Assessment of the On-The-Job Training Competencies of Bachelor of Science

in Business Administration Students During the Pandemic:

Implications for Industry Readiness

Area of Business Administration, Meycauayan College

Bachelor of Science in Business Administration

Major in Financial Management

Prepared By:

Bernardo, Aushley John R

Cruz, Kimberly Anne R.

Francisco, Rachille R.

Halasan, Kailah V.

Sto. Domingo, Patrizze Joy C.

Submitted to:

Menandro T. Manalo, MBA

 CHAPTER I

BACKGROUND OF THE STUDY

Introduction

One of the crucial parts of the college journey is the On-the-Job Training

Program. All graduating students of any course are required to undergo this program before they

get to graduate with their degrees. According to the Commission on Higher Education (CHED),

OJTs are mandated by law to ensure the safety of students and their quality of learning. The

entire experience is intended to enrich the student’s degree programs, strengthen their career

guidance, and promote their overall well-being in the workplace (Wong, 2022).

On-the-Job Training or OJT is a type of training that is provided at the workplace. It

helps students get direct experience in using tools, software, techniques, or equipment used in a

live environment. As employees need different skills to accomplish their tasks, OJTs are

customized to train students to acquire a specific skill set. Professional trainers and co-workers

usually provide this training.

Generally, students acquire academic knowledge and develop specific skills before

graduation. OJT helps them to strengthen these skills and facilitates their career growth. Besides

teaching students how to apply their knowledge and skills, OJT introduces them to the

company’s core values, mission, and vision. It is a precisely structured plan that consists of

different job phases and procedures that new employees need to follow during their tenure within

the company (Richards, 2023).

However, in the midst of December 31, 2019, a new virus called the Novel CoronaVirus

or widely known as Covid-19 emerged in the city of Wuhan, China. The novel coronavirus

(COVID-19) is responsible for more fatalities than the SARS coronavirus, despite being in the
initial stage of a global pandemic. The first suspected case in the Philippines was investigated on

January 22, 2020, and 633 suspected cases were reported as of March 1 (Edrada et al., 2020).

The Covid-19 pandemic has impacted a lot of aspects in our lives, may it be for our

everyday lives, work, it also made a huge impact on the education system. To follow health

protocols, and avoid the spread of the virus certain changes were applied to the OJT program in

colleges and universities. In a Student Policy made by Bulacan State University, they have made

alternatives to execute Internships in the “New Normal”, which aimed to provide their different

colleges and campuses in the University an option to choose alternative way to conduct the

internship program under the new normal in lieu of the traditional internship program, to enables

students undergo alternative/flexible internship programs, and provide students with the

opportunity to gain work-related training and experiential learning opportunities in professional

settings. In BulSU’s Student Policy, they have given multiple options for students to choose on

how they would like to proceed with their Internship/OJT Program. Included are: e-Internships,

Commissioned Project, Mentoring with a Recognized Expert in the Field, Program Specific

Course Substitution, Equivalency Program, and On-Campus Internships (Bulacan State

University, 2020).

With the certain changes at the time, students then question their industry-readiness after

they complete the OJT program and now that they are exposed to the industry. Industry

Readiness refers to the level of preparedness and adaptability of personnel to fulfill the demands

and standards of a certain sector. It signifies the degree to which an entity holds the essential

competencies, expertise, and experience to function effectively within a certain industry. A

thorough awareness of the industry’s standards, practices, and trends is required to achieve

industry preparedness. It involves taking the initiative to acquire vital qualifications, hone
pertinent skill sets, and cultivate a professional demeanor. Furthermore, industry readiness calls

for a consistent commitment to staying informed on the latest innovations, rules, and best

practices in the sector (Online Manipal, 2023).

To assess this, this study aims to consult the Alumni Batch of 2020-2022 of Meycauayan

College under the program: Bachelor of Science in Business Administration. The Bachelor of

Science in Business Administration (BSBA) is a four-year program that provides professional

business and management education for those who would like to become entrepreneurs or pursue

a career in any field of business such as economics, finance, human capital management, and

marketing (Far Eastern University, 2023).

The Bachelor of Science in Business Administration major in Financial Management

(BSBA-FM) Program provides each graduate with information and practice on financial

institutions and equips them with the technical skills needed to be highly competent in the world

of finance (University of Negros Occidental, 2021).

The BSBA course, major in Marketing Management is a program which deals with the

nature, scope and role of marketing to make our economy grow and help people attain a decent

standard of living. The marketing concepts and specialized activities like marketing research,

selling, and product planning and development, etc. are designed to prepare the students to

become proactive participants in the lucrative world of business. The program offers Marketing

Management as major, and Advertising/PR or Management as minor (Pup, n.d.).

After gathering relevant data and feedback from the participants, the researchers will

examine and present the results that will be yielded by the data gathering and conclude their

findings. The findings of this study hopes to give implications on the industry readiness of the
students after their On-The-Job Training courses. This would possibly contribute to the

enhancement of the On-The-Job Training curriculum offered by the institution.

Review of Related Literatures and Studies

Employability of Graduate Students

Across different studies that have mentioned the employability of graduates, several

points have been made that are of concern for graduates. In a study conducted by

Isopahkala-Bouret & Ojala (2022), they found that Graduates with degrees that are highly

regarded along the prestige continuum tend to highlight the exceptional employability value that

their degrees represent. And Graduates that held less prestigious degrees tried to alter their

understanding of the criteria that created good social identities, but they did not always recognize

organizational differences. While, in a study by De Guzman et. al, (2020), showed that Program

goals such as fostering Filipino culture, applying computer skills, and discussing recent

advancements in the industry were deemed less relevant and valuable compared to other

outcomes. And graduates that obtained an award for academic achievement were more likely to

have found work in less time than those who did not receive an award for academic achievement.

Academic awardees were also more likely to remain with their current company longer

compared to those who did not get any recognition. Additionally a study by Llanes (2022)

showed that the majority of its respondents have been looking for a job for at least 16 months.

And they have suggested that students participate in training sessions, conferences, seminars,

and workshops that will help them in their future career efforts based on their findings. To assist

graduating students in finding employment following graduation, the college ought to step up

events like job fairs.

 With these findings, the researchers can tell that the employability of graduates in the

Philippines mostly are based on their academic achievements, and not just employers consider

this fact but also the graduates themselves. And in order to change this fact, students and

universities should put an effort to assist in this matter. Students should put in effort to gain

experience and skills, and universities should give opportunities to its students to further

enhance their caliber of experience and skills.

On-The-Job Training of Students

With the procurement of materials, the researchers found an article written by Richards

(2023) in which he defined On-the-Job Training as one of the many kinds of training that is

offered at work, It facilitates students' acquisition of firsthand experience with instruments,

software, methods, or apparatus utilized in a real-world setting. OJTs are designed to teach

students how to acquire a certain skill set because employees require diverse skill sets to do their

tasks. OJT exposes students to the company's basic values, mission, and vision and teaches them

how to apply their knowledge and abilities. It is a carefully laid out strategy with several

employment phases and processes that new hires must adhere to throughout their tenure within

the company. In an article written by Montgomery (2022) entitled “The Value of On-the-Job

Training”, he presented various advantages of the OJT program which included: “OJT allows

employees to experience the actual work activities of the job.”, “OJT provides individualized

attention and mentoring.”, “Third advantage being OJT allows for different learning styles.”,

“OJT offers flexibility in conducting training.”, “OJT can readily adapt to change.”, and “OJT

provides a safe environment to make mistakes.”. To add, a study conducted by Rothman, M. and

Sisman, R. (2016) had the purpose of recording how an internship affects the career goals of
business students who wish to work in the same field or for the same company after completing

their internship. Their study implied that internships, as experiential learning experiences, should

receive more attention as they provide students the chance to discover what they want to do and

don't want to do, where they want to work, and if their self-concept fits in with it. In 2021,

Bawica (2021) conducted a study that had the goal to determine how the internship program

affects the graduating university students' perceived employability. Its outcome demonstrates that

the internship is widely regarded as being very successful and that it positively impacts both the

development of employability skills and attitudes toward future careers. The study demonstrates

that access to placements and the academic internship program are essential components of

effective internship programs that produce favorable experiences for both companies and

students. Pascua, et al., (2022) conducted a study to evaluate the student's performance and

professional abilities as they go through their on-the-job training program. Its findings indicate

that the students' core abilities were the most important for their careers, while their business

management skills were the least important. This shows that participants are more focused on

improving their core knowledge. Business skills were shown to be significantly correlated with

students' performance in their on-the-job training (OJT) when the link was tested. Additionally, it

was discovered that OJT performance predicted business management abilities and that the kind

of scholarship predicted the students' people, leadership, and business management skills. The

study suggested that the program course curriculum may need to be revised and enhanced to

better fit with the 21st century skills and competencies required of graduates who will be joining

the workforce. In a study by Mainga et. al. (2022), they found out that the four most important

employability skills that graduating students must acquire are communication skills, learning

skills, positive attitudes and behaviors, and problem-solving skills based on the survey
questionnaire administered to graduating business students. Additionally, the relevance of

pre-graduation job experience was found to be rather low, despite a few studies suggesting that

companies see it as crucial for fostering work ready. On a study conducted by Gupta (2020)

entitled: “A study on Impact of Internship on Regular Studies of Undergraduate students”

wherein they had various objectives in their study such as: To analyze and compare among

undergraduate students who undergo Internship and who do not opt for Internship and To analyze

the views of Undergraduate students towards internship with respect to whether it helps them in

their regular studies, And after such processes, they have come to the conclusion: “It is noted

that, very less number of students (i.e. 51 out of 319) had opted for Internship program. And

those who have taken Internship are mostly active in the marketing (Sales) department which

helps them improve their communication, Interpersonal, Computer, and Decision making etc

skills. Also it is helpful to enhance their practical knowledge and apply it at their workplace.

Whereas, those who have not opted for internship responded that they find it difficult to do

internship during their regular studies as they cannot manage both together. So, how do they

develop their skills? When asked, they responded they enhance their different skills through

participating in Intra- collegiate and Inter- collegiate events.” Hebron (2020) focused on

evaluating the on-the-job training procedures of a few colleges and institutions in Quezon City,

Philippines, to improve such programs. The responses from the participants suggested that

participating in an on-the-job training program helped student-trainees improve their skills and

increase their employment prospects, as well as develop higher levels of practical knowledge and

self-esteem. Samala H. DR. et al. (2020), Study shows that on-the-job training program, which

has been a crucial part of the Philippine educational system, notably at the senior high school and

postsecondary levels, but not at the secondary level, is one of the most significant initiatives in
higher education, according to al. (2020). Lu, B. Y., Niño, G. L., Raflores, C. M., & Sua, A. A.

(2023) conducted their Bachelor’s Thesis in De La Salle University entitled: “The effect of

internship dimensions on the experience of De La Salle University Bachelor of science in

accountancy students” which examined the effect of internship dimensions of De La Salle

University Bachelor of Science in Accountancy Students on their internship experience. And

after careful analysis, they have come to the conclusion that a positive internship experience

BSA interns hinges on perceiving assigned tasks as impactful to others within and outside the

firm and receiving substantial feedback on their contributions.

With all this relevant literature and studies that the researchers have found, the

researchers can say that the On-The_Job Training Program is of benefit to the students,

especially of tertiary students who are graduating. Despite the program contributing to the

competency of the graduating students, there are also areas wherein the program could improve

on, involving both the universities conducting this program, but also the industry partners who

accept trainees from different universities/colleges.

Industry-Readiness

Barroso and Sechopolous (2021) indicated that the economic situation of the graduating

class of 2020 faced drastically different experiences from the previous graduates as a result of the

COVID-19 pandemic. In comparison to the percentage of graduates in 2019 who were employed

in October 2019 (78%), 69% of people between the ages of 20 and 29 who had graduated from

college with a bachelor's degree were employed in October 2020 which is much lower by 9%.

During this same year, the labor force involvement rate for fresh graduates of college fell from

86% to 79%. The article showed that the pandemic happening during 2020 greatly affected the
college readiness for employment. In an article written by García-Aracil, et al. (2021), wherein it

investigates the elements that influence students' assessments of their readiness for

transitioning from college to the workplace while considering their academic experience from

several angles. Their findings included the ff.: In academic involvement, they discovered that

they valued taking part in lectures and the caliber of creating group projects has a favorable

impact on their readiness for work. Still, frequent attendance at lectures seems to have a

detrimental impact on their judgments of readiness. The findings also demonstrate that students'

assessments of their readiness for the move to the workforce are positively impacted by the

theoretical and practical content as well as methodological and employability abilities.

Magallanes (2022) evaluated connections between 565 college students' work ready skills and

their level of engagement by a descriptive, comparative, correlational, and predictive study at a

private university in the Philippines. The results implied that a college student's preparedness for

the workforce is correlated with their level of engagement in the classroom. The level of

curiosity, interest, optimism, and passion that students exhibit in their academic endeavors, along

with the acquisition and mastery of the requisite work preparation skills, are indicators of their

readiness for the workforce. Salazar M. (2015) stated in his study that One of the best indicators

of the effectiveness of the academic programs that institutions offer is the employability of

graduates. The study determined the employability of the graduates of Business Administration

of a University in the Philippines. The study revealed that most of the respondents were locally

employed, and salaries and benefits are the majority of the respondents answered in reasons for

staying the first job. The study concluded that those who found employment landed on jobs in

line with their course in the University. It is recommended that more training and experiential

learning activities had to be enhanced. In a study conducted by Alera & Codod (2023) entitled:
“The Employability Study and Employers’ Perception of Business Administration Graduates

from a Higher State Educational Institution in the Philippines”, their study sought to evaluate the

graduates of Bachelor of Science in Business Administration program from a higher education

from a Philippine state university on their employability and education in comparison to

employers' opinions regarding the curriculum and graduates' performance. The study showed

that: “The graduates are creative and proactive in pursuing professional and competency

requirements for future employment. Business Administration graduates are potential employees

needed by the labor markets. They are capable of various related jobs because of the diverse

knowledge and skills acquired in the course, as shown in their different job-level positions. They

performed their soft skills more soundly than their technical skills. Therefore, soft skills are the

common skills employed by graduates.” A study of Chigbu & Nekhwevha (2022) found out that

higher education institutions affect graduate students' readiness for the workforce through

fostering student-faculty involvement, collaborative education, and job readiness training.

During pedagogical transformation, active teaching and learning have become increasingly

important and prominent. Graduate skills programs provided by university faculties varied, yet

they consistently impacted graduates' skill outputs and preparation for the workforce. Therefore,

to satisfy the demands of the job market, higher education institutions have to promote the

growth of competencies that encourage graduates' resilience. Miller (2019): Universities and

colleges aim to provide challenging academic education while equipping their students for the

workforce. By 2018, most new employees in the United States will need a college degree. This

implies that students must have the necessary competencies and abilities to succeed in the

workforce. Miller (2019) conducted a study that investigates how students perceive their job

preparation development in connection to their interaction with professional resources and

programs. The results showed that students who used career services in their final year felt more

confident developing their job preparation skills. This survey is crucial for career offices

evaluating programming and services to establish a competency-based framework. In a study

conducted by Anjum (2020), entitled Impact of internship programs on professional and personal

development of business students: a case study from Pakistan. The purpose of their study was to

assess how internship programs affected the professional and personal growth and skill sets of

Pakistani business students. Overall findings show that internships have an effect on professional

development and abilities of Pakistani business students, impacting their personal growth,

aptitudes, and capacities. Escoto, et. al. (2022) investigated the experiences as well as the

challenges that fresh graduates faced because of New Normal Education due to COVID-19

pandemic in order to prove their readiness in the real world. The analysis of data indicated that

the new pedagogical standard, most college graduates encountered unsatisfactory outcomes, such

as the constraints of the online educational setting. Rapatan, G., & Juevesa, R. (2020), The

research developed an On-the-Job Training (OJT) program structure by considering instructional

approaches, students' preparedness, and industry requirements. The college faculty's teaching

approaches are strongly related to students' preparation, as shown by surveys, interviews, and

documentary analysis. The research highlighted the need to align students' academic

specializations with the services provided by companies for on-the-job training. They were

creating an OJT instructional handbook to support the suggested framework for consideration as

a follow-up research.

In the collected data from related literature regarding the Readiness of college graduates,

the researchers found that the Covid-19 pandemic has affected the readiness of college students

for employment. A study by Magallanes showed that college student's preparedness for the
workforce is correlated with their level of engagement in the classroom, taking part in lectures,

creating group projects and the like contribute to the readiness of students for employment.

These contribute to the soft skills that graduates need in the professional world. Subsequently,

studies showed that graduates executed their soft skills more than their technical skills. Despite

this, certain factors are of concern as they need to be further enhanced/be taken care of. With

complying to these, universities can further enhance their graduates readiness for the industry.

Students’ Internship Situation During the Pandemic

In a study by Zaman et al. (2021) entitled: Impact of COVID-19 on university final year

internship students, they have stated that When the Covid-19 pandemic first started, final-year

students were more negatively impacted by the dearth of internship opportunities, which caused

their graduation to be postponed. But eventually, other options emerged, such as remote

internships, which allowed students to work from home for their internship organization, and

research, which benefited final-year students the most. The exploratory study conducted by

Capone et. al., (2021) stated that due to the COVID-19 pandemic, schools and institutions were

forced to close, causing students to rearrange their personal and academic schedules. Thus, the

pandemic has resulted in a variety of effects on students' well-being. The findings of the study

showed that students had a high level of ambiguity regarding their employability and goals.

Despite the influence of COVID-19, they reported good levels of mental health and student

engagement, in addition to high professional objectives and strong self-efficacy. To mitigate the

detrimental impact of the pandemic, we proposed long-term intervention and supporting

activities for students. Based on the findings of a study conducted by Drilling (2021) entitled

How COVID-19 affected the Academic Internship Experience, he concluded that many firms
seemed to adequately adapt to this new environment and offered a positive internship experience.

Additionally, besides this, Drilling’s findings have also found some areas where firms could

improve their internship or should continue to focus resources. Specifically, his findings suggest

that one area firms should focus on is making sure that coaches and mentors are proactive and

are available for the intern to reach out to and ask questions. Overall, Drilling’s findings suggest

many firms are offering positive remote work experiences but addressing these latter areas will

also help to ensure that remote working interns and professionals receive similar support,

guidance, and attention as well as opportunities to foster relationships with their colleagues as

those working in the office.

Provided with the related literature/findings, the researchers find that the COVID-19

pandemic has had a significant impact on the students that have done the On-The-Job Training

program at the time of the said pandemic, may it be mentally or technically in their choice of

profession. Fortunately most universities have come up with solutions to help their students

complete the OJT program. And also the industry partners who have welcomed these changes

and had given opportunities for students to complete the program despite the pandemic

happening.

Competencies of College Graduates

According to Amberstudent. (2024, February 14), While a college education provides the

technical skills to enter your desired field, superior soft skills genuinely empower you to thrive.

These skills, often honed through internships, are the secret ingredients to genuine success.

Acquiring soft skills through an internship can be the cornerstone of professional development.

You can emerge from an internship as a well-rounded and accomplished professional before
commencing your search for permanent employment. Soft or interpersonal skills are optional for

professional success. They are the building blocks of your personal and professional growth.

They encompass qualities like leadership, effective communication, accountability, and more.

Internships offer a unique platform to develop these skills, preparing you for the challenges of

the workplace and helping you build a well-rounded professional profile. Showcasing these skills

on a resume not only enhances your employability but also signals your readiness for various

roles. In a study conducted by Raquel et.al., (2019), they examined the level of employability

and competence skills of graduating students in a college located in Taguig. The results of their

study demonstrated that, out of all the skills, communication skills are thought to be the most

crucial, which is particularly significant for job interviews. Additionally, Work values should

also be included throughout all facets of classroom instruction, training, and seminars.

Remarkably, students reported the lowest levels of competency in problem-solving and analytical

skills, even though they rated all employability skills as being relatively important and

competent. These skill sets are crucial for analyzing circumstances to determine strengths and

weaknesses so that they can offer suggestions for problem-solving strategies to the companies

where they would be working.

In connection to the provided literature. The researchers find that the most common

competency of college graduates is their soft skills, which are essential to have when working in

a professional environment. Despite that, the researchers also find that technical skills, on the

other hand, are more on the low end of the spectrum when it comes to the competency of

graduates. With this, the researchers insist that this area be enhanced or be paid attention to.
On-The-Job Training Competencies of the Students

In a study conducted by Aljumah (2023) entitled: The impact of job training on

recruitment and employability skills among graduates, The aim of the study was to examine the

impact of job training on recruitment and employability skills among graduates by utilizing the

self-perceived employability scale. The findings of this study indicated a positive and significant

relationship between job training and employment within the same company. This suggests that

graduates who received training courses in their final year showed increased interest and

likelihood of obtaining employment within the training company. Additionally, a significantly

positive impact was found of job training on employability, highlighting the contribution of job

training to the development and enhancement of employability skills among graduates.

Additionally, on a study conducted by Wangchuk (2023) entitled: EXAMINING THE

INFLUENCE OF ON-JOB TRAINING (OJT) ON STUDENT LEARNING: A STUDY

FOCUSING ON THE 6TH COHORT OF THE DIPLOMA IN MATERIALS AND

PROCUREMENT MANAGEMENT PROGRAM AT JIGME NAMGYEL ENGINEERING

COLLEGE IN DEWATHANG, It has been concluded that industrial experience gained from the

OJT help to improve the student’s ability and knowledge gained which can provide the basis for

a successful career after graduation from college. It was recommended that OJT should be seen

as a tool to improve students’ abilities.

Provided with related studies, the researchers find that the On-The-Job Training Program

yields positive results when considering the competencies that college graduates attain after

undergoing the said program. One of the studies suggested that graduates who undergo the OJT

program typically showed interest and likelihood of working under the same company that they

have had the OJT program under. And the other study concluded that industrial experience
gained from the OJT helps to improve the student’s ability and knowledge gained which can

provide the basis for a successful career after graduation. With these conclusions, the researchers

can support the claim that the On-The-Job Training Program is beneficial and gives students

career advancement/competence.

Theoretical Framework

This study was anchored to Kolb’s Experiential Learning Theory published by David

Kolb (1984). Accordingly, the theory was inspired by the theories of Jean Piaget, John Dewey,

and Kurt Lewin. Kolb's Experiential Learning Theory strives to integrate experience, perception,

cognition, and behavior into a comprehensive and adaptive learning process. In this theory,

learners must transform their experiences into effective learning which means that memorizing

and recollection does not equate to learning since it does not really improve our understanding

about some things which, as a result, learners do not really gain additional value and knowledge.

Figure below shows that there are four stages of this learning theory namely:Concrete

Experience, Reflective Observation, Abstract Conceptualisation, and Active Experimentation

(Cloke, 2024).

Figure 1. Experiential Learning Cycle

 The theory was developed decades ago and the researchers of this current study used this

theory to assess how On-The-Job Training program affects the industry-readiness of the of

BSBA alumni who graduated during the years of pandemic (2020-2022) in Meycauayan College

as they gain concrete experience from their OJT programs. The researchers posed to use this

theory in order to prove that levels of competencies acquired by the graduates in their OJT

programs during pandemic can be the basis for their industry-readiness.

Conceptual Framework

Figure 2. Paradigm of the Study

In this figure, the Input phase lays the groundwork for understanding the study context. It

involves collecting pertinent information, such as the profile of the respondents, encompassing

factors like demographics and educational backgrounds. This phase also considers the level of

competencies possessed by the graduates and any relevant policies or guidelines outlined in the
CHED Memorandum Order on the OJT Program and Policies. The inclusion of Kolb's

Experiential Learning Theory further enriches this phase, offering a theoretical foundation for

understanding how individuals acquire and apply knowledge in practical settings, particularly

relevant in the context of OJT.

In the process phase, the distribution of survey questionnaires allows for systematically

gathering data regarding graduates' experiences and perceptions during their OJT amid the

pandemic. The collected data then undergoes a rigorous analysis, where qualitative insights are

extracted to identify key themes and quantitative measures are employed to assess the frequency

and magnitude of certain phenomena. This phase also includes the statistical treatment of data, a

robust process that enhances the reliability of the analysis and provides empirical evidence to

support findings.

In the output phase, the implications of industry readiness are delineated based on the

insights generated from the data analysis. This phase is about presenting findings and translating

them into actionable strategies. It involves examining how well-prepared Bachelor of Science in

Business Administration alumni are for the challenges posed by the pandemic-affected work

environment. Insights garnered from the IPO framework shed light on areas of strength and areas

needing improvement in alumni skill competency, thus informing strategies to enhance industry

readiness. By leveraging this structured approach, stakeholders can gain a comprehensive

understanding of the factors influencing alumni performance during OJT amidst the pandemic,

ultimately facilitating targeted interventions aimed at fostering greater industry readiness among

graduates.
Statement of the Problem

The general problem of the study is to assess the level of competency of Bachelor of

Science in Business Administration (BSBA) graduates posed during their on-the-job training

conveying the school year 2020-2022 and be the basis of determining their industry-readiness.

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

1.1. Gender; and

1.2. Major field of specialization?

2. How may the acquired level of competencies of the student-respondents be described in

terms of:

2.1. Professional Competency;

2.2. Personal Attributes;

2.3. Communication Skill;

2.4. Work Values; and

2.5. Collaboration Skills?

3. Is there a significant difference among the level of competencies of male and female

respondents?

4. Is there a significant difference on the levels of competencies of the students when

grouped according to their field of specialization?

5. What is the implication of the results of the study on the industry-readiness of the

students after OJT completion?

Hypothesis of the Study

Ho: There is no significant difference among the levels of competencies of male and female

respondents.

Ho: There is no significant difference on the levels of competencies of the students when

grouped according to their field of specialization.

Significance of the Study

This study will be beneficial to the following:

Area of Business Administration Students. The study may be beneficial to Business

Administration students because they can get a glimpse of how the OJT Program works and what

potential skills they can acquire in order to be Industry-Ready.

Higher Education Institution. This study will benefit Higher Education Institutions in

the sense that this paper will provide critical/important information about the On-The-Job

Training Program to their students.

Educators. This study will benefit educators in a way that by knowing these skills that

students acquire in the On-The-Job Training Program, they may apply to their teachings and give

their students opportunity to develop these skills at an early stage.

Industry Partners. This study will benefit our Industry Partners because by having this

study, they may identify the skills that certain On-The-Job Trainees attain at the time of the

program, and they may use this information to enhance their training procedures for future

On-The-Job Trainees.
 Future Researchers. This study will serve as an additional reference regarding the

Assessment on the Skill Competency of Bachelor of Science in Business Administration Alumni

to their On-the-Job Training During Pandemic: Basis for Industry Readiness.

Scope and Delimitation of the Study

This study will focus on On-The-Job Training as a basis for industry readiness and assess

the skill competency of graduates. The respondents are the BSBA graduates of Batch 2020-2022

from Meycauayan College during the pandemic, and the total number of respondents is 87. The

duration of the study is five months. Moreover, graduates who are not from Meycauayan College

are not included in the study.

Definition of Terms

Collaboration skills. Collaboration skills are about working well with others and

achieving a common goal.

Communication skills. The abilities you use when giving and receiving different kinds

of information. Some examples include communicating new ideas, feelings or even an update on

your project.

Competencies. A defining capability or advantage that distinguishes an enterprise from

its competitors. It is required when applying for a job to have certain competencies in order to

adapt in a work environment.

Gender. The state of being male or female in relation to the social and cultural roles that

are considered appropriate for men and women.

 Industry Readiness. Means that one can be prepared in entering the real world of

employment and have the skills, knowledge, and experience required to succeed in your chosen

industry.

Major field of specialization. A specialization (or specialisation) may be a course of

study or major at an academic institution, or may refer to the field in which a specialist practices.

On-the-Job Training Program. A practical approach to acquiring new competencies

and skills needed for a job in a real, or close to real, working environment. It is required

specifically for graduating students to become familiar with the work environment in different

companies in their future endeavors.

Personal Attributes. Traits that define your personality and describe your approach to

work or a situation.

Professional Competency. Skills, knowledge and attributes that are specifically valued

by the professional associations, organizations and bodies connected to your future career.

Skills. The ability to use one's knowledge effectively and readily in execution or

performance. It is something that can be gained through learnings and experiences.

Work Values. The work-related qualities, principles and standards that really matter to

you.
 CHAPTER 2

METHODOLOGY

Methods

Quantitative method will be used in this study to measure the skill competencies of

BSBA Alumni that underwent On-The-Job Training to assess their industry readiness during

pandemic. Quantitative method is the collection and analysis of numerical data. It is used to

identify patterns and trends, make forecasts, evaluate causal linkages, and extrapolate findings to

larger populations (Bhandari, 2023). It focuses on quantitative indicators and the mathematical,

numerical, or statistical evaluation of data obtained by polls, questionnaires, and surveys, as well

as the manipulation of previous statistical information using computing tools.

Research Design

The study that will be conducted is a descriptive research design. According to

McCombes (2023), descriptive research seeks to accurately and methodically describe a

population, circumstance, or phenomenon. It can respond to what, where, when, and how

inquiries, but it cannot answer why. It emphasizes the variables that are being measured in

mathematical, numerical, or statistical evaluation. The researchers will be using this research

design since it is appropriate in assessing the skill competencies that the alumni have gained

throughout their OJT Program in order to evaluate their readiness for work.
Respondents of the study

The participants of this study will be the BSBA graduates of Meycauayan College during

the pandemic —alumni batch of 2020 to 2022. The researchers will be choosing the respondents

in order to determine whether the pandemic affected their employment preparedness. This study

employed total enumeration as the sampling technique for our research study, guaranteeing the

inclusion of every participant from the target population.

Research Instrument and Validation

This study will employ a self-made questionnaire to be validated by experts in gathering

data to determine the industry preparedness of the BSBA graduates based on their skill

competency. The first part will gather the graduates' demographic information, including their

gender, their major field of specialization, and their level of acquired skill competency. The

second part will assess the significant difference among the level of competencies of male and

female respondents and the significant difference in the level of competencies of the students

grouped according to their field of specialization. Lastly, the third part will assess the implication

of the results of the study on the industry-readiness of the students after OJT completion during

the pandemic, and the method to treat the data statistically will be Likert Scale by Renesis Likert.

The researcher will be using questionnaires in the form of e-questionnaires (Google

Form), as the respondents are out of reach of the respondents in a face-to-face format.

Data Gathering Procedure

The researchers first asked the Dean of the Area of Business Administration for the

proposal letter to be submitted to the Records Management Office asking for the complete list of
graduates from the Area of Business Administration, in order for the researchers to identify the

names of those to be given questionnaires to.

After acquiring the list of graduates of Batch 2019-2020, Batch 2020-2021, and Batch

2021-2022, the researchers then asked their Area Dean and Research Adviser/Professor for the

Letter of Approval in conducting the data gathering itself. The letter is essential in formality and

it was presented to the respondents before answering their questionnaires.

The researchers gave the questionnaires to the respondents in the form of an

e-questionnaire or an electronically generated questionnaire (Google Form). Given that the

graduates are inaccessible to the researchers within the college campus, the researchers

personally messaged the guidelines to answering the questionnaire and the access link to the

respondents after they were approved, and the researchers assure that all information given is

treated with utmost confidentiality. The questionnaire was tallied, given statistical treatment,

analyzed, and interpreted.

Statistical Treatment of Data

Mean, Frequency, Standard Deviation

In order to analyze the data gathered for the profile and level of competencies of the

respondents, mean, frequency and standard deviation are to be used. Mean is the computation is

the sum of the values in a set divided by the total number of values in the set. Frequency will be

obtained by dividing the total number of events by the total time between the events. The

standard deviation, which can be computed as the square root of the variance, is a statistic that

expresses how dispersed a dataset is in relation to its mean. By calculating the deviation of each

data point from the mean, the standard deviation can be computed as the square root of variance.
ANOVA

In analyzing the significant difference among the levels of competencies of male and

female respondents Analysis of variance (ANOVA) is to be utilized. ANOVA yields an

F-statistic, By comparing within-group variability to between-group variability. The F-statistic

indicates significant differences between group means if it is greater than a certain value.

T-test

In analyzing the data gathered in significant differences on the level of competencies of

the students when grouped according to their major field of specialization T-test is to be utilized.

A statistical treatment to be used to ascertain whether there is a significant difference between

the means of two variables. Will be used to measure the significant relationship between the

skills competency and On-the-Job training.

The following scales were used to determine the respondents:

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