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Tracer Study of PNU Graduates

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Normal Light s Vol 7 no2 2013 WEB Ver

Maine Morales

EMPLOYABILIT Y OF BSE AND BEE GRADUAT ES OF UNIVERSIT Y OF RIZAL SYST EM, ANT IPOLO CIT Y.
IJAR Indexing

A Tracer St udy on t he Graduat es of Bachelor of Secondary Educat ion Major in English

Lynnet h Libued
American International Journal of Contemporary Research Vol. 4 No. 3; March 2014

Tracer Study of PNU Graduates

Prof. Adelaida C. Gines, Ph.D.

Philippine Normal University
Taft Avenue cor. Ayala Blvd, Manila, Philippines

Abstract
Undoubtedly, tracer study results is a powerful tool which documented the employment characteristics, transition
to employment and the level of satisfaction of the PNU graduates of 2009-2011 in terms of the level of satisfaction
of the University services, learning environment and facilities. It also looked into the skills and competencies of
the different bachelors’ degree programs in teacher education provided during the pre-service training if these
existing programs were still effective, adequate and relevant in responding to the rapid and complex changes as
brought about by emerging developments such as the international standards in academic programs, the
upcoming ASEAN 2015 integration, the Competency Framework of South East Asian (SEA) Teachers in the 21st
Century, among others.
Keywords: Tracer Study, PNU Graduates, Teacher Education
Introduction
In addressing the emerging and complex nature and challenges of the 21st century, higher education stands out as
one of the major keys to cope with reforms. Through its essential functions of instruction, research, extension and
production, higher education makes-up a vital and strategic part in development. Moreover, Executive Order # 83,
series of 2012 establishes the Philippine Qualifications Framework, which mandates agency responsibilities like
DepEd, CHED, TESDA, PRC and DOLE to review learning standards in basic education, technical skills
development and higher education and in the alignment of licensure examination. Earlier, in the 2011 State of the
Nation Address (SONA) of President Aquino, as quoted
“… ngayon pa lang, nagtatagpo na ang kaisipan ng DOLE, CHED, TESDA at DepEd upang tugunan ang isyu ng
job mismatch, susuriin ang mga curriculum para maituon sa mga industriyang naghahanap ng empleyado, at
gagabayan ang mga estudyante sa pagpili ng mga kursong hitik sa bakanteng trabaho.”
The Commission on Higher Education was created with a vision to become the key leader of the Philippine higher
education system to work effectively in partnership with the major higher education stakeholders in building the
country’s human capital and innovation capacity toward the development of a Filipino nation. This, in effect,
mandates CHED to promote relevant, efficient and quality higher education.
On Tracer Studies
The ILO Thesaurus 2005 defines a tracer study as an assessment tool where the “impact on target groups is traced
back to specific elements of a project or programme so that effective and ineffective project components may be
defined.” Further, Schomburg (2003, p. 6) shares that graduate survey results are important for “analysis of
relationship between higher education and work.” Moreover, Millington (2001) states that “they provide
quantitative structural data on employment and career, the character of work and related competencies, and
information on the professional orientation, and experiences of their graduates.” Additionally, the collected data
is an important indicator of the quality of higher education. In the Philippines, the Commission on Higher
Education requires all HEIs to conduct a tracer study and is equally reflected as one of the required documents by
any higher education accrediting body such as the Accrediting Agency of Chartered Colleges and Universities in
the Philippines (AACCUP), Inc.
By conducting a survey on the cohort of graduates from a specific institution, profession, discipline, level of
education, their employment characteristics, competencies and skills development, and have a comparative
analysis, the information gained from these can be used by the graduate’s alma mater and other education
stakeholders for curriculum development and other emerging reforms.
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Finally, INCHER-Kassel, Germany, believes that tracer study data offers the “Career Service and the study
counseling insights about study and professional careers that they can pass on to the students.”
The Philippine Normal University
The Philippine Normal University, the National Center for Teacher Education by virtue of R.A. 9647, the only
specialized Teacher Education University offering a variety of at least 26 undergraduate specializations and 46
graduate academic programs and established as the first higher education institution on September 1, 1901,
realizes its mandate to take the lead in teacher education in terms of curricular development and research, pre-
service and in-service training programs and education leadership.
The University conducts this evaluation of the impact of Teacher Education on the graduates as one of its research
priorities. This shows PNU’s accountability to its stakeholders. Part of this is PNU’s current initiatives to revise,
improve and develop the program it offers and to have an initial basis for the development of a new teacher
education curriculum considering the development in the implementation of the K-12 enhanced basic education
curriculum of DepEd. Moreover, it intends to determine if the curricular programs are being implemented
appropriately at the classroom level and if it is eliciting the desired effect on student achievement and
employability. As a means of curriculum evaluation, tracer studies also help identify curriculum weaknesses and
strengths. Some judgments about what aspects of the curriculum can be retained, enhanced or written off can be
made if there is an evaluation data on which such decisions are based.
Moreover, tracer studies according to Garcia (2003) as cited by Gines (2004) pointed out that tracer studies is an
important source of information to know what happened to graduates of academic programs in Higher Education
Institutions (HEIs). Further findings of tracer studies can be used to define/redefine HEIs mission and market
niche and show how academic programs and course offering can be adjusted to reflect institutional goals.
Findings can also be used by stakeholders in deciding where to look for skills. Lastly, the evaluation shall provide
a basis for further improving existing and or developing a new teacher education curriculum and implementation
process. It is in this context that after the approval of the curriculum in April 2005 and its implementation in June
of the same year, a tracer study was conducted to these undergraduate batches of graduates (2009, 2010 and 2011)
to provide data for the review and evaluation of the curricular programs of PNU.
Specifically, the study is designed to
1. Establish the profile of the PNU graduates in terms of
(a) Employment Characteristics and (b) Transition to Employment
2. Assess the graduates’ level of satisfaction with the university’s services, learning environment and facilities
3. Determine the extent to which the various curricular programs contributed to the development of the
graduates’
(a) communication skills; (b) human relations skills; c) leadership skills; (d) problem solving skills; and
(e) research skills
4. Assess the degree of effectiveness, adequacy and relevance of the University’s curricular programs
Graduates of PNU
Curricular programs
Curricular Programs (Pre-service Employment characteristics,
training and experiences in PNU) competency and skills development

Figure 1: Conceptual Framework of the Study

Figure 1 refers to the graphical conceptual framework of the study. The curricular programs refer to the pre-
service training and experiences of the PNU graduates in the thirteen (13) undergraduate specialization programs,
namely:
1) BSE Mathematics, 2) BS Mathematics for Teachers, 3) BSE Biology, 4) BS Biology for Teachers, 5) BS
Physics for Teachers, 6) BS Library Information Science, 7) BSE Filipino, 8) BSE in Speech and Theater
Arts, 9) BSE Music Education, 10) BSE Physical Education, 11) BSE History, 12) BSE in Values Education,
and 13) Bachelor in Elementary Education (BEEd).
Each of these programs has a minimum of 63 units of General Education, 54 units of Professional Education and
57 units of specialization.
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All have a one quarter or two (2) months of practice teaching in-campus and off-campus. The framework suggests
that services, learning environment, facilities and the graduates competencies (knowledge, skill and attitude) in
their specializations and other competencies such as communication skills, human relations skills, leadership
skills and research skills are reflected in the assessment of employment characteristics, adequacy and relevance of
graduate competence and other skills, as acquired at PNU and needed in the workplace. Such feedbacks are
necessary to determine the impact of the 13 curricular programs, which could provide information needed, to
reform the existing programs and bring about appropriate fit between requirements of the world of work and the
offerings of the University (Millington, 2001).
Methodology
Research Design
This study used the descriptive survey covering the employment characteristics and transition to employment of
the PNU graduates. It is, in part a curricular product evaluation that documented curricular effectiveness,
relevance and adequacy by determining how well the product (the graduates) has achieved the goal of their
respective programs, the 13 academic undergraduate bachelors’ programs.
Respondents and Sampling Plan
This study was initially designed to obtain both qualitative and quantitative data for the graduates of the 26
programs and their employers. The actual respondents included a random sample for the three batches of the
University’s curricular programs for 2009-2011 with a total of 710 which is 41% of the sample size desired (1444
graduates) which is 50%. This, of the total population, however, falls within the expected response rate of 30 to
60 percentage recommended by Schomburg (2003) on the conduct of graduate tracer studies. These respondents
came from the 13 programs out of the 26 programs. More so, a limited number of employer respondents were
retrieved, thus, were not included in the study as initially planned.
Instruments and Data Gathering Procedure
This research used two (2) sets of data gathering tools:
1. The tracer study questionnaire developed by CHED where this researcher was one of the members in
developing the instrument. This researcher then a CHED – Technical Working Group (TWG) member where
one task expected of its members is to be involved in the development and content validation of this
instrument. This questionnaire has two parts; Part 1 – is on Biographical Data covering a) personal data, b)
educational background, c) employment characteristics, d) employment history, e) professional achievement,
f) transition, and Part II - is on Retrospective Evaluation of the Program covering a) satisfaction with the
services, learning environment, facilities, b) adequacy of skills learned, c) adequacy and relevance of
curricular program in terms of competencies. This tracer study questionnaire was used to obtain quantitative
and qualitative feedback for the graduates about their course-related skills, attitude, reactions, and
suggestions. Part of this tracer study questionnaire was a rating scale intended to determine the adequacy and
relevance of the different course competencies of the 13 programs. The questionnaire was made available in
the graduate respondents through the web.
2. Focus Group Discussions (FGDs). This strategy was facilitated through guide questions used during the
FGDs with at least 10 to 15 graduates per program. This was employed to gather the graduates’ collective
experiences while taking major courses including the strengths of the courses and changes which may
improve the course and their delivery.
The researchers initially set up a directory of the graduates covered by this study. It took some time before they
have been tracked and were further instructed to accomplish the web-based questionnaire.
Data Analysis
Data analysis in this study primarily employed frequency counts, percentage, mean and ranking. Interpretations of
means were based on the following scales:
SCALE SATISFACTION ADEQUACY RELEVANCE
1.00-1.50 Very Low satisfaction Not Adequate Not Relevant
1.51-2.50 Low Satisfaction Somewhat adequate Somewhat Relevant
2.51-3.50 Moderate Satisfaction Adequate Relevant
3.51-4.50 High Satisfaction Very Adequate Very Relevant
4.51-5.00 Very High Satisfaction Extremely Adequate Extremely Relevant

Qualitative data were coded and clustered thematically.

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Results and Discussion
1. On Profile of the PNU Graduates in terms of Employment Characteristics and Transition to
Employment.
Employment characteristics refer to gender, age, reasons for enrolling at PNU and enrollment in other courses,
current employment status and extent of use of skills in current employment.
Of the total 710 respondents across the thirteen academic programs covering three (3) batches from 2009 to 2011
there are 76% females and only 24% males. This shows that teaching profession is more attractive to females than
males.
Table 1: Frequency & Percentage Distribution of Respondents according to Gender
Frequency
PROGRAM Male Female N
BSE Filipino 9 40 49
BLIS 2 15 17
BEED 12 170 182
BSE PE 24 24 48
BSE Music 6 12 18
BSE VE 5 16 21
BSE STA 9 25 34
BSE History 13 14 27
BSMT 35 79 114
BSE Math 14 63 77
BSPT 8 11 19
BSBT 17 43 60
BSE Bio 13 31 44
TOTAL 167 543 710
% 23.52 76.48 100
Table 2 shows that about 80% of the respondents are in their early 20s (22-24 years old) at the time of the study.
Table 2: Frequency and Percentage Distribution of Respondents according to Age
PROGRAM Frequency by Age
20 21 22 23 24 25 26 27 28 29 30 32 37 51 N
BSE Filipino 0 10 18 11 8 1 0 1 0 0 0 0 0 0 49
BLIS 0 0 3 2 4 6 0 0 1 0 0 0 0 1 17
BEED 3 4 49 56 67 3 0 0 0 0 0 0 0 0 182
BSE PE 0 4 13 6 14 4 4 1 0 1 1 0 0 0 48
BSE Music 0 2 4 3 4 3 1 0 0 0 0 1 0 0 18
BSE VE 0 3 4 6 3 4 1 0 0 0 0 0 0 0 21
BSE STA 0 3 14 8 7 2 0 0 0 0 0 0 0 0 34
BSE History 0 9 3 7 3 2 2 0 0 1 0 0 0 0 27
BSMT 0 17 22 37 30 5 2 0 1 0 0 0 0 0 114
BSE Math 0 7 14 31 20 2 2 0 0 0 0 0 1 0 77
BSPT 1 4 5 6 1 0 2 0 0 0 0 0 0 0 19
BSBT 3 11 11 19 12 1 2 0 1 0 0 0 0 0 60
BSE Bio 2 2 13 15 10 0 1 0 0 1 0 0 0 0 44
TOTAL 9 76 173 207 183 33 17 2 3 3 1 1 1 1 710
% 1.27 10.70 24.37 29.15 25.77 4.65 2.39 0.28 0.42 0.42 0.14 0.14 0.14 0.14 100
With regard to reasons of the graduates for enrolling in PNU, Table 3 reveals affordable tuition fee as rank 1,
followed by personal prestige of being at PNU, prospect for better employment and career advancement as
second, third and fourth ranks in this order.
Presumably, it can be concluded that while economics is the major reason, the graduates are also looking for
quality institution that will give them better prospect for better employment and career.

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Table 3: Reasons for Enrolling at PNU

Frequency by Reason*
Personal Prospect Prospect for Fulfillment Availability
Affordable School
PROGRAM Tuition Fee
prestige of for better career
Location
of dream to of Others**
being at PNU employment advancement study at PNU Scholarship
BSE Filipino 34 34 28 23 8 25 11 4
BLIS 12 6 7 6 5 7 4 0
BEED 127 110 108 38 96 46 16 2
BSE PE 35 32 25 21 15 14 17 2
BSE Music 18 12 9 6 4 6 5 1
BSE VE 18 13 13 10 9 5 1 1
BSE STA 21 20 21 18 10 8 2 5
BSE History 21 19 18 19 4 9 3 2
BSMT 84 73 72 23 17 23 10 7
BSE Math 43 33 24 18 6 27 19 3
BSPT 5 6 4 1 4 0 17 2
BSBT 48 43 32 30 19 11 12 1
BSE Bio 31 32 27 26 14 15 13 3
TOTAL 497 433 388 239 211 196 130 33
% 70.00 60.99 54.65 33.66 29.72 27.61 18.31 4.65
Rank 1 2 3 4 5 6 7 8

* Multiple responses possible; **Reasons not specified in the questionnaire

As to enrollment in other courses prior to studying at PNU, Table 4 yields a majority or 92.68% who did not
enroll in any other course/s, hence, PNU was the first choice of the graduates.
Table 4: Enrollment in Other Courses
Enrolled Did not Enroll
PROGRAM f % f % N
BSE Filipino 12 24.49 37 75.51 49
BLIS 2 11.76 15 88.24 17
BEED 9 4.95 173 95.05 182
BSE PE 2 4.17 46 95.83 48
BSE Music 1 5.56 17 94.44 18
BSE VE 1 4.76 20 95.24 21
BSE STA 0 0 34 100 34
BSE History 6 22.22 21 77.78 27
BSMT 5 4.39 109 95.61 114
BSE Math 5 6.49 72 93.51 77
BSPT 1 5.26 18 94.74 19
BSBT 5 8.33 55 91.67 60
BSE Bio 3 6.82 41 93.18 44
TOTAL 52 7.32 658 92.68 710
For current employment status, a total of 95% were employed at the time of the study as shown in Table 5.
Table 5: Frequency and Percentage Distribution of Respondents according to Current Employment Status
Employed Not Employed
PROGRAM f % f % N
BSE Filipino 49 100 0 0 49
BLIS 17 100 0 0 17
BEED 178 97.80 4 2.20 182
BSE PE 44 91.67 4 8.33 48
BSE Music 17 94.44 1 5.56 18
BSE VE 21 100 0 0 21
BSE STA 34 100 0 0 34
BSE History 26 96.30 1 3.70 27
BSMT 105 92.11 9 7.89 114
BSE Math 75 97.40 2 2.60 77
BSPT 19 100 0 0 19
BSBT 53 88.33 7 11.67 60
BSE Bio 40 90.91 4 9.09 44
TOTAL 678 95.49 32 4.51 710
Interestingly, almost 97% were employed full time and self-employed leaving only 3% who were working just
part-time which may be interpreted as underemployed.
Glaringly, it can be concluded that a great number of the PNU graduates from 2009-2011 were employed full-
time at the time of the study.
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Table 6: Frequency and Percentage Distribution of Respondents according to Employment Status

Fulltime Part-Time Self-Employed
PROGRAM N
f % f % f %
BSE Filipino 48 97.96 1 2.04 0 0 49
BLIS 15 88.24 1 5.88 1 5.88 17
BEED 179 98.35 1 0.55 2 1.10 182
BSE PE 44 91.67 0 0 4 8.33 48
BSE Music 17 94.44 1 5.56 0 0 18
BSE VE 21 100 0 0 0 0 21
BSE STA 31 91.18 2 5.88 1 2.94 34
BSE History 23 85.19 2 7.41 2 7.41 27
BSMT 103 90.35 5 4.39 6 5.26 114
BSE Math 76 98.70 1 1.30 0 0 77
BSPT 17 89.47 1 5.26 1 5.26 19
BSBT 51 85.00 3 5.00 6 10.00 60
BSE Bio 40 90.91 3 6.82 1 2.27 44
TOTAL 665 93.66 21 2.96 24 3.38 710
Table 7.1 reveals that of the 710 graduate respondents across the 13 programs, 66.76 percent apply their
knowledge and technical skills in their current employment to a great extent while 30.42 percent use it to some
extent. It is therefore significant to note that most of the employed graduate respondents were able to use their
acquired knowledge and technical skills to a great extent.
The following tables 7.1 to 7.7 show the use of skills in current employment.
Table 7.1: Extent of Use of Knowledge and Technical Skills in Current Employment
To A Great Extent To Some Extent Limited Very Limited Not at All
PROGRAM N
f % f % f % f % f %
BSE Filipino 26 53.06 21 42.86 1 2.04 1 2.04 0 0 49
BLIS 10 58.82 7 41.18 0 0 0 0 0 0 17
BEED 117 64.29 65 35.71 0 0 0 0 0 0 182
BSE PE 32 66.67 13 27.08 3 6.25 0 0 0 0 48
BSE Music 13 72.22 3 16.66 1 5.56 1 5.56 0 0 18
BSE VE 16 76.19 4 19.05 1 4.76 0 0 0 0 21
BSE STA 18 52.94 13 38.24 2 5.88 1 2.94 0 0 34
BSE History 22 81.48 4 14.81 1 3.70 0 0 0 0 27
BSMT 92 80.70 18 15.79 4 13.51 0 0 0 0 114
BSE Math 41 53.25 35 45.45 1 1.30 0 0 0 0 77
BSPT 14 73.68 5 26.32 0 0 0 0 0 0 19
BSBT 40 66.67 20 33.33 0 0 0 0 0 0 60
BSE Bio 33 75.00 8 18.18 2 4.55 0 0 1 2.27 44
TOTAL 474 66.76 216 30.42 16 2.25 2 0.28 1 0.14 710
With regard to the extent of use of communication skills in current employment, 68.31 percent confirmed that
they apply it to a great extent while 29 percent apply it to some extent. Conclusively, a great number of PNU
alumni for 2009-2011 have maximized the use of their communication skills in their work at the time of the study.
(Table 7.2)
Table 7.2: Extent of Use of Communication Skills in Current Employment
To A Great Extent To Some Extent Limited Very Limited Not at All
N
PROGRAM f % f % f % f % f %
BSE Filipino 35 71.43 13 26.53 0 0 1 2.04 0 0 49
BLIS 13 76.47 4 23.53 0 0 0 0 0 0 17
BEED 115 63.19 67 36.81 0 0 0 0 0 0 182
BSE PE 25 52.08 21 43.75 2 4.17 0 0 0 0 48
BSE Music 12 66.67 4 22.22 2 11.11 0 0 0 0 18
BSE VE 17 80.95 4 19.05 0 0 0 0 0 0 21
BSE STA 29 85.29 5 14.71 0 0 0 0 0 0 34
BSE History 19 70.37 8 29.63 0 0 0 0 0 0 27
BSMT 87 76.31 22 19.30 5 4.39 0 0 0 0 114
BSE Math 45 58.44 29 37.66 2 2.60 1 1.30 0 0 77
BSPT 13 68.42 5 26.32 1 5.26 0 0 0 0 19
BSBT 42 70.00 17 28.33 1 1.67 0 0 0 0 60
BSE Bio 33 75.00 9 20.45 0 0 1 2.27 1 2.27 44
TOTAL 485 68.31 208 29.30 13 1.83 3 0.42 1 0.14 710

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Table 7.3 discusses the extent of use of human relation skills in current employment, where a majority of the
respondents or 65.07 percent have affirmed its application to a great extent. A total of 30.70 percent said they use
to some extent. Conversely, almost 4 percent have limited and very limited use of human relation skills at work.
Again, it can be concluded that a significant great number of the graduates use human relation skills in dealing
with students and parents especially BSE in Speech and Theater Arts and BSE Values Education.
Table 7.3: Extent of Use of Human Relations Skills in Current Employment
To A Great Extent To Some Extent Limited Very Limited Not at All
N
PROGRAM f % f % f % f % f %
BSE Filipino 30 61.23 16 32.65 3 6.12 0 0 0 0 49
BLIS 11 64.71 5 29.41 1 5.88 0 0 0 0 17
BEED 106 58.24 74 40.66 2 1.10 0 0 0 0 182
BSE PE 33 68.75 13 27.08 2 4.17 0 0 0 0 48
BSE Music 10 55.55 5 27.78 2 11.11 1 5.56 0 0 18
BSE VE 17 80.95 3 14.29 1 4.76 0 0 0 0 21
BSE STA 27 91.18 6 8.82 0 0 1 2.94 0 0 34
BSE History 21 77.78 6 22.22 0 0 0 0 0 0 27
BSMT 84 73.68 25 21.93 5 4.39 0 0 0 0 114
BSE Math 38 49.35 34 44.16 5 6.49 0 0 0 0 77
BSPT 11 57.89 7 36.84 1 5.26 0 0 0 0 19
BSBT 43 71.67 15 25.00 2 3.33 0 0 0 0 60
BSE Bio 31 70.45 9 20.45 3 6.82 0 0 1 2.27 44
TOTAL 462 65.07 218 30.70 27 3.80 2 0.28 1 0.14 710
As to extent of use of leadership skills in current employment, 53.38 percent of 710 graduates apply it to a great
extent and 36.62 percent apply it to some extent. As compared with the use of other skills such as technical,
communication, and human relation skills, the use of leadership skills is much lower presumably because they are
still young and relatively new in the profession that opportunity for leadership has not been afforded. (Table 7.4)
Table 7.4: Extent of Use of Leadership Skills in Current Employment
To A Great Extent To Some Extent Limited Very Limited Not at All
N
PROGRAM f % f % f % f % f %
BSE Filipino 27 55.10 17 34.70 3 6.12 2 4.08 0 0 49
BLIS 9 52.94 4 23.53 4 23.53 0 0 0 0 17
BEED 97 53.30 82 45.05 2 1.10 1 0.55 0 0 182
BSE PE 29 60.42 16 33.33 3 6.25 0 0 0 0 48
BSE Music 12 66.67 5 27.78 1 5.56 0 0 0 0 18
BSE VE 17 80.95 3 14.29 1 4.76 0 0 0 0 21
BSE STA 24 70.59 6 17.65 3 8.82 0 0 1 2.94 34
BSE History 20 74.07 7 25.93 0 0 0 0 0 0 27
BSMT 31 27.19 47 41.23 36 31.58 0 0 0 0 114
BSE Math 32 41.56 38 49.35 7 9.09 0 0 0 0 77
BSPT 13 68.42 6 31.58 0 0 0 0 0 0 19
BSBT 38 63.33 20 33.33 2 3.33 0 0 0 0 60
BSE Bio 30 68.18 9 20.45 4 9.09 0 0 1 2.27 44
TOTAL 379 53.38 260 36.62 66 9.30 3 0.42 2 0.28 710

Table 7.5: Extent of Use of Research Skills in Current Employment

To A Great Extent To Some Extent Limited Very Limited Not at All
N
PROGRAM f % f % f % f % f %
BSE Filipino 21 42.86 18 36.73 8 16.33 2 4.08 0 0 49
BLIS 9 52.94 6 35.29 2 11.76 0 0 0 0 17
BEED 77 42.31 99 54.40 4 2.20 1 0.55 1 0.55 182
BSE PE 18 37.50 17 35.42 12 25 0 0 1 2.08 48
BSE Music 7 38.90 8 44.44 3 16.67 0 0 0 0 18
BSE VE 11 52.38 7 33.33 2 9.52 1 4.76 0 0 21
BSE STA 20 58.82 8 23.53 5 14.71 1 2.94 0 0 34
BSE History 18 66.67 5 18.52 3 11.11 1 3.70 0 0 27
BSMT 29 25.44 48 42.10 36 31.58 1 0.88 0 0 114
BSE Math 33 42.86 39 50.65 4 5.19 1 1.30 0 0 77
BSPT 8 42.10 8 42.10 3 15.79 0 0 0 0 19
BSBT 29 48.33 21 35.00 9 15.00 1 1.67 0 0 60
BSE Bio 24 54.55 13 29.55 4 9.09 2 4.55 1 2.27 44
TOTAL 304 42.82 297 41.83 95 13.38 11 1.55 3 0.42 710

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As shown in Table 7.5, less than half or 42.82 percent affirmed the use of research skills to a great extent while
41.83 percent claimed only to some extent. The result is understandable because they are still considered service
teachers and are not yet required to conduct researches at this point.
Table 7.6: Extent of Use of Problem-Solving Skills in Current Employment
To A Great Extent To Some Extent Limited Very Limited Not at All
N
PROGRAM f % f % f % f % f %
BSE Filipino 19 38.78 27 55.10 1 2.04 2 4.08 0 0 49
BLIS 11 64.71 5 29.41 1 5.88 0 0 0 0 17
BEED 100 54.95 80 43.96 2 1.10 0 0 0 0 182
BSE PE 21 43.75 22 45.83 3 6.25 1 2.08 1 2.08 48
BSE Music 11 61.11 5 27.78 2 11.11 0 0 0 0 18
BSE VE 15 71.43 6 28.57 0 0 0 0 0 0 21
BSE STA 21 61.77 8 23.53 5 14.70 0 0 0 0 34
BSE History 22 81.48 5 18.52 0 0 0 0 0 0 27
BSMT 68 59.65 43 37.72 3 3.6 0 0 0 0 114
BSE Math 38 49.35 37 48.05 2 2.60 0 0 0 0 77
BSPT 14 73.68 5 26.32 0 0 0 0 0 0 19
BSBT 34 56.67 23 38.33 3 5.00 0 0 0 0 60
BSE Bio 24 54.55 17 38.64 2 4.55 0 0 1 2.27 44
TOTAL 398 56.06 283 39.86 24 3.38 3 0.42 2 0.28 710
Table 7.6 reveals that the extent of use of the problem solving in current employment is more than half or 56.06
percent who apply to a great extent while 39.86 percent use it to some extent. The data presupposes that most of
the 710 respondents in the study have obtained a good level of problem solving skill as applied in their current
employment.
Table 7.7: Extent of Use of Information Technology Skills in Current Employment
To A Great Extent To Some Extent Limited Very Limited Not at All
N
PROGRAM f % f % f % f % f %
BSE Filipino 18 36.73 22 44.90 5 10.21 3 6.12 1 2.04 49
BLIS 9 52.94 8 47.06 0 0 0 0 0 0 17
BEED 122 67.03 58 31.87 1 0.55 1 0.55 0 0 182
BSE PE 16 33.33 22 45.83 8 16.67 2 4.17 0 0 48
BSE Music 8 44.44 7 38.90 3 16.67 0 0 0 0 18
BSE VE 14 66.67 6 28.57 1 4.76 0 0 0 0 21
BSE STA 9 26.47 16 47.06 9 26.47 0 0 0 0 34
BSE History 17 62.96 9 33.33 1 3.70 0 0 0 0 27
BSMT 28 24.56 30 26.31 44 38.60 12 10.53 0 0 114
BSE Math 38 49.35 30 38.96 9 11.69 0 0 0 0 77
BSPT 9 47.37 8 42.10 1 5.26 1 5.26 0 0 19
BSBT 36 60.00 17 28.33 7 11.67 0 0 0 0 60
BSE Bio 24 54.55 13 29.55 6 13.64 0 0 1 2.27 44
TOTAL 348 49.01 246 34.65 95 13.38 19 2.68 2 0.28 710
As to the extent of use of information technology skills, Table 7.7 reveals that 49.01 percent of the respondents
claimed use to a great extent while 34.64 percent claimed application to some extent only. It is assumed that while
the respondents were equipped with this information technology skill, they lack the opportunity to use it
extensively probably because of lack of equipment and facilities in their place of work.
Table 8: Skills Supposedly Provided During Pre-Service Training
Tables 8.1 – 8.7 present the percentage distribution of skills supposedly provided during the pre-service training
of the PNU graduates.

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Table 8.1: Knowledge and Technical Skills

Provided Not Provided
N
PROGRAM f % f %
BSE Filipino 49 100 0 0 49
BLIS 17 100 0 0 17
BEED 182 100 0 0 182
BSE PE 47 97.92 1 2.08 48
BSE Music 17 94.44 1 5.56 18
BSE VE 21 100 0 0 21
BSE STA 33 97.06 1 2.94 34
BSE History 27 100 0 0 27
BSMT 113 99.12 1 0.88 114
BSE Math 77 100 0 0 77
BSPT 19 100 0 0 19
BSBT 59 98.33 1 1.67 60
BSE Bio 40 90.91 4 9.09 44
TOTAL 701 98.73 9 1.27 710
Table 8.2: Communication Skills
Provided Not Provided
N
PROGRAM f % f %
BSE Filipino 49 100 0 0 49
BLIS 16 94.12 1 5.88 17
BEED 182 100 0 0 182
BSE PE 47 97.92 1 2.08 48
BSE Music 17 94.44 1 5.56 18
BSE VE 21 100 0 0 21
BSE STA 34 100 0 0 34
BSE History 27 100 0 0 27
BSMT 113 99.12 1 0.88 114
BSE Math 76 98.70 1 1.30 77
BSPT 19 100 0 0 19
BSBT 57 95.00 3 5.00 60
BSE Bio 43 97.73 1 2.27 44
TOTAL 701 98.73 9 1.27 710
Table 8.3: Human Relations Skills
Provided Not Provided
N
PROGRAM f % f %
BSE Filipino 48 97.96 1 2.04 49
BLIS 16 94.12 1 5.88 17
BEED 181 99.45 1 0.55 182
BSE PE 46 95.83 2 4.17 48
BSE Music 16 88.89 2 11.11 18
BSE VE 21 100 0 0 21
BSE STA 31 91.18 3 8.82 34
BSE History 26 96.30 1 3.70 27
BSMT 113 99.12 1 0.88 114
BSE Math 76 98.70 1 1.30 77
BSPT 18 94.74 1 5.26 19
BSBT 59 98.33 1 1.67 60
BSE Bio 43 97.73 1 2.27 44
TOTAL 694 97.75 16 2.25 710

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Table 8.4: Leadership Skills

Provided Not Provided
N
PROGRAM f % f %
BSE Filipino 49 100 0 0 49
BLIS 16 94.12 1 5.88 17
BEED 180 98.90 2 1.10 182
BSE PE 48 100 0 0 48
BSE Music 18 100 0 0 18
BSE VE 21 100 0 0 21
BSE STA 33 97.06 1 2.94 34
BSE History 27 100 0 0 27
BSMT 113 99.12 1 0.88 114
BSE Math 75 97.40 2 2.60 77
BSPT 17 89.47 2 10.53 19
BSBT 59 98.33 1 1.67 60
BSE Bio 43 97.73 1 2.27 44
TOTAL 699 98.45 11 1.55 710
Table 8.5: Research Skills
Provided Not Provided
N
PROGRAM f % f %
BSE Filipino 49 100 0 0 49
BLIS 16 94.12 1 5.88 17
BEED 181 99.45 1 0.55 182
BSE PE 44 91.67 4 8.33 48
BSE Music 18 100 0 0 18
BSE VE 21 100 0 0 21
BSE STA 34 100 0 0 34
BSE History 27 100 0 0 27
BSMT 113 99.12 1 0.88 114
BSE Math 75 97.40 2 2.60 77
BSPT 16 84.21 3 15.79 19
BSBT 57 95.00 3 5.00 60
BSE Bio 42 95.45 2 4.55 44
TOTAL 693 97.61 17 2.39 710
Table 8.6: Problem-Solving Skills
Provided Not Provided
N
PROGRAM f % f %
BSE Filipino 48 97.96 1 2.04 49
BLIS 16 94.12 1 5.88 17
BEED 182 100 0 0 182
BSE PE 44 91.67 4 8.33 48
BSE Music 17 94.44 1 5.56 18
BSE VE 21 100 0 0 21
BSE STA 32 94.12 2 5.88 34
BSE History 27 100 0 0 27
BSMT 114 100 0 0 114
BSE Math 76 98.70 1 1.30 77
BSPT 19 100 0 0 19
BSBT 59 98.33 1 1.67 60
BSE Bio 40 90.91 4 9.09 44
TOTAL 695 97.89 15 2.11 710

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Table 8.7: Information Technology Skills

Provided Not Provided
N
PROGRAM f % f %
BSE Filipino 46 93.88 3 6.12 49
BLIS 16 94.12 1 5.88 17
BEED 180 98.90 2 1.10 182
BSE PE 44 91.67 4 8.33 48
BSE Music 16 88.89 2 11.11 18
BSE VE 20 95.24 1 4.76 21
BSE STA 28 82.36 6 17.64 34
BSE History 26 96.30 1 3.70 27
BSMT 109 95.61 5 4.39 114
BSE Math 73 94.81 4 5.19 77
BSPT 14 73.68 5 26.32 19
BSBT 56 93.33 4 6.67 60
BSE Bio 40 90.91 4 9.09 44
TOTAL 668 94.08 42 5.92 710
As shown in these tables, all the seven (7) skills such as knowledge and technical, communication, human
relations, leadership, research, problem-solving and information technology skills were provided ranging from a
high of 98.73 percent to a low of 94.08 percent. Only information technology skills got a 94.08 percent which is
equally very high, however, with the proliferation of electronic gadgets and IT facilities, this should be one skill
that teacher education institution like PNU should further strengthen to facilitate learning and use as a variety of
teaching/learning deliveries.
Table 9: Use of Skills/Qualifications in Current Employment which are not related to Undergraduate Degree
YES NO
N
PROGRAM f % f %
BSE Filipino 13 26.53 36 73.47 49
BLIS 4 23.53 13 76.47 17
BEED 3 1.65 179 98.35 182
BSE PE 6 12.5 42 87.50 48
BSE Music 6 33.33 12 66.67 18
BSE VE 4 19.05 17 80.95 21
BSE STA 9 26.47 25 73.53 34
BSE History 7 25.93 20 74.07 27
BSMT 9 7.89 105 92.11 114
BSE Math 5 6.49 72 93.51 77
BSPT 4 21.05 15 78.95 19
BSBT 20 33.33 40 66.67 60
BSE Bio 12 27.27 32 72.73 44
TOTAL 102 14.37 608 85.63 710

Table 9 reveals that 86% of the respondents across the 13 programs did not require skill/qualification in current
employment that was not related to their undergraduate degrees.
Table 10: Degree of Relation of Training Received in the Undergraduate Program to Tasks Performed in
Current Employment
VERY MUCH MUCH SLIGHTLY NOT RELATED AT ALL
PROGRAM N
f % F % f % f %
BSE Filipino 36 73.47 9 18.37 4 8.16 0 0 49
BLIS 11 64.71 3 17.65 0 0 3 17.65 17
BEED 130 71.43 52 28.57 0 0 0 0 182
BSE PE 37 77.08 7 14.58 4 8.33 0 0 48
BSE Music 12 66.67 4 22.22 2 11.11 0 0 18
BSE VE 14 66.67 7 33.33 0 0 0 0 21
BSE STA 19 55.88 12 35.29 1 2.94 2 5.89 34
BSE History 20 74.07 6 22.22 1 3.70 0 0 27
BSMT 32 28.07 78 68.42 4 3.51 0 0 114
BSE Math 34 44.15 40 51.95 3 3.90 0 0 77
BSPT 14 73.68 4 21.05 1 5.26 0 0 19
BSBT 37 61.67 19 31.67 3 5.00 1 1.67 60
BSE Bio 30 68.18 8 18.18 4 9.09 2 4.55 44
TOTAL 426 60.00 249 35.07 27 3.80 8 1.13 710

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A great number (95.07%) of the respondents claimed that the training they received in the undergraduate program
was very much and much related to the tasks they perform in their current employment (Table 10). This data
supports the FGD conducted among selected respondents of the tracer study. Specifically, the respondents
claimed that the General Education (GE) courses helped them in relating their Mathematics lessons, Language
(English & Filipino), Social Sciences, and General Psychology and Values Education subjects to other subjects
and to real life situations. The Professional Education (ProfEd) courses taught them to manage their classes and to
plan their lessons well for a more efficient and effective teaching and learning of their majorship/specialization.
More so, the use of teaching strategies specific to their specialization facilitated their lessons. Further, the
assessment tools specific to the subjects and or majorship gave them the confidence to measure the competencies
expected of the lessons. As to their specialization courses, they affirmed that the courses provided them sufficient
content mastery. A number shared that the content knowledge and the use of pedagogical strategies and
manipulative materials became an edge for them over the other teachers.
In relation to their practicum experience, the respondents articulated that the opportunity to teach in actual
classroom settings was most essential in honing their skills as a teacher. However, a number of these respondents
felt that one quarter (or two months) of practicum was insufficient. A semester of practicum was suggested as a
better time frame for practicum. This would also address the concern of Erasmus students from the ten 3NS
member institutions, where majority of length of their practicum is one semester. According to Nivera (2013), it is
important to note that the respondents were unanimous in their view that their Field Study (FS) courses did not
provide them with the slow immersion to schools, as planned by CHED. Instead, most of the time they visited
schools for the sake of complying with the requirements, but these experiences were not processed in the
classroom. FS teachers merely asked them to fill out worksheets, which they did oftentimes without anchoring
their responses on their actual visits to the schools. Clearly, there is a need to re-evaluate the conduct of
Experience Learning Courses, specifically the FS courses.
Table 11: Length of Time in Acquiring First Job
RIGHT AFTER GRADUATION LESS THAN A YEAR MORE THAN A YEAR OTHERS
N
PROGRAM f % f % f % f %
BSE Filipino 43 87.76 4 8.16 1 2.04 1 2.04 49
BLIS 14 82.35 3 17.65 0 0 0 0 17
BEED 153 84.07 27 14.84 1 0.55 1 0.55 182
BSE PE 38 79.17 8 16.67 1 2.08 1 2.08 48
BSE Music 13 72.22 2 11.11 2 11.11 1 5.56 18
BSE VE 17 80.95 4 19.05 0 0 0 0 21
BSE STA 31 91.18 2 5.88 1 2.94 0 0 34
BSE History 22 81.48 3 11.11 1 3.70 1 3.70 27
BSMT 100 87.72 7 6.14 0 0 7 6.14 114
BSE Math 65 84.41 8 10.39 2 2.60 2 2.60 77
BSPT 16 84.21 3 15.79 0 0 0 0 19
BSBT 48 80.00 9 15.00 1 1.67 2 3.33 60
BSE Bio 35 79.55 6 13.64 2 4.55 1 2.27 44
TOTAL 595 83.80 86 12.11 12 1.69 17 2.39 710

Transition refers to the length of time acquiring the first job. Table 11 reveals that of the 710 respondents from the
13 academic programs, 83.80% find job right after graduation, while 12.11% land a job for less than a year. This
means that PNU graduates regardless of their specializations are favored by schools over other teacher education
graduates.
Table 12: Conditions in Acquiring First Job
BY APPLICATION BY INVITATION POLITICAL CONNECTION OTHERS N
PROGRAM f % F % f % F %
BSE Filipino 43 87.76 4 8.16 0 0 2 4.08 49
BLIS 15 88.24 1 5.88 1 5.88 0 0 17
BEED 176 96.70 6 3.30 0 0 0 0 182
BSE PE 40 83.33 5 10.42 1 2.08 2 4.17 48
BSE Music 17 94.44 1 5.56 0 0 0 0 18
BSE VE 19 90.48 1 4.76 0 0 1 4.76 21
BSE STA 30 88.24 2 5.88 0 0 2 5.88 34
BSE History 26 96.30 1 3.70 0 0 0 0 27
BSMT 108 94.74 3 2.63 0 0 3 2.63 114
BSE Math 73 94.80 2 2.60 2 2.60 0 0 77
BSPT 18 94.74 0 0 0 0 1 5.26 19
BSBT 56 93.33 4 6.67 0 0 0 0 60
BSE Bio 34 77.27 7 15.91 0 0 3 6.82 44
TOTAL 655 92.25 37 5.21 4 0.56 14 1.97 710

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As to conditions in acquiring first job, a greater majority of 92.25% claimed that they were hired by application
and only 5% was by invitation. In a similar tracer study, Anyanwu (2000) in his research at the University of
Nigeria, indicated that more graduates got their first job by application to vacant position and less through
political connections.
Table 13: Difficulties Encountered in Looking for a Job (N = 710)
Difficulties* f % Rank
Few job vacancies / lack of position or item 332 46.76 1
Inadequate experience 222 31.27 2
Others** 118 16.62 3
Mismatch of educational qualifications 89 12.54 4
Personality factors 53 7.46 5.5
Passing the pre-employment interview 53 7.46 5.5
Lack of political patronage 35 4.93 7
Passing the pre-employment exam 34 4.79 8
Not meeting paper requirement/s 29 4.08 9
Inadequate knowledge or skills 10 1.41 10
* Multiple responses possible; **Difficulties not specified in the questionnaire
While the greater majority of PNU graduates were hired right after graduation and by application, they, however,
still encountered difficulties in looking for a job. Few job vacancies/or lack of position or item ranked first with
inadequate experience considering that they are still neophyte teachers, ranked as 2nd, and others which was not
specified ranked 3rd. Others were mismatch of educational qualifications, personality factors among others. (Table
13)
Table 14: Factors Facilitating Acquisition of First Job
Frequency by Factor*
PROGRAM REPUTATION OF
AREA OF PERSONALITY SCHOLASTIC
COLLEGE/ OTHERS**
SPECIFICATION FACTORS STANDING
UNIVERSITY
BSE Filipino 41 42 40 25 2
BLIS 17 9 7 8 0
BEED 123 133 35 95 3
BSE PE 43 35 34 16 1
BSE Music 18 13 12 3 1
BSE VE 15 19 13 8 1
BSE STA 27 26 30 12 3
BSE History 20 21 17 14 4
BSMT 100 39 58 26 6
BSE Math 47 41 44 14 1
BSPT 15 16 10 14 1
BSBT 50 53 42 35 3
BSE Bio 35 36 32 21 4
TOTAL 551 483 374 291 30
% 77.61 68.03 52.68 40.99 4.23
Rank 1 2 3 4 5
* Multiple responses possible; **Reasons not specified in the questionnaire
Table 14 shows that the area of specialization ranked 1st among the factors facilitating acquisition of first job,
followed by reputation of college/university, personality factors and scholastic standing in this order. Anyanwu
(2000) and Mancao (2010) support this finding in their tracer study stating that area of specialization, reputation
of the university, personality and grades were major contributors to being employed.
2. The Graduates’ Level of Satisfaction with the University Services, Learning Environment and
Faculties.
The succeeding tables present the graduates’ level of satisfaction with the services, learning environment and
facilities of the University.

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Table 15: Degree of Satisfaction with Services Provided at PNU
Services Mean Interpretation
Administrative Support 3.78 High Satisfaction
Faculty Support 4.22 High Satisfaction
Staff 3.77 High Satisfaction
Academic Advising 3.98 High Satisfaction
Guidance and Counseling` 3.73 High Satisfaction
Accommodation 3.80 High Satisfaction
Food Services 3.67 High Satisfaction
Library Services 3.89 High Satisfaction
Extension/Outreach/Community Involvement 3.80 High Satisfaction
Extra-curricular activities 3.91 High Satisfaction
Co-curricular activities 3.95 High Satisfaction
Security 3.83 High Satisfaction
In general, the data on the satisfaction with the services provided at PNU is interpreted with “High Satisfaction”
with the faculty support yielding the highest mean ( x) of 4.22 and academic advising as 3.98 as next highest.
Academic advising in a way is one big support the faculty members provide in the duration of the study of the
students at PNU. Conversely, food service ranked lowest but still interpreted with “High Satisfaction.”
Table 16: Degree of Satisfaction with the Learning Environment / Climate at PNU
Learning Environment/Climate Mean Interpretation
Teaching Staff
Knowledge of content 4.34 High Satisfaction
Interaction with students 4.24 High Satisfaction
Creativity in teaching 4.17 High Satisfaction
Delivery Skills / Teaching Methods 4.26 High Satisfaction
Instructional Materials 4.06 High Satisfaction
Respect for Students 4.72 Very High Satisfaction
Atmosphere of political and cultural understanding 4.00 High Satisfaction
Table 16 shows that respect for students was rated a mean ( x ) of 4.71 interpreted as “Very High Satisfaction”,
specifically on the teaching staff in terms of their knowledge of content, interaction with students, activity in
teaching, delivery skills and teaching method. Among the factors, atmosphere of political and cultural
understanding appeared to have been rated the lowest although interpreted under “High Satisfaction.” Hence, it
appears that PNU alumni were highly satisfied with the overall institutional climate of PNU especially with the
respect accorded to them.
Table 17: Degree of Satisfaction with the Facilities at PNU
Facilities Mean Interpretation
Library 3.77 High Satisfaction
Science Laboratories 3.51 High Satisfaction
Computer Laboratories 3.45 Moderate Satisfaction
Equipment 3.49 Moderate Satisfaction
Classroom 3.57 High Satisfaction
Clinic 3.66 High Satisfaction
Canteen / Food Stalls 3.63 High Satisfaction
Recreational Facilities 3.54 High Satisfaction
Audio-Visual Room 3.64 High Satisfaction
Auditorium 3.74 High Satisfaction
Communication Facilities 3.49 Moderate Satisfaction
General conditions of Building and Grounds 3.63 High Satisfaction
As to the degree of satisfaction with the facilities at PNU, Table 17 shows that most of the facilities are rated with
“High Satisfaction”. Notably, the library gained the highest mean of 3.77. Only three of the facilities were rated
with “Moderate Satisfaction.” These are communication facilities, equipment and computer laboratories which
garnered the lowest mean of ( x) 3.49. Apparently, the study revealed that the respondents are highly satisfied
with the facilities of PNU. While the respondents in general were highly satisfied with the facilities, national and
international standards have to be considered in improving the PNU facilities especially with the coming ASEAN
2015 integration.
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3. Extent to which the Curricular Program Contributed to the Development of the Graduates’ skill
The succeeding tables nos. 18-22 present the degree of adequacy of training on the five (5) clusters of skills
provided by PNU to the undergraduate alumni.
Table 18: Adequacy of Training on Communication Skill
Communication Skills Mean Interpretation
1. Express ideas in clear and logical manner 4.06 Very Adequate
2. Use various forms and styles of written communication 4.02 Very Adequate
3. Use grammatically correct language and vocabulary 4.06 Very Adequate
4. Listen with objectivity to gain understanding of the ideas of others 4.14 Very Adequate
Overall Mean 4.07 Very Adequate
Table 18 shows that the overall communication skills of 4.07 was rated “Very Adequate” by the graduates. The
ability to listen with objectivity to gain understanding of the ideas of others is noted highest with a mean ( x) of
4.14. Conversely, the use of various forms and styles of written communication gained the lowest mean ( x) of
4.02. Consequently, this study has proven that PNU has developed the communication skills of the graduates of
2009-2011 as “Very Adequate.”
Table 19: Adequacy of Training on Human Relation Skills at PNU
Human Relations Skills Mean Interpretation
1. Demonstrate effective social behavior in a variety of setting and under different circumstances 4.06 Very Adequate
2. Respond to the needs of colleagues in the workplace 4.05 Very Adequate
3. Apply effective conflict resolution skills 4.00 Very Adequate
4. Foster professional relationships with people in the workplace 4.08 Very Adequate
5. Exhibit cooperative and supportive relations with others 4.12 Very Adequate
Overall Mean 4.06 Very Adequate
With regard to adequacy of training on human relation skills, it likewise resulted to an overall mean ( x )
interpreted as “Very Adequate.” Highest among the skills is the ability to exhibit cooperative and supporting
relations with others with a mean ( x) of 4.12. On the other hand, the ability to apply effective conflict resolution
skills has appeared at the bottom with a mean ( x ) of 4.0. Hence, PNU has provided the alumni in these study with
“Very Adequate” skills on human relations.
Table 20: Adequacy of Training on Leadership Skills at PNU
Leadership Skills Mean Interpretation
1. Stimulate collaborative efforts with colleagues in the workplace. 4.07 Very Adequate
2. Motivate, mobilize and inspire people to move toward the goal of the organizations 4.06 Very Adequate
3. Organize and coordinate people and tasks to achieve the organization’s goal 4.04 Very Adequate
4. Facilitate effective implementation of programs of the departments/School/organization 4.01 Very Adequate
5. Maintain self-control in the midst of stressful encounters with group members. 4.06 Very Adequate
6. Take responsibility and risks in making decisions 4.10 Very Adequate
Overall Mean 4.06 Very Adequate
For adequacy of training in leadership skills, the ability to take responsibility and risks in making decisions
ranked highest with a mean ( x ) of 4.10 interpreted as “Very Adequate.” While the ability to facilitate effective
implementation of programs of the departments, and school-based organization has the lowest mean of 4.01
although interpreted too as “Very Adequate.” Nevertheless, this study has shown that all other leadership skills
have an overall mean ( x) of 4.06 interpreted as “Very Adequate.” Thus, the results confirmed that PNU was able
to harness the leadership skills of its graduates of 2009-2011.
Table 21: Adequacy of Training on Problem Solving Skills in PNU
Problem Solving Skills Mean Interpretation
1. Identify the underlying issues in a problem 4.04 Very Adequate
2. Examine alternative solutions and strategies to make an informed decision on the problem 4.05 Very Adequate
3. Develop a clear plan to solve the problem 4.05 Very Adequate
4. Evaluate action for making future decision 4.06 Very Adequate
Overall Mean 4.05 Very Adequate
The adequacy of training on problem-solving skills, the ability to evaluate action for making future decision
earned a mean ( x) of 4.06. Conversely, the ability to identify underlying issues in a problem garnered the lowest
mean ( x) of 4.04.
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These abilities together with the problem-solving skills earned an overall mean ( x) of 4.05 interpreted as “Very
Adequate.” Therefore, the graduates involved in this study were sufficiently provided and trained in solving
problems.
Table 22: Adequacy of Training on Research Skills in PNU
Research Skills Mean Interpretation
1. Identify research problems in one’s discipline 3.85 Very Adequate
2. Formulate testable hypothesis 3.81 Very Adequate
3. Demonstrate knowledge of various data gathering techniques 3.86 Very Adequate
4. Apply appropriate statistics in processing data 3.78 Very Adequate
5. Analyze and interprets research results 3.85 Very Adequate
6. Draw conclusions and generalization from research data 3.88 Very Adequate
7. Use technology to acquire needed information 3.93 Very Adequate
Overall Mean 3.85 Very Adequate
As to the adequacy of training on research skills, the ability to use technology to acquire needed information
gained the highest mean ( x) of 3.93. This is brought about by the fact that the use of technology in all aspects is
very popular in the Philippines. On the other hand, the ability to apply appropriate statistics in processing data got
the lowest mean ( x) of 3.79. Nonetheless, all research abilities yielded an overall mean ( x) of 3.85 interpreted as
“Very Adequate.” Hence, the data confirmed that PNU was able to develop the research skills of its graduate
participants of 2009-2011.
On the whole, the five cluster of skills on communication, human relations, leadership, problem solving and
research were not simply provided during the Pre-Service training of the alumni as shown on Tables 8.2, 8.3, 8.4,
8.5 and 8.6 but equally trained “Very Adequately.” Hence, the graduate respondents of 2009-2011 were provided
and trained “Very Adequately” on the cluster of skills highly expected of a teacher.
4. Degree of Adequacy and Relevance of Pre-Service Training in Relation to Curricular Program
Competencies
Table 23 presents the degree of adequacy and relevance of the 13 pre-service training programs in relation to their
program competencies. These competencies refer to the content knowledge, skills and attitude of each
undergraduate specialization programs.
Glaringly, BSE in Values Education and BSE History garnered the highest mean ( x) scores of 4.62 and 4.53,
respectively interpreted as “Extremely Adequate.” The remaining 11 programs yielded a mean ( x) score
interpreted as “Very Adequate.” Likewise, the results for relevance of pre-service training of PNU, curricular
program competencies are notable. Five programs are “Extremely Relevant” and eight are “Very Relevant.” The
former are BSE Values Education and BSE History. It is worth noting that both BSE VE and BSE History have
“Extremely Adequate” pre-service training relevant program competencies as revealed by the alumni respondents.
On the whole, the curricular programs of PNU are affirmed to be “Very Adequate” and “Very Relevant”
according to the graduates of 2009-2011.
Table 23: Adequacy and Relevance of Pre-Service Training in Relation to Curricular Program
Competencies
PROGRAM NO. OF Adequacy Relevance
COMPETENCIES Mean Interpretation Mean Interpretation
BSE Filipino 45 4.27 Very Adequate 4.30 Very Relevant
BLIS 39 3.80 Very Adequate 3.90 Very Relevant
BEED 108 4.32 Very Adequate 4.40 Very Relevant
BSE PE 12 4.47 Very Adequate 4.57 Extremely Relevant
BSE Music 23 4.45 Very Adequate 4.63 Extremely Relevant
BSE VE 21 4.67 Extremely Adequate 4.64 Extremely Relevant
BSE STA 24 4.27 Very Adequate 4.38 Very Relevant
BSE History 24 4.53 Extremely Adequate 4.72 Extremely Relevant
BSMT 16 3.98 Very Adequate 4.06 Very Relevant
BSE Math 18 4.13 Very Adequate 4.33 Very Relevant
BSPT 25 4.09 Very Adequate 4.40 Very Relevant
BSBT 14 4.38 Very Adequate 4.52 Extremely Relevant
BSE Bio 14 4.37 Very Adequate 4.47 Very Relevant
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Conclusions and Recommendations
This tracer study is a collaborative work of the faculty researchers from the 13 academic programs. The project’s
output is significant primarily to recognize and address the existing curriculum’s strengths and weaknesses, its
adequacy, quality and relevance of pre-service training in relation to the competencies needed in the market both
locally and internationally. Hence, the following are the summary of conclusions and recommendations:
PNU graduates are predominantly females and in their early twenties; that they enrolled at PNU because of
affordable tuition fee and the personal prestige attached to the name for better employment and career
advancement. A great number of them were employed immediately after graduation by application and not by
political connections.
Having provided very adequately the skills such as knowledge and technical, communication, human relations,
leadership, research, problem solving, and other competencies specific to the area of specialization were major
factors on top of area of specialization and reputation of PNU considered for immediate job acquisition.
The graduates’ level of satisfaction with the University’s services, learning environment and facilities were
generally of high satisfaction, however, computer laboratories with moderate satisfactory is still very much
desired especially with the rapid advancement of technology needed for learning and connecting with the world.
The existing undergraduate curricular programs although still very adequate and very relevant should be at par
with the international standards, responsive to the coming ASEAN 2015 integration, relevant to the competency
framework of South East Asian Teachers of the 21st century, and lifelong learning skills.
The very rich pool of information and other variables derived from tracer studies are important indicators of the
quality of higher education.
Further, based on the findings and conclusions of this study, other recommendations are as follows:
 Institutionalize system-wide the conduct of tracer studies every other school year to include not only the


graduates but also the employers as respondents;
Intensify and offer attractive incentives to graduating high school male students to enter the teaching


profession;


Have a one-semester practicum time frame to align with other 3NS institutions;


Re-evaluate the conduct of Experiential Learning Courses, especially FS courses;


Develop innovative curricular programs that are pro-poor to alleviate poverty; and
Develop other innovative curricular programs both for undergraduate and graduate levels to catch up with
the ASEAN 2015 integration;

Acknowledgement
The research titled “Tracer Study of PNU Graduates” is a project-based grant to the author and co-researchers,
hence a profound gratitude and appreciation is extended to the PNU Management led by its President, Dr. Ester B.
Ogena.

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References
Chapter in a Book:
Gines, A.C. (2004) Towards relevance and sustainable quality in teacher education, In M. Fremerey; S. Amini, ;
M. Wesseler (Ed.) Promoting Relevance and Quality in International Higher Education (pp 207-208).
Witzenhausen; Germany: ISOS, University of Kassel Press.
Electronic Sources:
Anyanwu, G.A. (2000) Graduates’ transition from study to employment: A study of the Arts and Agriculture
graduates of University of Nigeria on the world of work. Retrieved July 30 from
http://66.218.69.11/search/cache? ei=UTF8 and p = Graduates and Tracer Study &
jr=yfpt203efp_1p=p1+&u=www.aau.org/studyprogram/notput/
Millington, C. (2001) The use of tracer study for enhancing relevance and marketability in online and distance
education. Retrieved July 30, 2013 from http://wikieducator.org/images/e/e1/PID_424 pdf
Schomburg, H. Handbook of tracer studies. Retrieved July 30, 2013 from http://www.uni.kessel
.de/wz/proj/edwerk/mat/handbook_vz.doc
Ugwounah G.E. & Omeje K.C. (1998) Final Report of Tracer Study Research Project on Higher Education and
Work. Institute for Development Studies, University of Nigeria, Enugu Campus.
http://www.aau.org/studyprogram/notpub/ugowomeje.pdf
Umar Abdurrahman. Quality (2006) “Assurance Procedures in Teacher Education: The case of the National
Teachers Institute, Kaduna, Nigeria”. In Perspectives on Distance Education: Toward a Culture of
Quality eds. Badir K. Koul & Asha Kanwar. Commonwealth of Learning
http://www.col.org/colweb/webdav/site/myjahiasite/shared/docs/PS-QA_chapter5.pdf
Zembere S.N. and Chinyama N.P.M. (1996) “The University of Malawi Graduate Tracer Study”. University of
Malawi. Blantyre. http://www.aau.org/studyprogram/notpub/ZEMBERE.pdf
http://www.pps.uitm.edu.my/strategic-project/graduates-tracer-study.html
http://www.Koab.uni-kassel.de/en/koab.html
http://www.tec.intnet.mu/pdf%20downloads/pubrep/gts_premrep_feb2012.pdf
Unpublished Studies:
Mancao, MCT. (Feb. 2010). A tracer study on ATEM Plus graduates. Manila, Philippines: PNU CREDE ISSN
0119-507(199)
Nivera, G. (July 2013). A tracer study of 2009-2011 PNU graduates of Mathematics Education
Gines, A.C. (June 2008). Graduate Tracer Study: The Philippine Experience, Kassel University, Germany
Bionote:
ADELAIDA C. GINES is a full professor in the College of Graduate Studies and Teacher Education Research
(CGSTER) at the Philippine Normal University, Taft Avenue, Manila, Philippines, 1000; [email protected].
Her research interests are in tracer studies, research variables in guidance and counseling, psychology and teacher
education. She is currently the Vice President for Academics in the same University.

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