Pangasinan State University

San Carlos City, Campus

Employability of Bachelor of Science in Office Administration in

Pangasinan State University San Carlos City Campus

2020-2022

Caroline Rose Ferrer

Febbie Mae Ferrer

Darryl Sibayan
 Chapter 1

INTRODUCTION

Background of the Study

People attend Universities and complete College degrees with the aim of

finding job and earning a living, (Aquino et al. 2015). Moreover, graduates

are thought to be the best proof of the effectiveness of the Programs in terms

of their jobs and positions. They are also an excellent source of input on the

program’s importance in today’s labor market, (Orejana & Resurreccion,

2010). The employability of graduates has been a problem in the global

economy that cannot be ignored since that time (Misra and Khurana, 2017).

Employability of graduates has become a big issue among employers, higher

education providers and policy makers in recent years (Wickramasinghe &

Perera, 2010).

Employability is the capacity for and maintenance of initial employment.

Additionally, it refers to the individual's physical and intellectual ability for

work. However, there are some requirements that you must meet in order to

be hired for a position. Today's majority of businesses look for applicants for

office employment with a bachelor's degree or a certificate from any four-year

college program. But what skills or employability do persons who have

bachelor’s degree possess that will enable them to succeed in their chosen

careers.

Having the appropriate information, skills, and training is another factor.

Do the graduates of Bachelor of Science in Office Administration program

possess the necessary education, experience, and training to find

employment. Furthermore, office job is always evolving, as we all know.

Office workers' jobs are significantly impacted by the introduction of cutting-

edge technologies used in the workplace as well as changing consumer or

client cultures and lifestyles. Being an office worker, he must keep up with

changes in order to maintain his knowledge and abilities.

In Iran, evidence such as the unemployment rate of graduates and its

increasing trend (Statistical Center of Iran, 2018), graduates’ lack of practical

skills, the large gap between their abilities and the market requirements

(Entezari,2016), and the poor link between the university, industry and the

society (Sohrabi, Ebrahimi, & Joukar, 2016), all show that higher education is

facing serious challenges. According to the Statistical Center of Iran and

based on the unemployment definition given by this center, the

unemployment rate of graduates of higher education comprised 37% of the

whole rate of unemployment in 2017; this reached 40.5% in 2018 (Statistical

Center of Iran, 2018). This is higher than the unemployment rate of

graduates in South Korea (3.2%), Denmark (6.3%), Australia (7%), Germany

(8.5%), and Turkey (9.3%) (OEDC, 2018).

In the Philippine context, when the current administration started in

power, the unemployment rate was consistently down from 7.70 percent to

6.19 percent in 2019 (Macrotrends, 2021). However, the covid-19 pandemic,

which began in March 2020, disrupted the whole world in almost all aspects

of life and work. A lot of sectors are struggling to thrive, particularly the

workforce. In April 2020, the country’s employment rate dropped from a

record-high to 82.4 percent, while it bounce-backed in July and October 2020

with 90 and 91.3 percent, respectively. But still, this is far behind from

previous year’s employment rate of 95.4 percent (Philippine Statistics

Authority, 2020). In January 2021, the data shows a bit lower rate of 91.25

percent than the last quarter of 2020, which was 91.27 percent (Trading

Economics, 2021). These statistics have motivated the Secondary Education

Department to track how its 2019 graduates thrive during a pandemic,

especially employment.

According to Northern Watch (2012), “From 2007 to 2011 more and

more of the labor force of Pangasinan are looking for jobs, decent or not.

From 2007 to 2011 more and more of the labor force of Pangasinan are

losing their jobs because they are contractually employed, they do not have

security of tenure. From 2007 to 2011 more and more of the people of

Pangasinan are forced to resign from their jobs because of low wages and no

benefits. If there are more jobs for our people of Pangasinan there will be

more disposable income for them. There must be a mass creation of jobs. It

has often been said that labor will only be a force to reckon with at a time

when labor assumes the responsibility of leading the struggle to a decent

living. A decent government will create decent jobs for decent living.”

Getting the right and appropriate sets of employability skills is a must.

Therefore, this study is conducted to gather information about the

experiences of a BSOA College graduates including their skills learned, and

how it affects to their employability. Although many studies have been

conducted about the employability of graduates in different courses yet, there

are no prior researches conducted about the employability of Bachelor of

Science in Office Administration graduates in Pangasinan State University San

Carlos City Campus.

Statement of the Problem

Therefore, this study aims to assess the employability of graduate

students of Bachelors of Science in Office Administration in Pangasinan State

University San Carlos City Campus 2021-2022.

Specifically, the study aims to answer the

following: 1.) What are the profiles of the respondents

a) Sex

b) Age

c) Civil Status

2.) What are the factors that affect the employability of Graduates of Bachelor

of Science in Office Administration in Pangasinan State University San Carlos

City Campus 2021- 2022

a) Academic Award

b) Work Competency

c) Skills acquired

3.) What are the problems encountered in the employability of graduate

students of Bachelors of Science in Office Administration in Pangasinan State

University San Carlos City Campus 2021-2022

Significance of the Study

In general, this study makes some important contributions to the society

and school. Our findings deepen the current understanding about the

employability of Bachelor of Science in Office Administration graduates .

Specifically, this study will benefit the following:

School Administration and staffs. This study will serve as the basis

for the school admin and staff in making plans and career development

program for the Bachelor of Science in office Administration students.

BSOA students. This study will help them to identify what kind of job

awaits to the Bachelor of Science in Office Administration graduates and to

help them develop and enhance their skills, knowledge, and attitude to be

more competitive in the industry.

Future researchers. This study will give them better insights to proper

oriental and guidelines in doing research work and to offer further knowledge

relevant to Bachelor of Science in Office Administration program.

Scope and Limitation of the Study

The scope of the study will cover the graduate students of Bachelor of

Science in office Administration in Pangasinan State University 2021-2022 in

terms of: nature of job, employment status, income and position. Their

competency in terms of knowledge, skills competiveness and interpersonal

skills and includes academic award and work experience. The duration will

last this October-November A.Y 2022-2023, to assess the employability of

BSOA program graduates. The study also sought to improve the BSOA

program's quality of instruction by gathering feedback about it.

Definition of terms

For the purpose of giving readers a clear understanding of this study,

the following terms are operationally defined:

Bachelor of Science in Office Administration. This refers to the 4th

year degree program designed to provide students with knowledge and skills

in various workplaces.

Employability. This refers to the person’s capability of gaining and

maintaining initial employment.

Knowledge. Understanding or the skills that you get from experience

or practice. It is also the state of being aware of something.

Skill. The ability to do something that comes from training, experience

or practice.

Competency. This refers to the capacity to apply or employ the

collection of linked information, skills, and abilities necessary to carry out

"essential job functions" or tasks in a certain work environment.

Unemployment. This refers to the state of not having a job that pays a

living wage.
 Chapter 2

Review of Related Literature

Graduate Employability

According to Chen (2017) and Tomlinson (2012), graduate employability

is the collection of a variety of skills and talents that a graduate can acquire in

order to land a suitable job and advance in their career. These abilities and

skills enable graduate job seekers to satisfy employer demands and adjust to

changes in the labor market. It is a kind of comprehensive set of abilities and

skills to advance future careers development. Using the previously published

research articles as a starting point, the 1990s, and this can be divided into

two groups. The first one is viewed from the perspective of employment

performance that suggests employability is a composite of multiple elements,

including both internal and external ones (Guilbert et al., 2016). The inside

elements include personal expertise and practical abilities, such as technical

and teamwork abilities, while the state of the labor market is one of the

external elements. such as labor supply and demand (Tholen, 2014).

The second set of abilities and skills can be seen from the perspective of

personal ability, which believes that graduate employability is the result of

individual ability. It is a collection of competitive abilities and skills that assist

graduates in finding job and growing (Tholen, 2014). As a result, graduate

employability is a comprehensive set of abilities to help graduates advance

their careers (Finch et al., 2013). Such a set consists of a variety of abilities,

information, and character attributes (Yorke and Knight, 2007). As a sort of

personal ability, the makeup of graduate employability includes basic personal

and social traits, leadership skills, communication skills (CS) and teamwork

skills (McQuaid and Lindsay, 2005). However, the existing most explored

studies underlined that graduate employability is a sort of “soft skills” to

acquire jobs and getting professional success (Chen, 2017; Reid, 2016; Kalfa

and Taksa, 2015). (Chen, 2017; Reid, 2016; Kalfa and Taksa, 2015).The

employability of graduates can be impacted by numerous factors, according

to earlier research findings. Weligamage and Siengthai's 2003 study,

"Employer Needs and Graduate Abilities," identifies seven essential criteria

that companies should look for when hiring recent graduates: computer and

IT skills, general knowledge, verbal CS, realistic experience, and educational

background. The most sought-after graduates should be adept at teamwork,

communication, analytical & critical thinking, and IT expertise, according to

Paddi (2014). According to Liyanage et al. (2016), companies are very

interested about graduates' realistic knowledge, logical ability, dedication to

work, communication & IT abilities, managerial skills, and positive attitudes.

Ambepitiya (2016) did a further investigation at two management education,

a graduate's readiness for employment is mostly influenced by their academic

knowledge, soft skills, practical experience, and technical skill development,

according to Sri Lankan educational institutions. These findings also indicated

that although academic knowledge is a crucial component of graduates'

employability, it is not the only one (Jayasingha and Suraweera, 2020).

Academic Performance

Pinto and Ramalheira (2017) used an experimental study between-

subjects factorial design on 349 Portuguese working adults to investigate

whether the AP and extracurricular activity (ECA) involvement affect the

perceived employability of business graduates. Academic performance (AP) is

typically represented by a grade point average (GPA), which is calculated

using a variety of academic markers, including exam scores, class

participation, homework completion, and presentation skills. Numerous

researchers found a link between AP and OGE that was favorable. They

discovered that the secret to increasing the employability of business

graduates is AP published through GPA. Together, GPA and ECAs increase the

employability of business graduates. Nearly identical findings were reported

by Helena and Kena (2019), who stated that AP combined with ECA

participation increases the proportion of Chinese graduates who are qualified

for jobs and have employable skills. According to Fenta et al. (2019), the

initial employability of graduates is positively correlated with GPA, desired

field of study, and internship experience. On the other hand, Soon et al.

(2019) noted that having a superior AP would only be advantageous if the

graduates are working in jobs at the lower half of the pay distribution and

that academic performance is not a crucial predictor in whether or not a

graduate gets a job following graduation. As a result, there are divergent

opinions regarding how academic performance affects the graduate

employability. However, this study included academic performance as one of

the indicator for the graduates from Pangasinan State University, San Carlos

Campus.

Technical Skill

According to Mansour and Dean (2016), the required software skills vary

depending on the work, an individual is expected to be proficient in using a

variety of programs. Employers should require both TS. Technical skill (TS) is

a term used to describe the abilities connected to mastering and studying a

variety of tools and procedures, including software, computers, and IT. Due

to the rapid changes in the adoption of IT and the Internet, such a set of

abilities are highly important in the competitive world we live in today.

Another recent study conducted in Sri Lanka by Jayasingha and Suraweera

(2020) discovered that TS like IT skills can only have a minor impact on OGE.

Hossain et al. (2020), who conducted a fairly recent study in Bangladesh,

found that TS and soft skills are both positively connected to employability,

which is similar with other studies. In Bangladesh's labor market, where there

is a surplus of labor but a shortage of qualified workers, they recommended

producing more graduates with technical skills. However, Nazron et al. (2017)

found no evidence of a significant relationship between graduate’s

employability and characteristics like ICT or TS. However, TS was one of the

qualities that this study regarded to be necessary for being employable.

Personality

Potgieter and Coetzee (2013), were substantial correlations between the

participants' PE choices and their employability qualities. After examining the

employability traits and PE preferences of postgraduate business

management students in South Africa. Personality (PE) refers to a unique way

of feeling, thinking, and doing. It encompasses feelings, attitudes, and views

and is communicated through interactions with others. It comprises both

innate and learned behavioral differences that set one person apart from

another and can be seen in how that individual interacts with their

surroundings and social circles Personality was recognized by Qureshi et al.

(2016) as a predictor of involvement and employability. Neneh (2019)

conducted an empirical study on PE qualities, job market assessment, and

self-perceived employability in an uncertain market. The results showed that

agreeableness, conscientiousness, and openness to experience are positively

and significantly associated with self-perceived employability. Based on the

literature, this analysis identified personality as one of the variables affecting

graduate employability.

Communication Skill

According to Rasul et al. (2013)'s investigation of graduate employability

criteria for the manufacturing business, employers place a high value on CS,

problem-solving abilities, collaborative skills, and personal traits. They claimed

that graduates also needed to place an emphasis on informational,

entrepreneurial, technological, and leadership skills. Communication skill (CS)

is a term used to describe the capacity to effectively interact with people by

sending and receiving the intended message. You can do it in person, online,

or by mail. Reduced perception bias, time commitment, and effort due to

effective communication and interaction increase further effectiveness. Shah

and Srivastava (2014) conducted another study on the factors affecting the

employability skills of management students, and the results showed that four

factors, analytical skills and self-understanding, general management and

work culture, leadership and problem-solving skills, and communication have

a significant impact on the employability skills of management graduates. A

recent study by Succi and Canovi (2020) across various European nations

found that soft skills, such as communication skills, interpersonal skills, and

problem-solving skills, improve the likelihood that students or graduates will

be employable. Nazron et al. (2017), who looked into how graduates' soft skill

characteristics related to their work status among students at University

Malaysia Sabah, presented a completely different opinion (UMS). They

discovered that the traits looked at (knowledge, ICT skills, TS, problem-

solving, CS, teamwork, leadership, professionalism, and ethics) don't

significantly correlate with the graduates' employment status. Despite the

conflicting opinions, the authors listed CS as one of the variables that could

favorably impact graduates employability in Pangasinan State University, San

Carlos Campus.

Leadership Skills

Rasul et al. (2013) examined graduate employability characteristics for

the manufacturing business and concluded that graduates need to prioritize

leadership & communication skills, along with other attributes, motivational

skill (LMS) is one. Leadership skills refer to the ability to successfully manage

a team or subordinate(s), whereas motivational skills refer to the ability to

inspire and have a positive impact on a team or coworkers. A good leader

should always inspire and direct their subordinates or followers in a positive

way. According to Rahman et al. (2016), graduate students' main barriers to

employment are a lack of innovation, low motivation, and leadership values.

Subbu and Rajasekaran (2018) conducted a thorough review of the literature

on employability skills in the Indian labor market and noted that leadership

skills have a broad impact on graduates’ employability.

Physical Appearance

According Neumann et al. (2009), people with remarkable looks are

frequently assumed to be more competent, amiable, and reliable. When

people interact with one another in two ways: The sole piece of knowledge

that is accessible to others is appearance, which can strongly influence others'

actions. In this instance, attractive individuals have a significant benefit when

it comes to showcasing the initial perceptions of employers.

Different sectors have various requirements for people's appearance.

Employers in the services sector, such tighter regulations apply to car models

and flight attendants’ appearance requirements, Tan et al. (2018). According

to the 2018 report Youth Appearance Competition in China and physical the

importance of an employee's looks requirement. Additionally, 70.6% of the

hiring managers from the point made by the service industry is that

appearance will be evaluated based on various positions and sectors. As a

result, people with ordinary appearance normally have a low employment

rate. Some academic studies show that those with gorgeous or work will go

more smoothly if the faces are attractive, Toledano (2013. According to Guo
(2020), one's physical appearance is considered by an expanding the number

of groups as a crucial part of competitiveness on the labor market. In

conclusion, it is clear that appearance has impacts on employability of

graduates that cannot be avoided. Additionally, the employment success rate

for individuals who are exceptionally attractive will be higher than those with

common appearances.

Chapter 3

RESEARCH METHODOLOGY

This chapter discusses the research design, participants in the study,

research instrument, data collection instrument, data collection technique,

and statistical analysis of the data.

Research Design

In this study, the descriptive research approach will be used by the

researcher. The descriptive research, which is often referred to as statistical

research, describes facts and characteristics to ascertain what techniques are

used, their level of efficacy, their stage of recovery, and how programs are

implemented. Who, what, where, and how are all addressed in this response.

The current state of affairs is covered by this type of research as well (Beredo

et al., 2013).

The researcher will primarily use descriptive research of the survey

type. Respondents to this methodology respond to questions posed via

surveys or interviews. A descriptive survey approach was chosen because it

accurately depicts or gives an account of the qualities of the respondents,

including their profiles, academic achievement, work competencies and skills

acquired. To achieve the study's goals, which include evaluating the

employability of bachelor's in office administration graduates, this

methodology was selected.

Respondents of the Study

The respondents of the study will be the Bachelor of Science in Office

Administration Graduates for the school year 2020 - 2022 with a total of 50.

In particular, entire enumeration will be used by the respondents as

part of their purposive sampling strategy. Total enumeration is a form of

purposive sampling strategy that entails looking at the entire population that

has a specific set of characteristics.

Research Instrument

In order to acquire the necessary relevant data, the researcher will

mostly use a rating scale questionnaire-checklist type.

The questionnaire contains four parts, the first part pertains to the

profile of the respondents. The second part of the questionnaire refers to the

Graduate's academic achievements throughout their careers. This evaluates

the student's performance in a range of academic subjects. Standardized test

scores, graduation rates, and classroom performance are frequently used by

educators to gauge student achievement. The third part pertains to the work

competencies or experiences, it is a trait or ability that an employee must

possess to be successful in their position. The fourth part concern to the skills
acquired during their studies and works their career path could also maintain

you up to date with the always evolving workplaces and procedures.

Developing confidence and a sense of accomplishment are some advantages

of learning new skills.

Data Gathering Procedure

Fundamentally, the researchers requested from the registrar's office a

list of graduates from 2020 to 2022. We tracked down the graduates by

searching up their names on social media and calling them to see if they

would be a study respondent. Then along with the structured questionnaire, a

letter was written to the respondents explaining the goals of the study and

requesting their involvement, By emailing the respondents a link to a Google

form where they could complete the survey questionnaire, the researcher

collected the data.

Statistical Treatment of Data

The survey results will be examined using an applied mathematics

strategy and a Google form.

For the first problem, frequency and percentage distribution were used

as a statistical tool to analyze the result of the survey.

For problem number 2, as to the graduate's academic achievement,

the overall mean will be utilized and will be interpreted using the following

scale:
Weight Mean Range Description

5 4.21 – 5.00 Very Highly Encountered

4 3.41– 4.20 Highly Encountered

3 2.61 – 3.40 Encountered

2 1.81 – 2.60 Partially Encountered

1 1.00 – 1.80 Not Encountered

For problem number 3, as to the graduate's work competency or work

experience, the overall mean will be utilized and will be interpreted using the

following scale:

Weight Mean Range Description

5 4.21 – 5.00 Very Highly Encountered

4 3.41– 4.20 Highly Encountered

3 2.61 – 3.40 Encountered

2 1.81 – 2.60 Partially Encountered

1 1.00 – 1.80 Not Encountered

For problem number 4, as to the graduate's skills Acquired, the overall

mean will be utilized and will be interpreted using the following scale:
 Weight Mean Range Description

5 4.21 – 5.00 Very Highly Encountered

4 3.41– 4.20 Highly Encountered

3 2.61 – 3.40 Encountered

2 1.81 – 2.60 Partially Encountered

1 1.00 – 1.80 Not Encountered

For problem number 5, as to the problems encountered by Bachelor of

Science in Office Administration graduates. Ranking will be used.

Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter shows the result of the survey conducted in the study of

the Employability of Bachelor of Science in Office Administration in Pangasinan

State University San Carlos City Campus 2020-2022. The tables presented are

in accordance with the order being stated in the statement of the problem. The

result of the study is given below.

Graph 1: Respondent’s Profile

Graph 1.1 Frequency and Percentage Distribution of Respondents According to Age

Graph 1.1 Frequency and Percentage distribution of respondents according to age a

Among the 169 respondents, 7 of them are 21 years old that represents 4.1%

then, 29 of them are 22 years old that represents 17.2% followed by 57

respondents who are 23 years old that represents 33.7% next is, 46 of them are 24

years old that represents 27.2%, and then 25 of them are 25 years old that

represents 14. 8% and 5 of them are 26 years old that represents 3%

Graph 1.2 Frequency and Percentage Distribution of Respondents According to Sex

Graph 1.2 shows that out of 169 respondents, 37 or 21.9% of them are male, 127

or 75.1% of them are female and 5 or 3% of them are prefer not to say their

gender.

Graph 1.3 Frequency and Percentage Distribution of Respondents According to Civil

Status

Graph 1.3 shows that out of 169 respondents 164 or 97% of them are single, 5 or

3% of them are married and none of them are divorced, separated, and widowed

Graph 2: Academic Achievements

Graph 2.1 Frequency and Percentage Distribution of Respondents According to

Engaging in co-curricular
Graph 2.1 shows the frequency and percentage distribution of the respondents

according to Engaging in co-curricular. Among the 169 respondents, 6 or 3.6% of

the respondents said that they have not encountered to engage in co-curricular

activities. 13 or 7.7% of the respondents said that they have partially encountered

to engage in co-curricular activities. 97 or 54.4% of the respondents said that they

encountered to engage in co-curricular activities. 44 or 26% of the respondents

said that they have highly encountered to engage in co-curricular activities and 9 or

5.3 % of the respondents said that they very highly encountered to engage in co-

curricular activities

Graph 2.2 Frequency and Percentage Distribution of Respondents According to

Consistency of having a good grade.

Graph 2.2 shows the frequency and percentage distribution of the respondents

according to Consistency of having a good grade. Among the 169 respondents, 4 or

2.4% of them said that they have not encountered to have consistent good grade.

16 or 9.5% of the of them said that they have partially encountered to have

consistent good grade. 89 or 52.7% of them said that they have encountered to

have consistent good grade. 43 or 25.4% of them said that they have highly

encountered to have consistent good grade and 17 or 10.1% of them said that they

have very highly encountered to have consistent good grade

Graph 2.3 Frequency and Percentage Distribution of Respondents According to

listed on president’s lister (PL)/ Dean’s Lister (DL).

Graph 2.3 shows the frequency and percentage distribution of the respondents

according to listed on President’s lister (PL)/ Dean’s lister (DL). Among the 169

respondents, 9 or 5.3% of them said that they have not encountered to become

president lister (PL)/ Dean’s Lister (DL). 14 or 8.3 % of the of them said that they

partially encountered to become president lister (PL)/ Dean’s Lister (DL). 108 or

63.9 % of them said that they encountered to become president lister (PL)/ Dean’s

Lister (DL). 20 or 11.8% of them said that they highly encountered to become

president lister (PL)/ Dean’s Lister (DL). and 18 or 10.7% of them said that they

very highly encountered to become president lister (PL)/ Dean’s Lister (DL).

Graph 2.4 Frequency and Percentage Distribution of Respondents According to

Receive any awards.

Graph 2.4 shows the frequency and percentage distribution of the respondents

according to receive any awards. Among the 169 respondents, 5 or 3% of them

said that they have not encountered to receive any awards. 19 or 11.2% of them

said that they partially encountered to receive any awards. 96 or 56.8% of them

said that they encountered to receive any awards. 39 or 23.1% of them said that

they highly encountered to receive any awards and 10 or 5.9% of them said that

they very highly encountered to receive any awards.

Graph 2.5 Frequency and Percentage Distribution of Respondents According to

Graduate with Latin honor.

Graph 2.5 shows the frequency and percentage distribution of the respondents

according to graduate with Latin honor. Among the 169 respondents, 121 or 71.6%

of them said that they have not encountered to graduate with Latin honor. 4 or

2.4% of them are partially encountered to graduate with Latin honor. 15 or 8.9%

of them encountered to graduate with Latin honor. 19 or 11.2% of them are highly

encountered to graduate with Latin honor and 10 or 5.9% of them are very highly

encountered to graduate with Latin honor.

Graph 3: Work Competency/Experience

Graph 3.1 Frequency and Percentage Distribution of Respondents According to

experience as working student.

Graph 3.1 shows the frequency and percentage of distribution of the respondents

according to experience as working student. Among the 169 respondents. 2 or 13.6 % of

the respondents said they have not encountered being a working student. 10 or 5.9 % of

the respondents said that they partially encountered. 95 or 56.2% of the respondents said

that they have encountered. 29 or 17.2 % of the respondents said they highly

encountered. And 12 or 7.1 % of the respondents said that they have very highly

encountered to experience being a working student.

Graph 3.2 Frequency and Percentage Distribution of Respondents According to the

related job.
Graph 3.2 shows the frequency and percentage of distribution of the respondents

according to the related job. Among the 169 respondents, 2 or 1.2 % of the respondents

said that they have not encountered to experience a related job.14 or 8.3% of the

respondents said that they have partially encountered. 103 or 60.9 % of the respondents

said that they have encountered.34 or 20.1 % of the respondents said that they highly

encountered. And 16 or 9.5 % of the respondents said they very highly encountered.

Graph 3.3 Frequency and Percentage Distribution of Respondents According to job

required is align with my competencies.

Graph 3.3 shows the frequency and percentage of distribution of the respondents

according to job required is align with my competencies. Among the 169 respondents, 0 %

of the respondents stated that they have not encountered a job align with their

competencies. 7 or 4.1 % of the respondents said they have partially encountered. 107 or

63.3 % of the respondents said that they have encountered. 37 or 21.9 % of the

respondents said that they have highly encountered. And 18 or 10.7% of the respondents

said that they very highly encountered a job align with their competencies.

Graph 3.4 Frequency and Percentage Distribution of Respondents According to

ability to finish the workloads on time.

Graph 3.4 shows the frequency and percentage of distribution of the respondents

according to ability to finish the workloads on time. Among the 169 respondents, 0 % of

the respondents said that they have not encountered the ability to finish the workloads on

time. 4 or 2.4 % said that they have partially encountered. 18 or 10.7% said that they

encountered. 126 or 74.6% of the respondents said that they highly encountered. 21 or

12.4 % of the respondents said that they very highly encountered the ability to finish the

workloads on time.

Graph 3.5 Frequency and Percentage Distribution of Respondents According to can

easily adopt to work changes and requirements.

Graph 3.5 shows the frequency and percentage of distribution of the respondents

according to can easily adopt to work changes and requirements. 0% of the respondents

said that they have not encountered to easily adopt to work changes and requirements. 3

or 1.8% of the respondents said that they have partially encountered. 23 or 13.6% of the

respondents said that they encountered. 123 or 72.8% said that they highly encountered.

And 20 or 11.8 % of the respondents said that they very highly encountered.

Graph 4: Skills Acquired

Graph 4.1 Frequency and Percentage Distribution of Respondents According to

equipped with leadership skills

Graph 4.1 The graph show that out of 169 respondents, 4 or 2.4% of the respondents are

partially equipped with leadership skills.19 or 11.4 % are equipped. 37 or 21.9% are highly

equipped. And 18 or 10.7% of them are very highly equipped with leadership skills.

Graph 4.2 Frequency and Percentage Distribution of Respondents According to

equipped with problem solving.

Graph 4.2 The table shows that out 169 respondents, 0% of the respondents are not

equipped with problem solving skills.3 or 1.8 % are partially equipped. 21 or 12.6% are

equipped. 128 or 76.6% are highly equipped. And 15 or 9% of the respondents are very

highly equipped with problem solving skills.

Graph 4.3 Frequency and Percentage Distribution of Respondents According to

equipped with technical skills

Graph 4.3 The table shows that out of 169 respondents, 0 % of the respondents are not

equipped with technical skills. 4 or 2.4% of the respondents are partially equipped. 26 or

15.4% are equipped. 110 or 65.1% of the respondents are highly equipped. And 29 or
17.2% of the respondents are very highly equipped with technical skills.

Graph 4.4 Frequency and Percentage Distribution of Respondents According to

equipped with communication skills.

Graph 4.4 The table shows that out 169 respondents, 1 or 0.6% of the respondents are

not equipped with communication skills. 4 or 2.4% of the respondents are partially

equipped. 19 or 11.3% of the respondents are equipped. 123 or 73.2% of the respondents

are highly equipped. And 21 or 12.5% of the respondents are very highly equipped with

communication skills.

Graph 4.5 Frequency and Percentage Distribution of Respondents According to

equipped with self-management skills.

Graph 4.5 The table shows that out 169 respondents, 1 or 0.6% of the respondents are

not equipped with self-management. 3 or 1.8% of the respondents are partially equipped.

18 or 10.7% of the respondents are equipped. 131 or 77.5% of the respondents are highly

equipped. And 16 or 9.5% of the respondents are very highly equipped with self-

management.