TRACER STUDY ON SENIOR HIGH SCHOOL GRADUATES OF S.Y.

2021-2022 OF SOUTH EAST ASIA INSTITUTE OF TRADE AND

TECHNOLOGY LEGAZPI

Research

Presented to the Faculty of

South East Asia Institute of Trade and Technology Legazpi

In

Partial Fulfillment

of the Requirements for

Science Technology Engineering Mathematics

COMISO, CATHLEEN GALE B.

2024

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 TABLE OF CONTENTS

Title Page…………………………………………………………………. i

CHAPTER I: THE PROBLEM

Introduction ……………………………………………………………… 2

Statement of the Problems ……………………………………………….. 5

Scope and Delimitations …………………………………………………. 6

Significance of the Study ………………………………………………… 7

Definition of Terms ………………………………………………………. 8

Notes ……………………………………………………………………... 9

CHAPTER II: REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature…………………………………………………………. 10

Related Studies …………………………………………………………… 14

Notes ……………………………………………………………………… 18

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 CHAPTER l

THE PROBLEM

Introduction

The purpose of this study is to ascertain the curriculum exit choices made

by South East Asia Institute of Trade and Technology-Legazpi graduating

students in the academic year 2021–2022. Finding out whether the job path or

curriculum departure they followed is compatible with the strand or track they

chose in senior high school is another goal of this study. This study aims to know

as well the reasons of the graduate students why they choose the career path they

are in right now.

The pathways that today's senior high school graduates have chosen after

graduating from senior high school vary. Some have taken employment,

entrepreneurship, and middle level skills development, while others have

continued their education in colleges. Some students enrolled in a course that was

closely related to the senior high school strand they had chosen, while others

enrolled in a course that had little to do with the strand they had completed in high

school. Nevertheless, the K-12 program aided students in their decision-making

after graduating from high school. In order to learn how graduates feel about the

connection between their academic experiences and employment chances.

Educational institutions have developed graduate tracer studies. It also serves as a

tool for evaluating how well the curriculum is relevant to students' needs.

According to Dagli F. et al. (2019) tracer study aimed to get data from graduates

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dealing with compatibility of knowledge and skills acquired with their job. By

enhancing the curriculum and increasing the length of basic education from ten to

twelve years.

Republic Act No. 10533, also known as the Enhanced Education Act of

2013 that was passed into law last May 15, 2013 aims to improve the Philippine

basic education system. The new curriculum, also referred to as the K–12

program, is a significant reform that brings the basic education of the country

equivalent to international standards. In order to prepare graduates for tertiary

education, middle level skill development, employment, and entrepreneurship, the

current K-12 program in the Philippines, which was implemented in 2012,

consists of kindergarten, six years of primary education, four years of junior high

school, and two years of senior high school. Senior high school stretches over two

academic years–grade 11 and grade 12–each year are composed of two semesters.

The senior high school curriculum is divided into learning strands and career

tracks. The learning strands refer to the various specializations offered by the

program, whilst the career tracks refer to the broad categories to which the various

disciplines of study belong. Currently, there are 8 learning strands (ABM, STEM,

HUMMS, GAS, Home Economics, ICT, Agri-fishery Arts, and Industrial Arts)

and 4 career tracks (Academic, Arts and Design, Sports, and TVL/TLE). The K-

12 curriculum's key characteristic is that it prepares pupils for the future. In

addition, its greatest feature is that graduates can already be hired even if they

have nothing to invest for college (Agajino et., 2016).

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 The two years which are specialized were created to equip students with

necessary and higher degree of abilities and skills that can be crucial to their

selected program exits. In this regard, it is required of senior high school

graduates to be well-versed in information technology and media, innovation,

effective communication, and life and job skills. These skills will enable

graduates to pursue higher education, transition into middle level employment,

work, or pursue entrepreneurship once their curriculum concludes.

Statement of the Problem

The study aims to determine if their former strand in Senior high school is

related to the college course they take in college. Specially, this study was

conducted to answer the following questions:

1. What is the demographic profile of the senior high school graduate

students of S.Y 2021-2022 in terms of:

a. Age

b. Sex

c. Socio-economic status

d. Track/Strand

2. What is the curriculum exit of the senior high school graduates S.Y 2021-

2022 in terms of the following:

a. Higher education

b. Middle level skills

c. Business/Entrepreneurship

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 d. Employment

3. What is the status of senior high school graduates of S.Y2021-2022 in

terms of:

a. Aligned career path

b. Misaligned career path

Scope and Delimitations

The main objective of this study is to determine the curriculum exit the

senior high graduates of South East Asia Institute of Trade and Technology-

Legazpi take and to know why they choose it and to determine if the career path is

in relation of the strand they have taken in senior high school. The scope of the

respondents of this research will be the graduated students of SEAITT-Legazpi,

limited to graduates of S.Y. 2021-2022. Students that are outside SEAITT or

students that are not one of the graduates students of S.Y 2021-2022 of this school

are not included.

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Significance of the Study

The result of this study may be beneficial to the following:

Colleges/Universities. Through this study, colleges and universities may

learn how the strand offered at SEAITT -Legazpi has benefited the previous

students of this institution who are currently enrolled in their universities.

Teachers/Professors. This study can assist instructors and professors in

encouraging their students to enroll in the course that will best prepare them for

their future college coursework.

Students will benefit directly from this research as its findings may

encourage them to take the strands that will help them in college.

South East Asia Institute of Trade and Technology administrator. The

results of this study may also be used by the staff or administration of the school

to assist current students and direct them toward future career paths.

Future Researcher. This research covers information about the relation of

the former strands to the course that the graduated students of SEAITT -Legazpi

take in college. Thus, the result of this study will be able to use as a reference for

their own research.

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Definition of Terms

College Course – conceptually a college course is a class offered by a

college or university. These courses are usually part of a program leading to an

undergraduate or graduate degree or a certificate. In operation college course is

the college path the graduated students take after their two years in senior high

school.

Strand - The term 'strands' is used to indicate: (a) the disciplines within a

learning area, e.g., history, geography, economics and civics under 'social studies',

each with its own associated goals for learning. Operationally, strand an area of

study within an academic program that high school students must complete in

order to prepare for their chosen university degree. 

Researcher – conceptionally it is a person who carries out academic or scientific

research. A person whose job involves discovering or verifying information for

use in a book, program, etc. In operation researcher here is the one who will study

the relationship between the former strand and the college course of the graduated

students of a specific school.

Respondent – the one who will respond and answer the question that is prepared

by the researcher concerning this research study.

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 Notes

[1]. Yi. (2016, May 24). Curriculum strands. International Bureau of Education.

https://www.ibe.unesco.org/en/glossary-curriculum-terminology/c/curriculum

-strands#:~:text=The%20term%20'strands'%20is%20used,aims%20and

%20objectives%20within%20a

[2]. researcher noun - Definition, pictures, pronunciation and usage notes |

Oxford Advanced Learner’s Dictionary at

OxfordLearnersDictionaries.com. (n.d.).

https://www.oxfordlearnersdictionaries.com/us/definition/english/research

er#:~:text=%2Fr%C9%AA%CB%88s%C9%9C%CB%90rt%CA

%83%C9%99r%2F,discover%20new%20facts%20about%20it

[3]. Learn.org -. (n.d.).

https://learn.org/articles/What_is_a_College_Course.html#:~:text=A

%20college%20course%20is%20a,graduate%20degree%20or%20a

%20certificate

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 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

Presented in this section are the review of related literature, and studies

gathered from books, journals, articles, and internet of different authors relevant

to the present research work.

Related Literature

According to (Dagli F. et al. 2019). Graduate tracer studies are designed

by educational institutions to gather the perceptions of its graduates on the

relevance of their academic experiences to employment opportunities. It is also a

means to measure the relevance of the curriculum in meeting the needs of the

students. The implementation of the K-12 curriculum signaled a milestone in the

Philippine Education System. This curriculum offered a different path to senior

high school graduates because the new curriculum has provided four avenues for

the graduates to choose from, which are higher education, employment,

entrepreneurship, and middle skills development. This study is designed to track

the alumni and to determine which exit they took. It identified the profile of the

graduates in terms of sex, SHS strand, chosen exit, and their reasons for choosing

that exit. This also examined the significance of the curriculum in guiding the

students on which exit to take.

Republic Act 10533, the K to 12 Program covers Kindergarten and 12

years of basic education (six years of primary education, four years of Junior High

School, and two years of Senior High School (SHS)) to provide sufficient time for

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mastery of concepts and skills, develop lifelong learners, and prepare graduates

for tertiary education, middle-level skills development, employment, and

entrepreneurship. (www.officialgazette.gov.ph)

According to Liwanag, K. S. (2021). Senior High School (SHS) refers to

Grades 11 and 12, the last two years of the K to12 program that DepEd has been

implementing since 2012. Students begin to study in SHS the subjects that will

introduce them to their preferred career path. High school in the old system

consisted of First Year to Fourth Year. What corresponds to those four years

today are Grades 7 to 10, also known as junior high school (JHS). Under Republic

Act No. 10533 (Enhanced Basic Education Act of 2013), you will have to

complete Kindergarten, Grades 1 to 6 (elementary), Grades 7 to 10 (Junior High

School) and Grades 11 to 12 (Senior High School) in all 13 years before you can

receive a high school diploma. Students who belong to the K to12 generation but

do not complete Grade 12 will be disadvantaged in that they will not be accepted

into a college degree or technical-vocational certificate program without a SHS

diploma. They will also miss out on an opportunity to learn skills that can qualify

them for employment right after SHS, or prepare them for starting up a business.

(Sarmiento & Ronald, 2016) made a comparative review of related

literature on senior high school curriculum of the Philippines, Japan, and the

United States. They found out that the senior high school curriculum of these

countries are intended to prepare graduates of the senior high school program to

enter college, become an entrepreneur, and find work in the industry.

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According to the study, the Philippines has a clearer senior high school program

because its program has four definite tracks. Whereas Japan only has two tracks

one academic and the other technical vocational. While the United States have

indefinite tracks considering that the curriculum varies from one state to another

for it is up to these states to decide for their curriculum. The study also found out

that there exists a stigma among students across the three countries to take the

vocational track because they think that vocational courses are for poor

performing and problematic students. In fact, the enrollment in the technical-

vocation courses in the United States has declined. In the three countries, finding

qualified teachers in the Senior High School remains an issue.

It was further suggested that Basic education schools should establish a

career guidance program that help students choose their SHS strand aligned to the

college degree they wish to earn. GAD trainers are also recommended to include

in their campaign the non-exclusivity of SHS strands and college courses for the

rich or poor, male or female. TVL courses must be offered and strengthened in

education as this is where many poor students enroll in view of skills ready for

employment and entrepreneurship (Padios, Alfredo, et. Al, 2021).

The Deputy Minister of Higher Education and Training in South Africa

Mduduzi Manana in his visit to the Central Methodist Mission in Joburg in

one of its career expos, urges senior high school and college students to take up

programs that will address the needs and demands of the industry

because senior high school and college students are not taking programs in line

with the demands of the industry. He urges them to take up vocational courses as

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post school-skills because the future demands of the industries are leaning

towards jobs that require technical vocational skills. He has observed that South

Africa is outsourcing skills from other countries because of the prevalent skill and

job mismatch in the country (The Star).

In Asia, (Veal, 2013) claims that though there has been a significant

economic boom in the region, job mismatch remains a major concern. In

Maldives for example, in which diving is a major industry, there was no training

provider offering high level dive master qualifications until very recently. This

caused skills shortages in its diving industry. In Nepal, though the manufacturing

industry is flourishing, training providers are not offering programs on

manufacturing. Provisions of TVET has not responded to the needs of the

industry, nor adapted and changed to mirror new economic conditions. In Bhutan

also, there is an oversupply of well-educated people seeking for jobs but whose

qualifications do not match with the demands of job openings.

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Related Studies

According to Padios et al. (2021) Philippines has now graduated a couple

of Senior High School (SHS) batches since its major education reform but not

much was studied yet regarding its graduates. In view of tracing and learning of

their status relative to the curriculum’s exits, this study is conceptualized. It aimed

at profiling Aurora State College of Technology (ASCOT) SHS graduates and

determining which of these profiles explain statehood and SHS strand. Alignment

of respondents‟ SHS strands to their college courses and the absorption rate of the

college were also determined. A researcher-developed questionnaire was

administered to 2018 and 2019 ASCOT SHS graduates. Responses received were

screened, grouped according to strand then randomly sampled. A total of 523

responses remained for analysis. This corresponds to 2.87% margin for error

which is within the traditional 5%. Results showed that majority of the graduates

are within the ages 19-21, a huge majority of the respondents belong to the lower

income categories and that the number of male graduates is at par with females.

Out of all the respondents enrolled in college, only one-half have courses aligned

to their SHS strands while ASCOT has an absorption rate 75.42%. Relative to

their statehood, 90.82% pursued college education, 4.02% are employed, 1.15%

are entrepreneurs and 4.02% are layabouts. Sex, age and monthly family income

explained the respondents chosen strand. Both sex and monthly family income

explained the statehood. Basic education schools should establish a career

guidance program that help students choose their SHS strand aligned to the

college degree they wish to earn. GAD trainers are also recommended to include

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in their campaign the non-exclusivity of SHS strands and college courses for the

rich or poor, male or female. TVL courses must be offered and strengthened in

education as this is where many poor students enroll in view of skills ready for

employment and entrepreneurship.

Based on the results of the study of Dagli et al. (2019) the respondents are

mostly male, from the Humanities and Social Sciences strand and have pursued

higher education. From the information gathered, the top three reasons of the

alumni in choosing the exit is because they wanted to reach their goals and

dreams, to sustain their daily needs and pay back all their families' sacrifices and

to have an experience in the working field. As revealed, 126 of the respondents

perceived that the senior high school curriculum is very significant/useful in

preparing them for the exits. The senior high school curriculum was found to be

very useful/significant in preparing the graduates for the exits. However, it is

noteworthy to address that none of the graduates pursued entrepreneurship, and

only one pursued middle skills development. It is recommended that programs

and instructions be more adaptive to student's needs. Continued tracking of

alumni for at least three consecutive years is also suggested to be conducted in the

school and in other schools in order to be able to gather more concrete evidence

with regards to the effectivity of the K-12 curriculum in achieving its goals.

Passion G. R. (2019) used descriptive survey research design in the study.

The respondents were forty-one (41) grade 12 students of Balligui High School

for the school year 2017-2018, composed of 19 Home Economics and 22 GAS

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students. The universal technique was employed in determining the respondents,

taking all the students as respondents, to ensure the accuracy and precision of the

research findings. The main tool used in gathering data is through the use of a

researcher-made questionnaire which was adapted in Career Guidance Manual for

Teachers Module 1: The Road to the Right Choice, found in Department of

Education Order No.41 series 2015. Most of the respondents are 18 years old and

the majority of them are female. The highest educational attainment of their

parents is an elementary undergraduate for the fathers and high school

undergraduate for the mothers. The preferred curriculum exit of the respondents is

higher education and the factors affecting their curriculum exit preferences are

personal, family and social factors. Among the mentioned factors, family

influenced most of the respondents. The results showed that the respondents

prefer to take higher education as their curriculum exit after graduation from

senior high school to pursue a college education. The results had also proven that

parents’ insights affect the decisions of their children in choosing their curriculum

exit. It is also important that the students and parents talk and decide together

about the curriculum exit that will be taken by their children to avoid regrets and

misunderstanding in the future. Schools should also strengthen the career

guidance program.

According to Arcayera, R. a. A. (2021) 0his study determined the profile

of the graduates in terms of strand, career path of Senior High School graduates,

and reasons of their exits. This research was descriptive in nature. The

respondents were the 337 graduates for School Year 2020-2021. An online

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researcher-made questionnaire was forwarded to the students showing its

indicators to answer like the profile, exits, and their reasons. Consent was

included also in the Google Form. Data were interpreted using Frequency and

Percentage Distribution. Based from the results, a large number of the graduates

pursued higher education (286 or 84.86%) in spite the rationale of the K-12

program to raise employment and entrepreneurial skills. Others would like to have

employment (26 or 7.71%) and entrepreneurship (25 or 7.41%). As to the reasons

of their choice of curriculum exits, the top choices provided by the students

regardless of track were the following: for family (200 or 59.35%), for better job

in the future (85 or 25.22%), for their dreams (20 or 10.68%), and for experience

(32 or 9.49%).

Horn, (2006) claimed that in South Africa, there are only around 5-

7% of the graduates of Grade 12 end up finding jobs in the formal sector. This

means that it is not a guarantee that senior high school students will have a job

after graduation. The reasons for this is that there is a structural change in the

economy towards a knowledge-based service sector.

Also, senior high school students lack the entrepreneurial skills and competence.

Finally, teachers in the senior high school have low morale that they are not able

to prepare the students for the real world of work.

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Notes

[1]. Liwanag, K. S. (2021). SENIOR HIGH SCHOOL GRADUATES TRACER

STUDY (GTS): BASIS FOR A PROPOSED LEARNERS’ WORK

IMMERSION PLAN. www.iejrd.com.

https://doi.org/10.17605/OSF.IO/KU34M

[2]. Veal, K. (2013). Skills in Asia: Shortages, gaps and mismatch. Retrieved

April 30, 2016, from https://blogs.adb.org/blog/skills-asia-shortages-gaps-

and-mismatch

[3]. Sarmiento, D. H., & Orale, R. (2016). Senior High School Curriculum in the

Philippines, USA, and Japan. ResearchGate.

https://www.researchgate.net/publication/318494693_Senior_High_Schoo

l_Curriculum_in_the_Philippines_USA_and_Japan

[4]. Padios, A. C., Lejano, R. L., Gorospe, S. a. T., & De Asis, V. L. (2021).

Strand and Statehood Predictors of Senior High School Graduates: A

Tracer Study. International Journal of Sciences: Basic and Applied

Research, 55(1), 211–224.

https://gssrr.org/index.php/JournalOfBasicAndApplied/article/download/

12087/5864

[5]. Dagli, F. M., Lara R. J., Ilao V. (2019). A Tracer Study of Baybayin National

High School (Grade 7-12) Senior High School Graduates.

https://ojs.aaresearchindex.com/index.php/AAJMRA/article/view/5067

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[6]. Pasion, G. R. (2019). Determinants of Curriculum Exit Preference among

Grade 12 Students of Balligui High School the School Year 2017-2018.

https://ojs.aaresearchindex.com/index.php/AAJMRA/article/view/12188

[7]. Arcayera, R. a. A. (2021). Career Exits of the Senior High School Graduates

of Surigao City National High School (P resented during. . .

ResearchGate. https://doi.org/10.13140/RG.2.2.15522.30404

[8]. Horn, G. (2006). Educational solutions to improve the employability of senior

high school learners. South African journal of education, 26(1),
113-128.
[9]. Corsino, S. (2022). Tracer Study Of Senior High School Graduates of St.

Mary’s College of Bansalan, Inc. Stmarysblackburn.

https://www.academia.edu/78402545/Tracer_Study_Of_Senior_High_Sch

ool_Graduates_of_St_Marys_College_of_Bansalan_Inc

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