TRACER STUDY IN ONE CAMPUS OF A STATE UNIVERSITY IN THE PHILIPPINES

1
Dr. Luis D. Dulnuan Jr./ 2Prof. Jessie C. Saulog/ 3Prof. Alyhandro T. Gomez
Industrial Technology Department,
Technological University of the Philippines at Cavite

Introduction

In this era of globalization, the immense and complex role of higher education institutions is
being subjected to a wide range of challenges with social, political, and economic implications. In spite
of these challenges, universities remain with vast influence over the change process in many societies,
especially in human and social development. In fact, universities are vital drivers of economies
worldwide. However, to effectively carry out its mandate, universities must provide educational
experiences to support students to live in this ever-changing world (Harrison, 2017). To monitor if
universities deliver quality services and products quality assurance mechanisms are implemented which
include accreditation and certification by recognized local and international bodies. One of the
requirements of accreditation is proof of the employability and productivity of graduates which
obviously can be found in a graduate tracer study. Employability and productivity of graduates have
become an indicator of performance within higher education institutions.

The Technological University of the Philippines at Cavite

TUP-Cavite is one of four campuses of the Technological University of the Philippines (TUP).
TUP-Cavite was established in 1979 in Barangay Salawag, Dasmariñas City in the vibrant province of
Cavite. In 1982, the Campus officially starts it operations offering three-year engineering technology
programs with a specialization in Automotive, Civil, Electrical, Electronics, Drafting, Mechanical &
Stationary Marine. Since then, TUP-Cavite has produced technical graduates supplying manpower to
industries mostly located in industrialized provinces of Cavite, Laguna, Batangas, Metro Manila, and
other places in the country and even overseas.

As part of its quality assurance mechanisms, TUP-Cavite conducted this graduate tracer study
with the intent of maximizing the advantages and impact of tracer studies to higher education
recognizing that graduate survey results are a significant and effective way in the analysis of relationship
between higher education and work (Schomburg, 2003). Tracer studies are conducted to evaluate the
relevance and quality of programs offered by the Universities in relation to the labor market, Obando &
Shisanya (2013), Egesah et. al (2014). It is also a feedback tool on educational experiences and how the
graduates transitioned from the university to the workplace (Badiru & Wahome, 2016). Moreover, the
Commission on Higher Education (CHED) supports the conduct of graduate tracer studies while
accrediting bodies like the Accrediting Agency of Chartered Colleges and Universities in the Philippines
(AACCUP) and the Department of Budget (DBM) require graduate tracer studies for accreditation and
performance-based bonus (PBB) respectively.
Methodology

Research Design

The study used the descriptive method of research to evaluate the socio-demographic
profile, employment characteristic, skills matching, and feedback on the educational experience
of graduates with the University. The evaluation provides documented evidence of curricular
program efficacy based on the employability and productivity and feedback of graduates.

Respondents and Sampling Plan

The study used random sampling of the 2011-2015 graduates from eight engineering
technology programs. The total graduate during the survey period was 2705 and the actual
respondent in the random sampling was 1496 or 55.03 percent of the total graduates. A success
rate of 68 percent was achieved having 1016 respondents who completely accomplished/
responded and returned/submitted the survey. The 1016 respondents translated to 37.56
percent of the total graduates which falls within the effective response rate of 30-60 percent for
graduate tracer studies according to Schomburg (2003).

Instruments and Data Gathering Procedure

The study used the tracer study questionnaire developed by CHED modified to fit the
characteristics of the engineering technology graduates of TUP Cavite. The instrument has three
main parts composed of the biographical data profile of graduates, employment characteristic,
and graduate’s feedback on university experiences. The essential components of the profile
include the sex, age, year graduated, program finished, and higher degree earned. On the other
hand, employment characteristics cover employment, place of employment, employment
status, occupational classification, type of industry, monthly salary/Income, waiting time before
acquiring first job, mode of getting the first job, enabling factors in getting the first job, and level
of job satisfaction. Furthermore, the graduate’s feedbacks on university experiences include the
relation of skills acquired from university and the task in the current job, and level of satisfaction
with the learning environment and facilities of the university. The survey form was distributed
personally or through electronic means to the respondent while an online version was made
available as an alternative.

Data Analysis

Data analysis in this study basically utilized frequency, percentage, mean, and ranking.
To interpret the mean results, the scale below was used:

Scale Level of Satisfaction

4.51 – 5.00 Very High Satisfaction
3.51 – 4.50 High Satisfaction
2.51 – 3.50 Moderate Satisfaction
1.51 – 2.50 Low Satisfaction
1.00 – 1.50 Very Low Satisfaction
Results and Discussion

A. On profile of TUP Cavite Graduates in terms Sex, Age, Program, and Higher Degree Earned

Age

Figure 1 presents the frequency and percentage distribution of respondents according to

age. As presented, 255 out of the 1016 total respondents or 25% belong to the 24-25 age
bracket. The 26-27 age bracket comes next with a frequency of 232 or 23 percent followed by
the 22-23 age bracket with a frequency of 224 or 22 percent. Trailing next is the 28 and above
age group with a frequency of 178 or 18 percent followed by the 20-21 age group with a
frequency of 127 or 12 percent.

178, 18% 127, 12%

20-21
22-23
224, 22% 24-25
232, 23% 26-27
28 & above
255, 25%

Figure 1: Frequency & Percentage Distribution of Respondents According to Age

Sex

Figure 2 presents the frequency and percentage distribution of respondents according

to sex and program. As presented, the male dominates the female respondents accounting to
68% and 32% respectively. Furthermore, the ESET program has the highest number of
respondents with a frequency of 174 (91 male, 83 female) or 17%; COET with a frequency of 149
(97 male, 52 female) or 15%; MPET with a frequency 117 (76 male, 58 female) or 13%; CET with
a frequency of 124 (78 male, 46 female) or 12%; PPET with a frequency of 117 (112 male, 5
female); AET with a frequency of 108 (105 male, 3 female) or 10%; ART with a frequency of 106
(64 male, 42 female) or 10%; and EET with a frequency of 104 (71 male, 33 male) or 10%
 120 112
105
97
100 91
83
78 76
80 71
64 Male
58
60 52 Female
46
42
33 %
40

15 17
20 10 11 12 10 13 12
3 5
0
ART AET CET COET EET ESET MPET PPET

Figure 2: Frequency & Percentage Distribution of Respondents According to Sex and Program

Year Graduated

Figure 3 presents the frequency and percentage distribution of respondents according

to year graduated. It can be seen in the table that graduates in the year 2013 have a frequency
of 226 or 22%; graduates in the year 2012 has a frequency of 219 or 22%; graduates in the year
2014 has a frequency of 218 or 21%; graduates in the year 2015 has a frequency of 201 or 20%
while graduates in the year 2011 has a frequency of 152 or 15%.

152, 15% 201, 20%

Year 2015
Year 2014

219, 22% Year 2013

218, 21% Year 2012
Year 2011
226, 22%

Figure 3. Frequency and Percentage Distribution of Respondents

According to Year Graduated.
 Higher Degree Earned

Figure 4 presents the frequency and percentage distribution of respondents according

to the higher degree earned. The chart revealed that of the 76 respondents who earned a higher
degree, 46 or 61 percent of these earned the Bachelor of Technology degree; 16 or 21 percent
finished the Bachelor of Technical Teacher Education while 14 or 18 percent graduated in
different engineering programs.

16, 21% 14, 18%

Engineering
Bachelor of Technology
BTTE

46, 61%

Figure 4: Frequency & Percentage Distribution of Respondents

According to Higher Degree Earned

B. On Employment Characteristics

Employment Characteristics include status in the labor force, place of employment, employment
status, occupational classification, and type of industry, income/salary scale, and waiting time,
mode, and the enabling factors in getting first job.

The International Labor Organization (ILO) classifies the population of working age in a country
according to their labor force status in three groups: employed, unemployed, and potential labor
force. In this study, the first two groups were intentionally used since these terms are very clear to
the respondents and will not cause any confusion in responding correctly to their labor force status.
According to OECD, “unemployed” are people without work but actively seeking employment and
currently available to start work while “employed” are those who work for pay or profit for at least
one hour a week, or who have a job but are temporarily not at work due to illness, leave or
industrial action.

Table 1 presents the frequency and percentage distribution of respondents according to

status in the labor force. Almost all the respondents with a frequency of 934 out the total 1016
graduates surveyed or 91.9 percent are gainfully employed either locally or abroad, only 82 or
8.1 percent claimed to be not employed. This very high percentage of employability can be
credited strong reputation of the University and the skills acquired from the University and
during on-the-job training.

Table 1: Frequency & Percentage Distribution of Respondents

According to Status in Labor Force

Employed Unemployed
Program N
f % f %
ART 94 88.7 12 11.3 106
AET 105 97.2 3 2.8 108
CET 112 90.3 12 9.7 124
COET 138 92.6 11 7.4 149
EET 91 87.5 13 12.5 104
ESET 160 92.0 14 8.0 174
MPET 122 91.0 12 9.0 134
PPET 112 95.7 5 4.3 117
Total 934 91.9 82 8.1 1016

Table 2 presents the frequency and percentage distribution of respondents according to

the place of employment. As presented, the majority of the respondents are locally employed
with a frequency of 764 out of the 934 respondents or 81.80 percent while 170 or 18.20 percent
are working in different foreign countries. It reflects how the graduates trust the local labor
markets but also the need to look for bigger opportunities outside the country.

Table 2: Frequency & Percentage Distribution of Respondents

According to Place of Employment

Local Overseas
Program N
f % f %
ART 76 8.14 18 1.93 94
AET 72 7.71 33 3.53 105
CET 83 8.89 29 3.10 112
COET 116 12.42 22 2.36 138
EET 74 7.92 17 1.82 91
ESET 141 15.10 19 2.03 160
MPET 104 11.13 18 1.93 122
PPET 98 10.49 14 1.50 112
Total 764 81.80 170 18.20 934
 Table 3 presents the frequency and percentage distribution of respondents according to
employment status. The table illustrates that 802 of the 934 employed respondents or 86% are
holding regular or permanents positions; 126 or 13.4% are under probation or in temporary
status while 6 or 0.6% are self-employed.

Table 3: Frequency & Percentage Distribution of Respondents

According to Employment Status

Regular/Permanent Probationary/Tempo. Self-Employed

Program N
F % f % f %
ART 78 83.0 16 17.0 0 0.0 94
AET 85 81.0 18 17.1 2 1.9 105
CET 96 85.7 16 14.3 0 0.0 112
COET 111 80.4 24 17.4 3 2.2 138
EET 81 89.0 10 11.0 0 0.0 91
ESET 136 85.0 23 14.4 1 0.6 160
MPET 112 91.8 10 8.2 0 0.0 122
PPET 103 92.0 9 8.0 0 0.0 112
Total 802 86.0 126 13.4 6 0.6 934

Table 4 presents the frequency, percentage, and rank distribution of respondents

according to occupational classification using the Philippines Standard Occupational
Classification (PSOC), 1992. It is shown that 669 or 71.6% are classified as Technicians &
Associate Professionals (ranked no. 1); 94 or 10.1 % are Plant & Machine Operator and
Assemblers (ranked no. 2); 78 or 8.4% are Managers, Proprietors, Supervisors (ranked no. 3); 35
or 3.7% are Customer Service Representative (ranked no. 4); 32 or 3.4 percent are Professionals
(Engineers, Teachers, Trainers), ranked no. 5; 23 or 2.5% are trade & related workers (ranked
no. 6; while 3 or 0.3% (ranked no. 7) are other jobs not in the PSOC.

Table 4: Frequency & Percentage Distribution of Respondents

According to the Occupational Classification

Occupational Classification f % Rank

Manager/Proprietor/Supervisor 78 8.4 3
Professionals (Engineers, Teachers, Trainers) 32 3.4 5
Technicians & Associate Professionals 669 71.6 1
Trades & Related Worker 23 2.5 6
Plant & Machine Operator and assemblers 94 10.1 2
Customer Service Representative 35 3.7 4
Others 3 0.3 7
Total 934 100.0 7
 Table 5 presents the frequency, percentage and ranking of respondents according to the
type of industry. Of the 934 total respondents, 534 or 57.2% work in the manufacturing sector
(ranked no. 1); 216 or 23.1% in construction industry (rank no. 2); 94 or 10.1% in automotive
industry (ranked no. 3); 32 or 3.4 in electricity, gas & water supply industry (ranked no. 4); 22 or
2.4% in education and training sector (ranked no. 5); while 16, (1.7%), 15 (1.6%) and 5 (0.5%)
work in business process outsourcing, sales and marketing and others (ranked no. 6, 7, and 8)
respectively.

Table 5: Frequency, Percentage and Ranking of Respondents

According to Type of Industry

Type of Industry f % Rank

Manufacturing 534 57.2 1
Electricity, Gas & Water Supply 32 3.4 4
Construction 216 23.1 2
Automotive 94 10.1 3
Education & Training 22 2.4 5
Business Process Outsourcing (BPO) 16 1.7 6
Sales and Marketing 15 1.6 7
Others 5 0.5 8
Total 934 100.0 8

Table 6 presents the frequency, percentage and rank distribution of respondents

according to monthly salary/income. As presented, 653 of the total 934 employed respondents
or 69.9% have a monthly income/salary of more than P15,000 but less than P20,000 (ranked no.
1); 141 or 15.1% have monthly income/salary of more than P20,000 but less than P25,000
(ranked no. 2); 74 or 7.9% have monthly income/salary of more than P10,000 but less than
P15,000 (ranked no. 3); 58 or 6.2% have monthly salary/income of P25,000 or more (ranked no.
4); while 8 or 0.9% have monthly salary/income of P10,000 or less (ranked no. 5).

Table 6: Frequency, Percentage & Ranking of Respondents According

to Monthly Salary/Income

Salary/Income F % Rank
P10,000 or less 8 0.9 5
More than P10,000 but less than P15,000 74 7.9 3
More than P15,000 but less than P20,000 653 69.9 1
More than P20,000 but less than P25,000 141 15.1 2
P25,000 or more 58 6.2 4
Total 934 100 5
 Table 7 presents the frequency, percentage, and mean distribution of graduate
respondents according to waiting time before acquiring the first job. As presented, 227 or 24.8%
of the respondents acquired the first job within 3 to 4 months; 198 or 19.9% of the respondents
acquired the first job after 6 months; 188 or 20.6% of the respondents landed the first job within
1 to 2 months; 184 or 20.7% have jobs within 5 to 6 months; while 131 or 14% landed jobs in
less than 1 month.

Table 7: Frequency, Percentage, and Mean distribution of Respondents According

to Waiting Time before Acquiring First Job

Less than 1
After 6 mo.
Program Month 1-2 Months 3-4 Months 5-6 months N
F % f % f % F % F %
ART 8 8.5 9 9.6 36 38.3 24 25.5 17 18.1 94
AET 38 36.9 44 42.7 14 13.6 7 6.8 0 0.0 103
CET 8 7.1 32 28.6 24 21.4 32 28.6 16 14.3 112
COET 9 6.7 18 13.3 40 29.6 31 23.0 37 27.4 135
EET 7 7.7 16 17.6 16 17.6 30 33.0 22 24.2 91
ESET 32 20.1 28 17.6 24 15.1 8 5.0 67 42.1 159
MPET 16 13.1 21 17.2 30 24.6 32 26.2 23 18.9 122
PPET 13 11.6 20 17.9 43 38.4 20 17.9 16 14.3 112
Total/Mean 131 14.0 188 20.6 227 24.8 184 20.7 198 19.9 928

Table 8 presents the frequency and percentage distribution of graduate respondents

according to the mode of acquiring the first job. As presented, a total of 668 or 72.7% of the
respondents acquired their first job through walk-in applications; 151 or 16.2% of the
respondents acquired their first job through University-sponsored job fairs; 60 or 6.1% acquired
their first job through referrals; while 48 or 5% acquired their first job through company/Local
Government Unit-sponsored job fairs. Walk-in application is among the most effective mode of
finding a job (Obondo & Shisnaya, 2013; Gines, 2014).
 Table 8: Frequency and Percentage Distribution of Respondents According
to Mode of Acquiring First Job

Walk-In Company/LGU- University-

Through Referral
Program Application Sponsored Job Fair Sponsored Job Fair N
F % F % f % F %
ART 71 75.5 12 12.8 8 8.5 3 3.2 94
AET 78 76.7 0 0.0 22 21.4 2 1.9 103
CET 95 84.8 0 0.0 12 10.7 5 4.5 112
COET 87 64.4 6 4.4 35 25.9 7 5.2 135
EET 68 74.7 0 0.0 23 25.3 0 0.0 91
ESET 110 69.2 12 7.5 25 15.7 12 7.5 159
MPET 66 54.1 10 8.2 26 21.3 20 16.4 122
PPET 93 83.0 9 8.0 10 8.9 0 0.0 112
Total 668 72.7 48 5.0 151 16.2 60.0 6.1 928

Table 9 presents the frequency and percentage distribution of graduate respondents

according to the enabling factors in acquiring the first job. As presented, 506 or 55% of the
respondents considered the skills and competencies gained in the University as the enabling
factor in acquiring the first job; 349 or 38% viewed the reputation of the University as the
enabling factor in acquiring the first job; 35 or 4% considered personality as the enabling factor
in acquiring the first job; 27 or 3% and 11 or 1% regarded other factors and scholastic factors as
the enabling factors in acquiring the first job respectively. Considered as the number 2 enabling
factors in acquiring the first job, the reputation of the University is as important for the
employer in recruiting (Badiru & Wahome, 2016).

Table 9: Enabling Factors in Acquiring the First Job of Graduate Respondents

Skills/ Reputation Personality Scholastic

Program Others N
Competencies of University Factors Record
ART 52 26 8 4 4 94
AET 48 55 0 0 0 103
CET 56 44 12 0 0 112
COET 76 53 4 1 1 135
EET 45 42 1 0 3 91
ESET 78 62 7 6 6 159
MPET 69 47 0 0 6 122
PPET 82 20 3 0 7 112
Total 506 349 35 11 27 928
Percentage 55 38 4 1 3 100
C. On Job Satisfaction

Table 10 presents the degree of job satisfaction of graduate respondents. As presented, 347
of the total respondents or 37.2% rated their job with “high satisfaction”; 299 or 32% rated their job
with “slightly high satisfaction”; 130 or 13.9% rated their job with “low satisfaction”; 128 or 13.7%
rated their job with “very high job satisfaction”; while 30 or 3% rated their job with “very low
satisfaction”.

Table 10: Level of Job Satisfaction of Graduate Respondents

Very High High Slightly high Low Very Low

Program Satisfaction Satisfaction Satisfaction Satisfaction Satisfaction N
F % f % f % F % F %
ART 13 1.4 24 2.6 44 4.7 10 1.1 3 0 94
AET 22 2.4 59 6.3 22 2.4 2 0.2 0 0 105
CET 2 0.2 66 7.1 38 4.1 6 0.6 0 0 112
COET 36 3.9 27 2.9 18 1.9 42 4.5 15 2 138
EET 10 1.1 26 2.8 47 5.0 8 0.9 0.0 0 91
ESET 37 4.0 46 4.9 51 5.5 24 2.6 2 0 160
MPET 3 0.3 44 4.7 36 3.9 29 3.1 10 1 122
PPET 5 0.5 55 5.9 43 4.6 9 1.0 0 0 112
Total 128 13.7 347 37.2 299 32.0 130.0 13.9 30.0 3 934

D. On the Relationship of Skills Acquired from University and the Task in Current Job

Table 11 presents the degree of the relation of skills and competencies acquired in the
undergraduate program to the task in the current job. As presented, 439 or 46.1% considered the
skills and competencies acquired from the University as “much” related to their task in current job;
390 or 43.3% viewed the skills and competencies developed in the University as “very much” related
to their current job; 75 or 7.4% regarded the skills and competencies acquired from the University as
“not much” related to their current job; while 30 or 3.1% considered the skills and competencies
learned from the University as “not related” to their current job.
 Table 11: Degree of Relation of Skills &Competencies Acquired in the Undergraduate
Program to Task in Current Job

Very Much Much Not much Not related

Program N
F % F % F % F %
ART 62 66.0 24 25.5 6 6.4 2 2.1 94
AET 81 77 24 22.9 0 0.0 0 0.0 105
CET 46 41.1 58 51.8 5 4.5 3 2.7 112
COET 79 57.2 36 26.1 14 10.1 9 6.5 138
EET 36 39.6 41 45.1 10 11.0 4 4.4 91
ESET 37 23.1 88 55.0 30 18.8 5 3.1 160
MPET 16 13.1 101 82.8 2 1.6 3 2.5 122
PPET 33 29.5 67 59.8 8 7.1 4 3.6 112
Total/Mean 390 43.3 439 46.1 75 7.4 30 3.1 934

E. On the Level of Satisfaction with the University Learning Environment and Facilities

Table 12 presents the level of satisfaction with the University learning environment and
facilities. As presented, the faculty staff with a mean of mean rating of 3.59 interpreted as “high
satisfaction”; instructional materials with a mean rating of 3.26 interpreted as “slightly high
satisfaction”; on-the-job training (OJT) program with a mean rating of 4.11 interpreted as “very high
satisfaction”; facilities with a mean of mean rating of 3.15 interpreted as “slightly high satisfaction”.
The overall mean rating of 3.527 is interpreted as “high satisfaction”.
 Table 12: Level of Satisfaction with the Learning Environment and Facilities at TUP Cavite

Area of Concern Mean Interpretation

Faculty Staff 3.59 High satisfaction
Knowledge of content 4.23 High Satisfaction
Instructional delivery skills 4.10 High Satisfaction
Interaction with students 3.98 High Satisfaction
Use of technology in the classroom 2.90 Moderate Satisfaction
Instructional Materials 3.26 Moderate Satisfaction
On-the-job-training program 4.11 Very high satisfaction
Facilities 3.15 Moderate Satisfaction
Equipment 3.16 Moderate Satisfaction
Computer Laboratory 3.67 High Satisfaction
Science Laboratory 3.76 High Satisfaction
Library services 3.98 High Satisfaction
Classrooms 3.44 Moderate Satisfaction
Audio-Visual Room 3.01 Moderate Satisfaction
Sports Facilities 2.86 Moderate Satisfaction
Clinic/Health Services 3.71 High Satisfaction
Canteen/Food Services 2.46 Low Satisfaction
School Supply Services 2.31 Low Satisfaction
Comfort/Wash Rooms 2.35 Low Satisfaction
General Conditions of Buildings and Grounds 3.11 Moderate Satisfaction
Overall Mean 3.527 High Satisfaction
Legend Range of means Level of Satisfaction
4.51 – 5.00 Very High Satisfaction
3.51 – 4.50 High Satisfaction
2.51 – 3.50 Moderate Satisfaction
1.51 – 2.50 Low Satisfaction
1.00 – 1.50 Very Low Satisfaction

Conclusions and Recommendations

The TUP Cavite Graduates are mostly male in their twenties, locally employed within six month
after graduation as walk-in applicants; holding permanent or regular positions as technicians and
associate professionals in the manufacturing and construction industries; earning a monthly salary of
more than P15,000 but less than P20,000; and were hired based on their skills acquired in the university
and the reputation of the university they graduated from. Having provided the needed skills and
competencies related to their job, the graduates considered their current jobs as highly satisfying.

The TUP Cavite graduates’ level of satisfaction with the faculty staff, instructional materials, OJT
program, and facilities were, by and large, of high satisfaction. Nevertheless, a better canteen/food
services, school supply services, and comfort/washrooms with low satisfaction rating are very much
desired. Likewise, the use of technology in the classroom by the faculty, the instructional materials and
facilities with moderate satisfaction ratings are areas that need attention.

Moreover, the current curricular programs, although relevant to the needs of the industry,
should be aligned with the Philippine Qualification Framework (PQF), the ASEAN Integration, and at par
with international standards.

On the basis of the statistical findings and conclusions of the study, these are the
recommendations for future actions:

1. Pursue university-industry collaboration on the conduct of in-house engineering or bachelor

of technology to encourage graduates to take higher degrees course.
2. Encourage female applicants to pursue career in male-dominated programs where they are
needed to balance the gender inequality in male-dominated programs.
3. Institutionalize the conduct of graduate tracer studies as these are rich sources of
information on the quality of higher education.
4. Offer engineering programs to provide the technology graduates the opportunity to take
higher degree courses.
5. Since the University-sponsored job fair resulted in a very minimal impact on the
employment of graduates, job fairs in the Campus must be evaluated as to its efficacy and
relevance.

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