Cartographic Survey of Math and Science Graduates in a Teacher Education

Institution using Geographic Information Systems Technology (GIS)

Yerica Hannah D. Ramos, Elaine Mae N. Eblacas, Cherry Ann N. Luzano, Reina Kaye V. Siva,
Vanessa G. Sumaoang, and Eugiemhar S. Videra

Department of Mathematics, Philippine Normal University North Luzon

Indigenous Peoples Education Hub, National Center of Teacher Educations

Submitted to:

Roldan S. Cardona. Ph.D.

February, 2022
 PROGRESS REPORT

1. Profile of the Respondents

The respondents of this study comprises of Mathematics and Science majors of batches 2016,
2017, 2018, and 2019 at Philippine Normal University North Luzon with a total of 210 respondents. With
a total of 121 Science graduates, 112 (92.56%) responded to the study’s survey questionnaire. On the
other hand, 98 (85.96%) have responded out of 114 Mathematics majors.

1.1. Specialization

Table 1.1 Frequency and Percentage of the Profile of the Respondents According to
Specialization

Frequency Percent

Mathematics Education 98 46.67

Science Education 112 53.33

Total 210 100

The tables above show that the respondents of the study were 98 Mathematics education majors
and 112 Science education majors who were admitted at PNUNL in years 2012 to 2015 and graduated in
years 2016 to 2019. These are 85.96% and 92.56% of the total of 114 Mathematics and 121 Science
graduates in those batches.

Thus, the sample of the study is 210 Mathematics and Science majors from batches 2016 to 2019
which comprised 46.67% Mathematics and 53.33% Science.

Moreover, the numbers of students admitted and graduated in the years mentioned with respect
to their specialization are equal.
 1.2. Age

Table 1.2 Frequency and Percentage of the Profile of the Respondents According to
Age

Frequency Percent

22 years old 4 1.90%

23 years old 51 24.29%

24 years old 55 26.19%

25 years old 38 18.10%

26 years old 38 18.10%

27 years old 20 9.52%

28 years old 1 0.48%

29 years old 1 0.48%

30 years old 2 0.95%

Total 210 100

The table shows that majority of the respondents are 24 years old which took up 26.19% of the
sample, whereas, both 28 years old and 29 years old have the least number of respondents with only
0.48% each.

1.3. Gender

Table 1.3 Frequency and Percentage of the Profile of the Respondents According to
Gender

Frequency Percent

Female 150 71.43

Male 60 28.57

Total 210 100

It clearly indicates in the table that majority of the respondents are female which comprises
71.43% (60) of the respondents while the other 28.57% (60) was covered by male respondents.
 1.4. Ethnicity

Table 1.4 Frequency and Percentage of the Profile of the Respondents According to
Ethnicity

Frequency Percent

Bugkalot 1 0.48%

Gaddang 1 0.48%

Ibaloi 1 0.48%

Ifugao 2 0.95%

Igorot 2 0.95%

Ilocano 146 69.52%

Itawis 1 0.48%

Kalinga 1 0.48%

Tingguian 2 0.95%

Ybanag 15 7.14%

Yogad 1 0.48%

Ifugao-Ybanag 1 0.48%

Ilocano-Chavacano 1 0.48%

None 35 16.67%

Total 210 100

Table 1.4 displays the ethnicities of the respondents. Clearly, the majority of graduates from
PNUNL have Ilocano ethnicity with a total of 146 (69.52%). This is followed by Ybanag with 15 individuals
covering 7.14% of the total respondents. Ifugao, Igorot, and Tingguian have two in each covering 0.95%
individually. Moreover, Bugkalot, Gaddang, Ibaloi, Itawis, Kalinga, Yogad, Ifugao-Ibanag, and Ilocano-
Chavacano composed of only one individual in each (0.48% in each). Furthermore, the remaining 35
(16.67%) have no ethnicities.
 1.5. Latin Honors

Table 1.5 Frequency and Percentage of the Profile of the Respondents According to
Latin Honors

Frequency Percent

Magna Cum Laude 10 4.76

Cum Laude 23 10.95

No Latin Honors 177 84.29

Total 210 100

The table shows that most of the respondents graduated with no latin honors. They are composed
of 177 individual from both Mathematics and Science specializations which took up a total 0f 84.29% of
the total sample. On the other hand, there are 10 (4.76%) and 23 (10.95%) Magna Cum Laude and Cum
Laude, respectively.

2. Map of Population Sources of Mathematics and Science Graduates of batches 2016 to 2019

2.1. Descriptive Statistics per Specialization

During the data cleansing, researchers recognized batches that were not include in the scope of
the study while some repeatedly submitted their data. Thus, these inputs were omitted.
The table below shows the descriptive of the gathered data when split by specialization namely
Mathematics and Science. It shows the population (N), minimum and maximum values, means, standard
deviations, and coefficient of variations with respect to the study’s variables. Moreover, it shows how
spread out the values are in a dataset relative to the mean using Coefficient of Variation. The coefficient
of variation (CV) is a means to assess how dispersed values in a dataset are in relation to the mean
(Zach, 2021). It is the ratio of the mean to the standard deviation. The standard deviation in relation to
the mean increases as the CV increases. Hence, a CV value greater than 1 is often regarded as high.
It shows that the data were most spread out for the latin honors variable in both Science (2.63)
and Mathematics (2.28) while it is most tightly packed together for the gender variable also in both
Science (0.24) and Mathematics (0.29). However, the variability of the data is relative to the number of
categories that emerged in each.
 Furthermore, it shows that there were two list wise invalid responses in the Science specialization
under variables ‘With/Without Latin Honors’ and ‘Siblings Monthly Income’, but when traced back by
the researchers, they found out that there were just encoding errors where cells merged together. Thus,
they were fixed. On the other hand, there was one invalid response in the Mathematics specialization
under the variable ‘High School they graduated from’. Here, the researchers noticed that one
respondent was not able to put the name of high school he graduated from the open-ended short
answer question. Nevertheless, his data in all variables were complete and accurate so he is still
generally a valid respondent of the study.

a
Table 2.1. Descriptive Statistics
Coefficient of
Variation
Specialization N Minimum Maximum Mean Std. Deviation
0.244277674
1-Science Gender 112 1.00 2.00 1.7589 .42966

0.41237614
Age 112 1.00 9.00 3.5625 1.46909

1.288663732
Ethnicity 112 .00 13.00 1.5446 1.99047

0.370809229
Year_Admitted 112 1.00 4.00 2.9732 1.10249

0.370809229
Year_Graduated 112 1.00 4.00 2.9732 1.10249

2.448507981
WithWithout_LatinHonors 111 .00 1.00 .1441 .35283

2.626651736
LatinHonors 112 .00 2.00 .1786 .46912

HighSchoolYouGraduate 0.808194373
112 1.00 94.00 35.6696 28.82797
dFrom

NumberOfHighSchoolTea 0.412648435
112 1.00 3.00 2.2232 .91740
chers

HighSchoolTeachersInflu 0.788871165
112 .00 12.00 2.9464 2.32433
enceonEnteringPNUNL

ReasonToEnrollStudyand 0.725415231
112 1.00 16.00 7.0804 5.13623
GraduateatPNUNL

RecruitmentStrategiesCo 1.241579654
112 .00 10.00 1.7143 2.12844
nductedbyPNUNL

IsTeachingYourFirstCare 1.225634644
112 .00 1.00 .4018 .49246
erChoice
 IsPNUNLYourFirstUniver 0.902023121
112 .00 1.00 .5536 .49936
sityChoice

OtherUniversityPreferenc 0.95891702
112 .00 37.00 10.5893 10.15426
es

ParentsOccupationMajor 1.000584106
112 .00 8.00 1.8661 1.86719
SourceofIncome

ParentMonthlyIncomeRa 0.501041608
112 1.00 4.00 1.7857 .89471
nge
0.531016111
SiblingsMonthlyIncome 111 1.00 4.00 1.5766 .83720

0.284539502
NoOfSiblingsInTheFamily 112 1.00 4.00 2.3214 .66053

WorkingStudentDuringCo 1.827229642
112 .00 1.00 .2321 .42410
llege

NatureofWorkasWorking 1.519135005
112 .00 6.00 1.1607 1.76326
Student
0.625328451
LandingYourFirstJob 112 .00 2.00 .9286 .58068

IsYourFirstJobRelatedTo 0.538452626
112 .00 1.00 .7768 .41827
Teaching

TransferFromOneJobToA 0.39521564
112 .00 2.00 1.0179 .40229
nother

JobsTakenAsidefromTea 1.60876782
112 .00 37.00 5.4643 8.79079
ching

StatusofCurrentEmploym 0.515369192
112 .00 4.00 1.4464 .74543
ent

AreYouCurrentlyaTeache 0.454010116
112 .00 1.00 .8304 .37701
r

TypeofSchoolTheyTeach 0.555579369
112 .00 2.00 1.4464 .80359
At

AlignmentOfMajorandEm 0.518902589
112 .00 3.00 2.0357 1.05633
ployment

CurrentAverageMonthlyIn 0.428143437
112 1.00 5.00 2.1696 .92890
come

Valid N (listwise) 110

0.28558889
2-Math Gender 98 1.00 2.00 1.6633 .47502
 0.401166414
Age 98 1.00 8.00 3.7551 1.50642
1.610625587
Ethnicity 98 .00 14.00 1.4898 2.39951
0
Specialization 98 2.00 2.00 2.0000 .00000
0.440260598
Year_Admitted 98 .00 4.00 2.7245 1.19949
0.440260598
Year_Graduated 98 .00 4.00 2.7245 1.19949
2.193659942
WithWithout_LatinHonors 98 .00 1.00 .1735 .38060
2.275459371
LatinHonors 98 .00 2.00 .2449 .55726

HighSchoolYouGraduate 0.703170901
97 2.00 79.00 32.1959 22.63922
dFrom

NumberOfHighSchoolTea 0.412649857
98 1.00 3.00 2.1020 .86739
chers

HighSchoolTeachersInflu 0.781313628
98 .00 13.00 3.1531 2.46356
enceonEnteringPNUNL

ReasonToEnrollStudyand 0.654559598
98 1.00 15.00 7.5204 4.92255
GraduateatPNUNL

RecruitmentStrategiesCo 1.373653263
98 .00 10.00 1.5816 2.17257
nductedbyPNUNL

IsTeachingYourFirstCare 1.113474388
98 .00 1.00 .4490 .49995
erChoice

IsPNUNLYourFirstUniver 1.00514
98 .00 1.00 .5000 .50257
sityChoice

OtherUniversityPreferenc 0.988059181
98 .00 45.00 12.6122 12.46160
es

ParentsOccupationMajor 1.238595048
98 .00 7.00 1.3367 1.65563
SourceofIncome

ParentMonthlyIncomeRa 0.577924144
98 1.00 6.00 1.5714 .90815
nge
0.591061009
SiblingsMonthlyIncome 98 1.00 6.00 1.7653 1.04340
0.359913358
NoOfSiblingsInTheFamily 98 1.00 4.00 2.3776 .85573

WorkingStudentDuringCo 1.550523826
98 .00 1.00 .2959 .45880
llege
 NatureofWorkasWorking 1.48244806
98 .00 6.00 1.0204 1.51269
Student
0.506977656
LandingYourFirstJob 98 .00 2.00 1.0204 .51732

IsYourFirstJobRelatedTo 0.375444394
98 .00 1.00 .8776 .32949
Teaching

TransferFromOneJobToA 0.418268316
98 .00 3.00 1.0510 .43960
nother

JobsTakenAsidefromTea 1.393537934
98 .00 33.00 6.3571 8.85886
ching

StatusofCurrentEmploym 0.489731977
98 .00 3.00 1.3469 .65962
ent

AreYouCurrentlyaTeache 0.375444394
98 .00 1.00 .8776 .32949
r

TypeofSchoolTheyTeach 0.460485524
98 .00 2.00 1.5612 .71891
At

AlignmentOfMajorandEm 0.8193
98 .00 3.00 1.5000 1.22895
ployment

CurrentAverageMonthlyIn 0.370063435
98 1.00 6.00 2.4592 .91006
come

Valid N (listwise) 97

a. No statistics are computed for one or more split files because there are no valid cases.
 2.2. Map of High school Home Addresses of Batches 2016-2019 Graduates of PNUNL, Mathematics
and Science Department

Map2.2.1. General Map of High School ‘Home’ Addresses

To access map, click this link: https://www.batchgeo.com/map/244fa127d7f408662d44e2b8a1b426e4

The map above tracks the geographic locations of the Math and Science graduates of PNUNL in
the specified batches. It can be observed with the behavior of spatial data in the map that the student
sources of the university are just mostly clustered in Northern Luzon. Specifically, the students mostly
came from Region 2 (Cagayan, Quirino, Nueva Vizcaya, and Isabela); Cordillera Administrative Region
(Abra, Benguet, and Ifugao); and Region 5/Bicol Region (Albay). Clearly, there is a potential student
recruitment reach from Visayas in the Bicol Region.
By inspection, most of the student sources of PNUNL come from the
vicinities around Cauayan city as it clearly shows a thick cluster of
spatial data on that area. This implies that the highest recruitment
rate of the university in batches 2016-2019 of Mathematics and
Science departments came from this geographic location.
Map2.2.2. General Map of High School Addresses

This map shows the geographic locations of the high schools from where PNUNL students graduated from.

To access map, click this link: https://batchgeo.com/map/7bf536756fc43f399f5d13d051c2ffc3

The map shows the geographic location of the high schools they graduated from. It displays the
tracing of 91 schools from which PNUNL has recruited their students in the years specified in the study.
The map also showed the clustering of the high schools in their common geographic areas. Clearly, most
of the high schools from where PNUNL population came from were clustered around and within the
geographic location of Cauayan City with 118 students coming from this area. Notably, most students in
batches 2016-2019 came from Dona Aurora National High School with 25 from it.
The remaining schools from which PNUNL has sourced out students were Isabela National High
School (12), Cauayan City National High School (12), Polangui General Comprehensive High School (1),
San Mateo National High School (2), Ugad High School (2), Tumauini National High School (2), Lomboy
Integrated School (1), Gamu Rural School (8), Maddela Comprehensive High School (2), Santiago City
National High School (7), Dalton Academy (2), Villa Concepcion National High School Main (3), San
Isidro National High School (1), Magsaysay Memorial High School (2), Southern Isabela Academy Inc.
(2), Jones Rural School - Malannit Annex (6), Saint Jerome's Academy (1), School of Our Lady of Atocha
(5), Reina Mercedes Vocational and Industrial School (2), Callang National High School (1), Luna
National High School (1), Children's Learning and Development Center Foundation, Inc. (1), Naguilian
National High School (3), Luna General Comprehensive High School (1), Villa Luna National High School
(3), Dabubu High School (2), Isabela School of Arts and Trades (2), Roxas National High School (2), San
Mariano National High School (6), Quirino National High School (3), Quirino General High School (2), La
Suerte High School (1), Our Lady of the Pillar College-Cauayan (2), Munoz National High School (1), San
Guillermo Vocational School (1), Dappat Integrated School (3), La Salette of San Mateo, Inc (2), Sisters
Of Mary Girlstown (1), Alicia National High School (3), Cabarroguis National School of Arts and Trades
(2), Bacnor National High School (2), Rizal Region National High School (2), Alicia Vocational School (1),
West Tabacal Region National High School (1), Sgt. Prospero G. Bello High School (1), Eveland Christian
College (2), Caliguian National High School (1), Mallig Plains Colleges (1), Calanigan National High
School (1), Palanan National High school (1), Dibuluan National High School (2), San Agustin National
High School (2), Giayan Integrated School (1), Lanting Region National High School (3), Namuac
Academy (1), Ifugao Academy (1), La Salette of Jones,Inc. (1), San Antonino National High School (4),
Sandiat National High School (1), SCALA Integrated School (1), Salinungan National High School (1),
Dicamay Integrated School (1), Pinaripad National High School (1), Palayan Region High School (2),
Rizal National School of Arts and Trades (1), Angadanan National High School (2), San Isidro National
High School (3), Lalauanan High School (1), Cadaloria High School (1), Alvarez-Ramales School
Foundation Inc. (1), Villa Domingo National High School (1), Northern Isabela Academy Inc.(2), Evelio
Javier Memorial National High School (1), Immaculate Conception School (1), Saint Vincent School (1),
San Sebastian Integrated School (2), Luzong National High School (1), Regional Science High School
(1), Colorado Integrated School (1), Cebu Integrated School (2), Saint Clare College of Region 02 (1), Mabini
National High School (1), Southern Isabela Academy Inc. (1), LFG Diamantha National Hig h School (1), School
of Saint Joseph (1), Our Lady of Guadalupe High School (1), Saguday National High School (2), Palawan
Integrated School (1), Butigue National High School (1), and St. John Berchman's High School (1).

With this, 83.33% (175) students from the academic years involved in the study came from public
schools while the remaining 16.67% (35) came from private schools. This implies that the student
population sources of the university mostly come from public schools because PNUNL mostly conduct
their recruitment programs in public schools. However, it appears that there is also great potential in
recruiting students from private schools.
3. Implications of Map in terms of college admission and graduates

Map3.1 Maps of Income and Employment during and after college

Parents’ Monthly Income during college

This map shows the parents’ layered monthly income of the graduates in the years indicated.

To access map, click this link: https://batchgeo.com/map/214150a9ce27744591c915428e5f0576

Blue-“Less than P10,957”, Poor

Green-“P10,957 to P21,914”, Low-income but not poor
Red-“P21,914-P43,828”, Lower middle
Yellow-“P43,828-P76,669”, Middle
Purple-“P76,669-P131,484”, Upper middle
 The maps above indicate five categories regarding the parent’s monthly income of the graduates
of Philippine Normal University from years 2016, 2017, 2018 and 2019, specifically those graduates who
have taken Mathematics and Science as their specializations, respectively. The first map, from the left,
shows the general view of students from various places of Luzon. The map that consists blue markers
shows that 116 graduates (55.24%) received a monthly income of “Less than P10,957 ” which falls under
the ‘Poor’ income bracket of the 2018 Philippine Institute for Development Studies (PIDS) social classes.
The map consisting green markers shows that 55 respondents (26.19%) received a monthly income of
P10,957 to P21,914 which falls under ‘Low-income but not poor’. The researchers also found out that 33
(15.71% ) of the respondents received an amount of P21,914 to P43,828 as their monthly salary which is
under ‘Lower middle’ income (see map with red marker). While most of the respondents received an
average range of monthly incomes, 2.38% of the 210 respondents, or 5 of the targeted responses,
received a fairly large amount of P43,828 to P76,669 as their monthly income/salary which is under the
‘Middle’ income (see yellow marker). Lastly, only 1 (0.48%) of the 210 respondents received P76,670 to
P131,484 as their monthly income/salary; this is under the ‘Upper middle’ range (see purple marker).

The maps clearly show the parents’ monthly income ranges of Philippine Normal University’s
Mathematics and Science graduates in years 2016 to 2019 with respect to their home addresses in high
school. Geographically, the maps show that most poor income earners were fairly scattered from within
the vicinity of Cabagan to Nagtipunan. The map also shows that low-income and lower-middle income
earners also fall from the vicinity of Cabagan to Nagtipunan. The places that middle income earner came
from were in Cauayan City, Gamu, Alicia, and City of Ilagan.

Consequently, the maps show that the only place with upper middle income earner comes from
San Mateo. Furthermore, there were no respondents’ parents who received an amount ranging from
P131,484 to P219,139 and for at least P219,140 and above as their monthly income.

Parents’ Occupations during college

This map shows the parents’ layered of the graduates in the years indicated.

Red-NA/Housewife
Light Green- Education-related jobs
Purple- Clerical support
Orange- Elementary occupation
Brown- Military and law enforcement
Dark Green- Craft and related trade worker
Dark Blue- Service and sales workers
Yellow- Farming and fishery
Light blue- Medical Practitioner.
To access map, click this link: https://batchgeo.com/map/4dc2b1693344cbdd718b9b809259da3e

In line with this, most of their parents’ jobs are under ‘service and sales’ with 48 individuals. It is
followed by ‘Farming and Fishery’ with 42, ‘Education-related jobs’ with 24, ‘Clerical Support’ with 10,
‘Craft and related trade worker’ with 4, ‘Medical practitioner’ and ‘Elementary Occupation’ with 3 in
each, and ‘Military and Law Enforcement’ with 7. Furthermore, the remaining 75 are either
unemployed, housewife, or already deceased by that time.

It can be observed in the patterns of locations that jobs that are education-related, service and
sales, clerical support, medical practitioner, elementary occupation and military and law enforcement
were mostly along main cities and municipalities crossed by the Maharlika Highway while jobs involving
farming and fishery and craft and trade related were more scattered in distant places.

Siblings’ Monthly Income during college

This map shows the layers of respondents’ siblings’ monthly income ranges during
college.
Red-“Less than P10,957”, Poor
Yellow-“P10,957 to P21,914”, Low-income but not poor
Blue-“P21,914-P43,828”, Lower-middle
Green-“P43,828-P76,669”,Middle
Violet-“P76,669-P131,484”, Upper middle
Cyan-“At least 219,141”, Upper middle but not rich

To access map, click this link: https://batchgeo.com/map/69c96cc5aa556d07a77d0d63083ead80

The maps above geographically indicate the sibling’s monthly income of the graduates. The first
map shows the general view of students from various places of Luzon. The map that consists red
markers shows that siblings of 125 graduates (59.52%) received a monthly income of “Less than
P10,957” which falls under the ‘Poor’ income bracket of the 2018 Philippine Institute for Development
Studies (PIDS) social classes. The map consisting yellow markers shows that 41 respondents (19.52%)
received a monthly income of P10,957 to P21,914 which falls under ‘Low-income but not poor’. The
researchers also found out that 37 (17.62%) of the respondents received an amount of P21,914 to
P43,828 as their monthly salary which is under ‘Lower middle’ income. While most of the respondents
received an average range of monthly incomes, 2.86% of the 210 respondents, or 6 of the targeted
responses, received a fairly large amount of P43,828 to P76,669 as their monthly income/salary which is
under the ‘Middle’ income. Lastly, only 1 (0.48%) of the 210 respondents received P76,670 to P131,484
as their monthly income/salary; this is under the ‘Upper middle’ range.

Geographically, the maps show that most poor income earners siblings came from within the
vicinity of Cabagan to Nagtipunan. This is parallel to the income range of their parents in the preceding
map which implies that some of the lowest earners came from this geographic location. The map also
shows that low-income and lower-middle income earners also fall scattered within the vicinity of
Cabagan to Nagtipunan. The maps also show that the places that middle income earner comes from are
in Jones, Burgos, City of Ilagan, Echague, and Gamu. Consequently, the maps show that the only place
with upper middle income earner came from Reina Mercedes. Furthermore, the researchers also found
out that there were no respondents that receive an amount ranging from P131,484 to P219,139 and for
at least P219,140 and above as their siblings’ current monthly income.
Working students’ nature of work during college

Red- None
Blue- Education-related
Violet- Clerical Support Workers
This map shows the layers of working students’ nature of work during college Orange-Elementary Occupation
To access map, click this link: Brown- Service and Sales
Green- Farming and Fishery
https://batchgeo.com/map/e952fa4ccb125c65421efedfcd298b28 Assorted- Others
 The maps above illustrate the responses of Mathematics and Science majors at Philippine Normal
University North Luzon under the batches 2016, 2017, 2018, and 2019. The first picture shows the
general views of the respondents pertaining to working students’ nature of work. 44 (20.95%) took up
education-related jobs; 15 (7.14%) were clerical support workers; both farming and service-sales work
have 7 (3.33%) respondents; and 4 (1.90%) worked elementary occupation. On the other hand, 99
(47.14%) of respondents stated that they had no jobs during college. As a result, the findings show that
almost half of the respondents did not work as students while they were studying at PNUNL while more
than half of them have tried to work while studying.

Moreover, the map shows that most students who worked as

part-time in clerical support work and education-related jobs were
mostly located in the cities like Cauayan City, Santiago City, and City
of Ilagan. Generally, these job opportunities for students of PNUNL
were geographically prevalent along the Maharika highway. It
connects the islands of Luzon, Samar, Leyte, and Mindanao and acts

Cluster view of those who worked

as the main transportation artery for the nation (Reganit, 2022). This
part-time in education-related work made it more likely for students in these locations to work part-time

while studying.

Furthermore, majority of the students with fewer

opportunities to work part-time came from the same geographic
locations of low income earners parents and siblings. This proves that
these locations may have lower job opportunities in various age
groups.
Cluster view of those who worked
part-time in clerical support work
Current monthly income of graduates after college

The map shows the layers of graduates’ monthly income with respect to their home addresses

Yellow-“Less than P10,957”, Poor

Green-“P10,957 to P21,914”, Low-income but not poor
Blue-“P21,914-P43,828”, Lower middle
To access map, click this link:
Violet-“P43,828-P76,669”, middle
Red-“P76,669-P131,484”, upper middle https://www.batchgeo.com/map/c5369bdbea6924eec
Cyan-“P131,485-P219,149, upper middle but not rich 460b5693263f735

After graduating at PNUNL, these maps above indicate five different results of the question
regarding the current monthly income of the graduates of Philippine Normal University North Luzon
from the years 2016, 2017, 2018 and 2019, specifically those graduates who have taken Mathematics
and Science as their specializations, respectively. The first map, from the left, shows the general view of
students from various places of Luzon. The map that consists yellow markers shows that 56 graduates
(26.67%) receive a monthly income of “Less than P10,957 ” which falls under the ‘Poor’ income bracket
of the 2018 Philippine Institute for Development Studies (PIDS) social classes. The map consisting green
markers shows that 42 respondents (20%) receive a monthly income of P10,957 to P21,914 which falls
under ‘Low-income but not poor’. The researchers also found out that 108 (51.43% ) of the respondents
receive an amount of P21,914 to P43,828 as their monthly salary which is under ‘Lower middle’ income.
While most of the respondents receive an average range of monthly incomes, 1.43% of the 210
respondents, or 3 of the targeted responses, receive a fairly large amount of P43,828 to P76,669 as
their monthly income/salary which is under the ‘Middle’ income. Lastly, only 1 (0.48%) of the 210
respondents receive P131,483 to P219,140 as their monthly income/salary; this is under the ‘Upper
middle but not rich’ range.
 Cluster view of graduates who Cluster view of graduates who earn - Cluster view of graduates who earn -
earn “Less than P10,957” (Poor) “P10,957 to P21,914” (Low-income but not poor) “P21,914-P43,828” (Lower middle)

The maps clearly show the current monthly income ranges of Philippine Normal University’s
Mathematics and Science graduates in years 2016 to 2019 with respect to their home addresses in high
school. Geographically, the maps show that lower middle income earners come from within the vicinity
of Ilagan City to Santiago with majority coming from the geographic area around Cauayan city including
Burgos, San Manuel, and Reina Mercedes. The map also shows that poor and low-income earners also
fall from the vicinity of Ilagan City to Santiago City. Majority of low-income earners come from Alicia and
the areas around it like Burgos, San Manuel, and Cauayan City. Moreover, those who are poor earners
cluster between the areas of Santiago City and Cauayan City. Subsequently, the only place that upper-
middle earner comes from Santiago City. Furthermore, there were no respondents that receive an
amount ranging from P43,828 to P76,660 and from P219,140 and above as their current monthly
income.

This indicates that after at most 4-7 years of teaching, most of the products of PNUNL are already
lower middle income earners.

Map3.2. Maps of university choices in college

PNUNL as first university choice

Blue- PNU was the first choice The map shows the layers of graduates’ whose first university choice was PNUNL.
Red- PNU was not the first choice To access map, click this link: https://batchgeo.com/map/7dc7857c53a5c64ceef2ae181ef2b698
 The maps above illustrate two separate responses regarding the career and university choice of
the graduates from Philippine Normal University in the academic years 2016, 2017, 2018, and 2019,
specifically those who chose Mathematics and Science as their fields of specialization. The first map,
starting from the left, displays a general perspective of students from different locations throughout
Luzon. The maps show that 112 graduates (53.3%) respond that PNUNL is their first university choice, as
shown by the map's blue markers. While 98 respondents (46.7%), as indicated by the red markers on the
map shows that PNUNL is not their first university choice.

The maps clearly display the mathematics and science graduates

from Philippine Normal University's career choices from 2016 to 2019.
Geographically, the maps reveal that the majority of graduates preferred
PNUNL as their college university but the population of these
specializations were almost equally split in half in terms of their
willingness to study in the university. Moreover, it can be observed in
the maps that most of the students who had PNUNL as their first choice
in college were more spread out in farther places of Luzon. On the other
hand, most of the students who were geographically nearer with the
university's address did not list it as their first university choice.
Cluster view of those whose first
university choice was PNUNL
Furthermore, majority of those whose first choice was PNUNL
were from the geographic area within and around Burgos. There was
also a big cluster around Alicia.

Other school preferences in college

The study found out that there were 43 other school

preferences of the student population of PNUNL before they
entered the university. These were: University of the
Philippines Main (13), University of the Philippines-Baguio
(3), Isabela State University (56), University of La Salette (9),
Philippine Normal University Main/Saint Mary’s University/
Isabela State University (1), University of Baguio (1), Saint
Louis University-Baguio (8), Far Eastern University (1), Saint
Louis University Baguio/ University of the Philippines Diliman
(1), Isabela State University- Ilagan (2), Saint Mary’s
University - Bayombong (16), Polytechnic University of the
Philippines (4), Saint Paul University - Cagayan (2), University
of Cordilleras (2), Central Luzon State University (14), Isabela
State University - Cabagan (2), Pangasinan State University -
Bayambang (1), Our Lady of Pillar College Cauayan City (8),
Cagayan State University - Andrews Campus (9), University of
Saint Louis (4), Mary Chiles College (1), Isabela State

The map shows the locations of other school preferences in University - Cauayan (6), University of Perpetual Help System
college. To access map, click this link: Cauayan (1), University of the Philippines - Los Baños/
https://batchgeo.com/map/0b47e5b21fcd66bb1eacdca6f5bce6ed
University of Santo Tomas (1), Central Luzon State University/
Red- locations of the graduates other school Isabela State University (1), University of Cagayan Valley (2),
preferences before MCNP-ISAP (2), Cagayan State University - Carig Campus (3),
University of Santo Tomas/ Mapua University (1), University of the Northern Philippines (1), University
of the Philippines / Isabela State University - Ilagan (1), Cagayan State University - Sanchez Mira (1),
Quirino State University (1), Nueva Vizcaya State University (3), Isabela State University - Roxas (1),
Isabela State University / Central Luzon State University (1), New Era University (2), University of La
Sallete / Isabela State University (2), De La Salle University - Manila (1), University of the Philippines /
University of Santo Tomas (1), Benguet State University (2), Lyceum of the Philippines University (1), and
Isabela State University / Mallig Plains University (1). The remaining 16 had no other school preferences.

Most of PNUNL graduates’ university preference

before they enter the university was Isabela State
University-Main in Echague. This is also the nearest
with respect to their geographic location and easy
transportation access among the population sources in
teacher education. The next most likened university
was Saint Mary’s University in Bayombong.

Moreover, it is clear in the map on the right that

most of the other school preferences of the students
were located within and between Cauayan City and
Santiago City. This area is also where the university is
located. This implies that most students really eye
universities that are located along the main road for
easy transportation and are near the mainstream
cities. Cluster view of other school preferences in college.

Map3.3. Maps of Specializations and their Alignment in the subjects they teach currently

Map of specializations
The map shows the layers of specializations of the
To access map, click this link: https://www.batchgeo.com/map/235453060ee11203bd23bad2ee9cadfb
graduates

Green- Mathematics
Yellow- Science
 The map above shows two different results regarding the specialization of the respondents from
batches 2016, 2017, 2018, and 2019 of Philippine Normal University North Luzon, particularly
Mathematics and Science specialization. The map on the left side illustrates the general map of the
respondents who have taken Mathematics and Science as their specialization. The map on the upper part
with the green markers indicates that 98 (46.67%) of the respondents have taken Mathematics. On the
other hand, the map on the lower part having the yellow markers indicates that 112 (53.33%) of the
respondents have taken Science as their specialization.

Geographically, most of the respondents who have taken Mathematics as their area of specialization
were from the geographic area of Burgos and Gamu; these municipalities are mapped near Cauayan City
as observed in the clustering of data in those locations while the majority of the respondents who have
taken Science as their area of specialization were from Santiago City. Additionally, the map shows that
one respondent who has taken Science is from Visayas, particularly, Polangui, Albay.

Cluster view of graduates with Mathematics specialization Cluster view of graduates with Science specialization
 Map of specializations and subjects being taught alignment (Home Address)

This map shows the alignment of subjects currently being taught by the graduates with their respective
specializations in teaching.

Red- Not Aligned

Orange- Not Applicable
Green- Aligned but with other
subjects
Dark Blue- Aligned

To access map, click this link: https://batchgeo.com/map/a8e6b819a552ac6c15e2a611e292d2c2?fbclid=IwAR3dlKbjkqXhy7bCKi7tZdjyD2qT3UJYs7ysxu7UUBi75IykWfTURM_XMGk

The mapped data above shows the alignment of the Mathematics and Science graduates of the
university with respect the subjects they actually teach in the field. The researchers have found out four
categories of their alignment. First, there are individuals whose specialization and subjects taught today
are ‘Not aligned’. Second, some teach aligned subjects but also teaches some subjects that are not
aligned. Third, there are products whose subjects currently being taught are aligned with their
specialization.
Majority of the graduates of PNUNL under Math and Science teach their actual specialization in
the field with a total of 78 (37.14%) locations. In terms of those who teach subjects aligned with their
specializations but also teach subjects which are far from what they specialize in, 56 locations (26.67%)
were mapped and it can be observed that they came from farther places in the map of student sources.
Moreover, those who teach subjects not aligned with their specialization are 47 (22.38%). The remaining
29 (13.81%) are either unemployed or have already pursued another career.
 By observing the spatial data, most of the graduates with both aligned and unaligned subjects
have home addresses clustered in the middle of the data of student population sources of the university
while those who teach their specializations along with other disciplines are scattered in farther places.

Map3.4. Map of career choice in college

Teaching as first choice

This map shows those whose first choice are PNUNL and not

Cluster View

To access map, click this link:

https://batchgeo.com/map/fbc4a4da49bbd68ac490afe6fdec7b31?fbclid=IwAR1F9SX7eTCHA_h
7JWvOsRUiF2NhyNo3EkvFS7E8DPJ_uEzcnI7CbxzTz5k

Blue- PNUNL is the first choice

Red- PNUNL is not the first choice Cluster View

The maps above illustrate whether teaching was the respondents’ first choice or not. The maps
shown above represent the summary of answers to the question mentioned. The map with red markers
answered that teaching is not their first career choice. On the other hand, the map with blue markers is
the summary of answers that indicates teaching is their first choice of career. The map with red markers
shows that 120 (57.14%) of the respondents answered that their first choice of career is not teaching
while the other map with blue markers show that 90 (42.86%) of the respondents have answered and
said that teaching was their first career choice.

The maps above indicate the population of the 2016, 2017, 2018, and 2019 graduates that
actually considered teaching as their first choice of career. The map with red markers shows that
respondents who answered that teaching is not their first choice of career have, mostly, resided in
between Cauayan City and Roxas. Similarly, the blue map indicates that the respondents who answered
that teaching is their first choice of career are from the same geographic location as the ones who had it
as their first choice. This justifies that most of the student population of PNUNL were from this
geographic area.
Map 3.5. Current Employment Tracing

Type of school

The map shows the type of school the graduates are already teaching at with respect to their work
addresses.

To access map, click this link: https://batchgeo.com/map/749b4149f5e05429ffd56515b6a242c3

The map above shows the current employment tracing of the graduates of PNUNL. It shows how
PNUNL already produces international teachers as it already has products in Thailand, Indonesia, China,
Oman, and Taiwan. Among the 210 respondents, 35 (16.67%) are in private schools while 141 (67.14%)
 are already in public school. This implies that 176 of the respondents are now currently teachers while
the 34 respondents are either unemployed or have already shifted careers.

Cluster View of those who currently work in Cluster View of those who currently work in Cluster View of those who are currently
private schools public schools unemployed or have already changed career

In the cluster view of the map, it can be observed that both groups of the graduates who work in
private and public schools are almost in the same geographic location around the vicinities of
municipalities from the northwest of Cauayan City.

4. Factors influencing students’ decisions in entering the university

Map 4.1. Map of university recruitment strategies
Recruitment Strategies employed
This map shows the recruitment strategies employed with respect to the geographic locations

To access map, click this link:

https://batchgeo.com/map/3d939d100287b40015c173fcbeb9
0770?fbclid=IwAR1fJlYpBWLiH-8yMJqBDLqiRIOEa8W8qjeok-
yK2lbhF5JBF6thFir7tQU
 Red- School visitation/Caravan
Yellow- Online Advertisement
Purple- Print advertisement
Light Green- Scholarship
Blue- Print advertisement/ Online advertisement
Cyan- Print advertisement/Online advertisement/School Visitation
Light Brown- Print advertisement/High school visitation
Green- Online advertisement/High school visitation
Other colors- others

The maps above indicate PNUNL had conducted 11 different recruitment programs or strategies
at the High School the respondents graduated from in the years 2016, 2017, 2018, and 2019, specifically
those graduates who have taken Mathematics and Science as their specializations, respectively. The first
map, from the left, shows the general view of students from various places in Luzon. The map of red
markers shows that 27 graduates (12.86%) experienced high school visitation/caravan as a strategy of
teachers to encourage them. The map consisting of blue markers shows that 13 (6.19%) experienced
Print Advertisement (Flyers, Catalogues, Tarpaulin Posts, etc.) and online advertisements (Facebook
posts, Websites, etc.). The researchers also found that 21 (10%) of the respondents were encouraged by
online advertisements (Facebook posts, Websites, etc.). Also, 34 (16.19%) are encouraged by the use of
print advertisements.

Additionally, online advertisement, print advertisement, and high school visitation have also 5
(2.38%) with light blue marks. The researcher also found out that integrating print advertisement and
caravan persuaded 5 (2.38%) graduates. Again, only 5 (2.38%) experienced both online advertisement
and high school visitation from their teachers in high school. And there is only 1 (0.48%) who was
directly visited in his/her house to encourage him/her. Also, 1 (0.48%) of them was approached by
DSWD to offer scholarship in the university.

All in all, many strategies were conducted, but the strategy that was dominantly used among the
graduates was the print advertisement which had a significant impact on choosing Philippine Normal
University as their school. It can also be traced that print advertisement was most prevalent in the
geographic location of Cauayan city where majority of the university’s student population sources came
from.

Cluster view of the locations where high Cluster view of the locations reached by Cluster view of the locations reached by
school visitation/Caravan was conducted online advertisement Print advertisement
 Through the cluster view of the three most prevailing recruitment strategies conducted by the
university, it can be observed that school visitation/caravan was mostly conducted in schools located at
Burgos and San Manuel, northwest of Cauayan City. Online advertisement also reached Burgos most.
Moreover, Burgos was again the municipality mostly reached by print advertisement; however, there is
a cluster within the geographic areas of Luna, Cauayan City, Reina Mercedes, and Ilagan city in terms of
print advertisement. Since majority of the student population comes from this geographic area, it
implies that the prevailing recruitment strategies of the university are the ones that are effective in
persuading students to enrol to the institution.

Influences of studying at PNU

This map shows the actual reasons that urged them to study at PNUNL

To access map, click this link:

https://batchgeo.com/map/fb6f854ed163090e5bca82c57501189e?fbclid=IwAR1YOs2EB2o1hy9zdKKVSCodEoT78lI_UaHKOyo4rjhplEt
1vBwmKEcRpuM

Red- Family influence

Purple- Teacher influence
Light Green- Peer Influence
Cyan- personal choice
Green- Brand of education

There were 16 reasons of the graduates in studying at PNUNL. These were: Family influence (49),
teacher influence (8), peer influence (20), personal choice (10), brand of education (12), personal
choice/family influence (13), family influence/brand of education (20), public opinion/crowd sourced
information/teacher influence (5), teacher influence/family influence/brand of education (7), personal
choice/family influence/brand of education (4), personal choice/peer influence/family influence (6),
personal choice/teacher influence/peer influence (7), personal choice/teacher influence/brand of
education (44), public opinion/teacher influence/peer influence/family influence/Brand of education,
Scholarship (4), and convenience in proximity and costs (1).

Cluster view of students urged through family Cluster view of students urged through Cluster view of students urged through
influence teacher influence peer influence

Cluster view of students urged through Cluster view of students urged by brand
personal choice of education

Family influence has the most effect in the urge of the students to enroll in PNUNL. This is
followed by the Brand of education, Personal Choice, and Teacher Influence. This is contrary to the
statement of Student Research Foundation in 2019 that family members in general have an impact on
the lower percentages. However, it also listed personal choice and teacher influence as major factors
influencing students with 58% and 34% respectively.

It can be observed in the cluster view of the map that there are clusters for family influence in
areas within and around Echague and on the area of Gamu and Ilagan city. Then, teachers have quite a
linear effect across the town and city proper. Moreover, both Peer influence and brand of education are
prevalent in Aurora to Burgos where most of the students came from. Those who entered the institution
by personal choice were clusters around Burgos, San Manuel, Cabatuan, San Mateo, and Cauayan City.

Family Influence and Brand of Education

The survey conducted by Noel-Levitz (2009) found a measurable, co-occurring relationship

between institutional brand in education and family influence, particularly parents, in college choice.
Similarly, the emerging number of family and branding influence in the study shows the huge effect of
these two in students’ university choice as they are regarded to have the highest number of influence
among the PNUNL students’ decision to enter the university.

Most prospective students search for information on university quality and products, but if a
student has traits that rank them higher on the Brand Scale, they will also want to see precise, reliable
statistics and instances of the advantages the school has over others. When it is feasible, discussing
graduate job placement and earnings prospects as well as the advantages of study, teaching, research,
and technology programs is transformational. Students who are affected by brands will seek out third-
party recommendations, accolades, and rankings. What the institution provides or how well alumni do
will be of interest to students interested in graduate studies.

Moreover, advantages that go beyond the economy may also be quite effective with brand-
conscious students. Students who are brand-oriented may be influenced by location, sports
opportunities, and campus culture. If a student appears to be more impacted by the brand, it is crucial
to make an effort to discover their areas of interest and convey the university’s unique attributes and
programs to offer. Among the most crucial university characteristics for the student is the availability of
desired programs (Draisey, 2016).

Moreover, winning over the parents of students can have a considerable influence on their
decisions. Thus, the university will need to engage both the student and his or her parents as "co-
purchasers" when a prospective student has highly active parents. Employing tactics like establishing a
Facebook parent site where prospective parents and existing student parents may communicate with
one another, including information about chances for college life, and setting up parallel events for
parents during campus tours and orientation. Getting parents’ anticipated college experiences for their
children may also improve recruitment strategies.
 Legacy parents frequently have a significant impact on their children's college preferences. Thus,
the university may identify any college-aged offspring of its alumni and establish a line of connection
with them. An easy and affordable strategy to attract alumni's children is to make them admissions
advocates in the recruitment programs of the institution (Noel-Levitz, 2009).

Teacher influence

The maps above illustrate the results regarding the influence of teachers that encouraged or
urged the graduates to enroll, study, and graduate at Philippine Normal University from the years 2016,
2017, 2018, and 2019, specifically those graduates who have taken Mathematics and Science as their
specializations, respectively.

The first map, from the left, shows the general view of students from various places in Luzon. The
map that consists of green markers shows that 49 graduates (23.33%) were influenced by idolizing their
teachers from PNUNL. The map consisting of the dark blue features shows that 47 respondents (22.38%)
responded that ‘promotion’ greatly influenced their school choice. The researchers also found that 41
(19.52%) of the respondents were encouraged by ‘persuasion’. Also, there are 11 (5.24%) graduates who
choose PNUNL without the persuasion of others. While other respondents were also influenced by the
brand of education, peer influence, personal choice, public opinion, etc.

This indicates that in terms of teacher influence, the students were mostly urged to enter the
university because of idolizing their teachers who graduated at PNUNL; the teachers’ promotion of the
school was also a huge factor. Thus, the influence and benefit offered by the university in the duration
of their education in the university is a recruitment strategy in itself.
 Personal Choice

Self/own interests are listed as the major motivation for wanting to teach by 58% of high school
students (Student Research Foundation, 2019). Thus, it is also linked with their decision making on what
university they will enrol in. in relation to the results of the study, personal choice is also one of the
most prevailing reasons on students choosing PNUNL as their teacher education university.

Proximity and Access of Transportation

By analyzing the data patterns in the map, the study has found out that proximity and easy access
of transportation are the most prevailing factors that urges students to enrol in PNUNL as the
geographic locations of most student sources were located along the Maharlika Highway and majority of
them came from the cities and municipalities that are being crossed by that road which include Santiago
City, Echague, Alicia, Cauayan City, and Ilagan City.

Gaspar & Soares (2021) found out that in terms of proximity and accessibility, accessibility weighs
more in students’ reason to choose a university because of other factors like transportation costs and
resources accessibility. However, Turley (2009) observed that proximity is associated with a small but
significant increase in studying in a university. Thus, instead of analyzing the college selection process as
if it were location-independent, researchers should begin placing this process within the geographic
context in which it occurs.

5. Intervention on improving recruitment programs

The intervention programs for the recruitment strategies of the university are crafted with careful
consideration of the emerging most effective recruitment strategies which are print advertisement, high
school visitation/caravan, and online advertisement. Moreover, the study also extracted the actual
reasons that urged the students to enroll in the university which are family influence, brand of
education, teacher influence, and personal choice. These external and internal influences were
integrated to the observed effective strategies which mainly recruited students from cities and towns
proper.
Figure 2
The Redevelopment of Student Recruitment Program Intervention Plan Framework

While recruitment strategies have reached some areas of Isabela and even Region II, most of the
graduates/respondents were not reached and attracted by any of these recruitment strategies. With
this, it came out that the urges and personal reasons of students in entering the university are the ones
that greatly affected their university choice. The researchers have found out that most of the
respondents chose PNUNL because of Family Influence, Personal Choice, and Teacher Influence. With
this, the researchers present an intervention plan to improve the recruitment and admission of PNUNL.

The results show that PNUNL should focus on targeting places that have not been reached by the
recruitment programs they have been using and implementing in the past years. PNUNL should focus
their recruitment strategies on areas that are away from the national highway. The researchers have
found out that this recruitment strategies have only been effective on areas that are crossed by the
Maharlika highway, such as Cauayan City, Ilagan City, and Santiago City, and municipalities around them.
With this, the researchers would like to suggest to PNUNL that they should target hinterlands away from
main towns and cities, such as the forest regions of Jones, Tumauini, and Quirino among others, and
coastal regions such as Divilacan, Maconacon, Palanan, Dinapigue, and more.

Through the analysis of data patterns on the map and recommendation of the respondents, the
recruitment programs can be enhanced through: (1) Branding about careers and jobs statistics—
discussing graduate job placement and earnings prospects as well as the advantages of study, teaching,
research, and technology programs; (2) Highlighting opportunities in various fields of interests—making
an effort to discover their areas of interest and convey the university’s unique attributes and programs
to offer sports, music, and journalism opportunities among others. (3) Getting parents’ anticipated
college experiences for their children and integrating them to the education curriculum; (4) Making
university alumni admissions advocates in the recruitment programs of the institution for referral and to
attract their own children on entering the university; (5) Conducting event-based marketing strategies—
giving a taste of experience in the university; (6) Creating performing, engaging, and responsive
websites—including the establishment of Facebook parent site where prospective parents and existing
student parents may communicate with one another, including information about chances for college
life, and setting up parallel events for parents during campus tours and orientation; (7) Expanding the
pool—conducting additional and earlier high school visitation/caravan in a wider pool; (8) Layering
enrolment data history through GIS.

Nevertheless, the influence and benefit offered by the university in the duration of their
education in the institution is a recruitment strategy in itself. Thus, the university should cultivate not
just the minds and hands of the students but also their hearts. When its products’ hearts are firmly
connected with the institution, they become living recruitment tools of the institution that are capable
of emitting influence to the students they encounter, especially the ones they will teach and handle.