A TRACER STUDY OF TECHNOLOGY GRADUATE FROM CEBU
TECHNOLOGICAL UNIVERSITY
A Research Study
Presented to
The College of Technology
CEBU TECHNOLOGICAL UNIVERSITY-NAGA EXTENSION CAMPUS
Central Poblacion, City of Naga, Cebu, 6037 Philippines
In Partial Fulfillment
Of the Requirements for the Degree
BACHELOR OF INDUSTRIAL TECHNOLOGY
MAJOR IN COMPUTER TECHNOLOGY
MARICAR GERALDEZ
GAYLE GEPUIT
SHIN CANQUE
July 2022
ii
APPROVAL SHEET
This Research Study entitled “A TRACER STUDY OF TECHNOLOGY
GRADUATE FROM CEBU TECHNOLOGICAL UNIVERSITY”, prepared and
submitted by MARICAR GERALDEZ, GAYLE GEPUIT, and SHIN CANQUE
partial fulfillment of the requirements for the degree of BACHELOR OF
INDUSTRIAL TECHNOLOGY MAJOR IN COMPUTER TECHNOLOGY, has
been examined and recommended for acceptance and approval for Oral
Examination.
UNDERGRADUATE THESIS ADVISORY COMMITTEE
ADELINE P. DELA CRUZ, DM-HRM
Chairman
MARIA CHRISTINA A. FLORES, MSME
Co-Chairman
AL D. HORTEZA, Ph.D.
Adviser
GLENN A. TRINIDAD, MAT-CS
Member
MARVIN S. CANQUE, MA.Ed.
Member
LLOYD MATTHEW C. DERASIN, Ph.D.
Member
Accepted and Approved by the Undergraduate Thesis Advisory Committee with a grade of PASSED.
PANEL OF EXAMINERS
ADELINE P. DELA CRUZ, DM-HRM
Chairman
MARIA CHRISTINA A. FLORES, MSME
Co-Chairman
AL D. HORTEZA, Ph.D.
Adviser
MARVIN S. CANQUE, MA.Ed.
Member
GLENN A. TRINIDAD, MAT-CS
Member
LLOYD MATTHEW C. DERASIN, Ph.D.
Member
ACCEPTED AND APPROVED in partial fulfillment of the requirements for the degree.
BACHELOR OF INDUSTRIAL TECHNOLOGY MAJOR IN COMPUTER TECHNOLOGY.
Date of Final Defense:
MARIA CHRISTINA A. FLORES, MSME
Director, College of Technology
iii
ABSTRACT
A TRACER STUDY OF TECHNOLOGY GRADUATE FROM CEBU
TECHNOLOGICAL UNIVERSITY
MARICAR GERALDEZ
maricargeraldez27@gmail.com
GAYLE GEPUIT
gaylegepuit27@gmail.com
SHIN CANQUE
nishcanque01@gmail.com
CEBU TECHNOLOGICAL UNIVERSITY-NAGA EXTENSION CAMPUS
This study was entitled “A TRACER STUDY OF TECHNOLOGY GRADUATE
FROM CEBU TECHNOLOGICAL UNIVERSITY” This study examines the
employability rate, I.T program leverages, competencies, benefits, and weaknesses of
2018–2020 Cebu Technological University-Naga Extension Campus graduates. 100 CTU
graduates took the online survey. Basic statistics were used to analyze the I.T. program's
competencies, benefits, and weaknesses to create policies, projects, and curriculum
changes. Most study participants work locally. Many accept the job because of the salary,
benefits, career challenges, and college courses. The study shows that CTU graduates'
curriculum and skills are job-related. Respondents value skills like efficiency and
productivity, manipulating information, constructing ideas, and using technology to
achieve strategic goals, managing technology to integrate information to support relevant
and navigate changes, and quickly adapting to new or unfamiliar technologies. Lack of
resources hinders student learning and development. Developing student personalities,
improving instructors' teaching skills, hiring more qualified/competent instructors to raise
standards, having complete references (books, the internet, etc.), and emphasizing skill
training and development are all important factors in improving CTU's course offerings.
.
Keywords: Tracer Study, Graduate Studies
iv
ACKNOWLEDGEMENT
To THE ALMIGHTY FATHER, the researchers were unceasinglygrateful
for His unwavering love.
The researchers would also like to acknowledge their deep appreciation and
profound thanks to the following valuable people:
To DR. ADELINE P. DELA CRUZ, the Campus Director, for her approval
and confirmation for the conduct of the study;
To DR. LLOYD MATTHEW C. DERASIN, the researchers’ instructor, whom
the researchers always relied on for valuable advice and who gave brilliant
comments and suggestions for the enhancement of this study and for making sure
that the technicalities of the study would be on the right track and in good shape;
To MRS. MARIA CHRISTINA A. FLORES, the chairman, who inspired and
encouraged the researchers to finish this study, and for her advice, suggestions,
and comments;
To DR. AL D. HORTEZA, the researchers’ adviser, for spending his
valuable time, sharing his expertise, and hands-on support during the consultation
period and revision of the manuscript. His skills and encouragement were highly
valued.
To DR. CARMEL VIP C. DERASIN, panel member, for imparting her
unselfish expertise and immense knowledge in research. Without her, this thesis
would not have been possible.
The researchers’ sincerest gratitude to the respondents of the study who
provided them with the necessary data. A million thanks to the researchers’
parents, loved ones, relatives, and friends, for cheering and inspiring them and for
being with them always.
The Researchers
v
DEDICATION
To the Almighty God
“For God so loved the world that He gave His only begotten Son, that whoever
believes in Him should not perish but have everlasting life.”
(John 3:16)
To Our Family and Friends
“Families ate the compass that guides us. They were the inspiration to reachgreat
heights and our comfort when we occasionally falter.”
(Brad Henry)
To All the Students
“Do not be distracted by criticism. Remember ~ the only taste of success some
People have is when they take a bite out of you.”
(Zig Ziglar)
vi
TABLE OF CONTENTS
PAGE
TITLE PAGE .
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APPROVAL SHEET
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ABSTRACT .
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ACKNOWLEDGMENT
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DEDICATION
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TABLE OF CONTENTS
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LIST OF TABLES
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LIST OF FIGURES
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THE PROBLEM AND ITS SCOPE .
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1
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Theoretical Background of the Study
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Statement of the Problem .
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Significance of the Study
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Definition of Terms .
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Ethical Consideration
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Respondents .
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CHAPTER
1
Introduction .
2
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REVIEW OF RELATED LITERATURE
Related Literature
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RESEARCH METHODOLOGY
Design
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Sampling Design
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Environment .
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Instrument
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Frequency Distribution
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Percentage .
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Weighted Mean
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Demographic Profile of the Respondents
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Discussion
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Data Gathering Procedure
Data Analysis
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PRESENTATION, DATA ANALYSIS, AND
INTERPRETATION
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5 SUMMARY OF FINDINGS, CONCLUSION, AND
RECOMMENDATION
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Summary of Findings
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Conclusion
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Recommendation
BIBLIOGRAPHY
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APPENDICES
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A. Transmittal Letter
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B. Survey Questionnaire .
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C. Certificate of Similarity Index .
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CURRICULUM VITAE
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viii
LIST OF TABLES
TABLE
DESCRIPTION
1
Respondents According to Their Age
2
Respondents According to Their Gender
3
Respondents Year Graduated
4
Respondents Job classification
4.5
PAGE
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Competencies of the Program
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4.6
Benefits of the Program
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4.7
Weaknesses of the Program
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LIST OF FIGURES
FIGURE
1
DESCRIPTION
Theoretical Framework of the Study
PAGE
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13
CHAPTER 1
The PROBLEM AND ITS SCOPE
Introduction
A tracer study is the study of graduates of higher education providers is a
tracer study. Tracer studies can provide information to evaluate higher education
outcomes to be used as material for improvement and quality assurance of the
higher education institutions concerned. To obtain an update on the lives of
technology graduates of CTU. From the year 2018 to 2020, a tracer study will be
conducted. This study seeks to determine the employment status and outcomes
of the subjects. According to (Schomburg 2203), a tracer study constitutes one
form of an empirical study that provides valuable information for evaluating the
results of the education and training of a specific institution of higher education.
This information may be used for further development of the institution in the
context of quality assurance.
In addition, Schomburg (2003) cited that a tracer study sometimes also
called an "alumni survey" or "follow-up survey" should enable the institution of
higher education to get information to indicate possible deficits in a given
educational program and to serve as a basis for future planning activities
information on the professional success (career, status, income) of the graduates
are needed as well as information on the relevance of knowledge and skills
(relationship between knowledge and skills and work requirements, area of
employment, professional position).
More so, the consequences of university expansion can be determined by
2
the relationship between higher education and work through tracer studies
(Teichler, 1981). On the other hand, Holtkamp and Teichler, (1983) study was
conducted concerning the status of graduate surveys for the restructuring of study
programs. These were to identify means to refer from the professional activities of
the graduates to the requirements and potentials of teaching and study programs.
Another importance of tracer study is that it aids to examine the changes in the
career pattern of the graduates to provide a basis for evaluation of the current
programs and it provides a continuation of the process of evaluation of the
performance of the University.
The researchers have observed that given these students have completed
their degrees, the opportunities available to them are quite limited. The
performance of students is always a big concern. Gender, family background,
attitudes, previous academic background, location, and the sort of course they
enrolled in can all have an impact on a student's success. A tracer study, according
to the International Thesaurus 2005, is an impact assessment tool in which 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 identified."
Graduate surveys, according to Schomburg, are "popular for analysis of the
relationship between higher education and work." They provide quantitativestructural data on employment and career, the chasm between higher education
and the nature of work and related competencies, as well as information on their
graduates' professional orientation and experiences The University graduate
tracer study gives useful information about graduates' careers following graduation
3
and what happens to them after they enter the workforce. It's also crucial to
determine how effective and suitable the trainings supplied by this school were in
terms of improving their abilities and competencies and developing their workrelated values. This tracer study can also provide important information for
assessing the usefulness and relevance of these abilities, competencies, and
work-related values in their current position.
Theoretical Background
This section discusses the theoretical background that provides theories
that will be the foundation of this tracer study of Technology graduates from CTU
and determine the changes in the career pattern of the graduates to provide a
basis of evaluation of the College of Technology from CTU. The study was
supported by the self efficacy theory which was propounded by Albert bandura's
published in 1977. Self-efficacy theory emphasizes the importance of the individual
and the individual's perceptions of his/her personal capabilities as key
determinants of successful outcomes. Self-efficacy theory, and the broader social
cognitive theory in which self-efficacy is encompassed, therefore clearly endorses
a democratic ideal that suggests that all individuals are competent and capable of
being successful, provided they have the opportunities and self-efficacy necessary
to pursue their goals. Self-efficacy theory explicitly focuses on how individuals and
communities can be empowered with a sense of agency that will facilitate goal
attainment. This is important as self-efficacy theory does not presume that
individuals who are currently successful are inherently better than those who are
4
not as successful. Rather, self-efficacy theory would suggest that individuals who
are currently struggling may not have been provided with opportunities to obtain
mastery experiences or modeling necessary to develop high levels of self-efficacy.
Self-efficacy theory therefore suggests that it is the responsibility of the
government and society to provide everyone with sufficient opportunities to engage
in mastery experiences, receive positive social persuasion, and witness positively
reinforcing models that will engender a strong sense of self-efficacy. It is worth
noting, however, that self-efficacy theory does not suggest that positive selfefficacy beliefs are the only causes of important outcomes. Rather, as previously
discussed, self-efficacy theory is rooted in a theory of triadic reciprocal
determinism in which there is a constant interplay between personal factors (i.e.,
self-efficacy beliefs), behavior, and environmental factors. Self-efficacy theory
emphasizes the relative importance of personal factors but acknowledges that
behavioral and environmental factors have profound effects on outcomes. This
theory of triadic reciprocal determinism therefore further reinforces the idea that if
the effects of the environment are consistent (i.e., an even playing field for all),
then self-efficacy beliefs will take on an even greater role in determining human
behavior and shaping outcomes. self-efficacy theory proposes a more measured
worldview in which opportunities to experience or witness success may promote
positive evaluations of one's capacities to succeed in the future which in turn
increases the likelihood of subsequent positive outcomes.
5
Social Ladder Theory
According to Markus & Kitayama, 1991, 2003, the pursuit of social status is
a powerful motive that drives much of social behavior. We live within a complex
social hierarchy where access to resources is unequal, and the richest people with
the most resources and respect are at the top of the hierarchy and the poorest
people with the least resources and respect are at the bottom. Some people have
more access to resources than others and it is our socioeconomic status that
defines our placement in this hierarchy. Socioeconomic status is determined by
combining one's financial, social, and educational resources. Humans are quite
good at both displaying their own and judging others’ socioeconomic status by
looking at the car they drive, the clothes they wear, and the people they surround
themselves with. It develops conceptions of the self that focus on interdependence
social connection and blending together. (Markus, & Townsend, 2007). In this
research, social class is conceptualized as an immersive environment where
individuals are socialized to take on conceptions of the self and models for how to
relate to others (Markus & Kitayama, 1991, 2003). Thus, in relatively lower-class
contexts, where individuals have fewer resources and reduced opportunities,
individuals In contrast, relatively upper-class environments, where individual
opportunities and resources are more abundant, lead individuals to develop
conceptions of the self that focus on independence, freedom of choice and
standing out from others (e.g Stephens, Markus,& Fryburg, 2012).In more recent
empirical work, social class has been examined in purely economic terms—that is,
what are the psychological consequences of constructs closely related to the
6
economic conditions of social class? One set of studies examined how priming the
concept of money influences interpersonal judgments. The study found, for
instance,
that
merely
thinking
about
money
increases
self-sufficiency,
independence, and social distance between people(Vohs, Mead,& Goode,
2006).In related work, economists have examined decisions under conditions of
resource scarcity: Individuals who are made resource poor tend to exhibit lower
cognitive control and, as a result, make less rational economic decisions than their
resource rich counterparts (Shah, Mullainathan, & Shafir, 2012).Researchers
studying social class have also examined the construct in relation to health
outcomes. This Is a particularly important area of research, given that lower-class
individuals tend to have higher rates of mortality by any cause than their more
advantaged upper-class counterparts (Adler, Epel, Castellazzo, & Ickovics, 1994).
In examinations of the psychological processes that underlie the poor health
outcomes of lower-class individuals, researchers have focused on the perception
of threat. In this research, reduced levels of material resources in relatively lowerclass social environments increase perceptions of uncertainty(Chen & Matthews,
2001; Miller, Chen, & Cole, 2009).It is this uncertainty that engages physiological
threat responses (e.g., activation of the sympathetic nervous system and the
release of pro-inflammatory hormones)that, if experienced over time, can be
detrimental to the health and longevity of lower-class individuals (Milleret al., 2009;
Sapolsky, 2005).Together, each of these rich empirical traditions brings into focus
the varying psychological experiences—learned models of the self, resource
availability, or threat vigilance—that shape how social class influences core social
7
cognitive processes. One Alternative perspective that we advocate, highlighted in
one form or another by each of these theories, is that social class can be thought
of as a foundational source of rank on the social ladder of society. The Social
Ladder: A Rank-Based Perspective On Social Class in much of the prior research
on social class (socioeconomic status), researchers have typically determine
However, perhaps where you view yourself in society surpasses objective levels
of income and assets when social standing is in question. Maybe a college student
has a fairly high socioeconomic status compared to the rest of the United States,
but they see themself as being of much lower status because they do not have the
same luxuries as their friends, neighbors, or coworkers—this is their subjective
social status (SSS). In addition to objective indices, people develop a sense of
SSS, or their perception of their own rank in society, which transcends
socioeconomic status in predicting health outcomes (1). SSS considers one’s
socioeconomic status but also asks where one feels they stand in the social
hierarchy. This means SSS is determined by how a person compares their
resources and rank to those around them—after being the judge of other people’s
status. As an example, achieving a college education is an achievement that
objectively places people at higher social status. However, going to a school where
everyone is high achieving can make people feel lesser such that they have lower
SSS relative to peers.
Wealthy people—those with higher socioeconomic status—are healthier
than those of lower status. SSS is also robustly related to health even after the
objective measures of socioeconomic status are controlled for. Therefore, merely
8
feeling that you are a higher status relative to others enhances your health. Past
studies relating SSS to health are correlational in that they simply rate one’s SSS
and heath and determine if they are related in a positive or negative way. This can
be tricky because oftentimes there are other variables (like access to healthcare)
that also affect one’s health in a positive or negative way. Consequently,
researchers have looked to manipulating social status by assigning participants to
high or low status in an experimental setting to determine if SSS affects health.
Social cognitive career theory (SCCT)
It is a new theory that is aimed at explaining three interrelated aspects of
career development: (1) how basic academic and career interests develop, (2) how
educational and career choices are made, and (3) how academic and career
success is obtained. The theory incorporates a variety of concepts (e.g., interests,
abilities, values, environmental factors) that appear in earlier career theories and
have been found to affect career development. Developed by Robert W. Lent,
Steven D. Brown, and Gail Hackett in 1994, SCCT is based on Albert Bandura’s
general social cognitive theory, an influential theory of cognitive and motivational
processes that has been extended to the study of many areas of psychosocial
functioning, such as academic performance, health behavior, and organizational
development.
Lent, Brown, and Hackett's (1994) social cognitive career theory (SCCT)
are a model of career development that delineates how person inputs, contextual
affordances, and socio-cognitive variables affect the formation of vocational
9
interests, career goals, and actions. Based on Bandura's (1986) social cognitive
theory, SCCT emphasizes the role of learning experiences, self-efficacy, and
outcome expectations in the career development process. SCCT is also concerned
with the relations of various person variables, including race/ethnicity, gender, and
predispositions, to sociocognitive variables, vocational interests, and other career
outcomes. Extant research supports certain paths posited in SCCT; however, a
review of the literature revealed several limitations of SCCT research. The purpose
of the present study was to address these limitations and, subsequently, to
enhance vocational psychologists' understanding of the complex mechanisms by
which individuals develop career interests. Specifically, this study examined (a) the
relation of personality to vocational interests both directly and indirectly, via
sociocognitive variables, and (b) the role of learning experiences spanning
Holland's (1997) RIASEC themes, measured with the Learning Experiences
Questionnaire (LEQ, in SCCT, and (c) the validity of several paths posited in SCCT
for each of Holland's RIASEC themes. Results indicated that personality was
related to learning experiences, self-efficacy beliefs, outcome expectations, and
vocational interests for each of Holland's themes. In addition to the direct relation
of personality to interests, the findings indicated that openness explained a
significant amount of variance in Artistic (for women and men) and Conventional
(for men) interests and that agreeableness explained a significant amount of
variance in social interests (for women) after controlling for the effects due to
sociocognitive variables. Learning experiences were related to self-efficacy,
outcome expectations, and interests; and performance accomplishments
10
accounted for more variance in self-efficacy than did vicarious learning, verbal
persuasion, and emotional arousal. Except for the Enterprising interest type, the
combination of self-efficacy and outcome expectations accounted for more
variance in interests than did either self-efficacy or outcome expectations alone.
Finally, general support was found for the hypothesis that outcome expectations
at least partially mediate the relation of self-efficacy to interests. (PsycINFO
Database Record (c) 2016 APA, all rights reserved).
Kirkpatrick's four-level evaluation model
Kirkpatrick's four-level approach has enjoyed widespread popularity as a
model for evaluating learner outcomes in training programs (Kirkpatrick 1996). lots
of major contributions to educational evaluation are the clarity of its focus on
program outcomes and its clear description of outcomes beyond simple learner
satisfaction. Kirkpatrick recommended gathering data to assess four hierarchical
levels of program outcomes: (1) Learner satisfaction or reaction to the program;
(2) measures of learning attributed to the program (eg. knowledge gained, skills
improved, attitudes changed); (3) changes in learner behavior in the context for
which they are being trained; and (4) the program's results in its larger context. To
assess learner reactions to the program, evaluators would determine the desired
reactions (Satisfaction, etc.) and ask the learners what they thought about the
program. Learners might be asked, for example, if they felt the program was useful
for learning and if individual components were valuable. The second Kirkpatrick
level requires the evaluator to assess what participants learned during the
11
program. Various designs can be used to attempt to connect the learning to the
program and not to other learning opportunities in the environment. Tests of
knowledge and skills are often used, preferably with an appropriate control group,
to investigate this aspect. A "level three" Kirkpatrick evaluation focuses on learner
behavior in the context for which they were trained (e.g., application of knowledge
previously gained to a new standardized patient encounter). For example,
postgraduate trainees' use of the program's knowledge and skills might be
observed in their practice setting and compared to the desired standard to collect
evidence for a "level three" evaluation. A level four Kirkpatrick evaluation focuses
on learner outcomes observed after a suitable period in the program's larger
context: the program's impact, for example, on patient outcomes, cost savings,
improved healthcare team performance, etc. Kirkpatrick's model has been
criticized for what it does not take into account, namely intervening variables that
affect learning (eg learner motivation, variable entry levels of knowledge and
skills), relationships between important program elements and the program's
context, the effectiveness of resource use, and other important questions. (Holton
1996) The model requires the assumption of causality between the educational
program and its outcomes, a reflection of the reductionist linear theories.
12
Conceptual Framework
The conceptualization of this study revolves around the employment
outcomes in the labor markets and how it changes their career patterns and
assesses the percentage of employment of Technology graduates. Continuously,
it helps the institution evaluates and assesses the career of Technology graduates
in shaping policies, creating projects, and making changes in the curriculum.
13
CURRENT JOB
Figure 1
Conceptual Framework of Tracer study
14
Statement of the Problem
The study aims to trace Technology graduates in CTU, City of Naga
Campus between 2018 and 2020 and examines the changes in career patterns of
the graduates. Throughout the world, different countries are trying to create
synergies between the needs and purposes of their education and training
systems, the local and regional labor markets, and their national economies. Other
than that, the study answered the following questions.
1.
What is the nature of the current job of the respondents?
2.
What competencies, skills, and attitudes do these graduates acquire and
learn from the degree programs they graduated from?
3.
What personal and professional benefits do the respondents acquire from
the programs?
4.
What are the strengths and weaknesses of the programs as perceived by
the respondents?
5.
What course of action can be proposed based on the findings?
Significance of the Study
The researchers provided information on the employment status of the
Bachelor of Science in Information Technology of CTU City of Naga campus batch
2018-2020. The study is believed to be important to the following persons, groups
of individuals, and sectors:
To Cebu Technological University, City of Naga Campus, specifically to
those who have the authority in implementing changes in the school policies and
15
curriculum, this study will be a significant source of information in determining the
employability of their graduates. Furthermore, this may be a reliable source of
consultative information regarding formulating policies, creating projects, and
making changes in the curriculum.
To future researchers, this study will help them serve as a reference for
future studies. This may be used as a basis for conducting an annual tracer study
not only for Information Technology graduates but also for other courses with
interest.
Definition of Terms
Tracer Study- It refers to the study that traces graduates of higher education
institutes.
Career Change- It is defined as an entry into a new occupation that requires
fundamentally different skills, daily routines, and work environments from
the present one.
Employability- A set of achievements – abilities, understandings, and personal
characteristics – that make graduates more likely to get work and be
successful in their chosen occupations
Job- This is defined as a work of a definite extent of a character, especially one
done during one’s profession or occupation. In the study, a job refers to the
work that the BSIT batch 2018-2020 graduates will have after having
graduated from the University.
Motivation- This refers to the reason/s one has for acting or behaving in a
particular way. This can also be defined as the general desire or willingness
16
of someone to do something.
Skills gained- It refers to the learning ability of proficiencies of a graduate
achieved in college that can be a tool for them to be employed in their
respective target working place.
CHAPTER 2
REVIEW OF RELATED LITERATURE
The following sections contain current works of literature and research
findings of other researchers. It pursues to help with the problem definition and to
make it clear what other researchers and writers undertaken or provided to the
topic of tracer study of Technology graduates from CTU to be reliable and
informative, specifically in examining the changes in career pattern of the
graduates to formulate a basis of the evaluation of College of Technology from
CTU. A measure of the success of a higher institution can be seen by the quality
of graduates received in work. To know where the graduates work, universities
need to record and trace the alumni after graduating for two years. All things
become easy in the era of advanced technology. By knowing the alumni data,
especially the telephone number and e-mail addresses of students who have
graduated, the data can be traced.
Tracer Study
Tracer study constitutes one form of an empirical study that provides
valuable information for evaluating the results of the education and training of a
specific institution of higher education (Schomburg, 2003). In line with this period
of globalization, higher education has been concerned with the development of the
whole person as. well as knowledge, attributes, and skills that any educated
person should expect to have by the time of graduation. It further aims to inspire
and enable individuals to develop their capabilities to the highest potential levels
18
throughout life so that they grow intellectually, contribute effectively to society,
achieve personal fulfillment, and are well-equipped for work. (Abas, et. al, 2016).
Higher education institutions need to prepare students for jobs that do not exist
yet, for using technologies that have yet to be invented, and for solving problems
that nobody has yet thought of (Kumar2007). Once they are part of the labor
market, graduates need to continue working on their employability to find and keep
jobs (Akkermans et al., 2013). Hence, the need to compel policymakers and higher
education professionals to prioritize the topic of employability in strategic agendas.
Abas-Mastura and Imam Osman argued that "HEs should demonstrate a greater
commitment to developing the generalized expertise that graduates can transfer
to whatever working environment they find themselves in after graduation" In other
words. they are expected to have developed not only subject-specific skills but also
employability skills to make them both specialists and generalists.
According to Kebedom (2010), tracing graduates is to examine the
adequacy of one institution providing for the manpower needs of all sectors. And
to attain this purpose, the level of employment and unemployment situation of
graduates, relevance, and competence of graduate employees, employer
perception, and both graduate's and employer feelings were about to be deemed.
As stated by the graduate tracer study also aim to demonstrate the success of
education and training to the graduates and employers, to find out how the
graduates obtained their first job, to determine whether their work assignment is
related to their field of study, and to indicate deficits in each educational program
and serve as the basis for future planning activities. Tracer's study was perceived
19
as useful to improve the learning process and build alumni networks. It's good that
we can improve the curriculum based on input from graduates and stakeholders.
The Alumni database includes the availability and quality. It’s always good to know
where the graduates are located and work.
As cited in Exploring the Tracer Study on the Career Centre website in
Indonesia (2013), the tracer study is used by universities to determine the success
of the educational process that has been done for their students. Tracer study also
provides information to the college, like year graduated, job waiting period, the first
salary to work, first job, the relevance of the curriculum to the work, and compliance
with the major areas of work taken in college. Graduate Tracer Studies constitutes
an important tool for educational planners, as they can provide valuable
information for evaluating the results of the higher education and training
institutions. This information may be used for minimizing any deficits in each
educational program in terms of content, delivery, and relevance and for further
development of the institution in the context of quality assurance. According to the
Graduate Tracer Study, the University of Mauritius (UoM) and University of
Technology Mauritius (UTM) 2011), mentioned that the main objectives of the
study were to trace the destination of the graduates since they left the university
with a view to establish among others their current activity, utilization of skills, level
of employment, unemployment and underemployment, labor mobility and job
satisfaction. Tracer's study also aimed to assess the contribution of the university
training graduates' personal development as well as the quality of the programs of
study in terms of content, delivery, and relevance to the world of work. According
20
to Kaijage (n.d.), the study concluded that the knowledge and skills that the
graduates obtained from the university were relevant to their jobs. But it also
suggested that changes should be made to the program. In South Africa, Stilwell
surveyed alumni perceptions of the post-graduate ILS (Information and Library
Science program at the University of Natal). Critical issues, such as balancing the
human-centered approach with IT, were identified. The findings of the study
indicated that the program achieved its outcomes because it prepared alumni well
for the workplace. Ocholla's tracer study of LIS Graduates determined whether the
skills and attitudes they gained during their training at the University of Zululand
applied to their jobs. The results of the study indicate that graduates obtained
sufficient knowledge from the degree program. According to M. Shaw (2010),
graduate tracer studies provide important information that will help educational
institutions assess the attainment of their vision, mission, and goals. An Online
Tool for Graduate Tracer Studies is a web application that also allows users to
create custom tracer surveys applicable to their contexts. With the iterative
systems development as the chosen research framework, feedback gathered from
the pre-tests and the prototyping generated relevant contributions to the
development of the graduate tracer tool.
Tracer studied at the University of Indonesia
As cited in Exploring the Tracer Study in Indonesia (2013), the tracer study
is used by universities to determine the success of the educational process that
has been done for their students. Tracer study also provides information to the
21
college, like year graduated, got a job waiting period, the first salary to work, first
job, the relevance of the curriculum to the work, and compliance with the major
areas of work taken in college. Graduate Tracer Studies constitutes an important
tool for educational planners, as they can provide valuable information for
evaluating the results of the higher education and training institutions. This
information may be used for minimizing any deficits in each educational program
in terms of content, delivery, and relevance and for further development of the
institution in the context of quality assurance Initial education needs to be able to
grant the necessary skills for any professional to be able to overcome the existing
challenges, either to the search for a job with continuity or to the creation of their
employment through enterprising behavior (Aranega, 2014). Thus, the university
curriculum should be consistent with the demands of employment and selfemployment, especially at higher education levels (Martin, 2014). Moreover,
"competitive graduates in the job market often depend on a strong curriculum of
the programs. Graduates are competing among themselves to meet the job market
in various sectors. Because of the limited number of jobs available, many
graduates end up unemployed" (Ahmad, Zainal, Idris, & Rahmat, 2012).
It is further argued that "individuals who have best developed the
competencies which firms feel to be most important are more likely to be in a
position to obtain a job" (Teijeiro, Rungo, & Freire, 2013). This requires the
educational process to go beyond the level of imparting knowledge and developing
skills. It must be leveled up to ensure and produce employable graduates. Thus,
schools need to regularly review their programs, offerings, curricula, and methods
22
to strengthen the employability of their graduates. Alignment and realignment of
resources towards this end must become a priority.
Changes in Career Patterns
While analysis of career development traces its roots to the early 1900s
(Brown, 2002), the early work of Davidson and Anderson (1937/1998) paved the
way for scholarly research around occupational mobility and job sequences
(Savickas, 2002). As career patterns crystallized from the sequences of jobs that
workers held, research on career change emerged to better understand the
motivations and experience behind changing careers. Vaitenas and Wiener (1277)
categorize career change theories into two groups: vocational career theorists
(Ginzberg, Ginsburg, Axelrod, & Herma, 1951; Holland, 1973, Super, 1957)
attribute career change to a misfít between work and the individual, whereas adult
developmental theorists (Levinson, Darrow, Klein, Levinson, & McKee, 1974;
Vaillant & McArthur, 1972) attribute career change to the emergence of new
motives in midlife (around age 40) which may eventually affect one's satisfaction
on the job. In analyzing how these two theories apply to young (aged 35 or less)
and old (over 35) career changers, Vaitenas and Wiener (1977) concluded that
regardless of age, "adult career change is associated with factors Such as
incongruity of interests with occupations, lack of consistency and differentiation in
interest structure, emotional problems, and fear of failure. They raised the
possibility that a career crisis that leads to career change may be experienced
before midlife. Gofffredson found that while most of the workers stayed in the same
23
job, young workers aged 21 to 35 not only changed the most jobs but also changed
to a different career classification the most, compared to older workers. He
concluded that career stability increases m age as workers attain congruity
between work and personal interests and values. Feldman (2002) also supported
the idea that "career switching is, in fact, inversely related to age (p. 78); the
younger you are, the more likely that you will experience career changes. He also
believed that factors associated with career change Vary by the career stage when
the change occurred. Key factors that he believed lead to a higher likelihood of an
early career change are lower education attainment and less vocationally oriented
education. underemployment in first jobs, and less research/career exploration
activity before the first job. The role of happenstance. While a career crisis has
been documented to propel people to change careers, career researchers have
also studied the role of chance as a critical factor in career change (Betsworth &
Hansen, 1996; Bright & Prvor, 2005: Crites, 1969; Miller, 1983; Miller & Form,
1964; Super et al., 1957). In their Planned Happenstance theory, Mitchell et al.
(1999) also elevated the importance of chance in one's career development.
Based on the concepts that "(a) exploration generates chance opportunities for
increasing quality of life, and (b) skills enable people to seize opportunities"
(Mitchell et al., 1999. p. 118), they identified five. The important skills that must be
developed to act and take advantage of chances in finding new career
opportunities: are curiosity, persistence, 1lexıbility, optimısm, and openness to
risk. Since the present study focuses specifically on the last three. the following
section reviews the academic literature on flexibility. optimism, and openness to
24
risk.
Employability
Employability, thus, becomes a matter of crucial consideration when
schools define their curriculum and their policies on recruitment, entrance, and
retention. (Albina et al., 2020). Institutions must keep track of the performance of
their graduates to determine accountability and whether the programs have
impacted the individual, the institution, or the country. Moreover, in our globally
competitive knowledge economy where change is an everyday reality, the
importance of employability is agreed upon by policymakers and scholars alike
(Peeters et al., 2019). Employability of graduates has become an issue that is not
easy to be ignored in the global economy, (Misra Khurana, 2017). Studies like this
have become the main instruments to determine the areas of strength and
weakness of an institution's graduates. " Graduate tracer studies (GTS) are
important to Higher Education Institutions since it enables such institutions to
accommodate changes in the society, especially the demands of actual and
potential employers, through evaluation and constant review of their curricula"
(Cañizares, 2015, p.82). Furthermore, various studies (Atian, 2020; Pontillas,
2018; Loquias, 2015; Balingbing, 2014; Gines, 2014) confirm that tracer studies
are important activities that determine the employment rate of graduates and
assess the satisfaction of graduates on services, learning environment and
facilities, program's contribution to the skills' development on communication,
human relations, leadership, problem solving and research, and assessment on
25
effectiveness, adequacy, and relevance of the curricular programs.
Evaluation for the Teaching Effectiveness.
A study made by Little, O., Goe, L. and Bell, C in 2009 entitled a "Practical
Guide to Evaluate a Teacher Effectiveness. There is increased consensus that
highly qualified and effective teachers are necessary to improve student
performance, and there is growing interest in identifying individual teachers' impact
on student achievement. The No Child Left Behind (NCLB) Act mandates that all
teachers should be highly qualified, and by the federal definition, most teachers
now meet this requirement. However, it is increasingly clear that "highly qualified''
having the necessary qualifications and certifications does not necessarily predict
"highly effective" teaching that improves student learning. The question remains:
What makes a teacher highly effective, and how can we measure it? There are
many different conceptions of teacher effectiveness, and defining it is complex and
sometimes generates controversy. Teacher effectiveness is often defined as the
ability to produce gains in student achievement scores. This prevailing concept of
teacher effectiveness is too narrow, and this guide presents an expanded view of
what constitutes teacher effectiveness. The guide outlines the methods available
to measure teacher effectiveness and discusses the utility of these methods for
addressing specific aspects of teaching. Those charged with the task of identifying
measures of teacher effectiveness are encouraged to carefully consider which
aspects are most important to their context-whether national, state, or local. In
addition, the guide offers recommendations for improving teacher evaluation
26
systems. The conclusion indicates that a well-conceived system should combine
approaches to gain the most complete understanding of teaching and that
administrators and teachers should work together to create a system that supports
teachers as well as evaluates them. The way teacher effectiveness is defined
impacts how it is conceived and measured and influences the development of
education policy. Teacher effectiveness, in the narrowest sense, refers to a
teacher's ability to improve student learning as measured by student gans on
standardized achievement tests. Although this is one important aspect of teaching
ability, it is not a comprehensive and robust view of teacher effectiveness.
In many states, teacher effectiveness is determined based on results from
a single measure, typically classroom observations and sometimes Value-added
models. However, using one or even both measures cannot account for the many
significant ways teachers contribute to the success and well-being of their
students, classrooms, and schools. Creating a comprehensive score for teachers
that includes multiple measures is necessary to capture important information that
is not included in most classroom observation protocols or value-added scores. Of
course, it is not practical or feasible to employ all the measures presented in this
guide, but by considering the priorities of the school and the intended purpose of
evaluation, administrators can strategically choose evaluation measures to create
a system that accomplishes its various goals. In devising such systems, it is crucial
to consider the following main points: teaching contexts differ across subjects,
grades, intentional groupings of students in schools and subgroups of students,
and between schools with different student populations and local circumstances.
27
Consider teacher effectiveness considering these different contexts and
incorporate measures that consider differences in subject matter, teacher
activities, student background, personal characteristics, and school culture and
organization (Campbell Kyriakides, Muiis &Robinson, 2003). Secondly, use
teacher effectiveness results to improve instruction. There are many ways to
conceptualize teacher effectiveness and many different uses or teacher evaluation
results, but the goal of evaluation is the same, to improve instruction and student
learning. Evaluations should provide information that can be used to identify
weaknesses in instruction and to design appropriate strategies for improving
instruction. Effective evaluation systems will integrate summative and formative
processes so that summative results are not isolated from professional
development efforts but are used in conjunction with formative data to support
teachers and help them improve. Lastly, measures of teacher effectiveness (e.g
classroom observation protocols or value-added models) are not valid in and of
themselves for determining teacher effectiveness. Instruments are validated for a
particular purpose, and their validity is dependent on whether they are used as
intended. A crucial step in obtaining valid information is deciding what is important
and then finding (or creating) a measure that will yield tangible evidence about
teachers' performance in that area. Using a broadened definition of teacher
effectiveness, there is no single measure that will provide valid information on all
the ways teachers contribute to student learning. Multiple measures capturing
different aspects of teacher effectiveness should be employed.
CHAPTER 3
RESEARCH METHODOLOGY
This chapter presents the planning part of this research study. This includes
a thorough elaboration on the research design, research participants, sampling
design, and the research environment.
Design
This study used a descriptive design to gather information and trace
graduate students of BSIT in CTU City of Naga Campus, examine the changes in
the career pattern of the graduates to provide a basis for evaluation of the College
of Technology from CTU. It will use a questionnaire to obtain information regarding
the employment rate and career patterns of BSIT graduates ranging from 2018 up
to 2020 which is essential in the evaluation and Assessment of CTU City of Naga
Campus. The study used quantitative data and statistics such as mean,
percentage, and frequency to measure the variables in the study.
Ethical Considerations
The following were the ethical issues of the study which were addressed by
the researchers. The researchers ensured that the respondents read and signed
the informed consent form that vouched for the voluntary nature of their
participation. The researchers, likewise, made sure that no person or organization
was harmed throughout the conduct of the study. Also, the researchers protected
the respondents' identity by presenting the result in general and not mentioning
29
individual responses that may lead to their identification. Finally, the researchers,
during the entire duration of the study, especially during data gathering, respected
the decision of the respondents who decided to withdraw their participation even if
they have already signed the informed consent form.
Respondents
The target population of this study will be the 100 chosen graduate students
of BSIT out of their total sum-up population from 2018 to 2020. Some of the
respondents are not residing within the City's vicinity and were working outside of
the town.
Sampling Design
204 BSIT graduates graduated from 2018 to 2020. All of them were targeted
to be given survey questionnaires. The survey yielded a response rate of 86.76%
or 30 out of 204 targeted respondents. Some of the graduates were working
outside of the City of Naga and were hard to reach, which reduced the response
rate and so electronic versions of the survey questionnaire will be sent through
their e-mails and/or social media (e.g., Facebook). Those graduates who will not
be reached were not considered as respondents in this study. The gathering of
data will be done from September to December 2018.
30
Research Environment
Cebu Technological University- Naga campus will be the research locale of
the study from where the respondents totaled who will participate in the survey of
this tracer study. The university is a coastal component city in the island province
of Cebu. Located in the EastPoblacion of the City of Naga. It has a land area of
101.97 square kilometers or 39.37 square miles which constitutes 2.069% of
Cebu's total area.
Instrument
A standardized questionnaire was used as the main instrument. The
questionnaire consists of three parts: the job placement of the respondents, the
relevance of school-related factors to the job placement of the respondents, skills
developed by CTU City of Naga Campus, and work-related values. The CTU
students provided the survey questionnaire for this study. Some parts of the
instrument were modified to become more suitable to the nature of the employment
of the respondents.
Data Gathering Procedure
The preparation for data gathering was done online through a google
form. The researchers asked permission to conduct a study by submitting a
request letter to the chairman and the dean.
The researchers wrote a letter signed by the Research Advisor and
addressed to the Department Chairman, the College Dean, and to the school
31
Director to ask for approval for the conduct of the study at the college department
of Cebu Technological University, Naga Campus.
Given the approval, the researchers proceed to the distribution of research
questionnaires to the respondents who were the focus of this study. Afterward,
printing out the questionnaires and conducting the survey took place. Despite the
present situation brought by the pandemic with an unstable internet connection,
the researchers were able to have their data gathered in a virtual setting through
google forms. When the data are already gathered, the researchers proceed to the
analysis of data.
Data Analysis
The research will use a descriptive design to gather information and
examine the changes in the career pattern of the graduates to provide a basis for
evaluation of the College of Technology from CTU. The study will use quantitative
data and statistics such as frequency distribution, mean, and percentage to
measure the variables in the study.
Frequency Distribution:
It is a representation, either in a graphical or tabular format, that displays
the number of observations within a given interval. The interval size depends on
the data being analyzed and the goals of the analyst. It is used to organize the
data that the researchers have gathered from the respondents to the survey
questionnaires. It allows researchers to have a glance at the entire data
32
conveniently.
Percentage:
Used to determine the percentage for data on the profile such as gender,
civil status, age, year graduated, employment status, and monthly income.
Weighted Mean:
Weighted Mean is a statistical method that calculates the average by
multiplying the weights by their respective mean and taking its sum. It is a type of
average in which weights are assigned to individual values to determine the
relative importance of each observation. The Weighted mean is calculated by
multiplying the weight by the quantitative outcome associated with it and then
adding all the products together. If all the weights are equal, then the weighted
mean and arithmetic mean will be the same.
CHAPTER 4
PRESENTATION, DATA ANALYSIS, AND INTERPRETATION
This chapter presents the collected data from the respondents, the results
of the statistical treatment, and the interpretation of the findings. The responses
from an online survey questionnaire by the college students of Cebu Technological
University- Naga Extension Campus were statistically analyzed with the data
requirements of the study. These findings were presented in a table following the
analysis of competencies, skills, and attitudes that the graduates acquired and
learned from the degree programs they graduated from, their personal and
professional benefits acquired from the programs, and the strengths and
weaknesses of the programs as perceived by the respondents.
The respondents were chosen randomly, one hundred (100) of them were
selected to answer the survey questionnaires. One hundred questionnaires were
distributed and one hundred questionnaires were being retrieved as well.
Demographic Profile of the Respondents
The table represents the “Age bracket” of respondents who participated in
the tracer study of technology graduate from CTU.
34
Table 1
Respondents According to their Age
Age
24 years old
25 years old
26 years old
23 years old
27 years old
30 years old
19 years old
TOTAL
Frequency distribution
36
35
13
9
4
2
1
100
Percentage
36%
35%
13%
9%
4%
2%
1%
100%
Table 1 depicts the age profile of the respondents wherein there are 36
respondents who answered the age of 24 years old which compasses 36% of the
total respondents, 35 who answered the age of 25 years old that comprises 35
% of the total respondents, 13 respondents aging 26 years old which holds 13%
of the total respondents, 9 respondents who answered aging 23 years old
compasses 9% of the total respondents, 4 of them were aging 27 years old and
compromises 4% of the number who responded the survey, 2 of them were aging
30 years old which comprises 2 % and lastly 1 of whom answered the age of 19
years old which holds 1% of the total respondents. The table shows that the
majority of the respondents were young adults. This shows that at the age of 24,
respondents already made a career and already acquired competencies and
expertise when it comes to technological advancement. People graduate from
college usually in their early twenties, but you will find plenty of people from other
age groups as well. It is also observed that many students often shift their majors
while pursuing their degrees during this stage. This puts them in a spot where they
35
are informed that although it’s possible to change their field of study, they’ll
graduate at a much older age than their peers.
The table below illustrates the “Gender profile” of survey participants who
were CTU technology graduates who took part in the tracer study.
Table 2
Respondents According to their Gender
Gender
Frequency Distribution
Percentage
Male
52
52%
Female
47
47%
Prefer not to say
1
1%
TOTAL
100
100%
Table 2 demonstrates the gender profile of the respondents wherein there
are 52 male respondents which comprises 52% of the total respondents, 47 female
respondents of which contains 47% of the total respondents and there is only 1
respondent who prefer not to say his/he gender identity which compromise 1%.
The result further shows that the majority of the respondents were males. A study
made by Nick Heath in 2014, he emphasizes that male dominates in the
technological advancement and in science as many people still hold the outdated
notion that boys are better suited to solve scientific and mathematical difficulties.
36
A study made by Yu Zhang, Tristen Gros, and En Mao entitled “Gender
Disparity in Students’ Choices of Information Technology Majors” in 2018 revealed
that only 27.2% of IT workers were women. Once hired, women face more
challenges, and they are leaving the field twice as fast as men are. Many possible
reasons have been suggested for the decrease in female enrolment in computerrelated courses. Females may perceive technology and computing as a “man's
field” (Loyd and Gressard, 1984; Kromer and Lehman, 1990; Teague et al 1996).
A study of 500 female and 150 male students by the GROW (Growth and Retention
of Women) project found that females were less likely to consider technologyrelated careers (Melymuka, 2001). The students were all equally computer literate,
with 85% of females and 87% of males having taken computer courses and used
the Internet. The top choices for males for a college major and career path were
computer science and engineering, but females were less likely to consider such
technology-related careers. The females did not see corporate IT as providing
what they were looking for in life; instead they perceived it as a money-grabbing
industry with little opportunity for work with others, with little room for understanding
people's needs and helping others to do their best.
The table represents the “Year Graduated” of respondents who participated
in the tracer study of technology graduate from CTU.
37
Table 3
The Year the Respondents Graduated
Year Graduated
2020
2019
2018
2021
2022
Frequency distribution
52
25
21
1
1
Percentage
52%
25%
21%
1%
1%
TOTAL
100
100%
Table 3 unveils the year the respondents graduated profile of the technology
graduate from CTU. Based on the results, 52% of the respondents graduated in
2020 with a total number of 52, 25% of it were in 2019 with a total number of 25,
2018 graduates that holds a total number of 21, 1 respondent from 2021 which
constitutes only 1%, and lastly 1% of the respondents were a graduate in 2022. It
indicates that most of the respondents graduated in the year 2020. A study made
by Statisca Research Department published in 2022, stated that for the 2019 to
2020 academic year, over 47 thousand students have earned a degree in
information technology in the Philippines. This was less than half of the total IT
graduates from the previous year.
The table below illustrates the “Job Classification of I.T Professionals” of survey
participants who were CTU technology graduates who took part in the tracer study.
38
Table 4
Job Classification of I.T Professionals profile of the respondents
Job Classification of I.T
Professionals
Information Technology
Analyst
Call Center
Data Centre Technician
Office Clerk
Web Developer
Software/Application
Developer
Information Technology
Leadership
Cashier
Stockholders
Computer Network Specialist
Others
Office Staff
Stockroom Keeper
Industrial Technology
Computer Technology
I.T Pinter Technician
Content Moderator
BPO
Data Gathering
Encoder
Technical Consultant
Project Manager
Industrial/ Computer
Technology
TOTAL
Frequency
distribution
Percentage
22
22%
15
10
8
8
15%
10%
8%
8%
6
6%
5
5%
4
3
3
3
2
1
1
1
1
1
1
1
1
1
1
4%
3%
3%
3%
2%
1%
1%
1%
1%
1%
1%
1%
1%
1%
1%
1
1%
100
100%
Table 4 represents the Job Classification of I.T Professionals of survey
participants who were CTU technology graduates who took part in the tracer study.
The study obtained that 22% of the respondents were working as an Information
39
Technology Analyst with a total number of 22, 15% of it were call center agents
with a total number of 15, 10% were Data Technician with the total answer of 10.
There are both 8% were working as an Office Clerk and Web Developer with a
total number of 16. 6% were Software/ Application Developers with a total number
of 6, 5% were Information Technology Leaders with a total number of 5, 4 Cashiers
compasses 4%, Computer Network Specialists, Stockholders and others were
both 3% that has a total number of 9 respondents. Office Staff with only 2
respondents and holds 2% of the total respondents. and lastly the rest provided a
1% or at 1 of the respondents were working as a Stockroom Keeper, Industrial
Technologist, Computer Technologist, I.T Pinter Technician, Content Moderator,
BPO, Data Gatherer, Encoder and Technical Consultant, Project Manager. The
result implies that majority of the respondents already made a career in the I.T
industry and top of them were Information Technology Analyst where they make
feature revisions and tweaks depending on end-user experience, upgrade and
apply upgrades for greater optimization, and handle systems maintenance. In
order to develop technology solutions, they assess client and business
requirements and conduct research on a multiple system approach. It was also
seen that this career path will continue to be in demand as employers use evolving
technologies to increase productivity and efficiency.
Competencies of the Program
As described by Matsouka and Mihail in 2017, hard skills such as general
skills, and manual/physical skills are those skills connected with the technical
40
aspects of acquiring the knowledge to perform a job. Employers require graduates
to have the fundamental technical skills necessary for their specific professions.
Particulars
1. Manage
technology
to
integrate
information to support relevant, effective,
and timely decision-making.
2. Manipulate information, construct ideas,
and use technology to achieve strategic
goals.
3. Use technology to improve efficiency and
productivity of their work
4. Navigate change and quickly adapt to new
or unfamiliar technologies
Total
Frequency
distribution
Percentage
42
42%
23
23%
23
23%
12
12%
100
100%
Table 4.5 shows that most of the respondents answered taking up
technological related programs helps them to manage technology to integrate
information to support relevant, effective, and timely decision-making having 42
responses that compromise 42% of the total respondents, manipulate information,
construct ideas, and use technology to achieve strategic goals, exercise
technology to improve efficiency and productivity of their work both having 23
respondents that holds 23% of the total respondents, navigate change and quickly
adapt to new or unfamiliar technologies having 12 respondents and took 12% of
the totality of the respondent’s response. A lot of studies concluded that most of
the top executives in charge of running the corporation or business have technical
degrees and prior work experience. They feel at ease and are knowledgeable
about technical subjects therefore having a strong skill set and attitude will really
play as leverage for respondents to be on top and high performing employees in
41
the I.T industry.
A person can become a well-rounded employee, a valuable asset, and
stand out from other applicants seeking for the same post by developing IT
abilities. Through all of the changes in technology and the IT industry, they will be
able to remain relevant. And even better, early up skilling will provide them a
competitive edge in terms of employability. Also, it will demonstrate their
eagerness to learn and resolve to go above and beyond. They will be able to
advance into fresh roles and opportunities that demand the new set of abilities they
have learned, in addition to doing better overall. Given these justifications, there is
little doubt that the need for technical IT abilities become more and more essential.
Benefits of the Program
A program is always designed to have a purpose and is beneficial for
someone who is taking it, there are a few benefits that the respondents think when
it comes to working in the I.T related programs, namely, Grow network, Earning
more money, Job Promotion and Flexibility to work from anywhere, anytime.
Particulars
Grow network
Earning more money
Job Promotion
Flexibility to work from
anywhere, anytime
TOTAL
Frequency Distribution
50
37
8
Percentage
50%
37%
8%
5
100
5%
100%
Table 4.6 depicts that growing network garners half of the respondent’s
answer, having 50 responses with an equivalent of 50% total numbers the
respondents followed by earning money with 37 responses and it compromise 37%
42
of the total respondents and lastly, flexible to work having 5 responses and holds
5% total number of respondents. To continue, one of the most fascinating and indemand occupations in the business today is technology. The benefits of studying
information technology are unlimited in terms of potential for career progression
and versatility, as practically every sector requires some level of infrastructure in
its information technology. Several sectors rely on the potential, convenience, and
efficiency that IT experts can bring to the table in this era of booming digitalization
and technological innovation. Studying computer technology has the advantage of
opening up a world of work prospects, both domestically and internationally. Many
global corporations and BPOs with offices in the Philippines need the skills of
graduates of computer and technology courses. IT graduates' skills and knowledge
will always be useful for firms in a variety of industries, whether it's maintaining
sensitive databases, securing cybersecurity, or developing critical applications and
websites. When it comes to personal and professional benefits, having a degree
and experienced in I.T industry, IT specialists can observe their effects on the
workplace first-hand. A benefit of studying information technology is that they will
get a lot of hands-on experience immediately resolving problems and boosting
workplace productivity. Many businesses rely on programs, applications, efficient
workstation maintenance, and cybersecurity to keep the firm afloat.
Weaknesses of the Program
Understanding both the advantages and disadvantages of cutting-edge
technologies is essential. The world of today is technological, and technology is
43
used everywhere. Every industry can benefit from technology. The main objective
of technology is to simplify and facilitate our work. Technology, however, also has
a lot of negative effects on day-to-day life. Despite the fact that we utilize
technology, we are oblivious of its drawbacks and how it impacts our daily life.
Everything in this life has both benefits and drawbacks.
Particulars
Lack of IT related resources
Lack of course implementation
Teaching competency is low
TOTAL
Frequency Distribution
57
34
9
100
Percentage
57%
34%
9%
100%
Table 4.7 shows that the majority of the respondents answered having a
lack of IT related resources, lack of course implementation and teaching
competency is low make the program vulnerable to insignificant changes.
However, the task of integrating technology into classroom instruction in a
meaningful and state-of-the-art way remains challenging (Pittman & Gaines,
2015). Even with adequate technology access, effective professional development
remains a reason that makes it difficult to increase the level of technology
integration in classrooms. Little is understood about what these experiences might
look like for teachers ‘‘on the ground,’’ during implementation of technologyintegrated professional development (Wilkerson, Andrews, Shaban, Laina, &
Gravel, 2016). Research indicates that simply providing teachers with professional
development opportunities related to using technology does not translate into
higher levels of integration in the classroom. It is only when they are provided the
knowledge, skills, resources, and support that they will integrate technology in the
44
curriculum to maximize its effects on teaching and learning (Papanastasiou,
Zemblyas, & Vrasidas, 2003). However, schools are providing technology-related
professional development. Technology integration was the second most common
topic for professional development (67% of teachers) only following training on a
content specific area (Rotermund, De Rocje, & Ottem, 2017). To simplify, having
the justifications of lacking of resources down to implementation of the program
consumes a bigger portion of upgrading and carving a bigger skill set students.
That is why it is important to consider that the government accompanied by giants
I.T companies will invest and trained students as well as to the teachers as a
catalyst for revisionism of our educational system. Developing student
personalities, improving the teaching ability of the instructor, hiring more
qualified/competent instructors to set the standards higher, having complete
references such as books, the internet, etc., and placing a strong emphasis on skill
training and development are all important factors in improving the quality of the
delivery of CTU's course offerings. The primary enabling factor for educational
transformation has always been the professional development of educators.
Several factors need to be considered in order to build the teachers' 21st century
teaching and learning competencies. They include the educator's knowledge,
convictions, and most recently, design skills. For the sake of their students,
educators must put their knowledge into practice as part of their professional
growth. It has been argued that a professional learning community is an effective
setting for educators to experiment with co-constructing knowledge and bring
about the necessary transformation. The opinions of CTU graduates can be very
45
valuable in determining the University's priorities when putting their proposals into
action for the benefit of the students. Even though CTU is a state university that
depends on funding from the government, this cannot be an excuse; in order to
produce graduates who are prepared for the workforce, the university must
address issues and heed to suggestions made by graduates.
Results
Being able to be acquired competencies, benefits and distinguished the
weaknesses of the program will help the students, teachers, faculty as well as the
society to better improve the system related to the program. As observed on the
results, most of the respondents already had a career and growth after graduated
where their present jobs are much related to the courses they graduated from. It
only implies that there is a high employability rate and career opportunities when
getting an I.T program. Furthermore, the performance and productivity of the entire
organization will improve holistically as a result of an employee's positive attitude
and values, which are fully aware of the business dynamics and can be quite well
to the organizational environment. It is arguable that employers are the foremost
authorities on the skills that are most in demand in the workplace. Including their
opinions in a study of the value of competences might help institutions better
understand how to educate their students and increase the employability of
graduates. Similarly, most of them agrees that a lack of resources has a bigger
impact in facilitating student’s learning and capabilities.
CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
This chapter contains the summary of the study's findings, conclusions, and
recommendations. The findings and recommendations concentrate on analysing
the competencies, benefits, and weaknesses of the I.T program in order to
formulate policies, create projects and make changes in the curriculum.
Summary of Findings
The following conclusions can be drawn from the study's data collection and
analysis: The respondent's profile reveals that, in terms of age, the majority of them
are 24 years old; that, in terms of gender, the majority of the respondents were
men; that, in terms of the year the respondents graduated, the majority of them
graduated in 2020; and that, in terms of job classification, the majority of them are
working as information technology analysts.
While the majority of respondents indicated in terms of competencies, skills, and
attitudes that using technology improved their work efficiency and productivity, they
can quickly adapt to new technology setups and create ideas to achieve strategic
goals. Most respondents stated that they were able to work from any location at
any time, they were earning more money, and they were eligible for job
promotions. When asked about the program's shortcomings, the respondents most
frequently cited a lack of I.T.-related courses, poor teaching quality, and a lack of
course implementation.
47
Conclusion
Analyzing the data collected, the researchers concluded that most of the
respondents in the study are presently employed and work locally. Many of them
accept the job because of the salaries and benefits they received, a career
challenge, and related to the course they have taken in college. Several of the CTU
graduates hold clerical positions or rank and file employees. The study shows that
the curriculum used, and competencies learned by the CTU graduates are relevant
to their job. Competencies such technology savvy that improves their efficiency
and productivity, critical thinking where they create ideas to achieve strategic goals
and being flexible are found to be useful by the respondents.
Recommendation
Based on the findings and conclusions presented, the following
recommendations are suggested:

The researchers recommended to continue the conduct the tracer study
which concerns employability rate of the CTU graduates every year.

It is recommended that the institution hold events in which the CTU Alumni
take an active part. Activities such as Personality Development and Public
Relations Seminar, Communication Proficiency Seminar, and Job Fairs are further
required to enhance the graduate's abilities in terms of public relations and
customer interactions.

The CTU should seek regular feedback from graduates to serve as a
48
foundation for ongoing instruction improvement so that it can meet industrial
needs.

It is also advised that CTU review the curriculum and make improvements
to ensure that it meets the essential competencies and skills expected of
graduates. In order to consistently improve the students' knowledge and skills, the
university must also upgrade the calibre of its facilities and laboratories.

As for further research, researchers may undertake similar research in a
different environment.
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55
APPENDICES
56
APPENDIX A
TRANSMITTAL LETTER
November 30, 2022
Mrs. Adeline Dela Cruz
School Director
CTU-Naga Extension Campus
Central Poblacion, City of Naga Cebu
Dear Ma’am:
Good day!
The Bachelor of Industrial Technology Students of CTU- Naga Extension Campus
are currently conducting a research study entitled “A TRACER STUDY OF
TECHNOLOGY GRADUATE FROM CEBU TECHNOLOGICAL UNIVERSITY” as
a requirement for the subject Research.
We are humbly asking your permission to allow us to conduct our study on the
selected 100 alumni students from the school to be respondents. Rest assured
that all information that will be gathered during the conduct of our research will be
treated with utmost confidentiality. The questionnaires will be distributed through
google forms that consist of three questions.
Your affirmative response to this request will surely go a long way toward the
success of this research study.
Respectfully yours,
Geraldez, Maricar
Gepuit, Gayle
Canque, Shin
Noted by:
Lloyd Matthew Derasin
Research Adviser
Maria Christina Flores
Chair, BIT-CT Department
57
APPENDIX B
SURVEY QUESTIONNAIRE
58
59
APPENDIX C
CERTIFICATE OF SIMILARITY INDEX
60
CURRICULUM VITAE
61
MARICAR GERALDEZ
Tagjaguimit City of Naga, Cebu
Mobile Number: 09559250861
E-mail Address: maricargeraldez27@gmail.com
PERSONAL DATA:
Date of Birth
Place of Birth
Age
Gender
Civil Status
Nationality
Religion
Father’s Name
Occupation
Mother’s Name
Occupation
:November 10,1996
: Tagjaguimt City of Naga,Cebu
: 26
: Female
: Single
: Filipino
: Roman Catholic
: Osias B. Geraldez
: Construction Worker
: Perla B. Geraldez
: Housewife
EDUCATIONAL BACKGROUND:
College Level
Cebu Technological University-Naga Extension Campus
Central Poblacion, City of Naga, Cebu, 6037 Philippines
Course: BIT-CT
2019-2023
High School Level
Tagjaguimit Nationl High School
Tagjaguimit City of Naga, Cebu
2012-2013
Elementary Level
Tagjaguimit Elementary School
Tagjaguimit City of Naga, Cebu
2007-2008
62
GAYLE GEPUIT
Inoburan, City of Naga, Cebu
Mobile Number: 09991680390
E-mail Address: gaylegepuit27@gmail.com
PERSONAL DATA:
Date of Birth
Place of Birth
Age
Gender
Civil Status
Nationality
Religion
Father’s Name
Occupation
Mother’s Name
Occupation
: October 27, 2000
: Tinaan City of Naga, Cebu
: 22
: Male
: Single
: Filipino
: Roman Catholic
: Danilo P. Gepuit
: Drill Operator
: Graciela A. Gepuit
: Deceased
EDUCATIONAL BACKGROUND:
College Level
Cebu Technological University-Naga Extension Campus
Central Poblacion, City of Naga, Cebu, 6037 Philippines
Course: BIT-CT
2019-2023
Senior High School
Naga National High School
Central Poblacion City of Naga, Cebu
2018-2019
Elementary Level
Cepoc Central Elementary School
Tinaan City of Naga , Cebu
20012-2013
63
SHIN CANQUE
Inoburan, City of Naga, Cebu
Mobile Number: 09687068486
E-mail Address: nishcanque01@gmail.com
PERSONAL DATA:
Date of Birth
Place of Birth
Age
Gender
Civil Status
Nationality
Religion
Father’s Name
Occupation
Mother’s Name
Occupation
: January 18,1999
: Inoburan City of Naga, Cebu
: 24
: Male
: Single
: Filipino
: Born Again Christian
: Efren Canque
: None
: Esterlita Canque
: Housewife
EDUCATIONAL BACKGROUND:
College Level
Cebu Technological University-Naga Extension Campus
Central Poblacion, City of Naga, Cebu, 6037 Philippines
Course: BIT-CT
2019-2023
Senior High School
Placido L. Senior National High School
Langtad City of Naga, Cebu
2015-2016
Elementary Level
Langtad Elementary School
Langtad City of Naga, Cebu
2010-2011