1

TRACER STUDY OF THE BOARD COURSES IN

TRIMEX COLLEGES BINAN:

BASIS FOR ACTION PLAN

A Thesis

Presented to the

Faculty of Trimex Colleges

In Partial Fulfillment

Of the Requirements for The Degree

Bachelor of Technical Vocational Teacher Education

by:

EUGENE C. AJO

ANNALYN MARIQUIT

2024
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CERTIFICATION

This thesis entitled “TRACER STUDY OF THE BOARD COURSES IN

TRIMEX COLLEGES BINAN: BASIS FOR ACTION PLAN” prepared and

submitted by AJO, EUGUENE and MARIQUIT, ANNALYN in partial

fulfillment of the requirements for the degree of Bachelor of Technical

Vocational Teacher Education Major in Food and Service Management

has been examined and recommended for ORAL EXAMINATION.

NANCY G. LIWANAG, EdD

Adviser
_________________________________________________________________________

APPROVAL SHEET

Approved by the Oral Defense Panel on December 08, 2023

with a rating of _______.

RITO A. CAMIGLA JR., EdD

Chairman

ELAINE B. SANTOS, EdD FERLYN R. LIBAO, EdD

Member Member

Accepted in partial fulfilment of the degree of Bachelor of Technical

Vocational Teacher Education Major in Food and Service Management

RITO A. CAMIGLA JR., EdD

Vice President for Academic Affairs
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ABSTRACT

Title : TRACER STUDY OF THE BOARD COURSES IN

TRIMEX COLLEGES BINAN: BASIS FOR ACTION PLAN

Researchers : AJO, EUGENE AND MARIQUIT, ANNALYN

Degree : BACHELOR OF TECHNICAL VOCATIONAL

TEACHER EDUCATION MAJOR IN FOOD AND SERVICE MANAGEMENT

Year : 2023

Adviser : NANCY G. LIWANAG Ed,D

The study aims to investigate various aspects related to the

respondents' profiles, college preparations, challenges faced, and the

relationship between job relevance and college preparations. Firstly, the

profile of the respondents includes demographic information such as age,

sex, civil status, course, year of graduation, area of specialization, present

employment status, nature of work, duration in seeking the first job,

training attended, honors and awards received, and reasons for taking the

program. Secondly, the assessment of college preparations in their current

job is evaluated in terms of professional skills, personal skills, and social

skills. Thirdly, challenges encountered by the respondents are examined in

terms of professional competencies, personal skills, and social skills. The

study also aims to determine if there is a significant difference in the

assessment of college preparations based on the respondents' profile

variables and if there is a significant relationship between job relevance and

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college preparations. Finally, based on the findings, intervention programs

may be proposed to address any identified issues or gaps in the respondents'

preparation and job relevance. Finally, based on the findings, intervention

programs may be proposed to address any identified issues or gaps in the

respondents' preparation and job relevance. The Respondents on college

preparations in their current Job in terms of Professional Skills

Competencies, the respondents agreed. The individual educational

background or degree program has equipped them with the necessary

knowledge and skills to perform effectively in their current job. The Personal

Skill, the Assessment of the respondents on college preparations in their

current job in terms of Personal Skills was agree to their empathetic nature

and their ability to understand and respond to the needs and emotions of

others within the scope of their job. It suggests their commitment to

providing support, understanding, and effective communication, which can

contribute to positive relationships, customer satisfaction, and overall

success in their role. The researchers conclude that the Seminar or training

must focus on developing the skills, information, and values that will allow

them to make a significant contribution to their respective communities;

advance and improve their rule and society as responsible and productive

individuals.
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ACKNOWLEDGEMENTS

First of all, God Almighty for His blessings and graces for making this

endeavor possible. Immeasurable appreciation and deepest gratitude for the

help and support are extended to the following persons who in one way or

another have contributed for making this study possible.

To the thesis adviser, Dr. Nancy Liwanag for sharing her knowledge,

expertise and assistance for the completion of this study. To Dr. Nancy

Liwanag for her advises and support through out the researchers journey.

The researchers want’s to thanks the Panel of Examiners, Dr. Rito A.

Camigla Jr. and Dr. Ferlyn R. Libao and Dr. Elaine B. Santos for their

constructive critiquing and helpful suggestions during the proposal and final

defense. To the program head of EDUCATION, Dr. Elaine B. Santos for his

fatherly treatment to the BTVTE students and for guiding the researchers in

their journey. To the parents, friends, special someone, and classmates of

the researchers, for their unwavering support and understanding in all

academic endeavors.
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DEDICATION

We dedicate this study to all researchers at Trimex Colleges, may this study

become an inspiration to keep going. Being a teacher is a noble profession, and

only a few people will choose this profession.

But it will be Worth it if you share the knowledge, care, and professionalism as

a teacher.

We also dedicate this study to our friends, families, and loved ones for being

our supporters through our journey in this research.

We can achieve our dreams because of their

support. May you never get tired of supporting us in everything we do.

To all future students of education may you find this study an inspiration to

find more solutions to any kind of problem.

Lastly, to almighty God, we thank you for guiding us and helping us to

surpass any kind of challenges during our research.

And for our mentors, we are thankful for your advice that helped us to finish

this study.We dedicate this humble work.

Eugene and Annalyn

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TABLE OF CONTENTS

PAGE

Certification ii

Abstract v

Acknowledgement vi

Dedication vii

Table of Contents vi

List of Tables x

CHAPTER

1 THE PROBLEM AND ITS BACKGROUND

Introduction 1

Theoretical Framework 3

Conceptual Framework 5

Statement of the Problem 6

Hypothesis 8

Delimitation 8

Significance of the Study 9

Definition of Terms 9

2 REVIEW OF RELATED LITERATURE AND STUDY

Local literature 12

Foreign Literature 16

Local Studies 21
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Foreign Studies 28

Synthesis 35

3 Methodology Research Design

Research Design 39

Population and Sampling 39

Respondents of the Study 41

Research Instruments 41

Data Gathering Procedure 42

Statistical Treatment of Data 43

4 Presentation, Analysis and Interpretation of Data

Sub-Problem No. 1 45

Sub-Problem No. 2 57

Sub-Problem No. 3 66

Sub-Problem No. 4 ` 75

PROBLEM NO. 5 80

PROBLEM NO.6 FINDINGS 81

5 Summary, Conclusions, and Recommendations

Summary 81

Conclusions 89

Recommendations 90

REFERENCE 93
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APPENDIX

A. Intervention Program 98

B. Letter of Permission 105

C. Endorsement and Distribution of Thesis 106

D. Participants Approval Consent 107

E. Survey Questionnaire 108

F. Expert Evaluation Form 119

G. Editor’s Certification 122

H. Statistician’s Certification 123

J. Curriculum Vitae 124

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LIST OF TABLES

Table Page

1 Population and Sampling 38

2 Demographic Profile of the Respondents in terms of Age 45

3 Demographic Profile of the Respondents in terms of Sex 46

4 Demographic Profile of the Respondents in terms

of Civil Status 47

5 Demographic Profile of the Respondents in terms

of Program 48

6 Demographic Profile of the Respondents in terms of

Year Graduated
49

7 Demographic Profile of the Respondents in terms

of Present Employment 50

8 Demographic Profile of the Respondents in terms of

Present Nature of Work 50

9 Demographic Profile of the Respondents in terms of

Duration in Seeking the First Job 52

10 Demographic Profile of the Respondents in terms of

Status of Employment 53

11 Demographic Profile of the Respondents in terms of

Training/s Attended 53

12 Demographic Profile of the Respondents in terms of

Honors and Awards Received 54

13 Demographic profile of the Respondents in terms of

Reasons for taking the Program 55

14 Assessment of the Respondents on College Preparations

in their Current Job in Terms of Professional
Competencies 56

15 Assessment of the Respondents on College

Preparations in their Current Job in Terms of
Social Skills 60
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16 Assessment of the Respondents on College

Preparations in their Current Job in Terms of
Personal Skills 63

17 Assessment of the Respondents on College

Preparations in their Current Job in Terms of
Professional Competencies 66

18 Assessment of the Respondents on College Preparations

in their Current Job in Terms of Social Skills 69

19 Assessment of the Respondents on College Preparations

in their Current Job in Terms of Personal Skills 73

20 Difference in the Assessment of the Respondents in their

College Preparations as to Professional Skills when
Grouped According to Profile Variables 75

21 Difference in the Assessment of the Respondents

Relationship between the Job Relevance and the
Challenges Encountered 79
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Chapter 1

THE PROBLEM AND ITS SETTING

Introduction

A standardized survey of education institution graduates, known

as a "graduate survey" or "tracer study," is conducted at some point

following the training program's conclusion or graduation. Although a

tracer study can cover a wide range of topics, common ones include

inquiries about the status of the study, the transition to the workforce,

employment, career advancement, employment entry, application of

acquired competencies, current occupation, and ties to the educational

institution (school, center, university). In an effort to address the demands

of the labor market, address the skills gap, and facilitate the transition

from education to the workforce, reforms and programs aimed at

enhancing board courses data from tracer studies to assess their efficacy

and the effects they have produced.

Despite significant efforts by local and global development

governments and groups to reduce unemployment, global graduate

unemployment remains worse, with rates particularly high in emerging

economies (Okojie, 2003). In the Philippines, according to the Philippine

Statistics Authority's (PSA) 2019 report in terms of educational attainment,

the unemployment rate for junior high school graduates was 28.2%,

followed by college graduates at 20.9% and a college freshman at 8.2%.

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Hence, unemployment and underemployment among graduates are

indeed huge problems that the world is facing today. The Commission of

Higher Education (CHED), as part of the Philippine government's response,

is constantly monitoring and reviewing each HEI's academic and non-

academic services to see if they match local and international standards.

That is why one of the indicators that the CHED monitors are the

graduate's employability. For graduates to be employable, they need to

process the necessary competencies and skills that are flexible in the

changing labor market. “The employment characteristics and factors

influencing graduate employment status is critical for HEIs” (Abing,

Labadra, & Molina 2023). “The tracer study is one of the academy's

monitoring measures for keeping track of its graduates' performance at

work, how effective and efficient they are at completing the duties

allocated to them, and the level of expectations they meet in comparison to

their employer's expectations” (Cornillez, Caminoc, Basas, Militante, &

Paler, 2021).

Additionally, college students are expected to focus on developing the

skills, information, and values that will allow them to make a significant

contribution to their respective communities; to advance and improve their

rule and society as responsible and productive individuals. Economic

growth stems from the development and enhancement of education's well-

rounded function, which in turn helps produce more future money for

education development. As a result of these premises, this study was

carried out: For Trimex Colleges to trace, gather, and analyze useful data
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for further evolution and advancement on the school's numerous areas of

concern.

Similarly, through HEIs' continuous revision of curricula and

evaluation through Graduated Tracer Study, the changing demands of

existing and potential employers in society were effectively accommodated

and assessed (Gentova, Madrigal, & Bual 2023). A study that provides

significant input and information when evaluating a specific higher

education institution in terms of their graduates' employability status and

program outcome (Ogaya, 2022).

Theoretical Framework

The institution system prepares students for future

employment and furnishes them with the required knowledge, skills,

and attitudes for the profession. The school’s responsibility is to

help students develop employ-ability skills (Bennet, Dunne, & Carre,

2004). In this study the researcher use the

’s theory of hierarchy. The Maslow's theory of hierarchy of needs is

highly relevant to the tracer study of college students. The tracer study aims

to track the educational and career paths of graduates to assess the

effectiveness of the educational institution in preparing students for the

workforce. According to Maslow, individuals must have their basic needs

met before they can focus on higher-level needs. In the context of a tracer

study, ensuring that graduates have secured stable employment, income,

and basic necessities addresses their physiological and safety needs.

According to Hopper, (2022) “Maslow’s hierarchy of needs is a motivational

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theory in psychology containing a five-tier model of individual needs. From

the bottom of the hierarchy upwards, these needs are: physiological (food

and clothing), safety (job security), love and belonging needs (friendship),

esteem, and self-actualization. Our most essential need is for physical

survival, and this will be the first thing that inspires our behavior. Once that

level is fulfilled the next level up is what motivates us, and so on”

Fresh graduates often encounter difficulties when they first enter the job

market due to their limited work experience. Nevertheless, the concept of

employability highlights that employability is not solely determined by

academic qualifications or work experience. Instead, it emphasizes the

significance of a wider range of accomplishments, which include skills,

knowledge, and personal attributes. For recent graduates, it is essential to

concentrate on cultivating and presenting their skills. This can be

accomplished through engaging in internships, part-time jobs, volunteer

work, or extracurricular activities during their academic years. By gaining

hands-on experience and demonstrating relevant skills, fresh graduates can

enhance their employability and distinguish themselves to potential

employers. Furthermore, fresh graduates should also prioritize the

development of their knowledge and understanding. This entails staying

updated with industry trends, comprehending the demands of the job

market, and acquiring knowledge that is pertinent to their chosen field.

Continuous learning, attending workshops or seminars, and networking

with professionals in their industry are effective ways to achieve this.

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Conceptual Framework

INPUT Process Output

1. profile-ling of the respondents in
terms of; Development of the
1.1 Age;
1.2 Sex;
survey
1.3 Civil Status; questionnaire
1.4 Course;
1.5 Year of Graduated;
1.6 Area of Specialization; Preparation and
1.7 Present Employment; approval of permit
1.8 Present nature of work; to conduct the study
1.9 Duration in seeking the first job (in
months);
1.10 Training/s attended; Administration and
1.11Honors and awards received; and
retrieval of
Action Plan
1.12 Reasons for taking the program?
2. Assessment on Respondents of their accomplished
college preparations in their current job survey
in terms of:
2.1 Professional Skills; questionnaires
2.2 Personal Skills; and through Google
2.3 Social Skills? Forms
3. The challenges encountered by the
respondents as to:
3.1 Professional competencies; Statistical treatment
3.2 Personal Skills; and
3.3 Social Skills.
of data
4. Significant difference in the
assessment of the respondents in the Analysis and
college preparations when they are
group according to their profile interpretation of
variables? data
5. significant relationship between the
job relevance and the college
preparations in their current job?
6. Based on the findings, what
intervention programs maybe
proposed?

FEEDBACK

Figure 1. Conceptual Framework of the study

Presents in Frame one input box presents the Demographic Profile in

terms of Age, Sex, Year of graduation, Area of specialization, Present Nature

of work, Duration In seeking the first job (In months), Status of employment,

Sources in making Employment. How do the respondents’ asses their Job

relevance in terms of Professional Experience, Employment; and

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Interpersonal Social Skills. What are the challenges encountered by the

graduates, Professional Employment?

Presents in frame two process describes which data is gathering

procedures such as Development of the survey questionnaire, Preparation

and approval of permit to conduct the study, Administration and retrieval of

accomplished survey questionnaires through Google Forms, Statistical

treatment of data, Analysis and interpretation of data.

Presents in frame three Output showing the Knowledge Skills, Transition of

employment, Work, Future career, Service to the Society.

Statement of The Problem

The study aimed to is to determine the respondent’s employment status;

whether they continued to pursue their chosen field. Moreover, this sought

to answer the following sub-problem questions: It will specifically, it will seek

to answer the following sub-problems:

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

1.1 Age;

1.2 Sex;

1.3 Civil Status;

1.4 Course;

1.5 Year of Graduated;

1.6 Area of Specialization;

1.7 Present Employment;

1.8 Present nature of work;

1.9 Duration in seeking the first job (in months);

1.10 Training/s attended;

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1.11 Honors and awards received; and

1.12Reasons for taking the program?

2.How do the respondents assess their college preparations in their current

job in terms of:

2.1 Professional Skills;

2.2 Personal Skills; and

2.3 Social Skills?

3. What are the challenges encountered by the respondents as to:

3.1 Professional competencies;

3.2 Personal Skills; and

3.3 Social Skills?

4. Is there significant difference in the assessment of the respondents in

their college preparations when they are group according to their profile

variables?

5. Is there a significant relationship between the job relevance and the

college preparations in their current job?

6. Based on the findings, what intervention programs maybe proposed?

Hyphotheses

There is no significant difference in the assessment of the

respondents in their college preparations when they are group according to

their profile variables.

There is no significant relationship between the job relevance and the

college preparations in their current job

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Scope and Delimitation

This study was focused on identifying the Demographic Profile of the

graduates of courses mention (Bachelor in Technical-Vocational Teacher

Education, Bachelor of Science in Accountancy, Bachelor in Science

Criminology, Bachelor of Arts in Psychology, and Bachelor of Science in

Social Workers) who

have a board exam. in terms of Age, Sex, Year of graduation, Area of

specialization, Present Nature of work, Duration in seeking the first job (In

months), Sources in making Employment. How do the respondents’ asses

their Job relevance in terms of Professional Experience, Employment; and

Interpersonal Social Skills. What are the challenges encountered by the

graduates, Professional Employment? The Participants of this study will be

limited to the Board Coursers in Trimex

Colleges, here are the following Board Courses: Education, Human

Resources, Psychology, Social Work from the year 2019 to 2023.

All the graduates of Board Courses will be the participants of this

study. In cases that the graduates are employed abroad, the questionnaire

will be emailed.

Significance of the Study

This study will be beneficial to the following:

Students: This study will help them to become their basis on their future

study.
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Future Researchers: This study will be very useful, especially as a reference.

Future researchers may find this study to be a relatively reliable source of

information.

Parents: This study will help their children to decide what their decision is,

when it comes to the career choices.

School Administrator. Given its importance in the classroom, the research

will be useful in terms of managing communications with teachers in order

to plan various programs that will allow students to focus more on academic

tasks.

Parents: This study will help the parents to decide what kind of course

program they will suggest on their children. To ensure they are guiding their

children in a right way of improvement of learning.

Co-partner of school: Co-partnership of school can use this study as their

basis if they will invest.

Definition of Terms

Alumni Which refers to a person who has graduated from a particular

school, college, or university. Career – an occupation undertaken for a

significant period of a person's life and with opportunities for progress

Career an occupation undertaken for a significant period of a person's life

and with opportunities for progress

Civil Status 'Civil status' is defined as being single, married, separated or

divorced, widowed, in a civil partnerships

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Course In higher education, a course is a unit of teaching that typically lasts

one academic term, is led by one or more instructors (teachers or professors),

and has a fixed roster of students

Employment Employment is a relationship between

two parties regulating the provision of paid labor services

Degree a person who has been awarded an academic degree or a title. In

short a academic degree

Enhancement It will means to improve, increase, or add value on their

qualification. It involves making something better or more effective in their

role

Interpersonal Skill Interpersonal skills are traits you rely on when you

interact and communicate with others. They cover a variety of scenarios

where communication and cooperation are essential. These skills involve the

ability to communicate and build relationships with others

Nature of Work Nature of work refers to the type of work and duties you

may perform at your place of employment. The level of work can showcase

your experience and your position in a company.

Professional Experience is your current or previous work experience. It’s

paid work that you do or have done in service of a company, whether that be

on behalf of yourself (if you’re a freelancer or entrepreneur) or somebody else

(if you’re an employee).

Socioemotional navigate social and emotional situations effectively. These

skills encompass the comprehension and regulation of one's own emotions,

along with the recognition and empathy towards the emotions of others.
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Tracing The act of a person or thing that traces. something that is produced

by tracing. a copy of a drawing, map, plan, etc., made by tracing on a

transparent sheet placed over the original. the record made by a self-

registering instrument.

CHAPTER 2

REVIEW RELATED LITERATURE AND STUDIES

Local Literature

According to Mito (2023), The graduate tracer study aims to

demonstrate the success of education and training to the graduates and

employers, to figure out how the graduates got their first job, to see if work

assignment is connected to their field of study, to serve as a basis for future

planning activities. Through actively engaging with and meeting the needs of

these strategic constituencies, organizations can build strong relationships,

enhance their reputation, and ultimately achieve long-term success and

sustainability. This approach emphasizes the importance of understanding

and responding to the external environment in order to drive organizational

effectiveness and competitiveness. The effectiveness of any organization is of

central importance in the theory and practice of educational administration.

Because different organizations have different needs, goals, and objectives,

as well as different financial budgets, customer demands, and resource

availability, effectiveness can mean different things to different organizations.

As a result, organizations use various strategies to achieve organizational

effectiveness. According to Chaudhary, (2024) Organizational approaches

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can be broadly classified into two categories: traditional effectiveness

approaches and contemporary effectiveness approaches. The statement

highlights that effectiveness can have different meanings for different

organizations due to their unique needs, goals, budgets, customer demands,

and resource availability. Consequently, organizations employ diverse

strategies to achieve organizational effectiveness. These strategies can be

broadly categorized into traditional effectiveness approaches and

contemporary effectiveness approaches. Because of these differences, the

concept of effectiveness can have different interpretations for different

organizations. Therefore, organizations employ different strategies to achieve

organizational effectiveness. These strategies can be broadly categorized into

two groups: traditional effectiveness approaches and contemporary

effectiveness approaches.

According to Zainab (2019), This study has highlighted the

importance of "tracing" past graduates of the program in order to ascertain

the employability of graduates as well as the relevance of courses taught. By

tracing graduates, institutions can gain insights into the types of careers

their students are entering. This can help in shaping curriculum and

programs to better prepare future students for the job market. By closely

monitoring the post-graduation paths of students, institutions can gather

significant data that aids in shaping curriculum development, career

services, and student support mechanisms. This valuable information

empowers institutions to make well-informed decisions that align with the

needs and aspirations of their students, ensuring a comprehensive and

effective educational experience. This data can help institutions better

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prepare students for success in the job market. Tracking student progress

plays a key role in being an effective teacher. Having students see their

growth and review how it relates to bigger goals increases student

investment. Plus, tracking helps you, as the teacher, stay invested and

continue to increase your own effectiveness by seeing trends in student data

(Education, 2018). The relevance of the degree program to professional

requirements was a major strength of the undergraduate curriculum.

However, the study identified extracurricular activities and a number of

optional subjects as areas that need improvement. According to Cuadra,

Lijuera, & Aure, (2019) To enrich the existing degree programs, the

institution has to focus on student mobility, credit transfers, quality

assurance and research clusters as the four main priorities to harmonize

with the ASEAN higher education system. Furthermore, there was a close

distribution of regular or permanent, temporary, and contractual status of

graduates’ employment. At the same time, family concern that affects

decision-making was the major factor of the graduates’ employability.

According to Daling, (2021) As to occupation of the employed graduates,

service workers, and shop market sales workers and professional were

evident that indicates the major line of business of the company employed

by the graduates are in line to wholesale and retail trade, repair of motor

vehicles, motorcycles and personal and household goods, education, and

agriculture. according to Chi (2023), Filipino college students are also most

likely to go for certificates (43%) and apprenticeships (39%) among other

skills-based opportunities, according to the survey, which had nearly 600

respondents from the Philippines who were mostly students but also
 14

included educators. This emphasis on skills-based opportunities aligns with

the growing demand for a workforce equipped with practical expertise in

various industries. It reflects a desire among Filipino college students to

enhance their employability by acquiring tangible skills that are directly

applicable to the job market. The survey results highlight the importance of

offering diverse educational pathways that cater to the needs and

aspirations of Filipino college students. By providing a range of options,

including certificates and apprenticeships, educational institutions can

better prepare students for successful careers and address the demands of

the evolving job market. Well-educated and skilled individuals have the

potential to become not only job seekers but also job creators. With their

knowledge, skills, and entrepreneurial mindset, they can contribute to the

growth and development of the economy as knowledge workers and

entrepreneurs. By combining their education, skills, and entrepreneurial

spirit, well-educated individuals can become a force of knowledge workers

and entrepreneurs. They have the potential to make a significant impact on

the economy, creating jobs, driving innovation, and shaping industries.

According to Limuel, (2023) This not only benefits themselves but also

contributes to the overall prosperity and development of society it also stated

that "Being a well-educated and skilled individual, they will not only become

job seekers but job creators as well, a force of knowledge workers and

entrepreneurs" . According to Mueiller & Schmidt, Having a degree (or

several) on their resumes can also give job applicants an edge in getting

hired in the first place, surveys show. A report from the Association of

American Colleges and Universities found that 82% of executives and 75% of
 15

hiring managers surveyed “believe that it is very important or absolutely

essential for individuals today to complete a college education. The

perception that having a diploma can offer a bonus withinside the hiring

system is supported via way of means of numerous elements. A university

schooling is frequently visible as an indication of commitment, perseverance,

and the capacity to comply with thru on long-time period goals. It

additionally indicates a degree of knowledge, skills, and specialized

information that may be relevant to diverse expert fields. However, it`s

crucial to notice that the importance of a university diploma may also range

throughout industries, process roles, and geographic regions. While a

diploma may be a treasured asset, it isn't always the only determinant of an

individual's qualifications or cappotential for success. Employers might also

don't forget different elements which include applicable paintings experience,

skills, certifications, and private attributes while comparing process

applicants. The value of higher education for the economy and society is

mediated through the qualifications that students earn and build on in the

labour market. As the sole remaining monopoly of higher education,

qualifications are of critical importance to the existence of the sector.

According to Damme, (2019) Globalization and internationalization have

given almost universal validity to a shared qualification system based on the

bachelor’s/master’s/PhD ladder. In turn, qualification frameworks are one

of the most powerful drivers of skills convergence in global higher education.

Foreign Literature

According to Hamilton (2021), Alumni testimonials are a reliable

source of information for prospective learners and will have a stronger

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weight and greater influence on converting prospects into students than

other marketing avenues. Alumni testimonials hold a significant advantage

over other marketing avenues when it comes to influencing prospective

learners. Their authenticity, credibility, reliability, and emotional connection

make them a reliable source of information and a powerful tool for student

recruitment. By leveraging alumni testimonials, institutions can provide

tangible proof of program quality, establish trust and confidence, and create

a personalized connection with potential students. Therefore, incorporating

alumni testimonials into marketing endeavors is essential for institutions

aiming to attract and convert prospects into students. One of the most

effective graduate tracer studies is a study that looks at the graduate’s

location and performance in the workplace. Student must learn that the

majority of respondents found work shortly after college, where there was a

high level of satisfaction with the University's services, learning environment,

and facilities. According to Tremblay, Lalancette, & Rosevere, (2020) By

incorporating an effective monitoring system, you can accurately assess the

extent to which students are comprehending the content outlined in your

lesson plan . This enables the graduates to determine the appropriate

moments to pause instruction, resume teaching, continue with the current

topic, progress to the next concept, acknowledge achievements, and reflect

on how educators can enhance the curriculum.

According to Abaca et.al (2022) Graduates' employability

demonstrates the brilliant schooling and pertinent readiness they got from

their particular degrees. Tracer studies have enabled higher education

institutions to create profiles of their graduates while also examining the

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quality of education they offer. As a result, this comprehensive mixed-

methods research study could offer valuable insights into the benchmark

work data of master's level university graduates, the level of expertise in

program competencies, and the demonstration of graduate attributes among

business management alumni over the years, along with their satisfaction

levels with the alumni programs. According to Mubuuke et. al. (2018),

results of tracer surveys can facilitate information collection that definitely

influences training and policy. Feedback from graduates provides insights

into the effectiveness of teaching methods, course content, and support

services. This feedback is crucial for continuous improvement. The feedback

obtained from graduates through these surveys offers valuable insights into

the effectiveness of teaching methods, course content, and support services

provided by the institution. This feedback is considered crucial because it

plays a significant role in driving continuous improvement in the

educational system. By analyzing and acting upon the feedback, institutions

can make informed decisions to enhance the quality of education, refine

teaching approaches, update course content, and improve support services

for the benefit of current and future students. The statement emphasizes the

importance of utilizing the feedback obtained from tracer surveys to drive

positive changes and advancements in the educational system. While the

majority of graduates expressed satisfaction with their jobs, they also offered

suggestions for improvement. These suggestions included advocating for

higher salaries and recommending changes to the curriculum to align it

more effectively with the evolving demands of the modern workplace. A

BTVTE students graduates are not so many unlike the other major courses
 18

of education. According Sichombe, (2019) The basic principle of vocational

education is understood as an opportunity for self-employment and job

creation. If the perception of producing for the job market/training for work

dominates vocational education trainees, this basic principle is

overshadowed. An alumni network offers a valuable opportunity to connect

not only with your fellow classmates from your time at school but also with a

broader network of alumni. This wider network can include graduates from

different years, programs, and even different locations. By tapping into this

network, you can expand your professional connections, gain access to

mentorship opportunities, and even explore potential job prospects. Alumni

networks often organize events, workshops, and networking sessions,

providing a platform for meaningful connections and collaborations.

According Burkhad, (2024) It's a fantastic way to leverage the collective

knowledge, experiences, and resources of a diverse community of alumni

this is making strong by this statement "Having an alumni network gives

you a good chance to connect, not only with the peers from your time at the

school but with a wider network. And given EF Academy’s international

student body and different locations, making the fresh graduates have the

chance to work with students from everywhere. The practices serve as

quality assurance techniques, as they enable universities to continuously

improve their programs and curricula based on real-world feedback and

industry demands. By staying connected with alumni and the job market,

universities can ensure that their graduates possess the necessary skills and

knowledge to succeed in their careers. Ultimately, the goal of this approach

is to enhance the employability of graduates by aligning their education with

 19

the needs and expectations of the job market. It creates a symbiotic

relationship between academia and industry, benefiting both graduates and

employers it is strong by this statement according to Ayeseh, Blaise, &

Tendongmoh, (2023) "Tracing the graduates in the job market and creating a

close interaction with the university system is an effective quality assurance

technique that improves employability among graduates. Actively monitoring

the career paths of graduates and fostering a strong relationship between

the university and its alumni can significantly enhance the employability of

graduates. the goal of this approach is to enhance the employability of

graduates by aligning their education with the needs and expectations of the

job market. It creates a symbiotic relationship between academia and

industry, benefiting both graduates and employers, According to Peterson,

(2019) ""Tracing the graduates in the job market and creating a close

interaction with the university system is an effective quality assurance

technique that improves employability among graduates.

According to Everswall, (2023) Staying connected through alumni

offers mutual benefits for both the alumni and the institutions. For the

alumni, these events provide opportunities to network, share experiences,

and even provide mentorship to current students. Alumni events and

connections provide a platform for networking, sharing experiences,

mentorship, and professional development. Both alumni and institutions

benefit from these interactions, fostering a sense of community, support,

and lifelong learning. It's a win-win situation where alumni can give back

and support current students while also gaining personal and professional

growth opportunities. By connecting with top employers, the committee

 20

opens doorways to a extensive variety of employment and internship

possibilities for college students. These connections can offer direct get right

of entry to to groups which might be actively in search of gifted people from

the institution, growing the possibilities of securing significant employment

or treasured internships. The committee`s efforts also can offer college

students treasured insights into the industries they may be fascinated by.

Through interactions with employers, college students can advantage of a

higher expertise in enterprise trends, task requirements, and the abilities

and reports that might be noticeably sought after. This know-how can assist

college students align their training and professional desires accordingly it is

made stronger this by Hall, (2019). "The Human Ecology Alumni Association

Career Networking committee is helping to make connections with top

employers who might be interested in hiring or offering internships to our

incredibly talented students”.

Local Studies

Graduates' employability demonstrates the fabulous instruction and

significant arrangement they gotten from their individual degrees. Tracer

ponders have empowered higher instruction educate to profile their

graduates whereas too reflecting on the quality of instruction they give.

Tracer’s study can follow that student about their achievement in their life.

According to Abaca et al (2022), The think about utilized a graphic overview

investigate plan with 80 non-random tests chosen based on accessibility.

The analysis was derived from the Philippine Commission on Higher

Education, incorporating modifications drawn from previous studies.

Findings indicated that graduates displayed a strong passion for the

 21

teaching profession when enrolling in the teacher education program.

According to Clayton, (2020)This is used when one wants to follow up the

development of certain conditions or particular sets of people. Tracer study

is a form of development or longitudinal study, this is mean that more

graduates gotten respects and grants, passed the licensure examinations for

instructors, gone to progressed considers for proficient advancement, and

are employable. Additionally, by Jaca, (2023) It constitutes an important tool

for educational planners, as they can provide valuable information for

evaluating the results of the higher education and training institutions. the

mentioned factors, such as graduates receiving respect and grants, passing

licensure examinations for instructors, pursuing advanced studies for

professional development, and being employable, are indicative of positive

outcomes and achievements for graduates. These factors serve as important

indicators for educational planners to evaluate the effectiveness and success

of higher education and training institutions. By assessing these outcomes,

planners can gain valuable insights into the quality of education provided by

institutions and make informed decisions regarding educational policies,

curriculum development, and resource allocation. The statement highlights

the significance of these factors as a tool for educational planners in

assessing the overall performance and impact of higher education and

training institutions. According to Austero, Armenia & Seriño, (2018) From

the local perspective of the Philippines, there are a huge number of HEI

graduates in the region who are unemployed and do not earn income to

contribute to the well-being of their families and the economic development

of the region. As a result, they are unable to generate income to support

 22

their families and contribute to the overall well-being of their households.

Additionally, the lack of employment opportunities for these graduates

hinders their ability to contribute to the economic growth and development

of the region. This highlights the challenges faced by HEI graduates in terms

of finding suitable employment and the potential impact on both individual

families and the broader regional economy. According to Acosta et al, (2017)

Discusses the dramatic improvement in educational attainment in the

Philippines from 1950 to 2010, which has resulted in nearly universal

primary completion, though only half of primary school graduates proceed to

the secondary level, and only half of secondary school graduates proceed to

the tertiary level. To be consistent with global trends, Philippines needs to

have more-educated workers in the Philippines tend to earn higher wages,

and educational attainment correlates positively with formal

employment. The continuous evolution of the Philippine economy's structure

has led to a need for fresh skills that the workforce is currently unable to

meet adequately; subpar educational standards might be a factor in the

observed skills mismatch. While conventional cognitive and technical skills

still strongly impact employment opportunities and salary levels,

socioemotional skills are gaining significance in today's job market. The task

now lies in identifying the socioemotional skills that Filipino employers

prioritize, assessing the skills possessed by the workforce, and determining

which skills are in highest demand but remain unmet. According to

Magsambol (2022), of The Philippine Business for Education (PBED) group

also conducted a study and found that the first batch of SHS graduates

possesses “theoretically” 93% of the competencies suitable to the needs of

 23

the country’s industries. But in a separate study, the PBED found that only

20% of the 70 leading companies in the Philippines were inclined to hire

senior high graduates, preferring college graduates or those with at least two

years of a college education. By enhancing the skill set of learners to

enhance their chances of employability is just a single aspect of addressing

the gap. The complementary aspect lies in the demand side, which is where

industry partners play a crucial role. Addressing the gap between the skills

of learners and the demands of the job market involves two interconnected

aspects. One aspect focuses on enhancing the skill set of learners to boost

their employability. However, this alone is not sufficient. The other

complementary aspect lies on the demand side, where industry partners

play a vital role. This implies that, in addition to skill improvement, there is

a crucial need for closer collaboration between educational institutions and

industry partners. This collaboration aims to align the skills and

competencies of graduates with the specific requirements of the job market.

By working together, educational institutions and industry partners can

bridge the gap, create more employment opportunities for senior high

graduates, and contribute to the overall growth of the country's workforce.

According to Dalangin, (2021) Alumni have the potential to be your

most loyal and generous supporters. Successful alumni serve as tangible

proof of the quality of an institution's programs. By Utilizing these tales of

achievement can serve as a valuable tool in marketing endeavors aimed at

enticing potential students. Successful alumni serve as evidence of the

quality of the institution's programs. By sharing stories of alumni

achievements, institutions can use them as a valuable tool in their

 24

marketing efforts to attract potential students. Alumni support and success

can enhance the reputation and credibility of an institution, making it more

appealing to prospective students. Graduates, who have achieved great

success, can serve as exemplary figures for current students and are often

in a favorable position to provide practical assistance as they embark on

their professional journeys. Moreover, alumni frequently have the

opportunity to leverage the expertise of the institution in their own

professional endeavors. Neglecting to foster strong relationships with alumni

can result in a substantial reduction in the pool of prospective students and

compromise the likelihood of achieving significant fundraising goals.

According to Abela, Cuadra, & Sapan (2024) "The graduates found that the

skills and knowledge they obtain from the university were useful to their

jobs. Nevertheless, they still suggested further improvements of VSU’s

curriculum by providing more related trainings/seminars and workshops,

adapting K to 12 curriculums, and offering more communication/human-

relation-skills courses." The statement suggests that the graduates

acknowledge the value of the skills and knowledge they acquired from the

university in their professional careers. However, they also believe that there

is room for improvement in the curriculum of VSU (presumably the

university they attended). They propose several suggestions for enhancing

the curriculum, including providing more training, seminars, and workshops

related to their fields, incorporating K to 12 curriculums, and offering more

courses focused on communication and human relation skills. These

recommendations aim to better prepare students for the demands of the job

market and improve their overall employability. The employment landscape

 25

is currently challenging for professionals across various fields. It suggests

that as society transitions from the age of production to the age of

knowledge, new careers are likely to emerge. These new careers will require

different skills and expertise compared to traditional professions.

Additionally, the statement implies that certain industries will experience

growth while others may decline. This indicates the importance of

adaptability and continuous learning to stay relevant in a rapidly evolving

job market. Professionals need to be open to acquiring new skills and

knowledge to meet the changing demands of the future workforce. According

to Sanches & Diamante, (2019) "The employment situation remains

particularly challenging for all kinds of profession. As we leave the age of

production and enter the age of knowledge, new careers are likely to develop;

different skills will be needed, and certain industries will grow while others

fade, (”. Working in the private sector as full-time employees in positions

that are relevant to their degree. These graduates are in the early stages of

their careers, having been employed for less than five years. It indicates that

the majority of these graduates have not received promotions in their

current job roles since completing their degree. However, some graduates

have been promoted and now hold permanent positions in their current

employment. This information implies that while career advancement may

vary among the graduates, there is a mix of both stagnant and progressive

career trajectories. "Most graduates are employed in the private sector,

working as full-time employees that are related to the degree. They are

currently working within five years, just starting their careers, and are

locally employed. According to Campungan Et al, (2022) The majority were

 26

not promoted on the job after completing their degree, and some were

promoted, and they have permanent status in their current employment.

According to Brosola, (2022), "It is concluded that there may be many

challenges in finding jobs for their profession, still the graduates managed to

land a job related to their program course they take." The statement

suggests that despite facing numerous challenges in finding jobs within their

profession, the graduates have been successful in securing employment that

is directly related to the program course they pursued. It implies that there

may be obstacles or difficulties in the job market specific to their field or

industry, making it challenging for graduates to find suitable positions.

However, despite these challenges, the graduates have managed to overcome

the hurdles and find job opportunities that align with the knowledge and

skills they acquired through their program course. This indicates their

determination, adaptability, and the demand for professionals with expertise

in their specific field of study. According to Mangduyus, & Subia,

(2020). "The highly relevant 21st-century abilities in their current profession

are interpersonal and collaborative, communication, and problem-solving.

Because of the excellent accreditation status and quality education of the

University, the respondents feel proud that they were its graduates." It

highlights that the respondents in their current professions consider

interpersonal and collaborative skills, communication skills, and problem-

solving abilities as highly relevant in the 21st century. These skills are

essential for success in the modern workplace, emphasizing the importance

of strong interpersonal relationships, effective communication, and the

ability to solve complex problems. Furthermore, the respondents’ express

 27

pride in being graduates of the University due to its excellent accreditation

status and the quality education they received. This suggests that the

University has a reputation for providing a high standard of education and

preparing its graduates with the necessary skills and knowledge to excel in

their respective fields. The combination of the relevant 21st-century abilities

and the University's accreditation status and quality education reflects

positively on the graduates' confidence in their professional capabilities and

their appreciation for the educational institution they attended. consider

their occupation as complemented to their qualification. According to

Gagalang, Francisco, & Regalado, (2018) The graduates believe that BS

Psychology course has developed them to be competent team player; are

agreeable that the course has optimistic impact on them; and are contented

with their present life. In order to meet the varying demands in diverse

workplace, they feel the essence of having more human resource-related

subjects and relevant trainings to be included in the curriculum.

Foreign Studies

The transition of the student from the realm of higher education to

the realm of a first professional endeavor is a significant change. Perhaps

the students haven't fully considered the extent of this transition, but it is

crucial to adapt swiftly and maturely on various fronts. According to Cheng

(2019), While students have a large amount of knowledge, they still grapple

with the uncertainty of career choices and financial decisions. To ease this

transition, the institutions need to integrate courses in career skills, cooking,

financial literacy, and technology into school curriculum. By adding this, the

educational institutions empower the next generation to navigate life beyond

 28

school with confidence and their heads high. To gather the enough

information for the better school for the next generation. Institutions need to

trace their past students to improve the quality of the education that they

can give to their present students. Hence, graduates are inevitably and must

be involved in the development of study programs in order to ensure that the

curriculum is relevant, up-to-date, and aligned with the needs of the

industry. Graduates possess firsthand knowledge and experience of the

challenges and demands of the real world, making them valuable

contributors to the design and implementation of study programs. By

involving graduates in the development of study programs, educational

institutions can tap into their expertise and insights to create a curriculum

that prepares students for the ever-evolving job market. Graduates can

provide valuable feedback on the skills and knowledge that are in high

demand in their respective fields, helping to shape the curriculum to meet

these requirements. Graduates are not student anymore, but they have a

responsibility to become a partner in making a network and contributing to

the development of study programs. But however, it is worthy to note that

certain challenges may, such as the occasional disparity between the

knowledge acquired during their school days, and practical situations

encountered in the professional realm. Therefore, study programs are

required to be able to continue to innovate not only in terms of an

increasingly refined curriculum, but also to continue to enrich students with

other skills outside of academics that will greatly assist students when

looking for work. According to Cheng et. al (2021), By embracing the change

initiative, individuals demonstrate a willingness to learn and grow, showing

 29

openness to new ideas and approaches. This mindset, coupled with high

energy and a renewed commitment to their role or responsibilities, sets the

foundation for personal and professional development. In the context of

student transitions, this phase signifies an important milestone where

students become more confident as they progress through their university

journey. As they adapt to the university learning routines, students develop

a sense of familiarity and comfort, which enhances their confidence and

ability to navigate the challenges of higher education. It highlights the

significance of embracing change, maintaining a positive attitude towards

learning, and building the necessary skills to thrive in new environments.

According to Hasibuan et. al, (2021) It emphasizes the transformative nature

of "The New Beginning" and its impact on personal growth, success, and

confidence in various contexts, including work and education. Academically,

it is regulated to always improve the curriculum every 5 (five) years at least

as a means of evaluation as well as responding to what is in the field . By

tracking the career paths and successes of graduates, tracer studies can

help higher education institutions understand the effectiveness of their

programs in preparing students for the workforce. This information can be

used to make improvements to curriculum, teaching methods, and career

services, ultimately leading to better outcomes for future students. Tracer

studies also provide valuable data for policymakers, employers, and other

stakeholders, helping them make informed decisions about the value of

higher education and its impact on society. Additionally, tracer studies can

be used as evidence for accreditation processes, demonstrating that

institutions are meeting the necessary standards for quality education.

 30

Overall, tracer studies play a crucial role in ensuring that higher education

institutions are meeting the needs of students and society as a whole.

According to Arrifin & Romadlon (2021), Tracer studies offer valuable

insights into evaluating the outcomes of higher education, serving as a basis

for enhancing and ensuring the quality of the respective institutions.

Additionally stated by Cassar (2020), It becomes important to search for

ways to integrate employment during studies so as to expose students to the

labor market during their studies. One of the strategies that can be followed

for this purpose is work-based learning through apprenticeships and work

placements. Institutions can include internships and work placements as

requirements for their study programs. This would allow students to gain

practical experience in their field of study, develop essential skills, and build

professional networks that can help them secure employment after

graduation. By integrating work experience into their academic curriculum,

students can better understand the real-world applications of their studies

and make informed decisions about their career paths. Furthermore,

mandatory internships and work placements can help bridge the gap

between academia and industry, ensuring that students are equipped with

the necessary skills and knowledge to succeed in the workforce. Employers

also benefit from this arrangement, as they have the opportunity to identify

and recruit talented individuals who have already demonstrated their

capabilities through hands-on experience. Overall, incorporating work

experience into students' academic pursuits is essential for preparing them

for the challenges of the job market and enhancing their employability. By

providing opportunities for practical learning and professional development,

 31

educational institutions can better equip their students for success in their

chosen careers. According to Hasibuan et al (2021), in many countries, the

search for high employment opportunities is currently among the main

reasons to enroll in higher education and this choice is commonly driven by

the demand for social ascension through better employment perspectives.

Although preparation for the labor market might not be the only goal of

higher education, it is certainly one of the major reasons why students come

into it, and so it is important that we understand students’ perceptions

about their preparedness for work after graduation. It is emphasizing on

securing a stable and fulfilling career has made the readiness for the

workforce a crucial aspect of higher education. Educational institutions

must adapt their curricula to meet the demands of the modern job market

and equip students with the necessary skills and knowledge to succeed.

However, it is important to remember that higher education is not solely

about job prospects but also about personal growth, intellectual

development, and contributing to the progress of society. In today's rapidly

evolving global economy, knowledge and skills are highly valued. Higher

education prepares individuals to thrive in the knowledge economy by

providing them with specialized knowledge, technical expertise, and the

ability to adapt to changing market demands. This positions them for better

career prospects and opportunities for professional growth. Higher training

is regularly visible as a pathway to upward social mobility. By acquiring a

better training qualification, people can destroy via socio-financial obstacles

and get entry to higher process opportunities, better incomes potential, and

advanced dwelling standards. It gives a method for people to enhance their

 32

socio-financial fame and create a higher destiny for themselves and their

families. it it's miles tested via way of means of this statement " Higher

education has become the most important route for a country’s human

capital development and an individual’s upward social mobility. It is where

young people acquire advanced generic and specific skills to prosper in the

knowledge economy and flourish in society. This is according to Damme,

(2019) Though enrolment and graduation rates have increased massively in

most countries, a higher education qualification still offers young people the

prospect of significant benefits in employability and earnings. The higher

education system also helps them develop the social and emotional skills to

become effective citizens”. For Mouden (2021), online education platforms

also allow learners and graduates to be in charge of their own professional

development. Students’ knowledge rapidly becomes outdated as the world of

work evolves, making it vital that people upskill and reskill. “Coursera is

very important for lifelong learning,” he said, pointing out that students can

identify the skills they need for the marketplace and acquire the online

education platforms have empowered learners and graduates to take control

of their professional development. They provide access to a wide range of

courses, flexible learning options, and the ability to acquire specialized skills.

By embracing lifelong learning through these platforms, individuals can stay

competitive, adapt to the evolving job market, and continuously enhance

their knowledge and skills throughout their careers. But fresh graduates

have a problem when they are applying to their job. According to Varthana

(2023), “One of the major challenges for recent graduates is the lack of real-

world industry experience during their college years. The traditional

 33

classroom-based education system often fails to provide students with the

necessary information and skills to meet industry standards. The absence of

internships, industrial projects, and practical experiences hinders graduates

from gaining valuable insights into the business world.” By addressing the

lack of real-world industry experience, graduates can better prepare

themselves for the demands of the job market and enhance their

employability. Practical experiences provide valuable insights, skills, and

connections that contribute to their overall professional development.

Additionally, from Lim (2021), Fresh graduates should also author well-

thought-out articles industry-centric or reflecting their interests - on

professional networking platforms, to give employers a better picture of who

you are and what you stand for. It is foolish to assume prospective

employers won’t look you up on social media to get a glimpse of your

personality, habits, behavior and maturity level. Fresh graduates should be

cautious about the content they share online and strive to create well-

researched, professional articles that accurately represent their capabilities.

By utilizing professional networking platforms to establish their personal

brand and highlight their expertise, fresh graduates can increase their

visibility, credibility, and attractiveness to potential employers

Synthesis

The higher education system also helps them develop the social and

emotional skills to become effective citizens" (Damme, 2019). The Strategic

Constituencies Approach on organizational effectiveness includes satisfying

the demands of those constituencies in the environment from which the

 34

organization requires support for its continued existence (Love & Skidmore,

1996).

According to Love & Skidmore, (1996) The Strategic Constituencies

Approach on organizational effectiveness includes satisfying the demands of

those constituencies in the environment from which the organization

requires support for its continued existence. According to Zainab (2019),

This study has highlighted the importance of "tracing" past graduates of the

program in order to ascertain the employability of graduates as well as the

relevance of courses taught. By tracing graduates, institutions can gain

insights into the types of careers their students are entering. This data can

help institutions better prepare students for success in the job market.

Tracking student progress plays a key role in being an effective teacher.

According to Broven, (2018) Having students see their growth and review

how it relates to bigger goals increases student investment. Plus, tracking

helps you, as the teacher, stay invested and continue to increase your own

effectiveness by seeing trends in student data. According to Dugga, (2018)

Alumni have the potential to be your most loyal and generous supporters.

Successful alumni serve as tangible proof of the quality of an institution's

programs. According to Hamilton (2021), Alumni testimonials are a reliable

source of information for prospective learners and will have a stronger

weight and greater influence on converting prospects into students than

other marketing avenues. According to Diana (2015) learned that the

majority of respondents found work shortly after college, where there was a

high level of satisfaction with the University's services, learning environment,

and facilities.
 35

According to Abaca et.al (2022) Graduates' employability demonstrates the

brilliant schooling and pertinent readiness they got from their particular

degrees. According to Mubuuke et. al. (2018), results of tracer surveys can

facilitate information collection that definitely influences training and policy.

According to Sichombe, (2019) Feedback from graduates provides insights

into the effectiveness of teaching methods, course content, and support

services. basic principle of vocational education is understood as an

opportunity for self-employment and job creation. If the perception of

producing for the job market/training for work dominates vocational

education trainees, this basic principle is overshadowed. According to Abaca

et al (2022), The think about utilized a graphic overview investigate plan

with 80 non-random tests chosen based on accessibility. The analysis was

derived from the Philippine Commission on Higher Education, incorporating

modifications drawn from previous studies. More graduates gotten respects

and grants, passed the licensure examinations for instructors, gone to

progressed considers for proficient advancement, and are employable. It

constitutes an important tool for educational planners, as they can provide

valuable information for evaluating the results of the higher education and

training institutions (jaca, 2023). From the local perspective of the

Philippines, there are a huge number of HEI graduates in the region who are

unemployed and do not earn income to contribute to the well-being of their

families and the economic development of the region (Austero, Armenia &

Seriño, 2013). Acosta, (2017) Discusses the dramatic improvement in

educational attainment in the Philippines from 1950 to 2010, which has

resulted in nearly universal primary completion, though only half of primary

 36

school graduates proceed to the secondary level, and only half of secondary

school graduates proceed to the tertiary level. According to Basbano (2020),

of The Philippine Business for Education (PBED) group also conducted a

study and found that the first batch of SHS graduates possesses

“theoretically” 93% of the competencies suitable to the needs of the country’s

industries. But in a separate study, the PBED found that only 20% of the 70

leading companies in the Philippines were inclined to hire senior high

graduates, preferring college graduates or those with at least two years of a

college education. According to Wooden (2023), While students have a large

amount of knowledge, they still grapple with the uncertainty of career

choices and financial decisions. To ease this transition, the institutions need

to integrate courses in career skills, cooking, financial literacy, and

technology into school curriculum. Therefore, study programs are required

to be able to continue to innovate not only in terms of an increasingly

refined curriculum, but also to continue to enrich students with other skills

outside of academics that will greatly assist students when looking for work.

Academically, it is regulated to always improve the curriculum every 5 (five)

years at least as a means of evaluation as well as responding to what is in

the field (Hasibuan, 2021). According to Arrifin & Romadlon (2021), Tracer

studies offer valuable insights into evaluating the outcomes of higher

education, serving as a basis for enhancing and ensuring the quality of the

respective institutions. Additionally, stated by Cassar (2020), It becomes

important to search for ways to integrate employment during studies so as

to expose students to the labor market during their studies. One of the

strategies that can be followed for this purpose is work-based learning

 37

through apprenticeships and work placements. Institutions can include

internships and work placements as requirements for their study programs.

According to Hasibuan et al (2021), in many countries, the search for high

employment opportunities is currently among the main reasons to enroll in

higher education and this choice is commonly driven by the demand for

social ascension through better employment perspectives. Although

preparation for the labor market might not be the only goal of higher

education, it is certainly one of the major reasons why students come into it,

and so it is important that we understand students’ perceptions about their

preparedness for work after graduation.

 38

CHAPTER 3

METHODOLOGY

This chapter compromise the vital information for the process of the

study. It shows the research design to be used, the research samples, the

research instrument to be utilized and how the information will be collected

step by step together with the corresponding statistical tools to answer the

problems of study and interpretations of data for the identification of

statistics.

Research Design

The descriptive research design was implemented in the course of the

study. since the organization's objective is to gather and release knowledge

regarding demographic information of graduates and analyses their attitudes

in

terms of their acquired abilities and values by the school. In addition,

Calderon (1996), as cited by Laguador (2010) emphasized the importance of

descriptive research. collecting, analyzing, data collection about current

situations, practice, etc. Beliefs, processes, patterns, and the cause-and-

effect connection.

The study used kind of non-probability sampling that must be used

through this type of descriptive research, the correlational research design of

the study aims to ascertain this tracer study.

Population and Sampling

The purpose of this research study is to explore the underlying factors

that this tracer study was focused on what the graduate went through after

they graduated at Trimex Colleges. We can develop targeted initiatives that

 39

maximize their potential and ensure success in later stages of their

education.

The population of this tracer study graduated at Trimex Collages of

Binan Laguna. This is consisting of four Board Courses at Trimex Colleges of

Binan Laguna. As such the researcher will use the solving formula sampling

technique with a 5% margin of error and 95% confidence level. In

Accordance with Zach (2023), In statistics, Solving’s formula is used to

calculate the minimum sample sized needed to estimate a statistic based on

an acceptable margin of error. Aside from that, this formula will also give an

idea to the researchers of how large the required sample size to be to ensure

the accuracy of the result

Table No 1

Students Population (N) Sampling Percentage

Bachelor of arts 45 18 40%

in Psychology

BTVTE FSM 88 37 42%

BTVTE EM 32 10 31.25%

BS Accountancy 11 4 36.36%

BS Social 20 14 70%

workers

BSAT 79 17 21.52%
 40

Respondents of the Study

The respondents for the research of Tracer Study of the Board

Courses in Trimex Colleges Biñan: Basis for Action plan are the students of

Trimex Colleges. The respondents are coming from the alumni of programs

of Bachelor of Arts in Psychology, Bachelor of Science in Accounting

Technology, Bachelor of science in Accounting, Bachelor of Science in Social

Worker, Bachelor in Science in Technical-Vocational Teacher Education

Major in Food and Services Management, & Bachelor in Science in

Technical-Vocational Teacher Education Major in Electronics Technology.

Research Instrument

Respondents were given a questionnaire that was open-ended as part

of the data collection for the study, from which the researcher gathered

existing data. Each open-ended question was answered by one of the

respondents. These questions were meant to elicit reasoned replies from

respondents in order to track all of their current jobs when they graduate.

The questions asked respondents to rank the reasons for their incapacity to

participate. Part I respondents assess the graduates; and covers the

personal information of the respondents such as (Age, Sex, Year of

Graduated, Area of Specialization, Present nature of work, Training/s

attended, Honors and awards received, Reasons for taking the program).

The part II was on the following: This scale consists of 50 items

describing the Respondents assess their job relevance in terms of

(Professional Experience, Employment, Interpersonal and social skill). It

 41

uses a five-point Likert scale, meaning 1 “Disagree”, 2 “Slightly disagree”, 3

“Slightly Agree”, 4 “Agree”, and 5 “Strongly Agree”. In part III it consists of

training advance studies have the respondent attained in terms of (Training

/post-graduates’ studies attended after college; Factors influencing

attainment of post-graduates’ studies; and does your specialization help you

about your current job?); This scale uses a five- point Likert scale meaning,

1 “disagree”, 2 “slightly disagree”, 3 “slightly agree”, 4“agree”, and 5 “strongly

agree”. In part IV it consists of their job experience in terms of the following;

(reasons for staying on the first job, Perception on the relevance of their

Course to present job; and reasons for changing the first job?); This scale

uses a five- point Likert scale meaning, 1 “disagree”, 2 “slightly disagree”, 3

“slightly agree”, 4“agree”, and 5 “strongly agree”.

This study was consulted and evaluated by the dissertation advisor

to ensure the appropriateness and content of this study.

Data Gathering Procedure

For this descriptive study, a questionnaire was considered the most

appropriate tool for data collection. The researchers sought consent from the

Trimex Colleges for this tracer study and asked about the total population of

graduated students from Trimex Colleges in Board Courses. The

researchers will be going to use a google form to gather a data. The

researchers will provide guidance to each respondent to ensure that this

tracer study is an academic requirement only and to ensure that all

information provided by the respondent will be kept confidential. We ask for

your consent, to avoid mistakes and obtain accurate data, the researcher

will briefly explain the contents and procedures of

 42

the questionnaire to the respondents. The survey form will be returned to

the evaluator as soon as it is voluntarily completed and completed by the

respondent.

Statistical Treatment of Data

The statistical tools used for this quantitative analysis in this study

were as follows: To answer the sub-problem number one (1), “What is the

profile of the respondents in terms of: Age; Civil Status; Year Graduated” The

frequency and percentage were used. To answer the sub-problem number

two.

On the number (2), “What is the respondent’s academic profile in terms of,

Reasons of taking the Program, Honors and awards Received, Performance

in AB Psychology, Bachelor of Technical Vocational-Teacher Education,

Human Resources, Bachelor of Science in Accountancy, waiting for the

result or pending results.” To answer the sub problem number (3). “What

training and advanced studies attended by the respondents? With the sub-

problem of Nature of Training, Reasons for training/advance studies?” (4),

What is the employment data of the respondents? With the sub-problem

Employment Status, means of finding employment, Time spent in securing

the employment, Gross monthly income?” the T-test were used. To answer

the sub-problem four. To answer the sub-problem five (5) “How do the

respondents assess the relevance of college preparation with current

employment in terms of: Relationship of college degree to current job,

Competencies useful in current job?” the chi square will be going to use. To

answer the sub-problem five (6) “What are challenges encountered by the

respondents in terms of the above-mentioned variables?” The chi square is

 43

used. To assess the Tracer Study of the Board Courses in Trimex Colleges

Binan: Basis for action plan. The five-point Likert scale below were being

utilized. “statistical treatment of data is taking raw data and turning it into

something that can be interpreted and used to make decisions (Vishak,

2024).

Numerical Range Verbal Descriptive

Value Interpretation Interpretation

5 4.20-5.00 Strongly Agree. Strongly

Challenging

4 3.40-4.19 Agree Challenging

3 2.60-3.39 Slightly Agree Slightly

Challenging

2 1.80-2.59 Disagree Not-Challenging

1 1.00-1.79 Very Disagree Not Strongly

Challenging
 44

CHAPTER 4

PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA

Sub-Problem No.1 What is the Profile of The Respondents in Terms of:

1.1 Age

Table No. 2

Profile of The Respondents In Terms of Age

Age Frequency Percentage

20 to 29 35 35

30 to 39 42 42

40 to 49 20 20

50 and above 3 3

Total 100 100

Table 2 shows the demographic profile of the respondents according

to age. Table 2 shows that 30-39 years old of the respondents taking most of

the answers, while the respondents are in the age of 20-29 years old of age

with the frequency level of 35 taking the second to the highest answers. Next

is the 40-49 years of age with the percentage of 20%, with the frequency

level of 20, and lastly, with only the 3% of the respondents answered is the

age of 50 and above with the frequency level of 3.

The data shows that most people, especially middle aged people ( age

group 30-39) continued to pursue their chosen field. This clearly shows that

that the graduates of Trimex board courses are highly satisfied with the

educate got in Trimex. However, it also shows some recommendation they

want to add some seminar and training s to conduct. To add on their

 45

credentials. “Degree inflation” began in the early 2000s when “a significant

number of employers began adding degree requirements to the descriptions

of jobs that hadn’t previously required degrees, even though the jobs

themselves hadn’t changed.” Two decades later, job seekers are still feeling

the effects (Fuller, Langer, & Sigellman, 2022).

1.2 Sex

Table No. 3

Profile of the Respondents in Terms of Sex

Sex Frequency Percentage

Female 75 75

Male 25 25

Total 100 100

Table 3 shows in terms of sex taking the majority between the 100

respondents are females with 75% of the total respondents with the

frequency level of 75, while only 25% of the total respondents are male with

the frequency level of 25. When both are summed up will 100 respondents in

total. In 2003, there were 1.35 females for every male who graduated from a

four-year college and 1.3 females for every male undergraduate

(Francis,2024)

1.3 Civil Status

Table No. 4

Profile of The Respondents In Terms of Civil Status

Civil Status Frequency Percentage

Married 55 55
 46

Single 45 45

Total 100 100

Table 4 shows in terms of civil status married is the most respondents

with the 55%. With the frequency level of 55, while the single percentage is

45 % with the frequency level of 45. When both are summed up will 100

respondents in toal. The data shows that most of the graduates are married

now. Married individuals who persist in their chosen profession often exhibit

a strong commitment and enthusiasm for their work. Balancing the

demands of a career and marriage requires effective communication, support

from both partners, and the ability to establish a work-life balance (Conklin,

2019).

1.4 Program

Table No. 5

Profile of The Respondents In Terms of Program

Program Frequency Percentage

BAP 18 18

BSS 14 14

BTVTE-Electronics Management 10 10

BTVTE-FSM 37 37

BSA 4 4

BSAT 17 17

Total 100 100

 47

Table 5 shows in terms of programs BTVTE-FSM is the most

respondents with the 37%. With the frequency level of 37, while the BAP

18 % with the frequency level of 18. Next is the BSAT with the percentage of

17 percent with the frequency level of 17. BSS got 14% with the frequency of

14. Then the next is the BTVTE-Electronics Management with the

percentage of 10% with the frequency level of 10. lastly is BSA, it only got

4% of percentage, with only frequency level of 4. When both are summed up

will 100 respondents in total. The most important factor when considering a

college is how the school makes you feel. “Regardless of all the programs,

opportunities, and scholarships, the school you choose should feel like home,

a place where you will be able to grow and develop not just academically but

in all aspects of life” (Concordia, 2021).

1.5 Year Graduated

Table No. 6

Profile of The Respondents In Terms of Year Graduated

Program Frequency Percentage

2018 14 14

2019 3 3

2020 5 5

2021 10 10

2022 10 10

2023 58 58

Total 100 100

Table 6 shows in terms of year graduated, the batch 2023 is the most

respondents with the 58%. With the frequency level of 58, while the batch
 48

2018 is the second the percentage of 14% with the frequency level of 14.

Next is the batch 2021 and 2022 with the same result percentage of 10%

with the frequency level of 10. batch 2020 is next with the percentage of 5%

with the frequency of 5. Then the last is the batch 2019 with the percentage

of 3% with the frequency level of 3. When both are summed up will 100

respondents in total. “The Philippines produces more than 1.5 million high

school graduates and approximately 500,000 students who proceeded and

graduated in college every year” (Baltaar, 2018)

1.6 Present Employment

Table No.7

Profile of The Respondents In Terms of Respondents In Terms of

Present Employment

Present Employment Frequency Percentage

Employed 91 91

Unemployed 9 9

Total 100 100

Table 7 shows in terms of Present employment taking the majority

between the 100 respondents are employed with 91% of the total

respondents with the frequency level of 91, The 9 % of respondents are

under the unemployed category with the frequency level of 9. When both are

summed up will 100 respondents in total. “Based on the graduate

employability survey of 2020, 9 out of 10 graduates are working; 86% found

a job within six months after graduation; 66% are in private sector and 50%

are on permanent contract” (Berja, 2021).

 49

1.8 Present Nature of Work

Table No. 8

Profile of The Respondents In Terms of Present Nature of Work

Present Nature of Work Frequency Percentage

Admin. Assistant 3 3

Barista 1 1

Business Process Outsourcing 6 6

Educator 36 36

Financial Management 3 3

Government Worker 14 14

Housewife 1 1

Human Resource 7 7

Marketing Management 5 5

Medical Field 12 12

OFW 1 1

Operation Management 5 5

Review Ambassador 1 1

Service Crew 2 2

Not applicable 3 3

Total 100 100

Table 8 shows in terms of Present nature of work taking the majority

between the 100 respondents are “educator” with 36% of the total

respondents with the frequency level of 36, The 12% of respondents’ present

nature of work are in the “medical field”, with the frequency level of 12. The
 50

7% are coming from the “human resource” with the frequency level of 7.

Next is the 6% coming from the Business Processing Outsourcing with the

frequency level of 6. Then the 5% coming from the review “ambassador” with

the frequency level of 5. The admin assistant and those who give an answer

of “not applicable” have the same 3% with the same frequency level of 3.

while the 2% of the percentage of respondents are belong to the service crew,

with the frequency level 2. Lastly are the rest of the groups who got the same

percentage. Those are “admin assistant, review ambassador, barista, &

OFW” they got the same 1 percent each of them, with same frequency level

of 1 each of them. When both are summed up will 100 respondents in total.

1.9 Duration In Seeking The First Job (In Months)

Table No.9

Profile of The Respondents In Terms of Duration In Seeking First Job

Duration in Seeking the First Job Frequency Percentage

1 to 2 months 42 42

3 to 4 months 30 30

5 to 6 months 15 15

7 to 8 months 2 2

9 to 10 months 1 1

11 to 12 months 2 2

Others 8 8

Total 100 100

Table 9 shows in terms of Duration in seeking the first job in months.

Almost of the respondents answered the “1-2 months” with the result of 42%

of percentage of the group with the frequency level of 42. Second to the most
 51

respondents with the 30%. With the frequency level of 30 is the “3-4

months” seeking of first job, while the “5-6 months” get the 15 % of

percentage with the frequency level of 15. Next is are those who answered

with “others” with the 8% of the percentage with the frequency level of 8.

The 11-2 months got 2% with the frequency of 2. Then the next is the “9-10

months” with the percentage of only 1% with the frequency level of 1. When

both are summed up will 100 respondents in total.

1.10 Training/s Attended

Table No. 10

Profile of The Respondents In Terms of Trainings/s Attended

Training/Seminar Attended Frequency Percentage

National 5 5

Regional 5 5

Local 50 50

District 16 16

International 3 3

None 21 79

Total 100 158

Table 10 shows in terms of “Training/s attended” Most of the

respondents answered the Local Trainings with respondents with the 50%,

with the frequency level of 50, while the district trainings got 16 % with the

frequency level of 16. Next is the “National Trainings” with the percentage of

5%, with the frequency level of 5, Next is the “Regional Trainings” got 5%

with the frequency of 5. Then the next is the “International Trainings” with

the percentage of 3% with the frequency level of 3. “Training is a

 52

foundational step to ensure employees can do their jobs correctly and

efficiently” (seismic,2024).

1.12 HONORS AND AWARDS RECIEVED

Table No. 11

Profile of The Respondents In Terms of Honors And Awards

Recieved

Honors / Awards Received Frequency Percentage

Academic Awardee 18 18

Best in Food and Beverage Serviced 1 1

Best in thesis 1 1

Leadership/Service/Athlete Awardee 2 2

None 78 78

Total 100 100

Table 11 shows in terms of “Honors and awards received” Most of the

respondents answered the “None” with respondents with the 78%, with the

frequency level of 78, while the “Academic Awardee” got 18% with the

frequency level of 18. Next is the “Leadership/service/athlete awardee” with

the percentage

of 2%, with the frequency level of 2. Next is the “Best food and beverage

services” got 1% with the frequency level of 1. Then the next is the “Best in

Thesis” with the percentage of 1% with the frequency level of 1. When both

are summed up will 100 respondents in total.

 53

1.13 Reasons For Taking The Program

Table No. 12

Profile of The Respondents In Terms of Reasons For Taking The

Program

Reasons for Taking the Course Frequency Percentage

Availability of course offering in the

chosen institution 10 10

Good grades in High school 12 12

Influence of parents and relatives 45 45

No particular choice or no better idea 2 2

Opportunity for employment abroad 1 1

Peer influence 1 1

Prospect of attractive compensation 3 3

Strong passion for the profession 26 26

Total 100 100

Table 12 shows in terms of “Reasons for taking the Course” Most of

the respondents answered the “Influence of parents and relatives” with

respondents with the 45%, with the frequency level of 45, while the “Strong

Passion for the Passion” got 26% with the frequency level of 26. Next is the

“Good grades in High-school” with the percentage of 12%, with the frequency

level of 12. Next reason is the “Availability of course offering in the chosen

Institution” got 10% with the frequency level of 10. The 3% of percentage in

the reasons is the “Prospect of Attractive Compensation”, with the frequency

level of 3. Then the next is the “No Particular choice or no better idea” with
 54

the percentage of 2% with the frequency level of 2. The second on the last

with the 1% of percentage is because of the “Peer Influence” with the

frequency level of 1. The remaining last 1 percent is the reason of

“Opportunity for employment abroad” with the frequency level of 1. When

both are summed up will 100 respondents in total. “Internal factors such as

personal interests, values, and skills can significantly impact career

decisions. However, external factors like market trends, industry changes,

and economic conditions can also shape career opportunities and direction.

Therefore, understanding the interplay between these factors is critical in

making informed career decisions that align with personal aspirations and

goals” (Archambeau, 2023).

Sub-Problem No. 2 How Do The Respondets Assess College

Preparations In Their Current Job:

2.1 Professional Skills

Table No. 13

Assess of The Respondents On College Preparations In Their

Current Job In Terms of Professional Competencies

Indicators WM Interpretation Rank

1 My education or degree has provided

me with relevant knowledge and skills 4.56 Strongly Agree 1

for my current job

2 My education or degree has positively

contributed to my professional growth 4.54 Strongly Agree 2

and development.
 55

3 My education or degree has prepared

me well for the challenges and 4.36 Agree 6

demands of my current job.

4 My education degree has equipped

me with an effective strategies and 4.32 Agree 7.5

instructional techniques.

5 My education or degree has helped

me develop effective classroom/office

4.42 Agree 3
management and student/coworker

engagement skills.

6 My education or degree has helped

me understand and cater to the 4.37 Agree 4.5

diverse need of students.

7 My education or degree gives me an

opportunity to communicate effectively 4.37 Agree 4.5

with others.

8 My education or degree motivates me

to learn new trends and techniques

4.32 Agree 7.5
through reading books, articles, and

online sources.

9 My education or degree requires me

to be updated by means of attending 4.29 Agree 9.5

seminars, trainings, and workshops.

1 I'm updating myself with the latest

4.29 Agree 9.5
0 communication trends and technique
 56

through taking online course

Average weighted mean 4.39 Agree

Note: 4.50-5.00 Strongly Agree; 3.50-4.49 Agree; 2.50-3.49 Slightly

Agree; 1.50-2.49 Slightly Disagree; 1.00-1.49 Disagree

Table 13 shows the assessment of respondents in Assess of the

Respondents on College Preparations in their Current Job in Terms of

Professional Competencies is verbally as “Agree”. “I’m updating myself with

the latest communication trends and technique through taking online

course” was a rank 9.5 with a weight mean of 4.29 Next to this is the “My

education or degree requires me to be updated by means of attending

seminars, trainings, and workshops” which hold the rank 9 with the

weighted mean of 4.29. Next is the “I’m updating myself with the latest

communication trends and technique through taking online course.” with

holding the same rank of 9.5, with weighted mean of 4.29 . “My education

degree has equipped me with an effective strategies and instructional

techniques” is next in the rank 7.5 with the weighted mean of 4.32 with the

interpretation of “agree”. “My education or degree motivates me to learn new

trends and techniques through reading books, articles and online resources”

with the rank of 7.5 and a weighted mean of 4.32. The “My education or

degree has prepared me well for the challenges and demands of my current

job” with the rank of 6 and a weighted mean of 4.36. Next is the “my

education or degree has help me understand and cater to the diverse need of

students/customers” with the rank of 4.5 and a weighted mean of 4.37, with

an interpretation of “agree” Then the one who hold the same rank of 4.5 and
 57

a weighted mean of 4.37 is “My education or degree gives me an opportunity

to communicate effectively with others” with an interpretation of agreed.

Next is the “My education or degree has helped me understand and cater to

the diverse needs of students” with a rank of 3 and a weighted mean of 4.42.

Next is “My education or degree has positively contributed to my professional

growth and development” with a rank of 2 and a weighted mean of 4.54 with

an interpretation of strongly agree. Lastly the “My education or degree has

provided me with knowledge and skills for my current job” with a rank of 1

and a weighted mean of 4.56 with an interpretation of “strongly agree”.

According to Smith (2024) Education is an influential step in staying

competitive and enhancing your skills. Whether you’re starting out in your

career or returning to continue to build upon your years of experience,

pursuing educational training helps you keep moving forward. Education

plays a pivotal role in maintaining a competitive edge and honing one's skills.

Regardless of whether you are embarking on a new career path or seeking to

further enrich your existing expertise, pursuing educational training is a

trans-formative step that propels you forward. It empowers you to stay

relevant in an ever-evolving professional landscape and equips you with the

knowledge and tools needed to excel. By embracing continuous learning, you

ensure that you are equipped with the latest industry insights, emerging

trends, and cutting-edge techniques, enabling you to adapt, grow, and thrive

in your chosen field. Education is not only a means of personal and

professional development but also a catalyst for progress and success.

 58

2.2 Social Skills

Table No. 14

Assess of The Respondents On Colllege Preparations In Their

Current Job In Terms of Social Skills

Indicators WM Interpretation Rank

1 My skills are effectively utilized to

contribute to the success of my 4.35 Agree 2

organization.

2 I spend less time in doing the task assign

4.32 Agree 4
to me and able to submit it ahead of time.

3 I utilized my degree to search for

4.40 Agree 1
employment opportunities in my field.

4 Being align with your current employment

in terms of career and goals aspirations is 4.31 Agree 5

important.

5 I believe that my work is recognized and

4.27 Agree 8
appreciated

6 I pursue additional certification or training

after completing the course to enhance my 4.21 Agree 10

employability.

7 I maintain work life balance despite of

4.23 Agree 9
heavy workloads.

8 Being a BTVTE/psychology/social

worker/human resource student is my 4.33 Agree 3

instrumental in obtaining my current Job

 59

9 The acquired skills and knowledge in my

4.30 Agree 6.5
school is useful in my current job.

10 I believe that I have a resources and tools

4.30 Agree 6.5
needed to perform my job effectively.

Average weighted mean 4.31 Agree

Table 14 shows the assess of the Respondents on College

Preparations in their Current Job in Terms of Social Skills Competencies is

verbally as “Agree”. “I pursue additional certification or training after

completing the course to enhance my employability” was a rank 10 with a

weight mean of 4.21. Next is the “I maintain work life balance despite of

heavy workloads” placing a rank of 9 with a weighted mean of 4.23 and

interpretation of “agree”. The rank 8 is “I believe that my work is recognized

and appreciated” with a weighted mean of 4.27, it can has interpreted of

“agree”. Next is the “The acquired skills and knowledge in my school is

useful in my current job” with a rank of 6.5 with a weighted mean of

4.30. With the same rank of 6.5 the “I believe that I have a resources and

tools needed to perform my job effectively” with a weighted mean of 4.30.

next is the “Being align with your current employment in terms of career

goals aspirations is important” with a rank of 5 and weighted mean of 4.31

with interpretation of agree. With the next rank is the “I spend less time in

doing the task assign to me and able to submit it ahead of time” it places in

rank 4 with the weighted mean of 4.32 with an interpretation of “agree”. The

Rank 3 is the “Being a BTVTE/Psychology/human resource/accountancy

student is my instrumental in obtaining my current job” with a weighted

 60

mean of 4.33 on interpretation of “agree”. The rank 2 is “My skill is

effectively utilized to contribute to the success of my organization” with the

weighted mean of 4.35. Lastly the rank 1 is “I utilized my degree to search

for employment opportunities in my field” with the weighted mean of 4.40 it

can interpret as “agree”. These skills are essential for successful interactions,

teamwork, and conflict resolution in professional settings, contributing to

positive outcomes and improved relationships. Social skills, such as

communication, empathy, interpersonal and listening skills, are beneficial

not just to personal life but also to professional life. In the workplace, these

skills can be an essential aspect of staff interaction, planning and

collaboration (Herrity, 2023).

2.3 Personal Skills

Table No. 15

Assess of The Respondents On College Preperations In Their

Current Job In Terms of Personal Skills

Indicators WM Interpretation Rank

1 Having a skill to adapt in different

audiences or situation is important to 4.10 Agree 10

my current job.

2 Having a good Verbal and written

communication skills is what make 4.26 Agree 8

me unique.
 61

3 Updating myself with the latest

communication trends and

techniques through networking with 4.33 Agree 4

professionals in my field is an

advantage.

4 I can hold accountable for my

actions at work from top 4.31 Agree 6.5

management.

5 I enjoy responding to people’s

4.34 Agree 2.5
request and concerns

6 I am comfortable working in a team

and collaborating with others 4.31 Agree 6.5

towards common goals.

7 I believe that I am empathetic and

able to understand and respond to

4.37 Agree 1
the needs and emotions of others in

line of my job.

8 I understand the social fabric of the

4.23 Agree 9
organization is important to me

9 I feel confident in my ability to give

and receive feedback in a 4.34 Agree 2.5

constructive and respectful manners.

10 I used my emotional energy to

4.32 Agree 5
motivate others.

Average weighted mean 4.29 Agree

 62

Table 15 shows the assess of the Respondents on College Preparations

in their Current Job in Terms of Personal Skills with a interpretation verbally

as “Agree”. The rank 10 is “Having a skill to adapt in different audiences or

situation is important to my current job” with the weighted mean of 4.10 it

interpreted as “agree”. The “I understand the social fabric of the organization

is important to me” is the rank 9 with the weighted mean of 4.23 with the

interpretation of “agree”. Next is the “Having a good verbal and written

communication skills is what make me unique” it falls in the rank 8 with the

weighted mean of 4.26. Next is the “I can hold accountable for my actions at

work from top management” with a rank 6.5 and a weighted mean of 4.31

with an interpretation of “agree”. With the same rank of 6.5 the “I am

comfortable working in a team and collaborating with others towards

common goals” with a weighted mean of 4.31 with an interpretation of

“agree”. The “I used my emotional energy to motivate others” is on the rank

of 5 with the weighted mean of 4.32, with an interpretation of “agree”. The

rank 4 is the “Updating myself with the latest communication trends and

techniques through networking with professionals in my field is an

advantage” with the weighted mean of 4.33 as interpreted of “agreed”. Next

is the “I enjoy responding to people’s request and concerns” with a rank of

2.5 with a weighted mean of 4.34 with an interpretation as a “agree”. With

the same rank of 2.5 is the “I feel confident in my ability to give feedback in

a constructive and respectful manners” with a weighted mean of 4.34 it also

interpreted as a “agree”. Next is “I believe that I am empathetic and able to

understand and respond to the needs and emotions of others in line of my

job” on the rank 1 with the weighted mean of 4.37 with a verbally
 63

interpretation as a “agree”. Employer’s value personal skills because they

enhance communication, collaboration, problem-solving, adaptability, and

customer service. These skills contribute to a positive work environment,

effective teamwork, and the overall success of the organization. Personal

skills are essential for building strong relationships, driving innovation, and

fostering a positive company culture. Employer’s value strong personal

skills because they know people who possess them communicate ideas

clearly, work well with others, and have excellent speaking and listening

skills. Ultimately, team members with high-quality personal skills tend to

provide better outcomes for companies (jobs.ie 2024).

Sub-Problem No.3 What are The Challlenges Encountered By The

Respondents As To:

3.1 Professional Competencies

Table No. 16

Assessment of The Respondents In College Preparations In Their

Current Job In Terms of Professional Competencies

Indicators WM Interpretation Rank

1 I often face challenges in balancing

my work and personal life due to the 4.26 Agree 2

demands of my job.

2 The work load in my current job is

4.12 Agree 5.5
often overwhelming.

3 I encounter difficulties in achieving

the targets or goals set by my 4.12 Agree 5.5

superiors.
 64

4 There is lack of clear communication

within the team which leads to 4.08 Agree 8.5

challenges in my work.

5 I find it challenging to keep up with

the latest technologies and trends 4.28 Agree 1

relevant to my job

6 The lack of resources or support

from the management often hinders 4.14 Agree 3.5

my performance

7 I feel that the company culture and

policies sometimes create

4.14 Agree 3.5
challenges in my professional

growth

8 The lack of opportunities for training

development is a challenge in my 4.11 Agree 7

professional growth

9 I often face challenges in dealing

4.08 Agree 8.5
with difficult individuals

10 I find it challenging to maintain a

positive work environment due to 4.01 Agree 10

office politics/conflicts.

Average weighted mean 4.14 Agree

Table 16 shows the assess of the Respondents on College

Preparations in their Current Job in Terms of professional competencies

with an interpretation verbally as “Agree”. The rank 10 is “I find it

 65

challenging to maintain a positive work environment due to office

politics/conflicts” with a weighted mean of 4.01 interpretation verbally as

“agree”. Then the next is “There is lack of clear communication within the

team which leads to challenges in my work” falls on the rank of 8.5 with a

weighted mean of 4.08 it interpreted verbally as “agree”. With the same rank

of 8.5 the “I often face challenges in dealing with difficult individuals” with

the weighted mean of 4.08, as interpreted verbally as “agree”. Next is the

“The lack of opportunities for training development is a challenge in my

professional growth” with the rank of 7 and a weighted mean of 4.11 as

interpreted verbally as “agree”. The next rank is 5.5 is “The work load in my

current job is often overwhelming” with the weighted mean of 4.12,

interpreted verbally as “agreed”. On the same rank of 5.5 is the “I encounter

difficulties in achieving the targets or goals set by my superiors” with the

weighted mean of 4.12, interpreted verbally as “agreed”. “The lack of

resources or support from the management often hinders my performance”

is on the rank of 3.5 with the weighted mean of 4.14, it interpreted verbally

as a “agree”. On the same rank of 3.5 is the “I feel that the company culture

and policies sometimes create challenges in my professional growth” with a

weighted mean of 4.14 with verbally interpreted as “Agree”. The rank 2 is “I

often face challenges in balancing my work and personal life due to the

demands of my job” with a weighted mean of 4.26 and verbally interpreted

as “agree”. Lastly the rank 1 “I find it challenging to keep up with the latest

technologies trend relevant to my job” with the weighted mean of 4.28,

verbally interpreted as a “Agreed”. According to Union (2023), For new

college graduates, career readiness is key to ensuring successful entrance

 66

into the workforce. Career readiness is a foundation from which to

demonstrate requisite core competencies that broadly prepare the college-

educated for success in the workplace and lifelong career management.

According to Hebert (2023), “Communication ranks as one of the most

important and basic social skills and is the best one to showcase during

your job search”. By showcasing strong communication skills, job seekers

can effectively convey their ideas, actively listen to others, build rapport, and

navigate professional relationships.

3.2 Social Skills

Table No. 17

Assess of The Respondents On College Preperations In Their

Current Job In Terms of Social Skills

Indicators WM Interpretation Rank

1 I find it challenging to secure a

job that matches my 3.84 Agree 10

qualifications and interests.

2 The lack of practical experience

is a hurdle in finding a suitable 3.97 Agree 4

job.

3 I feel that the expectations of

employers are often too high for 3.94 Agree 7

fresh graduates.

4 I find it difficult to transition from

3.97 Agree 4
academic life to professional life.

5 The competition in the job 3.97 Agree 4

 67

market is intense and poses a

challenge for fresh graduates

like me.

6 I find it challenging to negotiate

a fair salary due to lack of 4.04 Agree 1

experience.

7 I feel that my academic

curriculum did not adequately

3.95 Agree 6
prepare me for the challenges of

the job market.

8 I struggle with networking and

building professional 3.93 Agree 8

relationships.

9 The lack of guidance and

mentorship is a challenge in 4.02 Agree 2

starting a career.

10 I find it difficult to manage my

finances and student loans after 3.86 Agree 9

graduation.

Average weighted mean 3.95 Agree

Table 17 shows the assess of the Respondents on College Preparations

in their Current Job in Terms of social skills with an interpretation verbally as

“Agree”. The “I find it challenging to secure a job that matches my

qualifications and interests” is on the rank 10, with the weighted mean of

3.84. It is interpreted verbally as “agree”. Next is the “I find it difficult to

 68

manage my finances and student loans after graduation” it’s on the rank 9

with the weighted mean of 3.86, verbally interpreted as “Agree”. Next on the

rank is the “I struggle with networking and building professional

relationships” it’s in the rank of 8 with the weighted mean of 3.93, verbally

interpreted as a “agree”. The “I feel that the expectations of employers are

often too high for fresh graduates” it’s on the rank of 7 with the weighted

mean of 3.94, verbally interpreted as a “Agree”. Next is “the I feel that my

academic curriculum did not adequately prepare me for the challenges of the

job market” on a rank of 6 with the weighted mean of 3.95 verbally

interpreted as a “agree”. Next on the rank is “I feel that my academic

curriculum did not adequately prepare me for the challenges of the job

market” on a rank 6, with a weighted mean of 3.95, verbally interpreted as

“Agree”. On a next rank is the lack of practical experience is a hurdle in

finding a suitable job” in a rank 4 with a weighted mean of 3.97, it’s verbally

interpreted as “Agree”. The “I find it difficult to transition from academic life

to professional life” is on the rank of 4 too, with a weighted mean of 3.97 as

verbally interpreted as “Agree”. “The competition in the job market is intense

and poses a challenge for fresh graduates like me” is on the same rank of 4

with a same weighted mean of 3.97 as verbally interpreted as “Agree”. Next

is the “The lack of guidance and mentorship is a challenge in starting a

career” on a rank 2 with a weighted mean of 4.02 as verbally interpreted a

“Agree”. Lastly, the rank 1 with a weighted mean of 4.04 as verbally

interpreted as “Agree”.
 69

3.3 Personal Skills

Table No. 18

Assess of the Respondents on College Preparations in their

Current Job in Terms of Personal Skills

Indicators WM Interpretation Rank

1 I often find it challenging to

understand and adapt to the 3.94 Agree 10

company’s culture.

2 The lack of flexibility in work hours

4.01 Agree 2
poses a challenge for me

3 I face difficulties in maintaining a

work-life balance due to the 3.98 Agree 7

demands of the job.

4 The lack of clear communication

from management often leads to 3.98 Agree 7

confusion and challenges.

5 I find it challenging to get along with

some of my colleagues, which 4.00 Agree 4.5

affects my work environment.

6 The lack of opportunities for growth

and advancement in the company is 4.01 Agree 2

a challenge.

7 I often face challenges due to the

3.95 Agree 9
high level of stress associated with
 70

my job

8 The absence of a comprehensive

benefits package is a challenge in 3.98 Agree 7

my employment.

9 I got an experienced a hard-time to

find a job because of being a fresh 4.01 Agree 2

graduate.

10 The lack of recognition and reward

for my work is a challenge in my 4.00 Agree 4.5

employment.

Average weighted mean 3.99 Agree

Table 18 shows the assess of the Respondents on College Preparations

in their Current Job in Terms of personal skills with an interpretation verbally

as “Agree”. The “I often find it challenging to understand and adapt to the

company’s culture.” Is in the rank of 10 with a weighted mean of 3.94, it is

verbally interpreted as “Agree”. The next is “I often face challenges due to the

high level of stress associated with my job” it’s on the rank of 9 with a

weighted mean of 3.95, it is verbally interpreted as a “Agree”. Next is “I face

difficulties in maintaining a work-life balance due to the demands of the job”

it’s on the rank of 7 with a weighted mean of 3.98, interpreted verbally as

“Agree”. Then the “The lack of clear communication from management often

leads to confusion and challenges” is on the same rank of 7 with a weighted

mean of 3.98, verbally interpreted as a “Agree”. With the same rank of 7 and

the same Weighted mean of 3.98 and interpreted verbally as “Agree”, is the
 71

“The absence of a comprehensive benefits package is a challenge in my

employment.” The next is the “I find it challenging to get along with some of

my colleagues, which affects my work environment” in the rank of 4.5 with a

weighted mean of 4.00 as verbally interpreted as “Agree”. The “lack of

recognition and reward for my work is a challenge in my appointment” is in

the same rank of 4.5 with a weighted mean of 4.00 as verbally interpreted as

“Agree”. “The lack of recognition and reward for my work is a challenge in

my employment” is on the same rank of 4.5 and with the weighted mean of

4.00 as verbally interpreted as “Agree”. Next is the “The lack of flexibility in

work hours poses a challenge for me” with a weighted mean of 4.01 as

verbally interpretation of “Agree”. Next is the “The lack of recognition and

reward for my work is a challenge in my employment” it on the same rank of

4.5 with a weighted mean of 4.00 as verbally interpreted as “Agree”. Next is

the “The lack of flexibility in work hours poses a challenge for me” rank of 2,

with a weighted mean of 4.01 as verbally interpreted as a “Agree”. One of the

ranks 2 with weighted mean of 4.01 as verbally interpreted as a “Agree” this

is the “The lack of opportunities for growth and advancement in the

company is a challenge”. Next is also a rank 2 with a weighted mean of 4.01

with a verbally interpretation as “agree” this is “I got an experienced a hard-

time to find a job because of being a fresh graduate”. According Doyle

(2022), “Strong personal skills are critical to the success in any job, as they

allow the person to work well with employers, employees, colleagues, clients,

and vendors”. Personal skills, often referred to as soft skills, are essential

qualities that enable individuals to effectively interact and communicate with

others in the workplace.

 72

SUB PROBLEM NO.4 Is There a Significant Difference In The

Assessment of The Respondents In Their College Preparations When

They Are Grouped According To Their Profile Variables?

Table No. 19

Difference in the Assessment of the Respondents in their College

Preparations as to Professional Skills when Grouped According to

Profile Variables

Profile Variables p-value Conclusion Interpretation

Age 0.601 Accept Ho Not significant

Sex 0.603 Accept Ho Not significant

Civil Status 0.447 Accept Ho Not significant

Course 0.560 Accept Ho Not significant

Year Graduated 0.029 Accept Ho Not significant

Present Employment 0.000 Reject Ho Significant

Nature of Work 0.000 Reject Ho Significant

Duration in Seeking a Job 0.001 Reject Ho Significant

Status of Employment 0.013 Accept Ho Not significant

Training/Seminars Attended 0.999 Accept Ho Not significant

Honors Received 0.974 Accept Ho Not significant

Reasons for taking the program 0.776 Accept Ho Not significant

Note: Level of significance at .05

Table 19 shows the difference in the assessment of the respondents

on the College preparation as professional skills when grouped according to

 73

profile variables, Year graduated, Present employment, Nature of work,

Duration in seeking job, status of Employment, Training Seminars attended,

Honors received, and Reasons for taking the program by computed p-value

of 0.000 respectively which is found more than 0.05 level of significance.

Thus, the null of hypothesis is accepted. Therefore, there is no significant

difference in the respondents in the assessment of respondents in their

college preparations as to professional skills when grouped according to

profile variables, when grouped according to profile variables, year

graduated, present employment, nature of work, duration in seeking a job,

status of employment, trainings/seminars attended, honors received, and

reasons for taking the program.

4.2 Personal Skills vs Professional Variables

Table No. 20

Difference in the Assessment of the Respondents in their College

Preparations as to Personal Skills vs Professionals variables when

grouped According to Profile Variables

Profile Variables p-value Conclusion Interpretation

Age 0.071 Accept Ho Not significant

Sex 0.138 Accept Ho Not significant

Civil Status 0.257 Accept Ho Not significant

Course 0.037 Accept Ho Not significant

Year Graduated 0.078 Accept Ho Not significant

Present Employment 0.926 Accept Ho Not significant

Nature of Work 0.000 Reject Ho Significant

Duration in Seeking a Job 0.000 Reject Ho Significant

 74

Status of Employment 0.817 Accept Ho Not significant

Training/Seminars Attended 0.953 Accept Ho Not significant

Honors Received 0.916 Accept Ho Not significant

Reasons for taking the program 0.944 Accept Ho Not significant

Note: Level of significance at .05

Table 20 shows the Difference in the Assessment of the Respondents in

their College Preparations as to Personal Skills vs Professionals variables

when grouped. when grouped according to profile variables, Year graduated,

Present employment, Nature of work, Duration in seeking job, status of

Employment, Training Seminars attended, Honors received, and Reasons for

taking the program by computed p-value of 0.000 respectively which is

found more than 0.05 level of significance. Thus, the null of hypothesis is

accepted. Therefore, there is no significant Difference in the Assessment of

the Respondents in their College Preparations as to Personal Skills Vs

Professionals variables when grouped. When grouped according to profile

variables, when grouped according to profile variables, year graduated,

present employment, nature of work, duration in seeking a job, status of

employment, trainings/seminars attended. This is base on the computed p-

values of 0.071, 0.138, 0.257, 0.037, 0.078, 0.926, 0.000, 0.000, 0.817,

0.953, 0.916, and 0.944 are all greater than at .05 level of significance

therefore the null hypotheses are accepted. “Professional skills are technical

and specific to an industry, while personal skills, also known as soft skills,

involve interpersonal interactions and habits. Showcasing relevant

professional and personal skills is important because it helps to tailor your

resume to the job description and company culture” (Indeed, 2019).

 75

4.3 Social Skills

Table No. 21

Difference in the Assessment of the Respondents in their College

Preparations as to Social Skills when Grouped According to Profile

Variables

Profile Variables p-value Conclusion Interpretation

Age 0.117 Accept Ho Not significant

Sex 0.554 Accept Ho Not significant

Civil Status 0.390 Accept Ho Not significant

Course 0.119 Accept Ho Not significant

Year Graduated 0.031 Reject Ho Significant

Present Employment 0.188 Accept Ho Not significant

Nature of Work 0.079 Accept Ho Not significant

Duration in Seeking a Job 0.005 Reject Ho Significant

Status of Employment 0.754 Accept Ho Not significant

Training/Seminars Attended 0.854 Accept Ho Not significant

Honors Received 0.919 Accept Ho Not significant

Reasons for taking the program 0.848 Accept Ho Not significant

Note: Level of significance at .05

Table 21 above described the difference in the assessment of the

respondents when grouped according to profile variables. Results reveals

that there is difference in the assessment of the respondents in terms of

duration in seeking a job and the assessment on social skills of the

 76

graduates based on the computed p-value of .005 hence the null hypothesis

is rejected.

Meanwhile, there is no difference in the assessment of the

respondents when grouped according to age, sex, civil status, course,

present employment, nature of work, status of employment, training and

seminars attended, honors received, and reasons for taking the program

based on the computed p-values of 0.117, 0.554, 0.390, 0.119, 0.188, 0.079,

0.754, 0.854, 0.919 and 0.848 are all greater than at .05 level of significance

therefore the null hypotheses are accepted. advancement. “Individuals who

possess strong social skills are more likely to be considered for promotions

because they demonstrate the ability to lead, inspire, and work effectively

with others” (Ballintine, 2023).

5. Is There A Significant Relationship Between The Job Relevance And

Challenges Encoutered?

Table No.22

Relationship between the Job Relevance and the Challenges

Encountered

r-
p-value Hypothesis Interpretation
Variables value

Professional
0.002 0.199 Reject Ho Significant
Competencies

Personal Skills 0.039 0.038 Reject Ho Significant

Social Skills 0.386 0.153 Accept Ho Not significant

Note: Level of significance at .05

 77

Table 23 above shows the relationship between Job Relevance as to

Professional Competencies and Personal Skills with computed p-values

of .002 and .039 are all less than at .05 level of significance thus the null

hypotheses are rejected. Hence, there is association between the graduate’s

job relevance as to professional competencies and personal skills. Meanwhile,

there is no association between the graduate’s job relevance as to social

skills based on the computed p-value of .386 thus the null hypothesis is

accepted. Therefore, there is no association between the graduate’s social

skills and the challenges encountered. “ The personal skills that ensure you

do your job well, such as being adept at teamwork, time management, or

solving problems (Tambe,2019).

6. Based On The Findings, What Intervention Programs Maybe Proposed?

Based on the results, the Action Plan is prepared and developed. The

basis in the development of the Action Plan focuses on the Professional

Competencies Skills and Social Skills of the graduates. The Action Plan is

categorized into the foundation for crafting this action plan centers on the

enhancing the Professional Competencies Skills and Social Skills of the

graduates. The Action plan is structured into distinct categories, Namely

Seminars, Workshops, and Trainings Sessions.

 78

CHAPTER 5

SUMMARY, CONCLUSIONS, & RECOMMENDATIONS

The Salient of Findings

1. On The Respondent’s Demographic Profile

It was found out in the demographic profile of the respondents in

terms of Age shows the highest numbers of the respondents between 30-39

years old, the frequency of 42%, followed by 20-29 years old, with the

frequency 35%, the 2nd to the lowest number of respondents is 40-49 years

old with the frequency 20%, Lastly, the lowest number in terms of age is 50

above with the frequency of 3%. On the Demographic profile of the

respondents in terms of Sex the majority between the 100n respondents are

females with the 75% of the total frequency level, while only 25% of the total

respondents are male, when both are summed up will total of 100

respondents.

On the Demographic profile of the respondents in terms of Civil

Status, married is the most respondents with 55% level of frequency, while

the other 45% is single with the total of 100 respondents when both are

summed up.

On the Demographic profile of respondents in terms of Program.

Bachelor of Technical-Vocational Teacher Education Major in Food Services

Management (BTVTE-FSM) is the most respondents with the 37% level of

frequency, while the

Bachelor of Arts and Psychology (BAP) is 18% with the level of 18

frequencies, Next is BSAT with the percentage of 17% with the frequency of

17%, Bachelor of Science Social Work (BSSW) got 14% of the respondents,
 79

the Bachelor of Technical-Vocational Teacher Education major in Electronics

Management with 10% level of frequency of 10, Lastly The Bachelor of

Science in Accountancy got 4% of percentage of our respondents, 100

respondents when both are summed up.

On the demographic profile in terms of Year Graduated, Batch of

2023 is the most of the respondents with 58% level of frequency of 58. While

the batch of 2018 is the second of the percentage of 14% with the frequency

of 14, next is the batch of 2021 and batch of 2022 with the same result of

percentage of 10% with the level of frequency 10. Batch 0f 2020 is the next

with the percentage of 5% while the level of 5, then the Last batch is 2019

with the 3% in level of 3 in the frequency level. When all summed up the

total is 100 respondents.

On the Demographic profile in terms of Present Employment shows

that the Employment taking the majority between the 100% of the

respondents are employed with 70% of the total respondents with the level of

frequency of 70, the 21% of the respondents are unemployed with the level

of 21% in the level of frequency of 21. Lastly the remaining 9% percentage of

the respondents are underemployed with the frequency level of 9, the total of

the respondents in terms of employment are 100 respondents.

On the Demographic profile in terms of Nature of work taking the

majority between the 100 respondents are “educator” with 36% of the total

respondents with the frequency level of 36, The 12% of respondents’ present

nature of work are in the “medical field”, with the frequency level of 12. The

7% are coming from the “human resource” with the frequency level of 7.

Next is the 6% coming from the Business Processing Outsourcing with the
 80

frequency level of 6. Then the 5% coming from the review “ambassador” with

the frequency level of 5. The admin assistant and those who give an answer

of “not applicable” have the same 3% with the same frequency level of 3.

while the 2% of the percentage of respondents are belong to the service crew,

with the frequency level 2. Lastly are the rest of the groups who got the same

percentage. Those are “admin assistant, review ambassador, barista, &

OFW” they got the same 1 percent each of them, with same frequency level

of 1 each of them. When both are summed up will 100 respondents in total.

On the Demographic profile in terms of Duration in seeking the first

job in months. The respondents answered the “1-2 months” with the result

of 42% of percentage of the group with the frequency level of 42. Second to

the most respondents with the 30%. With the frequency level of 30 is the “3-

4 months” seeking of first job, while the “5-6 months” get the 15 % of

percentage with the frequency level of 15. Next is are those who answered

with “others” with the 8% of the percentage with the frequency level of 8.

The 11-2 months got 2% with the frequency of 2. Then the next is the “9-10

months” with the percentage of only 1% with the frequency level of 1. When

both are summed up will 100 respondents in total.

On the Demographic profile in terms of Status of Employment, most

respondents are full-time on their job they got the 88% of the percentage,

with the frequency level of 88, while the not-employed got the 7% of the

percentage with the frequency level of 7. Next is the “part-time” with the

result of 3% of percentage with the frequency level of 3. Next with the

percentage of 1% with the frequency of 1 is temporary. Then the last is” self-
 81

employed” with the percentage of 1% with the frequency level of 1. When

both are summed up will 100 respondents in total.

On the Demographic profile in terms of “Training/s attended” Most of

the respondents answered the Local Trainings with respondents with the

50%, with the frequency level of 50, while the district trainings got 16 % with

the frequency level of 16. Next is the “National Trainings” with the

percentage of 5%, with the frequency level of 5, Next is the “Regional

Trainings” got 5% with the frequency of 5. Then the next is the

“International Trainings” with the percentage of 3% with the frequency level

of 3. When both are summed up will 100 respondents in total.

On the Demographic profile in terms of “Honors and awards received”

Most of the respondents answered the “None” with respondents with the

78%, with the frequency level of 78, while the “Academic Awardee” got 18%

with the frequency level of 18. Next is the “Leadership/service/athlete

awardee” with the percentage of 2%, with the frequency level of 2. Next is the

“Best food and

beverage services” got 1% with the frequency level of 1. Then the next

is the “Best in Thesis” with the percentage of 1% with the frequency level of

1. When both are summed up will 100 respondents in total.

On the Demographic profile in terms of “Reasons for taking the

Course” Most of the respondents answered the “Influence of parents and

relatives” with respondents with the 45%, with the frequency level of 45,

while the “Strong Passion for the Passion” got 26% with the frequency level

of 26. Next is the “Good grades in High-school” with the percentage of 12%,
 82

with the frequency level of 12. Next reason is the “Availability of course

offering in the chosen Institution” got 10% with the frequency level of 10.

The 3% of percentage in the reasons is the “Prospect of Attractive

Compensation”, with the frequency level of 3. Then the next is the “No

Particular choice or no better idea” with the percentage of 2% with the

frequency level of 2. The second on the last with the 1% of percentage is

because of the “Peer Influence” with the frequency level of 1. The remaining

last 1 percent is the reason of “Opportunity for employment abroad” with the

frequency level of 1. When both are summed up will 100 respondents in

total.

2. On The Respondent’s Assess College Preparation In Their Current

Job

Assessment of the Respondents on college preparations in their

current Job in terms of Professional Skills Competencies the data showed of

the average weighted mean of 4.39, interpreted as “Agree”, Using the Likert

Scale. This meant

that the individual educational background or degree program has equipped

them with the necessary knowledge and skills to perform effectively in their

current job.

In Terms of Social Skills, The assessment of the respondents on college

preparation in their current job. The Data showed of the average weighted

mean is 4.31 interpreted as “Agree”, Using Likert Scale. This meant the

respondents have actively used their educational degree as means to explore

and pursue job opportunities within their specific field of study. They have a
 83

clear understanding of value and pertinence of their educational attainment

in the job market, and they have astutely utilized it to enhance their

prospects of securing employment in their desired field or profession.

In Terms of Personal Skill, the Assessment of the respondents on

college preparations in their current job in terms of Personal Skills showed

of the average weighted mean revealed that the college preparation in their

current job in terms of Personal Skills was interpreted as “Agree” with the

weighted mean of 4.29, using the Likert Scale. This meant that the

respondent’s belief in their empathetic nature and their ability to

understand and respond to the needs and emotions of others within the

scope of their job. It suggests their commitment to providing support,

understanding, and effective communication, which can contribute to

positive relationships, customer satisfaction, and overall success in their

role.

3. On The Respondents Challenges Encountered

On the Challenges encountered by the respondents as to professional

competencies the data showed that the average weighted mean of 4.14

revealed that challenges encountered by the respondents was interpreted as

“Agree”, Using Likert Scale. This meant the respondents convey that the

respondents struggle to stay updated with the most recent advancement in

technology that the pertinent to their role.

In Terms of Social Skills, the challenges encountered of the

respondents as the social skills, the data showed that the average weighted

mean of 3.95 interpreted as “Agree” using Likert Scale. This meant Fresh-
 84

Graduates is often lack of experience that can give them leverage during

salary negotiations and because of the excitement to have a work.

In terms of Personal Skills, the challenges encountered of the

respondents, the data showed of the average weighted mean of 3.99

interpreted as “Agree”, using the Likert Scale. This meant that the

respondents encountered due to their status as a recent graduate with

limited professional experience. This Situation is common among new

graduates who may encounter difficulties in job market due to the lack of

work experience.

4. On The Significant Difference In The Assessment of The

Respondents In Their College Preparation As To Professional Skills

When Grouped According To Their Profile Variables

It was found out that there is no significant difference on age with the

computed p-value of 0.601 and the sex with the computed p-value of 0.603

has no significant, the Civil Status with the computed p-value of 0.447 and

the Course with the computed p-value of 0.560, Year Graduated with the

computed p-value of 0.029 has no significant There was a significant

relationship between to the Present employment with the computed p-value

of 0.000, the Nature of work with the computed p-value of 0.001 has a

significant difference are all greater than .05 level of significant

In terms of Difference in the Assessment of the respondents in their

college preparation as to Personal Skills Vs. Professional Variable when

grouped;

There is no significant difference in the assessment according to the

demographic profile in terms of age with the computed p-value of 0.117, To

 85

Sex with the compute p-value of 0.554, to Civil Status with the computed p-

value of 0.390, Course with the computed p-value of 0.119, Present

Employment with the average of p-value of 0.118, Nature of Work with the

computed p-value of 0.079, Status of Employment with the computed p-

value 0.079, Status of employment with the computed p-value of 0.74,

Training and seminars attendant with the computed p-value of 0.854,

Honors received with the computed p-value of 0.919. Lastly Reasons taking

the program with the computed p-value of 0.848.

There was a significant relationship in terms of Year Graduated with

the computed p-value of 0.031 and Duration in Seeking the Job with the

computed p-value of 0.005, are all greater than .05 level of significance,

Therefore the null hypotheses are accepted.

5. On The Significant Relationship Between The Job Relevance And

The Challenges Encountered

It was found out that there is a significant relevance between the

Professional Competencies with the computed p-value of 0.002 and R-value

of 0.119, Personal Skills with the computed p-value of 0.039 and the R-value

of 0.038.

Therefore, there is no significant between to the social skills and to

the Professional Competencies and Personal skills with the computed P-

value of 0.386 and R-value of 0.153 in Social Skills.

6. On The Action Plan of The Intervention Program Maybe Proposed.

Based on the results, the Action Plan is prepared and developed. The

basis in the development of the Action Plan focuses on the Professional

Competencies Skills and Social Skills of the graduates. The Action Plan is
 86

categorized into the foundation for crafting this action plan centers on the

enhancing the Professional Competencies Skills and Social Skills of the

graduates. The Action plan is structured into distinct categories, Namely

Seminars, Workshops, and Trainings Sessions.

Conclusion

Based On The Findings of The Study, The Following Conclusions Are

Drawn

1. Most of the respondents ages between 30-39 years old of women.

Most answered as Married, The Graduated in Bachelor of Technical

Vocational-Teacher Education Major in Food Services Management

are the most respondents, The Batch of 2023 are biggest respondents.

Most of the respondents have their Employment, most of them are

Employed, and their Nature of Work is Educator or Teacher. While the

Duration of the respondents seeking of their job most likely between

1-2 months and 88 of them was full time on their work or chosen field.

50 of the respondents have been attended at the local Seminar and

trainings. The respondents are mostly received their award as

“Academic Awardee”, and the reasons of the respondents for taking

their chosen track or program was “Influence of Parents and relative.”

2. On the Assessment of the respondents as to Professional

competencies are all “Agree” with the weighted mean of 12.99 on the

assessment in college preparation in their current Job in terms of

Professional Competencies.
 87

3. On the Assessment of the respondents as to Professional

competencies, Social Skills and Personal Skills. The result was all

“Agree” with the weighted mean of 12.08 on the challenges

encountered by the respondents as to Professional Competencies,

Social Skills and Personal Skills.

4. There is no Significant differences preparation in college in terms of

professional skills.

5. there is significant difference between Job Relevance and the

Challenges Encountered of the Respondents.

6. Based on the findings the Action plan of the intervention program was

prepared and develop by the Researchers, it can help the future

graduates’ students to maintain the communication between to their

field and alumni schools to focused and stabilized their strength.

Recommendations

From the findings and conclusions, the following recommendations are

forwarded:

1. It was suggested that the Organization to conduct a communication

on the fresh-graduate’s student to boost their strength and

weaknesses regarding to the job relevance. The Seminar or training

must to focus on developing the skills, information, and values that

will allow them to make a significant contribution to their respective

communities; to advance and improve their rule and society as

responsible and productive individuals.

2. Organization can create responsive approach to the fresh-graduates

and to the alumni of the school to update their Skills regarding to

 88

their chosen field or work. By ensuring their competitive and

adaptable in their work field through seminars and trainings.

Regularly assess the effectiveness of these initiatives and make

adjustments as needed.

3. To boost the trustworthiness of this research, additional indicators

might need to be added by later researchers. Respondents' inclusion

is going to help in the collection of accurate and succinct data for a

more thorough investigation.

4. The researchers suggest that schools must have a “self-assessment”

program where the incoming fresh graduate will going to talk a

professional that can help them to assessing their skills, strengths,

and interests. This will help the fresh graduates to narrow down their

job search and focus on opportunities that are a good fit for them.

5. Researchers suggested to have more seminars that can be highly

beneficial for fresh graduates in their job search. Having a seminar

often can help them to gain knowledge and insights on current trends,

challenges and opportunities in their chosen field. This knowledge

that they can get through seminars can help them tailor their

knowledge, skills and interest with the demands of the industry.

6. Schools must always seek feedback; actively seek feedback from

graduates, alumni, students, and teachers/professors to gain insight

what areas needs for improvement. Regularly request feedback on

your performance, communication style, teamwork, and leadership

abilities. Use this feedback constructively to refine your skills and

work towards professional growth.

 89

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for- graduates-to-enter-the-workplace/
 94

Appendix A:

TRACER STUDY OF THE BOARD COURSES I TRIMEXCOLLEGES BINAN:

FOR ACTION PLAN

I. Rationale

The intervention program is designed to tackle prevalent issues of

toxic positivity and low self-esteem among students, as evidenced by the

discouragement of genuine expression and fears of vulnerability equating to

weakness. The program's rationale lies in rectifying these challenges by

fostering a cultural shift towards embracing authentic emotions and

building robust self-esteem. Through support groups, workshops, and

tailored initiatives, the program aims to promote empathetic communication,

celebrate emotional diversity, and empower individuals by instilling

confidence in abilities and judgment. By aligning with contemporary

psychological principles emphasizing emotional authenticity and positive

self-esteem, the program aspires to create a supportive environment

conducive to students' emotional well-being, personal growth, and the

cultivation of a mentally healthier educational community

II. Goal

Cultivate emotional authenticity and bolster self-esteem among

students through targeted interventions. Encourage genuine emotional

expression, constructive interactions, and robust self-confidence via support

groups, workshops, and empowerment programs. Foster a nurturing

 95

educational environment valuing emotional authenticity, contributing to

students' mental well-being, and fostering personal growth.

III. PROPOSED PLAN

Variables Objectives Strategies Target Person/ Bud Expected

Date s get Outcome

Involve

Professional To gather as a Counseling January The Php The graduates

Skills team related Programs: 2025 graduates 10,00 will help their

academics and Free who 0 selves by

My education
professional to Counseling for involved in knowing and
or degree
exchange those the managing their
requires me to
ideas, graduating sampling time effectively
updated by
thoughts, and student for of this and having a
means of
perspective on preparing study habit of it.
attending
their chosen themselves by
seminars,
field. focusing on
trainings, and
enhancing
workshop.
public speaking

skills,

mastering
1.
digital

communication

tools, and
 96

understanding

communication

strategies.

Setting clear

goals will the

graduate

towards their

chosen career

or field.

I’m updating Improving the Allocate time January The Php They will

myself with the communication for online 2025 graduates 10,00 improve how

latest skills of the courses to who 0 to the

communication graduates enhance your involved in communicatio

trends and communication the n works

technique skills and stay sampling outside of their

though taking informed about of this comfort zone.

board courses latest trends. study

Academic Developing the Seminar January The Php They will learn

Skills graduate’s program on 2025 graduates 10,00 how this

level of career who 0 certification

I pursue
education. Development involved in will help them
additionally
Furthermore, Strategy: the to find work in
certification or
to improve the sampling their chosen
training after Consider
graduates' of this field.
completing the Pursuing
skills in one or study
course to additional
 97

enhance my more of their certifications or

employability chosen fields. training post-

The goal of course

certification is completion to

to demonstrate boost your

that specific employability

requirements and stand out

are met. As in the job

well as to meet market.

the desired

measurable

outcome of the

graduates

once they

achieve their

chosen field.

1. Having a Learning of Program January The Php Graduates will

skill to adapt in this skill, the seminar about 2025 graduates 10,00 learn their

different graduates can Adaptability who 0 collaborative

audiences or stay ahead Enhancement involved in skills/environm

situation is curve, they will Plan: the ent that they

important to be more sampling must

Practice
my current job. effective in of this prioritized it.
Adapting to
achieving your study
different role-
goals, and
playing
 98

become a scenarios or

more valuable seeking

member of feedback from

their team. peers.

10. The The graduates Seminar about January The Php Graduates will

graduates will will define the Conflict 2025 graduates 10,00 learn their

define the following : Management who 0 collaborative

following : Building trust, Approach: involved in skills/environm

Building trust, positive the ent that they

Develop
positive communication sampling must
strategies to
communication , setting of this prioritized it.
navigate
, setting Expectations study
politics such as
Expectations and needs,
open
and needs, finding
communication
finding meaning in
, conflict
meaning in your work.
resolution
your work.
training, or

seeking

guidance from

a mentor.

3.1 Lowest 1. I The Graduates Trimex Job January The Php Graduates will

often find it must improve Hunt Program: 2025 graduates 10,00 know how to

challenging to their who 0 be a

Tailor your job
understand communication involved in professional
search to roles
and adapt to skills with their the workmate in
 99

the company workplace, that align with sampling their

culture also building both your of this environment

their trust and qualification study and they will

their and interest. enhance how

engagement they will

within their commucate.

chosen field

orcompany.

3.2 I find it Improving the Invest time in June22, The Php. The

challenging to engagement understanding 2025 graduates 10,00 Graduates will

secure a job and self- and adapting to who 0.00 know their

that matches esteem of the the company’s involved in qualification

my graduates and culture by the and they will

qualification knowing their observing, sampling find their

and interest. strength and asking of this workplace and

weakness in questions, and study interest.

their chosen seeking

field. guidance from

colleagues or

mentors.
 100

APPENDIX B: LETTER PERMISSION

Letter to Conduct Study

April 05, 2024

Dr. Rito Camigla Jr., Ed D

Vice-President for Academics and Student Affairs Trimex Colleges

Dear Dr. Camigla,

Greetings, I am Eugene Ajo, and Annalyn Mariquit, third Year Education

students would like to request your good office to conduct a survey for our

thesis entitled “Tracer Study of the Board Courses in Trimex Colleges

Binan: Basis for Action plan” and our target population are the College

students in our beloved school, it would mean a great deal if you would be

able to grant us permission to conduct our study. I am hoping for a positive

response with our request.

Thank you. Respectfully,

Eugene Ajo

Annalyn Mariquit

Researchers
 101

APPENDIX C: Endorsement and Distribution of Thesis

Name: Eugene Ajo, Annalyn Mariquit

Program: Bachelor of Technical-Vocational Teacher Education Major in Food

Services Management

Title: Tracer Study of the Board Courses in Trimex Colleges Binan: Basis for

Action plan.

1st Endorsement

Respectfully forwarded to the Program Chairman and School Registrar a

copy of the above-mentioned thesis.

DEPARTMENT RECEIVED BY SIGNATURE DATE

ACADEMIC

REGISTRAR

RITO A. CAMIGLA JR., Ed D

Dean of Academics
 102

APPENDIX D: Participants Approval Consent

April 20, 2024

Dear Respondents,

Informed Consent The undersigned researchers would like to request

you to answer the survey questionnaire in relation to our study “Tracer

Study of the Board Courses in Trimex Colleges Binan: Basis for Action

plan.” Rest assured that all information gathered will be considered

confidential.

Truly yours,

Eugene Ajo Annalyn Mariquit

Researcher Researcher
 103

APPENDIX E: Survey Questionnaire Page

SURVEY QUESTIONNAIRE TRACER STUDY

OF THE BOARD COURSES IN

TRIMEX COLLEGES BINAN:

FOR ACTION PLAN

Part 1 DEMOGRAPHIC PROFILE OF THE RESPONDENTS

DIRECTIONS: Please read and follow these instructions carefully before

completing the survey. Put a check on the answer with your accurate

information. Your honest and thoughtful responses are valuable and will

contribute to our research.

NAME: (Optional)___________________________

AGE ( )20-29 ( ) 30-39 ( ) 40-49 ( ) 50 and above

SEX( ) Female ( ) Male

CIVIL STATUS ( ) Married ( ) Single ( ) Widow ( ) Separated

COURSE: ( ) AB Psychology ( ) BTVTE ( ) Human Recourses ( ) Social

Work

YEAR GRADUATED: ( )2023 ( )2022 ( )2021 ( )2020 ( )2019 ( )2018

AREA OF SPECIALIZATION: __________

PRESENT EMPLOYMENT STATUS: ( ) Employed ( ) Unemployed

PRESENT NATURE OF WORK

( ) Business Process Outsourcing

 104

( ) Entrepreneur

( ) Education

( ) Service Crew

( ) Government worker

( ) Human Resource

( ) Content Creator

( ) Admin Assistant

( ) Financial Advisor.

( ) Private Investigators

( ) Medical Field.

( ) Others______________

DURATION IN SEEKING THE FIRST JOB (IN MONTHS): _________

( )1-2 months ( )3-4 months ( )5-6 months ( )7-8 months ( )9-10 months ( )

11-12

Other please specify _______

SOURCES IN SEEKING EMPLOYMENT

( ) Job board listings

( ) Job fairs

( ) Advertisement

( ) Social Media sourcing

( )Referral

( ) Internship

( ) Company website
 105

( ) Employment agency

( ) News Paper

( ) Others___________

TRAINING/S ATTENDED

( ) Local Trainings

( ) District Trainings.

( ) Regional Trainings

( )Regional Trainings

( ) National Trainings

HONORS AND AWARD RECIEVED

( ) Academic Excellence

( ) Leadership/Service/Athlete Awardee Others

please Specify: ___________

REASONS FOR TAKING THE PROGRAM

( ) Strong passion for the profession

( ) Influence of parents and relatives

( ) Good grades in High school

( ) Availability of course offering in the chosen institution

( ) Peer influence

( ) Opportunity for employment abroad

( ) No particular choice or no better idea

( ) Prospect of attractive

compensation
 106

( ) Others please specify: __________

PART 2: RESPONDENTS ASSESS THEIR JOB RELEVANCE IN TERMS OF:

Directions: For each statement in the survey, please indicate how much you

agree or disagree with the statement by putting a check in the box on the

right side of each statement. There are no right or wrong answers. Your

answers will be kept strictly confidential and you will not be identified.

Scale:

5 – Strongly Agree

4 – Agree

3 – Slightly Agree

2 – Slightly Disagree

1 – Disagree

2.1 PROFESSIONAL COMPETENCIES ( KNOWLEDGE OF THE

PROFESSION/COMMUNICATION SKILLS)

No Indicators 5 4 3 2 1

1. My education or degree has provided me with

relevant knowledge and skills for my current job

2. My education or degree has positively contributed

to my professional growth and development.

3. My education or degree has prepared me well for

the challenges and demands of my current job.

4. My education degree has equipped me with an

effective strategies and instructional techniques.

5. My education or degree has helped me develop

 107

effective classroom/office management and

student/coworker engagement skills.

6. My education or degree has helped me understand

and cater to the diverse need of students.

7. My education or degree gives me an opportunity to

communicate effectively with others.

8. My education or degree motivates me to learn new

trends and techniques through reading books,

articles, and online sources.

9. My education or degree requires me to be updated

by means of attending seminars, trainings, and

workshops.

10. I'm updating myself with the latest communication

trends and technique through taking online course

2.2

SOCIAL SKILLS (HOW TO DEAL WITH OTHERS (INTERPERSONAL

RELATIONSHIP)

No Indicators 5 4 3 2 1

1. My skills are effectively utilized to contribute to the success of my

organization.

2. I spend less time in doing the task assign to me and able to submit it

ahead of time.

3. I utilized my degree to search for employment opportunities in my field.

4. Being align with your current employment in terms of career and goals
 108

aspirations is important.

5. I believe that my work is recognized and appreciated

6. I pursue additional certification or training after completing the course to

enhance my employability.

7. I maintain work life balance despite of heavy workloads.

8. Being a BTVTE/psychology/social worker/human resource student student

is my instrumental in obtaining my current Job

9. The acquired skills and knowledge in my school is useful in my current job.

10. I believe that I have a resources and tools needed to perform my job

effectively.

2.3 PERSONAL SKILL (WHAT MAKES YOU UNIQUE)

No Indicators 5 4 3 2 1

1. Having a skill to adapt in different audiences or situation is

important to my current job.

2. Having a good Verbal and written communication skills is

what make me unique.

3. Updating myself with the latest communication trends and

techniques through networking with professionals in my

field is an advantage.

4. I can hold accountable for my actions at work from top

management.

5. I enjoy responding to people’s request and concerns

6. I am comfortable working in a team and collaborating with

 109

others towards common goals.

7. I believe that I am empathetic and able to understand and

respond to the needs and emotions of others in line of my

job.

8. I understand the social fabric of the organization is

important to me

9. I feel confident in my ability to give and receive feedback in

a constructive and respectful manners.

10. I used my emotional energy to motivate others.

Part 3 CHALLENGES ENCOUNTERED

Directions: For each statement in the survey, please indicate how much you

agree or disagree with the statement by putting a check in the box on the

right side of each statement. There are no right or wrong answers. Your

answers will be kept strictly confidential and you will not be identified.

Scale: 5 – Strongly Agree

4 – Agree

3 – Slightly Agree

2 – Slightly Disagree

1 – Disagree

3.1 PROFESSIONAL COMPETENCIES

No Indicators 5 4 3 2 1

1. I often face challenges in balancing my work and

personal life due to the demands of my job.

 110

2. The work load in my current job is often

overwhelming.

3. I encounter difficulties in achieving the targets or

goals set by my superiors.

4. There is lack of clear communication within the team

which leads to challenges in my work.

5. I find it challenging to keep up with the latest

technologies and trends relevant to my job

6. The lack of resources or support from the

management often hinders my performance

7. I feel that the company culture and policies

sometimes create challenges in my professional

growth

8. The lack of opportunities for training development is a

challenge in my professional growth

9. I often face challenges in dealing with difficult clients

or customers

10. I find it challenging to maintain a positive work

environment due to office politics/conflicts.

3.2 PERSONAL SKILLS

No Indicators 5 4 3 2 1

1. I often find it challenging to understand and adapt

to the company’s culture.

2. The lack of flexibility in work hours poses a

 111

challenge for me

3. I face difficulties in maintaining a work-life balance

due to the demands of the job.

4. The lack of clear communication from

management often leads to confusion and

challenges.

5. I find it challenging to get along with some of my

colleagues, which affects my work environment.

6. The lack of opportunities for growth and

advancement in the company is a challenge.

7. I often face challenges due to the high level of

stress associated with my job

8. The absence of a comprehensive benefits

package is a challenge in my employment.

9. I got an experienced a hard-time to find a job

because of being a fresh graduate.

10. The lack of recognition and reward for my work is

a challenge in my employment.

3. SOCIAL SKILLS

No Indicators 5 4 3 2 1

1. I find it challenging to secure a job that matches my

qualifications and interests.

2. The lack of practical experience is a hurdle in finding a

 112

suitable job.

3. I feel that the expectations of employers are often too

high for fresh graduates.

4. I find it difficult to transition from academic life to

professional life.

5. The competition in the job market is intense and poses

a challenge for fresh graduates like me.

6. I find it challenging to negotiate a fair salary due to

lack of experience.

7. I feel that my academic curriculum did not adequately

prepare me for the challenges of the job market.

8. I struggle with networking and building professional

relationships.

9. The lack of guidance and mentorship for fresh

graduates is a challenge in starting a career.

10. I find it difficult to manage my finances and student

loans after graduation.

 113

APENDIX E: EXPERT EVALUATION FORM

Name of Researcher: Ajo, Eugene and Mariquit, Annalyn S.

Degree/ Program: Bachelor of Technical-Vocational Teacher Education Major in
Food Service Management

Thesis Title: TRIMEX STUDY OF BOARD COURSES IN TRIMEX COLLEGES BINAN:

BASIS FOR ACTION PLAN

Name of Evaluator: Dr. Elaine B. Santos

Highest Educational Attainment: Doctor of Education

School/ Office Affiliation: Trimex Colleges

Direction: Please assess the extent to which the Survey Questionnaire meets
certain criteria for good survey instrument. Please show your evaluation by checking
(/) the column that corresponds to your assessment. The rating scale is explained
below:

5 Outstanding This means that the survey instrument meets the

criteria outstandingly.
4 Very Satisfactory This means that the survey instrument meets the
criteria very satisfactorily.
3 Satisfactory This means that the survey instrument meets the
criteria satisfactorily.
2 Fair This means that the survey instrument fairly meets
the criteria.
1 Needs improvement This means that the survey instrument does not
means the criteria.

Criteria 5 4 3 2 1
A Comprehensiveness of the content
B Clarity of language
C Usability
D Originality
E Appropriateness of parameters used

Comments: _______________________________________________________________
_______________________________________________________________
Signature of Evaluator ____________________ Date: ________________

Name of Researcher: Ajo, Eugene and Mariquit, Annalyn S.

Degree/ Program: Bachelor of Technical Vocational Teacher Education Major in

Food Service Management
 114

Thesis Title:
TRIMEX STUDY OF BOARD COURSES IN TRIMEX COLLEGES BINAN: BASIS FOR

ACTION PLAN

Name of Evaluator: Dr. Rito A. Camigla Jr.

Highest Educational Attainment: Doctor of Education

School/ Office Affiliation: Trimex Colleges

Direction: Please assess the extent to which the Survey Questionnaire meets
certain criteria for good survey instrument. Please show your evaluation by checking
(/) the column that corresponds to your assessment. The rating scale is explained
below:

5 Outstanding This means that the survey instrument meets the

criteria outstandingly.
4 Very Satisfactory This means that the survey instrument meets the
criteria very satisfactorily.
3 Satisfactory This means that the survey instrument meets the
criteria satisfactorily.
2 Fair This means that the survey instrument fairly meets
the criteria.
1 Needs improvement This means that the survey instrument does not
means the criteria.

Criteria 5 4 3 2 1
A Comprehensiveness of the content
B Clarity of language
C Usability
D Originality
E Appropriateness of parameters used

Comments: _______________________________________________________________
_______________________________________________________________

Signature of Evaluator ____________________ Date: ________________

Name of Researcher: Ajo, Eugene and Mariquit, Annalyn S.

Degree/ Program: Bachelor of Technical Vocational Teacher Education Major in
Food and Service Management

Thesis Title:
TRIMEX STUDY OF BOARD COURSES IN TRIMEX COLLEGES BINAN: BASIS FOR

ACTION PLAN
 115

Name of Evaluator: Dr. Ferlyn R. Libao

Highest Educational Attainment: Doctor of Education

School/ Office Affiliation: Trimex Colleges

Direction: Please assess the extent to which the Survey Questionnaire meets
certain criteria for good survey instrument. Please show your evaluation by checking
(/) the column that corresponds to your assessment. The rating scale is explained
below:

5 Outstanding This means that the survey instrument meets the

criteria outstandingly.
4 Very Satisfactory This means that the survey instrument meets the
criteria very satisfactorily.
3 Satisfactory This means that the survey instrument meets the
criteria satisfactorily.
2 Fair This means that the survey instrument fairly meets
the criteria.
1 Needs improvement This means that the survey instrument does not
means the criteria.

Criteria 5 4 3 2 1
A Comprehensiveness of the content
B Clarity of language
C Usability
D Originality
E Appropriateness of parameters used

Comments: _______________________________________________________________
_______________________________________________________________

Signature of Evaluator ____________________ Date: ________________

 116

APPENDIX F: Editor’s Certification

CERTIFICATION FROM GRAMMARIAN

This is to certify that the manuscript specified herein has been examined

and edited as to grammar, spelling, mechanics and punctuation, sentence

structure and general format in accordance with the TRIMEX Manual for

thesis. This certifies further that neither the researcher's content nor the

author's intentions were altered in anyway during the editing process.

Thesis Title: Tracer Study of the Board Courses in Trimex Colleges Binan:

Basis

for Action Plan

Researchers: Eugene Ajo, and Annalyn Mariquit

Degree: BTVTE -FSM

Thesis Adviser: Nancy G. Liwanag

Certificate No.: __________________________________

Nancy G. Liwanag EdD

Grammarian
 117

APPENDIX G: STATICIANS’S CERTIFICATION

CERTIFICATION FROM STATISTICIAN

This is to certify that the Thesis/manuscript specified herein has

been examined, tabulated and computed as of general format in accordance
with the TRIMEX Manual for Thesis This certifies further that neither the
researcher's content nor the author's intentions were not altered in anyway
during the editing process.

Thesis Title: TRACER STUDY ON NON-BOARD GRADUATES OF TRIMEX

COLLEGES BINAN BASIS ACTION PLAN

Researchers: Ajo, Eugene and Mariquit, Annalyn

Degree: BTVTE-FSM Thesis

Adviser: Nancy G. Liwanag

Certificate No.: _________________________________

Nancy G. Liwanag EdD

Statistician
 118

CURRICULUM VITAE

PERSONAL DETAIL

● Eugene Ajo

CAREER OBJECTIVES

● My career objectives as a future educator revolve around creating a positive

and inclusive learning environment, facilitating student-centered learning,
integrating educational technology, promoting holistic development,
collaborating with parents and the community, and continuously improving
teaching practices. By pursuing these objectives, I am confident that I will be
able to inspire and empower the minds of my students, preparing them for a
successful and fulfilling future. As an educator, I am committed to making a
lasting impact on the lives of my students, shaping them into lifelong learners
and responsible citizens who will contribute positively to society.

CONTACT INFORMATION

● +63 929 4903 003

● eugeneajo@trimexcolleges.edu.ph

PERSONAL DATA

● Address: Manarin Apartment Serve 2, Cadiz Street South City Homes

Subdivision, Barangay. Sto. Tomas, Binan City Laguna ● Civil Status: Single
● Date of Birth: July 03 2000

● Sex: Male

● Nationality: Filipino

● Religion: Roman Catholic

● Language: Filipino and English

EDUCATION

● Tertiary: Bachelor Vocational Teacher Education Year-2023

TRIMEXCOLLEGES

● Secondary: South City Homes Academy Tagbilaran St, Santo Tomas, Biñan,
4024 Laguna. Year 2018-201
● Primary: San Vicente Elementary School 83HH+W5F, General Malvar St,
Biñan, Laguna
Year: 2011-2012
 119

WORK HISTORY

● BPO agent at Tele performance

● Team Member (Utility) Kenny Roger

RESEARCH INTEREST

● My research interest for being a researcher is driven by a deep-rooted curiosity, a

thirst for knowledge, a desire to make a meaningful impact, and a love for the joy of
discovery. I am captivated by the opportunity to expand the boundaries of human
understanding, collaborate with like-minded individuals, and contribute to the
betterment of society. As I embark on this path, I am committed to embracing the
challenges, nurturing my intellectual growth, and dedicating myself to the pursuit
of knowledge and the quest for impactful research.
 120

Personal Detail

Annalyn Mariquit

Contact Information

● +639 109 459 254

● annalynmariquit@trimexcolleges.edu.ph

Personal Data

● Address: 213 M. Manabat St. San Antionio, Binan City Laguna ●

Civil Status: Single
● Date of Birth: January 12, 2002

● Sex: Female

● Nationality: Filipino

● Religion: Christian

● Language: Filipino and English

Education

● Tertiary: Bachelor Vocational Teacher Education ● Year

2020-2023
● TRIMEX COLLEGES
● Secondary: Binan City Senior High School San Antonio Campus ● Year 2018-
2020
● Primary: Pagkakaisa Elementary School

● Year: 2008-2013

Work History

● Student Assistant at Trimex Colleges