Employability of Graduates of the Electronics Engineering Program at Notre Dame of Dadiangas University

Employability of Graduates of the Electronics Engineering Program at Notre Dame of Dadiangas University

Feln Lily F. Canonigo, MEP-ECE, LPT

Notre Dame of Dadiangas University, Philippines

DOI: https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0586

Received: 07 October 2025; Accepted: 14 October 2025; Published: 28 October 2025

ABSTRACT

This study examined the employability of Electronics Engineering graduates of Notre Dame of Dadiangas University (NDDU) from 2012 to 2022. The study used a descriptive-correlational research approach which allows for a thorough investigation of the variables influencing BSECE graduates’ employability. The study looked at how graduates’ career outcomes relate to the competencies they acquired while enrolled in the BSECE program. The findings revealed a high employment rate among BSECE graduates, indicating favorable job prospects. Marital status influenced employability, with married male graduates having more opportunities and networking advantages. Age also played a role in employability outcomes, with work experience and adaptability being crucial. Advanced studies, training, and certifications enhanced job prospects, while self-employment demonstrated entrepreneurial initiatives. Analysis showed areas for improvement in system design and integration competencies. Practical application, problem-solving, and multi-disciplinary collaboration were suggested for enhancing technical skills. NDDU instilled valuable values like teamwork, communication, resilience, and responsibility, contributing to graduates’ success. Although no significant relationship existed between employment status and competencies, strong competencies enhanced competitiveness. In conclusion, this research highlighted the employability of NDDU’s BSECE graduates. The study suggested an employability program that will enhance technical competencies, create opportunities for hands-on application, and cultivate values that are favorable to graduates’ success in the professional sphere.

Keywords: employability, electronics engineering, graduates, tracer study, job placement

INTRODUCTION

The Problem and Its Setting

Education plays a pivotal role in societal advancement, economic growth, and poverty reduction, equipping individuals with essential knowledge and skills for fulfilling lives and career success. While education forms a strong foundation for employability, it is important to understand that employability is a multifaceted concept influenced by various factors, including job market conditions and personal attributes. Specifically, in the field of electronics engineering, understanding the elements that impact graduates’ employability is crucial in today’s competitive job market.

Reports from entities such as the World Economic Forum and various statistical authorities highlight the demand for electronics engineers globally. For example, according to the U.S. Bureau of Labor Statistics, employment for electronics engineers is expected to grow by 8% from 2020 to 2030, aligning with the national average for all occupations. Similar growth trends are observed in countries like India, where the expanding electronics manufacturing industry, supported by government initiatives, drives job opportunities for engineers.

In the Philippines, statistics from the Philippine Statistics Authority show a significant employment rate of approximately 94.7% for electronics engineers, reflecting the successful employment of graduates in their field. The thriving electronics industry in the Philippines, facilitated by economic zones and industrial parks, contributes significantly to the country’s economy, offering ample job prospects for electronics engineering graduates.

Literature Review

This section aims to present a thorough and systematic review of the relevant literature, providing a foundation for understanding the research topic and setting the stage for the subsequent research methodology, analysis, and interpretation.

The field of electronics engineering is widely pursued, offering bachelor’s and master’s degree programs in various universities. In the Philippines, more than 100 institutions and colleges provide BSECE programs, with only two—Notre Dame of Dadiangas University (NDDU) and Mindanao State University—offering the program in General Santos City. NDDU, operating as an educational institution since 1953, has contributed significantly to the human resources in SOCKSARGEN areas. Despite its Electronics Engineering Program’s initiation in 2001 and the graduation of its first student in 2005, there has not been any tracer study to assess the graduates’ skills in the workforce, an evaluation mandated by PAASCU as a teaching field exhibit.

Employability of BSECE Graduates

The study by Chavez, N. et al. in 2016, titled Employability of Engineering Graduates of one Asian University as Basis for Curriculum Review, aimed to evaluate the industrial engineering, electronics engineering, and mechanical engineering undergraduate curricula and assess their graduates’ skills and knowledge relevant to employment. The study revealed that a significant percentage of respondents found their first jobs related to their completed courses within six months of graduation. Most remained in their initial jobs for over a year, but many left due to relatively low salaries.

The study by Loquias, R.T. in 2015, titled Employability of the Bachelor of Science in Electronics Engineering Graduates of Camarines Sur Polytechnic Colleges, revealed that 91.67% of BSEE graduates from CSPC were employed. The majority (42%) secured roles as staff engineers in electronics manufacturing companies, while 25% worked as technicians or production workers. Additionally, 8% held supervisory positions, 7% were educators, 2% were in managerial roles, and the remaining 18% encompassed various job positions.

Graduate Employment Trends

The U.S. Bureau of Labor Statistics (2023) outlines that electrical and electronics engineers are employed in various sectors such as research and development, engineering services, manufacturing, telecommunications, and the federal government. The employment growth for these engineers is expected to increase by 3% from 2021 to 2031, which is slower than the average across all occupations (5%). Employers highly value practical experiences, like internships or participation in cooperative engineering programs. In the Philippines, it was reported by the Department of Labor and Employment, Bureau of Local Employment (2023), that under the Engineering and Technology 15.4 percent.

Post-Graduation Pursuits

BSECE graduates in the Philippines have various paths available post-graduation. The predominant choice is a career as an electronics engineer, involving designing, testing, and maintaining electronic systems across sectors like telecommunications and medical equipment production. Another option includes pursuing a master’s degree in engineering to specialize in domains such as telecommunications. Graduates may also start personal ventures in electronics engineering, engage in teaching roles, contribute to research and development for innovative technologies, or explore opportunities in government roles related to designing communication systems and ensuring equipment safety. These diverse paths offer graduates numerous avenues for professional growth and contribution.

Employment Status and Job Characteristics

Bachelor of Science in Electronics Engineering (BSECE) graduates in the Philippines have a wide array of career opportunities. They can work as electronics engineers in various sectors such as telecommunications, electronics manufacturing, and medical devices, focusing on designing, testing, and maintaining electronic systems. Another path involves pursuing advanced education, specializing in areas like telecommunications or embedded systems, potentially leading to roles in academia or research. For entrepreneurial graduates, establishing electronics-based businesses, ranging from product development to engineering consulting, is an option. Teaching roles in universities, technical schools, or vocational institutions also offer opportunities. The field of research and development beckons those interested in contributing to new technologies and products. Government roles in designing communication systems, defense mechanisms, and safety protocols are available, along with private sector prospects including project management, technical sales, and freelance consulting services. Individual preferences, economic conditions, and industry trends all influence the choice among these diverse career paths for BSECE graduates.

Impact of BSECE Program on Competencies

The significance of communication skills for engineering students’ employability is underscored by Wu, Xu, and Philbin’s study (2023), demonstrating the impact of both verbal and non-verbal communication on students’ employability based on Outcome-Based Education theory. The research, involving 130 engineering students and professionals, reveals that strong communication skills and employer assessments significantly influence students’ employability. Additionally, an innovative teaching approach called the Community-of-Learners Game Strategy (COL-GS) at the Technological Institute of the Philippines (TIP) immerses students in technology and enhances public speaking skills through interactive presentations on topics like biomedical engineering and telemedicine. Immediate feedback aids in improving students’ presentation skills and overall competencies. This underscores the importance of communication in shaping the employability and holistic development of engineering students.

Values Learned from the Institution

The article by Ma. Isabelita S. De Guzman (2023) emphasizes the fundamental values instilled in BSECE (Bachelor of Science in Electronics and Communications Engineering) graduates by educational institutions. These core values include ethical integrity, teamwork, adaptability, effective communication, innovation, problem-solving, and social responsibility. These values play a crucial role in shaping the conduct and professional identity of graduates, promoting qualities such as honesty, collaboration, flexibility, clear communication, creative thinking, and a sense of social impact. Lifelong learning is also highlighted as pivotal due to the constantly evolving nature of engineering knowledge. Collectively, these values sculpt BSECE graduates into ethical, adaptable, innovative, and socially conscious professionals, enabling them to make a positive impact on society and excel in their careers.

Employability Programs

This research aims to thoroughly analyze the employability prospects of electronics engineering graduates by examining their skill sets, market demands, and available job opportunities. By offering insights into current dynamics, the goal is to guide educational institutions, policymakers, and aspiring electronics engineering professionals toward successful pathways in the ever-changing job market. The research endeavors to identify crucial factors affecting employability, highlight areas for improvement, and contribute to strategies that enhance the employability of these graduates. Recognizing the importance of tailored employability studies for electronics engineering graduates in the Philippines, the aim is to align with global standards and evolving job market demands, ultimately strengthening graduates’ employability. Fostering collaboration between academia and industries is vital in understanding essential skill requirements, tracking market trends, and identifying skill gaps to shape curricula following industry needs. Internship and cooperative education programs also play a transformative role, providing students with practical training and real-world exposure, significantly enhancing their employability. Plans involve assessing BSECE graduates’ experiences from 2012 to 2022 to gather insights on the program’s impact and responsiveness to the evolving job market. Through this comprehensive investigation, the aim is to gain a holistic understanding of the employability landscape for BSECE graduates, shedding light on their career paths and areas for improvement to align with current industry demands.

Conceptual Framework

The framework for investigating the employability of BSECE graduates from NDDU within the academic years 2012 to 2022 is central to this study. At its core, this framework revolves around employability, representing graduates’ ability to secure meaningful employment in their field of study. The framework focuses on various elements: initial profiles of BSECE graduates including age, sex, civil status, religion, and licensing examination status. It delves into post-graduation educational pursuits, such as advanced studies, training, seminars, and certifications. It acknowledges the importance of continuous learning beyond formal education. Additionally, the framework addresses graduates’ employment status, covering employment history, current employment type, workplace, annual wage profile, and self-employment details. It also evaluates the impact of the BSECE program on graduates’ competencies and values, including technical proficiency, communication skills, interpersonal/teamwork skills, leadership traits, and ethical behavior. The study aims to draw connections between graduates’ academic journey and their success in the job market. It seeks to provide insights for interventions and programs tailored to improve graduates’ success by understanding the relationship between the mentioned variables and their impact on employability outcomes.

Figure 1. Conceptual Framework

Statement of the Problem

The purpose of the study is to determine the employability of Notre Dame of Dadiangas University BSECE graduates from the academic years 2012 to 2022.

In particular, this research responded to the following queries:

1. What is the profile of the BSECE graduates in terms of:
   • Age;
   • Sex;
   • Civil status;
   • Religion; and
   • Licensure Examination?
2. What educational development has the BSECE graduate pursued after graduation in terms of:
   • Advanced studies;
   • Training and Seminars; and
   • Certification?
3. What is the employment status of the graduates in terms of:
   • Employment History;
   • Nature of current employment;
   • Place of employment;
   • Annual salary profile; and
   • The nature of work engaged by those who are self-employed?
4. To what extent did the BSECE program influence them in the application of the following competencies:
   • Technical;
   • Communications;
   • Interpersonal/Teamwork;
   • Leadership Skills; and
   • Professional and Ethical.
5. What values have they acquired or learned from NDDU that they find helpful in their jobs?
6. Is there a significant relationship between employment status and the extent of competencies of the graduates?
7. Based on the findings of the study what employability program can be proposed?

Scope and Delimitations

The study focused on determining the employability of Bachelor of Science in Electronics Engineering (BSECE) graduates from Notre Dame of Dadiangas University (NDDU) in General Santos City, Philippines, covering the academic years 2012 to 2022. In addition to looking at the graduates’ profiles in terms of age, sex, civil status, religion, and licensure exam outcomes, it also intended to look at their educational trajectory, job situation, and acquired skills. The study also evaluated the values learned from NDDU and the connection between work status and competency levels. Although 2021 is covered, no graduates are counted during that year because of the impact of the K to 12 basic education program transition phase.

Significance of the Study

This study would be significant to the following groups and individuals:

School Administrator. The study serves as the foundation for gathering the data required to understand the strengths and limitations of the current curriculum as well as the caliber and relevance of the training given to graduates to help them develop the skills necessary to be internationally competitive and have success in the job market.

Electronics Engineering Faculty. This study provides information on teaching techniques that will aid in the improvement of the student’s competencies in electronics engineering.

Alumni. This study provides essential current data on the job prospects, academic progress, and certifications of ECEs both locally and globally.

BSECE Students. This study gives insight into the current profession, career, place of employment, and use of the acquired competencies.

Students of Notre Dame of Dadiangas University. This study helps them understand the value of developing skills and values to get ready for their future careers.

Businesses and Companies. This study presents valuable insights into the skills, competencies, and factors that contribute to successful employment. By leveraging studies like this, organizations can optimize their recruitment, talent management, and workforce development strategies, leading to improved productivity, innovation, and overall success in the competitive business landscape.

IECEP (Institute of Electronics Engineers of the Philippines). This study helps in assessing the effectiveness of their licensure examination and identify areas where the curriculum may need adjustments to better prepare graduates for real-world challenges.

CHED (Commission on Higher Education). The study’s results assist CHED in evaluating the quality and relevance of the BSECE program. It can guide the commission in setting standards for electronics engineering education and promoting curricula improvements to enhance graduates’ employability. The study’s findings can also serve as a basis for accreditation and program evaluation.

PAASCU (Philippine Accrediting Association of Schools, Colleges, and Universities). PAASCU can benefit from the study’s insights by using them to evaluate the overall quality of the BSECE program. The study’s findings would help PAASCU identify strengths and areas for improvement in terms of curriculum design, faculty qualifications, and learning outcomes, all of which contribute to the program’s accreditation status.

Global Workplaces. This study gives employers with a deeper understanding of BSECE graduates, enabling strategic hiring decisions and skill alignment, and it empowers organizations to tailor training and upskilling initiatives to foster a dynamic, diverse, and highly capable global workforce.

Researchers and Future Researchers. This study offers the chance to expand knowledge, identify gaps, advance research methodologies, influence policy and practice, collaborate with stakeholders, and inspire future research directions. By engaging in employability research, they can contribute to the academic field, drive positive change, and make meaningful contributions to the understanding and enhancement of employability.

METHODOLOGY

This chapter encompasses the research design, selection of respondents, data collection and analysis, and ethical considerations that guided the research designs and practices. The methodology outlines the steps and techniques used to address the research questions or objectives and serves as a roadmap for conducting the study systematically and rigorously.

Research Design

The descriptive-correlational research design was selected as the most appropriate methodology for this study due to its suitability for exploring relationships and describing associations between variables of interest within the context of employability and competency outcomes (McBurney & White, 2009). This design allows for an in-depth examination of the factors that contribute to the employability of BSECE graduates while refraining from manipulating variables. By adopting this design, the study seeks to provide a comprehensive overview of the interplay between various variables without inferring causality. The study’s primary aim is to understand the extent to which competencies acquired during the BSECE program relate to graduates’ employment outcomes. The descriptive aspect of this research design aligns with the objective of describing the demographic profiles, competencies, and employment statuses of the BSECE graduates. This approach provides a snapshot of the current scenario and serves as the foundation for understanding the subsequent correlational relationships. Describing the values of the participants or the variables of interest entails gathering data through surveys and interviews. To summarize and present the gathered data, descriptive statistics and variability will be utilized. The method’s correlational component entails analyzing the connections between different variables. It investigates if two or more variables have a statistical link or relationship.

Selection of Respondents

The selection of respondents for this study involved the use of a complete enumeration, encompassing all BSECE graduates shown in Box 1 from Notre Dame of Dadiangas University within the academic years 2012 to 2022. This approach was chosen to ensure comprehensive coverage of the entire population of interest, thereby mitigating potential sampling biases and allowing for accurate insights into the employability dynamics of BSECE graduates. By including all graduates, the study sought to capture the diversity of experiences and outcomes among BSECE graduates, contributing to a holistic understanding of the research objectives.

Box 1 Number of BS Electronics Engineering Graduates

Schomburg (2003) suggested that the acceptable response rate for the tracer study should be between 30 and 60% of the total population. This study aimed to achieve a response rate of at least 30%, indicating a substantial portion of the total graduates, and to strike a balance between obtaining a representative sample and minimizing non-response bias. Graduates were invited to participate in the study through various communication channels, and steps were taken to ensure the survey’s accessibility and relevance to encourage participation. While complete enumeration and at least 30% response rate enhance the study’s external validity and potential generalizability of findings, it’s important to acknowledge potential limitations. Challenges such as non-response bias or variations in graduates’ willingness to participate may affect the degree to which findings can be generalized. However, the selected approach aligns with the study’s objective of exploring employability patterns among BSECE graduates at NDDU across multiple academic years. The resulting insights are expected to contribute to a robust understanding of the employability landscape within the context of the BSECE program.

Research Instruments

For this study, the research instrument encompassed a comprehensive approach to gathering data from BSECE graduates regarding their employability and related factors. The research instrument was designed using various materials and underwent a meticulous validation process to ensure its reliability and validity. A structured survey form was developed using the Google Forms platform. Google Forms provided a user-friendly interface for participants to respond to the questionnaire electronically. The survey form included questions focusing on demographic information, competencies, employment history, and values acquired from NDDU. The utilization of Google Forms facilitated seamless data collection and storage while enhancing accessibility for participants. In addition to the online survey, participants were also given questions wherein their responses were received as PDF documents. This approach accommodated those who preferred an alternative method of participation, contributing to a more inclusive data collection process. To capture the complexity of graduates’ experiences and perceptions, certain questionnaire entries allowed for multiple responses. This approach recognized that employability factors are multifaceted and that graduates’ insights might encompass diverse perspectives. Complementing the survey, an online interview process was conducted using the Zoom platform. This approach enabled a deeper exploration of graduates’ experiences, perspectives, and insights. The online interviews were guided by a set of predefined questions designed to uncover nuanced information beyond the scope of the survey. The Zoom interviews offered a dynamic platform for interactive discussions, promoting a comprehensive understanding of the employability dynamics among BSECE graduates.

To ensure the quality and effectiveness of the research instrument, a rigorous validation process was undertaken (Roberts, 2020). The study’s instrument went through a content and format examination to confirm its validity (Appendix A). The questionnaires used in the survey (Appendix B and C) and interview (Appendix D) were validated by consulting a panel of three reliable specialists. This panel consisted of a Professional Electronics Engineer, an Education Professor, and a professor within the electronics engineering program. Their expertise provided diverse insights into the content and structure of the questionnaires. The questionnaires themselves were adopted from Segocio and Soriño’s (2010) tracer study. The recommendations and corrections proposed by the specialists were carefully incorporated into the questionnaire, refining its clarity, relevance, and effectiveness. Following the validation process and the incorporation of recommended changes, the questionnaires were polished to ensure their coherence and accuracy. The finalized questionnaires were then adapted into the Google Forms format, creating a structured and user-friendly online survey instrument.

Data Gathering Procedure

The university registrar was asked for a list of the BSECE degree program’s official 2012–2022 graduates (Appendix E) reflecting the names, year of graduation, and the program/course. The study’s justification was laid out in a letter, along with a request for the respondents’ involvement. The researcher ensured that the content of the questionnaire and interview questions throughout the data collection phase addressed the study’s goals. The researcher gathered information in a span of three weeks from the day of sending out the links for Google forms via Facebook Messenger. Each respondent was informed but not limited to the purpose of the study, objectives, and observance of confidentiality on the answers filled in the document or Google form.  This reached graduates deployed to work abroad as well as graduates working locally in the Philippines. Additionally, a Zoom Meeting online interview was conducted to obtain detailed and qualitative information directly from 10 participants who were interviewed online. Although online interviews have limitations in terms of the authenticity of responses, masking-off of behaviors/emotions, rescheduling of appointments, and connection problems, this did not hinder the conduct of this interview. Since all of the participants are working in the field of practice, it was more convenient for them to have online interview than face-to-face. Other arrangements for some participants were considered. Respondents were asked about their best time or availability for the online interview. The agreed date and time for the interview was within a 7-10 days period that helped the researcher in gathering participants’ answers conveniently. The participant was told of the interview’s flow and when it would begin and end during the one-on-one session. In addition, the participant gave permission to record the interview for the entire time. The participant’s values taught in NDDU helped shape how they act and behave in the outside world, and the researcher was able to discover more about these values than could have been possible using conventional data collection techniques.

Data Analysis

A quantitative data analysis strategy was used to answer the research. To gain useful insights into the employability of Notre Dame of Dadiangas University BSECE graduates from the academic years 2012 to 2022, the collected data were subjected to a careful analysis. Percentages were calculated to show the distribution of important qualities in the first segment, which focused on the profile of BSECE graduates. With regard to their age, sex, civil status, religion, and outcomes from the licensure examination, the percentages of graduates were specifically computed. This method enabled a concise and unambiguous portrayal of the cohort’s demographic and licensing-related characteristics. Similar to this, percentages were used to show the distribution of the graduates’ interests in the parts that followed, which dealt with the graduates’ educational progress and employment situation. The percentages of graduates who went on to complete advanced degrees, participated in workshops and seminars, earned certifications, and found jobs in various fields were calculated. This presentation method facilitated a comprehensive understanding of the trends and patterns within the cohort’s educational and professional pathways.

An analysis was conducted to gauge the BSECE program’s impact on graduates’ competencies. Weighted mean scores, calculated based on specialist-approved questionnaires, were utilized to measure this influence. The interpreted average scores, as shown in Table 1, present insights into how effectively the program readies graduates for their professional roles and responsibilities.

Table 1 Interpretation of BSECE Program Influence on Competency Levels

Online interviews which normally lasted for 30 minutes on average, allowed for an investigation of the values taught at NDDU that graduates considered most useful in their professional endeavors. All 10 interviewees consented to participate in this research via online confirmation and indicated their approval by setting the date and time of the interview. The researcher pondered on what happened during each completed interview. After conducting each interview, the researcher transcribed the video recording into written text and thoroughly reviewed the material multiple times to gain a deep understanding of the subject matter. The interviewer also thanked the participants for their time and participation in the online interview. The researcher ensured to inform the participants about the proper disposal of the video recorded during the online interview, in adherence to the regulations outlined in the Data Privacy Act. Through a qualitative technique, common themes emerged, revealing the shared affinity of participants towards specific ideals. These ideals were underscored using specific quotes and vivid instances from the interviews, showcasing their significance in overcoming work-related challenges. This alignment between ingrained beliefs and practical application demonstrates NDDU’s success in instilling traits that contribute to graduates’ career achievements.

Spearman’s rank correlation coefficient was used to analyze any potential relationships between graduates’ employment status and their competencies. This approach was chosen because ordinal data may be applied to it. The correlation coefficient and significance levels for competency and employment status were appropriately calculated.

An employability curriculum tailored for BSECE graduates was developed following an analysis of competencies with lower weighted mean scores and other employability-affecting factors. This program aims to bolster graduates’ professional readiness by focusing on areas that need development. It integrates workshops, practical training, and mentorship to foster growth aligned with specific competencies. The initiative targets to bridge the gap between graduates’ competencies and market demands by strategically addressing identified competency gaps. The program’s design incorporates insights from data analysis, ensuring its effectiveness in boosting graduates’ employability and shaping their career paths.

Ethical Considerations

To protect the rights and well-being of participants, strict adherence to ethical principles is essential when conducting this study. Before participants decide to participate, informed consent requires an open explanation of the research’s objectives, methods, and potential dangers. The importance of participants’ autonomy is highlighted by voluntary involvement, necessitating a fair presentation of benefits and drawbacks to enable participants to make voluntary decisions. Maintaining anonymity by omitting personal names in favor of unique identifiers safeguards participants’ privacy, promotes open communication, and ensures that their data is only accessible by authorized personnel. When communicating results, accuracy, and transparency are paramount, and efforts were made to contextualize findings without divulging personal details. Asserting the commitment to respect and preserve participants’ rights throughout the study’s lifecycle, these ethical issues work together to strengthen the research process’ integrity and credibility.

RESULTS AND DISCUSSION

The data from the surveys and interviews were presented in this chapter. Visual aids such as tables, graphs, or figures were used to accurately convey the findings. Statistical studies were employed to determine the usefulness of the data and to highlight significant trends, patterns, or relationships within the data. These analyses were supplemented by descriptive text summarizing the key findings and the study’s metrics over a ten-year time span (2012-2022) with a sample size of 66 graduates.

Understanding the profile of BSECE (Bachelor of Science in Electronics and Communications Engineering) graduates is crucial for gaining insights into their characteristics and experiences. The profiles of BSECE graduates include information such as their age, sex, civil status, religion, and the outcomes of their licensing exams.

Figure 2. Age Distribution of BSECE Graduates (n=55)

Out of the 66 graduates, a total of 55 respondents (Appendix H), which accounts for 83.33% of the sample, participated in the survey and provided basic biographical data. During the survey, it was found that 33 respondents, representing 60% of the total respondents, fell within the age range of 26 to 30. Additionally, 19 respondents, accounting for 34.5%, were in a different age range. Furthermore, 3 respondents were under the age of 21 to 23, making up 5.5% of the total respondents. These percentages are displayed in Figure 2. It is noteworthy that the majority of the respondents graduated from classes that started in 2012 and onwards. This observation aligns with the typical length of schooling, as many BSECE students tend to graduate between the ages of 22 and 23.

The survey also examined the distribution of civil status among BSECE graduates, with a focus on the categories of married and single. Figure 3 provided insights into this distribution.

Figure 3. Distribution of Civil Status Among BSECE Graduates by Sex (n=55)

Among the surveyed BSECE graduates, it is evident that 38.18% were female, while 61.82% were male. In terms of civil status, among the female participants, 14.55% were married, while 23.64% were unmarried. On the other hand, among the male participants, a higher percentage (41.82%) were unmarried compared to those who were married (20.00%). This indicates that males were more likely to be unmarried than married based on the survey findings.

Figure 4. Distribution of Respondents by Religion (n=55)

The survey examined the distribution of respondents based on their religion, as shown in Figure 4. The data is organized into “Quantity” and “Percentage” columns, with categorizations representing distinct religious groups. Notably, the Catholic group emerges as the most prominent, constituting 72.73% of the respondents. This substantial proportion highlights the strong representation of the Catholic community within the sample. Additionally, an alternative group, termed “Non-Catholic,” represents 27.27% of the respondents. This category encompasses various religious orientations such as Protestant, Pentecost, and Orthodox. Remarkably, the data indicates no respondents identifying as Islamic, evident from both a quantity and percentage of 0.00%.

As part of the demographic profile of the respondents, their performance on the licensure examination was also considered. Figure 5 illustrated the distribution of respondents based on their licensure examination performance. Among the respondents, 76.36% have taken the licensure examination and passed, indicating a relatively high success rate.

Figure 5. Distribution of Licensure Examination Performance (n=55)

This showed that a significant majority of the respondents have successfully obtained their licenses. On the other hand, 10.91% of the respondents have taken the examination but did not pass, indicating potential challenges in achieving licensure. Additionally, 12.73% of the respondents have not yet taken the licensure examination. This may have implications for their employability, as acquiring the necessary license is often a requirement in the field.

Continual educational development plays a crucial role in shaping the professional growth and competence of graduates. Assessing the educational pursuits and initiatives undertaken by BSECE graduates after completing their degree is important to understand their commitment to ongoing learning and skill enhancement. The findings related to this are presented in Table 2.

Table 2 Educational Development of BSECE Graduates

Among the surveyed BSECE graduates, it was observed that no female respondents pursued advanced studies, while 4 male respondents (8.89%) did so. In terms of training and seminars, 13 female respondents (28.89%) participated in domestic programs, while 27 male respondents (60.00%) also took part in such activities. When it comes to international training and seminars, 3 female respondents (6.67%) engaged in these activities, while 6 male respondents (13.33%) did the same. Additionally, 5 female respondents (11.11%) obtained certifications, while 9 male respondents (20.00%) achieved similar certifications. These findings provided insights into the educational pursuits and initiatives undertaken by BSECE graduates, indicating differences between male and female respondents in terms of advanced studies, participation in training programs, engagement in international activities, and attainment of certifications.

In order to better understand the employment situation of BSECE graduates, the researcher looked at a variety of factors, including their employment history, present employment, place of employment, annual wage profile, and the type of work those who are self-employed engage in. Table 3 presented the service records and current status of employment among the surveyed graduates.

Table 3 Service Records and Current Status of Employment

In terms of service records, the data revealed that 38.18% of the graduates have a service record of 0-3 years, indicating recent entry into the workforce. A significant portion, comprising 30.91% of the graduates, has a service record of 4-6 years. A smaller proportion is represented by service records of 7-9 years (20.00%) and 10 years and above (10.91%).

Regarding the current status of employment, the majority of the surveyed graduates (80.00%) are employed by a company, suggesting a relatively high employment rate. A smaller proportion of graduates (12.73%) are self-employed, indicating some have pursued entrepreneurship. Meanwhile, 7.27% of the graduates are currently unemployed. Moreover, Table 4 is broken down into company employment and self-employment. The percentages among the 44 graduates working for companies showed a diverse distribution across industries. Repair and maintenance services come in second at 20.45%, followed by consulting and technical services at 13.64%. Among the employed graduates, 11.36% work in the software development sector, followed by 13.64% in the telecommunications sector and 6.82% in the electricity sector. Moreover, 4.55% of graduates are employed by the government, operations management, and transportation system industries. In addition, 2.27% of the graduates are employed in the manufacturing, broadcast, and biomedical service industries, respectively.

Table 4 Distribution of Employment Among BSECE Graduates

The distribution among the seven self-employed graduates showed a wide range of entrepreneurial endeavors. A combined 28.57% of self-employed graduates work in real estate and freelancing, while 14.29% do so in app development and food and beverage services. 14.29% of graduates who are self-employed work in the clothing and apparel sector.

Table 5 Distribution of Annual Salary Profile Among BSECE Graduates (n=55)

As shown in Table 5, the distribution of annual salaries varied across different ranges. A small proportion of graduates (12.73%) reported earnings below ₱59,000.00, while a slightly lower percentage (10.91%) fell into the ₱60,000.00 to ₱120,000.00 salary range. Surprisingly, only a limited number of graduates (3.64%) reported salaries between ₱121,000.00 and ₱180,000.00. However, a significant percentage (10.91%) earned salaries ranging from ₱181,000.00 to ₱240,000.00, and a similar percentage (9.09%) reported salaries between ₱241,000.00 and ₱300,000.00. Notably, the majority of graduates (52.73%) earned salaries of ₱301,000.00 and above.

Shown in Figure 7 is the distribution of BSECE graduates based on their years of employment. The percentages indicated the proportion of graduates falling into each category. According to the data, the largest percentage of graduates (38.18%) falls within the category of 0-3 years of employment. This suggested that a significant portion of the graduates surveyed are relatively new to the workforce and have recently started their professional careers.

Figure 7. Distribution of Years of Employment Among BSECE Graduates (n=55)

The next largest category is graduates with 4-6 years of employment, accounting for 30.91% of the respondents. This indicated that a substantial number of graduates have gained some experience in their respective industries since completing their BSECE degrees. The category of 7-9 years of employment represented 20.00% of the graduates. This suggested a group of professionals who have been in the workforce for a considerable duration and have accumulated a significant amount of experience in the field. Lastly, graduates with 10 or more years of employment accounted for 10.91% of the respondents. This category represented a smaller percentage, indicating that fewer graduates have reached the milestone of a decade or more of work experience since earning their BSECE degrees.

Table 6 Weighted Mean Scores of Competencies in the BSECE Program

As shown in Table 6, the ability with the highest weighted mean score is Interpersonal/Teamwork (3.66), closely followed by Communications (3.59), and Professional and Ethical (3.56).  The data used in solving for the weighted mean of competency levels are in Appendix F. Based on the criteria listed in Table 5, these values of weighted means are interpreted in a way that showed participants see the BSECE program as having a reasonably high level of influence over these abilities, showing significant improvement and impact in applying them. On the other hand, technical competency has the lowest weighted mean score (3.10), indicating that participants in this competency sense influence at a relatively lower degree.

Table 7 Knowledge and Skills in Technical Competency

Table 7 shows that many indices of knowledge and technical ability in electronics engineering are at a high level of extent. Graduates showed a high level of competency when it comes to using methodologies, skills, and tools for engineering practice as well as for addressing difficult engineering issues and evaluating the effects of engineering solutions. It also shows that indicators for designing within practical limits and integrating systems of people, materials, information, machines, and energy are moderately extensive. Although competence in these areas does not reach the same levels as the aforementioned indicators, it nonetheless demonstrates people’s capacity to balance different considerations during the design process and take into account the coordination and interaction of system parts.

Table 8 Knowledge and Skills in Communication Competency

The factors in Table 8 demonstrated a high degree of proficiency in communication. Graduates showed a high level of proficiency in communicating ideas or exchanging information orally and in writing, as well as through body language, tone of voice, eye contact, and facial expressions. This denoted their capacity to successfully communicate through a variety of channels.

Table 9 Knowledge and Skills in Interpersonal/Teamwork Competency

The indications in Table 9 showed a high level of proficiency in interpersonal and collaborative skills. Graduates exhibited a significant capacity for multidisciplinary and intercultural teamwork, displaying their adaptability and competence in working with a variety of team members. In order to enhance efficiency and productivity, graduates also demonstrated expertise in assigning tasks and responsibilities within the team in an effective manner. This talent demonstrated their ability to delegate tasks efficiently while taking into account the skills and competencies of team members. Additionally, the indicators placed a focus on people’s capacity for creating effective connections with teammates, stakeholders, and clients. The success of the team and the final results of the project are facilitated by this capacity, which generates a supportive and collaborative environment.

Table 10 Knowledge and Skills in Leadership Skills Competency

The indicators in Table 10 reflected a high level of extent in leadership skills competency. Graduates demonstrated the ability to inspire workers to go the extra mile for their organization, encouraging productivity and passion. This indicated their proficiency in motivating and influencing team members to exceed expectations and deliver exceptional performance. Furthermore, graduates exhibited competence in identifying the skills of each employee and assigning duties based on their skills. This skill highlighted their capability to recognize and leverage the strengths and capabilities of team members, optimizing their contributions to the organization’s objectives. Moreover, the indicators emphasized graduates’ aptitude in developing a positive attitude and creating a happy and healthy work environment, even during busy and stressful periods. This ability showcased their capacity to foster a supportive and uplifting atmosphere that promotes well-being and productivity.

Table 11 Knowledge and Skills in Professional and Ethical Competency

The indicators in Table 11 demonstrated a high level of extent in professional and ethical competency. Individuals showcase their ability to understand professional codes of conduct and standards in the field of electronics engineering. This reflected their awareness and adherence to ethical guidelines and professional practices, ensuring integrity in their work. Furthermore, individuals exhibited competence in engaging in professional development activities, such as attending conferences or workshops, joining industry associations, or pursuing relevant certifications. This reflected their commitment to continuous learning, staying updated with industry advancements, and enhancing their professional skills. Moreover, the indicators emphasized individuals’ aptitude in considering environmental, social, and economic impacts when making engineering decisions. This demonstrated their ability to take a holistic approach and incorporate sustainability and societal considerations into their work.

Beyond the growth of information and abilities, the learning of values during higher education includes the cultivation of personal and professional values that influence people’s behaviors and attitudes. Understanding the values taught at NDDU and how they are used in the workplace will help understand how the university influences the attitudes and behaviors of its alumni. This research emphasized the usefulness of NDDU’s values-based education in helping BSECE graduates succeed professionally and behave ethically. The online interviews conducted with 10 participants/graduates aimed to gather insights into the values or lessons instilled by NDDU that have contributed to their success in the real world. The interviewees willingly participated in the meetings, and their comments shed light on the valuable experiences and lessons they gained from their time at NDDU.

The participants highlighted the significance of teamwork and clear communication as crucial factors for success in their jobs. It also emphasized the importance of collaboration and effective communication in achieving goals and promoting safety. The privilege of having access to complete laboratories at NDDU was recognized as instrumental in enabling graduates to develop their skills and step up in their respective fields. The participants acknowledged the value of practical hands-on experience and comprehensive facilities in their educational journey. The values instilled by NDDU were repeatedly mentioned by the interviewees. Interviewees expressed gratitude for the courage, dedication, and love of work that NDDU nurtured within them. The values of humility and simplicity were also emphasized as significant contributors to their professional growth. Participants attributed their resilience and creative problem-solving abilities to their time at NDDU. It was also mentioned that the university’s emphasis on facing challenges and thinking outside the box had prepared them well for the demands of their careers. The feedback from employers emphasized the importance of a sense of responsibility and urgency, qualities that were fostered by NDDU. Meeting deadlines and reaching goals were seen as essential, and participants highlighted the role of teamwork in achieving these objectives. Effective communication skills were noted as a valuable asset gained from NDDU. Participants recognized the importance of clear and concise communication in understanding customer attitudes and expectations, as well as fostering positive relationships in the workplace. Some participants also mentioned the significance of prayer and divine intervention in times of trouble which highlights the role of faith and reliance on higher powers in providing strength and guidance during challenging situations.

Table 12 Correlation of Graduates’ Employment Status and Competency Level

Gaining insight into graduates’ career pathways and the variety of employment options available to them requires an understanding of the relationship between the graduates’ employment status and their level of competency. To ascertain whether there is a significant correlation between employment status and the degree of graduates’ skills (see Appendix G), the Spearman correlation was used. If the significance “sig” is less than 0.05 using Spearman Correlation, there is a meaningful association between two variables. The result after conducting the test is shown in Table 12. According to Spearman’s Rho analysis, there is no correlation between graduates’ employment position and their level of competency (sig = 0.270). This finding demonstrated that competencies are not a deciding factor in employment.

The findings suggest the need to address factors influencing employability outcomes, promote continuous learning, strengthen technical competencies, align the program with industry demands, and nurture values and skills that contribute to professional success. By implementing these enhancements, the BSECE program can better prepare graduates for successful careers in electronics and communications engineering.

Proposed BSECE Employability Program

The BSECE Employability Program is tailored to empower graduates with a holistic skill set, ensuring their seamless integration into the competitive landscape of electronics engineering. This program is designed to bridge the gap between academic learning and industry requirements, equipping graduates with the practical proficiencies necessary to excel in diverse professional scenarios.

The rationale behind this program is rooted in the recognition that BSECE graduates possess strong theoretical foundations but may require additional competencies to thrive in the dynamic field. By addressing the specific competency areas identified through weighted mean averages, the study aims to enhance graduates’ employability by cultivating the essential skills demanded by employers. Carnevale, et.al (2010) research highlights the importance of aligning education and training programs with the needs of the labor market. By considering these competencies, educational institutions can better prepare graduates for successful entry into the workforce.

The findings of the study revealed that in terms of skills and knowledge of the BSECE program competency, four out of the five core competencies were rated as Highly Extensive. On the other hand, only one competency acquired or learned from NDDU, showed an interpretation of Moderately Extensive which is the technical competency that has room for improvement. These results suggest that the electronics engineering program needs to incorporate this employability program shown in Table 13 to strategically design a thorough curriculum that enhances graduates’ technical, communication, interpersonal, leadership, and ethical competencies, positioning them as accomplished professionals in the dynamic field of electronics engineering.

Table 13 Proposed Enhancement of the BSECE Program Based on the Competencies

Based on the result of the study, enhancement of the BSECE program was developed with the intention of enriching the different electronics engineering competencies. The proposed electronics engineering employability program shown in Table 13 contains the following sections: the areas that need enhancement, its most significant findings, and proposed strategies to further enrich and strengthen the graduates’ competencies and to address their needs.

By implementing these adapted strategies, the electronics engineering program can enhance the technical, communication, interpersonal/teamwork, leadership skills, and professional and ethical competencies of its students. These enhancements will better prepare graduates for successful careers in the field by equipping them with the necessary knowledge, skills, and values demanded by the industry.

CONCLUSIONS

The study’s findings led the researcher to the conclusion that the employment rate of BSECE graduates at the time of the survey revealed a very high employment rate. Additionally, it can be proven that BSECE holders can easily find work following graduation.

Marital status appears to be a significant factor influencing employability outcomes for BSECE graduates. The higher proportion of married male graduates suggests that marital status may impact job opportunities, career choices, and networking opportunities in the field of electronics and communications engineering. The distribution of age groups among the surveyed BSECE graduates indicates the presence of older graduates. This finding highlights the importance of considering age as a factor in employability outcomes. Factors such as work experience, industry relevance, and adaptability to evolving technologies may play a role in shaping the job prospects and career advancements of BSECE graduates across different age groups. The dominant presence of Catholic BSECE graduates suggests a potential influence of Catholicism on employability outcomes. The success rate in the licensure examination indicates its significance for employability outcomes among BSECE graduates. Passing the examination appears to positively impact job opportunities and career progression.

The findings regarding the educational development pursued by BSECE graduates after graduation have implications for their employability. Advanced studies, training and seminars both domestic and international, and certifications can contribute to enhancing job prospects, career advancements, and competitiveness in the job market. The survey results indicate that a majority of BSECE graduates are employed by companies, demonstrating positive employment prospects within the field. The presence of self-employed individuals showcases the entrepreneurial initiatives among BSECE graduates, as they explore diverse industries and create their own businesses. The findings also highlight the diverse career opportunities available to BSECE graduates beyond traditional engineering roles, as evidenced by their involvement in consulting, operations management, telecommunications, and other sectors.

The analysis of the weighted mean scores for the competencies related to technical skills in system design and integration highlights specific areas that require attention and improvement within the BSECE program. The competencies of designing systems to meet desired needs within realistic constraints and designing and installing integrated systems receive relatively lower weighted mean scores (3.10 and 2.92, respectively), indicating a perceived lower degree of influence among participants. These findings suggest the need for targeted interventions to enhance the development of technical competencies in system design and integration. By incorporating practical application opportunities, such as hands-on projects and case studies with realistic constraints, students can gain a deeper understanding of designing systems within practical limitations. Strengthening problem-solving skills specific to system design and encouraging multi-disciplinary collaboration can also foster a comprehensive approach to designing integrated systems.

The significant proportion of BSECE graduates currently working for companies demonstrates that these graduates have promising employment prospects. This implies that the labor market places a high value on their education and experience. As indicated by the considerable number of graduates with a service record of 0–3 years, the data demonstrate that graduates are able to find jobs very rapidly after completing their school. Their early career growth success is highlighted by this. Graduates who work independently or for themselves are more likely to have an entrepreneurial mindset and to start their own firms. Their capacity to promote economic growth through entrepreneurship is demonstrated by this. The BSECE graduates’ distribution of employment years suggests that the profession has a wide range of career options. It includes a mixture of people who are just starting out in their professions, middle-level workers, and people who are further along in their careers.

The interviews revealed that NDDU graduates have acquired a range of valuable values and skills that have proven helpful in their professional lives. These include teamwork, clear communication, resilience, creativity, a sense of responsibility, effective communication, and the instilled values of courage, dedication, love of work, humility, simplicity, and reliance on divine intervention. These findings underscore the positive impact of NDDU’s educational approach in preparing graduates for success in their careers.

The employment status of graduates and their level of competency are unrelated (sig = 0.270). This conclusion proved that skills are not a determining factor in employment. While competency may not be the sole determining factor for employment, it is still a valuable asset that can contribute to a graduate’s overall competitiveness in the job market. A strong level of competency in combination with other factors, such as relevant experience and effective job search strategies, can increase the likelihood of securing employment and achieving career success.

The implications drawn from the findings are profound. They underscore the need for a holistic approach to enhancing employability outcomes for BSECE graduates. The identified factors influencing employability outcomes highlight the significance of continuous learning, strengthening technical competencies, aligning the academic program with industry demands, and nurturing values and skills essential for professional success. Recognizing the value of these enhancements, a proposed BSECE Employability Program has been introduced. Tailored to empower graduates with a comprehensive skill set, this program aims to bridge the gap between theoretical knowledge and practical industry requirements. By focusing on the specific competency areas identified through weighted mean averages, the program aims to cultivate the vital skills demanded by employers and enhance graduates’ overall employability.

The rationale behind the BSECE Employability Program stems from the recognition that BSECE graduates possess solid theoretical foundations, yet may require additional competencies to thrive in the dynamic electronics engineering field. Carnevale et al.’s (2010) research further supports the notion of aligning educational programs with labor market needs, ensuring that graduates are well-prepared for successful entry into the workforce.

The findings highlight the strength of the BSECE program in fostering core competencies, with four out of five competencies rated as Highly Extensive. However, the identification of technical competency as Moderately Extensive underscores the need for curriculum enhancement. By strategically incorporating the proposed employability program, the BSECE curriculum can be refined to enhance graduates’ technical, communication, interpersonal, leadership, and ethical competencies. This strategic curriculum design positions graduates as accomplished professionals equipped to navigate the ever-evolving electronics engineering landscape.

RECOMMENDATIONS

Based on the conclusions drawn from the findings, the following recommendations can be made:

1. There is a need to enhance the practical application by providing more opportunities for students to engage in hands-on projects or case studies that simulate real-world constraints and scenarios.
2. There is a need to strengthen problem-solving skills by emphasizing problem-solving methodologies and techniques specific to system design, such as needs analysis, requirements gathering, and trade-off analysis.
3. There is a need to promote multi-disciplinary collaboration by encouraging collaboration among students from different engineering disciplines during design projects.
4. There is a need to utilize industry partnerships and case studies by establishing partnerships with industry organizations or incorporating real-world case studies into the curriculum.
5. There is a need to provide comprehensive preparation and support for the licensure examination to improve employability outcomes among BSECE graduates. This may include offering review courses, study materials, and guidance to increase the success rate in the examination.
6. There is a need to foster alumni engagement through organizing alumni events, mentorship programs, and career fairs, to provide ongoing support and networking opportunities for graduates.
7. There is a need to collaborate with employment agencies and job placement services to expand job opportunities for graduates, establishing partnerships and sharing job market information to facilitate successful employment matching.
8. There is a need to create a mentorship program connecting current students with experienced professionals in the field to provide guidance and insights.
9. There is a need to arrange networking events and career fairs where students can interact with potential employers and industry professionals.
10. There is a need to implement the Proposed Employability Program to comprehensively prepare BSECE graduates for successful careers in electronics engineering by addressing various aspects of their professional development.

REFERENCES

1. ASEAN Briefing. (2019). The state of higher education in the Philippines. Retrieved from https://www.aseanbriefing.com/news/state-higher-education-philippines/
2. Association of American Colleges and Universities. (2016). High-impact educational practices. Retrieved from https://www.aacu.org/sites/default/files/files/LEAP/HIPs/LEAP_HIPs_Report.pdf
3. Bureau of Labor Statistics, U.S. Department of Labor. (2023, July 31). Occupational outlook handbook: Electrical and electronics engineers. Retrieved from https://www.bls.gov/ooh/architecture-and-engineering/electrical-and-electronics-engineers.htm
4. Carnevale, A. P., Smith, N., & Strohl, J. (2010). Help wanted: Projections of jobs and education requirements through 2018. Georgetown University, Center on Education and the Workforce.
5. Commission on Higher Education. (n.d.). Tracer study. Retrieved from https://www.ched.gov.ph/tracer-study/
6. Commission on Higher Education. (2019). 2018 outcomes-based tracer study (OBTS) of higher education graduates in the Philippines. Retrieved from https://www.ched.gov.ph/wp-content/uploads/2019/12/Final-OBTS-Report-2019-CH.pdf
7. Commission on Higher Education. (2018). Policies, standards and guidelines for the Bachelor of Science in Electronics Engineering program. Retrieved from https://ched.gov.ph/wp-content/uploads/2018/09/CMO-No.-14-s.-2018.pdf
8. Council for Higher Education Accreditation. (2019). Accreditation toolkit: Curriculum. Retrieved from https://www.chea.org/accreditation-toolkit-curriculum
9. De Guzman, M. I. S. (2023). The values of BSECE graduates: A multifaceted and essential role. IEEE Transactions on Education, 66(4), 690–696.
10. Deocaris, C. C., Arenas, S. U., & Co, C. B. (2014). A participatory, outcome-based teaching & learning (OBTL) tool for improving science communication skills among Filipino engineering students. International Journal of Engineering Research & Technology (IJERT), 3(6), 1–5.
11. Department of Labor and Employment, Bureau of Local Employment. (2023, April). Jobs and labor market forecast 2022–2025: Preliminary report. Retrieved from https://ble.dole.gov.ph/wp-content/uploads/2023/04/Preliminary-Jobs-and-Labor-Market-Forecast-2022-2025-v1.3-with-cover-1.pdf
12. Elegino, A., & Punsalan, J. (2021). Employability of Bachelor of Science in Tourism Management graduates of Notre Dame of Dadiangas University.
13. European Commission. (2017). Tracer study on employment and mobility of higher education graduates – Final report. Retrieved from https://publications.europa.eu/en/publication-detail/-/publication/8e410b13-f2f2-11e6-8a35-01aa75ed71a1/language-en/format-PDF/source-96239919
14. Knudson, L. G., & Henscheid, J. M. (Eds.). (2011). Tracer studies in higher education: New directions for institutional research. John Wiley & Sons.
15. Loquias, R. T. (2015). Employability of the Bachelor of Science in Electronics Engineering graduates of Camarines Sur Polytechnic Colleges. Asia Pacific Journal of Multidisciplinary Research, 3(4), 33–40. Retrieved from http://www.apjmr.com/wp-content/uploads/2015/10/APJMR-2015-3.4.2.05.pdf
16. Lumanta, M. F., & Santamaria, J. S. (Eds.). (2016). Higher education in the Philippines: Trends, issues, and challenges. University of the Philippines Press.
17. Mavromaras, K., McGuinness, S., Fok, Y. K., & Zhu, R. (2019). The incidence and wage effects of overeducation using the Philippines labor force survey. Social Science & Medicine, 220, 355–362. https://doi.org/10.1016/j.socscimed.2018.11.039
18. McBurney, D., & White, T. (2009). Research methods. Cengage Learning.
19. Ministry of Education, Youth and Sports. (2020). Report on graduate tracer study 2019. Retrieved from https://www.moys.gov.kh/wp-content/uploads/2020/11/Report-on-Graduate-Tracer-Study-2019.pdf
20. Ministry of Higher Education. (2019). Graduates’ tracer study 2018. Retrieved from https://www.mohe.gov.my/muat-turun/graduates-tracer-study-2018
21. Ministry of Research, Technology and Higher Education. (2019). Laporan studi tracer alumni perguruan tinggi 2018. Retrieved from https://forlap.ristekdikti.go.id/matrikssimdiptera/datafile/MTZBQkMyQzQtMTc5My00NDcwLUJDRjItRkVCOTk4RjdENkUwLnBkZg==
22. Organisation for Economic Co-operation and Development (OECD). (2018). Working out: OECD insights on skills beyond school. Retrieved from https://www.oecd-ilibrary.org/education/working-out_9789264298504-en
23. Ornstein, A. C., Hunkins, F. P., & Oliver, B. R. (2012). Curriculum: Foundations, principles, and issues. Pearson Education.
24. Philippine Association of State Universities and Colleges. (2021). Higher education in the Philippines. Retrieved from https://www.pasuc.ph/higher-education-in-the-philippines/
25. Roberts, R. E. (2020). Qualitative interview questions: Guidance for novice researchers. The Qualitative Report, 25(9), 3185–3203. https://doi.org/10.46743/2160-3715/2020.4640
26. Segocio, N., & Soriño, S. (2010). Tracer study for Bachelor of Science in Civil Engineering SY 1997–2008.
27. Technical Education and Skills Development Authority (TESDA). (2019). 2019 tracer study. Retrieved from https://www.tesda.gov.ph/News/Details/24545
28. UNESCO. (2017). Curriculum development: A guide for effective education. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000251060
29. UNESCO. (2021). COVID-19 educational disruption and response. Retrieved from https://en.unesco.org/covid19/educationresponse
30. University of Michigan. (n.d.). What is curriculum? Retrieved from https://crlt.umich.edu/sites/default/files/resource_files/What_is_Curriculum.pdf
31. World Economic Forum. (2020). The future of jobs report 2020. Retrieved from https://www.weforum.org/reports/the-future-of-jobs-report-2020
32. Wu, Y., Xu, L., & Philbin, S. P. (2023). Evaluating the role of the communication skills of engineering students on employability according to the outcome-based education (OBE) theory. Sustainability, 15(12), 9711. https://doi.org/10.3390/su15129711

Appendix A

Rubric for Validators

Instructions for Questionnaire Validators:

Thank you for taking the time to review and provide feedback on the questionnaire. Your input is valuable in ensuring the quality and effectiveness of the questionnaire.

Please carefully review the questionnaire and assess its various aspects based on the provided rubric. Consider the following points when evaluating each criterion:

1. Accuracy and Completeness: Assess if the questions are clear, relevant, and aligned with the objectives of the SOP. Check if the options and choices provided are appropriate and inclusive. Ensure that the questionnaire covers all necessary aspects without significant gaps.
2. Clarity and Readability: Evaluate the clarity and readability of the questions. Assess if they are phrased concisely and easy to understand. Consider the logical flow of the questions and check if instructions or explanations, if provided, are clear and helpful.
3. Relevance and Appropriateness: Assess if the questions address the specific information needed for the SOP. Consider if the questionnaire is tailored to the target group (Electronics Engineering graduates) and avoid unnecessary or irrelevant questions.

Use the rubric provided to rate each criterion on a scale of 1 to 4, with 4 being the highest (Excellent) and 1 being the lowest (Poor).

Please provide constructive feedback, suggestions for improvements, or any specific comments in the designated section of the rubric. Your feedback will be valuable in refining the questionnaire.

Once you have completed the rubric, please sign and date it. Your evaluation will remain confidential. Submit the completed rubric within the specified timeframe, and feel free to reach out if you have any questions or need further clarification.

Thank you once again for your contribution and dedication to ensuring the quality of the questionnaire. Your input is greatly appreciated!

SURVEY QUESTIONNAIRE RUBRIC

Comments/Feedback: _____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

Evaluator’s Name:         _________________________________

Evaluator’s Signature:  ________________________________

Date:                            _________________________________

Appendix B

Survey Questionnaire

This is a questionnaire designed to gather relevant information about the graduate’s employability of the Bachelor of Science in Electronics Engineering of the Notre Dame of Dadiangas University.

Please consider each item carefully.  Your honest response will be very valuable in meeting the objectives of this research.  Rest assured that all your answers will be respected and dealt with confidentiality.

General Information

Other Courses taken/pursued after graduation from NDDU [Graduate or Undergraduate].

Check your current status in terms of employment

Employment history (list in reverse chronological order, starting from the latest date)

Annual Salary Profile, check your estimated income

Training, Seminars you have attended after your studies.

Below is the list of knowledge & skills that you learned from NDDU which have proven helpful in your job. Please rate…

4 – Highly Extensive
3 – Moderately Extensive
2 – Less Extensive
1 – Least Extensive

 If the degree requires Board Examinations

1. Date of Graduation: ______________________________
2. Date of Passing the Board Examination: ________________________
3. For Board Passers: No. of times Board Exam was taken:

ðOnce ðTwice ðMore than two

4. Board Exam Rating: ______________________
5. Indicate the subject with your Highest & Lowest Rating.

Highest Subject:  _________________         Lowest Subject:  ________________

Rating: _________________                   Rating:  ________________

Comments/Suggestions/Message to your Alma Mater

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

—– Thank you ——

Appendix C

EMPLOYMENT STATUS QUESTIONNAIRE

Dear Participant,

Thank you for your willingness to participate in this questionnaire. The purpose of this survey is to gather information about your employment status and related factors. Your responses will provide valuable insights into the current trends and experiences regarding employment.

The questionnaire consists of a series of questions that will help us better understand various aspects of employment. Your honest and thoughtful responses are crucial in helping us obtain accurate data and draw meaningful conclusions.

Please take a moment to carefully read the instructions provided below before proceeding to answer the questions. Your cooperation and participation in this survey are highly appreciated.

Instructions for Answering the Questionnaire:

1. This questionnaire aims to gather information about your employment status and related factors. Please read each question carefully and select the option that best represents your opinion or situation.
2. For each question, choose only one response that most closely aligns with your thoughts or experiences. Please select the option that reflects your current situation or level of agreement.
3. There are four options provided for each question. The options are the same for all questions which are as follows:

1: Not at all

2: Somewhat

3: Moderately

4: Very

4. Answer all questions honestly and to the best of your ability. Your responses will be kept confidential and used for research purposes only.
5. There are no right or wrong answers in this questionnaire. Your opinions and experiences are valuable, so please provide your genuine responses.
6. If you are unsure about how to answer a particular question, select the option that most closely aligns with your feelings or perceptions.
7. Take your time to consider each question before providing your response. If you need any clarification, feel free to seek assistance.
8. Please answer all the questions in the questionnaire. Your participation is greatly appreciated.

Thank you for taking the time to complete this questionnaire. Your input will contribute to the valuable insights gained from this research.

Appendix D

INTERVIEW QUESTIONNAIRE

These interview questions will help gather insights into how NDDU’s values have influenced the graduates’ professional lives as Electronics Engineers and how they apply these values in their work.

Please consider each item carefully.  Your honest response will be very valuable in meeting the objectives of this research.  Rest assured that all your answers will be respected and dealt with confidentiality.

1. Can you tell me about your experience studying Electronics Engineering at NDDU?
2. What are some of the key values or lessons that you learned during your time at NDDU?
3. How have these values or lessons helped you in your professional career as an Electronics Engineer?
4. Can you provide specific examples of situations where the values you acquired from NDDU have been beneficial in your job?
5. In your opinion, which particular value or lesson from NDDU has had the most significant impact on your work as an Electronics Engineer?
6. How do these values differentiate NDDU graduates in the field of Electronics Engineering?
7. Have you encountered any challenges in your professional career where the values instilled by NDDU helped you overcome or navigate through those challenges?
8. How do you apply the ethical values learned at NDDU in your work as an Electronics Engineer?
9. Are there any specific experiences or projects during your time at NDDU that have had a lasting impact on your approach to work or problem-solving as an Electronics Engineer?
10. How do you continue to foster and promote the values you acquired from NDDU in your current job and professional interactions?

—– Thank you —–

Appendix E

LETTER TO REGISTRAR

To: Dr. Jose C. Dagoc, RN

VP-Academics

Thru: Ms. Lorelyn F. Adrales, MCS, MBA

Registrar

Subject: Request for List of Graduates of Electronics Engineering Program (2012-2022)

Dear Dr. Dagoc:

I hope this letter finds you well. I am writing to request your kind assistance in obtaining a comprehensive list of graduates from the Electronics Engineering program in this institution for the years 2012 to 2022. This information is required for my sabbatical faculty research project, which focuses on the advancements and career trajectories of graduates from our esteemed institution.

As a faculty member, my research aims to explore the professional achievements and contributions of our alumni in the field of electronics engineering. The obtained data will be instrumental in assessing the impact of our educational programs and fostering collaborations with successful graduates who have excelled in their careers.

I assure you that all information provided will be treated with the utmost confidentiality and will only be used for academic and research purposes. I am committed to maintaining the privacy and anonymity of the graduates and will not disclose any individual information without explicit consent. If it is within the school’s policies and feasible to provide me with the following details for each graduate, it would greatly assist my research efforts:

1. Full Name
2. Year of Graduation

I would appreciate it if you could process my request as soon as possible, as my research project is time-sensitive. Your support and cooperation will significantly contribute to the success of my research project and the overall academic growth of our institution

Should you require any additional information or have any questions, please do not hesitate to contact me. Thank you for your time and consideration.

Yours sincerely,

Engr. Feln Lily F. Canonigo, MEP-ECE

Researcher

Noted by:

Dr. Edgar Manubag

Adviser

Appendix F

WEIGHTED MEAN CALCULATION AND DATA

BSECE COMPETENCY

Computation:

Appendix G

CORRELATION DATA

BSECE EMPLOYMENT STATUS AND COMPETENCY

Appendix H

RESPONSES RECEIVED FROM EACH BATCH