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EMPLOYMENT STATUS OF GRADUATES OF ZSCMST GRADUATE SCHOOL By: CATALINA P. MARTINEZ Dean of Graduate School Zamboanga State College of Marine Sciences and Technology Zamboanga City ROSALIO D. TENORIO Graduate Professor Zamboanga State College of Marine Sciences and Technology Zamboanga City September 15, 2014
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EMPLOYMENT STATUS OF GRADUATES OF ZSCMST GRADUATE SCHOOL

By:

CATALINA P. MARTINEZDean of Graduate School

Zamboanga State College of Marine Sciences and Technology Zamboanga City

ROSALIO D. TENORIOGraduate Professor

Zamboanga State College of Marine Sciences and Technology Zamboanga City

September 15, 2014

THE EMPLOYMENT STATUS OF GRADUATES OF ZSCMST GRADUATE SCHOOL

By:Catalina P. MartinezRosalio D. Tenorio

ABSTRACT

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This study was conducted to find out the status of employment of master’s degree graduates of

the Zamboanga State College of Marine Sciences and Technology. The respondents were graduates from

of the school year 2007 to 2013 in various academic programs of the Graduate School. They were

selected using the convenience sampling. Frequency, percentage and Chi – Square tests were used in the

analysis of data.

Findings indicated that the master’s degree graduates were: (a) In 2008, there were 10 out of 19

or 52.6 percent male graduates of master’s degree and 9 or 47.4 percent females, and 18 or 94.7 percent

married and only one or 5.3 percent widow/er, nine or 47.4 percent were Chavacano, two each or 10.5

percent Bisaya and Samal and one each or 5.3 percent Tagalog, Tausug, Ilocano, Hiligaynon, and

Boholano respectively; (b) In 2010, eight out of 10 or 80 percent of the graduates were females and only

two or 20 percent were males, nine or 90 percent were married and only one or 10 percent were single,

four or 40 percent of the graduates were Chavacano, three each or 30 percent were Bisaya and Tausug

respectively; (c) In 2011, 11 out of 13 or 78.6 percent were females and three or 21.4 percent were males,

eleven or 78.6 percent were married and three or 21.4 percent were single, nine or 64.3 percent were

Chavacano, two or 14.3 percent were Bisaya and one each or 7.1 percent Tagalog, Tausug and Ilocano

respectively; (d) In 2012, 13 or 56.5 percent out of 23 were females and 10 or 43.5 percent were males,

20 or 87 percent were married and two or 8.7 percent were single and one or 4.3 percent was separated,

10 or 43.5 percent were Chavacano, five each or 21. 7 percent Bisaya and Tausug respectively, two or

8.7 percent Tagalog and one or 4.3 percent was Ilocano.

When the profile is taken individually, not one of the profiles significantly influence the status of

employment in terms of position among graduates of master’s degree. On the other hand, a low

relationship exists between the profile of the master’s degree graduates of 2012 in terms of gender, civil

status and ethnicity taken collectively and the status of employment in terms of position as evidenced in

its coefficient r value of 0.326. When the profile is taken individually, not one of them significantly

contribute to the employment status of the 2012 graduates in terms of position. The profile of graduates

across all years did not significantly affect their status of employment in terms of salary, promotion,

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position and job performance. Findings also revealed that the t-Obs with p-Values greater than the alpha

level shows that the master’s degree obtained by the graduates of 2008, 2010, 2011 and 2012 does not

significantly contribute to their employment status in terms of position, salary, job performance and

promotion.

This study concluded that the 2008 graduates of master’s degree were generally males or

females, married and Chavacano. In 2010, the graduates were generally females, married and Chavacano,

Bisaya and Tausug. In 2011, there were more female, married and Chavacano. In 2012, graduates were

generally females, married and Chavacano. A good number of teachers were promoted after obtaining

their master’s degree while one is in the PNP. The profile of the graduates of 2008, 2010, 2011 and 2012

does not influence their status of employment in terms of promotion, job performance, position and

salary. Lastly, the master’s degree obtained by the graduates is not a predictor to their employment status

in terms of position, salary, job performance and promotion.

It is recommended that the graduate school should intensify its campaign to attract young and

single professionals to enroll in various programs. They should also invite more professionals from

different ethnic groups to attend graduate studies like the Hiligaynon, Boholano, Samal and other ethnic

groups. Finally, a similar study should be conducted using other personal-related variables to predict

status of employment of graduates in terms of promotion, job performance, position and salary.

CHAPTER I

INTRODUCTION

Background of the Study

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Renny et al (2013) stressed that evaluation is necessary so that there is no gap between the

world of higher education to the world of real work in the community. Tracer study is tracking how big

college graduates are able to act in accordance with the suitability of development of education effort

to do a search on graduates.

The Graduate School of this college produces professional manpower with earned advanced

education degree for Southwestern Mindanao. It has been operating since 1996 when CHED Chairman,

Hon. Angel C. Alcala and ZSCMST President, Dr. Edgardo M. Santo signed a Memorandum of Agreement

to jointly cooperate in the implementation of the Mindanao Advanced Education Project. Cognizant to

the MOA, on December 17, 1996 the BOT Resolution No. 33 approved the offering of graduateprograms,

Master in Marine Biodiversity and Master in Marine Science/Fisheries. In year 2000, a new program was

added, Master in Marine Fisheries Management.

After year 2000, more programs were offered as follows: Master in Fisheries Management

major in Aquaculture Technology, Master of Arts in Teaching Marine Transportation, Master of Arts in

Teaching Marine Engineering, Master of Arts in Teaching English for Specific Purposes, Master in Public

Management, Master in Maritime Management, Master of Arts in Education major in Alternative

Learning System and Master of Science in Fisheries major in Fish Processing. However, beginning 2003,

the graduate programs run in a self-liquidating scheme.

Operating as self-liquidating unit, it has continued to rise as a promising academic department

of the college. It has tried to achieve excellence to be equally competitive with other graduate

education of other institutions.

The continuous upgrading of the Graduate School is evidenced in the accreditation results

conducted by ISO, CHED and AACUP. Accreditation results have ensured that quality instruction,

updated curriculum and better support services for students are offered to the students.

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The good practices in this academic unit have become popular as manifested in the tremendous

increase of enrolment in the last five years. The number of graduates has also increased.

To have a good basis of assessing the status of the graduates of the Graduate School of this

college, this study is conducted. It seeks to determine the status of employment of the masteral

graduates of Zamboanga State College of Marine Sciences and Technology for the last five years, from

School Year 2008-2009 to 2012-2013. Findings from this study can be used as input to enhance the

effects of GS academic programs and the administrative system.

Theoretical Framework

This study is anchored on the human capital theory which rests on the assumption that formal

education is highly instrumental and even necessary to improve the production capacity of a population.

In short, the human capital theorists argue that an educated population is a productive population.

Human capital theory emphasizes how education increases the productivity and efficiency of

workers by increasing the level of cognitive stock of economically productive human capability which is a

product of innate abilities and investment in human beings. The provision of formal education is seen as

a productive investment in human capital, which the proponents of the theory have considered as

equally or even more equally worthwhile than that of physical capital.

According to Babalola (2003), the rationality behind investment in human capital is based on

three arguments: first, the new generation must be given the appropriate parts of the knowledge which

has already been accumulated by previous generations; second, the new generation should be taught

how existing knowledge should be used to develop new products, to introduce new processes and

production methods and social services; and the people must be encouraged to develop entirely new

ideas, products, processes and methods through creative approaches. In addition, Fagerlind and Saha

(1997) advanced that human capital theory provides a basic justification for large public expenditure on

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education both in developing and developed nations. The theory is consistent with the ideologies of

democracy and liberal progression found in most Western societies.

Its appeal was based upon the presumed economic return of investment in education both at

the macro and micro levels. Efforts to promote investment in human capital were seen to result in rapid

economic growth for society. For individuals, such investment was seen to provide returns in the form of

individual economic success and achievement.

Employability therefore, is one measure for the economic return of investment in education. It

refers to a person’s capability of gaining initial employment, maintaining employment, and obtaining

new employment if required (Hillage & Polland, 1998 in Suarez-Felicen & Mejia, 2013). In the graduate

level, graduate employability rates are often used in universities as a key performance indicator in

relation to teaching and learning outcomes (Suarez-Felicen & Mejia, 2013).

Conceptual Framework

This study has its parameter on the profile of the masteral graduates from school year 2008-

2009 to 2012 – 1013 which include gender, age, civil status, ethnicity, sector connected and program

completed. It will also include their position, salary, job promotion and other job opportunities.

Employees who pursue and attain higher educational qualification tend to have higher position,

higher salary, and better performance and have promotion than those who do not avail of the

continuous professional education. Furthermore, this attempted to find out whether the profile of the

graduate students who obtained their master’s degree from in 2007-2013 affected their position,

promotion and other employment opportunities.

Profile of Graduatesa. Genderb. Civil Statusc. Ethnicityd. Agee. Sector Connectedf. Program Completed

Employment Statusa. Position b. Promotionc. Other Employment

Opportunities

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Figure 1. Conceptual Paradigm of the Study

Statement of the Problems:

This study aimed to determine the status of employment of the different master’s degree

graduates of Zamboanga State College of Marine Sciences and Technology Graduate School.

Specifically, it sought to answer the following questions:

1. What is the profile of the graduates of Master’s degree from school year 2007-2013 in terms of:

1.1 Gender

1.2 Civil Status

1.3 Ethnicity

1.4 Age

1.5 Sector Connected

1.6 Program Completed

2. Is there a significant influence of the graduates’ profile to their employment status?

3. Is there a significant contribution of the graduates’ masteral degree to their employment status?

Hypotheses:

1. There is no significant influence of the graduates’ profile to their employment status?

2. There is no significant contribution of the graduates’ masteral degree to their employment

status?

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Significance of the Study

This study provides empirical data which serve as inputs in formulating policies designed to

make the curriculum of the Graduate School of the Zamboanga State College of Marine Sciences and

Technology responsive, relevant and attuned to the fast changing world.

Specifically, this study, its applications and implications would be beneficial to the following:

ZSCMST Curriculum Makers. The study could provide relevant data to curriculum planners in

revising and designing a curriculum in accordance to the developmental needs of the graduate students.

College President. The College President could instruct graduate curriculum makers and Dean of

the Graduate School to re-examine and re-design graduate school curriculum appropriate in the

enhancement of knowledge and skills of the graduate school students.

Graduate School Dean. The Graduate School Dean could lead the faculty in re-examining and

enhancing their curriculum responsive to the developmental needs of the graduate students.

Faculty. The faculty could explore for possibilities in improving academic instruction by

integrating concepts designed to make their students efficient and effective in carrying their tasks in

their respective workplaces.

Graduate Students. The graduate students are the direct beneficiaries of this study since any

attempt to enhance the curriculum of the Graduate School could further strengthen their knowledge,

skills and attitude in the performance of their jobs.

Other Researchers. This study is also be important to other researchers since they can use the

data of this study to better understand the research they intend to conduct.

Scope and Limitation of the Study

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This study involved graduates of the masteral programs from school year 2007 – 2013 of the

Zamboanga State College of Marine Sciences and Technology. The profile of the graduate students

include gender, civil status, ethnicity, age, sector connected and degree obtained. Employment status

includes position, job promotion and other job opportunities of the graduates who obtained their

master’s degree from school year 2007 – 2013.

The results of this study were reflective of the whole population of master’s degree graduates of

Zamboanga State College of Marine Sciences and Technology.

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the related literature and studies which served as bases in constructing

the research theoretical framework, formulating research problems, guiding the research hypotheses,

selecting the variables of the study and lending support to some of the findings in the study.

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Related Literature

The importance of education and human capital has been brought out in many studies of

economic growth and development. Robert (1991) developed a human capital model which shows that

education and the creation of human capital was responsible for both the differences in labor

productivity and the differences in overall levels of technology that the world has achieved at present.

More than anything else, it has been the spectacular growth in East Asia that has given education and

human capital their current popularity in the field of economic growth and development. Countries such

as Hong Kong, Korea, Singapore, and Taiwan have achieved unprecedented rates of economic growth

while making large investments in education.

The World Bank (1993) reported that improvement in education is a very significant

explanatory variable for East Asian economic growth. There are several ways of modeling how the huge

expansion of education accelerated economic growth and development. The first is to view education as

an investment in human capital. A different view of the role of education in the economic success is that

education has positive externalities. The idea that education generates positive externalities is by no

means new. Many of the classical economists argued strongly for government’s active support of

education on the grounds of the positive externalities that society would gain from a more educated

labor force and populace (Van-Den-Berg 2001).

Education is seen as an input into the intentional and entrepreneurial efforts to create new

technology and new products. Proponents of this view of education point out the close correlation

between new product development and levels of education. The countries that are at the forefront of

technology also have the most educated population (Van-Den-Berg 2001). The review of empirical tests

of the theory by Garba (2002) shows that cross-country regressions have shown positive correlation

between educational attainment and economic growth and development. Odekunle (2001) affirms that

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investment in human capital has positive effects on the supply of entrepreneurial activity and

technological innovation. Ayeni (2003) asserts that education as an investment has future benefits of

creation of status, job security and other benefits in cash and in kind.

Related Studies

There are tracer studies conducted in various fields like management, commerce, engineering,

education, hotel and restaurant and other fields in tertiary education, much more in the graduate

school. Renny et al (2013) presented that tracer study results can be used by universities to determine

the success of the educational process that has been done towards their students. The tracer studies

which are presented in this part of the chapter provided insights to researchers who are presently

conducting a similar study.

Samer Al-Samarrai and Barry Reilly (2011) completed a tracer survey of secondary school

completers, analyses the impact of education and training on individual welfare through the estimation

of earnings equations. The findings suggest that the rates of return to educational qualifications are not

negligible and, at the margin, provide an investment incentive. However, little evidence of human

capital effects in the earnings determination process in the self-employment sector. Information

contained in the tracer survey allowed the introduction of controls for father’s educational background

and a set of school fixed effects designed to proxy for school quality and potential labor market network

effects. The analysis shows that the inclusion of these controls tends to reduce the estimated rates of

return to educational qualifications. This emphasizes the potential confounding role of school

quality/network effects and parental background for rate of return analysis. We would argue that a

failure to control for such background variables potentially leads to an over-statement in the estimated

returns to education. A comparison of our results with evidence from other countries in the region

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shows that despite an extremely small secondary and university education system the private rates of

return to education in the Tanzanian wage employment sector are relatively low.

Zembere and Chinyama (2003) conducted a tracer study among the graduates of the University

of Malawi who graduated between 1997 and 2002. The main objective of the tracer study was to

examine the changes in the career pattern of the graduates in order to provide a basis of evaluation of

the current programmes of the University of Malawi. A similar study for the University of Malawi was

carried out in 1988 for graduates of 1968 to 1987. The University awarded the first certificates to its

deserving graduates in 1968 and by 1987 it had awarded 7,514 degrees, diplomas and certificates.

Between 1987 and 1995, 3,934 students graduated from the University. During this period there was a

general increase of about 2% in its enrollment. On the other hand, during the same period, study

provisions in the University generally declined. The courses offered generally changed in all its

constituent colleges towards more job-oriented. It was observed that the opportunities of securing a job

by graduates declined over the years and the period of seeking employment had increased. Though

most of the study programmes in the University were practice-oriented, most graduates were employed

initially in jobs not linked to their training due to job scarcity. Many graduates only moved to jobs

related to their training later, resulting in high number of graduates who had changed employment.

Samson, Manejero, Nazario, and Flores (2011) conducted a tracer study to determine the

employment status of the ZSCMST graduates of the 10 major curricular programs from SY 2005 - 2010.

The study was able to trace 799 (67.09%) graduates out of the total 1,191 graduates. The greater

number of graduates traced in this study were the graduates of the Bachelor of Science in Marine

Technology (18.5%), followed by the Bachelor of Science in Food Technology (11.64%) and Diploma in

Hotel and Restaurant Management (10.64%). The study revealed that the BS Food Technology program

registered the highest employment rate (75.27%), the Diploma in Marine Electronics and

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Communications Technology (68.97%), BSF-Fish Processing (67.57%), BS Marine Engineering (63.79%),

BSSE major in Physical Science (59.57%), and BS Marine Technology (56.08%).

Francisco (2006) conducted a tracer study among the graduates of the Universidad de

Zamboanga from school years 2000 to 2005. She used the open-ended questions in gathering data from

the graduates. Interviews, email and face book and mailed letter were used to get data from the

respondents. The findings indicated that majority of the graduates of these school years were females,

married, Chavacano and Bisaya. About seventy-eight (78) out of three hundred twenty-one (321) or

24.30 percent of these graduates are employed. Forty-two (42) out of seventy-eight (78) or 53.85

percent are employed in private organizations, three (3) or 3.85 percent were working in the

government and the remaining 33 or 42.31 percent are self-employed. They owned a sari-sari stor and

jeepney drivers. Fifty-nine (59) or 75.64 percent had a monthly income of Ph 10,000.00 and below and

the others had higher that PH 10,000.00 monthly income.

Results also showed that employment is greatly influenced by the performance and capabilities

of the graduates. Problems encountered by the graduates during the search for jobs were: non-

availability of job opportunities commensurate to one’s academic preparation, lack of prestige and

linkages of the College where they graduated, and job-education mismatch. Academic programs that

exhibited greater flexibility in fitting into various jobs available in the labor market were the ones

successful in having their graduate land a job.

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CHAPTER III

RESEARCH METHODOLOGY

This chapter discusses the research design, population and sampling procedure, research

instrument, validity and reliability of the research instrument, data gathering procedure and the

statistical treatment of data.

Research Design

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This study adopted the descriptive-quantitative method of research. It dealt with quantitative

data and it attempted to describe the present status of the graduate students who finished their

master’s degree in ZSCMST.

Hestketh and Laidlaw (2010) stress that quantitative research tends to focus on measurement

and proof. This research adopts a ‘scientific approach’. It is based on the premise that something is

meaningful only if it can be observed and counted. Its key characteristics are numerical data that

permits a range of statistical analysis.

Population and Sampling Procedure

The target population of the study were the graduates from school year 2007 – 2013 at the

Zamboanga State College of Marine Sciences and Technology Graduate School. Shown in Table 1, total

population of the study was 116 graduates. Using convenience sampling method, it obtained the sample

size of 99 or 85.34 percent out of 116 graduates.

Table 1Population Distribution of Graduates by School Year

School year N n% of n

Male Female Total Male Female Total

2007 – 2008 10 12 2210 10 20 90.91

2008 – 2009 0 0

2009 – 2010 3 8 11 2 8 10 90.91

2010 – 2011 3 16 192 13 15 78.95

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2011 – 2012 12 17 2911 14 25 86.21

2012-2013 13 22 3512 17 29 82.86

Total 41 75 116 37 62 99 85.34

Research Instrument

The research instrument used in the study was the survey form with open-ended questions

designed to gather relevant information for the study. It was subjected to a validation process in order

to find out whether the open – ended questions in the research instrument were suitable, relevant and

appropriate for the study.

Data Gathering Procedure

The researchers identified the graduates in the master’s program from 2007 – 2013 of the

Zamboanga State College of Marine Sciences and Technology from the list of graduates in the Registrar

Office and the list available in the Graduate Office. After which, the addresses or other data that could

be used to contact the graduates were secured.

The researcher gathered data from the respondents through face-to-face interview, text

messaging, telephone and mobile cell phone interviews, e-mail, face book and other forms of social

interactive media. Other respondents also helped provide contact numbers/e-mail addresses of their

former classmates.

Statistical Treatment of Data

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Frequency and percentage were used to determine the profile of the graduate students who

finished their master’s degree from school years 2007-2008 to 2011 – 2013 in terms of gender, civil

status, age, ethnicity and sector connected in relation to their population.

Chi-Square Test was used to determine influence of the graduates’ profile to their employment

status. The same test was used to measure the contributions of the program completed to the status of

employment of respondents.

CHAPTER IV

DATA PRESENTATION, ANALYSES AND INTERPRETATION

This chapter presents, analyzes and interprets the data obtained from the graduates of

Zamboanga State College of Marine Sciences Graduate School using open-ended questions. The

discussion and interpretation of the data were carried out according to the sequence of the problems

raised in the study.

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Problem No. 1. What is the profile of the graduates of ZSCMST Graduate School from school year

2007-2013 in terms of:

1.1 Gender

1.2 Civil Status

1.3 Ethnicity

1.4 Age

1.5 Sector Connected

1.6 Program Completed

Table 2 shows the program completed, gender, civil status and age bracket of the

graduates. There were 99 respondents in the study of which 35 were Master of Arts in Home Economics

(MAHE) graduates, 16 Master in Maritime Management (MMM), 34 Master in Public Management

(MPM), 10 Master of Arts in Education major in Alternative Learning System (MAED ALS), 1 in Master of

Science in Marine Biology (MS MB), 1 Master of Science in Fisheries (MSF), 1 Master in Fisheries

Management (MFM) and 1 Master of Arts in Teaching English for Specific Purposes (MA TESP)

graduates. The highest numbers of graduates come from MAHE with 35 and MPM with 34. Of all the

respondents, 61 were females (61.62%) and 38 were males (38.38%). There were 11 single respondents

87 married and 1 separated. There were only three age bracket starting from 24 – 39, 40 – 55, and 56 –

above. Most of the respondents were ages 40-55 with a total of 58 graduates.

Table 2Respondents’ Profile

Masters’ Degree

Gender f Civil Status f Age Bracket

fFemale Male S M W Separat

edMAHE 31 4 35 7 28 0 0 35 24–39 34

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MMM

MPM

MS MAR BIO

MAED ALS

MSF

MFM

MAT ESP

3

17

0

9

0

0

1

13

17

1

1

1

1

0

16

34

1

10

1

1

1

1

1

0

2

0

0

0

15

32

1

8

1

1

1

0

0

0

0

0

0

0

0

1

0

0

0

0

0

16

34

1

10

1

1

1

40–55

56–Above(not clear

if how many per bracket)

58

7

Total 61

38

99 11

87

0

1

99

99

% 61.62 38.38 99 11.11 87.88 0

01.01

99

100

Table 3 shows the ethnicity of the respondents. The bulk of the respondents are Chavacano

with a total of 49 graduates or 49.49 percent followed by Bisaya with 28 graduates or 28.28 percent,

Tausog with nine, Tagalog with four, Sama and Ilongo with three each, Ilocano with two, and Bicolano

with one.

Table 3Respondents’ Profile

Masters’ Degree

Ethnicity FChavacano Bisaya Ilongo Ilocano Sama Tagalog Bicolano Tausog

MAHE

MMM

MPM

MS MAR BIO

MAED ALS

21

6

15

0

5

12

7

3

1

4

1

0

1

0

1

0

2

0

0

0

0

0

3

0

0

1

0

3

0

0

0

0

1

0

0

2

1

6

0

0

37

16

32

1

10

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MSF

MFM

MAT ESP

1

0

1

0

1

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

1

1

1

Total 49 28 3 2 3 4 1 9 99

% 49.49 28.28 3.03 2.02 3.03 4.04 1.01 9.09 91

Table 4 shows the sector the graduates are connected. From the government sector, the MAHE

group has the highest number with 32 graduates, 31 from MPM and 9 from MMM. From the private

sector, there are 7 from the MMM, two from the MAHE and 1 from MPM. There are only 3 who are self-

employed coming from the MAHE. From the 99 respondents 85 or 85.86 percent are connected in the

government, 11 or 11.11 percent are connected in the private sector and three or 3.03 percent are self-

employed.

Table 4Respondents’ Profile

Masters’ Degree Sector Connected F Government Private Self-Employed

MAHE

MMM

MPM

MS MAR BIO

32

9

31

1

2

7

1

0

3

0

0

0

37

16

32

1

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MAED ALS

MSF

MFM

MAT ESP

9

1

1

1

0

0

0

0

0

0

0

0

10

1

1

1

Total 85 11 3 99

% 85.86

11.11

03.03

99

Problem No. 2. Is there a significant influence of the graduates’ profile to their employment status?

It can be seen in Table 5 the employment status of the graduates by gender. There were 40

females and 15 males or a total of 55 or 56% graduates who were promoted from their respective

position after obtaining their master’s degree. Only 15 females and 20 males or a total of 35% graduates

were not promoted from their respective position and six females and three males or a total of 9 or 9%

graduates responded “others” which means that they either transferred to other agency for better

opportunity, just got employment or they are self-employed.

Table 5Employment Status Responses and Gender of Graduates

Employment Status After Graduation

Gender F %Female Male

Promoted

Not Promoted

Others

40

15

6

15

20

3

55

35

9

56%

35%

9%

Total 61 38 99 100%

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Table 6 shows the computed Chi-square value of 8.1784 and the tabular value with 2 degrees of

freedom at .05 level of significance is 5.99. The computed value is greater than the tabular value, hence,

it is significant. This means that the responses of the female and male graduates differ with each other.

The null hypothesis is rejected. It implies that the promotion of the graduates is influenced by gender

and it is dominated by the female graduates.

Table 6Expected and Observed Frequency of Female and Male Graduates

O E (O - E) (O - E)2 (O - E)2/E40 33.89 6.11 37.33 1.101515 21.57 -6.57 43.16 2.00096 5.55 0.45 00.20 0.0360

15 21.11 -6.11 37.33 1.768420 13.43 6.57 43.16 3.21373 3.45 -0.45 00.20 0.0579

Total 99 99 0 8.1784Computed Chi-square Value 8.1784Tabular value at .05 level of significant with 2df 5.99

Table 7 shows the employment status after graduation by civil status of the respondents. There

were 51 married and five single or a total of 56 (56.57%) graduates who get promoted from their

respective positions. Only 23 married respondents and eight single respondents or a total of 31 (31.31%)

graduates who did not get promoted from their positions. Eleven married and one single or a total of 12

(12.12%) graduates categorized as “others” either transferred for a greener opportunity, just got

employed, or are self- employed.

Table 7Employment Status Responses by Civil Status of Graduates

Employment Status Civil Status f %

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Responses Married SingleYes

No

Others

51

23

11

5

8

1

56

31

12

56.57

31.31

12.12

Total 85 14 99 100

Table 8 shows the computed Chi-Square value of 5.0646 and the tabular value with 2 degrees

of freedom at .05 level of significance is 5.99. The computed value is less than the tabular value; hence, it

is not significant. This means that the responses of the married and single graduates do not differ with

each other. The null hypothesis is accepted that the civil status does not influence significantly to the

status of employment of graduates such as position and promotion. It implies that the civil status of the

graduates does not influence significantly to the employment status.

Table 8

Expected and Observed Frequency of Married and Single Graduates

O E (O - E) (O - E)2 (O - E)2/E51 48.0808 2.9192 8.52 0.177223 26.6162 -3.6162 13.08 0.491411 10.3030 0.6970 0.49 0.04765 7.9192 -2.9192 8.52 1.07598 4.3838 3.6162 13.08 2.98371 1.6969 -0.6970 0.49 0.2888

Total 99 99 0 5.0646Computed Chi-square Value 5.0646Tabular value at .05 level of significant with 2df 5.99

It can be seen in Table 9 the employment status of graduates by ethnicity. There were only

three major divisions of ethnicity being considered: the Chavacano, Bisaya and the combined group of

Tausog, Sama and others considering that they constitute only minority of the graduates. There were 33

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Chavacano, 13 Bisaya, and 10 combined Tausog, Sama, and other groups who got promoted after

obtaining their masteral degree. Thirteen (13) Chavacano, 10 Bisaya and 10 others (Tausog, Sama, and

other group) who were not promoted from their positions. Only four Chavacano, one Bisaya and three

Tausog, Sama, or other groups either transferred work for better opportunity, just got employed or are

self employed.

Table 9Employment Status Responses and Ethnicity of Graduates

Employment Status Ethnicity FChavacano Bisaya Tausog/Sama/Others

Promoted

No Promotion

Others

33

13

4

13

10

1

10

10

3

56

35

8

Total 50 26 23 99

Table10 shows the computed Chi-square value of 5.3717 and the tabular value with 4 degrees

of freedom at .05 level of significant is 9.49. The computed value is less than the tabular value, hence, it is

not significant. This means that the responses of the graduates in terms of ethnicity do not differ with

each other. The null hypothesis is accepted that the profile as to ethnicity does not influence significantly

to the status of employment of graduates such as position and promotion. It implies that the promotion

of the graduates is not influenced by ethnicity. This implies further that localization is far beyond reality.

Table 10Expected and Observed Frequency of the Ethnicity of Graduates

O E (O - E) (O - E)2 (O - E)2/E

33 28.2808 4.7172 22.2520 0.674313 17.6768 -4.6768 21.8725 1.23744 4.0404 -0.0404 0.0016 0.0003

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13 14.7071 -1.7172 2.9142 0.198112 9.1919 2.8081 7.8854 0.85791 2.1010 -1.1010 1.2122 0.5770

10 13.0101 -3.0101 9.0607 0.696410 8.1313 1.8687 3.4920 0.42943 1.8586 1.1414 1.3028 0.7009

Total 99 99 0 5.3717Computed Chi-square Value 5.3717Tabular value at .05 level of significant with 4df 9.49

Table 11 shows the employment status of graduates in terms of sector connected. There were

85 or 85.90% graduates who are connected in the government or public sector, 11 or 11.10% work in

the private sector and three or 3% are self-employed. This implies that most of the graduates are

connected in the government sector considering that most of the students work in the secondary and

elementary levels in the Department of Education.

Table 11

Employment Status Responses and Sector Connected of Graduates

Sector Connected F %

Public Sector 85 85.90

Private Sector 11 11.10

Self-employed/Others 3 3.00

Total 99 100

Table 12 shows the computed Chi-square value of 38.2722 and the tabular value with 4 degrees

of freedom at .05 level of significance is 9.49. The computed value is greater than the tabular value;

hence, it is significant. This means that the responses of the graduates in terms of sector connected

differ significantly with each other. The null hypothesis is rejected, that means the profile as to sector

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connected influenced significantly to the status of employment of graduates such as position and

promotion. It implies that the promotion of the graduates who are connected in the government is much

faster compared to those who are connected in the private sector. It implies further that promotions of

the graduates are really sectoral in nature.

Table 12Expected and Observed Frequency and Sector Connected of Graduates

O E (O - E) (O - E)2 (O - E)2/E53 49.7980 3.202 10.2528 0.205929 28.3333 0.6667 0.4445 0.01573 6.8687 -38687 14.9668 2.17905 6.4444 -1.4444 0.2863 0.32374 3.6667 0.3333 0.1111 0.03032 0.8889 1.1111 1.2345 1.13880 1.7576 -7.7576 3.0892 1.75760 1.0000 -1.0000 1.0000 1.00003 0.2424 2.7576 7.6044 31.3711

Total 99 99 0 38.2722Computed Chi-square Value 38.2722Tabular value at .05 level of significant with 4df 9.49

The employment status according to age of graduates is shown in Table 13. The age brackets are

mostly from 24 – 39, 40 – 55 and 56 – above. There was a total of 56 respondents who got promotion

after their master’s degree, 35 for no promotion and only eight for “others”. Of all the three (3)

brackets; ages 40 – 55 dominated in obtaining promotion. This implies that more promotion occur when

they were at the age between 40 – 55 years old. But, such promotion is not significant considering that it

lies only on one age bracket. This is validated in Table 14.

Table 13

Employment Status According to Age of Graduates

Employment Status Age by Bracket f24 – 39 40 – 55 56 – Above

Promoted 16 37 3 56

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No Promotion

Others

14

4

16

4

5

0

35

8

Total 34 57 8 99

Table 14 shows the computed Chi-square value of 5.9056 and the tabular value with 4 degrees

of freedom at .05 level of significance is 9.49. The computed value is less than the tabular value; hence, it

is not significant. This means that the responses of the graduates in terms of age do not differ

significantly with each other. The null hypothesis is accepted that the profile as to age does not influence

significantly to the status of employment of graduates such as position and promotion.

Table 14

Expected and Observed Frequency and Age of Graduates

O E (O - E) (O - E)2 (O - E)2/E16 19.2323 -3.2323 10.4478 0.543214 12.0202 1.9798 3.9196 0.32614 2.7475 1.2525 1.5688 0.5710

37 32.2424 4.7576 22.6348 0.702016 20.1515 -4.1515 17.2350 0.85534 4.6061 -0.6061 0.3674 0.07983 4.5252 -1.5252 2.3262 0.51415 2.8283 2.1717 4.7163 1.66750 0.6465 -0.6465 0.4180 0.6466

Total 99 99 0 5.9056Computed Chi-square Value 5.9056Tabular value at .05 level of significant with 4df 9.49

Problem No. 3. Is there a significant contribution of the graduates’ masteral degree to their

employment status?

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Table 15 shows the employment status according to masters’ degree earned of graduates. Four

major masters’ degree programs are included in this table. These masters’ degree programs have

graduates with more than three. The masters’ degree program with less graduates were merged

together under “others”. There were 22 MAHE, 20 MPM, six (6) MMM, seven (7) MAED ALS and one (1)

under “others” for graduate from other program who received promotion after obtaining the degree.

Nine (9) MAHE, 12 MPA, eight (8) MMM, three (3) MAED ALS and three (3) from other programs got no

promotion after completing master’s degree. Four (4) MAHE, two (2) MPM and two (2) MMM

responded for “others” which means they get other job opportunities outside as part-timers or

consultants or they are self-employed on or fresh graduates because of their master’s degree earned .

The masters’ degree in MAHE has the highest number of graduates followed by MPA then MMM and

MAED ALS. The total number of graduates who answered “yes” were 56, the graduates that answered

“no” is only 35 and for others only 8. This implies that the masters’ degree they earned contributed to

the employment status of the graduates to some extent. This is validated in table 16.

Table 15

Employment Status and Masters’ Degree Earned of Graduates

Employment Status Masters’ Degree Earned FMAHE MPA MMM MAED ALS OTHERS

With Promotion 22 20 6 7 1 56No Promotion 9 12 8 3 3 35Others 4 2 2 0 0 8

TOTAL 35 34 16 10 4 99

Table 16 shows the computed Chi-square value of 8.2770 and the tabular value with 8 degrees

of freedom at .05 level of significance is 15.51. The computed value is less than the tabular value; hence,

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it is not significant. This means that the responses of the graduates in terms of Master’s Degree earned

do not differ significantly with each other. The null hypothesis is accepted that the Master’s Degree

earned by the graduates does not contribute significantly to the status of employment. It implies that the

degree earned by the graduates contributed to their promotion to some extent but not significant

because majority of the Master in Maritime Management graduates were not promoted as shown in

Table 15.

Table 16

Expected and Observed Frequency and Master’s Degree Earned of Graduates

O E (O - E) (O - E)2 (O - E)2/E22 19.7980 2.2020 4.8488 0.24499 12.3737 -3.3737 11.3818 0.91984 2.8283 1.1717 1.3729 0.4854

20 19.2323 0.7677 0.5894 0.030612 12.0202 -0.0202 0.0004 0.00002 2.7474 -0.7474 0.5586 0.20336 9.0505 -3.0505 9.3056 1.02828 5.6566 2.3434 5.4915 0.97082 1.2929 0.7071 0.4910 0.37987 5.6566 1.3434 1.8047 0.31903 3.5354 -0.5354 0.2866 0.08110 0.8081 -0.8081 0.6530 0.80811 2.2626 -1.2626 1.5942 0.70463 1.4141 1.5858 2.5148 1.77840 0.3232 -0.3232 0.1044 0.3230

Total 99 99 0 8.2770Computed Chi-square Value 8.2770Tabular value at .05 level of significant with 8df 15.51

Shown in Table 17 is the Summary of the Chi-Square test. There are two indicators whose

computed chi-square values are greater than the tabular value, hence, it is significant. These indicators

are the gender and sector connected. All other indicators are not significant but the difference between

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the computed chi-square value and the tabular value is just small indication that the observed and

expected frequencies are very close to each other.

Table 17Summary Table of the Chi-Square Test on the Employment Status of Graduates of ZSCMST

Graduate School

Indicators Computed Chi-Square Value

Df Tabular Value

Interpretation

Profile of Graduatea. Gender 8.1748 2 5.99 Significantb. Civil Status 5.0646 2 5.99 Not Significantc. Ethnicity 5.3717 4 9.49 Not Significantd. Sector Connected 38.2722 4 9.49 Significante. Age 5.2056 4 9.49 Not Significantf. Degree Obtained 8.2770 8 15.51 Not Significant

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

Summary of Findings

The findings indicated that:

1. (a) There were 99 respondents in the study of which 35 were Master of Arts in Home Economics

(MAHE) graduates, 16 Master in Maritime Management (MMM), 34 Master in Public

Management (MPM), 10 Master of Arts in Education major in Alternative Learning System

(MAED ALS), 1 in Master of Science in Marine Biology (MS MB), 1 Master of Science in Fisheries

(MSF), 1 Master in Fisheries Management (MFM) and 1 Master of Arts in Teaching English for

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Specific Purposes (MA TESP) graduates. The highest number of graduates come from MAHE with

35 and MPM with 34.

(b) Sixty-one were female or 61.62 percent and 38 were male or 38.38 percent.

(c) Eleven of the respondents were single, 87 were married and 1 was separated.

(d) There were three age brackets starting from 24 – 39, 40 – 55, and 56 – above. The highest

number comes from age bracket 40 – 55 with 58 graduates.

(e) The bulk of the respondents were Chavacano with a total of 49 graduates or 49.49 percent

followed by Bisaya with 28 graduates or 28.28 percent, Tausog with nine, Tagalog with four,

Sama and Ilongo with three each, Ilocano with two, and Bicolano with one.

(f) Of the 99 respondents, 85 graduates or 85.86 percent are connected in the public sector, 11

or 11.11 percent are connected in the private sector and three or 3.03 percent are self-

employed.

2. (a) There were 40 females and 15 males or a total of 55 or 56% graduates who were promoted

from their respective position after obtaining their master’s degree. Only 15 females and 20

males or a total of 35% graduates were not promoted from their respective position and six

females and three males or a total of 9 or 9% graduates responded “others” which means that

they either transferred to other agency for better opportunity, just got employment or they are

self-employed. The promotion of the graduates is influenced by gender and it is dominated by

the female graduates.

(b) There were 51 married and five single or a total of 56 (56.57%) graduates who get promoted

from their respective positions. Only 23 married respondents and eight single respondents or a

total of 31 (31.31%) graduates who did not get promoted from their positions. Eleven married

and one single or a total of 12 (12.12%) graduates categorized as “others” either transferred for

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a greener opportunity, just got employed, or are self- employed. The civil status did not

influence significantly to the status of employment of graduates such as position and promotion.

(c) There were only three major divisions of ethnicity being considered: the Chavacano, Bisaya

and the combined group of Tausog, Sama and others considering that they constitute only

minority of the graduates. There were 33 Chavacano, 13 Bisaya, and 10 combined Tausog, Sama,

and other groups who got promoted after obtaining their masteral degree. Thirteen (13)

Chavacano, 10 Bisaya and 10 others (Tausog, Sama, and other group) who were not promoted

from their positions. Only four Chavacano, one Bisaya and three Tausog, Sama, or other groups

either transferred work for better opportunity, just got employed or are self employed. Ethnicity

did not influence significantly to the status of employment of graduates such as position and

promotion. It implies that the promotion of the graduates is not influenced by ethnicity. This

implies further that localization is far beyond reality.

(d) There were 85 or 85.90% graduates who are connected in the government or public sector,

11 or 11.10% work in the private sector and three or 3% are self-employed. This implies that

most of the graduates are connected in the government sector considering that most of the

students work in the secondary and elementary levels in the Department of Education.

The profile as to sector connected influenced significantly to the status of employment of

graduates such as position and promotion.

(e) The age brackets are mostly from 24 – 39, 40 – 55 and 56 – above. Of the three (3) brackets,

ages 40 – 55 dominated in obtaining promotion. This implies that more promotion occur when

they were at the age between 40 – 55 years old. But, such promotion is not significant

considering that it lies only on one age bracket. Age does not influence significantly to the status

of employment of graduates such as position and promotion.

Page 33: The Employment Status of Graduates.docx Revised

3. (a) There were 22 MAHE, 20 MPM, six MMM, seven MAED ALS and one graduates from other

program who received promotion after obtaining the masteral degree. Nine (9) MAHE, 12 MPA,

eight (8) MMM, three (3) MAED ALS and three (3) from other programs got no promotion after

completing master’s degree. Four (4) MAHE, two (2) MPM and two (2) MMM responded for

“others” which means they get other job opportunities outside as part-timers or consultants.

The graduates who received promotion were 56, no promotion were 35 and only 8 for others.

The master’s degree earned by the graduates contributed to their promotion to some extent,

but not significant because majority of the Master in Maritime Management graduates were not

promoted.

Conclusions

1. The master’s degree graduates are generally from the MAHE and MPM programs, female,

married, ages 40 – 55, Chavacano and are connected in the government.

2. The promotion of the graduates is influenced by gender and it is dominated by the female

graduates; the civil status did not influence significantly to the status of employment of

graduates such as position and promotion; ethnicity did not influence significantly to the status

Page 34: The Employment Status of Graduates.docx Revised

of employment of graduates such as position and promotion; sector connected influenced

significantly to the status of employment of graduates such as position and promotion; and age

does not influence significantly to the status of employment of graduates such as position and

promotion.

3. The master’s degree earned by the graduates contributed to their promotion to some extent,

but not significant because majority of the Master in Maritime Management graduates were not

promoted.

Recommendations:

1. The Graduate School should develop a scheme in encouraging more professionals to enroll

in the various programs. They should also convince professionals from the private sectors

and other ethnic groups to attend graduate studies.

2. A similar study should be conducted using other personal-related variables to predict status

of employment of graduates in terms of promotion, job performance, position and salary.

REFERENCES

Ayara, N. N (2002) The Paradox of Education and Economic Growth in Nigeria: An Empirical

Evidence. Selected papers for the 2002 Annual Conference. Nigerian Economic Society (NES) Ibadan.

Polygraphics Ventures Ltd.

Ayeni, O. (2003) Relationship Between Training and Employment of Technical College

Graduates in Oyo State between 1998 and 2001. Unpublished Ph.D Thesis. University of

Ibadan, Ibadan

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Garba, P.K (2002) Human Capital Formation, Utilization and the Development of Nigeria Selected Papers

for the 2002 Annual Conference of the Nigeria Economic Society. (NES). Ibadan. Polygraphics

Ventures Ltd.

Hesketh, E. A. and Laidlaw, J. M. (2010). Quantitative research. Education Development Unit NHS

Education for Scotland. Retrieved September 10, 2012 from

www.sportsci.org/jour/0001/wghdesign.html

Odekunle, S.O. (2001) Training and Skill Development as Determinant of Workers’

Productivity in the Oyo State Public Service. Unpublished Ph.D Thesis, University of Ibadan.

Van-Den-Berg, H. (2001) Economic Growth and Development (International Edition) New York.

McGraw-Hill Companies, Inc.

World Bank (1995) Review of Public Expenditure ODI, London.

Hillage & Polland, 1998 in Suarez-Felicen & Mejia, 2013),

Renny et al. (March 2013) International Journal of Computer Science and Information Security, Vol. 11, No. 3 March 2013.“Exploring Tracer Stury Service in career Center Web Site of Indonesia Higher Education.” http://sites.google.com/site/ijcis/ISSN 1947-5500.


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