i

EMPLOYABILITY SKILLS OF ACADEMIC TRACK SENIOR HIGH

SCHOOL STUDENTS IN UNIVERSITY OF CEBU S.Y. 2024-2025

A Thesis Presented to the Faculty of the

Senior High School Department
University of Cebu – Main Campus
Cebu City

In Partial Fulfillment of the Requirements for

the Grade 12 Senior High School Students of
Second Semester S.Y. 2024-2025
in 3i/OJT

Dadacay, Angel Jojie

Arceño, Lennuel Rob

Mancio, Rey Jr.

Generosa, Zhyrel

Redilosa, Jame Alixa

Sequiño, Maribelle

12 HUMSS 2A

MARCH 2025
 ii

APPROVAL SHEET

This thesis entitled: EMPLOYABILITY SKILLS OF ACADEMIC TRACK

SENIOR HIGH SCHOOL STUDENTS IN UNIVERSITY OF CEBU S.Y. 2024-2025
prepared and submitted in partial fulfillment of the requirements of the grade 12 Senior
High School Students of the school year 2024 – 2025 has been examined and
recommended for acceptance and approval for ORAL EXAMINATION.

PANEL OF ORAL EXAMINERS

PHOEBE T. ANGA, LPT
Research Adviser
MS. JAE MARIE ACUÑA, LPT MS. AIRA B. CABESAS, LPT
Member Member
MS. PHOEBE CATES T. TADLAS, MA. Ed.
Chairman
_______________________________________________________________________
THE RESEARCH COMMITTEE
Approved by the Committee on Oral Examination with the grade of PASSED

PHOEBE T. ANGA, LPT

Research Adviser
MS. JAE MARIE ACUÑA, LPT MS. AIRA R. CABESAS, LPT
Member Member
MS. PHOEBE CATES T. TADLAS, MA. Ed.
Chairman

Accepted and approved in partial fulfillment of the requirements of Grade 12 Senior

High School Students for the subject, 3I and OJT.

Date of Oral Examination: Mar 10, 2025

ABELARDO T. TEJO JR., Ed.D.

Senior High School Principal
 ACKNOWLEDGEMENT

The completion of this study would not have been possible without the guidance, support,
and contributions of numerous individuals. The researchers are truly grateful to the invaluable
efforts of those individuals who have dedicated their time, effort, encouragement, and expertise to
accomplish this study.
Ms. Phoebe T. Anga, the research adviser, for her determination, guidance, support,
expertise, and above all, patience in correcting the research papers. Her constructive feedback to
the researchers have been instrumental to the refinement of the study.
Ms. Kharamay M. Palauma, LPT, for her insights and guidance in the completion of the
research paper. The researchers are thankful for her coordination with her fellow research teachers
and chairman.
Mr. Sandy Latraca, for his evaluation and insights in helping shape the direction of the
research study. The researchers appreciate his coordination with his fellow research teachers and
chairman.
Ms. Merefil R. Carolino, LPT, RPM, the chairman, for her passion, determination,
supervision, and hard work in helping accomplish the direction of the study. The researchers are
grateful for coordinating with her fellow research teachers to the completion of this study.
Ms. Phoebe Cates T. Tadlas, MA. Ed, for her support, assessment, determination, and
insightful remarks on the researchers’ oral consultation. The researchers are thankful for her
detailed explanations and corrections of the research paper.
Ms. Aira B. Cabesas, LPT, for her dedication, passion, and determination in the
evaluation of the research paper. Her valuable insight and feedback have been helpful for the
accomplishment of the study.
Ms. Jae Marie C. Acuña, LPT, for her effort, guidance, and passion in the assessment
and evaluation upon the accomplishment of the research study. Indeed, her help have made this
study successful. The researchers are grateful for her cooperation.
Mr. Abelardo T. Tejo Jr., Ed. D, the school principal, for his extended support and trust
for the teachers and students in making and completing the research paper. The researchers
genuinely appreciate his encouragement and continuous support in the academe.
 iv

DEDICATION
This research paper is wholeheartedly dedicated to our families, whom we express our
gratitude for their unwavering support, encouragement, and motivation throughout our
academic journey. Their guidance in encouraging focus and dedication has been a vital
role in shaping our development.

To our respected teachers and school staff, we extend our sincere appreciation
for their guidance. Their assistance was crucial in the completion of our research, and
their patience served as a constant source of inspiration.

To our institution, we are thankful for providing an environment conducive to

learning and research. It has been an honor to be a part of this community.

To our friends and classmates, we acknowledge their steadfast emotional support

and camaraderie. Despite the demands of our studies, we cherished the moments of
connection and mutual support.

To our research members who are with us through it all, thank you. Their
participation had been instrumental for the success of their study, and we hope that the
journey throughout the conduct of this research provided them with invaluable
knowledge and wisdom.

To our Almighty God, we offer our eternal gratitude for His strength and guidance
bestowed upon us. His spiritual presence has been a constant source of comfort and
blessing.

To the future researchers, we dedicate this study to you, so if in the future you will
find this study, kindly read, comprehend, and analyze this study. If you have similar
interest as this study, you can refer to this, although we advise you to just refer and not
plagiarize our study.
 v

ABSTRACT

This study aims to find the level of employability skills of Academic Track Senior

High School students of the University of Cebu - Main Campus, with the findings of this

study to serve as a basis for an intervention plan. There are 229 male and female

respondents of this study stratified among the STEM, HUMSS, ABM, and GAS strands of

the academic track, using a researcher-made survey questionnaire with six (6) categories

of employability skills needed for the determination of employability skills, interpreted

using ANOVA and accurately corrected by Post-hoc analysis (Bonferroni Correction). The

results present that there is no significant difference among genders (f=0.257), while there

is a significant difference between strands (f=5.307), except GAS that has no significant

difference when compared with its counterparts. In totality, the respondents have a “high”

level of employability skills, having a “very high” rating on both critical thinking and self-

directed skills, and “high” rating on communication, problem solving, leadership and

teamwork, and technical skills. The results of this study shall become the basis of an

intervention plan to be implemented, as well as suggested studies to address gaps of this

research.

Keywords: Employability skills, Academic Track, Senior High School.

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TABLE OF CONTENTS
Chapter Pages
Title i
Approval Sheet ii
Acknowledgement iii
Dedication iv
Abstract v
Table of Contents vi
1 THE PROBLEM AND ITS SCOPE 1
Rationale of the Study 1
Theoretical Background 3
Literature Review 6
THE PROBLEM 14
Statement of the Problem 14
Statement of Null Hypothesis 14
Significance of the study 15
RESEARCH METHODOLOGY 18
Research Design 18
Research Locale 18
Research Respondents 19
Research Instruments 20
Data Collection Procedure 21
Data Analysis Procedure 21
DEFINITION OF TERMS 25
PRESENTATION, INTERPRETATION, AND ANALYSIS OF DATA 26
2 SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATION 32
Summary of Findings 32
3
Conclusion 32
Recommendation 32
REFERENCES 34
Appendix A - Transmittal Letter 42
Appendix B - Informed Consent 43
Appendix C - Research Instruments 44
Appendix D - Location Map 46
CURRICULUM VITAE 47
 1

CHAPTER 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale of the Study

The implementation of the K-12 curriculum system in the Philippines was aimed

to align the country's education system with international standards after it had previously

lagged behind its foreign counterparts.. The Philippines was among the last few countries

to adopt the K-12 system (Marin & Natividad, 2025). The different specializations offered

in the program were designed to develop students' competencies for employment, harness

their interests based on their enrolled strand or track, reduce unemployment by equipping

them with the necessary knowledge, and provide more opportunities for their desired

college degrees (Loquias & Bauyot, 2024).

Research and studies conducted by reputable institutions, such as the World

Economic Forum and the Organization for Economic Co-operation and Development

(2023), identified employability skills as a catalyst for economic advancement and personal

development. These studies emphasized the importance of preparing students for the

challenges of a globalized environment.

A national study by the Philippine Institute for Development Studies (PIDS)

identified employability skills as a critical component of the K-12 curriculum. The findings

highlighted the need to integrate practical skills training into the academic track to enhance

the employability of graduates.

 2

Additionally, a study by the Cebu City Government and academic institutions

identified specific employability skills that were most in demand in the local job market.

These studies underscored the importance of developing skills such as problem-solving,

critical thinking, communication, teamwork, and adaptability among students in the

academic track (DMDP Services, 2022).

The QS Global Employer Survey (2018) further highlighted that while academic

qualifications were essential for classroom learning, employers increasingly prioritized

vocational skills such as communication, conflict management, and teamwork. This

discrepancy was particularly evident at the University of Cebu - Private University, where

employers expressed concerns about graduates' readiness to meet industry demands.

Despite the growing emphasis on employability skills, there was a lack of

quantitative research assessing the level of these skills among senior high school students

in the academic track. Most quantitative studies focused on the Technical-Vocational-

Livelihood (TVL) track. Other research placed little emphasis on senior high school

employability skills, instead highlighting those of higher education or college students.

While studies conducted by the World Economic Forum, OECD, and PIDS recognized the

importance of employability skills, there was a need for more localized research to identify

specific skill gaps and inform targeted interventions.

In addressing this gap, the study did not include other factors influencing

employability skills but are focused solely on the essential skills needed for students’ future

employment. Furthermore, this study aimed to assess the employability skills of Grade 12

students enrolled in the academic track. By measuring these skills, the study sought to

identify and compare students' employability skill levels with the practical skills employers
 3

require. This, in turn, would be beneficial for students' success in the workforce and

contribute to the economic development.

Additionally, this study aimed to determine the employability skills of Senior High

School Academic Track students of the University of Cebu - Main Campus for the school

year 2024-2025. The findings would serve as basis for an intervention plan based on the

evaluations conducted in this study.

Theoretical Background

The researchers anchored this study on the Human Capital Theory proposed by

Theodore W. Schultz (1961) and Gary S. Becker (1964). Social Learning Theory (Bandura,

1977) and Experiential Learning Theory (Kolb, 1984) were proposed by Albert Bandura

and David Kolb, respectively. These theories will be relevant to education and

employment.

Human capital theory. This theory about human capital, developed by Theodore

W. Schultz (1961) and Gary S. Becker (1964), undeniably presented a strong theoretical

framework on the value of acquiring skills in education. It considers education and training

as requisites in raising the human capital of individuals, increasing their value and

guarantee potential individual success in participating in the economy. The theory posits

the importance of continuous education and training in enhancing skills and knowledge,

and determine individual competence. The learning capacities of people could also be

comparable to other goods and services produced, which determines their economic value

and competence in the participation thereof (Nafukho et al., 2004).

 4

When applied to this study, Human Capital Theory can help explain how the

academic track curriculum can induce the development of essential employability skills in

students, and how these skills raise the individual value of an individual, impacting their

successes in the labor market. It can also help identify other factors that may contribute to

differences in employability skills among students.

Social Learning Theory. Bandura's Social Learning emphasized the importance

of observing, modeling, and imitating the behaviors, attitudes, and emotional reactions of

others (Bandura, 1977). Also, social learning clarifies human behavior in terms of

continuous interaction between cognitive, behavioral, and environmental influences. It also

states that individuals acquire new behaviors not only through direct experience but also

by observing the actions of others and the outcome of those actions. Through learning,

skills and knowledge help individuals land an on a job. Moreover, knowledge through

observation and experience will affect their intention in entering a career. Therefore, the

Social Learning Theory becomes a vital aspect of learning for teachers and students

fostering their connectivism in social learning. Consequently, the students' knowledge and

experience gained from students’ impressions of teacher role modeling (Weiss, et al.,

2021).

In particular, the students gain behavioral learning theories that rely on experience

as a source of learning. Bandura's social learning theory proposed that learning could only

be achieved through observation and imitation (Fryling, et al., 2017). The Social Learning

Theory can develop self-efficacy among graduate students who enter into job careers. The

theory further states that through role models who overcame their own problems, they

developed the individual's belief in his ability. Thus, in applying social learning theory
 5

towards a job career, one needs to emphasize the significance of building role models and

environments with possibilities of future learning.

Experiential Learning Theory. This theory, proposed by David A. Kolb (1984),

states that individuals learn effectively when actively participating and engaging with their

surroundings. It highlights that students gain knowledge and skills when they have the

necessary experience in life. It also emphasizes the importance of applying theoretical-

based expertise practically, known as “pragmatism.” By studying the employability skills

of senior high school students, one can examine how these skills are acquired through

practical experiences, such as internships, part-time jobs, or extracurricular activities.

Experiential Learning Theory tackled that learning is the most effective when

individuals actively engage with the world around them. Bandura's Social Learning Theory

can also be considered as Experiential Learning Theory, in which learning is by doing or

experience (Pandita, A., & Kiran, R., 2023). The experiential learning theory focuses more

on learning and adapting approaches when necessary. As a result, new graduates with this

experience tend to be prepared to handle failures, and the ability to change strategy when

appropriate is a valuable skill in any employment. Moreover, an excellent education must

ensure students learn through direct practical experiences and various ways of evaluation

to develop generic and specific industry competencies that boost the employability skills

and raise emotional intelligence (Jorre, et al., 2018).

Moreover, experiential learning theory emphasizes that theoretical knowledge

needs to be put on practical application. Analysis of the experience of upper high school

students can help understand how students can bridge the gap between theory and practice.
 6

Thus, this research can help educators and policymakers identify the best approaches that

strengthen employability gained through experiential learning opportunities.

Literature Review

The related literature and studies herein cited are chosen on the basis of credibility

and appropriateness to the study conducted. This ensures that the bases from these works

are considered responsibly and are contributive to the development of this research.

Level of Employability Skills of Students in terms of Profile

Employability skills were recognized as playing a vital role in workplace success

and economic growth (Association of Career and Technical Education, 2018). If students

possessed highly marketable skills, their chances of being hired for a job or becoming

entrepreneurs increased significantly.

Furthermore, employability skills were universal business competencies essential

for securing employment, succeeding in a career, advancing professionally, and achieving

personal development (Yıldırım & Kurbanoğlu, 2022). These skills include basic abilities,

critical thinking, information literacy, interpersonal skills, resource management, system

and technology utilization, and foreign language proficiency.

The K-12 curriculum in the Philippines, particularly the Senior High School

program, aims to equip students with the necessary skills to succeed in higher education or

the workforce. Among these were employability skills, which encompassed the abilities

and attributes that made individuals attractive to employers. Senior High School graduates

perceived themselves as highly proficient in developing middle-level skills essential for

 7

employability. However, they also identified a gap between their perceived skills and

employability (Carada et al., 2023).

According to Tyson (2020), colleges and employers expect young people to

demonstrate career readiness across three domains: (1) academic, (2) occupational, and (3)

technical knowledge. Additionally, soft skills were seen as crucial for career advancement,

with leadership, management, and interpersonal skills being among the most valued by

employers.

Moreover, Yepes and Granada (2023) found that although men reported slightly

higher averages than women in employability skills, these differences were not statistically

significant. This suggested that when educational and career opportunities were equal, both

genders exhibit similar employability skills.

Similarly, Dominic and Fulgence (2019) suggested that male and female students

develop employability skills through extracurricular activities (ECA) and self-employment

intentions. While there were differences in how each gender approached employability

skills and ECA participation, these differences did not result in broad variations in overall

employability. This, aligned with the perspective that individual initiative, rather than

gender, played a more significant role in employability.

A study by Aparecio, Lagatiera, and Paulin (2024) assessed students' competencies

across various skill domains. The overall level of 21st-century skills was moderate, with a

mean score of 3.39, indicating that students' skills were fairly adequate. Among these, life

and career skills had the highest mean of 3.46, signifying competence in this area. In

contrast, interdisciplinary themes had the lowest mean score of 3.35, suggesting that while

skills in this domain were still adequate, they required improvement.

 8

Jüttler et al. (2021) claimed that students' interests, career goals, and perceived

benefits of a specific track were primary factors influencing their track preferences. The

study found that students with a genuine interest in a particular track were more likely to

choose it. Additionally, those who saw potential benefits, such as employment

opportunities and earning potential, were more inclined to pursue that track.

Carada et al. (2020) affirmed that students from different strands within the

academic track had substantial employability potential due to their technical and emotional

skills. Their study suggested that students displayed a higher sense of confidence upon

acquiring technical skills, which maximized their employability. This finding emphasized

the importance of 21st-century skills such as self-motivation, independence, adaptability,

and goal-setting.

Tondo and Detecio (2021) stated that respondents enrolled in different public and

private schools in the Philippines acquired life and career skills—such as leadership, time

management, initiative, and self-directed learning—through immersive learning

experiences. Additionally, they developed learning and innovation skills, including

research, critical thinking, and innovation. Teacher quality, encompassing expertise in

subject matter, positive attitudes, personal engagement, and fostering a sense of belonging,

contributed level of satisfaction with employability skill acquisition. Respondents reported

being highly satisfied with the content, pedagogy, assessment, school facilities, and track

alignment but only moderately satisfied with using instructional materials.

According to Roxas (2022), Senior High School students from different schools in

the Philippines demonstrated moderate proficiency in communication, teamwork,

problem-solving, planning, creativity and innovation, numeracy, and time/self-

 9

management skills. However, they exhibited high proficiency in ICT skills. Despite these

strengths, proficiency in mathematics and science remained low due to the highly abstract

approach to teaching these subjects.

Gaddi (2024) identified the most essential learning competencies in Senior High

School based on their relevance to students' current endeavors. Learning and innovation

skills had the highest mean compared to other competencies, such as information, media,

technology, effective communication, and life and career skills. These findings suggested

that students greatly benefited from the Most Essential Learning Competencies (MELCs)

and emphasized the need for continued efforts to provide quality education.

Yıldırım and Kurbanoğlu (2022) highlighted that university graduate

unemployment had a negative impact on the economy, leading to financial and

psychological challenges. To secure employment, graduates needed not only technical

knowledge in their field but also of soft employability skills. These skills were crucial

across industries, contributing to job acquisition, workplace success, career advancement,

and overall personal development.

Despite approximately 1.2 million Senior High School students successfully

graduating by the school year 2017-2018, a significant gap remained between graduates

and available employment opportunities. This, was particularly evident in the rapidly

expanding digital economy, which projects to exceed Php 1 trillion by 2025. Research from

the Philippine Institute for Development Studies (2018) indicated that while many Senior

High School students recognized the importance of employment and entrepreneurship,

about three-quarters still opted to pursue higher education rather than enter the workforce.

Differences of Employability Skills between Profiles

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According to Macado and Diano Jr. (2021), students in the STEM and ABM strands

had a higher degree of language proficiency than those in HUMSS, TVL, and GAS. These

students were more likely to perform well academically and had a higher capacity to

develop language proficiency, which determined their success not only in mathematics but

also in other fields. Language proficiency was crucial for career progression, achieving

organizational objectives, and competing in the job market (Rattan, 2023). This was

influenced by the mode of English language instruction, which affected students'

adaptability to variations in the English language.

On the other hand, ABM students were deemed well-prepared for a working

environment, possessing the necessary skills, knowledge, and attitudes attributable to their

track’s curriculum. The competencies of said students are honed through work-immersion

programs, with the K-12 curriculum effectively preparing these students to be job-ready

(Dela Cruz et al., 2019).

For instance, Lorenz et al. (2020) found that academic performance, peer influence,

parental guidance, and career aspirations significantly influenced students' track

preferences. The study revealed that students with high academic performance tended to

choose academic tracks, while those with lower academic performance preferred TVL

tracks. Additionally, peer influence and parental guidance were crucial in shaping students'

track choices. Support from family and peers also push them to choose their preferred track.

Owusu’s (2020).

Furthermore, Fernando and Bual (2024) compared the life skills of students from

different strands in a Catholic school in Central Philippines based on their profiles. Their

study found that HUMSS students scored higher in decision-making skills than other
 11

strands, likely due to their frequent engagement with social issues. STEM and GAS-

HUMSS students had higher empathy scores compared to ABM and HUMSS students,

possibly due to their involvement in pastoral or environmental activities.

The K-12 curriculum was established to equip students with essential skills such as

communication, critical thinking, and problem-solving. Communication was recognized as

crucial for building networks and connections, while critical thinking involved carefully

evaluating the advantages and disadvantages of a given situation before making a decision.

Additionally, problem-solving refers to finding suitable solutions to specific issues

(Loquias & Bauyot, 2024).

Moreover, STEM students in Vietnam were studied, with findings highlighting the

importance of honing soft skills as primary drivers of employment success (Yao & Tuliao,

2019). Soft skills not only increased students' confidence in applying for jobs but also

improved their workplace performance, as these skills were highly valued in the modern

economy. Specific skills such as critical thinking, problem-solving, and adaptability are

considered essential for STEM students. The participation of educational institutions in

developing a system that fosters soft skills was seen as integral to their professional growth

and should be incorporated into instruction (Doly, 2024).

Origenes (2023) evaluated the employability skills of HUMSS students at Olongtao

National High School and found that they received a "Very Satisfactory" rating in work

habit formation, work skills, and competence. They achieved an "Outstanding" rating in

dealing with clients and industry supervisors and performed best in interpersonal and work

skills, though they scored the lowest in work skills and competence. Communication skills
 12

were crucial in this regard, as students’ job effectiveness are linked to their ability to

connect and communicate effectively (Dijn et al., 2023).

In a study conducted by Yepes and Granada (2023), it found that although men

reported slightly higher averages than women in employability skills, these differences

were not statistically significant. This suggested that both genders had similar

employability skills, and when educational and career opportunities were equal, there were

no meaningful differences in employability between men and women.

The National Association of Colleges and Employers (2020) reported that working

in ABM-related fields required problem-solving skills, communication skills, and the

ability to work as part of a team. The report also detailed how different strands functioned

and indicated that ABM students demonstrated a significantly higher level of employability

skills than students in other strands. Evidence supported the idea that ABM students had

superior problem-solving and communication skills, as well as increased opportunities to

develop these competencies through their curriculum.

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THE PROBLEM

Statement of the Problem

This study aimed to identify the employability skills of the academic track of senior

high school students in University of Cebu S.Y 2024-2025. This study was the basis for an

intervention plan for the Senior High School curriculum.

Specifically, this study seeks to answer the following questions:

1. What is the profile of the respondents in terms of:

1.1. gender; and

1.2. academic strand?

2. What is the level of employability skills of the respondents?

3. Is there a significant difference among the respondents’ level of employability skills

when grouped according to profile?

4. Based on the findings, what intervention plan can be made?

Statement of Null Hypothesis

At 0.05 level of significance, the hypothesis was tested:

H₀: There is no significant difference between the employability skills of the respondents
and their academic track.
 14

Significance of the study

This study determines the employability skills of academic track Senior High

School students. Academic track includes the 12th graders from HUMSS, STEM, ABM,

and GAS strand. It is significant to the following entities.

Students. This study is significant to students as this can identify key skills to

assess the competency of the students as aligned to their chosen academic track, which

relatively affects their future career plan. For instance, STEM students can enhance their

problem-solving skills regarding numbers, ABM students can develop their business

mindset and financial literacy, and HUMSS students can sharpen their communication and

critical thinking abilities, as well as public-speaking. The findings of this study can aid the

students to have a smooth transition when they graduate in senior high school and prepare

for job-seeking opportunities in college.

School administrators. It is beneficial to the school administrators as they can

organize a program that helps students strengthen their employability skills. These

programs may include seminars, training, and workshops, which could be organized by

either the school head or teachers. This study enables administrators to create meaningful

academic and institutional connections through possibly collaborating and partnering with

other institutions for the improvement of the curriculum, leading to a more conducive

learning environment.

Employers. This study serves as basis for employers to assess and identify

students’ readiness in a workforce. It can help them observe what employability skills

students have or lack. Employers can also network with the school administrator to find
 15

job opportunities for students inside or outside campus (e.g. internship, on-the-job training,

etc.)

Researchers. Investigating the employability skills of academic track senior high

school students contributes to scholarly discourse. It also provides researchers with

valuable understanding of essential skills for future employment. This research enhances

their professional development through practical experiences. Eventually, these

understanding can improve their career prospects as they become more informed and

capable in their fields.

Future Researchers. This study provides a strong foundation for future research

endeavors. Future researchers whose studies align with this work can use these insights to

deepen their understanding of the topic. By building on this knowledge, they can explore

new dimensions within the field. This, will eventually contribute to enhancing the overall

quality and impact of future research.

 16

Scope and Delimitation

This study covered the Grade 12 Academic Track Senior High School Students in

the University of Cebu - Main Campus, and their perceptions on employability skills and

opportunities related to their track or strand. This study shall include 30 respondents from

each of the strands in the Academic Track (STEM, HUMSS, ABM, and GAS) enrolled in

A.Y. 2024-2025, finding out the employable skills that are acquired through their

successive learning.

This study would be limited to those enrolled in S.Y. 2024-2025 and shall not

include the perception of current faculty or potential employers, purely of the students

themselves. The responses shall strictly be only of what is perceived to be learned by the

students in the curriculum, and shall not include factors such as family background,

personal experiences, and other extracurricular programs and activities that may skew the

results of this study, and therefore provide inaccurate results.

 17

RESEARCH METHODOLOGY

This chapter presents the procedure utilized by the researchers in the data-gathering

process that is related and relevant to the analysis of the study. This study contains the

following parts: research design, environment, respondents, instruments, data collection

procedure, and data analysis procedure.

Research Design

This quantitative study used a non-experimental research design that utilized a

comparative survey type of research to ask the respondents closed-ended questions related

to their employment experiences to assess their employability skills. The researchers

specifically asked the Grade 12 Academic Track students, as the primary purpose of this

study was to evaluate the students’ perception of their employability skills concerning their

chosen track. A suitable sample size was used for the comparative survey, as it helped

researchers determine the optimal course of action for a given situation by summarizing

several approaches and highlighting their benefits and drawbacks (Li & Tian, 2022).

Research Locale

The researchers conducted the study at the University of Cebu – Main Senior High

School located at 6000 J. Alcantara St., Cebu City. It was a private institution led and

founded by Chairman Atty. Augusto Go in 1964. UC Pri was a semi-private school in the

Senior High School Department that was popular for its affordable tuition and provided a

conducive learning environment for all students. This campus offered the following strands

in the academic track: STEM, HUMSS, ABM, and GAS. Alongside its vision,

“Democratize quality education. Be the visionary and industry leader. Give hope and
 18

transform lives.” For instance, its mission states, “University of Cebu offers affordable and

quality education responsive to the demands of local and international communities.” It is

observed that while the subjects related to communication were present in the curriculum

of all strands in the Academic Track, there were apparent differences in use and application

between and among the strands based on the specialization of each strand.

Research Respondents

The respondents of this research were Grade 12 Academic Track students from the

University of Cebu - Main Campus Senior High School Department for the school year

2024-2025. Slovin's formula is utilized to determine the sample size of the population. The

sample size obtained by the researchers was approximately 229 students. Based on this

sample size, each section under the Academic Track had seven (7) student respondents.

Slovin's formula is used to determine the smallest sample size required to estimate a

statistic with a reasonable margin of error (Bobbitt, 2023).

To determining the sample size, a comparative survey was applied, as it

summarized various approaches and highlighted their advantages and disadvantages to

assist researchers in selecting the best course of action for a particular circumstance (Li &

Tian, 2022). this study employed a Stratified Random Sampling method, which allowed

subgroups of the given population to be adequately represented within the whole sample

population (Hayes, 2024). This method ensured that all Grade 12 Academic Track students

had an equal chance of being included in the sample.

 19

Research Instruments

This study used a researcher-made survey questionnaire to gather the necessary

data. The instrument was referred to a group of experts for validation, which was essential

to ensure that the instrument was oriented toward addressing the objectives of the study

(Yaddanapudi & Yaddanapudi, 2019). The questionnaire had six (6) classifications of

skills—communication skills, problem-solving skills, leadership and teamwork skills,

critical thinking skills, technical skills, and self-directed skills—each containing five (5)

questions to assess the respondents' level of employability skills.

To test the reliability and validity of the questionnaire, a pilot test was conducted

with 30 students across different strands of the Academic Track. This sample size was

deemed necessary to determine the validity and reliability of the instrument using

Cronbach's Alpha (ɑ), resulting in a score of 0.91—considered excellent. This met the

minimum requirement to ensure adequate responses for validation (Bujang et al., 2024).

The questionnaire utilized a 4-point Likert Scale to assess the level of employability

skills among students in the academic track. Respondents answered based on their level of

agreement or disagreement with the given items or situations. Although using an odd-

numbered Likert Scale (preferably with more than five points) is often considered more

effective for reliability and validity, the chosen scale was sufficient for the study's

objectives. The variances of the mean of the profiles were measured using ANOVA. Since

they were statistically different, this assisted researchers in testing phenomena, accurately

illustrating their findings, and explaining or generalizing the phenomenon under

investigation (Chatzi & Doody, 2023).

 20

Data Collection Procedure

The researchers first secured permission to conduct the study through a transmittal

letter, addressed to the principal of the senior high school. After receiving permission, they

randomly selected Grade 12 Academic Track students from the University of Cebu - Main

Campus Senior High School Department to participate in the study. Each section from each

academic strand is requested to have seven (7) participants, which are secured through

informed consent and an explanation of the scope and objectives of the research.

Once the respondents were available, the researchers distributed the structured

survey questionnaire through face-to-face interaction. The instructions are clearly

explained to ensure consistency in how the survey is completed. The researchers also

guaranteed the confidentiality of the participants' responses. The survey took

approximately 15 minutes to complete. Lastly, the researchers validated the responses and

analyzed the collected data.

Data Analysis Procedure

The researchers analyzed the gathered data accurately. Responses from the

questionnaire were directly encoded and analyzed using descriptive and inferential

statistics.

The researchers decided to use the following statistical tools:

Frequency and Percentage. These measures are applied to assess the distribution

of the students' gender and academic strand.

 21

Weighted Mean and Standard Deviation. These are used to evaluate the overall

level of employability skills of the respondents, using the mean and standard deviation of

the responses.

Bonferroni Correction. This is used to identify the accuracy of the results by

controlling the family-wise error rate.

ANOVA. This is a statistical test used to contrast the difference between the means

of two or more groups.

Ethical Consideration

In conducting this research, ethical considerations are paramount to the study,

shaping the researcher's approach and guiding principles. These encompass principles of

autonomy, beneficence, nonmaleficence, and justice.

Autonomy. Before conducting the research, the researcher ensures that all

participants, Senior High School students enrolled in the University of Cebu-Main, are

comprehensively briefed on the study's objectives and significance. The researcher secures

voluntary and informed consent from each participant, acknowledging and upholding their

autonomy to decide on their involvement in the research.

Beneficence. The researcher will take proactive measures to ensure the research

aims to benefit the participants and the broader society. For instance, insights garnered

from the study could start the development of interventions aimed at alleviating pressure

and promoting well-being among college students. Also, disseminating research findings

may raise awareness about the challenges faced by this group, contributing to advocacy

efforts for mental health support and stress management within educational institutions.
 22

Nonmaleficence. The researcher will minimize potential harm or risks to

participants throughout the research process. This includes ensuring the confidentiality and

privacy of participant data, protecting vulnerable populations such as rural communities

from exploitation, and mitigating any adverse consequences that may arise from

participation in the research, such as emotional distress or stigmatization.

Justice. The researchers will ensure fairness and equity in the distribution of the

benefits and burdens of the research, which may involve in actively engagement with

marginalized or underrepresented communities affected by climate change, air pollution,

and water scarcity to ensure their voices are heard, where their perspectives are considered

in the research process. Additionally, the researcher may strive to disseminate research

findings in accessible formats and collaborate with local stakeholders to ensure that the

research addresses the communities' needs.

Trustworthiness of the Study. This research's trustworthiness will ensure

credibility, dependability, transferability, and confirmability.

Credibility of Research. The researchers will use the same survey questions for

all the respondents. The adviser of the researchers will review the survey questionnaire

used for data gathering. The respondents will be asked to give the questionnaire, after

answering, to the researchers to attest to completing the questionnaire.

Dependability of Research. The data will be kept confidential. However, the

respondents' responses will be reviewed and analyzed for more accurate and

comprehensive findings.
 23

Transferability of Research. This research can be used as a source of information

from one institution to another. Additionally, the findings of this study can be applied to

other situations. The researchers randomly selected the respondents who could best inform

the research questions and enhance their understanding of the study.

Confirmability of Research. The results of this survey are not a reflection of the

researchers' traits and preferences but rather the respondents' perspectives.

 24

DEFINITION OF TERMS

The following key terms are defined operationally:

Academic Track. In this study, the academic track refers to the Senior High

School, designed to prepare students for college or professions related to the academe. The

University of Cebu offers all of its four strands: STEM, HUMSS, ABM, and GAS.

Employability Skills. Employability skills refer to the abilities and capabilities of

Senior High School students enrolled in the academic tracks at the University of Cebu –

Main Campus. These are vital skills that is relevant to determining their success in

employment and/or continuing education.

Employment. This refers to the abilities of the Senior High School students to

secure jobs after graduation, showcasing their readiness for the workforce. It involves the

transition into the workforce, including full-time/part-time jobs.

 25

CHAPTER 2

PRESENTATION, INTERPRETATION, AND ANALYSIS OF DATA

This section presents the results and discussion from the gathered data on the

employability skills of the Senior High School students in the University of Cebu according

to their gender and academic strand.

Table 1.
Profile of the Respondents

Profile Frequency (n=229) Per Cent (%)

Gender
Male 85 0.37
Female 144 0.63
Academic Strand
STEM 146 0.64
HUMSS 48 0.21
ABM 28 0.12

GAS 7 0.3

Table 1 presents the respondents' profiles according to gender (male and female)

and academic strands (STEM, HUMSS, ABM, GAS), with a total sample population of

229. The male frequency was 85 or 37%, while the female frequency was 144 or 63%. In

addition, the STEM strand had the highest frequency of 146, making up 64% of the total

sample. The HUMSS strand had a frequency of 48 or 21%, followed by the ABM strand,

which had a frequency of 28 or 12%. Lastly, the GAS strand had a frequency of 7 or 3%,

representing the lowest proportion among all the strands.

This implied that, in terms of gender, a significant majority of the respondents were

female. In terms of the academic strands, the majority were STEM students, while the GAS
 26

strand had the lowest representation. The variation in the sample population of each strand

may have been due to the stratified selection of respondents in proportion to the number of

sections per strand.

Table 2
Level of Employability Skills of the Respondents
 27

Indicator Mean SD Description

Communication Skills
I can make a complete update to people who are
concerned. 2.97 0.72 High
I can communicate concerns clearly and effectively to
people involved. 3.07 0.75 High
I am able to communicate my thoughts and ideas to my
higher-ups. 2.91 0.72 High
I am able to provide the group information with utmost
confidence and clarity. 2.84 0.7 High
I can simply deliver to the group complicated ideas. 3.07 0.67 High
2.97 0.71 High
Problem Solving Skills
I can address problems clearly and bluntly. 3.02 0.7 High
I can determine the root cause of the problem and then
offer an appropriate solution. 3 0.69 High
I am able to stand as mediator on conflicts between two
people. 3 0.76 High
I can offer long-term solutions to persistent challenges
and issues. 2.93 0.72 High
I offer solutions to seemingly-unsolvable problems. 2.84 0.73 High
2.96 0.72 High
Leadership and Teamwork Skills
I make sure that everyone has a say in matters
concerning the group. 3.11 0.79 High
I make sure that everyone with different tasks work
together properly. 3.25 0.72 Very High
I provide a set of goals for all members of the team to
follow. 3.33 0.69 Very High
I take initiative in working with the group in the absence
of the leader. 3.23 0.72 High
I suit better in working with a team than alone. 2.67 0.92 High
3.12 0.77 High
Critical Thinking Skills
I consider different perspectives and considerations
before deciding. 3.22 0.63 High
I make sure that I am knowledgeable enough of the
subject before making a move. 3.3 0.61 Very High
I evaluate issues and concerns before deciding. 3.41 0.63 Very High
 28

I weigh different options and opt for a better course of

action. 3.49 0.67 Very High
I understand basic and intermediate principles, data, and
other information relevant to my job. 3.45 0.65 Very High
3.37 0.64 Very High
Technical Skills
I continually improve my skills and knowledge to be
used on the job. 3.25 0.77 Very High
I can use the skills from my strand in solving a specific
issue/problem. 3.06 0.85 High
I feel confident that the skills I learn in Senior High
School can be used in any job. 3.3 0.67 Very High
I pursue career enhancement activities (like seminars
and training) to improve my skill set. 3.38 0.66 Very High
I can apply ICT skills on my job confidently. 2.79 0.75 High
3.16 0.74 High
Self-directed Skills
I take accountability for any fault that I have done. 3.25 0.66 Very High
I open myself to different possibilities that come with
my job. 3.11 0.75 High
I remain optimistic and positive of my job despite
challenges. 3.52 0.62 Very High
I discipline myself in following deadlines and schedules. 3.32 0.67 Very High
I am confident that my time management skills can be
used on the job. 3.38 0.64 Very High
3.32 0.67 Very High

Overall 3.15 0.71 High

1-1.74 (Very Low); 1.75-2.49 (Low); 2.50-3.24 (High); 3.25-4.0 (Very High)

Table 2 indicated that the overall level of employability skills was rated as "High,"

with an overall mean of 3.15 and a standard deviation of 0.71. Self-directed skills (M=3.32,

SD=0.67) and critical thinking skills (M=3.37, SD=0.64) both had a “Very High” rating.

In contrast, communication skills (M=2.97, SD=0.71), problem-solving skills (M=2.96,

SD=0.72), leadership and teamwork skills (M=3.12, SD=0.77), and technical skills

(M=3.16, SD=0.74) all had a “High” rating. According to the data, critical thinking had the

highest mean, while problem-solving skills had the lowest. The overall rating of
 29

employability skills among respondents was rated “High,” with a mean of 3.32 and a

standard deviation of 0.67. The respondents scored and overall rating of “High.”

This implied that while there was variation in the level of each employability skill,

the cumulative level of their skills was high, thereby displaying a significant level of

competence that would have been deemed favorable in the assessment and evaluation of

students for the relevant personalities. In general, all respondents scored a “Very High”

rating in both critical thinking and self-directed skills, which suggested that students were

generally more capable of addressing issues on a personal level. Both problem-solving

skills and communication skills had the lowest ratings, implying the need for further

practice in analyzing patterns and issues, as well as improving efficiency in

communication—both of which were crucial in on-the-job situations.

With this interpretation, the Theory on Human Capital provided a strong basis for

inference from the interpreted data. The level of employability skills could have affected

labor outcomes and employability opportunities among respondents based on their profiles,

which is accumulated through the continuous provision of knowledge, skills, and problem

analysis (Becker, 1972). This aligned with Roxas’ (2022) study, which found that Senior

High School students from different schools in the Philippines had a moderate level of

proficiency in communication skills, teamwork, problem-solving, planning, creativity and

innovation, numeracy, and time/self-management skills while maintaining a high level of

proficiency in ICT skills.

Table 3

Significant Difference among the Respondents’ Level of Employability Skills according to Profile

Decision on Post-hoc Comparison (Bonferroni

Variables Groups Mean df F-statistic p-Value Interpretation
Ho Corrected)
 30

Male 3.17

Failed to
Gender 1 0.257 0.613 Not Significant N/A
reject Ho

Female 3.14

HUMSS: 0.075; ABM: 0.645; GAS:

STEM 3.18
0.001

HUMSS 3.07 STEM: 0.075; ABM: 0.052; GAS: 0.005

Strand 3 5.307 <0.001 Reject Ho Significant

STEM: 0.645; HUMSS: 0.052; GAS:
ABM 3.22
<0.001

STEM: 0.001; HUMSS: 0.005; ABM:

GAS 2.71
<0.001

Table 3 presents the significant relationship between the gender and the level of

employability skills of the respondents according to profile. An ANOVA test was

conducted, with the results when grouped according to gender (CV=0.257; df=1; p=0.613)

and when grouped according to strand (CV=5.307; df=3; p=<0.001) portraying different

results. To validate the accuracy of the findings, the Bonferroni Corrected alpha for the

strand variable is computed. The overall interpretation for both profiles showed that there

was no significant difference among genders (failed to reject H 0), and a significant

difference among strands (rejected H0).

The results implied that there was no significant difference among genders, but in

terms of strand, the GAS strand displayed no significant difference. Considering that they

got the lowest mean score, they could be the outlier when compared to the other strands

being included in this study.

Additionally, Petto et al. (2021) further explained that both male and female

students acquired essential employment skills like teamwork, problem-solving, and

communication. While males preferred solo learning and leadership roles, and females

favored cooperative environments, these differences did not significantly impact their
 31

abilities. The study agreed with the interpretation above that genders displayed no

significant difference, as effort, education, and training are appropriate factors that affected

employability. With equal opportunities provided, both genders developed comparable

employability skills, advocating for merit-based hiring and promotion rather than gender

bias.

The results of this study highlighted differences that would have implicated the

final results, and in turn, intervention plans should be crafted in the future. The attention

given to the strands must be equitable, where special considerations are met for all strands

to be at par. This must also be a point of consideration not only by the students themselves,

but also the curriculum and the job market to prevent its effects on potential job mismatch.
 32

CHAPTER 3

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATION

This section presents the summary of the findings based on the analyzed and

interpreted data,, which underwent thorough analysis and interpretation.

Summary of Findings

The study reveals the following findings:

1. The students' ’level of employability skills according to their gender is high

2. The students' ’level of employability skills according to their strand is high

3. There is a significant difference between the employability skills and

academic track of the respondents

Conclusion

The Senior High School Students possess high employability skills across academic

tracks. between academic tracksTherefore, there is no significant difference in

employability skills across academic track. In conclusion, the student’s level of

employability skills according to their gender and academic track does not vary. Hence,

the students, regardless of gender or academic strand, may exhibit career readiness and

high possibility of being hired and promoted in a job that aligns from the track that they've

chosen.

Recommendation

Based on the result of the study, the following are recommended:

1. The school may offer an activity where students will read books in front of others

to slowly. Mgain confidence slowly. Moreover, students must also participate in

 33

group activities and quizzes where they must study together and students also learn

and practice teamwork..

2. School Administrators may work with schools by offering internships, mentorship

programs, and workshops that enable students to gain experience in the real world

and learn the expectations of workplaces.

3. The school may identify the precise skills demanded by employers in senior high

school graduates so that school programs and training to see the career readiness of

senior high school students. Further studies may also be undertaken to examine the

effectiveness of employability training programs in enhancing students’ job

readiness.

Future researchers may conduct studies with the following titles:

5.1 A Study on Employability Skills in Senior High School Students for

Future Careers.

5.2 The Influence of Teacher Training on Enhancing Employability Skills

in Senior High School Students.

 34

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 40

APPENDIX A

TRANSMITTAL LETTER
 41
APPENDIX B

INFORMED CONSENT
Title of the study

Employability Skills of Academic Track Senior HighSchoolStudents in UniversityofCebu S.Y. 2024 2025

Purpose of the Research

This study aims to identify the Employability skills of academic track of Senior High School Students in University of
Cebu

Risks and Discomforts

There are no foreseen risks or discomforts from your participant in this research.

Benefits of the Research and Benefits to you

The present study will give you knowledge about the employability skills of senior high school students, and how their
skills help them in finding jobs in the future.

Voluntary Participation

Your participation in this study is completely voluntary and you may choose to stop participating at any time. Your
decision not to volunteer will not influence the nature of your relationship to the University.

Withdrawal from the Study

You can stop participating in the study at any time, for any reason , if you so decide. Your decision to stop participating
will not affect your relationship with the researcher, University of Cebu, or other groups associated with this project. In
the event that you withdraw from the study, all associated data collected will be immediately destroyed whenever
possible.

Confidentiality

Any information obtained from you will remain highly confidential and will be used for research related purposes.

Contact Information

Researcher: Angel Jojie Dadacay

Email: [email protected]
Contact Number: 09103997035

By signing below, you are granting your voluntary assent to participate in the above-described research study.

Full Name:_______________

Signature:________________

Date:_____________________

Parent's Consent (Ignore if not below 18)

I,_______________________, hereby grant permission for my child to participate in the

survey. I understand that participation is voluntary and all responses will be kept confidential and anonymous . I have
discussed the survey with my child and believe their participation will be in their best interest.

Parent's Name & Signature :_____________________

 42

APPENDIX C

RESEARCH INSTRUMENT
43
 44

APPENDIX D

LOCATION MAP
 45
CURRICULUM VITAE

PERSONAL BACKGROUND

Name: Dadacay, Angel Jojie R.

Address: Mahayahay 1, Pasil, Cebu City

Birthdate: July 8, 2006

Religion: Roman Catholic

Civil Status: Single

________________________________________________________________

EDUCATIONAL BACKGROUND

Senior High School

University of Cebu- Main Campus, Senior High School

2023-2025

J. Alcantara St., Cebu City, Philippines

Junior High School

University of Cebu-Main Campus

2022-2023

Sanciangko St., Cebu City, Philippines.

Elementary School

Pasil Elementary School,

2018-2019

L-Flores St., Brgy. Pasil, Cebu City, Philippines.

 46

CURRICULUM VITAE

PERSONAL BACKGROUND

Name: Mancio, Rey Jr. B.

Address: Sitio Hosati, Brgy. Inayawan, Cebu City

Birthdate: January 24, 2007

Religion: Roman Catholic

Civil Status: Single

________________________________________________________________

EDUCATIONAL BACKGROUND

Senior High School

University of Cebu- Main Campus, Senior High School

2023-2025

J. Alcantara St., Cebu City, Philippines

Junior High School

Pardo National High School,

2019-2021

A. Gabuya St., Brgy. Pardo, Cebu City, Philippines.

Abellana National School,

2021-2023,

Osmeña Blvd., Cebu City, Philippines.

Elementary School

Pardo Elementary School,

2012-2019

A. Gabuya St., Brgy. Pardo, Cebu City, Philippines.

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CURRICULUM VITAE

PERSONAL BACKGROUND

Name: Lennuel Rob A. Arceño

Address: 0474- Don PedroRodriguez Street,

Capitol Site Cebu City

Birth Date: June 23, 2007

Religion: RomanCatholic

Civil Status: Single

________________________________________________________________

EDUCATIONAL BACKGROUND

Senior High School

University of Cebu- Main Campus, Senior High School

2024-2025

J. Alcantara St, Cebu City

Junior High School

University of Cebu- Main Campus

2022-2023

Sanciangko St, Cebu City, Philippines

Elementary School

Seventh-Day Adventist Elementary School,

2018 - 2019

Capitol Center, Cebu City, Philippines

 48

CURRICULUM VITAE

\\PERSONAL BACKGROUND

Name: Zhyrel S. Generosa

Address: Busay, Cebu City, Downsview

Birthdate: May 2, 2007

Religion: Roman Catholic

Civil Status: Single

________________________________________________________________

EDUCATIONAL ATTAINMENT

Senior High School

University of Cebu- Main Campus, Senior High School

2023-2025

J. Alcantara St., Cebu City, Philippines

Junior High School

Lahug Night High School

Lahug Gorordo Ave., Cebu City

2019 – 2023

Elementary School

Lahug Elementary School

Lahug Gorordo Ave., Cebu City

2013 – 2019
 49
CURRICULUM VITAE

PERSONAL BACKGROUND

Name: Jame Alixa J. Redilosa

Address: 93 P. Cabantan St., Luz, Cebu City

Birthdate: April 13, 2007

Religion: Roman Catholic

Civil Status: Single

________________________________________________________________

EDUCATIONAL BACKGROUND

Senior High School

University of Cebu – Pri
J. Alcantara St, Cebu City
2023 - 2025

Junior High School

Montañeza National High School
Montañeza, Malabuyoc, Cebu
2022-2023

Holy Trinity College – Ginatilan

Poblacion, Ginatilan, Cebu
2019-2022

Elementary School
Armeña Elementary School
Armeña, Malabuyoc, Cebu
2014 - 2019
 50

CURRICULUM VITAE

PERSONAL BACKGROUND

Name: Sequiño, Maribelle E.

Address: Brgy. Luz, Sitio City Central, Cebu City

Birthdate: December 03, 2006

Religion: Roman Catholic

Civil Status: Single

________________________________________________________________

EDUCATIONAL BACKGROUND

Senior High School

University of Cebu- Main Campus, Senior High School

2023-2025

J. Alcantara St., Cebu City, Philippines

Junior High School

Abellana National School

2019-2023

Osmeña Blvd, Cebu City, Philippines

Elementary School

Barrio Luz Elementary School Barrio

2014 - 2019

P. Cabantan, Cebu City, Philippines