade 11 students in Mabayuan Senior
High School to be their respondents and the researchers also belong to
both Accountacy,Business and Management and General Academic
Strand .
MABAYUAN SENIOR HIGH SCHOOL
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The reasons why they conducted this 1.) because they want to
know why General Academic Strand 11 is outnumbered this year 2.)
because they want to know the reasons of the respondents why did not
enroll to General Academic Strand .
The purpose of this study is 1.) to inform what are the possible
courses that can be taken by General Academic Strand students in
college 2.) to cope the efficiency of being General Academic Srand
student 3.) to know the benefits that will get when the students belong to
General Academic Strad .
The example questions that identified where the profilre of the
respondents , where the respondents belonging , what the respondrents
thinks benefits their future career , what made the respondents enroll to
their chosen strand , what are the advantages of their track than General
Academic Strand , If they believe that General Academic Strand is
harder than other strand and if General Academic Strand is one of their
choices strand from the beginning .

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Research Locale:
This research was conducted in Mabayuan Senior High School
located along otero avenue , beside Mabayuan Elementary School , near
the creek of the Mabayuan Olongapo City
Fig. 1 Research Locale Map
Trusts, the Daughters of Charity decided to turn over the administration
to the Diocese of Iba in the year 1993. For this reason, most Reverend
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Deogracias Iñiquez, Jr., D. D., Bishop of Iba, appointed Rev. Fr. Daniel
O. Presto as the first Diocesan priest to administer the College. It is
during this time that the third campus in Sta. Cruz, Zambales was
established.
By and large, Columban College gladly welcomed the challenges
of the new millennium and is determined to move forward towards
quality education. The ongoing Accreditation process will certainly
facilitate the acquisition of University status of the College. The
College will sustain its commitment to the Catholic formation of
students and professionals who are to become leaders to the community,
willing to render their services to the people, the development of their
intellectual independence, their relevance and being productive citizens
of this country, having Christ as the center of all (CC-Proposed Faculty
Manual, 2000-2001).
DEPED VISION
We dream of Filipinos who passionately love their country and
whose value and compentencies enable them to realize their full
potential and confidence meaningfully to building the nation.

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As a learner centered public institution , the Department of Education
continuously improved itself to better served its stakeholders.
DEPED MISSION
To protect and to promote the right of every Filipino to quality,
equitable, culture-based, and complete basic education where, students
learn in a child-frienldly, gender sensitive, safe and motivating
environment.
Teachers facilitate learning ad constantly nurture every learner.
Administrators and staff, as stewards of the institution, ensure an
enabling and supportive environment for effective learning to happen.
Family, community and other stakeholders are actively engaged and
share responsibility for developing life-long learners.
Conceptual Framework
This conceptual framework shows about how the researcher build
the capability of General Academid Strand students. This was followed
by a description of roles and important characteristics of instrument for
review currently available and a summaruy of their uses and limitations.

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Fig. 2 Basic Objectives of the Study

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Statement of the Problem
This tracer study of the Assessment of General Academic Strand
11 enrollment in Mabayuan Senior High School S.Y 2018-2019 sought
the answer of the following questions:
1. What is your basis in choosing your strand? Explain.
2. Why do you think that the strand you choose will benefits your
future career?
3. What made you enroll in other strand?

4. What are the advantages and benefits that your strand offers
compared to GAS?
5. Do you think that GAS is harder than other strand?
6. Does GAS is one of your choices strand? If yes, why?
Assumptions
In line with the posited specific problems, this study considered
the following assumptions:
1. The empirical data gathered through the GAS 11 survey-
questionnaire is a solid reference of characteristics and statuses of all
the Grade 11 students in MSHS.

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2. The expectation of the that the co-students, parents, teachers
and administrator will be informed to this research that they might
understand .
3. The relevance of the curricular offerings and
competencies/skills learned as institutional inputs is contributory to
present employment status.
4. The present employment status of the graduates is an
indicative of quality education provided by the college.
5. The data gathered is a solid reference towards curriculum
enhancement.
Scope and Delimitations
The focus of this study was to conduct an empirical overview of
the perspective of students by choosing the career they want in future
which composed of 10% of the population of all Grade 11 students in
Mabayuan Senior High School both male and female.
Lastly, the findings are intended for the educational reforms by
the MSHS to further improve its DepEd curricular offerings of the
Senior High School.

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Significance of the Study
This significance of this research is to assess the other students
why they did not enroll on GAS in MSHS this year.
MSHS Administrators. They can give an advice to the enrolies
what are the advantages and disadvantages of being GAS. This is an
opportunity to the administrator to encourage the students to enroll in
GAS, and this can help to increase the number of students in GAS.
MSHS Teachers. Being the second parents of all students, they
can understand the perspective of every students why they enroll to a
different strand.
Parents. By achieving an everyday lifestyle, parents who give
support and guidances on students to create a successful research.
Parents are more capable by lecturing a students/researchers and make
them understand the reasons why students/researchers will be more
organize although teachers can.
Students. To achieve a more reliable and successful research.
Grade 11 GAS students create a research to help more understand being

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a GAS students. Student in MSHS being a respondents had the most
important part. To know their response why they did not enroll in GAS.
Future Researchers. Because of this study, those future
researcher will know the advantages and disadvantages of being GAS
student and gain knowledge to begin their own research. Also they can
use this study to help more understand their topic and become guide. So
in future Grade11 GAS in MSHS will know the hardships and research
it.
Definition of Terms:
Attainment . Something that has been gotten , done or achieved
through effort .
Perspective . A particular attitude toward or way of regarding
something; a point of view .
Empirical . Based on testing or experience .
Efficiency . The ability to do something or produce something without
wasting materials , time or energy .
BSED . Bachelor in secondary education .
BEED . Bachelor in elementary education
BSBA . Bachelor of science in business administration .

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Chapter 3
RESEARCH METHODOLOGY
This chapter describes the methods of research . Research is
designed to aim the operational frameworks of the study , specifically
the description of the respondents and instruments used .
Research Method
The researcher used descriptive method to discuss the assessment
of General Academic Strand 11 enrolment in Mabayuan Senior High
School S.Y 2018-2019 . According to McNeill (2018) Descriptive
research is a methodology that is not exclusive to market researchers but
one that can to a variety of research method used in health care ,
psychology and education . At it’s core , descriptive research seeks to
describe the characteristics or behavior of an audience while it’s not
grounded in statistics , and usually leans towards qualitative methods , it
can include quantifiable data as well . This research method is used to
discuss the advantages and disadvantages of other strand than General

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Academic Strand . This method is used to gather the perspective of
every students for choosing their future career in their chosen strand .
Respondents
This study contains the 10% of the population of all Grade 11
students in Mabayuan Senior High School S.Y 2018-2019 both male and
female .
Instruments
The researchers used survey-questionaire .
The instruments is composed of various parts . First , the
researchers focused on the profile of the respondents in terms of age ,
sex and strand . Second , the perception of the respondents to their
chosen strand and assessment of General Academic Strand 11 enrolment
in Mabayuan Senior High School S.Y 2018-2019 in relation to reasons
of the respondents why they did not enroll to General Academic Strand .
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Distribution of Graduates per Year of

Graduation and Program
Year of BSIT BSCS Traced Traced

Graduation Graduates Graduates BSIT BSCS
Total Total Graduates Graduates
2006 30 32 25 27
2007 23 28 20 21
2008 24 16 18 12
2009 35 9 29 8
2010 22 19 18 14
Total 134 104 110 82
Percentage 82.09 78.85
Table 1 presents the actual number of respondents from various
years of graduation.
Instrument
The researcher used a survey-questionnaire, which is revised
based from the instrument provided by the Commission on Higher
Education (CHED).
The instrument is composed of various parts. Part I focused on the
biographical characteristics of the graduates in terms of gender and
reasons for taking the course. Part II of the instrument is the

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employment data of the graduates in relation to the reasons why they are
not yet employed or if still unemployed at the time of the study; present
employment status; present occupation; reasons for staying on the job;
reasons for accepting the job; number of years in the first job; ways of
finding the first job; number of months/ years in landing the first job;
and initial gross monthly income in the first job after college. Part III
solicits information on the relevance of the curricular offering of the
college to the first job of the graduates, as well as the competencies/
skills learned in the college useful in the first job of the graduates. Part
IV gathers information relative to the suggestions of the respondents on
how to improve curriculum of the programs.
Validation of the Instrument
There was no major validation of the instrument done because it
was issued by the CHED to facilitate the tracer study of the graduates in
the region.
However, minor reconstruction on the direction/ instruction was
done to simplify the instrument for face validity. The final draft of the
instrument was shown to the researcher’s adviser for final approval.

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Data Gathering Procedure
A permit was secured from the office of the College President
through the Director, Admissions and Registration Office for the actual
list of 2006 to 2010 graduates of the BSIT and BSCS programs of the
College.
After the approval, the researcher personally asked the assistance
of the MIS office for the actual listing of the desired respondents. With
the help of the alumni office of the college, friends, currently enrolled
BSIT and BSCS students, and e-mail communication, the researcher
was able to distribute and retrieved the desired number of the
respondents for the study.
Treatment of Data
The data gathered from the respondents were treated statistically
using the following formula:
1. Percentage. This was used to determine the proportion of the
respondents in terms of the profile, and employment data.
Formula:
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% = f/n x 100
Where:
% = Percentage
f = Frequency
n = Total Number of Cases
100 = Constant Value
2. Mean. This was used to determine the mean number of years
in the first job; number of months/years in landing the first job; and
initial gross monthly income in the first job after college.
Formula: X = Fx/N
Where: X = Mean
F = Frequency
X = Midpoint/Weight
N = Total Number of Cases

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Chapter 4
REVIEW OF RELATED LITERATURE

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Chapter 5
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the data gathered, the analysis and
interpretation relative to the specific problems of the study posited in
chapter 1.
1. Reasons of Taking the Course
The reasons of taking the course by the traced graduates are
presented in Table 2.
Various reasons of the graduates for taking the course are
explicitly shown in Table 2. As exposed, the primary reasons for taking
ITE course are prospect for immediate employment, prospect of
attractive compensation, opportunity for employment abroad, and status
or prestige of the profession. These reasons are evident from both
groups of graduates.
Other reasons are availability of course offering, strong passion
for the profession, affordable for the family, and influence of parents or
relatives
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In short, the graduates are very optimistic to land on related jobs
once they graduate either locally or internationally.
Table 2
Reasons for Taking the Course
BSIT BSCS
Reasons for Taking the Course
F* % F* %
1. High grades in the subject related to
the course 11 10 10 12.19
2. Influence of parents or relatives 22 20 20 24.39
3. Peer Influence 27 24.54 25 30.48
4. Inspired by a role model 12 10.90 16 19.51
5. Strong passion for the profession 32 29.09 34 41.46
6. Prospect for immediate employment 93 84.54 61 74.39
7. Status or prestige of the profession 73 66.36 49 59.75
8. Availability of course offering 47 42.72 32 39.02
9. Prospect of career advancement 29 26.36 22 26.82
10.Affordable for the family 27 24.54 25 30.48
11. Prospect of attractive compensation 91 82.72 59 71.95
12.Opportunity for employment abroad 78 70.90 53 64.63
*multiple responses
2. Employment Data of the Graduates
The employment data of graduates are presented in the following
Tables. These include the present employment status; present
occupation; reasons for staying on the job; number of years in the job;
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ways of finding the first job; number of months/ years in landing the
first job; and initial gross monthly income in the first job after college.
2.1 Present Employment Status
The present employment statuses of the graduate are shown in
Table 3. As reflected, majority of the traced BSIT graduates are already
regular or permanent resulting to seventy-nine (71.81%) and some of
them are temporary or casual (28.18%). On the other hand, majority
(65.85%) of the traced BSCS graduates is already regular in their
employment and only 65.85% are regular or permanent and the rests are
temporary/ casual. Thus, there is a high rate of employability among
graduates.
Table 3
Present Employment Status of the

Graduates
Employment Status BSIT BSCS

F % F %
Regular or Permanent 79 71.81 54 65.85
Temporary/ Casual 31 28.18 28 34.14
Total 110 100 82 100
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The data seems to deny the revelations in the On-line news patrol
portal (2012). Silicon Valley-trained Filipino software gurus said only
10 percent of information technology or computer science graduates are
hirable - a reflection of the sorry state of the country's IT education.
During the 4th International Outsourcing Summit, experts said the
Philippines must produce "hirable" graduates so it can get a bigger slice
of the entire software development market.
In 2011, the country produced 70,000 graduates of computer
science, IT and related courses. The Philippines is only 0.25 percent of
the global industry and this can be reversed given the number of
potential talents that the country can hone.
Winston Damarillo, chief executive and co-founder of LA-based
Morphlabs, said there is a low hiring readiness of IT-computer science
graduates because of their "under-education" - even to the point that
they are considered "uneducated" by big software companies.
Joey Gurango, founder and managing director of Gurango
Software Corp. agreed, saying around 50 percent of IT and IT-related
degrees are substandard.

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"There are some culprits “na basta makapag-bigay lang ng
degree”. There's too many of that. Unfortunately, these kids don't know
any better, their parents don't know. “Kasi baka dahil mura or
magandang ang advertising ng school," Gurango said.
"That diploma mill industry is damaging to the workforce. There
is a significant number of degrees that don't mean anything," he added.
In Gurango Software, about 50 percent of the resumes sent are
from graduates of BS Information Technology but these applicants do
not know basic programming or could not even write a single line of
code.
These graduates were trained to repair computers but were led to
believe they could be employed in the programming or software
development, he said, adding that some of those who could do
programming are self-taught.
Another stumbling block is that those universities and colleges
that produce skilled IT or computer science graduates do not have
enough linkage with the industry. "They are learning the right things but
these are not what the industry needs. So we are trying to address that
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from our end by having ongoing discussion with schools and looking at
their curriculum," Gurango said.
This must be a one-on-one linkage that is initiated by the
educational institution because producing employable graduates is
advantageous to them. These schools can pick around five to six
companies that they can tap for partnerships. "They might be teaching
subjects that are not anymore used in the industry. The top three schools
do not have a problem with it but those below that ranking should strive
to have that linkage," Gurango said. Because of this, around 30-40
percent of the fresh graduates of IT-allied courses go abroad because
they could not get jobs locally while the rest shift to other unrelated
industries.
Alvin Gendrando, Microsoft Philippines director, said that aside
from eliminating outdated courses like Visual Basic through industry
linkages, companies should train their new employees in additional
programs that are in-demand in the market today like Java.
The local software industry must also start accrediting college
programs and do school rankings to weed out the diploma mills to help
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parents and students choose wisely and to save time and money,
Gendrado said.
2.2 Present Occupation
Majority of the traced graduates from both degree programs are
technical support specialist, information security administrator, and
network administrator. Some of them are application developer,
instructor, web / system analyst. Still other are employed not related to
IT jobs such as clerical, sales, receptionist, etc.
Table 4
Present Occupation of the Graduates
BSIT BSCS
Present Occupation F % F %
Applications developer 2 1.81 - -
Database Administrator/ Designer 3 2.72 - -
Information Security Administrator 27 24.54 22 2.68
IT/ CS Instructor 4 3.63 1 0.12
Network Administrator/ Engineer 19 17.27 15 18.29
Web/ Systems Analyst/ Developer 2 1.82 - -
Technical Support Specialist 42 38.18 36 43.90
Others 11 10 8 9.75
Clerk (4) (3)
Sales (2) (1)
Receptionist (5) (4)
Total 110 100 82 100
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There are a wide range of skills that provide opportunities for
information technology employment. The skill sets necessary to have a
career in this industry is based on three types of positions: development,
support and analysis. Combine these skills together to take advantage of
an entire range of new positions that are in high demand. All
information technology careers require a similar set of basic skills. A
solid understanding of mathematical concepts and a high degree of skill
in data manipulation and multiple step logic is required. Communication
skills and the ability to understand a wide range of perspectives is
critical. Detail orientation and mental focus are necessary skills.
Development positions include programmers, system developers
and computer configuration staff. A degree in math, computer science,
or computer engineering is a basic requirement. Additional certification
in specific programming languages and techniques are required to
maintain information technology employment. New programming
languages are continually being developed.
Support staffs in information technology are generally divided
into two roles: user support and hardware support. User support includes
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assisting with computer software purchase, installation and training.
Degrees or diplomas in technology, adult education or computers are all
helpful for these roles. Employment as support staff often includes
training, writing documentation, working on a help desk and
troubleshooting. Communication and people skills are the most
important tools required for this type of position.
Information technology is a rapidly growing field, with huge
changes in technology occurring all the time. Continuing
information technology employment requires a commitment to
continuing education and learning throughout your career. There are
many opportunities to advance from an entry-level job to a professional
position by simply expanding your knowledge base and working hard. A
critical skill for information technology employment is an affinity for
problem solving and taking initiative.
2.3Reasons for Staying on the Job
Various reasons for staying on the job by these employed
graduates are presented in Table 5.
Table 5
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Reasons for Staying on the Job
*Reasons for Staying on the BSIT BSCS

Job F % F %
Salaries and Benefits 48 43.63 27 32.92
Related to special skills 76 69.09 51 62.19
Proximity to residence 12 10.91 22 26.83
*Multiple Responses
From the viewpoint the groups of traced graduates, related to
special skills is the most prominent reason for staying on the job. Other
reasons are salary and benefit related and proximity to residence.
This implies that the graduates have varied reasons why they are
staying on their current jobs. They are extrinsically motivated relative to
the salary and other benefits they are receiving from their respective
companies.
2.4 Number of Years in the Present Job
Table 6 reveals the number of years in the job of the graduates at
present.
Table 6
Number of Years in the Present Job
BSIT BSCS
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Number of Months/ Years in the F % F %

Present Job
1 year to less than 3 years 44 40 33 40.24
3 years to less than 6 years 66 60 49 59.75
Total 110 100 82 100
Majority of the traced graduates are already in their respective
jobs for 6 years now especially those graduates from 2006 to 2008 while
the rests are almost three years now in their present jobs. This means
that the IT graduates can immediately be employed to various related
fields right after graduation.
From the employers’ perspective, employability is the tendency of
graduates to exhibit attributes or characteristics that employers foresee
as necessary for the effective functioning of their organization in the
future (Harvey et al., 1997). Studies have shown that employers, at least
those from the private sector, tend to look for more than the educational
credentials (Gunawardena, 1993). For them, education should be viewed
in the broader sense, with learning not confined to what is learned from
the book; rather it entails the development of higher cognitive abilities

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and applicable transferrable skills, along with personal development and
language proficiency.
Other studies have pointed to the preference of employers for
graduates who have “self-theories” that are characterized by confidence,
optimism and the belief in their ability to make a difference. Employers
likewise want graduates who are able to adapt to the workplace, who
can use their skills to advance the organization, who can participate in
innovative teamwork (Little, 2001), and who can display critical
thinking required for innovation and the anticipation of change (Harvey
et al., 1997).
2.5 Ways of Finding the First Job
Several ways of finding the first job as identified by the graduates
are revealed in Table 7.
Table 7
Ways of Finding the First Job
Ways of Finding the First Job BSIT BSCS

F % F %
Response to an advertisement 34 3.09 26 31.70
Recommended by someone/ friend 9 8.18 15 18.29
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Job fair or Public Employment Service

Office (PESO) 57 51.81 41 50
Total 110 100 82 100
As revealed in the Table, greater percentages of the traced
graduates are employed by means of job fair or Public Employment
Service Office or PESO, followed by response to an advertisement.
Other means is through the recommendation of someone/ friend.
Zunega (1997) mentioned that regardless of the various strategies
used by the graduates to look for a job, the industries are changing their
perception of recruiting employees, industry is looking for college
graduates that have served an internship while in school and have the
necessary skills needed by the IT industry. This is typically a standard
found in many countries around the world.
From an educational perspective, the existing four-year
educational system directed towards meeting industry needs in the past
has been met with forced change. The industries recognize that
technology, societal changes and issues surrounding profitability and
product viability are challenged on a daily basis.

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Recruitment is now focusing away from what was required in the
ability to carry out entry-level management positions, to designing
employee hire criteria that include elevated requirements employment
for entry-level management.
Moreover, the educational system needs to focus on meeting the
rapid evolutionary industry needs, as well as campus recruiters’
perceptions and constructs to hire new management personnel.
The results imply that the there is a need to enhance the schools’
job placement activities and strategies to bring successful graduates to
find prestigious jobs based on their knowledge, skills and abilities.
In addition, networking involves making work-related
connections with people the graduates already know and people they
meet during the job search—and it is a powerful tool. “Networking is a
major activity, as suggested by the finding and it’s important to devote a
lot of time to it. For graduates especially, networking may offer the
chance to show people more directly how they qualify for a specific
career. Graduates could ask family, friends, and professors for help.
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They can also check with career center or academic department for
opportunities to speak with alumni.
Response to some adverts (Job posting), including those in
newspapers and professional publications and on the Internet, are
another source of opportunity.
2.6 Initial Gross Monthly Income
The initial gross monthly income in the first job of these graduate-
respondents is gleaned in Table 8.
As exposed by the graduates, majority from the both groups
revealed that they are enjoying P5, 000.00 to less than P10, 000.00
initial gross monthly incomes, followed by those earning P15, 000.00 to
less than P20, 000.00 a month. Others are earning as much as 25,000 a
month.
Table 8
Initial Gross Monthly Income in the

First Job After College
Initial Gross Monthly Income BSIT BSCS

F % F %
P5,000.00 to less than P10,000.00 40 36.36 31 37.80
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P10,000.00 to less than P15,000.00 15 13.63 14 17.07

P15,000.00 to less than P20,000.00 39 35.45 28 34.14
P20,000.00 to less than P25,000.00 9 8.18 5 6.09
P25,000.00 and above 7 6.36 4 4.87
Total 110 100 82 100
In support to the revealed data, the Department of Labor and
employment (DOLE) has cited that cyber-services or Information
technology (IT) industry offers the highest-salary paying jobs for
professionals. Labor secretary Rosalinda Baldoz said that graduating
high school students should consider taking IT courses in college due to
its high demand and job offers. According to labor secretary, IT
professionals get salary ranges between P13, 000 to P40, 000 per month
and may increase to P50, 000 for highly experienced.
“High-demand and high-paying jobs in the cyber-services
industries include web developers, network engineers, computer
programmers, program analysts, systems-analysts, technical support
representatives, and software engineers, among other,” said Baldoz.
Baldoz also presented the DOLE’s 101 Career Guide, a comprehensive
list of careers that would lead to jobs identified to be in-demand during

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the next ten years in the country’s key employment generating sectors,
or KEGS.
3. Relevance of the Curriculum to the Job of the Graduates
The agreement as to the relevance of the curriculum to the job of
the graduates is exposed in Table 9.
From the groups of traced graduates, majority responded “Yes” as
to the relevance of the curriculum. Thus lower percentages responded
“No”. This implies that the graduates are aware of the relevance of the
curriculum to the needs of the industries nationwide. The curriculum
dictates and nurtures the skills needed by the students enrolled thereby
providing them the necessary skills, values, and competences as
required by the industry.
Table 9
Relevance of the Curriculum to the First

Job of the Graduates
Relevance of the BSIT BSCS

Curriculum F % F %
Yes 76 69.09 53 64.63
No 34 30.91 29 35.37
Total 110 100 82 100
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Specific suggestions highlighted the need for reassessment and
improvement of the existing IT programs including the need for a new
philosophy and faculty that are capable in teaching what industry needs
today and will need in the future.
This means that, existing faculty needs to be encouraged to gain
relevant knowledge and experience; programs should emphasize
graduates’ operational skills, level of commitment and ability to deliver
quality services. Both groups perceive a need for a greater depth of
knowledge in all subject areas; greater emphasis on management and
operations; emphasis on the basic principles of all technical subjects.
Moreover, almost all activities, businesses, machines and
automated tasks are performed with the help of computers.
Communication, traffic lights and ATM machines are but some of the
things that we encounter almost every day which utilize computers to do
specific tasks. Computers were made to make things easier for human
society, and these are conveniences that most if not all of communities
enjoy in the present time. These may be the reason why computers are
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very much part of daily living; making it more important for everyone to
know and study more about computers and its functions.
This means that, whatever Information Technology course, a
student enrolling in any IT related program must make sure to have a
strong foundation in the field of computers.
In a survey conducted in Sri Lanka (Chandrasiri, 2008), initiative,
lexibility and adaptability emerged as the top three attributes for private
sector employment. Other frequently cited attributes include
communication skills, team orientation, trainability, presentation skills,
positive attitudes, accountability, ambition, discipline and civic skills.
Thus, the curriculum prepares student for future plans of
establishing a career, and by virtue of enrolling in an internationally
accredited school gives student more opportunities to get hired in the
international market.
4. Competencies/ Skills Learned Useful to the Job of the Graduates
Table 10 provides the data as to the competencies/ skills learned
useful to the job of the graduates. Competency refers to specific skills,

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knowledge and attitude that may be demonstrated through performance,
while standards are common set of expectations
Table 10
Competencies/ Skills Learned Useful to the

Job of the Graduates
*Competencies/ Skills Learned BSIT BSCS

F % F %
1. Personal Skills - - - -
Personal-discipline skills 78 70.90 67 81.70
Critical-thinking skills 62 56.36 52 63.41
Inter and intra person motivation skills 89 80.90 68 82.92
Problem solving skills 71 64.54 49 59.75
Planning and organizing skills 65 59.09 48 58.53
Ethical thinking 73 66.36 56 68.29
Innovative 58 52.72 43 52.43
Perseverance in pursuing goals and 91 82.72 70 85.36
continuous improvement
2. Interpersonal Skills - - - -
Team work and collaborative skills 94 85.45 71 86.58
Oral and written communication skills 61 55.45 52 63.41
Conflict resolution skills 72 65.45 54 65.85
3. Technical Understanding - - - -
3.1 For Computer Science (CS) - - - -
Application of fundamental computer - -
concepts as problem solving skills. 43 52.43
Design and implementation of - -
computer-based solutions. 37 45.12
Research in Computer Science related - -
areas. 4 4.87
Integration of knowledge learned in - -
different areas of Computer Science. 52 63.41
3.2 For Information Technology (IT) - - - -
Systems analysis and design. 11 10 - -
Operation of database, networks and - -
multimedia systems. 43 39.09
Software integration, testing and - -
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documentation. 77 70
Systems management and - -
administration. 49 44.54
*Multiple Responses
problem solving skills are the technical skills learned by the BSCS
graduates while software integration, testing and documentation, and
systems management and administration skills for the BSIT graduates.
Other skills are research and operation of database, networks and
multimedia systems including systems analysis and design. This means
that the graduates are tooled with the basic knowledge and competencies
Thus, assessment of the job market demand in the industry is
essential for supporting education program. Research has shown that
curriculum which parallels industry needs can assist in the career
preparation of graduates in pursuit of postgraduate careers.
If education can modify curriculum on a calculated schedule it
could potentially offer resolution for issues regarding dated content and
skills sets, which do not match industry, need.
Ultimately the skills learned by students must mirror
contemporary skills demanded by today’s competitive and quickly
changing hospitality industry.

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5. Implications of the Findings towards Increased Employability of

Graduate
The global economy favors knowledge and technology. Higher
education is increasingly being viewed as central to national strategies
for securing shares in the global market and universities as the
repositories of valuable human capital to support national development.
Graduate unemployment is dependent on many factors. Creating
enough jobs to meet the increasing numbers of highly educated young
people is a priority of governments. HEIs, on the other hand, have to
ensure that they are producing the right kind of graduates who can meet
the demands of employers.
However, in times of economic hardships and intense
competition, it is not easy for fresh graduates to find jobs that match
their expectations even though they may think they are highly qualified.
HEIs should take special note that integrity, intellectual capacity,
teamwork skills, and analytical and problem solving skills are the four
top priority skills sought after by the employers when hiring new
employees. They may have to re-design or adapt their curriculum to

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40
ensure that these qualities are instilled in their students, and this should
be done in collaboration with the industries.
Therefore, a closer relationship between universities and
industries is highly recommended. While HEIs develop curricula that
are adaptive to the needs of industries, likewise the employers should
open its doors to students for internships and training. More industry
involvement in the design of curricula, updating courses with the
industries’ needs in mind, and defining the competence and
qualifications needed by the industries will certainly benefit all the
stakeholders. Graduates also have to take some responsibility in honing
their employability. It is not enough to possess academic knowledge and
good grades. Job applicants who stand out are those who have
demonstrated their soft skills, particularly those that are highly desired
by employers.
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Chapter 5
SUMMARY, CONCLUSION AND RECOMMENDATION
This chapter presents the summary of the problems and findings,
the conclusion made as well as the recommendation to further improve
the curriculum.
Summary
This tracer study of the Information Technology Education (ITE)
graduates from 2006-2010 of Columban College, Olongapo City
specifically sought answers to the following problems:
1. What are the reasons for taking ITE course among the traced
graduates?
2. What is the employment data of the graduates in relation to:
2.1 Present Employment Status;
2.2 Present Occupation;
2.3 Reasons for Staying on the Job;
2.4 Number of Years in the First Job;
2.5 Ways of Finding the First Job;

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2.6 Number of Months in Landing the First Job; and
2.7 Initial Gross Monthly Income in the First Job after
College?
3. Is the curricular offering in the college relevant to the first job
of the graduates?
4. What competencies/skills learned in the college very useful in
the first job of the graduates?
5. What implications can be drawn from the findings of the study
towards increased employability of graduates?
The descriptive method of research was used. It sought
awareness with the subject, portrayed selected distinctiveness of the
subject accurately. It utilized questionnaires, documentary analysis and
personal interviews. The study involved the actual number of one
hundred ten (110) BSIT and eighty two (82) BSCS traced graduates
from the one hundred thirty-four (134) BSIT and one hundred four (104)
BSCS graduates from 2006 to 2010. With the help of the alumni office
of the College, friends, currently enrolled BSIT and BSCS students, and
OLONGAPO CITY
43
e-mail communication, the researcher was able to distribute and
retrieved the desired number of the respondents for the study.
Conclusions
Based on the presented findings, the researcher concluded the
following:
1. The primary reasons for taking ITE course were prospect for
immediate employment, prospect of attractive compensation,
opportunity for employment abroad, and status or prestige of the
profession.
2. Majority of the traced graduates were already regular or
permanent and some of them are temporary or casual as technical
support specialist, information security administrator, and network
administrator. Thus, there is a high rate of employability among
graduates. Related to special skills was the most prominent reason for
staying on the job. Other reasons were salary and benefit related and
proximity to residence. Greater percentages of the traced graduates were
employed by means of job fair or Public Employment Service Office or
PESO, followed by response to an advertisement.

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3. Majority of the traced graduates responded “Yes” as to the
relevance of the curriculum. The graduates were aware of the relevance
of the curriculum to the needs of the industries nationwide.
4. The graduates considered team work and collaborative skills,
perseverance in pursuing goals and continuous improvement, inter and
intra person motivation skills, personal-discipline skills, ethical
thinking, critical-thinking skills are skills and competencies they learned
relative to personal and interpersonal skills. Integration of knowledge
learned in different areas of Computer Science and application of
fundamental computer concepts as problem solving skills were the
technical skills learned by the BSCS graduates while software
integration, testing and documentation, and systems management and
administration skills for the BSIT graduates. Other skills are research
and operation of database, networks and multimedia systems including
systems analysis and design.
5. The contribution of colleges to economic development can be
seen in producing and accumulating human capital; generating,
disseminating, and applying knowledge; and innovating and inventing

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new information and technology. The accelerating shift to high-
technology industries and an information technology economy requires
sustained human resource development and training. Thus, it was clear
that the issues of graduate employment and graduate employability do
not depend only on one party, but involves the government, HEIs,
industries and students. Working together to develop viable strategies
and solutions is the only way forward.
Recommendations
Based from the conclusions, the researcher recommended the
following:
1. The school administration should provide extensive career
guidance programs and services for the prospective students to fully
understand the relevance of the course/ program for future employment.
2. The faculty should be aligned vertically to the academic
requirement of the computer studies. They must obtained license for
teaching or master/doctorate degree in Computer Science, Information
Technology or Information System.

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3. Attendance and active participation of faculty in all IT
seminars, trainings, and workshops to update latest trend in IT must be
observed.
4. Developing relevant information technology-related skills
should always be the priority of instruction to sustain the high rate of
employability among graduates.
5. The school curriculum should be regularly updated and
enhanced to suit the needs of the industry.
6. Team work and collaborative skills, perseverance in pursuing
goals and continuous improvement, inter and intra person motivation
skills, personal-discipline skills, ethical thinking, critical-thinking skills
and other competencies should continuously be instilled to students
through student-centered instruction.
7. Development of technical skills such as integration of
knowledge in different areas of Computer Science and application of
fundamental computer concepts as problem solving, software
integration, testing and documentation, and systems management and
administration skills among students should be enhanced and sustained.

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8. Industry involvement in the design of curricula, updating
courses with the industries’ needs in mind, and defining the competence
and qualifications needed by the industries should be explored.
9. Appropriate and updated labor market information should be
provided to bridge the information gap between HEIs and employers,
and between people looking for work and employers.
10.To increase the availability of labor demand statistics,
publication of annual reports that indicate current labor demand by job
sector/classification and scenarios for the next few years should be
produced.
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49
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APPENDICES
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Appendix A

OLONGAPO CITY
May __, 2012
Msgr. Crisostomo A. Cacho

President, Columban College Inc.
Olongapo City
Dear Msgr. Cacho:
I am conducting a study entitled “EMPLOYABILITY OF INFORMATION

TECHNOLOGY EDUCATION GRADUATES OF COLUMBAN COLLEGE,
INC: A TRACER STUDY”, as one of the requirements for the Master in
Business Administration that I am currently pursuing.
In line with this, may I ask permission with the assistance of the director,
admission and registration office of the college to retrieve the lists of
graduates from 2006 to 2010.
The information gathered through this study will provide insights that may
help and guide the administration for any curricular revisions for higher
employability of our graduates. Rest assured that the information gathered
will be treated with utmost confidentiality.
Thank you and God bless.
Very truly yours,
(Sgd) William De Castro Garcia

Researcher
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Appendix B

OLONGAPO CITY
May ___, 2012
Dear Graduates:
I am conducting a study entitled “EMPLOYABILITY OF INFORMATION

TECHNOLOGY EDUCATION GRADUATES OF COLUMBAN COLLEGE,
INC: A TRACER STUDY”, as one of the requirements for the Master in
Business Administration that I am currently pursuing.
In line with this, may I ask your kind consideration to spare time in answering
the survey-questionnaire for the said study.
The information gathered through this study will provide insights that may
help and guide the administration for any curricular revisions for higher
employability of our graduates. Rest assured that the information gathered
will be treated with utmost confidentiality.
Thank you and God bless.
Very truly yours,
(Sgd) William De Castro Garcia

Researcher
OLONGAPO CITY
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Appendix C
“EMPLOYABILITY OF COMPUTER STUDIES GRADUATES OF

COLUMBAN COLLEGE, INC.: A TRACER STUDY”
(Survey-Questionnaire)
Dear Graduate:
Good day! Please complete this GTS (Graduate Tracer Study) questionnaire
as accurately as possible by checking (/) the box corresponding to your
response. Your answer will be used for research purposes in order to
assess graduate employability of BSIT and BSCS. Your answers to this will
be treated with strictest confidentialities.
A. BIOGRAPIHICAL CHARACTERISTICS
1. Name : ___________________________________________________________
2. Course : BSIT__________ BSCS _______
3. Year of Graduation : (2006), (2007), (2008), (2009), (2010)
4. Gender: ( ) Male ( ) Female
6. Reasons for taking the course. You may check more than one
answer.
_______ High grades in the subject or course 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
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_______ Others, please specify

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
B. EMPLOYMENT DATA
1. Please state reasons why you are not yet employed. You may
check more than one answer.
_____ Advance or further study

_____ Family concern and decided not to find a job
_____ Health-related reasons
_____ Lack or work experience
_____ No job opportunity
_____ Did not look for a job
_____ Other reasons, please specify
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
___________________________________________________________________
2. Present Employment Status
_____ Regular or Permanent

_____ Temporary
_____ Casual
_____ Contractual
_____ Self-employed
3. Present Occupation. Please indicate your present occupation.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
___________________________________________________________________
5. How long did you stay in your first job?
______ Less than a month

______ 1 to 6 months
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______ 7 to 11 months
______ 1 year to less than 2 years
______ 2 years to less than 3 years
______ other, please specify
6. How did you find your first job?
______ Response to an advertisement

______ As walk-in applicant
______ Recommended by someone
______ Information from friends
______ Arranged by school’s job placement officer
______ Family business
______ Job fair or Public Employment Service Office (PESO)
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
7. How long did it take you to land your first job?
______ Less than a month

______ 1 to 6 months
______ 7 to 11 months
______ 1 year to less than 2 years
8. What is your initial gross monthly earning in your first job after
college?
______ Below P5,000.00
______ P5,000.00 to less than P10,000.00
______ P10,000.00 to less than P15,000.00
______ P15,000.00 to less than P20,000.00
______ P20,000.00 to less than P25,000.00
______ P25,000.00 and above
C. Was the curriculum you had in your college relevant to your first job?
______ Yes
______ No
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D. What competencies learned in college did you find very useful in your
first job? You may check more than one answer*.
Competency Standards: Skills and Competencies *

1. Personal Skills
Personal-discipline skills
Critical-thinking skills
Inter and intra person motivation skills
Problem solving skills
Planning and organizing skills
Ethical thinking
Entrepreneurial thinking
Innovative
Perseverance in pursuing goals and continuous
improvement
Others: Specify
2. Interpersonal Skills
Team work and collaborative skills
Oral and written communication skills
Conflict resolution skills
Others: Specify
3. Technical Understanding
3.1 For Computer Science (CS)
Application of fundamental computer concepts as
problem solving skills.
Design and implementation of computer-based solutions.
Recognition and application of technical standards and
interoperability.
Research in Computer Science related areas.
Integration of knowledge learned in different areas of
Computer Science.
3.2 For Information Technology (IT)
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Systems analysis and design.

Operation of database, networks and multimedia
systems.
Software integration, testing and documentation.
Systems management and administration.
Principles of accounting.
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CURRICULUM VITAE
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CURRICULUM VITAE
PERSONAL DATA
Name :
Date of Birth :
Place of Birth :
Civil Status :
Father :
Mother :
Present Address :
EDUCATIONAL ATTAINMENT:
Senior High :
Junior High :
Primary :
OLONGAPO CITY
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TRAININGS/ SEMINARS:
 2nd International Information Technology Conference

2013, “Technologies from the Edge”
Henry Lee Irwin Theater, Ateneo de Manila University
Manila, Philippines
September 14, 2013
 College Faculty Orientation & Reorientation and
Classroom Management Seminar
Columban College, Columban College Library
Olongapo City, Philippines
August 14, 2013
 Basic WEB Development Training
University of the Philippines, Information Technology
Training Center
Diliman, Quezon City, Philippines
July 1, 8, 15, 22, 2007
 Showcasing Integration is the 2002 Basic Education
Curriculum via new Teachers Strategies
St. Joseph School
Olongapo City, Philippines
April 5, 2002

Mabayuhan Senior High School Olongapo City

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MABAYUHAN SENIOR HIGH SCHOOL

ASSESSMENT of GENERAL ACADEMIC STRAND 11

ENROLMENT in MABAYUAN SENIOR HIGH SCHOOL

Education is very important part of one’s life , sometimes a

persons choice depends on the level of their educational attainment that

is why most of people strive harder just to finished their studies . It is

important for a person to choose and to know they wanted to do in life

and wanted to become . Education has a lot to offer , so it is up to a

person what courses they wanted to take .

The researchers conducted this research that was all about

assessing the General Academic Strand 11 . T he researchers choose the

10% of the population of all Grade 11 students in Mabayuan Senior

High School to be their respondents and the researchers also belong to

both Accountacy,Business and Management and General Academic

know why General Academic Strand 11 is outnumbered this year 2.)

enroll to General Academic Strand .

courses that can be taken by General Academic Strand students in

college 2.) to cope the efficiency of being General Academic Srand

General Academic Strad .

The example questions that identified where the profilre of the

respondents , where the respondents belonging , what the respondrents

Academic Strand , If they believe that General Academic Strand is

choices strand from the beginning .

This research was conducted in Mabayuan Senior High School

located along otero avenue , beside Mabayuan Elementary School , near

the creek of the Mabayuan Olongapo City

Fig. 1 Research Locale Map

Trusts, the Daughters of Charity decided to turn over the administration

O. Presto as the first Diocesan priest to administer the College. It is

By and large, Columban College gladly welcomed the challenges

of the new millennium and is determined to move forward towards

quality education. The ongoing Accreditation process will certainly

facilitate the acquisition of University status of the College. The

College will sustain its commitment to the Catholic formation of

students and professionals who are to become leaders to the community,

willing to render their services to the people, the development of their

intellectual independence, their relevance and being productive citizens

of this country, having Christ as the center of all (CC-Proposed Faculty

We dream of Filipinos who passionately love their country and

whose value and compentencies enable them to realize their full

potential and confidence meaningfully to building the nation.

As a learner centered public institution , the Department of Education

continuously improved itself to better served its stakeholders.

To protect and to promote the right of every Filipino to quality,

equitable, culture-based, and complete basic education where, students

learn in a child-frienldly, gender sensitive, safe and motivating

Teachers facilitate learning ad constantly nurture every learner.

Administrators and staff, as stewards of the institution, ensure an

enabling and supportive environment for effective learning to happen.

Family, community and other stakeholders are actively engaged and

share responsibility for developing life-long learners.

This conceptual framework shows about how the researcher build

the capability of General Academid Strand students. This was followed

by a description of roles and important characteristics of instrument for

review currently available and a summaruy of their uses and limitations.

Fig. 2 Basic Objectives of the Study

Statement of the Problem

This tracer study of the Assessment of General Academic Strand

11 enrollment in Mabayuan Senior High School S.Y 2018-2019 sought

the answer of the following questions:

1. What is your basis in choosing your strand? Explain.

3. What made you enroll in other strand?

In line with the posited specific problems, this study considered