Thesisforprint2018 1

A GRADUATE TRACER STUDY OF NURSING IN UPHSL BATCH 2015
An Undergraduate Thesis Presented

To the Faculty of the College of Nursing
University of Perpetual Help
System Laguna
In partial
Fulfillment of the
Requirements for the degree
Bachelor of Science in Nursing
By:
Canindo, Kertz Ehman A.
Dimaguila, Mia Noryani B.
Sakamoto, Maria Beatriz R.
Sicat, Minette E.
Sigue, Renz Ann A.
Susa, Jessica Wezen B.
Torres, Jean Elyssa P.
Villaluz, Jhon Christian R.
June 2018
RECOMMENDATION FOR ORAL EXAMINATION
This undergraduate thesis entitled “A GRADUATE TRACER STUDY

OF NURSING IN UPHSL BATCH 2015” prepared and submitted by
Canindo, Kertz Ehman A., Dimaguila, Mia Noryani B., Sakamoto, Maria
Beatriz R., Sicat, Minette E., Sigue, Renz Ann A., Susa, Jessica Wezen B.,
Torres, Jean Elyssa P., Villaluz, Jhon Christian R., in partial fulfillment of the
requirements for the degree Bachelor of Science in Nursing has been
examined and hereby recommended for acceptance and approval for ORAL
EXAMINATION.
_______________________________
Reuben C. Peralta RN, MBA, MAN
Adviser
_____________________________________________________________
APPROVAL BY THE PANEL OF EXAMINERS
Approved by the committee on Oral Examinations with a grade
of___________________________________.
________________________________
Dean Estrella A. San Juan RN, MAN, PhD
Chairman
___________________________ ___________________________
Lazaro E. Avelino, EdD Ma. Xenia Z. Bitera, RN, MAN
Accepted and approved in partial fulfillment of the requirements for

the degree Bachelor of Science in Nursing.
______________ ________________________________
Date Dean Estrella A. San Juan RN, MAN, PhD
ii
ACKNOWLEDGEMENT
The accomplishment of this research paper could have not been
possible without the encouragement and guidance of the people whom the
researchers are highly grateful for:
To Ms. Estrella A. San Juan, RN, MAN, PhD, Dean of the College of
Nursing, for giving the researchers the opportunity to have this
overwhelming experience, for permitting them to conduct this study and for
the persistent help and guidance.
To Mr. Reuben C. Peralta, RN, MBA, MAN, their beloved research
adviser, for relentlessly guiding the researchers with compassion,
understanding, inexhaustible supervision, meticulous modifications, and
continuous support for the improvement of the study.
To Mrs. Ma. Xenia Z. Bitera, RN, MAN, for the untiring supervision,
persistent support and thorough revisions for the improvement of their
research output.
To Mr. Leonardo J. Elemos, MAEd, for being their statistician and
for providing his time and effort in sharing his knowledge and expertise in his
chosen profession.
To Ms. Precy Lantin, RN, MAN, Mrs. Lizcir Panelo, RN, MAN, and
Mrs. Evelyn Del Rosario, RN, MAN, for validating their questionnaire and
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citing suggestions and recommendations in improving it for the betterment of
the study.
To the respondents, for their support and participation, for reliably
sharing their thoughts, knowledge and experiences, and in offering their
precious time in answering the questionnaire of this study.
To the parents of the researchers, for their unconditional love,
endless emotional and financial support, supervision, assistance, and
understanding.
And above all, to Almighty God, who bestowed them with such
intellect, determination and good health that they need in finishing this
study.
K.E.A.C.
M.N.B.D.
M.B.R.S.
M.E.S.
R.A.A.S.
J.W.B.S.
J.E.P.T.
J.C.R.V
iv
ABSTRACT
Title : A GRADUATE TRACER STUDY OF NURSING IN

UPHSL BATCH 2015
Authors : Canindo, Kertz Ehman A., Dimaguila, Mia Noryani

B., Sakamoto, Maria Beatriz R., Sicat, Minette E.,
Sigue, Renz Ann A., Susa, Jessica Wezen B.,
Torres, Jean Elyssa P., Villaluz, Jhon Christian R.
Degree : Bachelor of Science in Nursing
School : UPH – Dr. Jose G. Tamayo Medical University
Academic Year : 2017 – 2018
Adviser : Reuben C. Peralta, RN, MBA, MAN
Number of Pages : 122
This study was designed to serve as the graduate tracer study of

nursing graduates in UPHSL batch 2015.
Specifically, the study based into the respondents’ college experience
in terms of learner engagement, teaching quality, student support services,
and their overall college experience; nursing licensure examination in terms
of the results of NP1, NP2, NP3, NP4, and NP5; and employability based on
employment history.
The study utilized the descriptive-correlation method using
convenience sampling with the total sample respondents of 32. Data were
obtained through a questionnaire among the graduates of Bachelor of
Science in Nursing batch 2015. Descriptive method was used to determine
the college experience, nursing licensure examination, and employability of
graduates while correlational method was used to determine if the college
experience of nursing graduates of UPHSL batch 2015 have significant
relationship with their nursing licensure examination, if the college
experience of nursing graduates of UPHSL batch 2015 have significant
relationship with their employment, if the nursing licensure examination
results have significant relationship with their employment.
The summary of findings of the college experience of nursing
graduates of UPHSL batch 2015 in terms of learner engagement was
moderate with an average weighted mean of 2.29; in terms of teaching
quality was always with an average weighted mean of 2.66; in terms of
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student support services was sometimes with an average weighted mean of
2.17; and in terms of overall college experience, the respondents had agree
with an average weighted mean of 2.83.
The nursing licensure examination ratings of nursing graduates of
UPHSL batch 2015 in terms of test subject NP 1 had most of the
respondents, 18 (66.67%) have a good nursing licensure examination with
an average within the range of 78-81 while 1 (3.70%) have an excellent
nursing licensure examination with an average within the range of 88 and
above; in terms of test subject NP 2 had most of the respondents, 15
(55.56%) have a good nursing licensure examination with an average within
the range of 78-81 while 1 (3.70%) have a very good nursing licensure
examination with an average within the range of 82-87; in terms of test
subject NP 3 had most of the respondents, 9 (33.33%) have a failed nursing
licensure examination with an average within the range of 74 and below
while 4 (14.81%) have a very good nursing licensure examination with an
average within the range of 82-87; in terms of test subject NP 4 had most of
the respondents, 13 (48.15%) have a good nursing licensure examination
with an average within the range of 78-81 while the other respondents got
88 and above and the other got 82-87 of average, both have equal
percentage of (3.70%) and have an excellent and very good nursing
licensure examination; in terms of test subject NP 5 had most of the
respondents, 21 (77.78%) have a failed nursing licensure examination with
an average within the range of 74 and below while 2 (7.41%) have a good
nursing licensure examination with an average within the range of 78-81.
The respondents’ employment profile in terms of employment history
was within 4 months to 9 months with an average weighted mean of 1.87.
The relationship between College Experience in terms of learner
engagement and nursing licensure examination of nursing practice 1, 2, 3, 4
and 5 has been confirmed through the computed value of Pearson r values of
-0.28, -0.14, -0.26, -0.21, -0.28 were respectively acquired, which were
lower than 0.38 tabular value at the degree of freedom equivalent to 25 and
interpreted as weak relationship. Finding the for its significance, computed t
values of -1.48, -0.73, -1.33, -1.10, -1.45 respectively were obtained, which
were lower than 2.060 critical value at 0.05 level of significance and
indicated as not significant. Null hypothesis will be accepted.
The relationship between College Experience in terms of teaching
qualities and nursing licensure examination of nursing practice 1, 2, 3, 4 and
5 has been confirmed through the computed value of Pearson r values of -
0.11, -0.15, -0.10, -0.15, -0.01 were respectively acquired, which were
interpreted as very weak relationship. Finding the for its significance,
computed t values of -0.55, -0.75, 0.52, 0.74, -0.04 respectively were
obtained, which were lower than 2.060 critical value at 0.05 level of
significance and indicated as not significant. Null hypothesis will be accepted.
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The relationship between college experience in terms of student
support service and nursing licensure examination of nursing practice 1, 2, 3,
4 and 5 has been confirmed through the computed value of Pearson r values
of 0.00, -0.10, -0.19, -0.07, -0.31 were respectively acquired, which were
computed t values of -0.01, -0.51, -0.95, -0.33, -1.64 respectively were
The relationship between college experience in terms of overall college
experience and nursing licensure examination of nursing practice 1, 2, 3, 4
and 5 has been confirmed through the computed value of Pearson r values of
-0.08, 0.00, -0.14, -0.05, -0.02 were respectively acquired, which were
computed t values of -0.40, 0.01, -0.63, -0.26, -1.09 respectively were
The computed Pearson r in college experience in terms of learner
engagement, teaching quality, student support system and overall college
experience between employability status were obtained respectively with a
Pearson r values of -0.10, 0.13, -0.07, -0.28 were less than the tabular value
of 0.38 and were interpreted as very weak in relation. To find for its
significance computed t values of -0.49, 0.64, -0.35, -1.44 were acquired
respectively, results were lower than the critical value of 2.060 and were
interpreted as not significant. Null hypothesis will be accepted.
The relationship between the respondents’ nursing licensure
examination of nursing practice 1, 2, 3, 4 to their employability status shows
very weak relationship excepting nursing practice 5 which shows moderate
relationship. The computed Pearson r values of 0.09, 0.02, 0.25, 0.10 were
respectively obtained for nursing practice 1, 2, 3, and 4 while a Pearson r
value of 0.41 for nursing practice 5. The significant results were acquired
respectively through the computed t values of 0.48, 0.08, 1.28, 0.52 for
nursing practice 1, 2, 3, and 4 while for nursing practice 5 has obtained a t
value of 2.27 which were interpreted as not significant excepting nursing
practice 5 that was interpreted as significant.
Based on the findings of the study, the researchers concluded that the
College Experience of nursing graduates of UPHSL batch 2015 in terms of
Learner engagement was experienced moderate; teaching quality was
experienced as always; student support service was experienced as
sometimes; and overall college experience as agreed.
Majority of the nursing graduates in UPHSL batch 2015 had a good
result in nursing licensure exam although there were 5 respondents who did
not take the NLE.
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The respondent’s employment profile in terms of its employability
history was within 4 months to 9 months, therefore, respondents seek their
desired jobs as soon as they graduate.
College experience has no significance to the Nursing Licensure
Examination results of nursing graduates in UPHSL batch 2015. College
experience of nursing graduates in UPHSL is independent and has no
influence to their employment. Nursing Licensure Examination results of
nursing graduates in UPHSL batch 2015 has a no influence to their
employment except for NP5.
Based on conclusions, the researchers recommend that the College of
Nursing should conduct activities that will improve the relationship among
nursing students. The students should continuously be molded with the help
of their clinical instructors, the weak points should be strengthened and
given emphasis and their strengths should be continuously practiced for the
betterment of their college experience. The student support services must
provide the best way to utilize or maximize the resources available to deliver
a more accommodating and conducive place for students to learn. Also, the
students should learn more from a vast collection of knowledge, and should
not depend on the general knowledge that they’ve learned. The previous
nursing licensure examination questions should be discussed frequently in
class and incorporated in long examinations of the nursing students to serve
as their review. Furthermore, the students should learn how to market
themselves with the support of seminars that can enhance their confidence
and capabilities. Nursing students must show interest and must act on their
outmost performance as possible. Lastly, the future researchers of the same
study should engage themselves in conducting and tracing the previous
graduates in efficient and effective manner for them to achieve a very
satisfactory result.
viii
TABLE OF CONTENTS
TITLE PAGE i
APPROVAL SHEET ii
ACKNOWLEDGEMENT iii
ABSTRACT v
TABLE OF CONTENTS ix
LIST OF TABLES xi
LIST OF FIGURES xiv
Chapter
1. THE PROBLEM AND ITS BACKGROUND 1
Introduction 1
Theoretical Framework 4
Conceptual Paradigm 5
Statement of the Problem 6
Hypothesis 7
Assumptions 8
Scope and Delimitation 8
Definition of Terms 9
2. REVIEW OF RELATED LITERATURE AND STUDIES 12
State-of-the-art 12
Related Literature 12
ix
Related Study 20
Synthesis of the State of the Art 28
Gaps to be bridged by the study 30
3. RESEARCH DESIGN AND METHODOLOGY 31
Research Design 31
Sources of Data 32
Population of the Study 32
Evaluation and Scoring 33
Instrumentation and Validation 35
Data Gathering Procedure 36
Statistical Treatment of Data 37
4. PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA 40
5. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS 74
Summary 75
Conclusions 80
Recommendations 81
BIBLIOGRAPHY 83
APPENDICES A 88
APPENDICES B 94
CURRICULUM VITAE 101
x
LIST OF TABLES
Table Page
1 Rating Scale for the Interpretation of College Experience in 33
terms of Learner Engagement
2 Rating Scale for the Interpretation of College Experience in 34
terms of Learner Engagement, Teaching Quality, and
Student Support Services
3 Rating Scale for the Interpretation of College Experience 35
in terms of Overall College Experience
4 Weighted Mean and Ranking of the College Experience of 40
Nursing Graduates of UPHSL batch 2015 in terms of
Learner Engagement
Learner Engagement
Learner Engagement
Teaching Quality
xi
Nursing Graduates of UPHSL batch 2015 in terms of Overall
College Experience
10 Frequency and Percentage Distribution of NLE Performance 49
of UPHSL Nursing Graduates of batch 2015 Test Subject (NP1)
15 Weighted Mean and Ranking of the Respondent’s 53
Employment Profile in terms of Employment History
16 Relationship between the College Experience in terms of 55
Learner Engagement and Nursing Licensure Examination of
the UPHSL Nursing Graduates of batch 2015 according to
Five Subject Classifications of Nursing Practice

xii
Teaching Quality and Nursing Licensure Examination of the
UPHSL Nursing Graduates of batch 2015 according to Five
Subject Classifications of Nursing Practice
Student Support Services and Nursing Licensure Examination
of the UPHSL Nursing Graduates of batch 2015 according
to Five Subject Classifications of Nursing Practice
Overall College Experience and Nursing Licensure
Examination of the UPHSL Nursing Graduates of batch
2015 according to Five Subject Classifications of Nursing Practice
20 Relationship between the Respondent’s College Experience 68
to their Employment
21 Relationship between Nursing Licensure Examination 70
and their Employment
xiii
LIST OF FIGURES
Figure Page
1 The Interplay of the Independent Variables and Dependent 5
Variables on the Employability of Graduates of UPHSL
xiv
1
Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
The graduates are the ultimate products of higher education
institution. They move in every part of the world to showcase their
knowledge and exhibit competencies and be involved in the development of
every nation of different races and of different system of health sector with
one common goal of illness prevention and promoting quality healthcare.
Nowadays, Filipino nurses are globally in high demand because of the
standardized and unified curriculum on Bachelor of Science in Nursing since
the year 2005. This globalized demand leads to mushrooming of nursing
schools thereby reduces the excellent standard possible in producing the best
nurses all over the world not just in theoretical foundations as well as their
progressive and competent skills.
Hospitals need new graduate nurses and are generally motivated to
spend money to train them because the long term projection of retaining a
nurse is better financially than having nursing turnover or to hire contract
nurses. To ensure this, some hospitals may require a one or two-year
contract upon hire. Hospitals and other healthcare facilities realize the
demand for nurses will increase over the next decade. Steady reasons for
growth in nursing jobs include the fact that Americans are growing older and
2
gaining new medical coverage which creates a demand for nurses, as well as
nursing turnover (Androus, Lee & Spano, 2016).
The demand for nurses is gradually increasing; not just the quantity is
in need but also requires the need for the quality of care that the nurses
give. The need for man power in terms of nurses being in the field is crucial
and viral now than ever. Clinical practices are no doubt a common issue
especially for health care facilities seeking for quality performances coming
from their employees. But because of increase in under pressure to operate
in a lean, less efficient and less effective manner of performances, increased
regulatory oversight and increased in consumerism, the quality of registered
nurses is on its downfall. With this at hand the employability of some
registered nurses are questioned if it is worth the need of most health care
facilities.
Unemployment is one of the problems that the Philippines face today.
The unemployment rate of the Philippines in the year 2012 was 7.20% which
is one of the highest among the Asian countries in the last five years
(Gonzales, 2013). Unemployed Filipino nurses are estimated to be 187,000
(Howard, 2010). However, according to number of respondents were
employed (70.48% of 229 respondents) which means that even if
unemployment of nurses is increasing, there are still job placements
available. Salary, benefits, incentives and reward are important factors in
nursing employment (De Mesa, Del Rosario, Delgado, Desepeda &

3
Dimaunahan, 2009). Recent graduates or nurses who have not practiced
after graduation may have limited ideas of job opportunities. Their choice of
the 1st job may be strongly influenced by their education, achievement level,
geographical preference, salary, and peer pressure. They are likely to take
several jobs before settling down. The dissatisfied employees are often not
actively seeking other employment but likely to be receptive to new opening
or job offers (Tomey, 2015) this study assessed the bachelor of science in
nursing program, learning experiences, employment status and
achievements of nursing graduates of UPHSL batch 2015 to determine the
needs for improvement on educational services and curriculum.
The purpose of this study is to provide reliable information about the
employability status of Bachelor in Science of Nursing Batch 2015 graduates,
and to determine what has happened to the former learners of the university
whether they went on to pursue further education and training or promoted
on the basis of their qualifications obtained from university. It also aimed to
help nursing students to discover the quality of the curriculum, adequacy of
school facilities and academic excellence of UPHSL in preparing the nursing
students for the job opportunities that are waiting ahead.

4
Theoretical Framework
The theory of Leonard Evangelista pertaining to employability is
enough to support the speculations of the researchers of this study. This
theory states that employability is the value of the person to the labor
market in relation to a specific occupation. It depends on the relationship
between the supply and demand for that occupation, the unchangeable
personal factors such as age, gender, physique, health, personality,
belonging to a particular group which attracts government incentives for
employees, and the changeable personal factors such as knowledge and
technical ability, flexibility and looking after oneself.
The researchers chose this theory to exploit its relevance in helping
students improve academic competence, develop employability skills,
implement a career plan and participate in a career pathway in preparation
for post-secondary education or careers in the nursing field. The theory
served as a guide for the researchers to base their study and acts as a
source of information for readers.

5
Conceptual Paradigm
The conceptual paradigm of the factors that may influence the
employability status of the batch 2015 nursing graduates of UPHSL.
Independent Variable Dependent Variable
NLE
 NP 1
 NP 2
 NP 3
 NP 4
College Experience  NP 5
 Learner engagement
 Teaching quality
 Student support services
 Overall college experience
Employment
 Employability history
Figure 1. The Interplay of the Independent Variables and Dependent

Variables on the Employability of Graduates of UPHSL
The independent variable of the study is the college experience of the
nursing graduates in terms of learner engagement, teaching quality, student
support services, and overall college experience correlated with Nursing
Licensure Exam in terms of NP1, NP2, NP3, NP4, and NP5 and employment
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of Batch 2015 graduates of Bachelor of Science in Nursing in terms of
employment history.
Statement of the Problem
This study aimed to determine the college experience, nursing
licensure examination, and employment history of nursing graduates of
University of Perpetual Help – Dr. Jose G. Tamayo Medical University of
batch 2015.
Specifically, this seeks to answer the following questions:
1. What is the college experience of UPHSL BS Nursing graduates of batch
2015 in terms of:
1.1 Learner engagement
1.2 Teaching quality
1.3 Student support service
1.4 Overall college experience
2. What are the ratings of the respondents in Nursing Licensure Examination
in terms of:
2.1 NP 1
2.2 NP 2
2.3 NP 3
2.4 NP 4
2.5 NP 5
3. What is the respondents’ employment profile in terms of:

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3.1 Employability history
4. Is there a significant relationship between the college experiences of the
UPHSL BSN graduates of batch 2015 to NLE?
5. Is there a significant relationship between the respondents’ college
experience to their employment?
6. Is there a significant relationship between the respondents’ NLE to their
employment?
Hypothesis
• H01: There is no significant relationship between the college
experiences of the UPHSL BS Nursing graduates of 2015 to NLE.
• H11: There is a significant relationship between the college
experiences of the UPHSL BS Nursing graduates of 2015 to NLE.
• H02: There is no significant relationship between the college
experience of the respondents to the employment.
• H12: There is a significant relationship between the college experience
of the respondents to the employment.
• H03: There is no significant relationship between the NLE of the
respondents to their employment.
• H13: There is a significant relationship between the NLE of the
respondents to their employment.

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Assumptions
1. College experience molds the students to become more competent on
becoming an employed individual.
2. Nursing licensure examination tests the nursing students if he/she is
qualified for the level of competency of an employee.
3. Employment in nursing field is widely promoted in the Philippines and in
other countries.
Scope and Delimitation
This tracer study extends to the graduates of Bachelor of Science in
nursing course of University of Perpetual Help – Dr. Jose G. Tamayo Medical
University of Academic Year 2015. The researchers delimit the areas being
concerned for every graduate as follows; college experiences, nursing
licensure examination and their current employment status. The focus of the
investigation was centered on the contentions of tracing the graduates’
employment and on whether their acquired skills and competencies during
their college and nursing licensure examination were a significant and
relevant to their occupation upon employment. The study was anchored on
these aspects of employment status of the graduate through the quality
education they received from their college using the parameters such as:
institutional facilities, hands-on training for students, updated books and

9
reference materials, instructors/faculty, curriculum and availability and
access to internet.
Definition of Terms
The following terminologies listed below are operationally defined for
better understanding of this graduate tracer study. These terms are being
defined on how they are used in the study.
Tracer Study is a standard survey of graduates from higher
education institutions, which take place sometime after graduation, usually
two years. They are a means of following graduates to find out what they
with the education and training they received.
Experience – skill or knowledge that you get by doing something.
College experience – composed of learner engagement, teaching
quality, student support services, overall college experience.
Learner – a person who is trying to gain knowledge or skill in
something by studying, practicing, or being taught.
Related learning experience – is teaching learning opportunities
design to develop the competencies of students utilizing process in various
health situations
Teaching quality – provides all learners with capabilities they require
to become economically productive, develop sustainable livelihoods,

10
contribute to peaceful and democratic societies and enhance individual well-
being.
Support – is to sustain (a person, the mind, spirits, courage, etc.)
under trial or affliction.
Student support services – professionals provide direct services for
all children and youth, especially those who are experiencing problems that
create barriers to learning such as education, counselling, consultation and
individual assessment.
Overall college experience – students’ experiences in college that
helped them apply their learnings into real life situations.
Employment - a contract in which one person, the employee, agrees
to perform work, service or task for another person, the employer, with or
without remuneration although, as with all contracts at common law, some
forms of consideration must flow. A state when someone is being hired base
on his/her ability and knowledge for a certain job.
Status- an individual’s position held in regard to the rest of the
community and not by an act of law or by the consensual acts of the parties.
Employment status- refers to whether an employee is holding a
permanent, temporary, provisional, contractual or casual position.
Nursing licensure examination- in Philippines- it is a 500-item
multiple choice exam to test the basic nursing level competency which
considers the objectives of the nursing curriculum, the broad areas of

11
nursing and other related disciplines and competencies. A graduate of BS
nursing needs to take the Nursing Licensure Examination (NLE) and pass the
exam before he/ she can practice the profession.

12
Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the literature and studies found and gathered by
the researchers to have a bearing in one way or another to this current
study. This chapter will also present the synthesis of the art, theoretical and
conceptual framework to help the readers to fully understand the
comprehensiveness of the study.
State-of-the-art
The researchers made use of related literature and related studies
together with some important data. The primary and secondary data were
from books, journals, and through the use of online references and other
published theses as long as the data are relevant to the study conducted.
Related Literature
A Tracer Study is done to follow up graduates of higher education or
institutions. Its aim is to evaluate one’s progress from graduation up to the
time he or she gets a job. This study assesses the quality of graduates and is
developed to answer the change in industry and corporate world by

13
integrating the higher education institutions with labor market. A tracer
study is a form of development of longitudinal study. Through a tracer study,
an institution is able to evaluate the quality of education given to their
graduates by knowing the graduates’ placements and position in society
which later can be used as benchmark in producing more qualified and
competitive graduates (Schomburg, 2011).
College experience is a remarkable thing to happen for students. Not
only it compensates to the need of a learner to continue to develop but it
also enhances each individual to further grow on their relationship towards
their profession. Those experiences are adopted and are used for the skills
demanded for their upcoming work as professionals. With that being said,
experience is not to be reckoned with because not only it affects the
student’s mental and physical state but also molds the individual to become
what they intended to be that will suit to their profession. Depending on how
the student will be influenced could lead to any desired outcomes
(Tomlinson, 2003).
On recent years, nursing education has been focusing on theoretical
education to give them the opportunity to distribute the learning. Students
start with classroom-based lectures where they first learn what they are
going to demonstrate when they are already in a simulation area. Student
preceptors let the student nurses to practice on a replica of a human being

14
or to their classmates to prepare them when they are exposed to clinical
area.
One of the most critical and challenging yet fulfilling college
experiences that student nurses go through is clinical exposure. This is
where they encounter the real world of nursing. Learning in clinical practice
provides a significant help in learning for students taking Bachelor of Science
in Nursing because this is where the sense of responsibility for the health
and well-being of others is introduce and developed. Chan (2009) accounts
that among student nurses, the clinical nursing environment is perceived as
the most influential context for gaining nursing skills and knowledge. Clinical
experience has been always an integrated part of nursing education for
student nurses. It prepares the students to learn the clinical principles and to
encounter the accidental learning during clinical exposure which will help in
developing their critical thinking and skills.
Recent studies conducted by Bangbade (2004) found out that
professors’ attribute have significant relationship with the academic
performance of students. Such attributes include professor’s knowledge of
the subject matter, communication ability, emotional stability, good human
relationship and interest in the job. This is in support of the present study’s
findings which show that professor-related factors were deemed to be the
most impactful category of factors that pose an impact on student nurses’
academic performance. Rena (2000) further explained that for students to

15
perform well in examination one of the prerequisites is that their professors
must know they have profound knowledge of their state of physical,
intellectual and psychological readiness.
Academic program integrity is meant quality in nursing educations.
Higher education is delivered via program or courses leading to academic or
professional awards, with each program having a nursing educator’s team for
operational management. Good curriculum criteria should be related to
present and anticipated future needs, aims and objectives which are explicit
and focused (Awad, 2015).
The study results could help initiating change in the faculty staff
regarding the teaching process, teaching methods, clinical practice, clinical
settings and student’s evaluation. Also could help to establish mutual and
defined expectations among the students and faculty administrators and
academic staff, which could help to create a healthy academic atmosphere
conductive to learning (Ismail, Aboushady & Eswi, 2016).
Review studies show that student’s engagement makes a difference in
student outcomes adjustment to school, retention, involving the
development of cognitive and intellectual skills and life-long learning. There
was significant mean difference in the examination scores between of the
two groups (structured group discussions and purely didactic) of students in
medical-surgical nursing courses in an experimental study. Transferring
knowledge and the effectiveness of clinical teaching-learning strategies lies

16
in facilitating student engagement through promoting a diversity of
experiences, creating shared learning opportunities, maximizing students-
faculty interaction, involving student-faculty interaction, involving students in
active learning and settings high experiences. There is a positive of
collaborative learning, blended learning, shared-learning experiences and
technologies for improving the engagement or students and develop of
capabilities. Learner reported increased engagement in self-directed clinical
learning activities like e-learning and web based learning for developing
critical reasoning process and impact that learning was more dynamic and
active compared to the learning experienced in the conventional curriculum.
Graduates’ performance in licensure examination and their
employability are key performance indicators in quality assurance (Dangan,
2015). Attaining a high percentage in the licensure exams is unquestionably
commendable because it serves as an important basis for the success of its
graduates and their ability to apply their skills and knowledge in the working
world. According to the Council on Licensure, Enforcement and Regulation
[CLEAR] (2000), the licensure examination is one of the last hurdles that a
candidate must face in the licensing process. A board has the ultimate
responsibility to ensure that the examination meets technical, professional,
and legal standards, and, protects the health, safety and welfare of the
public by assessing candidates’ abilities to practice competently. Once a
candidate has passed a licensing examination, the board must be

17
comfortable granting the license, thus assuring the public that the licensee is
minimally qualified to practice at the time of initial licensure.
Republic Act No. 9173, states that the policy of the State to assume
responsibility for the protection and improvement of the nursing profession
by instituting measures that will result in relevant nursing education,
humane working conditions, better career prospects and a dignified existence
for our nurses; and there should be a board that will supervise and regulate
the practice of nursing profession. The Philippine Nursing Licensure
Examination is a 500-item multiple choice exam to test basic nursing level
competency which considers the objectives of the nursing curriculum, the
broad areas of nursing and other related disciplines and competencies. It is
held every July and November annually in various testing centers throughout
the Philippines. Room assignment for the exams are posted outside the
Professional Regulation Commission building at least three days before the
exam.
The test plan is a scope of the topics that will be covered by the NLE.
Nursing practice 1 is composed of Theories, concepts, principles and
processes basic to the practice of nursing with emphasis on health promotion
and health maintenance. It includes basic nursing skills in the care of clients
across age groups in any setting. Moreover, it encompasses the varied roles,
functions and responsibilities of the professional nurse in varied health care
settings. Nursing Practice 2 is composed of Theories, concepts, principles and

18
processes in the care of individuals, families, groups and communities to
promote health and prevent illness, and alleviate pain and discomfort,
utilizing the nursing process as framework. This includes care of high risk
and at-risk mothers, children and families during the various stages of life
cycle. Part 1 of Nursing Practice 2 is about Community Health Nursing (CHN)
and Part 2 of NP2 is composed of questions about Maternal and Child Nursing
(MCN). Nursing Practice 3, 4 and 5 is focusing on Theories, concepts,
principles and processes in the care of clients with altered health patterns,
utilizing the nursing process and integrating the key areas of nursing
competencies. Test 3 is about Client in Pain, Perioperative Care, and
Alterations in Human Functioning (Disturbances in Oxygenation, Metabolic
and Endocrine Functioning, Elimination). Test 4 is about disturbance in Fluids
and Electrolytes, Inflammatory and Infectious Disturbances, Immunologic
Functioning, Disturbances in Cellular Functioning, Client in Biologic Crisis,
Emergency and Disaster Nursing. Test 5 is about Disturbances in Perception
and coordination, Psychiatric Nursing, Communication, Collaboration &
Teamwork, Rights of patient, Management of Resources, Environment and
Record Management (Vera, 2013).
Employment is the ability of an individual to showcase to the selected
field of industry the skills, knowledge and training they acquired in a specific
program, Thomas Powers on his book “Educating for Careers” stated the
19
notion that marketable skills provided today’s crop of worker’s employment
opportunities.
The factors influencing the nurses to be employed in other countries is
linked to increased and improved opportunities in which it includes the
following: higher salaries, better working conditions and enhanced capacity
for career advancement. Increasingly, an important deciding factor is the
opportunity for them and their families to work and live in a safer and more
economically prosperous environment as permanent residence (Blake,
2010).
In recruiting to specific graduate-level jobs, employers are looking for
graduates and diplomats who possess high-level skills, knowledge and
appropriate personal attributes, and who can ‘grow’ the job or help transform
the organization. In some employment situations, the application of subject-
specific expertise is vitally important whereas in others it is not (Brown,
Cueto & Fee, 2006).
Most graduates of medical and allied courses aim to work abroad and
usually stay for a few years just enough to gain experience and boost their
chances of overseas employments yet even if there are more graduates than
new jobs available here in the country, the country experiences shortage of
health professionals, especially in the provinces (Cruz & Nuqui, 2014).

20
Related Studies
Understanding the experience of nursing students in critical care
course will help nurse managers, clinical nurse educators, and nurses
appropriately support and facilitate nursing education. It is important to give
organizers of planned clinical education suggestions and solutions especially
about the critical care unit’s placement rotation. It is improving for
collaboration between academia and clinical services in term of providing
efficient and much experience of students related to clinical objectives and
tasks. (M. Ahmad, Alasad, Tabar & H. Ahmad, 2015)
Based on the study conducted by Zysberg (2008), nursing students'
expectations of college have not received much attention in the empirical
literature. These expectations may be important in better understanding
nurses' motivations, role acquisition, and academic and professional success.
The first study discussed in this article examined the reliability and construct
validity of an instrument designed to assess students' (N = 95) expectations
of their college experience. The results indicate good reliability and validity.
The second study discussed in this article examined differences in
expectations, comparing nursing and non-nursing students (N = 160) in an
urban college setting. The results suggest expectations emphasizing practical
and professional aspects (i.e., acquiring a profession, earning more money),
followed by self-betterment and social life expectations. Nursing students
differed from non-nursing students by reporting higher self-betterment and

21
professional expectations but lower academic expectations. Implications for
application and further research are discussed.
The finding in a study showed that important conditions for nursing
student’s learning experiences and motivation in their clinical studies
included individual, relational, and organizational aspects. Clinical studies
constitute a major part of the bachelor program in nursing and,
consequently, the quality of these studies is a crucial factor for the students
to develop into competent professional nurses. To clarify the student’s
competence level and learning outcomes, as well as the students and
supervisor’s mutual expectations, responsibility, and roles, seems to be
decisive for the student’s opportunities for personal and professional learning
and growth. Feeling welcomed, included, and valued in the ward improves
the student’s motivation, self-confidence and self-respects. In addition, the
quality of the student-supervisor relationship and the supervisors
pedagogical and professional’s competences are highly emphasized (B. Dale,
Leland & J. Dale, 2013).
Chen & Hu (2008), stated that the concept of job-hunting is an
important factor affecting university students’ employment. In their empirical
study it showed that while hunting for a job, graduates witness negative
correlation between their expectation of the nature of work and the demand
for occupational types and accessibility to a post and monthly income;
positive correlation between students’ initiative and employment

22
opportunities; positive correlation between salary expectation and real
income; negative correlation between mental preparation for hardship and
job satisfaction. They emphasized that the institutions of higher learning
must strengthen their employment education, guiding students to foster a
sound sense of competition, the concept of occupational position, mental
preparation for vocational hardship so that students can rectify their attitude
towards employment and adjust their employment concept, thus benefiting
them in gaining a position.
The number of the nurses who are registered overcame the foretold
population of workforce peaking from 2.7 million instead of 2.2 million in
2012. The increase and decrease of the number of RN workforce is sensitive
changes in retirement age given that there are numerous baby-boomer RNs
in the workforce of health care sector. In the period 1991-2012 it is said to
be showing 74% of RN age 62 and there is 24% of RN age 69 and is
extending their careers by an average of 2.5 years in RN workforce. RNs
tend to shift out of the hospital by age, employers of different sector of
nonhospital roles are opening a way for them which is ever growing and fast
pacing at the past years.
As cited by American Association of College of Nursing (2013), nursing
graduates of baccalaureate degree and masters’ degree program have the
highest peak of employability and marketability rate in health care
sector/industry soon after graduation and passing the board exam. A

23
National survey of deans and directors from U.S. Nursing schools showed
that 59% of new BSN graduates and have a wide range of job opportunities
at the time of graduation which has a high difference across all professions
(29.3%). It is substantialized that four to six months post-graduation 89%
of new BSN graduates have implied to be more secured in terms of
employability.
As stated by Esguerra (2008), there is a large quantity of qualified
employees in the Philippines than there are sufficient employment
opportunities. The high employment and underemployment that plagued the
country that made citizens from all fields and education levels to hunt job
overseas. Under the “Philippine 2000” program, the goal is to create
sufficient employment opportunities within the country by the year 2000.
According to Philippine Normal University [PNU] (2014), PNU
graduates are predominantly females and in their early twenties; that they
enrolled at PNU due of affordable tuition fee and the personal prestige
attached to the name-for better employment and career advancement. A
large quantity of graduates was employed without political influence. Having
provided adequately with skills, knowledge and technical, communication,
human relations, leadership, research, problem solving, and other
competencies specific to the area of specialization were major factors on top
of area of specialization and reputation of PNU considered for immediate job
acquisition. About 93 % of graduates claimed that after 2-4 months after

24
graduation, majority were able to get a nursing job. The respondents have
been working as nurses and are occupying key positions in their own
workplace. Most are hired in private hospitals. Most respondents are working
as nurses in countries like the US, Canada, Australia, Middle East, New
Zealand, and other Asian countries like Singapore and Philippines. Some of
the graduates are designated as supervisors, head nurses or charge nurses
in their respective field of specialization. Majority are connected with private
hospitals within and outside the country. Some of our alumni had received
commendations and awards for exemplary performance in the workplace or
in the nursing organizations that they are currently affiliated (American
International Journal of Contemporary Research, 2014).
Unemployed Filipino nurses are calculated to be approximate 187,000
(Howard, 2010). Yet, according to the study “professional Achievements of
the Nursing Graduates of Lyceum of the Philippines University 2006-2008”,
most number of BSN graduates were employed (70.48% of 229
respondents) which means that even if unemployment of nurses is
increasing, there are still job placement available. Salary, benefits,
incentives, and rewards are important factors in nursing employment (De
Mesa, Del Rosario, Delgado, Desepeda & Dimaunahan, 2009). Regardless of
increase in economic growth in the first quarter of 2010, there was an
increase in the unemployed Filipinos from 2.80 million to 3.10 million. Based
on the national statistics office, this was equal to 8% unemployment rate.

25
Metro Manila had the highest unemployment rate. It had a percentage of
11.80%. at the meantime, Zamboanga peninsula got the lowest which was
3.10%. 52% of Filipinos were in the service sector while 19.40% were in
wholesale and retail trade, repair of motor vehicles and motorcycles, and
personal and household goods. 32.5% were in agriculture and 15.50% were
in industry sector. 21.7 million were full-time workers while 13 million were
part time workers (Domingo, 2010), however, there was an increase in the
employment level by 3.20% in 2011. Meanwhile, self-employment rate is still
1.20%. There was a decrease in unemployment rate at 7.00% compared to
7.40% last 2010. This shows that there was a positive development in the
employment status in the Philippines (Lee, 2012).
As cited by the Week Staff (2011), the primary and secondary years of
college provide almost half of the students with limited learning. Statistics
shows 55% of the students are not learning during their first and secondary
years in college due to lack of providing time allotment in studying instead,
they waste their time in socializing, while the instructors are teaching to
become a good student. Getting a college education is significant. Quality
education should be the goal of every university instead of just producing
more graduates.
Lorma Colleges College of Nursing (2012), found that graduates were
mostly of the year 2010 and some are alumni of the years 2006 to 2009.
26
Most of them are female single individuals belonging to the age bracket 20-
24 and reside in La Union.
In terms of the employment status, the graduates enjoy their career
as professional nurses, although others decided to join other professions like
caregiving, teaching, and government employees.
It is implied in this study that there are more qualified employees in
the Philippines than there are adequate employment opportunities. The high
employment and underemployment that plague the country have lead
citizens from all fields and education levels to seek employment abroad. This
may be an obstacle to finding the best candidate in the Philippines (Esguerra,
2008).
They are mostly employed in the province of La Union, others opted to
stay in nearby towns and provinces for sensible reasons and convenience,
while some have migrated abroad. The respondents served their employers
for 1-2 years while others are working in less than a year. Majority of the
graduates are earning more than PhP 10,000 a month whereas few with less
than PhP 10,000 monthly. They were successful in seeking for employment
after 1-2 years but there are 66 or 12.87% who were able to hunt for work
after 3-4 years and 61 or 11.89% in less than a year. Along relevance of
training provided by Lorma Colleges, College of Nursing, majority of the
respondents provided favorable feedback relative to the curriculum and
Related Learning Experiences. The study concluded that the graduates of the
27
Bachelor of Science in Nursing of Lorma Colleges are young, enthusiastic,
and spirited practitioners in the nursing profession and other fields of
practice. They are working and affiliated with prestigious health agencies and
holding positions relevant to the field of nursing. Others are likewise
successful practitioners in renowned countries abroad like the United States,
Canada, and others. Lorma Colleges provided responsive curriculum and
related learning experiences, which were useful and contributed to the
success and productivity of the graduates in the practice of their profession.
Study shows more than 200,000 students who graduated 2007-that
large numbers of graduate are going into nursing or social work, while far
fewer are starting careers in banks. Yet, the study conducted also disclosed
that far more graduates are getting jobs in more secure health care
professions showing 43.7 per cent increase in those going into nursing since
2004. The number of students beginning careers in social work has increased
by almost a third. (Beckford, 2008)
According to Rydon (2007), on his research study, showed evidence
for informed discussion pertaining to issues around curriculum development
arose, particularly those issues that affect employment success of graduates.
89.8 % of graduates in his study were successful in gaining employment in
the first three months post registration. On his research study on issues that
affect employment success of graduates, the majority of graduates felt that
their nursing education prepared them well for their role as a registered
28
nurse. The findings of the data identified a strong need for science
throughout the degree; longer clinical block; increased hands on experience;
more practice with skills and less theory in relation to practical experience.
As elucidated by Alam (2010) factors influencing to be employed are
the financial and job related factors found. Parent, peer influence and work
experience are some other factors and It was analyzed by the two groups
who had the highest explanatory power differentiated. Student’s perception
of benefits and cost interrelated with a career.
Synthesis of the State of the Art
According to Chan (2009), Week Staff (2011), Rydon (2007), Zysberg
(2008), and Lorma Colleges, College of Nursing, the graduates’ college
experience is perceived as the most influential context for gaining nursing
skills and knowledge but the quality of these studies is a crucial factor for the
students to develop into competent professional nurses. Majority of nursing
graduates felt that their nursing education prepared them well for their role
as a registered nurse. The nursing education prepares the students to learn
the clinical principles and to encounter the accidental learning during clinical
exposure which will help in developing their critical thinking and skills.
Bangbade (2004), B. Dale, Leland & J. Dale (2013), Rena (2000) stated that
professors’ attributes influence the academic performance of students. Such
attributes include professor’s knowledge of the subject matter,

29
communication ability, emotional stability, good human relationship and
interest in the job. the quality of the student-professor relationship affects
the students’ physical, intellectual and psychological aspects. Feeling
welcomed, included, and valued in the area improves the student’s
motivation, self-confidence and self-respects.
According to Dangan (2015), Council on Licensure, Enforcement and
Regulation [CLEAR] (2000), Republic Act No. 9173, the licensure
examination is one of the last hurdles that a candidate must face in the
licensing process. A board has the ultimate responsibility to ensure that the
examination meets technical, professional, and legal standards, and, protects
the health, safety and welfare of the public by assessing candidates’ abilities
to practice competently. It is the graduates’ key performance indicator
because it serves as an important basis of their ability to apply their skills
and knowledge in the working world.
Brown, Cueto & Fee (2006), Chen & Hu (2008), and Philippine Normal
University [PNU] (2014) stated that in recruiting to specific graduate-level
jobs, employers are looking for graduates and diplomats who possess high-
level skills, knowledge and appropriate personal attributes, and who can
‘grow’ the job or help transform the organization. They emphasized that the
institutions of higher learning must strengthen their employment education,
so that the graduates will have a sound sense of competition, thus benefiting
them in gaining a position. In some employment situations, the application of

30
subject-specific expertise was major factors on top of area of specialization
and considered for immediate job acquisition. According to Esguerra (2008)
and Cruz & Nuqui (2014), there is a large quantity of graduates in the
country than there are sufficient employment opportunities. So most nursing
graduates aim to work abroad and usually stay for a few years just enough
to gain experience and boost their chances of overseas employments. Blake
(2010) and De Mesa, et al. (2009) stated that higher salaries, better working
conditions and enhanced capacity for career advancement are the factors
influencing the nurses to be employed because there is an increased and
improved opportunities for them and their families to work and live in a safer
and more economically prosperous environment as permanent residence.
Gaps Bridged by the Present Study
Nursing graduates’ employability and its related factors are the things
that are affected especially when it comes to discussing contributory factors
as delineated by various authors from the previous literatures and studies.
However, the present study focuses mainly on the employment of nursing
graduates in UPHSL batch 2015 to determine what happened to them after
they graduated on their tertiary level. It also concentrates on other aspects
which are the college experience and nursing licensure examination results of
the nursing graduates where there had only little information about its
influence on being employed.

31
Chapter 3
RESEARCH DESIGN AND METHODOLOGY
This chapter is a presentation of the methodology of research,
research design, sources of data, population of the study, instrumentation
and validation, data gathering procedure, and statistical treatment of data. It
allows the readers to find out how the study was conducted.
Research Design
This study used a descriptive-correlation type of research design.
Descriptive research involves the description, recording, analysis and
interpretation of the present nature, composition or processes of phenomena
which focuses on prevailing conditions, or how a person, group or thing
behaves or functions in the present. It often involves some type of
comparison or contrast. In other words, descriptive research maybe defined
as a purposive process of gathering, analyzing, classifying and tabulating
data about prevailing conditions, practices, beliefs, processes, trends and
cause effect relationships and then making adequate and accurate
interpretation about such data with or without the aid of statistical methods
(Calderon, 2012). With regards to correlational research, Richard Lomax
stated that it aims to determine the relations among two or more variables,
32
and after those important variables have been identified, the relations
among those variables are investigated.
This study is a tracer study that investigates graduates who had left
the institution after completing the course or field of specialization. It is
concerned with what has happened to them and what has been the impact
upon that institution and its program.
Sources of Data
The data and information in this study were obtained from primary
and secondary sources. In collecting the primary data, the researchers
constructed questionnaires and administered them through email to the
respondents. While journals, books, online references, dissertation and thesis
related to the study were used to obtain the secondary data.
Population of the Study
The Bachelor of Science in Nursing graduates of the University of
Perpetual Help- Dr. Jose G. Tamayo Medical University from academic year
2015 totaling forty-two (42) comprised the research population. A total of
thirty-two (32) respondents composed the research sample. Personal data
such as names, addresses and telephone/cellular phone numbers of the
graduates of batch 2015 were obtained from their undergraduate thesis’

33
index- curriculum vitae. The researchers administered some of the
questionnaires via email to the graduate – respondents. The researchers also
asked for the help and assistance of friends of the graduates from the time
of data gathering to the identified respondents. It was the most convenient
and fastest way of sending notes, letters and messages. Most of graduate
respondents use computers which meant that it was easier to communicate
with them to solicit their participation in the study.
Evaluation and Scoring
Rating scale was used to interpret college experience of nursing
graduates of UPHSL batch 2015 in terms of learner engagement, teaching
quality, student support services, and overall college experience.
Interpretation differs for each sub variable in line with the CHED’s Graduate
Tracer Study 2014 Individual Questionnaire which was modified to fit the
study.
Table 1. Rating Scale for the Interpretation of

College Experience in terms of
Learner Engagement
Rating scale Interpretation

2.50 – 3.50 High
1.50 – 2.50 Moderate
0.50 – 1.50 Low

34
Table 1 shows rating scales that was used for the interpretation of
college experience UPHSL nursing graduates of batch 2015 in terms of
learner engagement unto which interpretations high, moderate and low,
were used to answer the questions that are asking for the extent.

College Experience in terms of Learner
Engagement, Teaching Quality, and
2.50 – 3.50 Always
1.50 – 2.50 Sometimes
0.50 – 1.50 Never
Table 2 shows the rating scale with its corresponding interpretation for
the evaluation of the college experience of respondents in terms of learner
engagement, teaching quality, and student support services. Interpretations
always, sometimes and never, were used to answer the questions for the
extent, regularity and availability of services provided.

35

College Experience in terms of Overall
College Experience
2.50 – 3.50 Agree
1.50 – 2.50 Undecided
0.50 – 1.50 Disagree
Table 3 shows the rating scales with its corresponding interpretation of
the overall college experience of the respondents. Interpretations agree,
undecided and disagree, were used to answer questions that are asking for
the helpfulness of the other sub variables in completion of the said
experience.
Instrumentation and Validation
The researchers used a questionnaire method to gather the data which
uses questionnaire to collect quantitative information about items in the
population that generally aims to provide data describing the condition,
opinions, and perceptions of the respondents.
Respondents were asked to answer each problem by putting a check
mark as they applied to themselves personally. It was based on the
questionnaire provided by CHED for tracer study. Minor revisions were done
36
to the original questionnaire to meet the objectives of the present study. The
instrument was used on the presumption that respondents are literate,
clearly motivated and willing to participate. The researchers made use of
survey/ questionnaires for (1) it is less expensive, requiring less skill to
administer and could be administered to a large number of respondents
simultaneously, (2)it ensures some amount of uniformity from one
measurement situation to another because of its standardized wording, order
of questions and instructions for recording responses, (3) in completing
questionnaires, respondents have confidence in their anonymity so that they
will be free to express their views; and (4) it exerts less pressure on the
respondents to provide immediate response.
Data Gathering procedure

The researchers made use of convenience sampling. Convenience
sampling is a process of picking out people in the most convenient way to
immediately get their reaction to a certain hot and controversial issue.
Sampling was done by:
1. Getting a list of the total population or universe;
2. Calling, texting or emailing randomly, those from the list with contact
information. In cases where respondents are unavailable or unwilling
to cooperate, others were chosen using the same procedure, repeating
the process until ample responses are collected.

37
Statistical Treatment of Data
The data collected were tabulated and encoded for analysis. The
following statistical tools were employed in interpreting the data obtained
from the survey: percentage was used to analyze the profile of the
respondents with respect to the selected variables; weighted mean was used
to determine the degree of the graduate respondents in the school factors
related to their job placement and rank was utilized to show the position of
importance of the items used.
A. Descriptive statistics
The following statistics were used for the problem:
A Frequency Distribution organizes and presents grouped data. This
was used to determine the nursing licensure examination of nursing
graduates of UPHSL.
Percentage describes how a part related to its while percentage was
used in the formula, to analyze the profile of the respondents with respect to
the selected variables It was used to determine the passing range rate of the
UPHSL BS nursing graduates of the batch 2015.
Formula:
𝑛
𝑃= 𝑥 100
𝑁
38
Where: P= Percentage
n= Size of the portion
N= Population Size
Weighted mean is used since the option to the questionnaires were
assigned to points, this was used to determine the college experience of the
Nursing graduates of UPHSL in terms of engagement, teaching quality,
student support services, and overall college experience. This was also used
to determine the employability of the nursing graduates of UPHSL that works
as professional nurses. It is measured by the formula:
Ʃ𝒇𝒙
𝑾𝑴 =
𝑵
Where: f – frequency
X – assigned weight
N – Total number of observations
Ranking was used to determine the positional importance of item
discussed, arranging the magnitudes from highest to lowest.
B. Inferential statistics
1.) Pearson Product-Moment Correlation Coefficient (Pearson r) – the most
common statistical tool in measuring the linear relationship between the
two random variables x and y. This was used to measure the strength of
the relationship between the college experience, employability as well as
the nursing licensure examination ratings of nursing graduates of UPHSL.
a. To compute for the Pearson r, u se the formula:

39
𝑁Ʃ𝑥𝑦 − Ʃ𝑥Ʃ𝑦
𝑟=
√[𝑁Ʃ𝑥 2 − (Ʃ𝑥)2 ][𝑁Ʃ𝑦 2 − (Ʃ𝑦)2 ]
Where: r= Correlation Coefficient
N= Population Size
x= Independent Variable
y= Dependent Variable
b. Level of Significance: 5% = 0.05
c. Degree of Freedom
df = N – 2
Where: N = total number of respondents
2.) t-test – this was used to test the significance of Pearson r. this was also
used to determine if the college experience and nursing licensure
examination have a significant relationship to the employability of nursing
graduates of UPHSL.
a. To compute for t-test, use the formula:
𝑑𝑓
𝑡=𝑟√
1 − 𝑟2
Where: t= t- test/ t-distribution
r = Pearson r
df = degree of freedom
b. Level of significance: 5%=0.05
c. Degree of freedom df = N-2
Where: N= total of number of respondents

40
Chapter 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter summarizes the collected data and the statistical
treatment applied to them. This shows the tabular presentation of the
consolidated findings of the study, the interpretation and analysis of the
information presented as it relates to the study.
Table 4. Weighted Mean & Ranking of the College Experience of Nursing

Graduates of UPHSL batch 2015 in terms of Learner Engagement
Learner Engagement
1. During your college Weighted Interpretation Rank

years, to what extent
have you… Mean
a. Had a sense of 2.41 Moderate 1

belongingness to your
university?
b. Felt prepared for your 2.16 Moderate 2
study?
Average Weighted Mean 2.29 Moderate
Table 4 shows the College Experience of Nursing Graduates of UPHSL
batch 2015 in terms of Learner Engagement. Indicator 1.A. “To what extent
have you had a sense of belongingness to your university?” obtained the
largest weighted mean of 2.41, was ranked 1st and was interpreted as
Moderate. While indicator 1.B. “To what extent have you felt prepared for
41
your study?” obtained the lowest weighted mean of 2.16, which was ranked
2nd and was interpreted as Moderate. Overall, the College Experience of
Nursing Graduates of UPHSL in terms of Learner Engagement was Moderate
with an average weighted mean of 2.29.
Result showed that the nursing graduates of UPHSL had moderately
experienced belongingness and felt prepared for their study inside the
university. The results also showed that all the listed indicators of learner
engagement were moderately experienced by the nursing graduates.
This indicates that the nursing graduates of UPHSL had been prepared
for their study and felt belonged to the university.

Learner Engagement
2. During that time, how Weighted Mean Interpretation Rank

frequent have you…
a. Participated in 2.22 Sometimes 4
discussions online or face to
face?
b. Worked with other 2.62 Always 1
students as a part of your
study?
c. Interacted with students 2.53 Always 2
outside your study
requirements?
d. Interacted with students 2.31 Sometimes 3
who were very different
from you?
Average Weighted Mean 2.42 Sometimes
42
batch 2015 in terms of Learner Engagement. Indicator 2.B. “How frequent
have you worked with other student as a part of your study?” obtained the
Always. While indicator 2.A. “How frequent have you participated in
discussions online or face to face?” obtained the lowest weighted mean of
2.22, which was ranked 4th and was interpreted as Sometimes. Overall, the
College Experience of Nursing Graduates of UPHSL in terms of Learner
Engagement was Sometimes with an average weighted mean of 2.42.
Result showed that the nursing graduates of UPHSL had always
experienced working with other students as a part of their learning
experience but sometimes participated in discussions online or face to face
during their college. The results also showed that almost all the listed
indicators of learner engagement were sometimes experienced by the
nursing graduates.
This indicates that during their college life, the nursing graduates of
UPHSL were more interested in working with other students than
participating in discussions.
43

Learner Engagement
3. School Activities: How Weighted Interpretation Rank

frequent have you…
Mean
a. Participated in 2.31 Sometimes 2

intramural/sports fest/varsity
team?
b. Held a leadership position in 1.53 Sometimes 7
a student club, campus
organization, residence hall, or
fraternity/sorority?
c. Been an active member of 1.64 Sometimes 5
any non-academic club?
d. Been an active member of 1.56 Sometimes 6
any academic club?
e. Participated in a leadership- 1.72 Sometimes 4
training program?
f. Affiliated with religious 1.75 Sometimes 3
clubs/ participated in religious
activities?
g. Participated in activities that 2.28 Sometimes 1
helped you explore your career
options?
batch 2015 in terms of Learner Engagement. Indicator 3.G. “How frequent
have you participated in activities that helped you explore your career
options?” obtained the largest weighted mean of 2.28, was ranked 1st and
was interpreted as Sometimes. While indicator 3.B. “How frequent have you
held a leadership position in a student club, campus organization, residence

44
hall, or fraternity/sorority?” obtained the lowest weighted mean of 1.53,
which was ranked 7th and was interpreted as Sometimes. Overall, the College
Experience of Nursing Graduates of UPHSL in terms of Learner Engagement
was Sometimes with an average weighted mean of 1.83.
Results showed that the nursing graduates of UPHSL had sometimes
experienced participating in activities that helped them explore their career
options but sometimes experienced to hold a leadership position in a student
club, campus organization or fraternity/sorority during their college. The
results also showed that all the listed indicators of learner engagement were
sometimes experienced by the nursing graduates.
This indicates that during their college life, the nursing graduates of
UPHSL were more interested in participating in activities that helped them
explore their careers than holding a leadership position in any organizations.

45

Graduates of UPHSL batch 2015 in terms of Teaching Quality
Teaching Quality Weighted Interpretation Rank
Mean
Taking into consideration all of the faculty with whom you have
interacted at the college/university you graduated from, how often
have you experienced each faculty:
a. Gave clear explanations 2.53 Always 8
b. Made good use of examples 2.62 Always 5

and illustrations to explain
difficult points
c. Gave assignments that helped 2.69 Always 4
in the learning process
d. Stimulated you intellectually 2.72 Always 2.5
e. Commented on your work in 2.59 Always 6

ways that help you learn
f. Were helpful and approachable 2.72 Always 2.5
g. Had a mastery of the subject 2.84 Always 1

matter taught
h. Made use of class time 2.56 Always 7
effectively
Average Weighted Mean 2.66 Always
batch 2015 in terms of Teaching Quality. Indicator G. “How often have you
experienced each faculty had a mastery of the subject matter taught?”
obtained the largest weighted mean of 2.84, was ranked 1st and was
interpreted as Always. While indicator A. “How often have you experienced
each faculty gave clear explanations?” obtained the lowest weighted mean of
2.53, was ranked 8th and was interpreted as Always. Overall, the College
46
Experience of Nursing Graduates of UPHSL in terms of Teaching Quality was
Always with an average weighted mean of 2.66.
Results showed that the nursing graduates of UPHSL had always
experienced each faculty had a mastery of the subject matter taught that
helped their learning process and stimulated them intellectually. They had
also experienced faculty who always gave clear explanations during their
college. The results also showed that all the listed indicators of teaching
quality were always experienced by the nursing graduates.
This indicates that the nursing graduates of UPHSL had been prepared
by their faculties mentally and intellectually.

Graduates of UPHSL batch 2015 in terms of Student Support
Services.
Student Support Services Weighted Interpretation Rank
Mean
During the time you were in college, how frequent did the following
staff members provide you with specialized services?
a. Administrative staff (Cashier, 2.19 Sometimes 3.5
Registrar, Security, etc.)
b. Librarians 2.34 Sometimes 1
c. Guidance Counselors 2.03 Sometimes 5
d. Chaplain/ Pastor/ Religious 2.00 Sometimes 6

Minister or Elder
e. Laboratory Technicians 2.25 Sometimes 2
f. Research Personnel 2.19 Sometimes 3.5

47
batch 2015 in terms of Student Support Services. Indicator B. “how frequent
did the Librarians provide you with specialized services?” obtained the
Sometimes. While Indicator D. “how frequent did the Chaplain/ Pastor/
Religious Minister or Elder provide you with specialized services?” obtained
the lowest weighted mean of 2.00, was ranked 6th and was interpreted as
Sometimes. Overall, the college experience of nursing graduates of UPHSL in
terms of Student Support Services was Sometimes with an average weighted
mean of 2.17.
Results showed that the nursing graduates of UPHSL had enough
support services especially from the University librarian than the Chaplain/
Pastor/ Religious Minister during their college. It also showed that all the
listed indicators of student support services were sometimes available and
helpful to the nursing graduates.
This indicates that the nursing graduates of UPHSL had more access to
the library than any other offices inside their University.

48

Graduates of UPHSL batch 2015 in terms of Overall College
Experience
Overall College Experience Weighted Interpretation Rank
Mean
Your College Experience had…
a. Helped you connect what 2.84 Agree 1

you have learned in the
classroom with real life
situations.
b. Helped you translate what 2.84 Agree 1
you have learned inside the
classroom into action.
c. Had a positive influence on 2.81 Agree 2
your intellectual growth and
interest in ideas.
d. Had a positive influence on 2.84 Agree 1
your personal growth,
attitudes, and values.
Average Weighted Mean 2.83 Agree
batch 2015 in terms of Overall College Experience. Indicators A. “Your
college experience had helped you connect what you have learned in the
classroom with real life situations”, B. “Your college experience had helped
you translate what you have learned inside the classroom into action” and D.
“Your college experience had a positive influence on your personal growth,
attitudes, and values” obtained the largest weighted mean of 2.84, were
ranked 1st and were interpreted as Agree. While Indicator C. “Your college
experience had a positive influence on your intellectual growth and interest
in ideas” obtained the lowest weighted mean of 2.81, was ranked 2nd and
49
was interpreted as Agree. Overall, the college experience of nursing
graduates of UPHSL in terms of Overall College Experience was Agree with
an average weighted mean of 2.83.
Results showed that the nursing graduates’ overall college experience
had a positive influence towards their personal growth, attitudes and values
and it also helped them to apply what they have learned inside the
classroom to real life situations. It also showed that the nursing graduates
agreed to all listed indicators of overall college experience.
This indicates that the overall college experience of the nursing
graduates of UPHSL had a positive influence towards them which they can
actually apply to their work and help them provide quality and holistic
nursing care.
Table 10. Frequency and Percentage Distribution of NLE performance of

UPHSL Nursing Graduates of batch 2015, test subject (NP1)
NP1 Frequency Percentage Interpretation Rank

88 and 1 3.70 Excellent 5
above
82-87 3 11.11 Very good 2.5
78-81 18 66.67 Good 1
75-77 3 11.11 Satisfactory 2.5
74 and 2 7.41 Failed 4
below
Total 27 100.00 --
50
Table 10 shows the NLE performance of UPHSL graduates of batch
2015 in test subject (NP1). Taking into consideration, the study has a total of
32 respondents and only 27 out of 32 took the exam. There are 18
respondents out of 27 accounting to 66.67% percent interpreted as good
ranked first while on the other hand a respondent got 88 and above
accounting for the 3.70% of the total population of the respondents who took
the exam with an interpretation of excellent ranked fifth.
With the above cited interpretation, NLE performance of UPHSL
nursing graduates of 2015 in line with the data gathered had a good result
for the test subject (NP1).


82-87 1 3.70 Very good 4
78-81 15 55.56 Good 1
75-77 4 14.81 Satisfactory 3
74 and 7 25.93 Failed 2
below
Total 27 100.00 --
2015 in test subject (NP2). There are 15 respondents out of 27 accounting to
55.56% interpreted as good ranked first, 7 out of 27 respondents accounting
to 25.93% interpreted as failed ranked second, making 4 out of 27
respondents accounting to 14.81% interpreted as satisfactory ranked third

51
thus the remaining respondent got 82-87 accounting for the 3.70% of the
total population of the respondents who took the exam with an interpretation
of excellent ranked fourth.


82-87 4 14.81 Very good 4
78-81 7 25.93 Good 2.5
74 and 9 33.33 Failed 1
below
Total 27 100.00 --
33.33% interpreted as failed ranked first while on the other hand a
respondent got 82-87 accounting for the 14.81% of the total population of
the respondents who took the exam with an interpretation of excellent
ranked fourth.
nursing graduates of 2015 in line with the data gathered had a failed result

52


88 and 1 3.70 Excellent 4.5
above
82-87 1 3.70 Very good 4.5
78-81 13 48.15 Good 1
74 and 6 22.22 Failed 2.5
below
Total 27 100.00 --
48.15% percent interpreted as good ranked first while on the other hand a
respondent got 88 and above, the other got 82-87 row score accounting for
the 3.70% of the total population of the respondents who took the exam
with an interpretation of excellent and very good ranked equally four fifths.


78-81 2 7.41 Good 3
75-77 4 14.81 Satisfactory 2
74 and 21 77.78 Failed 1
below
Total 27 100.00 --
53
2015 in test subject (NP5) There were 21 respondents out of 27 accounting
to almost 77.78% interpreted as failed ranked first, 4 out of 27 respondents
accounting to 14.81% interpreted as satisfactory ranked second, making the
remaining 2 out of 27 respondents accounting to 7.41% interpreted as good
ranked.
nursing graduates of 2015 in line with the data gathered had a failed result
Table 15. Weighted Mean and Ranking of the respondents’ employment

profile in terms of Employment history
How was your Weighted Interpretation Rank
employability... Mean
1. When did you start 1.72 4 months to 9 months 2
looking for work?
2. When did you start 1.59 4 months to 9 months 3
working in your first
job after you
graduated from
college?
3. How long did it take 2.31 4 months to 9 months 1
before you were able
to get a job?
Average Weighted 1.87 4 months to 9
Mean months
Table 15 shows the respondents’ employment profile in terms of
employment history. Indicator 3. “How was your employability? How long did
it take before you were able to get a job?” obtained the largest weighted
54
mean of 2.31, was ranked 1st and was interpreted as within 4 months to 9
months while indicator 2. “How was your employability? When did you start
working in your first job after you graduated from college?” obtained the
lowest weighted mean of 1.59, was ranked 3rd and was interpreted as within
4 months to 9 months.
Overall, the respondents’ employment profile in terms of employment
history was within 4 months to 9 months with an average weighted mean of
1.87.
Results showed that the respondents’ employment profile had a
positive influence towards how long it took before they were able to get a job
and also to when did they start working in their first job after graduating
from college. It also showed that the respondents’ employment history is
within 4 months to 9 months to all the indicators of employability.
This indicates that the respondents’ employment history had a positive
influence towards them which they can apply to their employment profile.
55
Table 16. Relationship between the College Experience in terms of Learner

Engagement and Nursing Licensure Examination of the UPHSL
Nursing Graduates of batch 2015 according to Five Subject
Classifications of Nursing Practice
Learner Pearson Interpretation t-test Interpretation
Engagement r
Com Criti
puted cal
NP1 -0.28 Weak -1.48 2.0 Not significant
relationship 60
NP2 -0.14 Very weak -0.73 2.0 Not significant
relationship 60
relationship 60
relationship 60
relationship 60
0.05 Level of Significance
Degree of freedom = 25
n=27
As shown in the Table 16, to find for the relationship between the
college experience in terms of learner engagement and nursing licensure
examination in terms of nursing practice 1, a computed Pearson r value of -
0.28 was obtained which is lower than the tabular value of 0.38. This shows
that there is a weak relationship between the two variables that were
mentioned above and the null hypothesis will be accepted. A t-test was done
to test for the significance of Pearson r and was able to obtain a computed t-
value of -1.48 which is lower than the critical t-value of 2.060. This indicates
that there is no significant relationship between the college experience in
terms of learner engagement and nursing licensure examination in terms of

56
NP1. Both results were obtained using a 0.05 level of significance and a 25
degree of freedom.
For the relationship between the college experience in terms of learner
engagement and nursing licensure examination in terms of nursing practice
2, a computed Pearson r value of -0.14 was obtained which is lower than the
tabular value of 0.38. This shows that there is a very weak relationship
between the two variables that were mentioned above and the null
hypothesis will be accepted. A t-test was done to test for the significance of
Pearson rand was able to obtain a computed t-value of -0.73 which is lower
than the critical t-value of 2.060. This indicates that there is no significant
relationship between the college experience in terms of learner engagement
and nursing licensure examination in terms of NP2. Both results were
obtained using a 0.05 level of significance and a 25 degree of freedom.
As to the relationship between the college experience in terms of
learner engagement and nursing licensure examination in terms of nursing
practice 3, a computed Pearson r value of -0.26 was obtained which is lower
than the tabular value of 0.38. This shows that there is a weak relationship

57
For the relationship between the college experience in terms of learner
engagement and nursing licensure examination in terms of nursing practice
4, a computed Pearson r value of -0.21 was obtained which is lower than the
tabular value of 0.38. This shows that there is a weak relationship between
the two variables that were mentioned above and the null hypothesis will be
accepted. A t-test was done to test for the significance of Pearson rand was
able to obtain a computed t-value of -1.10 which is lower than the critical t-
value of 2.060. This indicates that there is no significant relationship
between the college experience in terms of learner engagement and nursing
licensure examination in terms of NP4. Both results were obtained using a
0.05 level of significance and a 25 degree of freedom.
Lastly, for the relationship between the college experience in terms of
learner engagement and nursing licensure examination in terms of nursing
than the tabular value of 0.38. This shows that there is a weak relationship

58
Table 17. Relationship between the College Experience in terms of Teaching

Quality and Nursing Licensure Examination of the UPHSL Nursing
Graduates of batch 2015 according to Five Subject Classifications
of Nursing Practice
Teaching Pearson Interpretati t-test Interpretatio
Quality r on n
Computed Critical
Very weak
NP1 -0.11 -0.55 2.060 Not significant
relationship
Very weak
relationship
Very weak
NP3 0.10 0.52 2.060 Not significant
relationship
Very weak
relationship
Very weak
relationship
college experience in terms of teaching quality and nursing licensure
examination in terms of nursing practice 1, a computed Pearson r value of -
that there is a very weak relationship between the two variables that were
to test for the significance of Pearson rand was able to obtain a computed t-
59
value of -0.55 which is lower than the critical t-value of 2.060. This indicates
that there is no significant relationship between the college experience in
terms of teaching quality and nursing licensure examination in terms of NP1.
Both results were obtained using a 0.05 level of significance and a 25 degree
of freedom.
For the relationship between the college experience in terms of
teaching quality and nursing licensure examination in terms of nursing
than the tabular value of 0.38. This shows that there is a very weak
relationship between the two variables that were mentioned above and the
null hypothesis will be accepted. A t-test was done to test for the significance
of Pearson rand was able to obtain a computed t-value of -0.75 which is
lower than the critical t-value of 2.060. This indicates that there is no
significant relationship between the college experience in terms of teaching
quality and nursing licensure examination in terms of NP2. Both results were
practice 3, a computed Pearson r value of 0.10 was obtained which is lower
60
of Pearson rand was able to obtain a computed t-value of 0.52 which is lower
relationship between the college experience in terms of teaching quality and
nursing licensure examination in terms of NP3. Both results were obtained
using a 0.05 level of significance and a 25 degree of freedom.
of Pearson rand was able to obtain a computed t-value of 0.74 which is lower
relationship between the college experience in terms of teaching quality and
nursing licensure examination in terms of NP4. Both results were obtained
using a 0.05 level of significance and a 25 degree of freedom.
61
significant relationship between the college experience in terms of teaching
quality and nursing licensure examination in terms of NP5. Both results were
Table 18. Relationship between the College Experience in terms of Student

Support Services and Nursing Licensure Examination of the
UPHSL Nursing Graduates of batch 2015 according to Five
Subject Classifications of Nursing Practice
Student Pearson Interpretati t-test Interpretati
Support r on on
Services Computed Critical
No
NP1 0.00 -0.01 2.060 Not significant
relationship
Very weak
relationship
Very weak
relationship
Very weak
relationship
Weak
relationship
college experience in terms of student support services and nursing licensure
examination in terms of nursing practice 1, a computed Pearson r value of
that there is no relationship between the two variables that were mentioned
62
above and the null hypothesis will be accepted. A t-test was done to test for
the significance of Pearson rand was able to obtain a computed t-value of -
0.01 which is lower than the critical t-value of 2.060. This indicates that
there is no significant relationship between the college experience in terms of
student support services and nursing licensure examination in terms of NP1.
Both results were obtained using a 0.05 level of significance and a 25 degree
of freedom.
student support services and nursing licensure examination in terms of
nursing practice 2, a computed Pearson r value of -0.10 was obtained which
is lower than the tabular value of 0.38. This shows that there is a very weak
significant relationship between the college experience in terms of student
support services and nursing licensure examination in terms of NP2. Both
results were obtained using a 0.05 level of significance and a 25 degree of
freedom.

63
freedom.
freedom.
64
is lower than the tabular value of 0.38. This shows that there is a weak
freedom.
65
Table 19. Relationship between the College Experience in terms of Overall

College Experience and Nursing Licensure Examination of UPHSL
Nursing Graduates of batch 2015 according to Five Subject
Classifications of Nursing Practice
Overall Pears Interpretat t-test Interpretatio
College on r ion n
Experience Computed Critical
Very weak
relationship
No
relationship
Very Weak
relationship
Very Weak
relationship
Very Weak
relationship
college experience in terms of overall college experience and nursing
licensure examination in terms of nursing practice 1, a computed Pearson r
value of -0.08 was obtained which is lower than the tabular value of 0.38.
This shows that there is a very weak relationship between the two variables
that were mentioned above and the null hypothesis will be accepted. A t-test
was done to test for the significance of Pearson rand was able to obtain a
computed t-value of -0.40 which is lower than the critical t-value of 2.060.
This indicates that there is no significant relationship between the college
experience in terms of overall college experience and nursing licensure

66
examination in terms of NP1. Both results were obtained using a 0.05 level
of significance and a 25 degree of freedom.
For the relationship between the college experience in terms of overall
college experience and nursing licensure examination in terms of nursing
than the tabular value of 0.38. This shows that there is no relationship
Pearson rand was able to obtain a computed t-value of 0.01 which is lower
relationship between the college experience in terms of overall college
experience and nursing licensure examination in terms of NP2. Both results
were obtained using a 0.05 level of significance and a 25 degree of freedom.
overall college experience and nursing licensure examination in terms of
67
significant relationship between the college experience in terms of overall
college experience and nursing licensure examination in terms of NP3. Both
freedom.
For the relationship between the college experience in terms of overall
college experience and nursing licensure examination in terms of nursing
freedom.
overall college experience and nursing licensure examination in terms of
is lower than the tabular value of 0.38. This shows that there is a weak
68
freedom.
Table 20. Relationship between the Respondents’ College Experience to their

Employment
Pearson Interpretatio Interpretatio
Variable t-test
r n n
Compute Critic
d al
Learning
Very Weak
Engageme -0.10 -0.49 2.060 Not Significant
Relationship
nt
Teaching Very Weak
0.13 0.64 2.060 Not Significant
Quality Relationship
Student
Very Weak
Support -0.07 -0.35 2.060 Not Significant
Relationship
Services
Overall
Weak
College -0.28 -1.44 2.060 Not Significant
Relationship
Experience
Degree of Freedom = 25
As shown in table 20, to find for the relationship between the
respondents’ college experience to their employment in terms of learning
engagement, a computed Pearson r value of -0.10 was obtained which is
lower than the tabular value of 0.36. This shows that there is a very weak
69
of Pearson r and was able to obtain a computed t-value of -0.49 which is
significant relationship between the respondents’ college experience to their
employment in terms of learning engagement. Both results were obtained
using 0.05 level of significance and a 25 degree of freedom.
For the relationship between the respondents’ college experience to
their employment in terms of teaching quality, a computed Pearson r value
of 0.13 was obtained which is lower than the tabular value of 0.36. This
shows that there is a very weak relationship between the two variables that
were mentioned above and the null hypothesis will be accepted. A t-test was
done to test for the significance of Pearson r and was able to obtain a
computed t-value of 0.64 which is lower than the critical t-value of 2.060.
This indicates that there is no significant relationship between the
respondents’ college experience to their employment in terms of teaching
quality. Both results were obtained using a 0.05 level of significance and a
25 degree of freedom.
As to the relationship between the respondents’ college experience to
their employment in terms of students support services, a computed Pearson
r value of -0.07 was obtained which is lower than the tabular value of 0.36.
This shows that there is a very weak relationship between the two variables
that were mentioned above and the null hypothesis will be accepted. A t-test
70
was done to test for the significance of Pearson r and was able to obtain a
computed t-value of -0.35 which is lower than the critical t-value of 2.060.
This indicates that there is no significant relationship between the
respondents’ college experience to their employability in terms of students
support services. Both results were obtained using a 0.05 level of
significance and a 25 degree of freedom.
Lastly, for the relationship between the respondents’ college
experience to their employability in terms of overall college experience, a
computed Pearson r value of -0.07 was obtained which is lower than the
tabular value of 0.36. This shows that there is a weak relationship between
the two variables that were mentioned above and the null hypothesis will be
accepted. A t-test was done to test for the significance of Pearson r and was
able to obtain a computed t-value of -1.44 which is lower than the critical t-
value of 2.060. This indicates that there is no significant relationship
between the respondents’ college experience to their employment in terms of
overall college experience. Both results were obtained using a 0.05 level of

71
Table 21. Relationship between the Respondents’ Nursing Licensure

Examination to their Employment
Employab Pearso Interpretatio Interpretatio

ility nr n t-test n
Compute Critic
d al
Very Weak
NP1 0.09 0.48 2.060 Not Significant
Relationship
Very Weak
Relationship
Weak
Relationship
Very Weak
Relationship
Moderate
NP5 0.41 2.27 2.060 Significant
Relationship
As shown in table 21, to find for the relationship between the
respondents’ NLE to their employment in terms of the result of their NP1, a
computed Pearson r value of 0.09 was obtained which is lower than the
tabular value of 0.38. This shows that there is a very weak relationship
Pearson r and was able to obtain a computed t-value of 0.48 which is lower
than the critical value of 2.060. This indicates that there is no significant
relationship between the respondents’ NLE to their employment in terms of
the result of their NP1. Both results were obtained using 0.05 level of

72
For the relationship between the respondents’ NLE to their
employment in terms of the result of their NP2, a computed Pearson r value
computed t-value of 0.08 which is lower than the critical value of 2.060. This
indicates that there is no significant relationship between the respondents’
NLE to their employment in terms of the result of their NP2. Both results
were obtained using 0.05 level of significance and a 25 degree of freedom.
For the relationship between the respondents’ NLE to their
shows that there is a weak relationship between the two variables that were
to test for the significance of Pearson r and was able to obtain a computed t-
value of 1.28 which is lower than the critical value of 2.060. This indicates
that there is no significant relationship between the respondents’ NLE to their
employment in terms of the result of their NP3. Both results were obtained
using 0.05 level of significance and a 25 degree of freedom.
As to the relationship between the respondents’ NLE to their

73
computed t-value of 0.52 which is lower than the critical value of 2.060. This
indicates that there is no significant relationship between the respondents’
NLE to their employment in terms of the result of their NP4. Both results
were obtained using 0.05 level of significance and a 25 degree of freedom.
Lastly, for the relationship between the respondents’ NLE to their
of 0.41 was obtained which is higher than the tabular value of 0.38. This
shows that there is a moderate relationship between the two variables that
computed t-value of 2.27 which is higher than the critical value of 2.060.
This indicates that there is a significant relationship between the
respondents’ NLE to their employment in terms of the result of their NP5.
Both results were obtained using 0.05 level of significance and a 25 degree
of freedom.
74
Chapter 5
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
This chapter presents the summary of findings, conclusion and
recommendations formulated by the researchers based on the analysis and
the interpretation of results of the study that they had undertaken.
This study was conducted to evaluate the college experience, nursing
licensure examination, and employability studies of nursing graduates of
University of Perpetual Help – Dr. Jose G. Tamayo Medical University of
batch 2015.
Specifically, it aimed to answer the following questions:
1. What is the college experience of UPHSL BS Nursing graduates of batch
2015 in terms of:
1.1 Learner engagement
1.2 Teaching quality
1.3 Student support service
1.4 Overall college experience
2. What are the ratings of the respondents in Nursing Licensure
Examination in terms of:
2.1 NP 1
75
2.2 NP 2
2.3 NP 3
2.4 NP 4
2.5 NP 5
3. What is the respondents’ employment profile in terms of:
3.1 Employment history
4. Is there a significant relationship between the college experiences of the
UPHSL BSN graduates of batch 2015 to NLE?
5. Is there a significant relationship between the respondents’ college
experience to their employment?
6. Is there a significant relationship between the respondents’ NLE to their
employment?
Summary
The following findings are summarized according to the statement of
the problem.
College Experience of Nursing Graduates of UPHSL in terms of Learner
Engagement, Teaching Quality, Student Support Services, and Overall
College Experience. The college experience of nursing graduates of UPHSL
batch 2015 in terms of learner engagement was Moderate with an average
weighted mean of 2.29; in terms of teaching quality was Always with an
average weighted mean of 2.66; in terms of student support services was

76
Sometimes with an average weighted mean of 2.17; and in terms of overall
college experience, the respondents had Agree with an average weighted
mean of 2.83.
Nursing Licensure Examination Ratings of Nursing Graduates of UPHSL
in terms of test subjects NP 1, NP 2, NP 3, NP 4 and NP 5. The nursing
licensure examination ratings of nursing graduates of UPHSL batch 2015 in
terms of test subject NP 1 had most of the respondents, 18 (66.67%) have a
good nursing licensure examination with an average within the range of 78-
81 while 1 (3.70%) have an excellent nursing licensure examination with an
average within the range of 88 and above; in terms of test subject NP 2 had
most of the respondents, 15 (55.56%) have a good nursing licensure
examination with an average within the range of 78-81 while 1 (3.70%)
have a very good nursing licensure examination with an average within the
range of 82-87; in terms of test subject NP 3 had most of the respondents, 9
(33.33%) have a failed nursing licensure examination with an average within
the range of 74 and below while 4 (14.81%) have a very good nursing
licensure examination with an average within the range of 82-87; in terms of
test subject NP 4 had most of the respondents, 13 (48.15%) have a good
nursing licensure examination with an average within the range of 78-81
while the other respondents got 88 and above and the other got 82-87 of
average, both have equal percentage of (3.70%) and have an excellent and
very good nursing licensure examination; in terms of test subject NP 5 had

77
most of the respondents, 21 (77.78%) have a failed nursing licensure
examination with an average within the range of 74 and below while 2
(7.41%) have a good nursing licensure examination with an average within
the range of 78-81.
The Respondents’ Employment Profile in terms of Employment History.
The respondents’ employment profile in terms of employment history was
within 4 months to 9 months with an average weighted mean of 1.87.
Significant relationship between the college experiences of the UPHSL
BSN graduates of batch 2015 to NLE. The relationship between College
Experience in terms of learner engagement and nursing licensure
examination of nursing practice 1, 2, 3, 4 and 5 has been confirmed through
the computed value of Pearson r values of -0.28, -0.14, -0.26, -0.21, -0.28
were respectively acquired, which were lower than 0.38 tabular value at the
degree of freedom equivalent to 25 and interpreted as weak relationship.
Finding the for its significance, computed t values of -1.48, -0.73, -1.33, -
1.10, -1.45 respectively were obtained, which were lower than 2.060 critical
value at 0.05 level of significance and indicated as not significant. Null
hypothesis will be accepted.
The relationship between College Experience in terms of teaching
qualities and nursing licensure examination of nursing practice 1, 2, 3, 4 and
5 has been confirmed through the computed value of Pearson r values of -
0.11, -0.15, -0.10, -0.15, -0.01 were respectively acquired, which were
78
computed t values of -0.55, -0.75, 0.52, 0.74, -0.04 respectively were
The relationship between College Experience in terms of student
support service and nursing licensure examination of nursing practice 1, 2, 3,
4 and 5 has been confirmed through the computed value of Pearson r values
of 0.00, -0.10, -0.19, -0.07, -0.31 were respectively acquired, which were
computed t values of -0.01, -0.51, -0.95, -0.33, -1.64 respectively were
The relationship between College Experience in terms of overall
college experience and nursing licensure examination of nursing practice 1,
2, 3, 4 and 5 has been confirmed through the computed value of Pearson r
values of -0.08, 0.00, -0.14, -0.05, -0.02 were respectively acquired, which
were lower than 0.38 tabular value at the degree of freedom equivalent to
25 and interpreted as very weak relationship. Finding the for its significance,
computed t values of -0.40, 0.01, -0.63, -0.26, -1.09 respectively were

79
Significant relationship between the respondents’ college experience to
their employability status. The computed Pearson r in college experience in
terms of learner engagement, teaching quality, student support system and
overall college experience between employability status were obtained
respectively with a Pearson r values of -0.10, 0.13, -0.07, -0.28 were less
than the tabular value of 0.38 and were interpreted as very weak in relation.
To find for its significance computed t values of -0.49, 0.64, -0.35, -1.44
were acquired respectively, results were lower than the critical value of
2.060 and were interpreted as not significant. Null hypothesis will be
accepted.
Significant relationship between the respondents’ NLE to their
employability status. The relationship between the respondents’ nursing
licensure examination of nursing practice 1, 2, 3, 4 to their employability
status shows very weak relationship excepting nursing practice 5 which
shows moderate relationship. The computed Pearson r values of 0.09, 0.02,
0.25, 0.10 were respectively obtained for nursing practice 1, 2, 3, and 4
while a Pearson r value of 0.41 for nursing practice 5. The significant results
were acquired respectively through the computed t values of 0.48, 0.08,
1.28, 0.52 for nursing practice 1, 2, 3, and 4 while for nursing practice 5 has
obtained a t value of 2.27 which were interpreted as not significant except

80
nursing practice 5 that was interpreted as moderately significant. Null
hypothesis will be accepted.
Conclusions
The following conclusions indicated below were drawn based on the
findings of the study:
1. The College Experience of nursing graduate of UPHSL batch 2015 in
terms of Learner engagement was experienced moderate; teaching
quality experienced was always; student support service experienced
was sometimes; and overall college experience as agreed.
2. Majority of the nursing graduates in UPHSL batch 2015 had a good
result in nursing licensure exam although there were 5 respondents
who did not take the NLE.
3. The respondent’s employment profile in terms of its employability
history was within 4 months to 9 months, therefore, respondents seek
their desired jobs as soon as they graduate.
4. College experience has no significance to the Nursing Licensure
Examination results of nursing graduates in UPHSL batch 2015.
5. College experience of nursing graduates in UPHSL is independent and
has no influence to their employment.
6. Nursing Licensure Examination results of nursing graduates in UPHSL
batch 2015 has a no influence to their employment except for NP5.

81
Recommendations
Based on the findings and conclusions, the following recommendations
were given:
1. The college of nursing should conduct activities that will improve the
relationship among nursing students. The students should
continuously be molded with the help of their clinical instructors, the
weak points should be strengthened and given emphasis and their
strengths should be continuously practiced for the betterment of their
college experience. The student support services must provide the
best way to utilize or maximize the resources available to deliver a
more accommodating and conducive place for students to learn.
2. The students should learn more from a vast collection of knowledge,
and should not depend on the general knowledge that they’ve learned.
The previous nursing licensure examination questions should be
discussed frequently in class and incorporated in long examinations of
the nursing students to serve as their review.
3. The students should learn how to market themselves with the support
of seminars that can enhance their confidence and capabilities.
Nursing students must show interest and must act on their outmost
performance as possible.
82
4. The future researchers of the same study should engage themselves in
conducting and tracing the previous graduates in efficient and effective
manner for them to achieve a very satisfactory result.

83
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84
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88
APPENDIX A
COMMUNICATION LETTER
89
90
91
92
93
94
APPENDIX B
SAMPLE QUESTIONNAIRE
95
Dear Alumnus,
Good day!
We, the Group 4 of 4th year nursing students of University of Perpetual
Help System Laguna, are conducting a graduate tracer study entitled
“Graduate Tracer Study of Nursing Graduates in UPHSL Batch 2015.” We
would like to ask for your help in providing us your sincere and honest
answers on the questions provided in this questionnaire. We, the
researchers, assure you that the information you will provide will be held
in utmost value and confidentiality. We would highly appreciate it if you
could kindly complete the questionnaire.
Thank you very much for your anticipated support. Have a nice day. God
bless!
Name: _________________________________________
(Last Name) (First Name) (MI)
I. COLLEGE EXPERIENCE
Please check the appropriate box after each statement, to indicate how good
your college experience was back then. Try to recall the times that you were
still taking up Bachelor of Science in Nursing.
Legend
3 High
2 Moderate
1 Low
96
Questions
1.1 LEARNER ENGAGEMENT
1. During your college HIGH MODERATE LOW
years, to what extent
have you…
a. Had a sense of
belongingness to your
university?
b. Felt prepared for your
study
Legend
3 ALWAYS
2 SOMETIMES
1 NEVER
2. During that time, how ALWAYS SOMETIME NEVER

frequent have you… S
a. Participated in discussions
online or face to face?
b. Worked with other
students as a part of your
study?
97
c. Interacted with students

outside your study
requirements?
d. Interacted with students
who were very different
from you?
3. School activities: How ALWAYS SOMETIME NEVER

frequent have you… S
a. Participated in
intramural/sports
fest/varsity team?
b. Held a leadership position
in a student club, campus
organization, residence
hall, or fraternity/sorority?
c. Been an active member of
any non-academic club?
d. Been an active member of
any academic club?
e. Participated in a
leadership-training
program?
f. Affiliated with religious
clubs/participated in
religious activities?
g. Participated in activities
that helped you explore
your career options?
98
1.2 TEACHING QUALITY

4. Taking into ALWAYS SOMETIME NEVER
consideration all of the S
faculty with whom you
have interacted at the
college/university you
graduated from, how
often have you
experienced each
faculty:
a. Gave clear explanations
b. Made good use of
examples and illustrations
to explain difficult points.
c. Gave assignments that
helped in the learning
process
d. Stimulated you
intellectually
e. Commented on your work
in ways that help you
learn
f. Were helpful and
approachable
g. Had a mastery of the
subject matter taught
h. Made use of class time
effectively
1.3 STUDENT SUPPORT SERVICES

5. During the time you ALWAYS SOMETIME NEVER
were in college, how S
frequent did the
following staff
members provide you
with specialized
services?
a. Administrative staff
(Cashier, Registrar,
Security, etc.)
b. Librarians
c. Guidance counselors
99
d. Chaplain/ Pastor/
Religious Minister or
Elder
e. Laboratory Technicians
f. Research Personnel
Legend
3 AGREE
2 UNDECIDED
1 DISAGREE
1.4 OVERALL COLLEGE EXPERIENCE

Your college experience AGREE UNDECIDED DISAGREE
has…
a. Helped you connect

what you have learned
in the classroom with
real life situations
b. Helped you translate
what you have learned
inside the classroom
into action.
100
c. Had a positive influence

on your intellectual
growth and interest in
ideas.
d. Had a positive influence

on your personal
growth, attitudes, and
values.
II. EMPLOYMENT
How was your Employability? Please check the inside part of the open and
close parentheses that corresponds to your choice.
2.1 EMPLOYABILITY
Questions
1. When did you start looking for ( ) Less than 3 months

work?
( ) 4 months to 9 months
( ) More than 10 months
2. When did you start working in ( ) Less than 3 months

your first job after you
graduated from college? ( ) 4 months to 9 months
3. How long did it take before ( ) Less than 3 months

you were able to get a job?
( ) 4 months to 9 months

101
CURRICULUM VITAE
102
Name: Canindo, Kertz Ehman A.
Group/Batch: Group 4 / Batch 2018
Nickname: Kertz
Address: Blk 2 Lot 43 St. Joseph Village 1, San
Vicente, San Pedro, Laguna
Birthdate: June 9, 1991
Religion: Catholic
Email Address: ckertzehman@yahoo.com.ph
Mother’s Name: Emma A. Canindo
Father’s Name: Michael C. Canindo
EDUCATIONAL BACKGROUND
Primary : Colegio San Agustin Biñan, Immaculate Heart of Mary School

Academic Year: 2000 - 2006
Secondary : Immaculate Heart of Mary School

Tertiary : UPH - Dr. Jose G. Tamayo Medical University
“Mirror Mirror on the wall, I’ll always get up after I fall. And whether
I run, walk or have to crawl, I’ll set my goals and achieve them all.”
103
Name: Dimaguila, Mia Noryani B.
Nickname: Mia
Address: Phase 1E Block 7 Lot 3 Stage 5
Davao Street Macaria Village, Biñan, Laguna
Birthdate: June 26, 1990
Religion: Christian (Born Again)
Email Address:
miadimaguila062690@gmail.com
Mother’s Name: Milagros B. Dimaguila
Father’s Name: Alejandro B. Dimaguila
Primary : Casa Del Niño Montessori and Science High School

Secondary : Colegio San Agustin Biñan
“For I know the plans I have for you, declares the Lord, plans to
prosper you and not to harm you, plans to give you hope and a
future-Jeremiah 29:11. With Gods' love and guidance nothing is
impossible.”
104
Name: Sakamoto, Maria Beatriz R.
Nickname: Bea
Address: Ph6 #18 Waling waling St. Pacita
Complex 1, San Pedro, Laguna
Birthdate: April 1, 1996
Religion: Catholic
Email Address: Beasaka011212@gmail.com
Mother’s Name: Sakamoto, Maria Socorro R.
Father’s Name: Sakamoto, Toshiki
Primary : Asamizo Elementary School

Secondary : Casa Del Niño Science High School


Academic Year: 2015 – 2018
“Fall seven times, Stand up eight”

105
Name: Sicat, Minette E.
Nickname: Nette
Address: Blk 4, lot 2 & 3, Brgy. Bagong Silang
Sucat, Muntinlupa City
Birthdate: May 5, 1998
Religion: MCGI
Email Address: nettecruz27@gmail.com
Mother’s Name: Sicat, Melinda E.
Father’s Name: Sicat, Miner C.
Primary : Bagong Silang Elementary School

Secondary : Abuyog Academy


“Good sense makes on slow to anger, and it is his glory to overlook

an offense. (Proverbs 19:1 Better the poor whose walk is blameless
than a fool whose lips are perverse.)”
106
Name: Sigue, Renz Ann A.
Nickname: Rennie
Address: Platero, Biñan City, Laguna
Birthdate: May 1, 1998
Religion: Roman Catholic
Email Address: siguerenzann@gmail.com
Mother’s Name: Susan A. Sigue
Father’s Name: Turiano C. Sigue
Primary : Platero Elementary School

Secondary : St. Michael's College of Laguna


"Not all of us can do great things. But we can do small things with
great love."
107
Name: Susa, Jessica Wezen B.
Nickname: Jessica, Jessy
Address: B42 L2 Araneta St. Katarungan
Village, Muntinlupa City
Birthdate: January 12, 1997
Religion: Roman Catholic
Email Address: jwezen@yahoo.com
Mother’s Name: Carolyn Jane B. Susa
Father’s Name: Gabriel Rafael Valiente B. Susa
Primary : Southernside Montessori School

Secondary : Southernside Montessori School


“However difficult life may seem, there is always something you can
do and succeed at. It matters that you don’t just give up. – Stephen
Hawking”
108
Name: Torres, Jean Elyssa P.
Nickname: Jean, Ellie
Address: Barangay Langgam, San Pedro
Laguna
Birthdate: September 26, 1997
Religion: Catholic
Email Address: tjeanelyssa@gmail.com
Mother’s Name: Jacqueline P. Torres
Father’s Name: Edwin A. Torres
Primary : La Paz Elementary School, Makati City

Secondary : IETI College of Science and Technology, San Pedro, Laguna

Academic Year: 2010-2014

"In running and in life, mile one is always the hardest. Stop doubting
yourself, work hard and make it happen.”
109
Name: Villaluz, Jhon Christian R.
Nickname: JC
Address: Blk 23 Lot 27 Ph. 3 Brgy. Dila

Golden City Sta. Rosa, Laguna
Birthdate: September 16, 1997
Religion: Catholic
Email Address:
jhonchristianvillaluz@yahoo.com
Mother’s Name: Leslie Chari Reyes
Father’s Name: Jonathan A. Villaluz
Primary : Chair of St. Peter School

Secondary : Meridian Educational Institute

Tertiary : UPH-Dr. Jose G. Tamayo Medical University

“Greatness comes from small Beginnings. True life is becoming

something small that is part of something Big.”

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A GRADUATE TRACER STUDY OF NURSING IN UPHSL BATCH 2015

An Undergraduate Thesis Presented

This undergraduate thesis entitled “A GRADUATE TRACER STUDY

APPROVAL BY THE PANEL OF EXAMINERS

Approved by the committee on Oral Examinations with a grade

Accepted and approved in partial fulfillment of the requirements for

The accomplishment of this research paper could have not been

researchers are highly grateful for:

Nursing, for giving the researchers the opportunity to have this

the persistent help and guidance.

To Mr. Reuben C. Peralta, RN, MBA, MAN, their beloved research

adviser, for relentlessly guiding the researchers with compassion,

understanding, inexhaustible supervision, meticulous modifications, and

continuous support for the improvement of the study.

persistent support and thorough revisions for the improvement of their

To Mr. Leonardo J. Elemos, MAEd, for being their statistician and

To the respondents, for their support and participation, for reliably

sharing their thoughts, knowledge and experiences, and in offering their

precious time in answering the questionnaire of this study.

To the parents of the researchers, for their unconditional love,

endless emotional and financial support, supervision, assistance, and

Title : A GRADUATE TRACER STUDY OF NURSING IN

Authors : Canindo, Kertz Ehman A., Dimaguila, Mia Noryani

Degree : Bachelor of Science in Nursing

School : UPH – Dr. Jose G. Tamayo Medical University

Academic Year : 2017 – 2018

Adviser : Reuben C. Peralta, RN, MBA, MAN

Number of Pages : 122

This study was designed to serve as the graduate tracer study of

LIST OF FIGURES xiv

1. THE PROBLEM AND ITS BACKGROUND 1

Statement of the Problem 6

Scope and Delimitation 8

2. REVIEW OF RELATED LITERATURE AND STUDIES 12

Synthesis of the State of the Art 28

Gaps to be bridged by the study 30

3. RESEARCH DESIGN AND METHODOLOGY 31

Population of the Study 32

Evaluation and Scoring 33

Instrumentation and Validation 35

Data Gathering Procedure 36

Statistical Treatment of Data 37

4. PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA 40

5. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS 74

CURRICULUM VITAE 101

1 Rating Scale for the Interpretation of College Experience in 33

terms of Learner Engagement

2 Rating Scale for the Interpretation of College Experience in 34

terms of Learner Engagement, Teaching Quality, and

Student Support Services

3 Rating Scale for the Interpretation of College Experience 35

in terms of Overall College Experience

4 Weighted Mean and Ranking of the College Experience of 40

Nursing Graduates of UPHSL batch 2015 in terms of

5 Weighted Mean and Ranking of the College Experience of 41

Nursing Graduates of UPHSL batch 2015 in terms of

6 Weighted Mean and Ranking of the College Experience of 43

Nursing Graduates of UPHSL batch 2015 in terms of

7 Weighted Mean and Ranking of the College Experience of 45

Nursing Graduates of UPHSL batch 2015 in terms of

Nursing Graduates of UPHSL batch 2015 in terms of

Student Support Services

9 Weighted Mean and Ranking of the College Experience of 48