chapter 1 to 5 (done)

Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Graduate Tracer Study constitutes an important tool for educational planners, as

they can provide valuable information for evaluating the productivity of higher education

and training institutions. It is an effort to survey the performance of graduates in the job

market upon completion of their chosen field of interest. Graduate Tracer Studies are

increasing and are conducted by schools, universities and higher education institutions

all over the world. In a progressive world today, surveys are also given to graduates

online by giving the Uniform Resource Locator (URL) of the document through online

communication such electronic mails, blogs, articles and other electronic means. It is

performed online in order to attain smoother data gathering instead of conducting

surveys personally. In the Philippines, Graduate Tracer Studies are initiated by the

Commission of Higher Education (CHED) and followed by different colleges and

universities. Locally, there are few schools and universities conducting it, but is growing,

and more are adapting to it in order to improve their affectivity in producing employable

graduates.

1

The study aims to track the graduates of Industrial Engineering in Lyceum of the

Philippines-Laguna as a way of gauging their capability of securing employment. It is

also a means of determining the graduates’ satisfaction level during their stay in the

university and a means of obtaining basic information on the status of graduates upon

graduation, and finally, a means in investigating the employability of graduates in the job

market.

Lyceum of the Philippines-Laguna is calling on all graduates of Industrial

Engineering from 2010 to 2012 to participate in the study. It is an institution of higher

learning dedicated to the development of integral individual. It is the institution’s vision

to produce graduates who are well-equipped with necessary skills, knowledge and

attitudes. The tracer study wants to know the satisfaction level of the graduates in terms

of curriculum, career guidance, quality of lecturers, and facilities of the institution. It also

seeks to determine the Industrial Engineering graduates ability in getting a job, their

waiting time before getting the job, and their job satisfaction level. The output of study

will help the university management in planning and determining factors related to the

improvement of curriculum and services.

2

Statement of the Problem

The study aimed to trace the Industrial Engineering graduates of Lyceum of the

Philippines-Laguna from batch 2010 to 2012. Specifically, it sought to answer the

following:

1. What is the demographical profile of Lyceum of the Philippines-Laguna

Industrial Engineering graduates in terms of:

1.1 Gender

1.2 Monthly Income

1.3 Length of service

2. How do the graduates of Industrial Engineering at Lyceum of the Philippines-

Laguna evaluate the program of IE in terms of:

2.1 Assessment of the program

2.2 Assessment of learning

3. What is the current status of employment and position of the graduates?

4. Is there a significant relationship between the assessment of the program and

status of employment and the current position?

3

5. Is there a significant relationship between the assessment of learning and

status of employment and current position?

6. Is there a significant difference in the status of employment and position

between male and female?

Objectives of the Study

The researchers listed the goals to consider in resolving the problems stated in

the study. These objectives will help the researchers to fully understand and analyze the

problem.

1. To determine the profile of Lyceum of the Philippines-Laguna Industrial

Engineering graduates (batch 2010-2012).

2. To determine the evaluation of Lyceum of the Philippines-Laguna Industrial

Engineering graduates (batch 2010-2012) in terms of:

2.1Assessment of the program

2.2 Assessment of learning

3. To determine the current status of employment and position of the graduates.

4. To determine the relationship between the assessment of the program and

status of employment and the current position.

4

5. To determine the relationship between the assessment of learning and status

of employment and current position

6. To determine if there is a difference in the status of employment between

males and females.

Hypothesis

The following are the hypotheses of the study:

1. There is no significant relationship between the assessment of the

program and status of employment and the current position of the LPU-

Laguna Industrial Engineering graduates batch (2010-2012).

2. There is no significant relationship between the assessment of learning

and status of employment and current position of the LPU-Laguna

Industrial Engineering graduates batch (2010-2012)..

3. There is no significant difference in the status of employment between

male and female of the LPU-Laguna Industrial Engineering graduates

batch (2010-2012).

5

Significance of the Study

The Graduate Tracer Study aims to provide information on the employability of

the graduates and to assess the relevance of higher education programs. This study is

beneficial to the institution, Industrial Engineering faculty, the Industrial Engineering

students, and to Industry partners.

To the Lyceum of the Philippines-Laguna:

This study will monitor the progress of Industrial Engineering graduates in the

career development. Through monitoring, it will maintain the record of all the graduates

that will result to upgrading the quality education of Industrial Engineering program.

To the Industrial Engineering Faculty:

This will allow the Industrial Engineering faculty to assess their performance in

providing education, also it will give valuable insights for Engineering program.

To the Industrial Engineering Students:

This will inform the students about the benefits of being an Industrial Engineer

which will also motivate the students to pursue the program they chose to undertake.

To Industry Partners:

This will inform them about the capabilities and strengths of Industrial

Engineering graduates of Lyceum of the Philippines-Laguna.

6

Scope and Limitations

The study is limited to the preparation and evaluation of a Graduate Tracer Study

that seeks to improve the quality of education at Lyceum of the Philippines-Laguna. This

study only includes graduates of Industrial Engineering of Lyceum of the Philippines-

Laguna from batches 2010 to 2012. The study will be used for evaluating the quality

education offered by the Lyceum of the Philippines-Laguna by the assessment of

program and learning. This will also be used for determining the status of employment

of the graduates in the field of Industrial Engineering. The study was conducted via

online survey that ran from May 23, 2013 to July 23, 2013. As far as survey is

concerned, those respondents who answered on the given survey period are the ones

that will only be considered and used in the study. The researchers used Dr. Merlita

Medallon’s Graduate Tracer Study questionnaire, which were given to the graduates.

The conduct of the survey was online through the use of Google Docs, a Google

application. The survey will only include the Assessment of the program, Assessment of

learning and Employment and Work.

7

Gender

Conceptual Framework

Figure 1. Conceptual Framework

The Framework is an intermediate theory that attempts to connect to all

aspects of inquiry. It shows how the program and learnings acquired from the institution

affect the employment and position of the students after graduation. It also shows how

related gender is when it comes to the assessment of program and learning as well as

the employment status & position.

Definition of Terms

Assessment of Program. An evaluation of the program the university

provides.

Assessment of Learning. An evaluation of the learning the graduates

acquired on their stay in the university.

8

Assessment of Program

Assessment of Learning

Employment status

Position

Career Guidance. A guide in the path of careers provided by the course.

Curriculum. A planned interaction of students with instructional content,

materials, resources, and processes for evaluating the attainment of educational

objectives.(http://en.wikipedia.org)

Education. A form of learning in which knowledge, skills, and habits of a

group of people are transferred from one generation to the next through teaching,

training, research. (http://en.wikipedia.org)

Employment and Work. Information about the jobs the graduates got after

graduation.

Employment Status. The standing of graduates in securing employment.

Graduate Tracer Study. A tool in tracking down the graduates of a certain

University. (It is a tool that retrieves the current status of graduates of a university.)

Industrial Engineering. A branch of engineering dealing with the

optimization of complex processes or systems. It is concerned with the development,

improvement, implementation and evaluation of integrated systems of people, money,

knowledge, information, equipment, energy, materials, analysis and synthesis, as well

as the mathematical, physical and social sciences together with the principles and

methods of engineering design to specify, predict and evaluate the results to be

obtained from such systems or processes. (http://en.wikipedia.org).

9

Institution. This is any structure or mechanism of social order and

cooperation governing the behavior of a set of individuals within a given community-

may it be human or specific animal one. (http://en.wikipedia.org)

Job Satisfaction. The contentment of a person/s in his/their job.

Quality Education. As used in the study, this refers to the measure of

excellence in terms of assessment of program and assessment of learning. A composite

mean of 3.50 to 5.00 means quality education had been delivered to students. A

standard weighted mean of 3.50 to 5.00 for every measure in the assessment of

program and learning also means that its measure is true.

Quality of Lectures. The excellence of lessons/ lectures being offered in the

institution.

Survey. As used in the study, this refers as an instrument, consists of

questions related to study being conducted, in gathering the necessary information.

Waiting Time. The period of time between when an action is requested or

mandated and when it occurs.

10

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

Tracer studies when defined, provides specific and dynamic information needed

by the education institution and its sponsors, its students, and its programs offered. Its

purpose is to serve as reliable information for educational institution development. This

has been the main objective of graduate tracer surveys as time progresses (Schomburg

2003).

Tracer studies are the appropriate observational studies for evaluating the results

of the education provided and the learning developed by its students. It converges

different types basic of information regarding the status of employment and position

among the graduates, up-to-date experience of undergraduates, and the

correspondence between educational qualifications and required work skills. These

studies often display the degree of success of education institutions with respect to the

graduates, labor market, and employers. Basic information obtained in tracer studies

also often tell what should be improved by education institutions in order for their

service satisfy the needs of a nation or country (Tertiary Education Commision 2009).

11

(Kumar 1991 in Zainab et al, 2004) recommended that tracer studies should be

conducted at least a year after the students graduated. Ideally, according to

(Loughbridge in Zainab et al, 2004), conducting tracer studies should be given to

graduates that had balanced or less difference in years of work and education

experience to attain effective feedback from the graduates. Zainab et al (2004)

explained in their research that the outcome of the research may be affected for

reasons such as those who have changed addresses, changed jobs or gone overseas

may make it difficult in tracing the graduates. Furthermore, they said that a number of

those located or reached were not willing to participate.

Related Studies

In the study of Mercado (2010), the communication skill was the most useful to

graduates’ first job which was said by 80.98% of the respondents. This skill was closely

followed by human relation skills (70.72%), followed by information technology skills

(52.23%), and the entrepreneurship (25.47%), which was least useful to the graduates’

first job.

In the study of Chavez & Dotong (2011), majority of the employed respondents

have stayed in their first job for almost more than one year, consisting of 30 or 52.6

percent of the total employed respondents and 23 or 40.4 percent have stayed in the

industry for one year. In the 23 respondents, 4 or 7 percent of them stayed for 6 months

12

in the company. In the same study, the relevance of Industrial Engineering curriculum to

present employment obtained a weighted mean of 2.68 to 3.86 with a verbal

interpretation that ranges from Relevant to Very Relevant, which obtained a composite

mean of 3.33 with a verbal interpretation of Relevant.

In the study Edralin (2007), she revealed in her study that the factors of

employability of graduates are the "quality education" provided by the institution and the

“good image or name of the institution”, “pertains to the positive reputation that

employers have attached to the school”.

In the study of Dotong & Laguador (2011), “Diligence and Hard Work” was the

most significant factor that contributes to the job placement of the respondents which

obtained a weighted mean of 4.82 with a descriptive rating of “Very much relevant”.

They noted that the top five responses of their study came from work related values.

They concluded that the attitude of the respondents with regards to their work was the

most significant factor that should not be neglected by the instructors, while the students

are still in the learning.

In the study of Baes & Magnaye (2011), it revealed that there is no significant

relationship between the biographical characteristics of the graduate, which are the civil

status, gender, age, region of origin, province of origin, and location of residence, and

13

the employment situation of the respondents such as present employment status,

present occupation, first job, relatedness of first job to college course, duration in first

job, waiting time before landing on first job, job level position, initial gross monthly

earning in first job, and relevance of college curriculum to first job.

In the study of Cosser (2003), the study reveals that the majority of the surveyed

employers are satisfied with the balanced learning between theory and practice in

college courses (64%), the relevance of the course content to the industry/business

needs (78%), and the competency of college teaching staff (73%).

In the study of Wylie (2003) in Cortado 2010, the study reveals that graduates

naturally express open-mindedness and determination to continuously learn, and seek

for new ideas. The study also added that graduates have this eagerness to prove

themselves, which could encourage everyone in the organization to be at their best.

The study of Wylie assumed that the skills needed by job applicants including recent

college graduates, depend from every position. It also added that technical skills are

skills that should be extremely considered. However, the most important skill was the

interpersonal skills, followed by communication skills, when recruiting graduates.

Retrieval rate of responses of graduate tracer studies

14

The retrieval rate of responses of graduate tracer studies varies. The study of

Bolanos (2011) reported a high response rate of 86.00 percent. In contrast, the study of

Baes & Magnaye (2011) reported a low response rate of 10.94 percent. Similar to our

study, the study of Ocholla & Shongwe (n.d.), reported a response rate of 40.00

percent.

and Valdez (2011),a response rate of 45.00 percent. Meanwhile, the study of Pring &

Romales (2011) reported a response rate of 56.77 percent, which is above 50 percent

response rate. Finally, the study of Debono, et al. (2004) and Bolaane, et al. (2010)

reported a response rate of 55.65%, 49% and 45% for the graduates of the years 2000,

2002, and 2004 respectively.

Synthesis

Graduate Tracer Studies are surveys provided by the higher education

institutions. It is an appropriate means of evaluating the results of the education and

training provided at a given institution. The study calls for graduates as the participants

of the study. The answers provide work-related experience of the graduates and their

assessment between work and studies. The graduate tracer study should be carried out

at least one year after the students have graduated. It should also be not too long in

order to achieve an efficient comparison between work and studies. It should be noted

that not all the involved graduates may be able to participate for reasons such as

changed address and personal information, and personally not willing to participate.

15

Study shows that majority of the employed graduates have stayed in their first job

for more than 1 year. Meanwhile, In terms of skill, the most significant for any graduate

in their first job, was being able to communicate well. With regards to their job

placement, graduates should be diligent and hardworking, which should be developed

by instructors to their students, while they are still studying at college. Graduates are

naturally open minded and express willingness to learn and seek for new ideas. Studies

reveal that employers express satisfaction with the balance of theory and practice

developed in college, relevancy of course content to industry/business needs and the

competency of college teaching staff. Education institutions should provide quality

education to students and have good reputation, for them to provide employable

graduates. A study revealed that biographical characteristics are not significant to the

employment situation of the graduates. Meanwhile, the Industrial Engineering

curriculum was described as relevant to the graduates' present employment. Lastly, the

graduate tracer studies should be noted that its response rate is varying which could

either result to a low, average, or high response rate.

16

Chapter 3

METHODOLOGY

Research Design

The researchers used descriptive research in the study because it involved

collections of quantitative information that can be tabulated in numerical form. This

method gathered information about the present condition of the Industrial Engineering

graduates of Lyceum of the Philippines-Laguna that used visual aids such as graphs

and charts to aid the reader in understanding the data distribution.

The Subject

The researchers selected all the graduates of Industrial Engineering of Lyceum

of the Philippines-Laguna of batch 2010-2012 as the respondents of the study. It

consists of 26-26-21 graduates from batch 2010 to 2012 gathering a total of 73

respondents for the study.

Percent Retrieval of Data

The researchers only used the survey answers that ran from the survey period

provided by the researchers. This was due to the limited time availability of the

17

researchers, and the unexpected slow retrieval of survey answers from the respondents

for two months. Percent retrieval of data is described as the ratio of actual number of

respondents that answered from the given survey period (May 23, 2013 to July 23,

2013) and the total number of respondents for the study. Data is displayed in percent

(%).

Research Instrument

The researchers used a questionnaire as an instrument of the study. It is done by

the current research director of Lyceum of the Philippines-Laguna, Dr. Merlita Medallon.

The study has been decided to be an online survey questionnaire through Google Docs,

a Google application. The particular kind of survey wherein the respondents will answer

the questionnaire only once, therefore, the collected data will be used in the whole

process of the research. The questions were divided into 3 parts. The first part was

about assessment of program which tackles about the relevancy, program description

18

and the quality of instruction. The second part was about assessment of learning which

includes improvements and developments of students’ skills and capabilities. And lastly

the third part was about employment and work. It involves the capability of the

graduates in securing employment after graduation. The researchers have used the

Internet and books (electronic books) as references to acquire more information about

Graduate Tracer Study.

Validation of Instrument

The questionnaire according to Dr. Merlita Medallon was validated and pre-

tested because the questionnaire being used by the researchers was patterned in the

questionnaire of the Comission on Higher Education (CHED). Dr. Medallon gave us the

permission to use it for the study. Since the graduates may have changed their

addresses, contact numbers and may have their jobs already, the researchers decided

to use an online survey for an easy access of information from the graduates. Each item

in the questionnaire will have options. 5 strongly agree; 4 moderately agree; 3 agree; 2

disagree; strongly disagree.

Data-Gathering Procedure

Having found the questionnaire valid and reliable, the researchers provided a

request letter to the registrar for the list of names of the Industrial Engineering

graduates of Lyceum of the Philippines-Laguna for the batch 2010 to 2012. List of

graduates, however, were not provided by the office of the registrar due to

confidentiality purposes, but the request was forwarded to the Palaestra Consortio

19

Office. The Palaestra Consortio approved the request and released the list of

graduates, which also includes their addresses, contact numbers and e-mail addresses,

as the registrar permitted the request for research purposes only. Before sending the

questionnaires to the respondents, the researchers asked for the permission of Dr.

Merlita Medallon, the person who made the questionnaire and is currently the research

director of Lyceum of the Philippines-Laguna.

The researchers used the online questionnaire from a Google application,

Google Docs. The online questionnaire were sent to the graduates by sending it to their

e-mails that was indicated in the list of graduates provided by the Palaestra Consortio

Office. The researchers will get and analyze the tabulated data presented in the

summary of the Google Docs.

Data-Processing Method

The data that will be gathered by the online survey will be used for the data

analysis as a way of answering the concerns and problem of the study. The online

instrument called Google Docs will tabulate the data automatically once the

respondents have answered the questionnaire provided by the researchers. The data

that have been tabulated will be analyzed by the statistician, Dr. Merlita Medallon

through a program named “Statistical Package for Social Science version 19”. It will

help in providing a summary of demographic profile of the respondents, evaluation on

assessment of the program, learning and employment & work of the graduates,

determining the status of employment and position of the graduates, determining the

20

significant relationship between the assessment of the program and status of

employment and the current position, determining the significant relationship between

the assessment of learning and status of employment and current position, determining

the significant difference in the status of employment between male and female.

Statistical Treatment of Data

The statistical instruments to be used in the interpretation of the data and testing

the null hypothesis of the study will include the frequency counts, weighted arithmetic

mean, pearson product moment coefficient of correlation and t-test.

Frequency Tables will be used to present frequency counts and percent of the

demographic profile of the respondents.

Weighted Mean will be used to determine to what extent the graduates of

Industrial Engineering students evaluate the program and learning.

Table 1. Standard Weighted Mean

Standard Weighted Mean4.50-5.00 Strongly Agree3.50-4.49 Moderately Agree2.50-3.49 Agree1.50-2.49 Disagree1.00-1.49 Stongly Disagree

21

Pearson Product Moment Coefficient of Correlation will be used to determine

the relationship of status of employment and position and the assessment of the

program and learning.

Where:

N = number of pairs of scores

∑xy = sum of the products of paired scores

∑x = sum of x scores

∑y = sum of y scores

∑x2 = sum of squared x scores

∑y2 = sum of squared y scores

The Pearson correlation coefficient, r, can take a range of values from +1 to -1. A

value of 0 indicates that there is no association between the two variables. A value

greater than 0 indicates a positive association; that is, as the value of one variable

increases, so does the value of the other variable. A value less than 0 indicates a

negative association; that is, as the value of one variable increases, the value of the

other variable decreases.

22

If the probability is less than 0.05, the relationship is significant. Otherwise, it is

not significant.

T-test for independent samples shall be used to determine significant difference

in the assessment of male and female respondents.

Where:

xR = mean

s = standard deviation

n = number of data

23

Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter contains the results of the survey that ran from May 23, 2013 to July

23, 2013. The results will be analyzed using Statistical Package for Social Science

version 19 and statistical instruments namely weighted mean, frequency tables, t- test

and Pearson correlation for the interpretation of the data.

Demographic Profile of the Respondents

1. Gender

Table 2. Gender of the Respondents

Gender Frequency Percent

Male 15 50.00%

Female 15 50.00%

Total 30 100.00%

The researchers have gathered 30 survey answers, consisting of 15 male and female

respondents.

24

2. Monthly Income

Table 3. Monthly Income of the Respondents

Monthly Income Range Frequency Percent

₱5,000 to less than ₱10,000 1 3.33%

₱10,000 to less than ₱15,000 25 83.33%

₱15,000 to less than ₱20,000 4 13.33%

Total 30 100.00%Table 3 shows the profile of the respondents based on initial gross monthly

income in their first job. 83.33 percent of the respondents have a monthly income range

of ₱10.000 to ₱15,000, followed by 13.33 percent having ₱15,000 to less than ₱20,000,

and 3.33 percent have ₱5,000 to less than ₱10,000. From the gathered results, majority

of the respondents have an initial gross monthly income of ₱10,000 to less than

₱20,000 in their first job.

3. Length of Service

Table 4. Length of Service of the Respondents in their First Job

Length of Service Frequency Percent1 to 6 months 6 20.00%

7 to 12 months 2 6.67%1 year to less than 2 years 11 36.67%2 years to less than 3 years 5 16.67%

25

3 to less than 4 years 3 10.00%No response 3 10.00%

Total 30 100.00%

Table 4 shows that 36.67 percent have stayed in their first job for one year to

less than two years, 20 percent stayed for one to six months, 16.67 percent stayed for

two years to less than three years, 10 percent have stayed for three to less than four

years, and 6.67 percent have stayed for seven to 12 months. The remaining 10 percent

have not responded to this question. From the gathered results, most of the

respondents have stayed in their first job for one year to less than two years.

Assessment of the Program

The course content is very comprehensive and relevant to the job.

Table 5. The Course Content is Very Comprehensive and Relevant to the Job

Response Frequency Score Percent

Strongly Disagree (1) 0 0 0.00%

Disagree (2) 1 2 3.33%

Agree (3) 8 24 26.67%

Moderately Agree (4) 13 52 43.33%

Strongly Agree (5) 8 40 26.67%

Total 30 118 100.00%

Standard Weighted Mean 3.93

26

0.00% 3.33%

26.67%

43.33%

26.67%

0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

StronglyDisagree (1)

Disagree (2) Agree (3) ModeratelyAgree (4)

StronglyAgree (5)

Response

Rela

tive F

req

uen

cy i

n P

erc

en

t

Figure 2. The Course Content is Very Comprehensive and Relevant to the Job

Table 5 shows that 43.33 percent of the respondents "Moderately Agree" that the

content is very comprehensive and relevant to the job, while 26.67 percent “Agree” and

another 26.67 percent "Strongly Agree,” and 3.33 percent "Disagree.” Based on the

results, most of the respondents either moderately agree/agree that the Industrial

Engineering course content is very comprehensive and relevant to the job.

27

The program components are relevant to the job.

Table 6. The Program Components are Relevant to the Job

Response Frequency Score PercentStrongly Disagree (1) 0 0 0.00%Disagree (2) 1 2 3.33%Agree (3) 10 30 33.33%Moderately Agree (4) 9 36 30.00%Strongly Agree (5) 10 50 33.33%Total 30 118 100.00%Standard Weighted Mean 3.93

0.00% 3.33%

33.33% 30.00% 33.33%

0.00%

20.00%

40.00%

60.00%

80.00%

100.00%



StronglyAgree (5)

Response

Rela

tive F

req

uen

cy i

n P

erc

en

t

Figure 3. The Program Components are Relevant to the Job

Table 6 shows that 33.33 percent of the respondents “Strongly Agree” and

another 33.33 percent “Agree” that the program components are relevant to the job,

28

while 30 percent “Moderately Agree,” and 3.33 percent “Disagree.” Based on the

results, almost

all of the respondents either agree or strongly agree that the program components of

Industrial Engineering are relevant to the job.

The objectives of the program were achieved.

Table 7. The Objectives of the Program were Achieved


0.00%10.00%

33.33% 36.67%

20.00%

0.00%

20.00%

40.00%

60.00%

80.00%

100.00%



StronglyAgree (5)

Response

Rela

tive F

req

uen

cy i

n P

erc

en

t

Figure 4. The Objectives of the Program were Achieved

29

Table 7 shows that 36.67 percent of the respondents “Moderately Agree” that the

objectives of the program were achieved, while 33.33 percent “Agree,” 20 percent

“Strongly Agree,” and 10 percent “Disagree.” Based on the results, most of the

respondents moderately agree that the objectives of the Industrial Engineering program

were achieved.

The objectives of the program are similar to the objectives of the workplace.

Table 8. The Objectives of the Program are Similar to the Objectives of the

Workplace


30

0.00%10.00%

43.33%

30.00%

16.67%

0.00%

20.00%

40.00%

60.00%

80.00%

100.00%



StronglyAgree (5)

Response

Rela

tive F

req

uen

cy i

n P

erc

en

t

Figure 5. The Objectives of the Program are Similar to the Objectives of the

Workplace

Table 8 shows that 43.33 percent of the respondents “Agree” that the objectives

of the program are similar to the objectives of the workplace, while 30 percent

“Moderately Agree,” 16.67 percent “Strongly Agree,” and 10 percent “Disagree.” Based

on the results, most of the respondents agree that the objectives of the Industrial

Engineering program are similar to the objectives of the workplace.

The program length is sufficient to produce graduates with the required entry-level

knowledge and/or skill in the field or workplace.

Table 9. The Program Length is Sufficient to Produce Graduates with the

Required Entry-Level Knowledge and/or Skills in the Field or Workplace

Response Frequency Score PercentStrongly Disagree (1) 0 0 0.00%Disagree (2) 3 6 10.00%Agree (3) 10 30 33.33%Moderately Agree (4) 10 40 33.33%Strongly Agree (5) 7 35 23.33%

31

Total 30 111 100.00%Standard Weighted Mean 3.70

0.00%10.00%

33.33% 33.33%23.33%

0.00%

20.00%

40.00%

60.00%

80.00%

100.00%



StronglyAgree (5)

Response

Rela

tive F

req

uen

cy i

n P

erc

en

t

Figure 6. The Program Length is Sufficient to Produce Graduates with the

Required Entry-Level Knowledge and/or Skills in the Field or Workplace

Table 9 shows that both 33.33 percent of the respondents “Agree” and another

33.33 percent “Moderately Agree” that the program length is sufficient to produce

graduates with the required entry-level knowledge and/or skills in the field or workplace.

While 23.33 percent “Strongly Agree,” and 10 percent “Disagree.” Based on the results,

most of the respondents either agree or moderately agree that the program length of

Industrial Engineering is sufficient to produce graduates with the required entry-level

knowledge and/or skills in the field or workplace.

The program description captures the types of duties a graduate is expected to perform

in the work environment.

32

Table 10. The Program Description Captures the Types of Duties a Graduate

is Expected to Perform in the Work Environment


0.00%6.67%

40.00% 40.00%

13.33%

0.00%

20.00%

40.00%

60.00%

80.00%

100.00%



StronglyAgree (5)

Response

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Figure 7. The Program Description Captures the Types of Duties a Graduate is

Expected to Perform in the Work Environment

Table 10 shows that 40 percent of the respondents “Agree” and another 40

percent “Moderately Agree” that the program description captures the types of duties a

graduate is expected to perform in the work environment, while 13.33 percent “Strongly

Agree,” and 6.67 percent “Disagree.” Based on the results, most of the respondents

33

either Agree or Moderately Agree that the Industrial Engineering program description

captures the types of duties a graduate is expected to perform in the work environment.

The courses are relevant to the intended career.

Table 11. The Courses are Relevant to the Intended Career


0.00% 3.33%

33.33%40.00%

23.33%

0.00%

20.00%

40.00%

60.00%

80.00%

100.00%



StronglyAgree (5)

Response

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Figure 8. The Courses are Relevant to the Intended Career

34

Table 11 shows that 40 percent of the respondents “Moderately Agree” that the

courses are relevant to the intended career, while 33.33% “Agree,” 23.33 percent

“Strongly Agree,” and 3.33 percent “Disagree.” Based on the results, most of the

respondents moderately agree that the Industrial Engineering courses are relevant to

the intended career.

The Quality of instruction is sufficient and provides what is required in the workplace.

Table 12. The Quality of Instruction is Sufficient and Provides What is

Requested in the Workplace


0.00%

16.67%

33.33% 30.00%20.00%

0.00%

20.00%

40.00%

60.00%

80.00%

100.00%



StronglyAgree (5)

Response

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35

Figure 9. The Quality of Instruction is Sufficient and Provides What is Requested in the

Workplace

Table 12 shows that 33.33 percent of the respondents “Agree” that the quality of

instruction is sufficient and provides what is required in the workplace, while 30 percent

“Moderately Agree,” 20 percent “Strongly Agree,” 16.67 percent “Disagree.” Based on

the results, most of the respondents agree that the quality of instruction is sufficient and

provides what is required in the workplace.

The Quantity of instruction is sufficient to the requirements of the workplace.

Table 13. The Quantity of Instruction is Sufficient to the Requirements of the

Workplace


36

0.00%

20.00%30.00%

36.67%

13.33%

0.00%

20.00%

40.00%

60.00%

80.00%

100.00%



StronglyAgree (5)

Response

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Figure 10. The Quantity of Instruction is Sufficient to the Requirements of the Workplace

Table 13 shows that 36.67 percent of the respondents “Moderately Agree” that

the quantity of instruction is sufficient to the requirements of the workplace, while 30

percent “Agree,” 20 percent “Disagree,” and 13.33 percent “Strongly Agree.” Based on

the results, most of the respondents moderately agree that the quantity of instruction is

sufficient to the requirements of the workplace.

The Quality of guidance services is sufficient to the requirements of the workplace.

Table 14. The Quality of Guidance Services is Sufficient to the Requirements of the Workplace


37

0.00%6.67%

43.33%

30.00%20.00%

0.00%

20.00%

40.00%

60.00%

80.00%

100.00%



StronglyAgree (5)

Response

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Figure 11. The Quality of Guidance Services is Sufficient to the Requirements of

the Workplace

Table 14 shows that 43.33 percent of the respondents “Agree” that the quality of

guidance services is sufficient to the requirements of the workplace, while 30 percent

“Moderately Agree,” 20 percent “Strongly Agree,” and 6.67 percent “Disagree.” Based

on the results, most of the respondents agree that the quality of guidance services is

sufficient to the requirements of the workplace.

The Interpersonal relationships were developed in school.

Table 15. The Interpersonal Relationships were Developed in School


38

3.33% 6.67%

26.67%

40.00%

23.33%

0.00%

20.00%

40.00%

60.00%

80.00%

100.00%



StronglyAgree (5)

Response

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Figure 12. The Interpersonal Relationships that were Developed in School

Table 15 shows that 40 percent of the respondents “Moderately Agree” that the

interpersonal relationships were developed in school, while 26.67 percent “Agree,”

23.33 percent “Strongly Agree,” 6.67 percent “Disagree,” and 3.33 percent “Strongly

Disagree.” Based on the results, most of the respondents moderately agree that

interpersonal relationships were developed in school.

The On-the-Job training or internship is enough to equip the students with hands-on

experiences related to the job.

39

Table 16. The On-the-Job Training or Internship is Enough to Equip the Students

with Hands-on Experiences Related to the Job


0.00%

13.33%

36.67%

23.33% 26.67%

0.00%

20.00%

40.00%

60.00%

80.00%

100.00%



StronglyAgree (5)

Response

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Figure 13. The On-the-Job Training/Internship is Enough to Equip the Students

with Hands-on Experiences Related to the Job

Table 16 shows that 36.67 percent “Agree” that on-the-job training/internship is

enough to equip the students with hands-on experiences related to the job, while 26.67

percent “Strongly Agree,” 23.33 percent “Moderately Agree,” and 13.33 percent

“Disagree.” Based on the results, most of the respondents agree that on-the-job

40

training/internship is enough to equip the students with hands-on experiences related to

the job.

Summary of Assessment of the Program

Table 17. Assessment of the Program

Measure Mean Verbal InterpretationThe course content is very comprehensive and relevant to the job

3.93 moderately agree

The program components are relevant to the job.


The courses are relevant to the intended career.


The Interpersonal relationships were developed in school.


The program length is sufficient to produce graduates with the required entry-level knowledge and/or skill in the field/workplace.


The objectives of the program were achieved.


The Quality of guidance services is sufficient to the requirements of the workplace.


The On-the-Job training/internship is enough to equip the students with hands-on experiences related to the job.


The program description captures the types of duties a graduate is expected to perform in the work environment.


41

The objectives of the program is similar to the objectives of the workplace.


The Quality of instruction is sufficient and provides what is required in the workplace.


The Quantity of instruction is sufficient to the requirements of the workplace.

3.43 Agree

* Composite Mean 3.68 moderately agree

* Composite Mean is the average of the mean per measure.

Table 17 shows that the average of the respondents "moderately agree" on the

following measures: “The course content is very comprehensive and relevant to the

job”; “The program components are relevant to the job”; “The courses are relevant to

the intended career”; “The program length is sufficient to produce graduates with the

required entry-level knowledge and/or skill in the field/workplace”; ”The objectives of the

program were achieved”; “The Quality of guidance services is sufficient to the

requirements of the workplace”; “The On-the-Job training/internship is enough to equip

the students with hands-on experiences related to the job”; “The program description

captures the types of duties a graduate is expected to perform in the work environment”;

“The objectives of the program is similar to the objectives of the workplace”; and ”The

Quality of instruction is sufficient and provides what is required in the workplace”, while

the respondents “agree” on the following measures: “The Quantity of instruction is

sufficient to the requirements of the workplace.” Finally, the previous table shows a

composite mean of 3.68 percent with a verbal interpretation of “moderately agree” as an

42

overall assessment of the program. Based on average, majority of the measures in the

assessment of the program have been evaluated by the respondents as “moderately

agree.”

A study of Cosser (2003) complements the result of the measure stating that

“The course content is very comprehensive and relevant to the job,” and that 78 percent

of the employers indicated their satisfaction on the relevance of course content to

industry/business needs. Synthesizing the result and study, it shows that both

employers and graduates agree and indicate satisfaction with the relevancy of the

course content to the job. Meanwhile, the study of Chavez & Dotong (2008) also

provided similar results of the same measure mentioned regarding the relevance of the

Industrial Engineering curriculum to present employment. The result still provided

consistent results with the past study conducted.

Assessment of Learning

Developed knowledge and skills applicable to a career.

Table 18. Developed Knowledge and Skills Applicable to a Career

Response Frequency Score PercentVery little (1) 0 0 0.00%Little (2) 1 2 3.33%Moderate (3) 9 27 30.00%Much (4) 14 56 46.67%Very much (5) 6 30 20.00%Total 30 115 100.00%Standard Weighted Mean 3.83

43

0.00% 3.33%

30.00%

46.67%

20.00%

0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

Very Little(1)

Little (2) Moderate(3)

Much (4) Very Much(5)

Response

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Figure 14. Developed Knowledge and Skills Applicable to a Career

Table 18 shows that 46.67 percent gained “Much” response in the assessment of

developing knowledge and skills applicable to a career. While 30.00 percent responded

with “Moderate,” 20.00 percent responded with “Very Much,” and 3.33 percent

responded with “Little.” Based on the results, most of the respondents gained much

knowledge and skills applicable to a career after taking Industrial Engineering course at

Lyceum of the Philippines-Laguna.

Developed my ability to work as a team member

Table 19. Developed my Ability to Work as a Team Member

Response Frequency Score PercentVery little (1) 0 0 0.00%Little (2) 0 0 0.00%Moderate (3) 5 15 16.67%Much (4) 9 36 30.00%Very much (5) 16 80 53.33%Total 30 131 100.00%

44

Standard Weighted Mean 4.37

0.00% 0.00%

16.67%

30.00%

53.33%

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

Very Little(1)



Response

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Figure 15. Developed my Ability to Work as a Team Member

Table 19 shows that 53.33 percent of the respondents gained “Very Much”

response in assessment of developing their ability to work as a team member, while 30

percent responded with “Much,” and 16.67 percent responded with “Moderate.” Based

on the results, majority of the respondents gained very much in developing their ability

to work as a team member after taking the Industrial Engineering course at Lyceum of

the Philippines-Laguna.

Motivated me to do my best work.

Table 20. Motivated me to do my Best Work

Response Frequency Score PercentVery little (1) 0 0 0.00%Little (2) 0 0 0.00%Moderate (3) 7 21 23.33%

45

Much (4) 11 44 36.67%Very much (5) 12 60 40.00%Total 30 125 100.00%Standard Weighted Mean 4.17

0.00% 0.00%

23.33%

36.67% 40.00%

0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

Very Little(1)



Response

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Figure 16. Motivated me to do my Best Work

Table 20 shows that 40 percent of the respondents gained “Very Much” response

in the assessment on the graduates’ motivation to do their best work, while 36.67

percent responded with “Much,” and 23.33 percent responded with “Moderate.” Based

on the results, most of the respondents were very much motivated to do their best work

after taking the Industrial Engineering course at Lyceum of the Philippines-Laguna.

Provided me with a broad overview of my course/major.

Table 21. Provided me with a Broad Overview of my Course/Major

Response Frequency Score PercentVery little (1) 1 1 3.33%Little (2) 3 6 10.00%Moderate (3) 7 21 23.33%

46

Much (4) 14 56 46.67%Very much (5) 5 25 16.67%Total 30 109 100.00%Standard Weighted Mean 3.63

3.33%10.00%

23.33%

46.67%

16.67%

0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

Very Little(1)



Response

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Figure 17. Provided me with a Broad Overview of my Course/Major

Table 21 shows that 46.67 percent of the respondents gained “Much” broad

overview of their course/major, while 23.33 percent responded with “Moderate,” 16.67

percent responded with “Very Much,” 10 percent answered “Little” and 3.33 percent

answered “Very Little.” Based on the results, most of the respondents gained much

broad overview of their course/major after taking the Industrial Engineering course at


47

Developed my time-management skills.

Table 22. Developed my Time-Management Skills


3.33% 3.33%

26.67%33.33% 33.33%

0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

Very Little(1)



Response

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Figure 18. Developed my Time-Management Skills

Table 22 shows that 33.33 percent of the respondents gained “Very Much” and

“Much” time-management skills, while 26.67 percent gained “Moderate,” 3.33 percent

“Little” and 3.33 percent “Very Little.” Based on the results, most of the respondents

gained the responses “Very Much” and “Much” time-management skills after taking the

Industrial Engineering course at Lyceum of the Philippines-Laguna.

48

Developed my initiative

Table 23. Developed my Initiative


0.00% 0.00%

20.00%

43.33%36.67%

0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

Very Little(1)



Response

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Figure 19. Developed my Initiative

Table 23 shows that 43.33 percent of the respondents gained “Much”

development in their initiative, while 36.67 percent answered “Very Much,” and 20

percent answered “Moderate.” Based on the results, most of the respondents gained

much development in their initiative after taking the Industrial Engineering course at


49

Sharpened my analytical skills

Table 24. Sharpened my Analytical Skills


0.00% 0.00%

30.00%

43.33%

26.67%

0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

Very Little(1)



Response

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Figure 20. Sharpened my Analytical Skills

Table 24 shows that 43.33 percent of the respondents gained “Much” analytical

skills, while 30 percent answered “Moderate,” and 26.67 percent answered “Very

Much.” Based on the results, most of the respondents gained much analytical skills after

taking the Industrial Engineering course at Lyceum of the Philippines-Laguna.

50

Developed my creativity

Table 25. Developed my Creativity


0.00% 3.33%

33.33% 36.67%26.67%

0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

Very Little(1)



Response

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Figure 21. Developed my Creativity

Table 25 shows that 36.67 percent of the respondents gained “Much” creativity,

while 33.33 percent answered “Moderate,” 26.67 percent answered “Very Much”, and

3.33 percent responded with “Little.” Based on the results, most of the respondents

gained much creativity after taking the Industrial Engineering course at Lyceum of the

Philippines-Laguna.

51

Developed my confidence to investigate new ideas

Table 26. Developed my Confidence to Investigate New Ideas


0.00% 3.33%

26.67%

46.67%

23.33%

0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

Very Little(1)



Response

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Figure 22. Developed my Confidence to Investigate New Ideas

Table 26 shows that 46.67 percent of the respondents gained “Much” confidence

to investigate new ideas, while 26.67 percent answered “Moderate,” 23.33 percent

replied with “Very Much” and 3.33 percent gained a “Little.” Based on the results, most

of the respondents gained much confidence to investigate new ideas after taking the


52

Developed my problem-solving skills

Table 27. Developed my Problem-Solving Skills


0.00%3.33%

33.33%36.67%

26.67%

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

40.00%

Very Little(1)



Response

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Figure 23. Developed my Problem-Solving Skills

Table 27 shows that 36.67 percent of the respondents gained “Much” in

developing problem-solving skills, while 33.33 percent gained “Moderate,” 26.67 percent

gained “Very Much,” and 3.33 percent gained a “Little.” Based on the results, most of

the respondents gained much in developing problem-solving skills after taking the


53

Stimulated my enthusiasm for further learning

Table 28. Stimulated my Enthusiasm for Further Learning


0.00% 3.33%

16.67%

50.00%

30.00%

0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

Very Little(1)



Response

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Figure 24. Stimulated my Enthusiasm for Further Learning

Table 28 shows that 50 percent of the respondents gained “Much” on the

measure “Stimulated my enthusiasm for further learning,” while 30 percent gained “Very

Much,” 16.67 percent gained “Moderate,” and 3.33 percent gained a “Little.” Based on

the results, majority of the respondents are much more enthusiastic for further learning


54

Improved my skills in written communication

Table 29. Improved my Skills in Written Communication


0.00% 3.33%

30.00%

46.67%

20.00%

0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

Very Little(1)



Response

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Figure 25. Improved my Skills in Written Communication

Table 29 shows that 46.67 percent of the respondents gained “Much”

improvement in written communication skills, while 30 percent gained “Moderate,” 20

percent gained “Very Much” and 3.33 percent gained a “Little.” Based on the results,

most of the respondents gained much improvement in their written communication skills


55

Helped to develop my ability to plan my own work.

Table 30. Helped to Develop my Ability to Plan my Own Work


0.00% 3.33%

30.00%

50.00%

16.67%

0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

Very Little(1)



Response

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Figure 26. Helped to Develop my Ability to Plan my Own Work

Table 30 shows that 50 percent of the respondents gained “Much” in developing

their ability to plan their own work, while 30 percent gained “Moderate,” 16.67 percent

gained “Very Much,” and 3.33 percent gained a “Little.” Based on the results, majority of

the respondents are much more developed in their ability to plan their own work after

taking the Industrial Engineering course at Lyceum of the Philippines-Laguna.

56

Helped me make informed judgment

Table 31. Helped me Make Informed Judgments


0.00% 3.33%

36.67%43.33%

16.67%

0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

Very Little(1)



Response

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Figure 27. Helped me Make Informed Judgments

Table 31 shows that 43.33 percent of the respondents gained “Much” help in

making informed judgments, while 36.67 percent answered “Agree,” 16.67 percent

answered “Strongly Agree,” and 3.33 percent responded with “Disagree.” Based on the

results, most of the respondents gained much help in making more informed judgments


57

Developed my computer skills

Table 32. Developed my Computer Skills


0.00%

16.67% 20.00%

40.00%

23.33%

0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

Very Little(1)



Response

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Figure 28. Developed my Computer Skills

Table 32 shows that 40 percent of the respondents gained “Much” development

in their computer skills, while 23.33 percent gained “Very Much,” 20 percent gained

“Moderate,” and 16.67 percent gained a “Little.” Based on the results, most of the

respondents gained much development in their computer skills after taking the Industrial

Engineering course at Lyceum of the Philippines-Laguna.

58

Developed my oral communication skills

Table 33. Developed my Oral Communication Skills


0.00% 3.33%

26.67%

40.00%30.00%

0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

Very Little(1)



Reponse

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Figure 29. Developed my Oral Communication Skills

Table 33 shows that 40 percent of the respondents gained “Much” development

in their oral communication skills, while 30 percent gained “Very Much,” 26.67 percent

gained “Moderate,” and 3.33 percent gained “Little.” Based on the results, most of the

respondents gained much development in their oral communication skills after taking

the Industrial Engineering course at Lyceum of the Philippines-Laguna.

59

Summary of Assessment of Learning

Table 34. Assessment of Learning

Measures Mean Verbal Interpretation

Developed my ability to work as a team. 4.37 moderately agree

Motivated me to do my best work. 4.17 moderately agree

Developed my initiative. 4.17 moderately agree

Stimulated my enthusiasm for further learning. 4.07 moderately agree

Sharpened my analytical skills 3.97 moderately agree

Developed my oral communication skills. 3.97 moderately agree

Developed my time-management skills. 3.9 moderately agree

Developed my confidence to investigate new ideas.


Developed my creativity. 3.87 moderately agree

Developed my problem-solving skills. 3.87 moderately agree

Developed my knowledge and skills applicable to a career.


Improved my skills in written communication. 3.83 moderately agree

Helped me develop my ability to plan my own work.


Helped me make informed judgments. 3.73 moderately agree

60

Developed my computer skills. 3.70 moderately agree

Provided me with a broad overview of my course/major.


* Composite Mean 3.92 moderately agree

* Composite Mean is the average of the mean per measure.

Table 34 shows that average of the respondents answered "moderately agree"

on the following measures: “Developed my ability to work as a team”; “Motivated me to

do my best work”; “Developed my initiative”; “Stimulated my enthusiasm for further

learning”; “Sharpened my analytical skills”; “Developed my oral communication skills.”;

“Developed my time-management skills”; “Developed my confidence to investigate new

ideas”; “Developed my creativity”; “Developed my problem-solving skills”; “Developed

knowledge and skills applicable to a career”; “Improved my skills in written

communication”; “Helped developed my ability to plan my own work”; “Helped me make

informed judgment”; “Developed my computer skills”; and “Provided me with a broad

overview of my course/major.” Finally, the previous table shows a composite mean of

3.92 with a verbal interpretation of “moderately agree” as an overall assessment of

learning. Based on average, all of the measures in the assessment of learning have

been evaluated by the respondents as “moderately agree.”

The result shows that the Lyceum of the Philippines-Laguna has provided quality

education to the graduates (see the definition of “quality education”) based on the

evaluation of the graduates with a verbal interpretation of moderately agree for

assessment of program (Composite mean of 3.68), (see Table 17) and assessment of

61

learning (Composite mean of 3.92), (see Table 34). This result had similar findings in

the study of Edralin (2007). According to her study, this will make the graduates more

employable.

The result of the measure “Developed my confidence to investigate new ideas,”

had similar results from a study of Wylie (2003) that graduates express open-

mindedness and willingness to try and learn new ideas. Within a decade, the graduates

still provided consistent results with this measure.

The result of the measure “Motivated me to do my best work”, had similar results

from the study of Dotong & Laguador (2004). This measure would contribute greatly to

the graduates’ job placement. For almost a decade, the they still express a motivating

behavior that allows them to be at their best.

Status of Employment and Position of Graduates

62

Table 35. Employment Status and Position of the Graduates

Employment status Frequency Percent

Contractual/Temporary 2 6.67%Regular/Permanent 24 80.00%No response 4 13.33%

Total 30 100.00%

Table 35 shows the current employment status and position of the graduates. In

the employment status, 80 percent are “Regular/Permanent,” and 6.67 percent are

“Contractual/Temporary.” 13.33 percent did not respond to the current employment

status. In the current position, 73.33 percent are in the

“Professional/Technical/Supervisory level,” and 23.33 percent are in the “Clerical/Rank

and File level.” 3.33 percent did not respond to the current position status.

Relationship between the assessment of the program and status of employment and the

current position

Ho: There is no significant relationship between the assessment of the program

and status of employment and the current position.

Position Frequency PercentClerical/Rank and file 7 23.33%Professional/ Technical/ Supervisory level 22 73.33%No response 1 3.33%Total 30 100.00%

63

Table 36. Relationship between the Assessment of the Program and Status of

Employment and the Current Position

Correlation coefficient, r

Probability Verbal interpretation

Status of employment -0.286 0.157 Not significant

Current position 0.126 0.514 Not significant

Table 36 shows the correlation coefficient value of the status of employment and

the current position with values of -0.286 and 0.126 respectively, with status of

employment having a probability of 15.70 percent and current position of 51.40 percent.

Based on the results, there is an inverse relationship between the assessment of the

program and the status of employment, while there is a direct relationship between the

assessment of the program and the current position. Relationships, however, are not

significant (Accept Ho).

Relationship between the assessment of learning and status of employment and the

current position

Ho: There is no significant relationship between the assessment of learning and

status of employment and the current position.

Table 37. Relationship between the Assessment of Learning and Status of

Employment and the Current Position

64

Correlation coefficient, r

Probability Verbal interpretation

Status of employment -0.187 .362 Not significant

Current position 0.244 .203 Not significant

Table 37 shows the correlation coefficient of status of employment and current

position with values of -0.187 and 0.244 respectively, with status of employment having

a probability of 36.20 percent and current position of 20.30 percent. Based on the

results, there is an inverse relationship between the assessment of learning and the

status of employment, while there is a direct relationship between the assessment of

learning and the current position. Relationships, however, are not significant (Accept

Ho)

Relationship between the status of employment of males and females

Ho: There is no significant difference between the status of employment of males

and females.

Table 38. Relationship between the Status of Employment of Males and Females

t-value Probability (p) Verbal interpretationStatus of employment 0.000 1.000 Not significant

Table 38 shows the t-test value of 0.00 with a probability of 100 percent for the

status of employment between males and females. Based on the results, there is no

significant difference in the status of employment between male and female

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respondents (p=1.0) (Accept Ho). The results had similar findings in the study of Baes &

Magnaye (2004) that the status of employment had no significant relationship with the

biographical characteristics of the graduates, specifically, gender. For almost a decade,

the result still did not indicate significant relationship between status of employment and

gender.

To help the interpretation of the data, the researchers have tallied survey

answers regarding the status of employment of each respondent while considering their

gender.

Table 39. Tallied Results between Males and Females Regarding the Status of

Employment

Status of Employment Male Percent Female Percent

Temporary/Contractual 1 6.67% 1 6.67%Regular/Permanent 12 80.00% 12 80.00%

No Reply 2 13.33% 2 13.33%Total 15 100.00% 15 100.00%

Result shows that two are “Temporary/Contractual” which consists of a male and

a female. Similarly, “Regular/Permanent” consists of equal counts for both genders until

“No Reply”. Through observation of the results, it tells that there is no significant

difference in the status of employment between males and females.

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Chapter 5

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SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter will discuss the summary of findings, conclusions and

recommendations that is based on the previous chapter of this study. The summary of

findings will be discussed first, followed by conclusions, then finally the

recommendations. The recommendations would indicate the researcher’s suggestions

for future researchers of this study.

Summary of findings

1. There are 73 respondents of the study. Thirty of the 73 respondents

answered the survey, where there are 15 male and 15 female

respondents, with a total of 30 survey responses.

2. Majority of the graduates (83.33 percent) have earned an initial gross monthly

income of ₱10,000 to less than ₱15,000 in their first job. The minority (13.33

percent) on the other hand, have a monthly income of ₱15,000 to less than

₱20,000. 3.33 percent of the respondents have indicated an initial gross

monthly income of ₱5000 to less than ₱10,000.

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3. Most of the graduates (36.67 percent) have stayed in their jobs for one year

to less than two years. This is followed by one to six months (20 percent),

then two years to less than three years (16.67 percent), and then three to less

than four years (10 percent). Ten percent of the respondents did not indicate

their employment length.

4. Majority of the graduates have an employment status of regular or permanent

(80 percent) in their respective jobs while the minority (6.67 percent) are

temporary or contractual. 13.33 percent of the respondents did not indicate

their employment status.

5. Majority of the graduates (73.33 percent) belong to positions classified as

professional/technical/supervisory level of work while the minority (23.33

percent) works as clerks or rank and file employees. 3.33 percent of the

respondents did not indicate their current job position.

6. The assessment of Industrial Engineering program obtained a composite

mean of 3.68 with a verbal interpretation of “Moderately Agree.”

7. The assessment of learning for the Industrial Engineering course at Lyceum

of the Philippines-Laguna obtained a composite mean of 3.92 with a verbal

interpretation of “Moderately Agree.”

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8. The assessment of the program and the status of employment obtained a

Pearson correlation coefficient of -0.286 with a probability of 15.70 percent.

9. The assessment of the program and the current position obtained a Pearson

correlation coefficient of 0.126 with a probability of 51.40 percent.

10.The assessment of learning and the status of employment obtained a

Pearson correlation coefficient of -0.187 with a probability of 36.20 percent.

11.The assessment of learning and the current position obtained a Pearson

correlation coefficient of 0.244 with a probability of 20.30 percent.

12.The relationship of the employment status between males and females

obtained a t-value of 0.00 with a probability of 100 percent.

Conclusions

1. The initial salary of an Industrial Engineering graduate of Lyceum of the

Philippines-Laguna can range from ₱5,000 up to ₱20,000 during his/her first job,

where ₱10,000 up to ₱15,000 is more often or common.

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2. The Industrial Engineering graduates of Lyceum of the Philippines-Laguna stay

in their first job that ranges from one month up to three to less than four years.

Where most of the graduates stay for one year to less than two years.

3. Majority of the Industrial Engineering graduates of Lyceum of the Philippines-

Laguna have an employment status of regular or permanent. Few of the

graduates obtained a temporary or contractual employment status.

4. Majority of the Industrial Engineering graduates of Lyceum of the Philippines-

Laguna are working in the professional/technical/supervisory level of work. Only

few work as a clerk or rank and file.

5. The graduates evaluate the Industrial Engineering program as “Moderately

Agree” with a composite mean of 3.68. Similarly, in the assessment of learning

for the Industrial Engineering course, it obtained a composite mean of 3.92 with a

verbal interpretation of “Moderately Agree.” The evaluation tells that Lyceum of

the Philippines-Laguna has provided quality education to the graduates.

6. For the Industrial Engineering program, the following are concluded:

The Industrial Engineering course content is very comprehensive and

relevant to the job, as well as its program components;

Its objectives were achieved, and are similar to that of the workplace;

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It is sufficient to produce graduates with the required entry-level

knowledge and/or skills in the field/workplace;

Its program description captures the types of duties a graduate is

expected to perform in the work environment;

The course is relevant to the intended career; and

It allows interpersonal relationship to be developed in school.

7. For the Lyceum of the Philippines-Laguna, the following are concluded:

The quality of instruction is sufficient and provides what is required in the

workplace;

The quantity of instruction is not sufficient to the requirements of the

workplace;

The quality of guidance services is sufficient to the requirement of the

workplace; and

The on-the-job training/internship is enough to equip the students with

hands-on experiences related to the job.

8. The Industrial Engineering course, in terms of learning at Lyceum of the

Philippines-Laguna, makes a person develop the attitude or behavior of being a

good team player, having better time-management skills, becoming more

enthusiastic in further learning and being open to the ideas of others, becoming

more responsible and independent in his or her work, becoming analytical and a

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problem solver, having a improved oral and written communication skills, improved

computer literacy, and improved decision-making skills. All of the measures in the

assessment of learning obtained a verbal interpretation of “Moderately Agree” from

the graduates.

9. There is an inverse relationship between the assessment of the program and the

status of employment; however, it is not significant.

10.There is a direct relationship between the assessment of the program and the

current position; however, it is not significant.

11.There is an inverse relationship between the assessment of learning and the

status of employment; however, it is not significant.

12. There is a direct relationship between the assessment of learning and the

current position; however, it is not significant.

13. There is no significant difference in the status of employment between males

and females.

Recommendations

The researchers would like to recommend the following:

For the Lyceum of the Philippines-Laguna:

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The course syllabus should be given importance by the institution since the

review of curriculum is done yearly by each department with the help of professors,

alumni and industry partners. The quality of teaching should also be emphasized well.

This may consist of factors such as methods of teaching of the instructors, and the

qualifications of teachers. On the-job training/Internship may need improvement, such

as extending the current period length to ensure that the graduates are more prepared

for the job. There should also be updated current and integrated industry-based

software tools to improve computer literacy of students. Students should be trained

more in written communication since this is a significant skill to any job.

For the Industrial Engineering students:

The study is recommended as a journal to be browsed for career guidance for

Industrial Engineering profession. This will also allow the students to be informed with

the status of employment, the salaries and the jobs that they could have after

graduation.

For the future researchers:

The Graduate Tracer Study of Industrial Engineering in Lyceum of the

Philippines- Laguna from batch 2010 to 2012 is recommended as a reference in doing

another graduate tracer study. The data and results, and the conclusions of this study

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such as the assessment of the program and learning would provide comparative results

with any future study that is similar or related to this.

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chapter 1 to 5 (done)

Documents

status of graduates

performance of graduates

employability of graduates

employable graduates

graduates satisfaction

job satisfaction level

job market

output of study