Silao - Maderazo - Alojado - Tracer Study of Senior High School Graduates Batch 2016-2020 of Rizal National High School
Silao - Maderazo - Alojado - Tracer Study of Senior High School Graduates Batch 2016-2020 of Rizal National High School
Silao - Maderazo - Alojado - Tracer Study of Senior High School Graduates Batch 2016-2020 of Rizal National High School
Proponents
CHARMIE C. SILAO
Master Teacher II
AILEEN M. MADERAZO
Teacher II
JENNIFER F. ALOJADO
Teacher I
Background and Rationale
competitive in a local and global arena. A graduate tracer study is a very powerful tool that can
provide valuable information for evaluating the whereabouts and performance of the graduates in
the workplace.
Tracer studies are common research methods for educational institutions to check on the
employability of their graduates. Likewise, Rogan and Reynolds (2016) asserted that a Graduate
Tracer Study (GTS) is useful for policy and equity implication in higher education. They have
suggested that policies should not just focus on providing interventions for the school but also by
concentrating closely on university students from the poorly resourced schools and at the earliest
stage of their studies. They also argued that instead of confronting study choices to address
graduate unemployment, it is better to focus more on improving the match between these
graduates and labor market by dealing with the oversupply-side issues, as well as taking into
account the shaping of labor demand by employer preferences and employment practices.
Rizal National High School (RNHS) offered two strands under the Academic Track:
Accountancy, Business and Management (ABM) and General Academic Strand (GAS); and two
Industrial Arts.
Upon enrollment in senior high school, students are going to pick among four senior high
strands or tracks. Selecting a right strand is one of the important assertions a student must have in
order to acquire basic skills and knowledge needed for their college course (Enderun Colleges,
2019). Students will undergo assessment to determine their strengths and interests to guarantee a
good decision for their Senior High School strand preference. These will include an aptitude test,
a career assessment exam, and an occupational interest inventory for high schools. Career
advocacy activities will also be conducted to help guide students in choosing their specialization
The purpose of this study therefore is to trace the status of senior high school graduates of
2016-2020 with respect to the curriculum exit. The findings of the study will serve as initial data
for future research relative to SHS programs and basis for its adjustment and enhancement to the
program offered to senior high school students of Rizal National High School. This study could
be a starting point in providing data as to how many K to 12 graduates were able to find work or
start a business related to the Strand they had completed (Chi, 2018).
This study will be beneficial to the school administrators and teachers, as they will learn
administrators and teachers sustained their promise to parents and learners in implementing
changes to school-level guidelines, practices, and teaching education to improve outcomes for
subsequent graduates. Education administrators and policymakers also need to be aware of how
K to 12 program are being implemented at the school level and make any necessary adjustments
regarding its implementation. In the end, parents and learners are the primary recipients of this
research, as better implementation of the K to 12 program results in better outcomes for our
RESEARCH QUESTIONS
This study aimed to trace the Senior High School graduates of Rizal National High
1.1. age;
1.2. sex;
3.2 Employment;
3.4 Entrepreneurship;
4. Are the strands, tracks, and National Certificate trainings aligned to the SHS graduates’ exits
4.2 Employment;
4.4 Entrepreneurship;
5. What are the causes of those who were not able to pursue the curriculum exit of K to 12?
6. What are their reasons of pursuing their recent career path, which is not related to their SHS
track taken?
This study will be conducted only for the Senior High School graduates (respondents)
batch 2016 – 2020 of Rizal National High School. Thus, the study focuses in the SHS curriculum
THEORETICAL FRAMEWORK
Two years after the start of K to 12 implementation and producing the first graduate of
the curriculum Sec. Briones said that DepEd will have a thorough review of the curriculum as
they have made enough experience (Parrocha, 2018). Usec. Dig-Dino said that among the goals
of the review is to make sure that all the learners will have “21st century skills” (Tomacruz,
2018).
Likewise, this study relies on the theories and methods of program evaluation to review
whether the K to 12 program attained its intended outcomes. Program evaluation is a systematic
method for collecting, analyzing and using information to answer questions about projects,
policies and programs, particularly about their effectiveness and efficiency (Administration for
Children and Families, 2010). A program evaluation measures the outcome of a program based
on its student-attainment goals, among others (Beswick, n.d.). Particularly, we will use
summative evaluation which refers to the assessment to participants where the focus is on the
outcome of a program, (“Summative assessment,” 2019). The purpose of the evaluation is to
provide findings of a program, to update programming result and/or to improve its efficiency.
Furthermore, Holland’s theory guided this research in an attempt to more fully integrate
theory and research into the study of interest profiles. This is particularly important as recent
research related to profiles of interest has limited evidence of being fully grounded in theory.
While it is promising that the field of vocational psychology has begun to utilize person-centered
approaches to studying interest (e.g., examining interest profiles), the research and its applied
implications would be more compelling if studies were well integrated with theory. Moreover,
Holland’s theory is likely the most influential theory of career development and has been applied
to career counseling, industry, personal concerns, and labor market information around the world
Conceptual Framework
The IPO model represents a system in three stages: input, process and output. The first
box, which is input, contains the SHS graduates’ profile (age, sex and year graduated and their
preferred job during Career Guidance Orientation), their educational tracks/strands (Academic
Track and Technical-Vocational livelihood Track) taken during their senior high school years
and the curriculum exit status (Higher Education, Employment, Middle Skills Development,
aforementioned data and find out if the success of the SHS graduates is related to their profile,
educational track and curriculum exit. An arrow directed toward the second box entails the
process. In the process, the researchers used survey questionnaire that can be done through
google form or hard copy, informal interviews, formal group discussion and the statistical
treatment. Hence, it can only be done through the conduct of this graduate tracer research study
that will provide the enhancement of school policy of Senior High School Program of Rizal
INPUT
➢ Senior High School
graduates’ profile
✓ Age
✓ Sex
✓ Last School
Attended
✓ Career Guidance PROCESS
Orientation
Analysis of data OUTPUT
preferred job
➢ Curriculum Tracks through the
questionnaires, Enhancement of
✓ Academic Track
informal interviews, School Policy
✓ Technical-
formal group Guidelines in SHS
Vocational
discussion and Program
livelihood Track
➢ Curriculum Exits statistical treatment.
✓ Higher
Education
✓ Employment
✓ Middle Skills
Development
LITERATURE REVIEW
✓ Entrepreneurship
LITERATURE REVIEW
Philippine Education in its response to the Asian regionalism and globalization fully
implemented the K-12 program in 2016 introducing 2 years of senior high school after the
existing 4 years of junior high school. The Philippine Senior High School Program consists of
the following: 1) Academic Track which has different tracks namely Business- Accountancy,
Business and Management (ABM), Science & Engineering- Science, Technology, Engineering
and Mathematics (STEM), Humanities & Social Science (HUMSS), and General Academic
strand (GAS); 2) Technical-Vocational-Livelihood Track also known as TVL composed of the
Technology (ICT), Industrial Arts, and TVL Maritime (all with highly specialized subjects with
Track, and 4) The Arts and Design Track. The Department of Education (DepEd) of the
Philippines emphasizes that the Senior High School Program offers a lot of benefits to Philippine
education. One of which is that graduates of the Senior High School Program especially the
Technical Vocational and Livelihood (TVL) track will be readily employable (Del Mundo, 2013)
and (Bacarra, 2016). It will equip the graduates with the skills that will make them more
Senior high school implementation aimed to equip the students with essential knowledge
and skills that will help them prepare better for their chosen path in the higher education,
employment, or entrepreneurship. The addition of two more years or two more grade levels,
Grades 11 and 12, will better equip the students with the necessary skills, knowledge, and values
Philippines has now graduated a couple of Senior High School (SHS) batches since its
curriculum reformed but not much was studied yet regarding its graduates. In view of tracing and
learning of their status relative to the curriculum exits, this study is conceptualized.
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 mastery of concepts and skills, develop
lifelong learners, and prepare graduates for tertiary education, middle-level skills development,
learned, through a program that is rooted on sound educational principals and geared towards
excellence, the foundations for learning thought life, the competence to engage in work and be
productive. And further explained in Section 14. Mandatory Evaluation and Review that DepEd
shall conduct a mandatory review and submit midterm report to Congress as to the
Furthermore, the Comprehensive Tracer Study of the 2017-2018 Senior High School
Development to trace the status of the first cohort of SHS graduates with respect to curriculum
Memorandum No. 235, s. 2018 entitled “Tracer Study for Senior High School Graduate, SY
2017-2018 Phase II” in response to the Section 14 of RA 10533 that mandates evaluation and
review of the K to 12 program. DepEd CAR provided several templates in the study for easy data
Even though the study provided templates, it was silent with regards to the methodology,
Therefore, it is hard to verify the template’s validity and reliability. There were no details
provided whether those who enrolled in college are pursuing courses aligned to their Strand.
Further, employment and self-employment were not qualified with regards to employment status,
salary and benefits. On the other hand, it added the causes for not enrolling in college which we
Meanwhile, DepEd Region X issued Regional Memorandum No. 287, s. 2018 entitled
“Senior High School Graduates Tracer Study and Basic Research on Senior High School
Program Implementation” to strengthen the culture of research in basic education. The study’s
respondents were the graduates from 2016-2020. The basic research template (format and
outline) and questionnaires were provided in the Regional Memorandum in which the
program design to equip K to 12 learners with life skills on three domains: Academic
Development, Personal and Social Development and Career Development. This career
Donald Super and Eli Ginzberg. Krumboltz’s theory of career development claims that genetic
endowment that includes sex, race, developmental disabilities, innate talents affect the career
choice of a person. Furthermore, the environment, life events and learning experiences also
shape one’s career decisions. People’s changing roles and priorities create great impact to their
career direction. Thus, Career Guidance offers an important connection between education and
the labour market. Career Guidance is defined as, “services and activities proposed to assist
individuals, of any age and at any point through their lives, to make educational, training and
occupational choices, and also to manage their careers”, (Mariam & Tinatin, 2017). This
definition comprises making information about the labour market available and about
educational and employment openings more available by organizing it, systematizing it and
having it accessible when and where people need it. It also comprises supporting people to
capabilities and to match these with available training and employment opportunities. It appears
Career Guidance within senior high schools has historically been given low priority and funding
when compared to other curriculum areas (Mariam & Tinatin, 2017). Often, there is only one
Counsellor in a senior high school who is tasked with delivering school-wide and timely career
guidance to all levels. Traditionally, the school counsellor has moved from a classroom teaching
RESEARCH METHODOLOGY
Research Design
The researchers shall employ descriptive design to validate whether the K to 12 graduates
of Rizal National High School acquire the curriculum exits of K to 12 program: Higher
methods merely present and describe responses and do not make accurate predictions or
The respondents of the study are the Senior High School graduates batch 2016-2020 of
Sampling Technique
To determine the samples of the study, stratified random sampling technique will be
used.
Research Instrument
questionnaire patterned from previous researchers. The questionnaire is composed of five parts
that will answer the research questions. General Information, Senior High School (SHS)
For ethical purpose of research, the researchers will explain to respondents the purpose
and objectives of the study. Anonymity of the respondents will be ensured as contained in the
With regards with external validity, the researchers will administer the instrument
directly to the target population of this research to eliminate any potential bias occurring through
sampling technique. With regards to content validity, the researchers shall pilot test the
instrument to a number of target respondents to thresh out and correct any issues with the
instrument.
Respondents will directly answer the questionnaire either in paper form or online to
ensure reliability of data. The first draft of the questionnaire will be distributed to the experts.
Comments and suggestions provided by the experts will be considered in the final draft of the
questionnaire. The final draft will be conducted to 20 SHS graduates who are not included as the
The respondents may fill out the questionnaire through hard copy or online through
Google Forms. In cases where the respondents cannot be found or unable to answer directly the
questionnaire, the researchers shall administer the questionnaire by interviewing the respondents
or basing on available information from the respondents’ former classmates, friends or relatives.
Statistical Treatment of Data
The researchers shall present the findings per School Year and Strand by using
frequencies and percentages. Ideally, 100% of graduates are attending in college, working or
managing a business. If not, then there is a gap that would be a basis for action research to lessen
or prevent the same from recurring which is the succeeding goal of this research.
GANTT CHART
Pre-
Implementation
a. Preparation
of the Research
Proposals
b. Preparation
and conduct of
Research
Instrument for
reliability test
During
Implementation
a. Data
Gathering
Post
Implementation
a. Data
Analysis
b. Preparation
of Research
Report
c.
Dissemination
of Findings
14
COST ESTIMATE:
Supplies 5,000
TOTAL 28,900
15
REFERENCES
Check., Schutt R.K. (2012). Survey research. In: J. Check, R.K. Schutt., editors.
Research methods in education. Thousand Oaks, CA: Sage Publications. Pp. 159-185.
Dinella, L. M., Fulcher, M., & Weisgram, E. S. (2015). Sex-typed personality traits
and gender identity as predictors of young adults’ career interests. Archives of Sexual
Behavior, 43(3), 493–504. http://doi.org/10.1007/s10508-013-0234-6
EPRA IJMR. (2020). www.eprajournals.com | Journal DOI,
https://doi.org/10.36713/epra2013
Uy, Jocelyn R. (2016, May 7). 1.2M grads may
not find jobs due to mismatch
between skills needed, training-TUCP. Philippine daily inquirer.
Zook, Chris. (2018). What are 21st century skills?. As cited in Applied educational
system.