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Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
As the new millennium embraces the endless journey of the changing generation,
student centered approach and performance based assessment become various instruments
in bringing out the best of the learner’s capabilities. This is one of the essential goals of the
teachers that needs to be achieved and accomplished. However, it can only be possible if
teachers have the ability to teach and the manifestation of the different competencies and
skills such as the ability to prepare lesson plans, instructional materials, and research
papers, the ability to think critically, to communicate with other people and a lot more.
These, will lead the teachers to effectively impart knowledge to students. These skills serve
as the key in making the journey of teachers more meaningful and transformational in terms
of the success and triumph of the students. In addition, they can be weapons to fight against
the never ending needs of the present generation and the educational system, especially
that the main focus now is on the measurable outcomes based on the observed performance
of the students, that is why different educational reforms had been implemented and the
Commission on Higher Education (CHED) paved the way in meeting the demands of
current challenges and trends of today’s generation. From the traditional way of teaching
down to the modernized one, the continuing journey of teachers is clearly seen as they need
to become flexible enough to adapt vast changes. For this reason, the demand of today’s
generation is to produce learners who do not only excel in academics but also in the field
of applying and performing what they have learned inside the classroom, that is why
Outcome Based Education (OBE) started to arise. This is considered as one of the models
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of education which aims to assess learner’s potential and ability through giving them
variety of observable activities more than what textbooks or any reference materials could
possibly provide. In this way, students can perform what they know and what are they
capable of in line with their capacity. Furthermore, the need of exposing the students in
real life situations and concrete outcomes is very essential in order to immerse them with
what is expected in reality. It can also help them hone the skills and competencies they
possess in order to become successful professionals in their own chosen field. Hence, the
extent of the level of achievement of the learners will also be a reflection of the
performance of the teachers and on how the curriculum greatly contributed to the
development of learner’s abilities.
For this reason, tracer studies had been conducted globally as it gives a reliable
assessment and basis in improving curricular programs in a particular institution. At the
same time, it provides an immediate feedback in making the curriculum relevant and
appropriate to the type of learners in the present generation. According to Schomburg
(2010) in many countries, conducting tracer studies is a formal requirement for the
accreditation of study programmes. In line with this, tracer studies have been proven
effective as it gives an avenue for improvement toward progress and development. He also
(2010) also said that Education institutions are also increasingly interested in feedback
from their former students to improve their study programmes, and to show new applicants
how their graduates have managed the transition to employment. This only means that the
main purpose of conducting a tracer study is to have a proof regarding the effectiveness
and relevance of the curriculum.
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Furthermore, Chorvy (2015) said that curricula need to be precisely defined in
terms of outcomes or expected competencies, skills, attitudes, and knowledge to be
achieved by graduates. It only means that the performance of the graduates has a great
connection with how they had been taught and the quality of the content in line with the
curriculum. Thus, Outcome Based Education serves its purpose as it prepares the learners
to give the best of their ability before they graduate. In this case, it is expected that
graduates are highly competent and can manifest the different competency skills. These
skills are very important as they serve as one of the factors in producing holistically
developed graduates. Since the demand of teachers is gradually arising, tracer studies
conducted around the world are mostly about the graduates who had taken education as
their course. Through this, teachers must possess the different competencies and skills
since it has been proven that it will help the teachers to effectively impart knowledge to the
students. Through the different tracer studies about teaching conducted around the world,
the prevalent skills and competencies are Lesson Planning, Preparation of Instructional
Materials, the Use of variety of methods, Communication skills, Information Technology
Skills, Problem-Solving skills, Critical thinking skills, Human relations skills, and
Research skills (Colarte, 2010).These skills are of paramount importance as they will be
one of the reasons in making the teachers become highly qualified and experts. Moreover,
these skills are to be not only manifested but also applied for the needed qualifications of
the in order to lessen the scarcity of quality teachers around the world.
Such tracer studies determine the extent of the impact of the curriculum among
graduate students. Its contribution has a great effect to the expected performance and level
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toward the acquired competencies and skills which will surely help them to be not only
qualified but also effective and efficient professionals in their own chosen career.
Conducting a tracer study in the Philippines has been an attestation to test and
examine if the different bachelor’s degree programs in teacher education were still
“effective, adequate and relevant” (Gines, 2014). Especially now, the Commission on
Higher Education (CHED), in partnership with the major higher education stakeholders,
generates a vision to promote relevant, efficient and quality higher education.
In the same way, Tarlac State University – College of Education shares the same role
and the goal of providing quality training among its students. As of now, Tarlac State
University – College of Education was re-accredited Level III by AACCUP, Inc.
Furthermore, TSU-COED is considered to be a “Center of Development in Teacher
Education”, which only implies that the institution provides preparation for the students to
be competent and highly qualified graduates in the teaching profession.
In the year 2006-2007, English and Filipino were added to the BSED programs. At
present, BSED English program of TSU- COED has been producing graduates for ten
years. It was said that “one of the ways of evaluating an educational institution is by its
graduates” (Punzalan, 2014). Furthermore, the graduates of a certain institution will reflect
the strengths and weaknesses of the curriculum and the type of training they received
during their pre-service teaching. The graduates of the BSED English program made a
history in passing the Licensure Examination for Teachers (LET) two years ago by
obtaining a 100% of passing rate. It is with this very reason why this study aimed to trace
the BSED English batch 2014-2015 not only to locate them but most significantly to find
out if the training provided by Tarlac State University College of Education is sufficient in
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their teaching career and if their teaching and competency skills were developed, the
employment status of the graduates as well as their achievements in the field and if the
support services provided by TSU-COED is adequate. This study explored as well on how
the findings of the study will improve the BSED English program and if it can be a
reference point to produce another 100% passing rate among its prospective graduates.
Statement of the Problem
This study aimed to trace the BSED English graduates of Tarlac State University –
College of Education and how the BSED English program and the institution helped them
in their teaching career, hence the study sought to answer the following:
1. What is the profile of the respondents in terms of:
1.1 General Information;
1.2 Employment Data; and
1.3 Continuing Professional Development?
2. How did the BSED English program of TSU-COED contribute to the
development of the respondents’ teaching skills and competencies:
2.1 Lesson planning;
2.2 Preparation of Instructional Materials;
2.3 Use of variety of methods;
2.4 Communication skills;
2.5 Information technology;
2.6 Problem-solving skills;
2.7 Critical thinking skills;
2.8 Human Relation skills; and
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2.9 Research skills?
3. How would the respondents rate the quality of support services they received
from TSU-COED?
4. How useful are the different major and professional subjects being offered in
the BSED English program in the respondents’ teaching career?
5. What is the implication of the study to the BSED English program?
Significance of the Study
This study aimed to figure out the general information, employment data, and
continuing professional development of the respondents, the acquired teaching skills
competencies, the usefulness of different major and professional subjects and the support
services received of the BSED English graduates of Tarlac State University, College of
Education batch 2015 only. The results will serve as a basis to provide feedback for the
improvement and development of the curriculum or program.
To the TSU Administrative Official, this study will serve as a basis for further
improvement of the curriculum and programs. Moreover, it will help them meet the current
demands and needs of the new generation. At the same time, it will fasten the
implementation of enhancement of a program in order to immerse the learners with what
is current and latest. It also serves as a reflection on how the curriculum and the quality of
support services contributed to their success in the field of teaching.
To the English teachers of COED, the result of the study will serve as feedback
to determine the strategies used in teaching English. In addition to this, the usefulness of
the different topics and pedagogical theories will be shown as a basis for improving the
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academic performance of the students. It will also motivate them to produce quality and
globally competitive students possessing the needed teaching skills and competencies.
To the students of BSED major in English, this study served language as their
guide in pursuing the course and motivating themselves to become successful teachers. It
will also help them feel driven to learn that will lead in maximizing their potential and they
will be willing to be fully equipped with competencies and skills as they will become
efficient educators in the future.
To the future researchers, the result of the study will serve as a source of
information and related study to the future researchers who will explore on studies of the
same concern.
Scope and Delimitation
This study aimed to determine the general information, employment data, and
continuing professional development of the respondents, obtained teaching and
competency skills, the quality support services offered by the TSU-COED and the
usefulness of the major and professional subjects being offered by the program in the
teaching career of the BSED English graduates batch 2015. The general information
includes the age, sex, civil status, and the respondents’ present address. In addition,
employment data encompass the present employment status of the graduates including
employment history and their first job. Likewise on the continuing professional
development, it covers the continuing professional development activities that the
respondents participated and their professional development needs.
The graduates of BSED English batch 2015 are the respondents of this study. There
were 40 graduates of BSED English and 40 graduates took and passed the Licensure
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Examination for Teachers. The researchers located all of the respondents, however, only
36 respondents were able to return the questionnaires.
Definition of Terms
Academic. It is defined as the courses of study taken at a school (Merriam-Webster
Dictionary, 2017). In this study, it refers to the usefulness and contribution of the major
and professional subjects taken by the respondents provided by the TSU-COED under the
BSED English program.
Communication Skill. It is defined as the ability to convey information to another
effectively and efficiently (Business Dictionary, 2017). In this study, it refers to the ability
of the respondents which they have developed to process and transfer information through
verbal or written messages effectively.
Competencies. It is defined as an ability or skill (Merriam-Webster Dictionary,
2017). In this study, it pertains to the skills the respondents have acquired through the help
of the BSED English program.
Continuing Professional Development. It is the process of improving and
increasing capabilities of staff through access to education and training opportunities in the
workplace, through outside organization, or through watching others perform the job
(Business Dictionary, 2017). In this study, it refers to the training and seminars that the
respondents had or still have after graduating in order to maintain and develop their
teaching skills.
Critical Thinking Skill. It includes the component skills of analyzing arguments,
making inferences using inductive or deductive reasoning, judging or evaluating, and
making decisions or solving problems. (Lai, 2011) In this study, critical thinking skill refers
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to the ability of the respondents to analyze, evaluate, and to make good decision in dealing
with different circumstances in their field of work.
Employment Data. It provides information on how the job title and compensation
were determined. In this study, it refers to the first job that the respondents had as well as
their current job.
General Information. It is defined a set of characteristics that identify or are
thought to identify a particular type of person. In this study, it refers to the profile of the
respondents including their name, age, sex, civil status, address, etc.
Human Relation Skill. It is a discipline within resource management which
addresses interpersonal behaviors. (Business Dictionary, 2017) In this study, human
relation skills are the developed skills of the respondents as professional teachers. These
skills are the way the respondents treat their learners and other people properly inside and
outside the school.
Information Technology Skill. This relates to the knowledge and abilities needed
to accomplish mathematical, engineering, scientific or computer-related duties, as well as
other specific tasks relating to technology. In this study, IT skills refers to the ability of the
respondents on how to integrate technology with language learning.
Instructional Materials. These are the tools used in educational lessons which
includes active learning and assessment. (Janovsky, n.d.) In this study, instructional
materials refers to the ability of the respondents to prepare good and suitable instructional
materials which could aid the needs of their learners.
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Journey. It is the act of travelling from one place to another (Merriam-Webster
Dictionary, 2017). In this study, it refers to the progress of the respondents of how the
BSED English program helped them to succeed in their teaching career.
Lesson Planning. In this study, lesson planning refers to the ability of the
respondents to make a precise and good lesson plan which has been developed by Tarlac
State University - College of Education, under Bachelor of Secondary Education program.
Major Subjects. These are the academic disciplines to which an undergraduate
student formally commits. In this study, it refers to the usefulness of the major subjects,
which had taken by the respondents, in the development of their knowledge and skills for
their teaching career.
Method. It pertains to a particular form of procedures for accomplishing or
approaching something especially a systematic or established one. (Merriam-Webster
Dictionary, 2017) In this study, methods are the varieties of methods in teaching which
the respondents have possessed to involve their learners in meaningful teaching and
learning process.
Problem-Solving Skill. It is the ability to work through details of a problem to
reach a solution. (Business Dictionary, 2017) In this study, problem-solving skill refers to
the ability of the respondents to provide and engage their learners to seek solutions from
the real-life problems using the English language.
Professional. It refers to a job that requires special education, training, or skill
(Merriam-Webster Dictionary, 2017). In this study, it refers to the respondents obtained
100% passing rate in LET which made them professionals in the field of teaching.
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Professional Subjects. These are college-level courses designed to target those
who are in, or about to enter, the workforce in corporate, government or technology
fields. In this study, professional subjects refer to the education-related courses which
helped the respondents to develop their teaching skills.
Program. It is defined as the plan or system under which action may be taken
toward a goal. (Merriam-Webster Dictionary, 2017) On the other hand, it concerns the
BSED English program which is the one that the researchers would want to enhance in this
study.
Research Skill. It pertains to lead an original contribution to knowledge in a
particular field of inquiry by defining an important question or problem and then answering
or solving it in a systematic way. In this study, research skill refers to the developed
competency of the respondents to conduct a research study.
Success. It is defined as the fact of getting or achieving wealth, respect, or fame
(Merriam-Webster Dictionary, 2017). In this study, it is defined as the progress of the
respondents in terms of their current profession and career.
Support Services. These are the functions or activities which are required for
successful completion of a process, program, or project. In this study, it pertains to the
facilities, equipment, or even trainings provided by the Tarlac State University, College of
Education to the BSED English graduates.
Tracer Study. It measures the quality of graduates through the employability and
transformation they gained as they exposed themselves to the real world. (Flomo, 2013)
Teaching Skills. It is defined as a group of teaching acts or behaviors intended to
facilitate students learning directly or indirectly. In this study, it refers to the teaching skills
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which had developed by the respondents under BSED – English program of Tarlac State
University, College of Education.
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Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the related literature and studies which are relevant to the
present study done by the researchers. This chapter will provide the conceptual background
for further understanding of the research.
Related Literature
From the book Contemporary Social Problems and Issues by Sanchez, et. al.
(1997), it stated that the Philippines is the highest in Asia when it comes to the levels and
literacy rates of the workers, but speaking about the facilities, technology, manual, and
other things that could help the work of a person easier are poor and not enough in supply.
The purpose of the book is to show the realization that even graduates coming from the
different educational institutions may experience difficulties to be employed if they are not
being well-prepared by the university in terms of providing trainings and programs that
could help them to enhance their skills and competencies and to get an appropriate job
related to what course they had finished in a university.
Also, a series titled “Follow-up and Tracer Studies” gives descriptions to the
competencies, skills, approach, and techniques used and applied from being a student in a
particular university turning to be a worker in a chosen field of work. It is important for the
new graduates to be guided by assisting them through different trainings and exposing them
to the different seminars and programs that could enhance their performance. And through
the help of the educational resources planners and human resources planners, it is more
easily to design and conduct survey to be answered by the graduates to assess young
people’s mind (Hallak, 1998).
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Lange (2001), on the other hand, stated that conducting a tracer study is one of the
ways to have a reflection regarding what kinds of training curricula a particular educational
institution has, how it can adapt to the changes as it adds new elements into its own
programs to improve the delivery of curriculum, and how it helps to plan and to monitor
the various programs in terms of which courses needed to add, revise, and phase out to
fulfill the needs of every learner.
On the other hand, due to the different demands arising from generation to
generation, education has been greatly developed when it comes to the approaches,
methods, techniques, and designs of the courses or programs for giving what is best and
what is duty bound in giving higher learning to the learners. A tracer study is a powerful
tool in assessing and maintaining curriculum relevance. Also, it seeks to find ways in
making the programs more effective, efficient, and adequate for the betterment of an
educational institution (Millington, 2003).
However, the Canadian Journal of Educational Administration and Policy - Teacher
Education Program Admission Criteria and What Beginning Teachers Need to Know to be
Successful Teachers, Casey (2007) studied on how North American prospective teachers
should be evaluated throughout the education programs. She stated on what attitude,
knowledge, and skills that a beginning teacher should have. Her study revealed that
teachers should have content knowledge, pedagogical knowledge, pedagogical skills, and
they should possess respect towards others, enthusiasm, motivation and dedication in
teaching, and fairness for them to become successful in their teaching career. Also, she
stated that written profile, interview, standardized tests, letters of reference, and student
teaching performance, are big factors in evaluating teachers.
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While according to Chandra (2013), the field of education is experiencing rapid
changes due to the successful revolution of technology and how globalization affects the
society and the people’s mind. Due to the higher expectations of the society, it results to a
higher rate of educated people who are unemployed. In line with this, the quality
competence of the graduates being produced by an educational institution is not enough to
meet the standards of the field of work they are applying for. Therefore, through the date
coming from a graduate tracer study, evaluating, monitoring, and planning should be done
by the educational administration to improve and to level up the learning competencies that
must be acquired by the prospective graduates from the program which they are enrolled.
Although, in a book titled Carrying Out Tracer Studies-Guide to Anticipating and Matching
Skills and Jobs stated that tracer studies are powerful and effective tool which are being
widely and commonly used in higher education but also often applicable in the Vocational
Education and Training (VET) and Technical Vocational Education and Training (TVET)
sector of education only. Also, data coming from the researchers who conducted
educational institutional tracer studies usually use to provide feedbacks on how effective
the context of education reforms, projects, and programs were to the part of the graduates
in a particular educational institution. Furthermore, tracer studies conducted by many
researchers serve as a guide to improve the curriculum and at the same time to enhance the
skills and competencies of the prospective graduates which would be a good help to the
transition from school to work (Schomburg, 2015).
Moreover, A Journal of Education and Practice titled Conducting Graduate Tracer
Studies for Quality Assurance in East African Universities: A Focus on Graduate Students’
Voices on Quality Culture wherein on one hand, it says that universities and other higher
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education institutions in East Africa need a guide for tracer studies for it stands an essential
role in assuring quality education. On the other hand, through the help of the different
feedbacks, commendations, and suggestions coming from the graduates as from what they
had experienced during their bachelor’s degree study in a university and transition to the
field of work intensively help to achieve quality of education and to improve the support
service and the various curricular programs at the university (Badiru, 2016).
Since one of the uses of tracer study is to locate if the graduates of a certain
institution are employed, still the Philippine Statistics Authority (2016) verified the
employment rate in January 2016 was estimated at 92.5% in Central Luzon, wherein
workers in the services sectors comprised the largest proportion of the population who are
employed. These workers made up of 53% of the total employed in January 2016.
However, the unemployment rate was estimated at 7.5% in Central Luzon, wherein 19.7
of the unemployed were college graduates. Employed persons are divided into the
following categories: wage and salary workers, self-employed workers without any paid
employee, employers in own family-operated farm or business, and unpaid family workers.
In January 2016, the wage and salary workers had the highest percentage of 63.2% of the
total employed who works for private household and establishments, government and
government-controlled corporations. Jimeno (2016) noted that studies show that 22% of
the unemployed are college undergraduates while 19% are college graduates. According
to her, there is a disconnection between the curriculums from the demand of other sectors.
Also, she stated that traditional courses are still being offered which could not cater the
demand of different industries nowadays.
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In a feature article wrote by Eddio (2016) in Baguio Herald Express Online, she
tackled about the importance of undertaking Continuing Professional Development (CPD).
It was said that there are numerous reasons why teachers pursue CPD which includes
having higher positions that can be done through attending special training and workshops,
resource speakerships, graduate studies, action researches and published works among
others. Furthermore, Republic Act 10912 also known as the Continuing Professional
Development Act of 2016 requires all professionals to have CPD units before teachers can
renew their PRC licenses. However, there are also some who are not into CPD because
they prefer to spend more time with their families, they have a lot of clerical jobs in school,
they are not given opportunities to attend given by DepEd and some have already been
teaching for several years that they are expert in the field.
Furthermore, the teaching skills and competencies are defined and why the
following are essential based from different authors just like Marbas (n.d.), who stated that
preparing instructional materials is important, because these are being used to improve
students’ knowledge, abilities, and skills, to monitor the students’ progress and to
contribute in their development. Also, it fosters and sustain the interest of the students to
learn better.
Waetjen (1960) also argued that it is an essential need for teachers to learn and
improve their human relation skills for one of the goals of a teacher is to build a harmonious
relationship not just with the learners but also to the other people around him. Also, it helps
to improve the teaching-learning process for it was discovered that by possessing human
relation skill, it helps to find new educational practices and techniques such as learnercentered activities.
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On the other hand, Cotton (1991) enumerated the various ways in which it shows
the importance of manifesting critical thinking skills. It is important to note that critical
thinking skills are important to the development of an educated person. Also, it serves as a
requirement for every professional for them to become more responsible and to think not
just critically but also creatively. Lastly, it is an edge for a professional teacher if he or she
is equipped with critical thinking skill and lifelong learning especially in looking for a work
that is suited to his or her capabilities.
Likewise, Lovat (1995) stated that having a goal of producing quality and effective
researcher teacher is common in the field of education. In the present time, making
conceptual plans and doing some research are just some of the responsibilities of a teacher
as it helps for the development of reflectivity. In line with this study, Rudduck (1985)
proved that research skills are essential for the educators so that they will become expert
with the continuous evaluation of their work.
O’Neill (2009), in addition, specified that the effective teachers use best techniques
and methodologies to cater the needs of different students. A good teacher knows how to
structure the learning process to expose the students in different way of learning efficiently.
Also, Mallick (2012) stated that lesson planning is important, because it provides freedom
in teaching, affords adequate lesson summaries, and encourages continuity in the teaching
process. It allows the teacher to use the desirable teaching procedures systematically.
Similarly, Sabio (2012) stated that students’ support services is an essential
function in any higher education institution. Most schools believe that providing good
quality of support services generally helps the development of students’ competencies, life
skills and habits of academic excellence.
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While according to Silver (2016), communication skills encompass all the macro
skills which are listening, speaking, reading and writing that teachers need in order for
them to transcend in their profession. Teachers who are already proficient communicators
have the ability to acquire, comprehend, and synthesize information. Furthermore, teachers
who have good communication skills have ability to express themselves at a high level. It
is also necessary for teachers to obtain communication skills since it can be used in teaching
individuals or group of learners, communicating to parents, and interacting with colleagues
and supervisors.
Equally, Blackwell (2017) stated that teachers need to engage themselves with
technologies which are familiar to their students. In the same way, The National Council
of Teachers of English (NCTE) discussed that a literate person possesses a wide range of
abilities and skills which includes from online reading newspaper to participating in virtual
classrooms. However, there are some teachers who cannot incorporate technology inside
the classroom since they do not have adequate knowledge in using them.
While Mandal (2017) verified that problem-solving skills is one of the crucial life
skills that anyone should possess. Its major goal in education is to help students learn with
various ways which can support them in applying what they have learned to solve
problems. Moreover, problem solving is fundamental to educators since they desire to
enhance the learner’s ability to solve problems. He also stated that by teaching learners the
effective problem solving techniques, learners will be able to gain confidence, acquire
school readiness and even achieve academic success.
Through these studies, it helped the researchers to support the findings and results
they had gathered in such a way of addressing the strengths and weaknesses of the BSED
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English program and out of these the researchers made recommendations which will be
beneficial to the administrative officials, English teachers, BSED English students and to
the future researchers in terms of improving more the BSED English program.
Related Studies
A. Foreign
In the “Employment Status of the English Graduates 2006-2008”by Campus, et. al.
(2008), it revealed the possible reasons why there are graduates who are employed and
unemployed. The authors wanted to show the programs used by AB Journalism graduates
in honing their different skills that could help them to their professional careers. However,
the program must be widely open with the revisions that would lead the graduates to their
respective field of their chosen profession.
On the other hand, Shongwe (2010) conducted a tracer study named A Tracer Study
of LIS Graduates at the University of Zululand 2000-2009. The researcher aimed to know
if the graduates are employable, whether the curriculum is related to LIS job market and to
find out the graduates’ perception about the LIS curriculum. Fifty graduates participated in
the study and a questionnaire with both structural and unstructured questions was used. He
found out that most Library and Information Science (LIS) graduates are working in the
government sector just like in national, municipal hall and municipal libraries. The results
of the study revealed that cataloguing and classification and experiential learning were
critical knowledge and skills that will serve as a demand in LIS-related jobs. The
respondents of the study admitted that they were happy for what they have acquired in the
curriculum just like the different skills and knowledge that are helpful in seeking jobs.
Nonetheless, there was a feeling of no satisfaction for the graduates regarding the
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curriculum itself for some other reasons. Furthermore, the study also recommended that
the institution or department should begin a curriculum programme process which includes
internship programme and LIS modules with technology related subjects that will benefit
the information-science students.
Chorvy (2014) conducted a tracer study in Royal University of Phnom Penh Quality
Assurance Unit for graduates of 2012. The study targeted 1,450 graduates wherein 570
graduates were drawn as the samples. However, only 565 graduates were successfully
reached and able to respond in the survey instrument. The main focus of his study is to
seek information about the graduates’ employability, how do the respondents searched for
their job, how does the university trainings helped them to obtain their job, how do the
respondents do well in dealing with their job, and to survey the quality of education that
the respondents undergone provided by the Royal University of Phnom Penh. Chorvy used
both quantitative and qualitative methods in collecting information. Questionnaire was
used in interviewing the respondents. The questionnaire is divided into six different groups
of questions: personal information, working experiences of the respondents before and/or
during the study, knowledge and skills that the respondents learned in the university,
methods of job searching and the period of time that the respondents had in searching for
job, graduates’ satisfaction with the quality of education provided by the university, and
the recommendations of the respondents in the said education program. During the
interview, trained interviewers were monitored by the QA staff to make sure of the
reliability and validity of the said interview. His study resulted that 86.4% of their
graduates got employed twelve months after they graduated. On average, RUPP graduates
earn approximately US$100 to US$ 2,000 monthly. According to his study, 45.3% of the
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respondents pursued graduate education. Finally, the research concluded that MA labormarket should establish relevant programs by the university.
A tracer study in Kenya titled University Graduate Tracer Studies (Unitrace):
Methodological Lessons and Utilization of Selected Results at Moi University focused on
the different methodological processes and lessons of the first graduates’ tracer study
which could be useful to the university in evaluating the different programs. The objectives
of the study are the following: document methodological procedures for graduate tracer
studies, reflect on the study facilities, and to generate information banks for stakeholders.
Also, there is a reflection coming from the different point of views of the graduates
regarding to the different programs and learning environment for dealing with higher
learning in Kenya. More males than female graduates of 2009 coming from the seven
faculties of Moi University in 2011 are the respondents for this study. Results show that
the respondents searched for employment through various study programs undertaken
regardless of their specialization and grades obtained in ICT. Graduates consider most
salary and choose jobs in the private sector which pays well. However, the respondents are
undertaking additional studies especially in ICT to suit in their current job. Finally, the
study concludes that tracer studies are helpful in identifying the methodological design in
both intrinsic and extrinsic context. The study also concludes that Moi University should
embrace graduate tracer culture and activity for its own benefits. (Egesah, et. al.,2014).
Mugwisi (2015) conducted a tracer study about the graduates of Master of Science
in Library and Information Science from the National University of Science and
Technology, Bulayo, Zimbabwe. This study focused on the current employment status, the
suitability of the competencies acquired and the impact of curriculum among the graduates.
23
Moreover, the aim of this study is also to determine if the training and preparation of the
graduates are enough for them to become successful professionals. Tracer studies are really
designed to locate where the graduates are and their current job. Based from the study of
Mugwisi, the findings have shown that majority of the graduates are employed in
universities which can give a great impact to the curriculum and to the rate of satisfaction
of the graduates to the training given by the institution. For this reason, the training received
by the graduates and the curriculum have a great contribution to the success of one’s
profession and in shaping a better future. It only shows that the coherence and alignment
of the curriculum toward the expected learning competencies needed by the graduates are
highly important as it will assure them employability. It also gives a great support with
which the quality of student learning relies within the curriculum, the faculty and the
effectiveness of the curriculum (Bateman, n.d.). In connection to this, curriculum greatly
affects the learning outcomes as it will be reflected to the performance of the graduates that
is why most tracer studies include different variables not only to determine what the
graduates have achieved, but also to discover the strengths and weaknesses of the
curriculum. In this way, it will be easier to remedy what has been lacking in order to
continuously produce highly competent graduates.
The cited studies from Campus, et. al. (2008), Shongwe (2010), Chorvy (2014) and
Mugwisi (2015) aimed to know the employability of the graduates which is similar to the
study of the researchers to determine if the respondents’ first job and recent employment
is aligned in teaching. On the other hand, the study administered by Egesah, et. al. (2014)
focused on the different methodological processes and lessons of the graduates which could
be useful in evaluating different programs while Mugwisi (2015) also determined if the
24
training and preparation of the graduates were enough for them to become successful
professionals. These tracer studies are connected to the researchers’ tracer study where in
their main intention is to find out the sufficiency of the training provided by the institution,
the enhancement of the teaching skills and competencies of the respondents, the
employment status of the graduates as well as their achievements in the field and the
adequacy of the support services allocated by the Tarlac State University – College of
Education which will be useful in improving the BSED English program.
B. Local
In the study of Colarte (2010) she made mention about the training, employability
and accomplishments of the graduates of La Salle University who are now employed in the
Division of Ozamiz City. Based from the findings, it was shown that most of the graduates
of LSU dominated the teaching force of the Division of Ozamiz. Since most of them are
now employed, it has been proven that the satisfaction of the respondents toward the
support services is at peak. At the same time, the acquired teaching competencies
contributed a lot to the current status and employment rate of the respondents. The findings
have shown a positive impact to the curriculum with regards to the academic performance
of the respondents in teaching. Descriptive method was used as it provides a reliable
description of the present situation of the respondents. In the study, most of the graduates
were employed immediately because of the high satisfaction rate and the effectiveness of
the different subjects offered by the curriculum, it might also be possible to come up with
the same positive result since most of the respondents in our study were also employed but
not all them are in the field of teaching.
25
Punzalan (2010) conducted a tracer study among the graduates of the Bachelor of
Secondary Education major in Physical Science of the College of Education, Tarlac State
University SY 2009-2013. He made use of quantitative method in collecting data about his
respondents’ general profile, employment status, and competencies. He found out that most
of the respondents are living in the province of Tarlac and majority of them are ages 23-26
year old and most of them are females and unmarried. His study shows that only two among
the respondents finished their master’s degree and only few are still pursuing their master’s
degrees during the time of his study. Also, majority of the respondents passed their
Licensure Examination for Teachers in their first take. It was also revealed that majority of
the respondents are employed and considered as permanent teachers. Almost half of the
respondents are public teachers and other half is private teachers. It was also proven that
most of the respondents’ first jobs are in line with their course. Finally, only few graduates
stayed in their first job because of salary benefits, and career challenges.
Dumas and Dumlao (2011) made a tracer study titled Graduate Tracer Study of the
Bachelor of Elementary Education, S.Y. 2004-2009. They used quantitative method, and
aimed to find information about the respondents’ employment status and the viability of
the BEED program. Based from the study they made, they found out that there were only
51 respondents who were licensed professional teachers and only 2 were CSE qualified.
Among the 51 respondents who were LET eligible, there were only 5 holders of masters’
degree, and no one among the respondents was a holder of doctor’s degree. When it comes
to employment status, 37 respondents were stable with their current job while 19 were
contractual. Moreover, among the competencies measured, the first in the list that most of
them agreed to be the most important competency that needs to be developed especially
26
for their field of expertise is communication skill. Next to that is human relation skill, and
last on the list is the entrepreneurial skill. The 75% of the respondents of this study agreed
that the skills and competencies that they are manifesting in their profession or work are
relevant to their curriculum, and those who answered NO did not give any recommendation
or feedback for the betterment of the curriculum.
A tracer study is a great help for an educational institution to improve its different
programs, learning environment, facilities and services. In a tracer study titled Tracer Study
of PNU Graduates, Gines (2014) stated that the result of the tracer study proves the
satisfaction of PNU graduates of 2009-2011 in particular to the skills and competencies
that they were able to acquire to their respective bachelor’s degree programs. Furthermore,
the respondents also showed a great satisfaction to the curriculum, facilities, learning
environment and the services offered by the PNU. It also looked to the strengths and
weaknesses of the different bachelor’s degree programs in teacher education to consider if
the effectiveness of the curriculum is still evident, sufficient to the needs of the learners,
and if it can easily adapt to the complex changes as what the standards of this world gives
in the field of education such as Teachers in the 21st century, the Competency Framework
of South East Asian (SEA), and the upcoming ASEAN 2015 integration. This study used
a descriptive survey to identify the current status and the transition from school academics
to employment of the PNU graduates. An educational tracer study conducted in PNU
supports the findings of a tracer study devised in Visayas State University wherein the
curriculum can also be guided by giving seminars and workshops to the prospective
graduates to enhance and to develop their teaching skills and competencies and for them
to become holistically competent as they go to the real world of education.
27
Abela (2015) also conducted a tracer study for the graduates of Visayas State
University under Bachelor of Secondary Education and Bachelor of Elementary Education
programs SY 2005-2012. The results of the study showed that there was a high employment
rate among the respondents; however, some of the graduates changed their job because of
salaries and benefits. Still, few are considered as unemployed and never been employed
because of no job opportunities. The study implies that there were no job vacancies or
positions for new teachers. Still, the respondents assured that the knowledge and skills
which they have gained under VSU are very useful. Nevertheless, the respondents still
suggested an improvement in the curriculum of VSU by asking to provide more trainings
and workshops. This study also focused to the personal attributes, abilities, and teaching
skills of the graduates since these factors contribute a lot to the success of each graduate to
their field of work. In addition to that, this educational tracer study was successfully done
through the use of a written questionnaire to get the feedbacks and suggestions of the
respondents.
Likewise, a research titled Teacher Education Graduate Tracer Study from 2010 to
2014 Batangas State University, Aquino, et. al. (2015) conducted a tracer study for
graduates of education who are qualified to work here and abroad. The study had 129
respondents composed of 70%-90% of unmarried or single graduates while there were
30%-39% married respondents. The study found that more respondents from BSED
program obtained a degree than the respondents of BEED program. Majority are Licensure
Examination for Teachers (LET) passers are employed in public schools. It took time
before all of the graduates to have a job. Most of them stayed because of economic reason
and most of them found the communication skills relevant to their jobs. The researchers
28
applied the descriptive survey method of research. They used a survey questionnaire based
on Commission on Higher Education graduate tracer study, which is slightly modified for
the purpose of the study. The data gathering process commenced in the last quarter of 2014.
After six months, only 129 questionnaires were successfully retrieved by the researchers
and these were used for the study. Of this number of respondents, 19 came from batch
2010, 23 from 2011, 28 from 2012, 29 from 2013 and 30 from 2014. The 129 respondents
who willingly participated in the study were characterized by a preponderance of females
over male as females constitute 66% and males made - up 34 percent. Further, a higher
degree of response was turned- in by unmarried or single graduates (90 or 70%) as opposed
to those who were married (39 or 30%).
Rojas, et. al. (2016), on the other hand, traced the employment profile of Cebu
Technological University which was published in a European Scientific Journal – College
of Education Graduate Tracer Study (GTS): Boon or Bane?, showed that the College of
Education graduates were proven competent and employable in government schools. It was
revealed that her respondents exhibited successful teaching employment in the public
schools. The study utilized mix methods of descriptive survey using thematic analysis,
which covered the Bachelor of Elementary Education (BEEd) and Bachelor of Secondary
Education (BSEd) degrees, from 2005-2006 and 2008-2009 graduates of Cebu
Technological University, Main Campus College of Education (CTU-MC CoE). In
ascertaining the status of this tracer study, the descriptive method of research was used.
The total number of graduates from 2006 to 2009 combined with BSED and BEED was
937. The number of respondents who responded to answer the questionnaire with the four
29
different batches was 351. Through this, the researchers calculated that the response rate
that they had was 37.46%.
The studies conducted by Dumas and Dumlao (2010), Aquino, et. al (2011) and
Rojas, et. al. (2015) focused on tracking the employability of the respondents while the
study made by Punzalan (2010), Colarte (2010), Gines (2014) and Abela (2015) also
determined the employability of the respondents yet they also included in their variables
the teaching skills and competencies of the graduates. Besides, the results of the findings
can be a basis by the researchers as it resembles some of the variables and methodologies
used by the researchers. The only difference is that, the researchers of this study included
the respondents’ Continuing Professional Development and their ratings of the support
services they had received from Tarlac State University – College of Education.
Paradigm of the Study
Through teacher education program, the students are being taught and trained to
become globally competitive teachers in the field of work. Also, it helps the graduates to
develop their skills for them to pursue their teaching career.
The aim of this study is to find the graduates of Tarlac State University under the
program of Bachelor of Secondary Education Major in English SY. 2014-2015 and find
out their general information including their educational attainment and employment data
which can determine if they passed the licensure examinations for teachers (LET), if they
pursued their masteral degree, and to identify their first job as well as their current job.
Also, this study aims to find the usefulness of the different major and professional subjects
which had taken by the respondents. With this, it also seeks for the developed teaching and
competency skills by the respondents. This study also aimed the respondents to rate the
30
quality of support and services they received from Tarlac State University, College of
Education. Finally, this study seeks to find the implication for the development of the
BSED English program.
31
Conceptual Framework
BSED English Graduates
Developed Teaching and
Competency Skill
Respondents’
Profile



General
Information
Employment
Data
Continuing
Professional
Development









Lesson Planning
Preparation of IMs
Use of Variety of
Methods
Communication
Skills
Information
Technology Skills
Problem-Solving
Skills
Critical Thinking
Skills
Human Relation
Skills
Research Skills
Respondents’
ratings for
the quality of
support
services they
received
from TSUCOED
Implication of the findings to the BSED English Program
Figure 1: Paradigm of the Study
Usefulness
of the
different
major and
professional
subjects in
the teaching
career of the
respondents
32
Chapter 3
METHODS OF STUDY AND SOURCES OF DATA
In this chapter, the researchers discussed the methodology of the research study,
the research design, research locale, respondents of the study, data-collection instrument,
data-gathering procedure, and statistical treatment, which will be used by the researchers
to conduct this study.
Research Design
The researchers used a descriptive research design to gather the needed information
and data for this study. Questionnaires were used for collecting of data to answer the
inquiries concerning about the general information, educational attainment, employment
data, and continuing professional development, the acquired teaching and competency
skills of the graduates, the usefulness of different major and professional subjects in their
teaching career and the quality of support services they received from Tarlac State
University – College of Education of the BSED English from year 2014 -2015.
The researchers collected the data through the use of quantitative approach for
determining on how the BSED English program and institution helped the TSU BSED
English Graduates batch 2015 in their teaching career. This approach utilized a format
instrument that will be much easier for generalizing.
The researchers used a survey - questionnaire which is common in a quantitative
research to determine the respondents’ judgment.
33
Research Respondents
The researchers considered the English major graduate students of Tarlac State
University - College of Education, A. Y. 2014-2015, comprising of 40 members, ten (10)
males and twenty-six (26) females. The researchers have chosen them as the respondents
because their batch had made a 100% of passing rate in the Licensure Examination for the
Teachers. However, only 36 respondents were able to return the questionnaires.
Data Gathering Instrument
The instrument that was used in this study is a questionnaire which composed of
four parts. The questionnaire was adapted from different tracer questionnaires from CHED
Tracer Questionaire, Colarte (2010) and University of Trinidad and Tobago’s Report on
the Graduate Tracer Study – Class of 2012. In the first part, the questions were about the
graduates’ general profile, employment data and continuing professional development. The
general profile covers the respondents’ present address, e-mail, sex, and civil status. In
employment data, the cover was about the respondents’ present employment status which
included their first job and employment history. While on the continuing professional of
the graduates, it covered if they were involved with different professional activities and
their professional development needs. Also, they were asked through the questionnaire if
they are taking Continuing Professional Development (CPD).
The second part of the questionnaire are checklist encompassing on how did the
BSED English program and college helped to develop the different teaching and
competency skills in them. While the third part is also a checklist consisting of how they
will rate the quality support services they received from TSU – COED. Lastly, another
34
checklist about the usefulness of the different majors and professional subjects of the
respondents in their teaching career was be used.
Data Gathering Procedure
The researchers of the study used survey questionnaires as their data gathering tool.
The questionnaires were distributed to the graduates of BSED English batch 2015 of Tarlac
State University – College of Education through Facebook messaging, text messages,
phone calls and in-person. The researchers asked the former class officers of the said batch
to send the questionnaire in their group chat through Facebook messenger. Also, each
researcher was given a task to locate seven (7) respondents. However, the researchers had
difficulty in asking for responses since most of the respondents were busy with their present
career. Since some of the respondents were not able to answer the questionnaires in-person,
therefore, phone calls and Facebook messaging were utilized. Three (3) questionnaires
were given in-person, while the remaining thirty-three (33) questionnaires were given
through Facebook messenger. Moreover, the researchers scheduled specific time for the
respondents to answer the questionnaire and were given time to think about their responses.
Statistical Treatment
The researchers of the study used frequency and percentage to describe the profile
of the respondents in defining of how the BSED English program developed the teaching
skills and competencies, and the impact of the different professional development activities
and CPD needs, as well as the degree of usefulness of the different major and professional
subjects’ competency and how they will rate the quality of support services provided by
Tarlac State University – College of Education.
35
Table 1
Range
CPD
Impact
4.50 – 5.00
Excellent
3.50 – 4.49
Good
2.50 – 3.49
Moderate
1.50 – 2.49
Poor
1.00 – 1.49
Extremely
Poor
CPD Needs
Teaching
Skills
Very High
Level of Need
High Level of
Need
Moderate
Level of Need
Low Level of
Need
No Need At
All
Very Highly
Developed
Highly
Developed
Moderately
Developed
Fairly
Developed
Poorly
Developed
Support
Services
from TSU COED
Major and
Professional
Subjects
Excellent
Extremely
Useful
Good
Very Useful
Moderate
Useful
Poor
Somewhat
Useful
Extremely
Poor
Not Useful
The researchers used the following formula to get the weighted mean in describing
or interpreting the results of the answer of the respondents’ weighted mean (𝑥̅ ) will be used
with the formula as follow:
(𝑓1 𝑥1 ) + (𝑓2 𝑥2 )
)
𝑥̅ = (
𝑛
Ʃ𝑓𝑥
𝑥̅ = (
)
𝑛
Where:
f = frequency
x̅ = weight
n = the number of respondents
36
Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents, analyzes and interprets the data attained from the
respondents’ questionnaires. It also discusses the findings in relation to the formulated
problems in the study. The data gathered were statistically treated to come out with
frequencies and weighted mean. Also, the data were analyzed by the researchers to collect
the data needed for the present study. This chapter also presents data using tables with their
textual interpretations.
1. Graduates’ Profile
The graduates’ profile encompasses the general information, employment data and
continuing professional development of the respondents. The general information exposes
the respondents’ place of origin, age, sex, and civil status. While the employment data
reveal the employment rate, unemployment rate, type of jobs, employment status, field of
teaching, and length of service in the teaching profession of the respondents. On the other
hand, CPD includes the professional activities participated by the respondents and the
impact of these activities to them, the respondents’ CPD needs, post studies, and their
reasons for pursuing post studies.
1.1 General Information
General Information refers to place of origin, age, sex, and civil status of the
respondents. In this table, it gives an idea regarding the common locations or permanent
living areas of the respondents in the province of Tarlac and even outside of Tarlac, and it
reveals the expected age of the respondents during the time of the study and in the present
37
time. Moreover, it shows the dominance between males and females in the field of teacher
education, and lastly the civil status which is common to majority of the respondents.
Table 2: Distribution of the Respondents According to Place of Origin
Place of Origin
Tarlac Province
Tarlac City
Outside Tarlac
Total
Frequency
24
10
2
36
Percentage
66. 67 %
27. 78%
5.56%
100%
Table 2 refers to the place of origin of the respondents which shows that majority
of the respondents are from the different municipalities of the Province of Tarlac
specifically in Bamban, Camiling, Capas, Concepcion, Gerona, Lapaz, Mayantoc,
Moncada, Paniqui, San Jose and Victoria. And only 5.56% of the respondents are residing
outside Tarlac particularly in Nueva Ecija and Pasay City. Meanwhile, 27.78% are from
Tarlac City. In line with this study, Punzalan (2010) also conducted a tracer study
considering all the graduates of the Bachelor of Secondary Education major in Physical
Science in which he also came out with the same result that most of the respondents are
permanently living in the province of Tarlac. It only implies that the TSU-College of
Education provides BSED English program mostly on those respondents coming from the
different municipalities of Tarlac.
Table 3: Distribution of the Respondents According to Age
Age
22
21
23
25
27
26
Total
Frequency
18
12
2
2
1
1
36
Percentage
50.00%
33.33%
5.56%
5.56%
2.78%
2.78%
100%
38
Table 3 reveals that the range of the respondents’ age is from 21-27. The
respondents graduated for the past two years already, but among the 36 respondents, 12 or
33.33% of them are 21 years old. Moreover, 50% of the respondents are 22 years old as
what the age is expected to their batch. Meanwhile, the frequency of 2 or 5.56% of the
respondents revealed as 25 years old. Furthermore, the age between 26 and 27 both have
2.78% out of 100% or the frequency of 1. To strengthen this study, there is another
educational tracer study conducted by Gines (2014) wherein it showed that during the
process of studying, 80% of the respondents were in the early twenties or in a range of 2224 years old. It only means that some of the respondents graduated at early twenties while
half of the respondents usually graduated at the expected age which is 20. In addition to
that, there are some respondents who did not give up easily with their dreams as they
graduated older compare to the others.
Table 4: Distribution of the Respondents According to Sex
Sex
Female
Male
Total
Frequency
26
10
36
Percentage
77.22%
27.78%
100%
Table 4 shows the general profile of the respondents according to their sex. Most
of the respondents are female having 77.22% or the frequency of 26 and only 10
respondents are male. Citing a tracer study conducted by Aquino, et.al. (2015), it confirmed
that among all the respondents who willingly participated, the College of EducationBatangas State University is dominated by females having 66% while males are made up
of 34%. It may be concluded that a number of females are indeed higher than men in
College of Teacher Education for the teaching profession is more appealing to females than
males.
39
Table 5: Distribution of the Respondents According to Civil Status
Civil Status
Single
Married
Total
Frequency
36
0
36
Percentage
100%
0%
100%
Table 5 shows that frequency of 36 or 100% of the respondents are single. In the
case of a tracer study conducted by Aquino, et.al. (2015), there were 70-90% of single
respondents while 30-39% were composed of married respondents. It implies that all of the
respondents tend to have a great deal of responsibility as majority of the respondents are
teaching in different educational institutions while the others are may also having busy
schedule due to the different demands of their chosen field of work. It also means that all
of them are continuously developing themselves for their personal and professional growth.
Considering their young age is also an indication why all of them share the same civil
status.
1.2 Employment Data
It is important to note that employment data serve an important role to this study
for it shows specific employment rate, unemployment rate, type of jobs, employment
status, field of teaching, and length of service in the teaching profession of the respondents.
Also, it identifies the achievement of the graduates in a particular institution.
Table 6: Distribution of The Respondents if they are Employed or Not
Response
Yes
No
Total
Frequency
33
3
36
Percentage
91.67%
8.33%
100%
Table 6 indicates that among the 36 respondents 33 of them are presently employed
and only the frequency of 3 is considered not employed. It only proves that most of the
respondents have the ability to get monthly income and some of them are continuously
40
teaching and some are applying the trainings and skills they have acquired such as the
communicative skills in the call center industry. In addition to that, since all the
respondents are considered as English graduates, it is expected that aside from teaching the
second language, there are still lots of opportunities for them to display their wide range of
skills and knowledge that could be helpful for them to still be in line to what course they
had finished. It confirms the study of the Philippine Statistics Authority, the employment
rate in January 2016 was estimated at 92.5% in Central Luzon, wherein workers in the
services sectors comprised the largest proportion of the population who are employed.
These workers made up of 53% of the total employed in January 2016. However, the
unemployment rate was estimated at 7.5% in Central Luzon, wherein 19.7 of the
unemployed were college graduates.
Table 7: Distribution of the Respondents According to Reasons of Unemployment
Reasons
End of Contract
Missionary Affiliation
Studying another Course
Total
Frequency
1
1
1
3
Percentage
33.33%
33.33%
33.33%
100%
Among the 3 (8.33%) of unemployed respondents, the table 6 shows the reasons of
their being unemployed are the following: end of contract from the previous job,
missionary affiliation, and studying another course. Some of the reasons are connected to
their personal lives or pursuing what for them is more important and fulfilling for now
while the other reason which is the end of contract pertains to accomplishing all the tasks
in a given time period specially if you are not permanently working in an institution, and
it is considered as one of the normal processes in a work. Jimeno (2016), in her study,
confirms that there are many available jobs, but only few are qualified for the job vacancies.
41
This only implies that most of the respondents’ unemployment is due to their personal
choices which will furnish their growth as a human while one of them has still the capacity
to be employed again.
Table 8: Distribution of the Respondents According to their Types of Jobs
Type of Job
Teaching
Online teaching
Call Center Agent
Administrative Assistant
Technical Assistant
Total
Frequency
26
3
2
1
1
33
Percentage
78.79%
9.09%
6.06%
3.03%
3.03%
100%
Table 8 proves that among all the types of job of the respondents, teaching has the
highest frequency for having 78.79%. Next to teaching is the other form of teaching which
is the online teaching, and it has a percentage of 9.09%. On the other hand, some of the
respondent chose to be call center agents and it got 6.06%% while the other types of job
such as administrative assistant and technical assistant both got the 3.03%. It only means
that majority of the respondents chose to maintain the strong passion for the teaching
profession and others may have some reasons for not taking the path of becoming a teacher.
Table 9: Distribution of the Respondents According to Employment Status
Employment Status
Contractual
Regular
Temporary
Substitute
Total
Frequency
15
11
5
2
33
Percentage
45.45%
33.33%
15.15%
6.06%
100%
Table 9 shows that the dominant employment status of the respondents is
contractual which has the frequency of 15 or 45.45% while 33.33% of the respondents are
regular. Also, there are 5 respondents or 15.15% who are temporary and 2 or 6.06%
respondents who are substitute. This implies that since it was only two years ago since they
42
graduated, it is expected that most of them are contractual but still 33.33% of the
respondents were able to have permanent jobs.
Table 10: Distribution of the Respondents in the Field of Teaching According to
their School
School
Private High School
Public High School
Online Teaching Private
Private Tertiary
Public Tertiary
Total
Frequency
16
7
3
2
1
29
Percentage
55.17%
24.14%
10.34%
6.90%
3.45%
100%
Table 10 shows that most of the respondents who chose to take the path of teaching
profession are teaching in the different private high schools which has the highest
percentage (55.17%) among all the sectors of education. Second to private school is public
school which has 24.14%. Also, 10.34% are in the field of online teaching. On the other
hand, the lowest percentage is under the public tertiary education with 3.45%. This reflects
that most of the respondents chose and are still in the private schools while 26.92% of the
respondents were already eligible to teach in public schools. Still, few of the respondents
are already exposed in the modern way of teaching industry which is the online teaching.
This implies that English language teachers nowadays do not just teach in a four-walled
classroom. Through the integration of the online education, the respondents are able to use
the acquired skills provided by the institution in engaging to the other sectors of education.
1.3 Continuing Professional Development
Continuing Professional Development (CPD) constitutes of activities and reflective
engagements in a range of professional experiences which are substantial to the day-to-day
responsibilities of professionals specifically, in this study, the BSED English graduates.
Professional development is purposeful to enhance the knowledge, skills and
43
understanding of a teacher that can be applied to enrich students’ learning outcomes. This
part of the study includes the professional activities participated by the respondents and the
impact of these activities to them, the respondents’ CPD needs, post studies, and their
reasons for pursuing post studies.
Table 11: CPD According to the Respondents’ Professional Development Activities
they participated
CPD Activities
Education conference or seminars
Qualification program
Courses/workshops
Observation visits to other schools
Participation in a network formed specifically for the
professional development of teachers
Mentoring and/or peer observation and coaching, as part of a
formal school arrangement
Individual or collaborative research on topic of interest to you
professionally
Grand Mean
Mean
4.86
4.67
4.36
4.33
4.33
Description
Excellent
Excellent
Good
Good
Good
4.33
Good
3.60
Good
4.35
Good
Table 11 shows the professional development activities participated by the
respondents for the last 18 months and the impact of these activities in their development
as a teacher. Based on the findings, majority of the respondents join educational conference
or seminars with the highest weighted mean of 4.86. On the other hand, only few of the
respondents partake with individual and collaborative research with a weighted mean of
3.60. This implies that the respondents prefer more attending educational conference or
seminars which do not take too much time than any other professional development
activities such as the individual and collaborative research. On the other hand, there are
also possibilities that some of the respondents are willing to partake CPD activities other
than seminars and conferences. However, the respondents are not given a chance to choose
44
what kind of CPD activity they will join since most of the time, seminars and conferences
are the only ones which are available and cheaper.
Table 12: CPD According to Respondents’ Needs
CPD Needs
Student discipline and behavior problems
Teaching students with special learning needs
Content and performance standards in my
main subject field(s)
Classroom management
Knowledge and understanding of my main
subject field(s)
Knowledge and understanding of instructional
practices (knowledge mediation) in my main
subject field(s)
Student assessment practices
ICT skills for teaching
Grand Mean
Mean
4.15
4.00
Description
High Level of Need
High Level of Need
3.97
High Level of Need
3.97
High Level of Need
3.82
High Level of Need
3.79
High Level of Need
3.79
3.32
3.86
High Level of Need
Moderate Level of Need
High Level of Need
Table 12 reflects the professional development needs of the respondents. The
student discipline and behavior problems got the highest weighted mean of 4.15. This
means that the respondents want to have a sufficient knowledge of how they could
discipline students and to understand and control students’ behavior problems; whereas,
Kowalski (2003) stated that there are reports of problematic behaviors of students in rise
not only in the classroom but also in a society at large. By doing so, teachers will be able
to help their students to orient their students’ behavior which could help them to avoid
conflicts in the class and maintain peace and order. In addition, students can also apply it
even beyond the classroom. On the other hand, ICT skills for teaching gained the lowest
mean of 3.32 which suggests that the respondents were already literate in ICT and the
BSED English program had already provided adequate training in enhancing this particular
area for the respondents. Still, the grand weighted mean of 3.86 with the description of
high level of need proves that most of the respondents are willing to undergo CPD.
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Table 13: Respondents’ CPD under Post Studies and Reasons for taking Post
Studies
Distribution of Respondents in CPD under Post Studies
Master’s Degree
Frequency
Percentage
Master of Arts in Education Major in English
7
19.44%
Master of Arts in Education major in Education
1
2.78%
Management
Total
8
22.22%
Distribution of Respondents in CPD under Reasons for taking Post Studies
Reasons for taking Post Studies
Frequency
Percentage
For Promotion
6
16.67%
2
5.55%
For Professional Development
Total
8
22.22%
Table 13 presents the respondents’ post studies and their reasons for taking it. The
first part of the table shows that 19.44% of the respondents are taking Master of Arts in
Education Major in English and 2.78% is taking Master of Arts in Education major in
Education Management. In spite of obtaining a 100% passing rate in LET, it can be said
that most of them did not continue to enhance the skills and training provided by TSUCOED under the BSED English program. Likewise, on the second part of the table, it
displays that 16.67% of the respondents are taking CPD for promotion and 55.5% are
taking CPD for professional development. It reflects that most of the respondents are taking
CPD to have higher or more important positions in the field of teaching because almost
fifty percent of the requirements for higher positions involve CPD (Eddio, 2016). While
the remaining few are pursuing CPD to refine more of their teaching skills because for
some taking CPD is worth the sacrifice since it is beneficial in their part which allows them
to learn the changing trends and directions in the teaching profession. Furthermore, CPD
will help teachers to be more efficient in work, be interested and willing and most
importantly, to gain confidence with their performance at work (Eddio, 2016).
46
2. Teaching Skills and Competencies
The following tables are the ratings of the respondents to the extent by which their
teaching skills and competencies which include lesson planning, preparation and utilization
of instructional materials, use of variety of methods, communication skills, information
technology skills, problem-solving skills, critical thinking skills, human relations skills,
and research skills were developed during their pre-service training in the university.
2.1 Lesson Planning
A lesson plan serves as a guide in carrying out daily lessons which encourages
continuity in the teaching process. This table shows how the respondents enhanced their
skill in writing lesson plans, as it serves as their blueprint and guide to effectively teach
lessons. Moreover, a lesson plan is a beneficial tool for teachers to be well organized in
terms of day to day activities as it is a roadmap to locate the needed objectives and goals
to be met by the teachers.
Table 14
Lesson Planning
Use of appropriate assessment methods
Ability to structure learning activities and to deliver
them in the context of real world experiences
Systematic organization of lessons, topic and ideas
Use of multiple assessment tools (e.g., online quizzes,
collaborative projects, rubrics, etc.)
Ability to have an organized classroom management
and Discipline
Grand Mean
Mean
4.11
Description
Highly Developed
4.09
Highly Developed
4.03
Highly Developed
4.03
Highly Developed
3.91
Highly Developed
4.23
Highly Developed
Table 14 shows that one of the indicators in lesson planning got the highest mean
of (4.11) which is the “use of appropriate assessment methods.” However, among the other
indicators, the one that got the lowest mean of (3.91) is the “ability to have an organized
classroom management and discipline.” In this sense, it is very important that in lesson
47
planning we use different methods of assessment. It implies that most of the respondents
consider the appropriate usage of assessment methods in lesson planning. It confirms the
study of Jabbarifar (2009) that through using appropriate classroom assessment strategies
and techniques, teachers can increase students' motivation and show them how well they
have learned the language. However, the classroom management and discipline are mostly
not being considered. This means that the teachers are not after the classroom setting or the
appearance of the classroom. Instead, the teachers prefer to use of appropriate assessment
method, in order to determine if the students have learned from the lesson. It shows here
that the teacher focus more on the performance of the students, since the present curriculum
focus more on the outcome-based education of the students.
2.2 Preparation and Utilization of Instructional Materials
Instructional materials are crucial in fostering and sustaining students’ interests to
learn better. It also aids the different learning style preferences of the learners. This table
shows how the respondents developed their preparation of instructional materials
Table 15
Preparation and Utilization of Instructional
Materials
Ability to use instructional materials to help students
produce their own work and meet the instructional
goals of the lesson
Ability to choose instructional material that contribute
meaningfully to the content of the topic under study
Ability to incorporate various multimedia and
applications in the delivery of the course
Ability to prepare and use appropriate stimulating
visual aids
Ability to prepare traditional instructional materials
Grand Mean
Mean
Description
4.32
Highly Developed
4.21
Highly Developed
4.18
Highly Developed
4.06
Highly Developed
3.85
4.12
Highly Developed
Highly Developed
48
Table 15 shows that one of the indicators in preparation and utilization of
instructional materials got the highest mean of 4.32, which is the “ability to use
instructional materials to help students produce their own work and meet the instructional
goals of the lesson.” This means that in creating instructional materials we have to be
creative to stimulate interaction and make the learning possible within the class. In line
with this is the study, Effiong (2015) stated that there is a positive achievement in students
taught by highly qualified teachers and those exposed to instructional materials during
lessons. However, the indicator under the “ability to prepare traditional instructional
materials” got the lowest mean of (3.85) which indicates that it needs further development.
This implies that most of the respondents are not interested in making or preparing
traditional instructional materials in their classes or they prefer more using the modern way
of preparing materials which are related to technology. In the same way, it is easier to
prepare technology-based instructional materials since traditional materials may take time
when being prepared by the teachers. Teachers need to balance their time since
instructional materials are not the only thing that they need to ready before entering the
classroom. Based on the data gathered under information and technology skills, most of
the respondents are more capable in using the technology in performing their careers.
2.3 Use of Variety of Methods
In catering the needs of the students, teachers should know how to use different
methodologies and techniques efficiently. In doing so, lessons can be easily understood by
the students depending on how a teacher will carry out a lesson since learners differ in
terms of learning styles, strategies, etc. This table shows how the respondents have nurtured
their methods in the teaching field.
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Table 16
Use of Variety of Methods
Ability to relate the subject matter to other related
topics
Use of various strategies ( group projects, teamwork,
exchange of posted remarks) to foster interaction and
collaboration among the students
Setting conduciveness of learning environment for
dynamic and interactive learning
Ability to explain the lessons with depth
Ability to use blended learning approach
Grand Mean
Mean
Description
4.29
Highly Developed
4.21
Highly Developed
4.09
Highly Developed
4.06
3.88
4.11
Highly Developed
Highly Developed
Highly Developed
Table 16 shows that under the use of variety materials the indicator that got the
highest mean is the “ability to relate the subject matter to other related topics” of 4.29
mean. This means that in introducing new topic to the learners, they have to connect their
prior knowledge to the new ones, so that they will have a meaningful learning. According
to Novak (2002), the construction and reconstruction of meanings by learners requires that
they have to integrate their schemata to their new knowledge. On the other hand, the
“ability to use blended learning approach” got the lowest mean of 3.88. This implies that
blended learning is not a usual method being used by the respondents for their students. It
also means that the respondents only focus in using one method one at a time which they
think is more effective than using two or more methods simultaneously; students may have
a hard time grasping the lessons if the teacher do so.
2.4 Communication Skills
All macro skills need to be stimulated which are essential in acquiring the English
language to produce proficient communicators. Furthermore, teachers are in need to be
excellent communicators not only to their students but also to the parents, and their
colleagues. This table shows how the respondents nurtured the most used skill in the field
of teaching.
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Table 17
Communication Skills
Capacity to communicate effectively with others orally.
Capacity to communicate with others in writing.
Ability of being open with coworkers and sharing
thoughts on important issues.
Cohesiveness in verbal ideas, and language and facial
expressions.
Capacity to interact and collaborate with others
effectively, including teams, in the workplace, and in
culturally or linguistically diverse contexts.
Grand Mean
Mean
4.35
4.32
Description
Highly Developed
Highly Developed
4.29
Highly Developed
4.15
Highly Developed
4.09
Highly Developed
4.24
Highly Developed
Table 17 shows that the indicator under communication skills which is the
“capacity to communicate effectively with others orally” got the highest mean of 4.35
which implies that their oral communication skills are well developed in a way that they
could interact with other people easily especially to their students. Silver (2017) also said
that proficient communicators make excellent teachers because they can impart knowledge,
skills and values at the while they are communicating with their students. However, the
“capacity to interact and collaborate with others effectively, including in teams, in the
workplace, and in culturally or linguistically diverse contexts” got the lowest mean of 4.09
which is still considered as highly developed. This implies that with the grand mean of
4.24, with a description of highly developed, the BSED – English program provided
adequate training in developing the communicative skills of the respondents.
2.5 Information Technology Skills
In the 21st century, technology is already integrated in education. It serves as a
modern way of giving instructions and facilitates learning to the new generation. This table
displays how the respondents developed their information technology skill which is
considered as one of the prevalent tools in executing lessons to millennial learners
effectively.
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Table 18
Information Technology Skills
Ability to use digital resources provided by the district,
including online productivity tools, content
management systems, e-textbooks, mine reference
sources, video streaming sites, and learning system in
reading and math
Ability to use computer as a form of instruction and
communication media
Ability to design learning activities that use available
technology, including laptops, tablets, computer labs,
and interactive whiteboards
Creates assignments appropriate to the technology
abilities of his or her students
Ability to use digital resources to differentiate
instruction, including using devices for students with
special needs, such as computer activities and online
materials suited to different reading abilities or
learning preferences.
Grand Mean
Mean
Description
4.97
Very Highly
Developed
4.62
Very Highly
Developed
4.41
Highly Developed
4.35
Highly Developed
4.06
Highly Developed
4.48
Highly Developed
Table 18 shows that the indicator under information technology skills which is the
“Ability to use digital resources provided by the district, including online productivity
tools, content management systems, e-textbooks, mine reference sources, video streaming
sites, and learning system in reading and math.” got the highest mean of 4.97. This implies
that the respondents are able to integrate the technology and follow the trend which is
necessary in performing their careers and teaching the 21st century learners. On the other
hand, the “Ability to use digital resources to differentiate instruction, including using
devices for students with special needs, such as computer activities and online materials
suited to different reading abilities or learning preferences.” got the lowest mean of 4.06.
This implies that specialized technology for handicapped learners is not mostly being used
by the respondents. Still, Information Technology Skills obtained a grand mean of 4.48
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which described as Highly Developed. This implies that the respondents’ information
technology skill is established well by the university.
2.6 Problem-Solving Skills
Problem-solving tests the capabilities of the learners to apply what they have
learned. By acquiring this skill, learners will become ready and prepared in facing real-life
problems.
Table 19
Problem-Solving Skills
Ability to identify, define and analyze problems
Ability to create solution and evaluate them
Capacity to apply disciplinary knowledge to solving real
life in relevant communities
Analytical skills to examine the consequences of a
particular solution
Reasoning skills to weigh one solutions against another
Grand Mean
Mean
4. 15
4.00
Description
Highly Developed
Highly Developed
3.97
Highly Developed
3.88
Highly Developed
3.88
3.98
Highly Developed
Highly Developed
Table 19 shows that of all the indicators under problem-solving skills the “ability
to identify, define and analyze problem” got the highest mean of 4.15, while both “the
analytical skills to examine the consequences of a particular solution,” and “reasoning
skills to weigh on a solution against another got the lowest mean of 3.88.” This proved that
the “ability to identify, define, and analyze problem” is the most important competency
under problem-solving. In fact, according to Jones (1995), analytical approach is also
known as "structuring one's analysis." The word analysis means separating a problem into
its constituent elements. If people are to solve problems, from those confined to a single
individual to those affecting whole nations, one must learn how to identify and break out
of restrictive mindsets and give full, serious consideration to alternative solutions. One
must learn how to deal with the compulsions of the human mind that, by defeating objective
53
analysis, close the mind to alternatives. Problem –solving Skills got the grand mean of 3.98
which described as Highly Developed.
2.7 Critical Thinking Skills
“Critical thinking is a desire to seek, patience to doubt, fondness to meditate,
slowness to assert, readiness to consider, carefulness to dispose and set in order; and hatred
for every kind of imposture.” Critical Thinking Skills are one of the foundations that the
learners of today must possess in order for them to think more deeply about a certain matter.
Also, it widens their capacity of reasoning. Moreover, it helps them to think in their own
ways by simply evaluating the information they gained in the past and apply these concepts
to come up with new the information.
Table 20
Critical Thinking Skills
Ability to evaluate and weigh different sides of an
Argument
Ability to accept nothing at face value, but rather
examining the truth and validity of arguments
Ability to evaluate the relative importance of ideas
Ability to apply reason and logic to determine the
merits of an arguments
Ability to draw an evaluate conclusions from logical
arguments and data analysis
Grand Mean
Mean
Description
4.35
Highly Developed
4.26
Highly Developed
4.21
Highly Developed
4.11
Highly Developed
4.00
Highly Developed
4.19
Highly Developed
Under the critical thinking skills, the “ability to evaluate and weigh different sides
of an argument” got the highest mean of 4.35. On the other hand, the “ability to draw an
evaluate conclusions from logical arguments and data analysis” got the lowest mean of
4.00. In this case, the respondents favored the ability to evaluate and weigh different sides
of an argument among the other indicators. This means that the respondents value the
decision making of the learners for practical use. According to Braithwaite (2006), thinking
54
critically, clearly and effectively is not an easy process. However, developing critical
thinking skills will help to improve the student’s performance at writing cogent essays,
clear laboratory reports and answering exam questions more effectively. Critical Thinking
Skills obtained a grand mean of 4.19 which described as Highly Developed.
2.8 Human Relations Skills
Human relation skills refer to a person who knows how to show sensitivity to
others, building a harmonious rapport and having the feeling of being comfortable with
different kinds of people.
Table 21
Human Relations Skills
Cooperates with joy and willingness in school
faculty activities
Ability to get along with your co-teachers and
other stuff
Understanding
of
civil
and
social
responsibilities, human right and sustainability
Ability to relate well with your parents/students
Ability to maintain a healthy and adequate
public relations for your profession and for the
school
Grand Mean
Mean
Description
4.54
Very Highly Developed
4.51
Very Highly Developed
4.46
Very Highly Developed
4.43
Highly Developed
4.43
Highly Developed
4.47
Highly Developed
Table 21 shows that among all indicators under Human Relations Skills, the
indicator which obtained the highest mean is Cooperates with joy and willingness in school
faculty activities with 4.54 as its mean and described as very highly developed while both
indicators, Ability to relate well with your parents and students, and Ability to maintain a
healthy and adequate public relations of your profession and for the school, got the lowest
mean of 4.43 as described as highly developed. This shows that dealing with other people
having the joy and willingness makes the work place lighter and livelier. According to
Segal (2014), along with the cognitive changes, there were also changes on the attitude on
55
the part of both teachers and students as they began to experience actual learning in the
classroom. Teachers displayed a rekindled joy and excitement about teaching their
students. Instead of discussing what students could not do they excitedly began to relate
their positive achievements. Teachers who had displayed pattern of high absenteeism
became regular in attendance. Experiencing success produced a new excitement about
school and learning in the students. They showed a new sense of confidence in themselves
and became actively and intimately involved in learning. The Human Relations Skills got
the grand mean of 4.47 which described as Very Highly Developed.
2.9 Research Skills
Researchers can still discover so much new information up to the present time. It
only means that having research skills are essential because it is a way for the people to
have an access to new information, and these pieces of information could be a great help
to many people to have a better decision-making in life and career. Also, it helps us to look
for solutions to solve the problem through exploring ways.
Table 22
Research Skills
Ability to summarize information, explain the aims,
motives, result and conclusions of the research
Ability looking for alternative to common or accepted
methods and solutions
Ability to gather data and designing a date gathering
tool
Identifying and designing an appropriate experimental
procedure understanding the limitations and scope of
an experimental design
Ability to identify an appropriate method
(Mathematical or otherwise) for interpreting and
manipulating data
Grand Mean
Mean
Description
4.11
Highly Developed
4.00
Highly Developed
3.94
Highly Developed
3.91
Highly Developed
3.74
Highly Developed
3.94
Highly Developed
56
Of all the indicators under the Research Skills, ability to summarize information,
explain the aims, motives, results and conclusions of the research got the highest mean of
4.11 which described as highly developed while the ability to identify an appropriate
method (Mathematical or otherwise) for interpreting and manipulating data indicator
obtained the lowest mean of 3.74 which is still described as highly developed. In this result,
it shows that ability to summarize information, explain aims, motives, results and
conclusions of the research is the most important indicator among all the indicators.
According to Norris and Phillips (2003) the reading and writing of scientific texts need
more emphasis in science education. Reading in science education involves learning how
to comprehend, interpret, analyze, and criticize texts—activities that are central to science.
This means that reading will include not only the passive absorption of information but
also the active and complex interpretation processes such as analyzing and criticizing.
Research skills obtained a grand mean of 3.94 which described as Highly Developed.
Table 23: Developed Teaching Skills and Competencies of the Respondents
Teaching Skills and Competencies
Lesson Planning
Preparation and Utilization of Instructional
Materials
Use or Variety of Methods
Communication Skills
Information Technology Skills
Problem Solving Skills
Critical Thinking Skills
Human Relation Skills
Research Skills
Total Mean
Overall
Mean
4.23
Verbal Description
Highly Developed
4.12
Highly Developed
4.11
4.24
4.28
3.98
4.19
4.47
3.94
4.17
Highly Developed
Highly Developed
Highly Developed
Highly Developed
Highly Developed
Highly Developed
Highly Developed
Highly Developed
57
The table shows that the respondents rated the development of teaching skills as
highly developed.
The overall mean of 4.17 means that the teaching skills of the
respondents are highly developed. Among the teaching skills, human relation skills got the
highest weighted mean of 4.47. On the other hand, research skills got the lowest weighted
mean of 3.97.
3. Quality of Support Services
Support services are intended to cater the needs of the students inside and outside
the classroom setting. These services are considered beneficial in developing the
performance of the students as it gives additional help to the teaching-learning process.
Table 24: Quality of Support Services Provided by the Tarlac State University –
College of Education
Quality of Support Services
Availability of student development / life
opportunities (student guild, clubs, and co-curricular
activities.)
Availability of work attachment / industry placement
opportunities
Research opportunities
Overall teaching quality
Industry relevance
Opportunities for interdisciplinary learning in the
program (emphasis on connection between different
disciplines)
Availability of career development services
Overall exams administration processes
Quality of students records management system
Quality of library services
Access to academic advice from faculty
Availability of counseling services
Quality of facilities and equipment
Overall admission and registration processes
Grand Mean
Mean
Description
4.36
Good
4.17
Good
4.08
4.0
3.97
Good
Good
Good
3.92
Good
3.89
3.86
3.81
3.72
3.72
3.69
3.50
3.47
3.87
Good
Good
Good
Good
Good
Good
Good
Good
Good
Table 24 shows the rating of the respondents in the quality of support services
provided by the BSED – English program of Tarlac State University College of Education.
58
The availability of student development/life opportunities (student guild, clubs, and cocurricular activities) got the highest mean of 4.36. However, the overall admissions and
registration processes got the lowest weighted mean of 3.47. This implies that student
guilds, clubs, and co-curricular activities provided by the university helped the respondents
and should give focus in enhancing the different skills of the students. However, the overall
admission and registration processes should be developed to cater the needs of the students.
In addition, the study conducted by Colarte (2010) indicated the positive effect of the
support services as it has been revealed to the findings that most of the respondents are
employed. However, the book entitled Contemporary Social Problems and Issues (1997)
contradicts the effectiveness of support services wherein the facilities and support services
given are not enough to perform well. That is why there is a need to strengthen these
services in order to not only produce literate students but also skilled and competent
professionals. Still, the quality of support services provided by TSU – College of Education
obtained a grand mean of 3.87 which described as Very Good. This implies that the one
reason why the respondents are 100% LET passers is they had enough quality of support
services provided by the said university.
4. Usefulness of Major and Professional Subjects
Major and Professional subjects are significant to the field of teaching. Competence
on both content and pedagogy of the subject matter is the requirement for a successful for
teachers to teach effectively. Every teacher underwent to the different major and
professional subjects before stepping on the finish line of graduation. These major and
professional/field study subjects are the “tools” of every English teacher to apply what they
have learned and transfer the knowledge they have acquired to their students. As to know
59
how effective the use of the different major and professional subjects acquired by the
graduates under the program of BSED English in their teaching career, they are described
as follows:
Table 25: Responses of the Respondents to the Usefulness of the Major Subjects
Major subject
Preparation and Evaluation of Instructional Materials
The Teaching of Literature
Speech and Arts
Literary Criticism
The Teaching of Listening and Reading
Language and Literature Assessment
The Teaching of Speaking and Writing
English and American Literature
Language Research
Afro-Asian Literature
Remedial Instruction for English
Language Curriculum for Secondary Schools
Mythology and Folklore
English for Specific Purposes
Translation and Editing of Text
Introduction to Stylistics
Grand Mean
Mean
4.71
4.69
4.63
4.63
4.63
4.57
4.54
4.51
4.49
4.46
4.46
4.37
4.34
4.26
3.89
3.74
4.43
Description
Extremely Useful
Extremely Useful
Extremely Useful
Extremely Useful
Extremely Useful
Extremely Useful
Extremely Useful
Extremely Useful
Very Useful
Very Useful
Very Useful
Very Useful
Very Useful
Very Useful
Very Useful
Very Useful
Very Useful
Table 25 shows the satisfaction rate of the graduates on the usefulness of the major
subjects in their teaching career as teachers. The responses show that the graduates are
satisfied with the major subjects obtaining a grand mean of 4.43 which is very useful. Of
all the major subjects with extremely useful rating, the Preparation and Evaluation of
Instructional Materials got the highest weighted mean of 4.71 while Introduction to
Stylistics got the lowest weighted mean of 3.74. The subject, Preparation and Evaluation
of Instructional Materials, was found useful by the graduates because they value the
importance of being prepared in making instructional materials as well as being evaluated
to the effectiveness of the instructional materials they made for them to be able to teach
effectively.
60
Table 26: Responses of the Respondents to the Usefulness of Professional and
Field Study Subjects
Professional subjects
Educ 11A: Assessment of Student Learning 2
Educ 12A: Educational Technology 2
Educ 5A: The Teaching Profession
Educ 6A: Educational Technology 1
Educ 3A:Facilitating Learning
Educ 1A: Child and Adolescent Development
Educ 2A: Principle of Teaching 1
Educ 4A:Principle of Teaching 2
Educ 9A:Assessment of Student Learning 1
Educ 10A: Curriculum Development
Educ 7A: Developmental Reading 1
Educ 14A: Special Topics
Educ 8A: Social Dimensions
Field study subject
Educ 15B: Student Teaching
Educ 12B: Technology in the Learning
Environment
Educ 4B: Experiencing the Teaching Learning
Process
Educ 5B: On Becoming a Teacher
Educ 11B: Learning Assessment Strategies
Educ 1B:The Learner’s Development and
Environment
Educ 10B: Exploring the Curriculum
Grand Mean
Mean
4.71
4.71
4.71
4.69
4.63
4.60
4.60
4.60
4.60
4.60
4.57
4.43
4. 14
Description
Extremely Useful
Extremely Useful
Extremely Useful
Extremely Useful
Extremely Useful
Extremely Useful
Extremely Useful
Extremely Useful
Extremely Useful
Extremely Useful
Extremely Useful
Very Useful
Very Useful
4.89
Extremely Useful
4.46
Very Useful
4.44
Very Useful
4.37
4.37
Very Useful
Very Useful
4.29
Very Useful
4.29
4.53
Very Useful
Extremely Useful
Table 26 gives the findings of the satisfaction of the respondents on the usefulness
of professional subjects and field study subjects in their career as teachers. The findings
reveal that the graduates are satisfied with the professional and field study subjects having
a grand mean of 4.53 which has a description of extremely useful. Among all the
professional and field study subjects with extremely useful rating, Educ 15B: Student
Teaching obtained the highest weighted mean of 4.89 while Educ 8A: Social Dimensions
got the lowest weighted mean of 4.14. This reveals that the respondents had a sufficient
61
training during their practice teaching wherein they were able to apply all the knowledge
and skills they have acquired before they had their student teaching.
5. Implication of the Study to the BSED English Program
The BSED English program should still be enhanced in terms of providing various
learning opportunities and avenues to continuously produce competent individuals who
will become instruments of change to transform lives. However, it still helped its graduates
to pass the LET and be professional teachers although not all of them are in the teaching
career due to personal reasons.
The data gathered proved that majority of the learners of BSED program are
residing from the different municipalities of Tarlac, it proves that learners outside Tarlac
City prefer to take education.
In terms of the respondents’ age, majority of the respondents graduated at the
expected age of their batch; however, there are few who graduated older than their expected
age. This implies that having 100% LET passers does not depend on the age of the
graduates. No matter how young or old the graduates are, the training and quality of
instructions still affect the performance of the graduates. Also, it has been proven that
majority of the respondents are females, tt implies that majority of the females are also
interested in mastering the English language, and willing to share their knowledge and
skills towards others.
The data according to the employment rate of the respondents proved that there are
still degree holders and licensed professionals who do not have a job. It implies that having
100% LET passers does not guarantee the possibility of 100% employed graduates as well.
In addition to that, the data under employment status of the respondents verify that it really
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takes time after passing the Licensure Examination for Teachers to have a permanent job.
Also, it requires patience, dedication, and passion to improve and to gain job security.
However, it is shown that 3 out of 36 respondents are unemployed. It implies that
though few of the respondents are not employed, there are reasons of their unemployment.
The data showed that their reason is not because of the lack of job vacancy, but because of
end of contract, missionary affiliation, and pursuing another course. Also, it was shown
that having 100% LET passers who are considered as licensed professional teachers does
not guarantee that all of them will pursue teaching as their job. It may be because of job
availability or it is their own choice.
In choosing the type of school, the respondents prefer to work on private schools
are being considered by most of the education graduates as good training ground in their
profession. Also, in teaching, it implies that majority of the respondents give importance
to the role of instructional materials in catering the needs of the learners. Also, majority of
the respondents treat instructional materials as tools in conducting a meaningful teaching
and learning process and in meeting their instructional objectives for their every lesson.
Thus, the BSED Program became a tool to be used in getting a stable and decent
job as the BSED English graduates were properly trained and guided having the different
skills which made them flexible to any possible career that they want to be involved in.
Also, the curriculum has been proven effective as it is continuously producing holistically
developed individuals who are educated and highly intellectual, even though there are still
areas where improvement is needed. This only shows that curriculum’s permanence is like
a contractual job in a particular educational institution that needs to be renewed, improved
and developed in order to make progress toward the possible achievement of permanence
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against the never ending irregularity and demands of the educational system. In addition,
the BSED Program served as a storehouse of knowledge as it became a basis of the extent
of learning and understanding of the graduates that they would impart to their students in
the future.
The flexibility of the graduates in terms of the ability to adapt different jobs is
clearly seen as they were exposed to real world tasks and authentic situations which made
them become ready enough to face variety of challenges in the field of work. Moreover,
the BSED Program taught the graduates how to become wise and practical decision makers
as it greatly contributed to the development of their personality and their personal growth.
It only means that the BSED Program is not just beneficial in terms of the academic aspect
but also in the emotional and social aspect which helped the graduates become not only
knowledgeable but also soft hearted professionals who are prepared enough to embrace the
realm of reality.
Also, the BSED Program greatly served as a key to unlock new doors of hopes and
opportunities toward the starting point of another fruitful journey and the ladder of success
which will eventually transform the lives of the graduates into a satisfying and fulfilling
one.
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Chapter 5
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
This chapter presents the summary of the findings, conclusion derived from the
findings and the significant recommendations.
Summary of the Findings
1. Graduate’s Profile
1.1 General Information
Most of the respondents are residing in the Province of Tarlac (Bamban, Camiling,
Capas, Concepcion, Gerona, etc.). Majority of the respondents are in the age bracket of 2122 years old with the percentage of 83.33. Moreover, female is the dominant sex of the
respondents who are single.
1.2 Employment Data
Only 33 out of 36 respondents are employed and the remaining 3 are unemployed
because of different reasons. Most of the respondents’ job is in line with teaching, and
majority is in a private school. Mostly, their employment status is contractual. It took time
for most of the respondents to be hired after college. However, their first job is related to
their course. Majority of them are also in the teaching profession for 7-11 months now.
1.3 Continuing Professional Development
Only 11 out of 36 respondents took Continuing Professional Development (CPD)
activities specifically their involvement to different academic conference and seminars. For
this reason, the respondents think that attending various seminars provide wider learning
opportunities which could help become holistically competent professionals. At the same
time, by attending seminars they could easily grasp current and appropriate strategies in
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teaching the 21st century learners. Also, it is more convenient on their part because
attending seminars and workshops only consumes lesser time and effort.
2. Teaching Skills and Competencies
With the overall mean of 4.17 the teaching skills and competencies of the
respondents are highly developed. Among the teaching skills, human relation skills got the
highest weighted mean of 4.47. Meanwhile, the research skills got the lowest weighted
mean of 3.97.
3. Quality of Support Services
Based from the data gathered, it indicates that most of the respondents show
adequate satisfaction in the quality of support services that they had under the BSEd
English program. Considering all the indicators, the student development or life
opportunities (student guild, clubs, and co-curricular activities) got the highest weighted
mean of 4.36 while the overall admission and registration processes got the lowest
weighted mean of 3.47.
4. Usefulness of Major and Professional Subjects
With the grand mean of 4.43, the respondents are satisfied with the major and
professional subjects and they consider it as very useful to their present career. Of all the
major subjects, Preparation and Evaluation of Instructional Materials got the highest
weighted mean of 4.71. On the contrary, Introduction to Stylistics got the lowest weighted
mean of 3.74.
On the other hand, the graduates are also satisfied with the professional and field
study subjects with a grand mean of 4.53 and a verbal description of Extremely Useful.
Among all the professional and field study, Educ15B: Student Teaching obtained the
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highest weighted mean of 4.89 while Educ8A: Social Dimensions got the lowest weighted
mean of 4.14.
Conclusion
Based on the data gathered, it was found that:
1. The BSED English graduates are mostly residing in Tarlac province. Most of the
respondents are single females who are in the age bracket of 21-22 years old.
Majority of them are also in the teaching field with a contractual employment
status. Also, some of them took CPD activities because some prefer to give more
time to their families, some are not financially stable yet and some chose to have
leisure time first before involving themselves with CPD activities.
2. The BSED English graduates acquired a highly developed teaching skills and
competencies which are vital in their profession provided by the TSU – COED
under the BSED program.
3. The quality and support services allocated by the TSU – COED contributed to the
personal growth of the respondents since the development or life opportunities got
the highest weighted mean. Hence, the BSED English graduates were able to excel
in their own profession and career since they were exposed in the real world tasks.
4. The different major and professional subjects in the BSED English Program to the
teaching profession of the respondents.
5. The BSED English Program helped the graduates to be equipped and well- trained
in the teaching profession which enabled them to be highly competent individuals.
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Recommendations
Based on the summary and conclusions of this study, the following
recommendations are presented:
1. The teachers and administrators of the BSED English Program should encourage
its prospective graduates to pursue teaching due to the demand of the K to 12
curriculum and emphasize the importance of life-long learning through CPD as it
is a requirement in the renewal of license.
2. Seminars and training programs about research should be given special attention
by the BSED English Program. These could help the graduates to be more exposed
to the significance of research which will be beneficial to them and to the education
system.
3. The BSED English Program should provide continuous and meaningful activities
which will enrich its individualized potentials beyond – classroom / and abilities as
future professional teachers.
4. Instructions and assessments under some major subjects specifically the grammar
and linguistics related subjects should be more provided by the teachers. In
addition, the professional subjects which are co-requisites of some filed study
subjects should be taught by the same professors for the students to apply what they
have learned.
5. The data proved that one of the reasons of obtaining 100% LET passing rate is
because the respondents had enough and adequate teaching and competency skills;
therefore, it is highly recommended that the BSED English program should
maintain the quality of instruction being given to the students. Also, the quality of
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instruction should be strictly monitored consistently. It is for the possibility of
attaining another batch of 100% LET passers.
6. To the administrators, it is recommended to not just focus on the student
development in different guilds, clubs, and other co-curricular activities, but also
give importance the quality and availability of facilities and equipment and to the
admission process as it is rated as the lowest indicators under the quality of support
services. These indicators are important in enhancing the skills and abilities of the
students.
7. To the teachers, it is essential to expose the students to the different activities which
could enhance their skills and to engage them in the field of teaching.
8. To the future researchers, this study identifies the rating of the respondents on how
the BSED English program provided trainings making them 100% LET passers. It
is suggested not to rely only on the findings, but also to conduct an interview in
their next tracer study.