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Tracer Study On The Graduates Of: Le Chatelier 2011-2012
Tracer Study On The Graduates Of: Le Chatelier 2011-2012
Tracer Study On The Graduates Of: Le Chatelier 2011-2012
Researchers:
Michael F. Ballad
Jerryck C. Dulin
Introduction
Students were assigned to trace the whereabouts of the Le Chatelier 2011-2012 graduates
of TCSHS by asking them in the following: gender, type of school, shifter or non-shifter, who
influenced their decisions and their most recent average.
The tracer study aims to collect information about the Le Chatelier 2011-2012 students
who are in college specifically their gender, course, type of school, shifter or non-shifter,
who/what influenced their decisions and their most recent average.
C. Hypothesis
1. The student’s gender has an effect in their choice in his/her course in college.
This study aims to track the whereabouts of the Le Chatelier 2011-2012 graduates of
TCSHS by interviewing them in the following categories: gender, type of school, shifter or non-
shifter, who/what influenced their decisions and their most recent average. This study is
significant for it shows the relationship between the gender & most persistent factor to the course
taken by the students who are in college.
The study was conducted on January 5, 2016. The questionnaire was distributed through
the use facebook messenger of the group members. The results were gathered from 30 former
students of the Tuguegarao City Science High School.
Over the last two decades online and distance education has been greatly developed as a
methodology for providing education for those who formerly may have found further education
inaccessible for various reasons. As with most education processes, it is customary to have
students complete an evaluation of the course or programme. This type of evaluation usually
focuses on issues such as course content, the instructional material provided, the usability of the
technology, and rating the performance of the course facilitators. In this writer’s opinion, this
form of assessment focuses on the production process of ODL (Online and Distance Learning),
rather than on the product of the learning process, which is the acquired knowledge and skills of
the student. The ODL provider should know the fortunes of their graduates in order to make a
complete assessment of how the educational process has impacted their graduates. With this type
of data, they are able to make modifications that could enhance their students’ chances of
achieving success. This paper looks at the tracer study as a means of maintaining curriculum
relevance and of providing targeted benefits to graduates to enhance the marketability of ODL.
The ILO Thesaurus 2005 defines a tracer study as an impact assessment tool where the
“impact on target groups is traced back to specific elements of a project or programme so that
effective and ineffective project components may be identified.” In educational research the
tracer study is sometimes referred to as a graduate or alumni survey since its target group is
former students. Schomburg(2003, p.36) notes that graduate surveys are popular for “analysis of
the relationship between higher education and work.” They provide quantitative-structural data
on employment and career, the character of work and related competencies, and information on
the professional orientation and experiences of their graduates.
Although the usual end of the course evaluation can ask for the student to assess whether
they have gained the knowledge and skills necessary for fulfilling their personal objectives, there
is really little proof of this until the student has completed the entire course of study and has
entered the workforce. By surveying a cohort of graduates from: a specific institution;
profession; discipline; graduation date; level of education; or a combination of these for
comparative analysis, Schomburg presents examples of issues which can be addressed in tracer
studies. Biographical data on “Where are our graduates now” may supply information on
income, job title, nature of employment, and years of employment. He also believes that surveys
should also include information “about the kind of work task the relationship between study and
work, and professional values and job satisfaction.”
CHAPTER 2
The researchers first wrote the names of the students of Le Chatelier 2011-2012 using the
student’s year books, the researchers then made a survey form and then messaged them through
Facebook. The researchers then put their data in Microsoft Excel with batch and gender and
added:
C. Treatments
The researchers conducted a survey among the 28 students of Einstein batch 2013 to
know their status in college. The researchers tallied their data using the following codes:
D. Research Design
1 2 3 4
What is the type of school that you are in Public Private (none) (none)
now?
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
E. Data Analysis
The researchers used SPSS Version 16 (Statistical Package for Social Science) software
for analyzing the collected data.
CHAPTER 3
Count
Course
Gender Male 2 1 5 8
Female 4 13 5 22
Total 6 14 10 30
Chi-Square Tests
N of Valid Cases 30
Count
S/N-S
Gender Male 0 8 8
Female 3 19 22
Total 3 27 30
Chi-Square Tests
Explanation: 2 cells (50.0%) have expected count less than 5. The minimum expected count is .80.
Table 5 below shows the data between gender and most recent average.
Count
M.R. Average
Gender Male 1 1 6 8
Female 1 2 19 22
Total 2 3 25 30
Chi-Square Tests
N of Valid Cases 30
Table 6 below shows the data between course and the choice to shift or not.
Count
S/N-S
Course Engineering 0 6 6
Health Sciences 1 13 14
Others 2 8 10
Total 3 27 30
Chi-Square Tests
N of Valid Cases 30
Count
M.R. Average
Course Engineering 1 1 4 6
Health Sciences 1 1 12 14
Others 0 1 9 10
Total 2 3 25 30
Chi-Square Tests
N of Valid Cases 30
Table 8 below shows the data between gender and the one who is the most persistent factor.
Count
Influenced by
Gender Male 8 8
Female 22 22
Total 30 30
Chi-Square Tests
Value
a
Pearson Chi-Square .
N of Valid Cases 30
Table 9 below shows the data between course and the one who is the most persistent factor.
Count
Influenced by
Course Engineering 6 6
Health Sciences 14 14
Others 10 10
Total 30 30
Chi-Square Tests
Value
a
Pearson Chi-Square .
N of Valid Cases 30
Count
M.R. Average
S/N-S N-S 0 0 3 3
Shifter 2 3 22 27
Total 2 3 25 30
Chi-Square Tests
N of Valid Cases 30
Table 11 below shows the data between gender and type of school.
Count
Type of School
Gender Male 4 4 8
Female 17 5 22
Total 21 9 30
Chi-Square Tests
Explanation: 1 cell (25.0%) has expected count less than 5. The minimum expected count is 2.40.
Table 12 below shows the data between course and type of school.
Count
Type of School
Course Engineering 6 0 6
Health Sciences 10 4 14
Others 5 5 10
Total 21 9 30
Chi-Square Tests
N of Valid Cases 30
A. Conclusion
The main purpose of this study was to collect information from the different former
students of Le Chatelier 2011-2012 and test the relationship between the gender of the student to
his/her course and the most persistent factor that led him/her to the course he/she chose.
Based on the results, the student’s gender does not have any relationship with his/her
course. Lastly, the student’s families had the greatest effect on his/her choice of course which
eventually led him/her to the school he/she goes to now.
B. Bibliography
Boettcher, J. V. (2006) “21st century teaching and learning patterns: What will we see?”
Syllabus Press. June 2006. Retrieved from:
http://www.designingforlearning.info/services/writing/21century.htm
Burnside Robert M.(2001) “E-learning Who Has the Goods?” The Technology Source,
July/August 2001. Retrieved from:
http://ts.mivu.org/default.asp?show=article&id=1034