FIRST CITY PROVIDENTIAL COLLEGE

City of San Jose del Monte, Bulacan

First City Providential College

Brgy. Narra, Francisco Homes
Subdivision, City of San Jose del Monte, Bulacan

Graduate’s Employability : A Tracer Study for Bachelor of Science

in Office Management of First City Providential College

An Undergraduate Research Paper

Presented to the
College of Business Management
of
First City Providential College

In Partial Fulfilment of the

Requirement for the Degree of Bachelor
of Science in Office Management

Presented By:
Gutierrez, Aliah Chante
Mula, Andrea Micaella
Ruzol, Jamby Joyce

Submitted to:

January 2022

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ABSTRACT

This study primarily aimed to trace the First City Providential College (FCPC)- Bachelor of Science in Office
Management (BSOM) graduates Academic Years 2015-2022, in terms of their educational background, employment data,
and determines the relevance of the curriculum they took as considered input to the revisions and improvement on future
undertakings relative to it. Moreover, this study conducted in FCPC in City of San Jose del Monte, Bulacan. It employed
quantitative research and utilized modified research instrument. The statistical tools used were frequency, percentage, and
mean. Based on the findings of the study, it can be concluded that majority of the respondents were female, single and aged
range to 21-23 years old. For their employment opportunity, the majority of them have been employed and in regular or
permanent employment status. In addition, they are commonly connected with these industry classifications: business process
outsourcing, banking, finance and insurance, marketing, sales, and logistics and government. The results also revealed that
the curricular program contributed to the development of their communication, human relation, leadership, problem-solving
skills, written communication skills and spoken communication skills.

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LIST OF TABLES

Table 1 The Profiles of Respondents in terms of Age…………………………………………..…15

Table 1.1: The Profiles of Respondents in terms of Gender……………………………………….16
Table 1.2: The Profiles of Respondents in terms of Civil Status ………………………………….16
Table 1.3: The Profiles of Respondents in terms of Year Graduated………………………………16
Table 2: Reasons for Taking the Course…………………………………………………………....17
Table 2.1: Continuing Professional Education……………………………………………………...17
Table 2.2 Professional Examination Passed…………………………………………………………18
Table 3: Employment Status after Graduation………………………………………………………18
Table 3.1: Reasons for Unemployment………………………………………………………………19
Table 3.2: Number of Months/Years before the got the first job after graduation…………………...19
Table 3.3: Present Employment Status…….........................................................................................20
Table 3.4: First Job after College……………………………………………………………………..20
Table 3.5: Relatedness of the course to the job ………………………………………………………21
Table 3.6: Place of Present Work……………………………………………………………………...21
Table 3.7: Length of Service in Current Employment…………………………………………………21
Table 3.8: Industry Classification of Company ………………………………………………………..22
Table 3.9: Reasons for staying the job………………………………………………………………….23
Table 3.10: Source of Job Opportunities……………………………………………………………….23
Table 4: Extent of the BS Office Management Course Has Developed the Graduates………………..24

LIST OF FIGURES

Figure 1: Alumni Tracking System Framework……………………………………………………6

Figure 2: Input-Process-Output Model Framework…………………………………….…………..7

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ACKNOWLEDGEMENT

First of all, the researchers would like to thank the Almighty God for His enduring grace, guidance, and protection

that He has bestowed upon us during this research project.

The researchers would also like to express their sincerest gratitude to their adviser, Professor Alan Lancelot

Makasiar for his continuous support in their research, for his patience, motivation, and immense knowledge. His guidance

helped them throughout their research and writing of their thesis.

To their parents, who have continuously supported them financially to accomplish this study and for their guidance,

encouragement and inspiration to them throughout their lives, a very special thank you for your parental presence and

constant guidance to them.

They would also like to thank their fellow classmates and friends for the stimulating discussions, for the sleepless

nights they were working together for deadlines, and for all the fun they have had for the last five months.

They would also like to express their appreciation to their thesis coordinator, for his trust, advice, support, patience,

and guidance from the start to the completion of the study.

The Researchers

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DEDICATION
This research is dedicated to the parents of the researchers who provided continuous encouragement and support during
the study. They are the ones who provided the resources required for this study's creation. It is also dedicated to the teachers
who fell behind in enabling this research by assisting the researcher in finishing the study. Additionally, the researchers would
want to dedicate this study to any students who may require assistance in dealing with mental health problems. Moreover, this
study is dedicated to the school that provided the researchers with the chance to develop, test, and collaborate on this study. We
acknowledged and thank our Almighty God, who gave us the courage to move forward with this research and who has given us
the knowledge, insight, protection, and will to do so.

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TABLE OF CONTENTS

Title Page…………………………………………………………………………………………………………………..1

Abstract ……………………………………………………………………………………………………………………

List of Tables

List of Figures

Acknowledgement

Dedication

Table of Contents

Chapter I: The Problem and its Background

I. Rationale
II. Theoretical Framework
III. Conceptual Framework
IV. Statement of the Problem
V. Hypotheses
VI. Scope and Delimitation
VII. Significance of the study
VIII. Definition of Terms

Chapter II: Review of Related Literature and Studies

I. Conceptual Literature
II. Research Literature

Chapter III: Research Design

I. Research Method Used

II. Locale of the Study
III. Respondents of the Study
IV. Instrumentation
V. Data Gathering Procedures
VI. Statistical Treatment of Data

Chapter IV: Presentation, Analysis and Interpretation of the Data

I. SOP 1: Results, Analysis and Interpretation of Data
II. SOP 2: Results, Analysis and Interpretation of Data
III. SOP 3: Research Output

Chapter V: Summary, Conclusions and Recommendations

I. Finding and Conclusion

II. Recommendation

Bibliography

Appendices

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CHAPTER I
THE PROBLEM AND ITS BACKGROUND

I. RATIONALE

For most Filipinos, education has been a significant investment. Everyone finds ways to pursue and have a degree
because it is regarded as a sign of significant accomplishment as an individual in the country. The Philippine Constitution
states, "The State shall give priority to education, science and technology, arts, culture, and sports in order to foster patriotism
and nationalism, accelerate social progress, and promote total human development" (The Constitution of the Philippines,
1987). Furthermore, graduate’s employability is very crucial for most state universities and colleges nowadays. Aside from
being a directive from the Commission on Higher Education (CHED) to monitor graduates, it also serves a purpose to the
HEIs concern because it will assist them in assessing their statuses as well as their concerns. Many initiatives have been
documented in schools' efforts to monitor their students. One of these is a tracer study, which has been one of the most
important activities in establishing the employment of numerous graduates from hundreds of colleges and universities
throughout the Philippines. It is critical to note that this type of endeavour highlights the graduates' prominent strengths and
weaknesses and provides an avenue for how the institutions involved would address these issues.

The economy's success may depend on the quality of its human resources linked to the effectiveness and efficiency
of educational institutions. Tracer studies constitute one form of practical research, which can be considered an appropriate
means of evaluating the results of the education and training provided by the institution to its students. It provides relevant
information concerning the level of employment, unemployment, and underemployment among the graduates, their first and
current work positions, and, more importantly, the correlation between educational qualifications and required work skills.
Therefore, graduate tracer studies provide relevant information that will help educational institutions assess the attainment of
their vision, mission, and goals.
It is vital for any higher educational institution to constantly evaluate its curriculum to ensure that its content remains
relevant, of high quality, and aligned with the demand of the current job market. One of the approaches that these institutions
take is through conducting a tracer study. The study seeks to assess the impact of the course program on graduates’
competencies in several key areas and evaluate their view of the overall quality of the institutional services during their period
of study.

First City Providential College has developed an organised and strategic career counselling and employment
program to support students and young alumni through the College of Business Management, especially the Office
Management Program. Establishing and expanding links with local and international companies for possible placement and
support is also an important task of the institution. Today, First City Providential College enjoys fruitful and continuous
improvement in its program curriculum, teaching, and other academic endeavours. Customer, Finance, Operations,
Communications, Information Technology, and Business Policy and Strategy.

A commonly used evaluation tool to assess the valid and ineffective elements of a particular program or project is
the tracer survey. Tracer studies are quantitative structural data examining the careers and experiences of graduates.
Therefore, it is imperative to conduct this research especially in the College of Business Administration (COBM) for the
following reasons: In particular, provide adequate and appropriate information regarding the employability and employment
experience of graduates. It serves as the basis for curriculum development. Comply with one of the required documents of the
accrediting body of higher education. (Millington, 2001)

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The researchers wanted to conduct this study in order to determine the current employment status of BSOM
graduates. Furthermore, given the current global situation, the researchers wanted to validate the results of the previous tracer
study to see if they were still relevant to the employability of graduates. This study is relevant to the researchers, who are in
the same program as the respondents, in order to obtain data on their future employability.

II. THEORETICAL FRAMEWORK

Figure 1. The paradigm above shows a viewpoint about the tracking system of the HEI’s which serves as the basis of the
study.

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III. CONCEPTUAL FRAMEWORK

This study adapted the Input-Process-Output Model framework. The input included the demographic profile of the
respondents such as: age, sex, civil status and factors influencing employment which include educational background,
educational background, skills/talents and academic curriculum. The output was their employment status on the nature of their
work.

Figure 2. Paradigm showing the interplay of Input-Process-Output of this study.

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IV. STATEMENT OF THE PROBLEM

This study is conducted to determine the employment of Bachelor of Science in Office Management Graduates of
First City Providential College from 2015-2022. Likewise, it shows and determines the relevance of the curriculum they took
as considered input to the revisions and improvement on future undertakings relative to it.

Specifically, it seeks to answer the following questions:

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

a. Age
b. Gender
c. Civil Status
d. Year Graduated
2. What is the educational background of the respondents in terms of their:
a. Reasons for taking the course or pursuing the degree
b. Continuing Professional Education
c. Professional Examination Passed
3. What is the employment data of the respondents?
a. Employment Status after Graduation
b. Reasons for Unemployment
c. Number of Months/Years before the got the first job after graduation
d. Present Employment Status
e. First Job after College
f. Relatedness of the course to the job
g. Place of Present Work
h. Length of Service in Current Employment
i. Industry Classification of Company
j. Reasons for staying the job
k. Source of Job Opportunities
4. What is the extent of the curricular program contribution to the development of the graduates’ skills in terms of their:
a. Critical Thinking Skills
b. Human Relation Skills
c. Leadership Skills
d. Problem Solving Skills
e. Written Communication Skills
f. Spoken Communication Skills
5. What is the significant relationship of the employment status of Office Management graduates and their perception
on the curriculum relevance of the program?

V. HYPOTHESIS

The null hypothesis of this research:

There is no significant relationship between the employment status of Office Management graduates and their
perception on the curriculum relevance of the program.

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VI. SCOPE AND DELIMITATION

The scope of this study will only cover the employability and employment status of the graduates to determine the
development of their skills. Prior to this, research will be conducted to guide and support the implementation of this study.

This study is delimited only to the Bachelor of Science in Office Management Graduates of First City Providential
College during the academic year 2015-2022.

VII. SIGNIFICANCE OF THE STUDY

A tracer study of graduates is necessary to determine the extent of responsibility an institution has upon its graduates.

Researchers

The study will provide knowledge for the researchers in terms of providing information on what are the different
challenges that BSOM Graduates are facing today in terms of employability. Through surveys, the researchers will enhance
their communication and public relation skills. The study is not only for the researchers to complete with their graduation
requirements but to have contribution to their institution and community as they seek to determine relevance of the curriculum
they took as considered input to the revisions and improvement on future undertakings relative to it.

Faculty/Trainers/Professors

In connection to this, faculty members, trainers and professors of the institution shall have ideas on what knowledge
and skills that different industries need. This matter could help them to have improvements and developments on the current
delivery of the curriculum to help students and graduates be prepared in their employment and become ready with the
demands of the industries today.

Graduates

The research's main objective is to seek answers on the relevance of the curriculum they took and the employment
they are having today. This study also provides facts for the graduates as their guide in searching for the most in demand
opportunities today for the graduates of Bachelor of Science in Office Management in First City Providential College.

Students

The students of the institution shall have their ideas not only on the process of researching and studying a certain
important issue, but also ideas on the current demand of the industries and the knowledge and skills that a graduate must
possess to become highly qualified for employment. It will also help the students in the realisation that they must prepare
themselves as they acquire knowledge and skills from the institution as it will become their instrument of how effective they
can be as future employees in the world of industrialization.

Future Researchers

The study can be a reference for future researchers which studies are related to this study. This will also serve as a
basis of information gathering in which it tells how the researchers gathered facts to meet the requirements of the study. This
will also help future researchers through statistical data analysis of the current employment demand and employment of the
graduates of degree programs and skills-base courses.

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VIII. DEFINITION OF TERMS

To facilitate the understanding of this study, different terms are defined herein.

BSOM - In this study, this acronym refers to Bachelor of Science in Office Management

Employability - This term refers to a demonstrated level of knowledge, skills, abilities, work behaviours and attitudes
necessary to become successful labour in the market.

Employment Status - As used in this study, this refers to the status of a worker in a company on the basis of the contract of
work or duration of work done.

Paradigm - It is defined as a distinct set of concepts or thought patterns, including theories, research methods, postulates, and
standards for what constitute legitimate contributions to a field.

HEI- This term means Higher Education Institutions that have the potential to mobilize educational resources and offer
learning opportunities for various people, as well as a special capacity to nurture knowledge and build skills.

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CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES

I. CONCEPTUAL LITERATURE

The study aimed to keep track of employment status and job experiences of graduates. A graduate tracer study is a
prominent tool that can provide valuable information for evaluating the whereabouts and performance of graduates in the
workplace, and the result of such studies can provide sufficient information on the success of education and training concerning
graduates and employers. (Cuadra et al., 2019)

For all intent and all purposes of the study is to determine the profile of graduates, employment status, employability
characteristics, the extent of contribution and applicability of the skills gained, assess the graduate program offerings, and make
recommendations to improve the Graduate School's services. In a highly competitive global marketplace, graduates' academic
preparation provides them with better job opportunities and a higher chance of employment. Graduate education will make you
more qualified, eligible, and competent to take on new jobs and work tasks, especially in managing roles. (Dela Cruz, 2022)

According to a tracer study from Eastern Visayas State University, its purpose was to look at the employment traits of
2013 to 2017 graduating classes in teacher education. To ascertain how graduates feel about the relevance of their education, the
amount to which the program's specified curricular learning areas relate to the employment of the skills and principles they
acquired while attending college. The study used a descriptive study design and a random sample of participants. The primary
study respondents were a sample of 179 graduates. According to the findings, the majority of respondents working in the area
with a local job and permanent or regular employment status region. Graduates' initial and current employment levels were hired
between 1 to 6 months and were either professional, technical, or supervisory weeks before graduation. Salary and benefits were
the primary determinants in altering grads' first jobs and careers.

Additionally, graduates who discovered the general education requirements and the breadth of the curriculum presented
as relevant areas of instruction for teaching practicum to be the most suitable places where their employment is most dependent.
Communication, human relations, and self-assurance are the most practical workplace skills relating to people and having
confidence, values, and abilities. Student's readiness for college has considerably improved and helped them find work.
(Cornillez Jr. et al., 2021)

The curriculum's development must maintain pace with the nation's shifting political, economic, and social
landscapes. Attempts have been made to refocus the curriculum in modern society in terms of both substance and emphasis in
order to develop leaders and opportunity creators, liberal education balances academic learning and professional experiences.(
Andres & Francisco, 2018). Work demands are used to develop education's curriculum and practices. Based on the skills of
the workforce, which are acquired through education, workplaces boost their outputs and productivity. He put forth two
normative theory tenets that describe the fundamental connection between education and employment. One of these theories
emphasizes that the primary purpose of education is to equip students to fulfill the needs of the labor market and their
educational requirements (Levin, as cited in Santillan, 2019).

Furthermore, higher education institutions must provide students with advanced expertise and abilities that are
necessary for their employment. Thus, the primary objective of tracer research is to gather crucial data relating to graduates'
present situation (Llego & Bañez, 2017). As a result, in the global economy, graduate employability has emerged as a critical
issue. (Misra & Khurana, 2017). Everyone has encountered the difficulties associated with job searching, but that is not where
it ends (Ponce, 2019).

The largest obstacle after getting a college degree is finding work. One of the most exciting times in life is
transitioning from college to life after graduation (Petersen, 2016).Making the move from school life to the workforce can be
challenging for the majority of graduates. The workplace is constantly evolving. At the moment, companies frequently offer

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project-based work and short-term contracts, while applicants are more picky about job security, greater pay, and better
working circumstances. (Ow, 2019).

II. RESEARCH LITERATURE

Tracer study is an approach that is widely used in most organizations, especially in educational institutions, to keep
track of their students once they have graduated from school. A tracer study allows an institution to assess the quality of
education provided to their graduates by being aware of their graduates' applications and positions in society that can later be
used as a benchmark for producing more qualified and competitive graduates. So, tracking the graduates is essential. Because it
can provide concrete evidence that will enable the higher-ups and the wider public to evaluate schools’ most important product–
the graduates–in many ways. For monitoring and easy access to the graduates of the school, the researchers are to study
"Graduate’s Employability: A Tracer Study for Bachelor of Science in Office Management of First City Providential College”.

The Graduate Tracer Study (GTS) is a method used to track graduate background. GTS is a standardized survey of
graduates from educational institutions that takes place sometime after graduation or the end of the training and includes
questions on study progress, the transition to work, work entrance, job career, use of learned competencies, current occupation,
and ties to the educational institution, as well as data collection and analysis on the graduate's college experience and skills
learned the quality of instruction, and other factors (Tutor et al., 2019) One of the top instruments for measuring a program's
efficacy and providing feedback on its relevance in the workplace (Oboza, 2017) which discovered that the majority of
graduates had employment that was relevant to their education and training. Furthermore, the techniques employed for
employment show that advertisement, referrals, and personal relationships were the most prevalent approaches used by
education graduates for work. (Daguplo et al., 2019)

Graduate tracers are advised to investigate work options and employability. Graduate tracer studies have been
beneficial for analyzing challenges unique to the health profession and examining the career pathways of health professionals.
By merging best practices for tracer studies and survey research, the reported study assessed the employability and
employment destinations of 29 alums from two psychology Master's programs at a South African higher education institution.
Results showed that 86.2% of respondents had found employment across various industries, indicating that their education and
training were applicable and transportable. (Senekal & Smith, 2021)

Self-evaluation enables educational institutions to conduct a thorough and in-depth evaluation of the effectiveness of
their services and programs, as well as their quality of the institution in promoting student success (Accrediting Commission
for Community and Junior Colleges ACCJC, 2020).

As a result, the program's development and competence are the ability to educate and train young individuals can be
assessed through a tracer study. The self-evaluation procedure provides a chance for the institutional leadership to assess the
effectiveness of the procedures for the institution's ongoing development in cooperation with the stakeholders (ACCJC, 2020).

In a tracer study conducted, the study's primary purpose was to evaluate the employability of 2018–2020 Bachelor of
Science in Customs Administration graduates. In this study, which used the descriptive research design, 114 graduates took
part. The institutional instrument for the tracer study was used to collect data. According to the findings, most graduates were
able to find employment within one to six months, obtained regular employment status, and are now working as professionals
for transport, storage, and communication firms. Communication and interpersonal communication abilities, character traits
like tenacity and diligence, faculty guidance, and training all played a significant role in their employment. The experts
suggested conducting additional research and making improvements in several areas. (Cassa et al., 2022).

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Tracer study is a good approach which is widely being used in most organization especially in the educational
institutions to track and to keep record of their students once they have graduated from the institution. It is the follow up of
graduates of higher education or institutes. Its aim is to evaluate one's progress up to the timeline or she gets a job This study
assesses the availability and quality of graduates. It is developed to answer the change in industry and corporate world by
integrating the higher education institutions with the labor market. It is seen as a management tool for planning and
monitoring of training programs. A simple tool designed to measure the relevance of vocational training. They provide
information for grammatical changes and review of training curricula. It also helps to monitor the delivery of training. This is
used when one wants to follow up the development of certain conditions or particular sets of people. Tracer study is a form of
development or longitudinal study. (Jaca, 2020)

Other factors used in this present study that weren't examined in the previous one of (Billo et al., 2017) include the
following: whether or not the graduates' college-level coursework applied to their first jobs, and whether or not they found
their college-level skills valuable in those roles.

This study aimed to determine the status and characteristics of bachelor's degree holders in political science and
English. More specifically, it tended to determine the demographics of the respondents in terms of age, religion, sex, marital
status, lifestyle, years spent at the current address, degree of choice, baccalaureate program considered before entering college,
reasons for switching from the previous course to AB, how college education was financed, exams taken, classes/training
participated in, reasons for pursuing these courses/training, suggested programs be included in the curriculum, etc. It also
assessed the curriculum's effectiveness in enabling students to compete in the job market, listed the businesses that the
graduates are currently associated with, and evaluated the degree to which the completed course has contributed to the
student's development and the overall college experience. (Gagalang et al., 2017)

These research literatures serve as springboards to prove or disprove the various concepts of employability after the
study was completed. These support the many ideas which were all products of research activities that are found relevant and
significant to this study.

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CHAPTER III
RESEARCH DESIGN

I. RESEARCH METHOD USED

This study utilised quantitative - survey research method to obtain the statistical data analysis of this research, which
focuses on the employability of the graduates of First City Providential College.

II. LOCALE OF THE STUDY

This study was conducted at First City Providential College. It was founded by Leonardo D. Simon. It offers
programs from basic education to tertiary education. It promotes the core values of the school which is the “FCPCIAN” which
stands for Faith in God, Creativity, Perseverance, Collaboration, Intelligence, Altruism, Nationalism.

The researchers find the locale appropriateness of the said study. As it determines the results of the tracer study that
was conducted in BSOM students and obtain data on their future employability of the graduates.

III. RESPONDENTS OF THE STUDY

The respondents of the study were the graduates of the College of Business Management particularly under the
program of Bachelor of Science in Office Management from 2015-2022. A total of 76 respondents participated in this
research.

IV. INSTRUMENTATION
The main tool used in this study was an online questionnaire using Google Forms made by the researcher to gather
the data. A modified research instrument was used in this study. A survey questionnaire was designed to answer the research
problems. This survey questionnaire was also subjected to validity and reliability tests.

Part I is the demographic profile of the respondents; Part II is the educational background of the respondents; and
Part III provides information on the employment status of the respondents.
And lastly, Part IV provides information on the extent of curricular program contributions to graduates' skills
particularly communication, human relations, leadership, and problem-solving. Each statement was given one set of five
choices, ranked as:

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V. DATA GATHERING PROCEDURES

The researchers had allotted vigorous time, effort, and cooperation in developing or creating the questionnaire so as
to serve its intended purpose. The survey was created using questions that were modified from related research and individual
questions formed by the researchers. In the questionnaire, demographic information was used to determine the data of the
study. After the professor approved the questionnaire, copies were distributed to the 76 respondents for the graduates of
Bachelor of Science in Office Management. Respondents were given enough time to respond and the researchers will tally the
results the next working day.

The data gathered from this research instrument were tallied for interpretation according to the frequency of items
selected by the respondents.

VI. STATISTICAL TREATMENT OF DATA

The following descriptive statistics were used to analyse the data gathered from the respondents: frequency,
percentage, and mean. The profile of the respondents was analysed using the frequency and percentage and this goes with the
analysis of the respondents’ educational background and employment status. The extent of curricular program contribution to
graduates’ skills was analysed using the mean.

CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF THE DATA

I.

SOP 1: Results, Analysis and Interpretation of Data

Table 1: The Profiles of Respondents in terms of Age

Age Frequency Percentage

below 21 years old 0 0%

21-23 years old 46 61%

24-26 years old 26 34%

27-29 years old 4 5%

more than 30 years old 0 0%

TOTAL 76 100%

Table 1 shows the frequency and percentage distribution of respondents according to age. Among the 76 respondents
46 of them are 21-23 years old that represents 61 percent. Followed by the 26 respondents that are 24-26 years old
representing 34 percent. 5 percent of respondents are around 27-29 years old.
This table displays that the majority of the respondents are aged between 21-23 years old.

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Table 1.1: The Profiles of Respondents in terms of Gender

Gender Frequency Percentage

Female 59 77%

Male 17 23%

Total 76 100%

Table 1.1 shows the total number and percentage of the male and female respondents from the Bachelor of Science
and Office Management Graduates. There are 59 female and 17 male respondents for a total of 76 respondents. Female
respondents comprise a larger percentage (77%) compared to the male (23%).
This table implies that the majority of the respondents are female.

Table 1.2: The Profiles of Respondents in terms of Civil Status

Civil Status Frequency Percentage

Single 75 99%

Married 1 1%

Separated 0 0%

Widowed 0 0%

Total 76 100%

Table 1.2 It clearly shows that the majority of the respondents are single with (99%).

Table 1.3: The Profiles of Respondents in terms of Year Graduated

Year Graduated Frequency Percentage

2015 4 5.2%

2016 1 1.3%

2017 9 11.8%

2018 8 10.5%

2019 5 6.6%

2020 2 2.6%

2021 5 6.6%

2022 42 55.3%

Total 76 100%

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Table 1.3 shows the frequency and percentage of respondents based on the year they graduated. It is noticeable that
year 2022 has the biggest number of graduates with 55.3 percent followed by year 2017 with 11.8 percent, year 2018 with 10.5
percent, year 2019 and 2021 with 6.6 percent, year 2015 with 5.2 percent, year 2020 with 2.6 percent and year 2016 with 1.3
percent.

This table implies that the majority of the respondents graduated in the year 2022.

II.
SOP 2: Results, Analysis and Interpretation of Data

Table 2: Reasons for Taking the Course

Reasons Frequency

Affordable Tuition Fee 24

Prospect for Better Employment 11

School Location 45

Availability of Course Offered in FCPC 21

Prospect For Career Advancement 14

Personal Prestige of Being Enrolled in FCPC 5

Availability of Scholarship 7

Table 2 shows the grounds of taking the course. There are 45 respondents who took the course because of the
school’s location. 24 respondents answered because of the affordability of the tuition fee. 21 respondents of the availability of
the course offered by the school. 14 respondents answered the prospect for career advancement, 11 respondents based the
prospect for better employment and 5 respondents because of personal prestige of being enrolled in First City Providential
College.

Therefore, the majority of respondents who took the BSOM course were based in the school's location.

Table 2.1: Continuing Professional Education

Professional Education Frequency Percentage

None 75 98.7%

MPA 0 0

MBA 1 1.30%

MIN 0 0

BSED 0 0

Total 76 100%

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Table 2.1 demonstrates the professional education that the respondents pursued. With 98.7 percent, 75 respondents
decided not to continue their education. 1.30 percent of respondents continued their education for a Master of Business
Administration or MBA.

This table implies that the majority of the respondents did not pursue professional education after they graduated from
college.

Table 2.2 Professional Examination Passed

Professional Examination Frequency Percentage

Passed

None 74 97.4%

Civil service Professional 2 2.6%

Examination

PNP Examination 0 0%

LET 0 0%

FIRE 0 0%

Total 76 100%

Table 2.2 represents the professional examinations passed by the respondents. As can be seen, almost all of the
respondents didn’t give any professional test with 97.4%. On the other hand, a minimal percentage accounted for the Civil
Service Professional Examination at 2.6%.

III.
SOP 3: Research Output

Table 3: Employment Status after Graduation

Employment Status Frequency Percentage

Employed 41 53.9%

Unemployed 35 46.1%

Total 76 100%

Table 3. shows the employment opportunity of the respondents. It is clearly shown that the majority of the
respondents have been employed with 53.9%. On the other hand, there are also respondents who said that they have never
been employed after graduation and this accounts to 46.1%.

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Table 3.1: Reasons for Unemployment

Reasons Frequency Percentage

Advance or further study 0 0%

Lack of work experience 2 5.7%

Few job vacancies 6 17%

Mismatch of educational 0 0%

Difficulty of passing the pre- 1 1.3%

employment interview

Family concern and decided not to find 4 12%

a job

Did not look for a job 6 18%

Other reason(s) 16 46%

Total 35 100%

Table 3.1 depicts the reasons of the 35 respondents who have no history of employment after graduation. Sixteen (16)
responded that having other reasons is the main reason they are still unemployed, with 46%. Other reasons are few job
vacancies, 6% followed by the did not look for a job with 18%, then the family concern and decided not to find a job with
12%. Also, the lack of experience with 5.7% and lastly, the difficulty of passing the pre-employment interview, 1.3%.

Table 3.2: Number of Months/Years before the got the first job after graduation

Number of Months/Years Frequency Percentage

1-3 months 28 68.3%

4-6 months 8 19.5%

7-9 months 2 4.9%

10-12 months 1 2.4%

more than 1 year but less than 2 years 2 4.9%

more than 2 years but less than 3 years 0 0%

Total 41 100%

Data presented in Table 3.2 shows that it took the 68.3% of the respondents one to three months after graduation
before they were hired. There are 19.5% who waited for four to six months after graduation before they got their first job and
4.9% waited for seven to nine months. There are 4.9% of the respondents who landed their first job more than a year but less
than two years after they graduated and 2.4% respondents waited for ten to twelve months before they became employed.
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The figures show a good employability rate of the BSOM graduates in terms of speed at finding a job.

Table 3.3: Present Employment Status

Present Employment Status Frequency Percentage

Regular/Permanent 23 56.1%

Part-time 2 4.9%

Casual 0 0%

Self-employed 2 4.9%

Contractual 6 14.6%

Probationary 8 19.5%

Total 41 100%

Table 3.3 shows the employment status of the 41 currently employed respondents. It can be seen that 56.1% of the
respondents have regular or permanent employment status, followed by probationary with 19.5% and contractual with 14.6%.
Also, some of the respondents answered that they are in a part-time position with 4.9% and same with self-employed
respondents.

Data shows that the majority of Office Management graduates of First City Providential College have security of
tenure in their jobs, having been a regular employee. This is also a good indicator that most of the graduates have sufficient
work ethics and skills that merit regular employment.

Table 3.4: First Job after College

First Job after College Frequency Percentage

Yes 26 63.4%

No 15 36.6%

Total 41 100%

Table 3.4 provides data whether it is the first job of the respondents after college or not. As can be gleaned from the
table, more than half of the respondents stated that their current job is their first job after college while the other half answered
that it is not their first job after graduation.

Table 3.5: Relatedness of the course to the job

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Relatedness of the course to the job Frequency Percentage

Yes 36 87.8%

No 5 12.2%

Total 41 100%

Table 3.5 provides information whether the first job of the respondents is related to their degree course. It shows that
87.8% of them answered that their first job is related to their degree. However, 12.2% of them responded that their first course
is not related to their degree.

Table 3.6: Place of Present Work

Place of Present Work Frequency Percentage

Local 40 97.6%

Abroad 1 2.4%

Total 41 100%

Table 3.6 shows the place of their present work. As depicted in the table, the majority of the currently employed
respondents are working in the Philippines with 97.6%.

Table 3.7: Length of Service in Current Employment

Length of Service in Current Employment Frequency Percentage

Less than 1 year 31 75.6%

1-2 years 7 17.1%

3 years or more 3 7.3%

Total 41 100%

Table 3.7 shows that 75.6% of the respondents have been employed by their present company for less than a year
now while 17.1% have been employed for more than 1-2 years now.

Table 3.8: Industry Classification of Company

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City of San Jose del Monte, Bulacan

Industry Classification of Company Frequency Percentage

Health and Social Works 2 4.9%

Government 6 14.6%

Banking, Finance, Insurance 7 17.1%

Education 1 2.4%

Business Process Outsourcing 18 43.9%

Travel/Tourism 0 0%

Manufacturing 0 0%

Marketing, Sales, Logistics 3 7.3%

Food Business 2 4.9%

Services 2 4.9%

IT/Computer Software 0 0%

Total 41 100%

Table 3.8 shows the industry classification of company of the respondents who are employed. 18 respondents work in
Business Process Outsourcing with 43.9 percent, some are in Banking, Finance, and Insurance with 17.1 percent, 6
respondents work in government with 14.6 percent, 3 respondents work in Marketing, Sales, and Logistics with 4.9 percent 4.9
percent work in Food Business, Services, Health, and Social Works.
As a result, the majority of the graduates who are employed currently work in the BPO industry.

Table 3.9: Reasons for staying the job

Reasons for staying the job Frequency

Salaries and benefits 20

Career Challenge 9

Job Enjoyment 6

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Related to course or program of study 6

Related to special skill 7

Proximity to residence 1

Stable Company 15

Family Influence 10

Peer Influence 0

Good management 8

Table 3.10: Source of Job Opportunities

Source of Job Opportunities Frequency Percentage

Response to an advertisement 8 19.5%

As walk-in applicant 17 41.5%

Through a relative 6 14.6%

Private Employment agency 2 4.9%

Personal Contacts 7 17.1%

Job Fair or Public Employment Service Office 0 0%

(PESO)

Arranged by school’s job placement officer 1 2.4%

Total 41 100%

IV.
SOP 4: Extent of the BS Office Management Course Has Developed the Graduates

Extent Curricular Weighted Mean Verbal Interpretation Rank

Critical Thinking Skills 3.76 A lot contributory 3

Human Relation Skills 3.77 A lot contributory 1

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Leadership Skills 3.61 A lot contributory 6

Problem Solving Skills 3.72 A lot contributory 2

Written Communication Skills 3.75 A lot contributory 4

Spoken Communication Skills 3.65 A lot contributory 5

Average Weighted Mean 3.68 A lot contributory

The above table reflects that the BS Office Management course has developed the graduates’ ability to human
relation skills, ranked first with a weighted mean of 3.77, interpreted as a lot contributory. This was followed by problem
solving skills with a weighted mean of 3.72 with a verbal interpretation of a lot contributory. Third in rank was the critical
thinking skills with a weighted mean of 3.76, interpreted to have a lot contributory. In contrast, written and spoken
communication skills ranked fourth and fifth with 3.76 and 3.65 weighted means, both interpreted as a lot contributory and
lastly, the leadership skills with weighted mean 3.61. Thus, the course has contributed significantly to the graduates'
employment, with its average weighted mean of 3.68. It implies that BS Office Management as a course lives by its goal to
provide students with rigid training in the three settings or fields in Business Management, namely, educational, industrial, and
clinical. Furthermore, it serves the objective for the students to acquire sufficient knowledge and skills needed to qualify for a
position in the educational, industrial, and government setting as a Civil Servant or its related work.

Chapter 5
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

I. Summary of Findings and Conclusion

Based on the analysis of data, the findings were as follows:

Profile of the Respondents:-

1. In terms of sex, female graduates ranked first with a frequency of 59 or 99 percent, whereas there were only
17 males or 23 percent.

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2. In terms of their age, 61 percent belongs to the age bracket of 21-23 years old ranked first with the frequency
of 46.
3. In terms of their civil status, single respondents outnumbered married groups with a frequency of 75 or 99
percent. On the other hand, 1 or 1 percent were married.
4. Most of the respondents’ year of graduation varies from year 2022.

Status of BS Office Management Graduates with Respect to Their Educational Background

1. In terms of their reasons for taking the course or pursuing the degree, 45 of the respondents took the course
because of the school location, whereas, there were 24 respondents who answered because of the
affordability of the tuition fee. 21 respondents of the availability of the course offered by the school. 14
respondents answered the prospect for career advancement, 11 respondents based the prospect for better
employment and 5 respondents because of personal prestige of being enrolled in First City Providential
College. 
2. In terms of their continuing professional education, with 98.7 percent, 75 respondents decided not to
continue their education. 1.30 percent of respondents continued their education for a Master of Business
Administration or MBA.
3. In terms of professional examination passed, almost all of the respondents didn’t give any professional test
with 97.4%.  On the other hand, a minimal percentage accounted for the Civil Service Professional
Examination at 2.6%. 

Status of BS Office Management Graduates with Respect to Their Employment Data

1. Majority of the respondents have been employed with 53.9% while the 46.1% accounts for graduates who
have never been employed after graduation.
2. However, the common reasons for unemployment are lack of work experience, few job vacancies, did not
look for a job, family concern and decided not to find a job difficulty of passing the pre-employment
interview. 
3. In terms of their present employment status of the 41 currently employed respondents. It can be seen that
56.1% of the respondents have regular or permanent employment status, followed by probationary with
19.5% and contractual with 14.6%. 
4. Moreover, they were commonly connected with these industry classifications: business process outsourcing,
banking, finance and insurance, marketing, sales, and logistics and government. 
5. Most of them are working here in the Philippines
6. More than half of the employed respondents stated that their current job is actually their first job after
graduation and the common reasons for staying on their job are the salaries and benefit; stable company; and
career challenge and family influence.
7. The most common source of job opportunity is being a walk-in applicant.

The Extent of the Curricular Program Contribution to the Development of the Graduates’ Skills 

The graduates’ ability to human relation skills, ranked first with a weighted mean of 3.77, interpreted as a lot
contributory. This was followed by problem solving skills with a weighted mean of 3.72 with a verbal interpretation of a lot
contributory. Third in rank was the critical thinking skills with a weighted mean of 3.76, interpreted to have a lot contributory.
In contrast, written and spoken communication skills ranked fourth and fifth with 3.76 and 3.65 weighted means, both
interpreted as a lot contributory and lastly, the leadership skills with weighted mean 3.61. Thus, the course has contributed
significantly to the graduates' employment, with its average weighted mean of 3.68.

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The objective of this study is to determine if the demographics and the curricular program affects the employability
and developmental skills of the graduates. Based on the findings, the following can be concluded: BSOM graduates of FCPC
are predominantly females and in their early twenties; that they enrolled at FCFC because of the school location and its
affordable tuition fee. A great number of them were employed immediately after graduation by walk-in application.

Numerous numbers of the respondents said that the curricular program helped them develop the skills and has an
overall result of “A LOT CONTRIBUTORY”. We gathered the data by dividing it into different variables namely: Critical
Thinking Skills, Human Relation Skills, Leadership Skills, Problem Solving Skills, Written Communication Skills, Spoken
Communication Skills. Meanwhile, the result of the industry classifications of the employed graduates are mostly from BPO
companies. While the reasons for the unemployed graduates are unknown/ not specified.

The researchers concluded that age and gender have no effect on the factors considered in the study, hence, age and
gender does not affect the employability of the graduates. The same goes to the developmental skills in some of the factors, the
researchers concluded that the curricular program affects the developmental skills of the graduates.

II. Recommendation

Further, based on the findings and conclusions of this study, other recommendations are as follows: 
 These graduate tracer studies should be carried out frequently, at least every other year, and should cover a wider
range of graduates from prior years in order to establish more reliable data that represents the employability of the
graduates.
 To further enhance the marketability of BSOM programs and the employability of the graduates they produce, it is
essential that academic authorities, alumni, and business representatives regularly examine the curriculum to make
sure that graduates have the knowledge and skills that will make them highly employable in the sector.
 To provide students a rich opportunity to truly experience and analyze the abilities needed in the workplace, they
should be given a highly relevant on-the-job station.
 Faculty members should immerse themselves in the industry during semester or mid-year breaks to better understand
the needs and capabilities that are emerging and developing in the sector and to determine whether curriculum
revision is required.
 It is also recommended that the graduating students should be given ample time to experience pre-employment
recruitment and selection processes such as examinations and mock interviews.
 It is recommended to continuously benchmark with other universities to ensure competitiveness of the curricular
offering. 

Bibliography

Articles:

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Reusia, D. H. R., Danilo Jr, V. R., & Andres, K. P. (2020). Science education graduates of a state university from
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Albina, A. C., & Sumagaysay, L. P. (2020). Employability tracer study of Information Technology Education
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Mina, J. C., Reyes, E. J. G., & Salas, R. F. (2020). A tracer study of bachelor of science in information technology
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Andrin, G. R., Miñoza, K. L., & Salinas, J. A. TRACER STUDY OF ST. PAUL UNIVERSITY GRADUATE
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Cornillez Jr, E. E. C., Caminoc, S. R. T., Basas, B. R., Militante Jr, B. T., & Paler, R. R. (2021). Tracer study of
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Senekal, J. S., & Smith, M. R. (2022). Assessing the employability and employment destinations of professional
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Cruz, J. L. D. (2022). Tracer Study of Graduate School Graduates of a State Higher Education Institution in the
Philippines from 2016 to 2020. International Journal of Education and Literacy Studies, 10(2), 149-154.
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Pentang, J. T., Perez, D. R., Cuanan, K. H., Recla, M. B., Dacanay, R. T., Bober, R. M., ... & Nur-aina, A. (2022).
Tracer Study of Teacher Education Graduates of Western Philippines University-Puerto Princesa Campus: Basis for
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359198955_Tracer_Study_of_Teacher_Education_Graduates_of_Western_Philippines_University_-
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Gagalang, J. L., Francisco, L. R., & Regalado, B. O. (2013). A tracer study on the graduates of Bachelor of Science in
Psychology of URS Pililla AY’s 2010-2013. International Journal of Advanced Research, 5(12), 352-370.
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https://www.academia.edu/7485316/
Related_Literature_about_tracer_study_Definition_Importance_Advantages_Disadvantages_Methods_Gathering_Pro
cedure_Findings?fbclid=IwAR1bIeyzaqo4nzR1fy8vJkUikgWntZdBtfpb9dAV2c1l6Rz_M3nry6h_0kM

https://www.iiep.unesco.org/en/publication/employment-and-career-opportunities-after-graduation-study-transition-
college-work

https://www.semanticscholar.org/paper/Design-and-Development-of-Alumni-Tracking-System-Luciano-Alcantara/
77c8545d705af19b7b4b7b74e43e54a8e64f5296

https://www.researchgate.net/publication/
335429907_The_Use_of_Tracer_Study_in_Improving_Undergraduate_Programs_in_the_University

Appendices

Graduate Tracer Survey

TO OUR DEAR BSOM GRADUATES,

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 FIRST CITY PROVIDENTIAL COLLEGE
City of San Jose del Monte, Bulacan

Kindly complete this questionnaire accurately and truthfully. Your responses will be used for research purposes to assess
employability and eventually, improve the curriculum of the programs offered in the First City Providential College (FCPC).
Your answers to this survey will be treated with utmost confidentiality. Thank you very much!

1. FULL NAME (Surname, First Name, Middle Name)

2.AGE
● below 21 years old
● 21-23 years old
● 24-26 years old
● 27-29 years old
● more than 30 years old
3. GENDER
● Male
● Female
4. CIVIL STATUS
● Single
● Married
● Separated
● Widowed
5. YEAR OF GRADUATION
● 2015
● 2016
● 2017
● 2018
● 2019
● 2020
● 2021
● 2022

EDUCATIONAL BACKGROUND
1. REASONS FOR TAKING THE COURSE
● Affordable Tuition Fee
● Prospect for better employment
● School Location
● Availability of course offering in FCPC
● Prospect for career advancement
● Personal prestige of being enrolled in FCPC
● Availability of scholarship
2.CONTINUING PROFESSIONAL EDUCATION
● None
● MPA
● MBA
● MM
● BSED
3.PROFESSIONAL EXAMINATION PASSED
● None
● Civil Service Professional Examination
● PNP Examination
● LET
● Fire

EMPLOYMENT INFORMATION

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1. EMPLOYMENT STATUS AFTER GRADUATION

● Employed
● Unemployed
2. REASONS FOR UNEMPLOYMENT
● Advance or further study
● Lack of work experience
● Few job vacancies
● Mismatch of educational
● Difficulty of passing the pre-employment interview
● Family concern and decided not to find a job
● Did not look for a job
● Other reason(s)
3.NUMBER OF MONTHS/YEARS BEFORE GOT THE FIRST JOB AFTER GRADUATION
● 1-3 months
● 4-6 months
● 7-9 months
● 10-12 months
● more than 1 year but less than two years
● more than 2 years but less than 3 years
4. PRESENT EMPLOYMENT STATUS
● Regular/Permanent
● Part-time
● Casual
● Self-employed
● Contractual
● Probationary
5.IS THIS YOUR FIRST JOB AFTER COLLEGE?
● Yes
● No
6. RELATEDNESS OF THE COURSE
● Yes
● No
7.PLACE OF PRESENT WORK
● Local
● Abroad
8.LENGTH OF SERVICE ON THE CURRENT EMPLOYMENT
● Less than 1 year
● 1-2 years
● 3 years or more
9.INDUSTRY CLASSIFICATION OF THE COMPANY
● Health and Social Works
● Government
● Banking, Finance, Insurance
● Education
● Business Process Outsourcing
● Travel/Tourism
● Manufacturing
● Marketing, Sales, Logistics
● Food Business
● Services
● IT/Computer Software
10.REASONS FOR STAYING THE JOB

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● Salaries and benefits

● Career Challenge
● Job Enjoyment
● Related to course or program of study
● Related to special skill
● Proximity to residence
● Stable Company
● Family Influence
● Peer Influence
● Good management
11.SOURCE OF JOB OPPORTUNITIES
● Response to an advertisement
● As walk-in applicant
● Through a relative
● Private Employment agency
● Personal Contacts
● Job Fair or Public Employment Service Office (PESO)
● Arranged by school’s job placement officer

EXTENT OF THE CURRICULAR PROGRAM CONTRIBUTION TO THE DEVELOPMENT OF THE

GRADUATES' SKILLS

1. Critical Thinking Skills

● Very Much Contributory
● A Lot Contributory
● Some Contributory
● Very Little Contributory
● Not at all Contributory
2.Human Relation Skills
● Very Much Contributory
● A Lot Contributory
● Some Contributory
● Very Little Contributory
● Not at all Contributory
3. Leadership Skills
● Very Much Contributory
● A Lot Contributory
● Some Contributory
● Very Little Contributory
● Not at all Contributory
4.Problem Solving Skills
● Very Much Contributory
● A Lot Contributory
● Some Contributory
● Very Little Contributory
● Not at all Contributory
5.Written Communication Skills
● Very Much Contributory
● A Lot Contributory
● Some Contributory
● Very Little Contributory
● Not at all Contributory

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6.Spoken Communication Skills

● Very Much Contributory
● A Lot Contributory
● Some Contributory
● Very Little Contributory
● Not at all Contributory

33