Science Education Graduates of a State University from 2008-2018: A Tracer Study
Main Article Content
Keywords
descriptive research, graduate tracer study, retrospective evaluation, science curriculum, science education
Abstract
This descriptive research determined the extent of employability of science education graduates from 2008-2018 in a state university in the Philippines. The study also ascertained the graduates’ retrospective evaluation of the science education program in the aspects of adequacy and relevance. A total of 49 purposively selected graduates responded to the online survey questionnaire. Results revealed that there is a very high employability rate of the graduates of the university. Their educational experience and skills learned are very relevant in their current workplace. They evaluated the 10 program areas as good and indicated that the program outcomes are adequate and relevant. These graduates also suggested that content and pedagogy among pre-service teachers be enhanced. A curriculum review may then be considered for better alignment of the program to the demands of the 21st century learning landscape and to the fourth industrial revolution to produce industry-ready and globally-competitive science educators.
References
Abulon, E. L., & Rungduin, T. T. (2015). A narrative analysis of conversations with graduates who did not pursue teaching: Inputs to teacher education policies in the Philippines. International Journal of Research Studies in Education, 4(2), 13–27.
Accrediting Commission for Community and Junior Colleges [ACCJC]. (2020). Guide to institutional self-evaluation, improvement, and peer review. Novayo, CA: Western Association of Schools and Colleges.
Aquino, A.B., Punongbayan, E.J., Macalaguim, L.P., Bauyon, S.M., Rodriguez, R.A., Jr., & Quizon, G.R. (2015). Teacher education graduate tracer study from 2010 to 2014 in one state university in Batangas, Philippines. Asia Pacific Journal of Multidisciplinary Research, 3(5), 45-50.
Belecina, R.R., & Ocampo, J.M. Jr. (2017). Towards quality graduate mathematics teacher education: A PNU CGSTER tracer study. SOSIOHUMANIKA: Jurnal Pendidikan Sains Sosial dan Kemanusiaan, 10(1), 45-56.
Cañizares, M. J. F. (2015). Tracing University of San Carlos’ science and mathematics education graduates: How well are we in developing teacher professionals? International Journal of Research Studies in Education, 4(2), 69-86.
CHED Memorandum Order 75. (2017). Policies, standards and guidelines for Bachelor of Secondary Education. Retrieved from https://ched.gov.ph/cmo-75-s-2017/
College of Teacher Education [CTE]. (2018). College program outcomes. PRMSU, San Marcelino, Zambales.
Cuadra, L. J., Aure, M. R. K. L., & Gonzaga, G. L. (2019). The use of tracer study in improving undergraduate programs in the university. Asia Pacific Higher Education Research Journal, 6(1), 13-25.
DepEd - Teacher Education Council. (2017). Philippine Professional Standards for Teachers. Retrieved from https://www.deped.gov.ph/wpcontent/uploads/2017/08/DO_s2017_042-1.pdf
Egesah, O.B., & Wahome, M.N. (2017). University students’ learning experiences: Nuanced voices from graduate tracer study. Journal of Higher Education in Africa, 15(1), 43-56.
European Training Foundation. (2017). Tracing secondary vocational and tertiary education graduates in the former Yugoslav Republic of Macedonia. Retrieved from https://www.etf.europa.eu/en/publications-and-resources/publications/tracing-secondary-vocational-and-tertiary-education
Evangelista, E.V., & Morales, M.P.E. (2017). Tracing the science education graduates. International Journal of Research Studies in Education, 6(2), 69-80.
Flomo, J. S., Jr. (2013). Aligning higher education to workforce needs in Liberia: A tracer study of university graduates in Liberia (Doctora Published doctoral dissertation). ProQuest Dissertations & Theses Global.
Gardner, J. (2012). Quality assessment practice. In J. Gardner (Ed.), Assessment and learning (2nd ed., pp. 103-120). London: Sage.
Gernale, J., Duad, D., & Arañes, F. (2015). The effects of Predict-Observe-Explain (POE) approach on the students’ achievement and attitudes towards science. The Normal Lights, 9(2), 1 – 23.
Gerundio, M.G., & Balagtas, M.U. (2014). Exploring formula for success in teachers’ licensure examination in the Philippines. Educational Measurement and Evaluation Review, 5(1), 104-117.
Gines, A. C. (2014). Tracer study of PNU Graduates. American International Journal of Contemporary Research, 4(3), 81-98.
Gonzales, A. A. (2019). Tracer study of maritime graduates of one private academic institution in the Philippines from 2012-2017. Asia Pacific Journal of Maritime Education, 5, 22-33.
Jacob, M.G.I., & Orleans, A.V. (2016). Readiness for effective implementation of K to 12 science curriculum of Philippine schools in Qatar (Published Master’s thesis). PNU, Manila, Philippines.
Kaur R., Awasthi A., & Grzybowska, K. (2020). Evaluation of key skills supporting industry 4.0—A review of literature and practice. In K. Grzybowska, A. Awasthi, R. Sawhney (Eds.), Sustainable Logistics and Production in Industry 4.0 (pp. 19-29). Cham: Springer.
Llego, J.H., & Bañez, C.R. (2017). Urdaneta City University midwives across the years: A tracer study. Uterum: Journal of Midwifery, 1(1), 2-9.
Morales, M.P.E. (2017). Transitions and transformations in Philippine physics education curriculum: A case research. Issues in Educational Research 27(3), 469–492.
Morales, M.P.E., Anito, J.C., Avilla, R.A., Abulon, E.L.R. & Palisoc, C.P. (2019). Proficiency indicators for Philippine STEAM (Science, Technology, Engineering, Agri/Fisheries, Mathematics) educators. Philippine Journal of Science, 148(2), 265-281.
Nazron, M. A., Lim, B., & Nga, J. L. (2017). Soft skills attributes and graduate employability: A case in Universiti Malaysia Sabah. Malaysian Journal of Business and Economics, 4(2), 65-76.
Nivera, G. C., Toledo, Z. M. G. U., Sualibio, M. F. M., Boral, Z. P., & Asuncion, Q. O. (2013). A tracer study of the PNU graduates of the BSMT and BSE math programs from 1985-2010. The Normal Lights, 7(2), 79-96.
Opre, D. (2015). Teachers’ conceptions of assessment. Procedia-Social and Behavioral Sciences, 209, 229-233.
Reyes, W.S., & Murray-Harvey, R. (2018). Faculty and student teachers ‘voices’ in developing a multicultural teacher education curriculum using a collaborative-participatory approach. The Normal Lights, 12(1), 156 – 184.
Rogayan, D.V. Jr. (2018). Why young Filipino teachers teach? Asia Pacific Higher Education Research Journal, 5(2), 48-60.
Schomburg, H., & Teichler, U. (2011). Employability and mobility of bachelor graduates in Europe: Key results of the Bologna process. Nueva York: Springer.
SEI-DOST, & UP NISMED. (2011). Framework for Philippine science teacher education. Retrieved from http://www/sei.dost.gov.ph/images/downloads/publ/sei_sciteach.pdf
Sentilleces, S.R., & Rungduin, T.T. (2013). A tracer study of Navotas Polytechnic College graduates of A.Y. 2009-2013: Exploring employment trends and implications to program delivery (Published Special Project). PNU, Manila, Philippines.
Sira, K.S., Celda, M.A.M., Valenciana, D.S.O., & Sobrepeña, A.C. (2018). The Bachelor of Industrial Technology major in Architectural Drafting Technology program tracer study. The Normal Lights, 12(2), 96 – 123.
Sunga, D. L., & Hermosisima, M. V. C. (2016). Fostering better learning of science concepts through creative visualization. The Normal Lights, (Special Issue), 50 – 63.
Tomacruz, S. (2018, September 25). Teachers complain of ‘excessive’ workload; DepEd says these are ‘legal, necessary.’ Retrieved from https://www.rappler.com/nation/212802-teachers-call-out-excessive-workload-deped-says-legal-necessary
Accrediting Commission for Community and Junior Colleges [ACCJC]. (2020). Guide to institutional self-evaluation, improvement, and peer review. Novayo, CA: Western Association of Schools and Colleges.
Aquino, A.B., Punongbayan, E.J., Macalaguim, L.P., Bauyon, S.M., Rodriguez, R.A., Jr., & Quizon, G.R. (2015). Teacher education graduate tracer study from 2010 to 2014 in one state university in Batangas, Philippines. Asia Pacific Journal of Multidisciplinary Research, 3(5), 45-50.
Belecina, R.R., & Ocampo, J.M. Jr. (2017). Towards quality graduate mathematics teacher education: A PNU CGSTER tracer study. SOSIOHUMANIKA: Jurnal Pendidikan Sains Sosial dan Kemanusiaan, 10(1), 45-56.
Cañizares, M. J. F. (2015). Tracing University of San Carlos’ science and mathematics education graduates: How well are we in developing teacher professionals? International Journal of Research Studies in Education, 4(2), 69-86.
CHED Memorandum Order 75. (2017). Policies, standards and guidelines for Bachelor of Secondary Education. Retrieved from https://ched.gov.ph/cmo-75-s-2017/
College of Teacher Education [CTE]. (2018). College program outcomes. PRMSU, San Marcelino, Zambales.
Cuadra, L. J., Aure, M. R. K. L., & Gonzaga, G. L. (2019). The use of tracer study in improving undergraduate programs in the university. Asia Pacific Higher Education Research Journal, 6(1), 13-25.
DepEd - Teacher Education Council. (2017). Philippine Professional Standards for Teachers. Retrieved from https://www.deped.gov.ph/wpcontent/uploads/2017/08/DO_s2017_042-1.pdf
Egesah, O.B., & Wahome, M.N. (2017). University students’ learning experiences: Nuanced voices from graduate tracer study. Journal of Higher Education in Africa, 15(1), 43-56.
European Training Foundation. (2017). Tracing secondary vocational and tertiary education graduates in the former Yugoslav Republic of Macedonia. Retrieved from https://www.etf.europa.eu/en/publications-and-resources/publications/tracing-secondary-vocational-and-tertiary-education
Evangelista, E.V., & Morales, M.P.E. (2017). Tracing the science education graduates. International Journal of Research Studies in Education, 6(2), 69-80.
Flomo, J. S., Jr. (2013). Aligning higher education to workforce needs in Liberia: A tracer study of university graduates in Liberia (Doctora Published doctoral dissertation). ProQuest Dissertations & Theses Global.
Gardner, J. (2012). Quality assessment practice. In J. Gardner (Ed.), Assessment and learning (2nd ed., pp. 103-120). London: Sage.
Gernale, J., Duad, D., & Arañes, F. (2015). The effects of Predict-Observe-Explain (POE) approach on the students’ achievement and attitudes towards science. The Normal Lights, 9(2), 1 – 23.
Gerundio, M.G., & Balagtas, M.U. (2014). Exploring formula for success in teachers’ licensure examination in the Philippines. Educational Measurement and Evaluation Review, 5(1), 104-117.
Gines, A. C. (2014). Tracer study of PNU Graduates. American International Journal of Contemporary Research, 4(3), 81-98.
Gonzales, A. A. (2019). Tracer study of maritime graduates of one private academic institution in the Philippines from 2012-2017. Asia Pacific Journal of Maritime Education, 5, 22-33.
Jacob, M.G.I., & Orleans, A.V. (2016). Readiness for effective implementation of K to 12 science curriculum of Philippine schools in Qatar (Published Master’s thesis). PNU, Manila, Philippines.
Kaur R., Awasthi A., & Grzybowska, K. (2020). Evaluation of key skills supporting industry 4.0—A review of literature and practice. In K. Grzybowska, A. Awasthi, R. Sawhney (Eds.), Sustainable Logistics and Production in Industry 4.0 (pp. 19-29). Cham: Springer.
Llego, J.H., & Bañez, C.R. (2017). Urdaneta City University midwives across the years: A tracer study. Uterum: Journal of Midwifery, 1(1), 2-9.
Morales, M.P.E. (2017). Transitions and transformations in Philippine physics education curriculum: A case research. Issues in Educational Research 27(3), 469–492.
Morales, M.P.E., Anito, J.C., Avilla, R.A., Abulon, E.L.R. & Palisoc, C.P. (2019). Proficiency indicators for Philippine STEAM (Science, Technology, Engineering, Agri/Fisheries, Mathematics) educators. Philippine Journal of Science, 148(2), 265-281.
Nazron, M. A., Lim, B., & Nga, J. L. (2017). Soft skills attributes and graduate employability: A case in Universiti Malaysia Sabah. Malaysian Journal of Business and Economics, 4(2), 65-76.
Nivera, G. C., Toledo, Z. M. G. U., Sualibio, M. F. M., Boral, Z. P., & Asuncion, Q. O. (2013). A tracer study of the PNU graduates of the BSMT and BSE math programs from 1985-2010. The Normal Lights, 7(2), 79-96.
Opre, D. (2015). Teachers’ conceptions of assessment. Procedia-Social and Behavioral Sciences, 209, 229-233.
Reyes, W.S., & Murray-Harvey, R. (2018). Faculty and student teachers ‘voices’ in developing a multicultural teacher education curriculum using a collaborative-participatory approach. The Normal Lights, 12(1), 156 – 184.
Rogayan, D.V. Jr. (2018). Why young Filipino teachers teach? Asia Pacific Higher Education Research Journal, 5(2), 48-60.
Schomburg, H., & Teichler, U. (2011). Employability and mobility of bachelor graduates in Europe: Key results of the Bologna process. Nueva York: Springer.
SEI-DOST, & UP NISMED. (2011). Framework for Philippine science teacher education. Retrieved from http://www/sei.dost.gov.ph/images/downloads/publ/sei_sciteach.pdf
Sentilleces, S.R., & Rungduin, T.T. (2013). A tracer study of Navotas Polytechnic College graduates of A.Y. 2009-2013: Exploring employment trends and implications to program delivery (Published Special Project). PNU, Manila, Philippines.
Sira, K.S., Celda, M.A.M., Valenciana, D.S.O., & Sobrepeña, A.C. (2018). The Bachelor of Industrial Technology major in Architectural Drafting Technology program tracer study. The Normal Lights, 12(2), 96 – 123.
Sunga, D. L., & Hermosisima, M. V. C. (2016). Fostering better learning of science concepts through creative visualization. The Normal Lights, (Special Issue), 50 – 63.
Tomacruz, S. (2018, September 25). Teachers complain of ‘excessive’ workload; DepEd says these are ‘legal, necessary.’ Retrieved from https://www.rappler.com/nation/212802-teachers-call-out-excessive-workload-deped-says-legal-necessary
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Published
Jun 26, 2020
Article Details
How to Cite
Reusia, D. H. R., Rogayan, D. J. V., & Andres, K. P. (2020). Science Education Graduates of a State University from 2008-2018: A Tracer Study. The Normal Lights, 14(1). https://doi.org/10.56278/tnl.v14i1.1496
Section
Research Article
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