Republic of the Philippines

Department of Education
Region II – Cagayan Valley
Division of Cauayan City

A TRACER STUDY ON THE GRADUATES OF SENIOR HIGH SCHOOL

PROGRAM OF PUBLIC SCHOOLS IN CAUAYAN CITY: AN INPUT
TO CURRICULUM ENHANCEMENT

1 x 1 ID 1 x 1 ID
picture picture

Mariano Usita Benjamin C. Abregado

Education Program Supervisor, English Teacher III
Schools Division of Cauayan City Cauayan City National High School

I. Introduction and Rationale

The Enhanced Basic Education Act of 2013 ensures that that every graduate of

basic education shall be an empowered individual who has learned, through a

program that is rooted on sound educational principles and geared towards

excellence, the foundations for learning throughout life, the competence to engage in

work and be productive, the ability to coexist in fruitful harmony with local and global

communities, the capability to engage in autonomous, creative, and critical thinking,

and the capacity and willingness to transform others and one’s self. The program

encompasses at least one (1) year of kindergarten education, six (6) years of

elementary education, and six (6) years of secondary education, in that sequence.

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 Republic of the Philippines
Department of Education
Region II – Cagayan Valley
Division of Cauayan City

Secondary education includes four (4) years of junior high school and two (2) years

of senior high school education.

Senior High School (SHS) is the last stage in the implementation of the K-12

program covering Grades 11 and 12. Students have the prerogative to choose from

the four general programs or tracks depending on their interests. The full

implementation of the SHS program took place in the school year 2016-2017. The

tracks or general programs being offered are the Academic, Technical-Vocational

Livelihood (with highly specialized subjects with TESDA qualifications), Sports, and

Arts and Design. The rationale behind adding two more grade levels is to better

equip learners with the needed skills, knowledge, and values needed for a successful

future in the fields. This includes employment, entrepreneurship, further Technical-

Vocational Learning, and college.

It is expected that learners must choose a strand and track they would like to

take in their senior high school life. This must be based on their interests, skills,

capabilities, and their preferred college course. Learners must have a clearer image

of what field you’d want to work in and possibly, what specific profession or job they

see themselves taking. However, most of the students enrolled in their strand

because of peer pressure and not an honest self-evaluation of their talents, skills and

interests.

Pursuant to Regional Memorandum No. 29, s. 2019 re: Tracer Study for Senior

High School Graduates, the Department of Education Regional Office No. 02 through

the Curriculum and Learning Management Division (CLMD) in partnership with

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 Republic of the Philippines
Department of Education
Region II – Cagayan Valley
Division of Cauayan City

Policy, Planning and Research Division (PPRD) shall conduct tracer study for the first

two batches of senior high school graduates in the region. This study aims to track

the graduates of junior high school from their entry to senior high school and fulfilling

the mandate to pursue the different curriculum exits and to ensure evidence-based,

decision making

With this, the proponents are interested to conduct a tracer study. This type of

study aims to trace down the graduates on their path after the Senior High School

Program. It also attempts to discover the decisions and the effect of Senior High

School students in terms of entering the tertiary education, work force or

entrepreneurship.

This is highly significant as it will pose a great opportunity to come up activities

to highlight the weaknesses of the program and create a policy or guidelines in

admission and enhancing the curriculum/program.

II. Literature Review

A tracer study was conducted by De Pano (2017) to determine whether the

pioneer senior high school graduates of Lourdes School Quezon City were able to

pursue their desired college program in their preferred school, identify whether

coping mechanisms employed so far in college reflect both positive and undesirable

practices acquired from their formation in senior high school, and gather further their

feedback and insights on different aspects of the senior high school program. Hence,

qualitative and quantitative methods were used with thematic analysis and

descriptive statistics for its research design. A tracer study relies heavily on the

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 Republic of the Philippines
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Division of Cauayan City

instrument used to gather data; thus, the researchers had to establish the intrinsic

value of the questionnaire or the tracer survey. After a focus group discussion with

five alumni, the first draft of the survey questionnaire was edited and two rounds of

validation were conducted for the purpose. The validation process also required the

expertise of five experts external from the school. Out of 73 graduates of the senior

high school pioneer batch, 65 participated in the study. Subsequently, thematic

analysis was adopted for nine random interviews conducted from alumni of the said

batch. Based on the data gathered, positive feedback was significant from the

responses particularly in all aspects or categories explored such as coping

mechanisms, LSQC-SHS program, LSQC’s core values formation, and 21st century

learning skills. The research concluded that the LSQC senior high school program

and current practices as well as the school’s values formation as a whole were

perceived by the alumni as effective and more than satisfactory in preparing the

students towards college. The school has successfully afforded its students the

necessary experience to help them adjust during their adjustment phase in college.

Lastly, recommendations mostly in the curriculum were made based on the

respondents’ experiences that are contributory for both the school and program

improvement.

According to Schomburg (2003), graduate and employer surveys constitute one

form of empirical study which can provide valuable information for evaluating the

results of the education and training of a specific institution of higher education. This

information may be used for further development of the institution in the context of

quality assurance. In addition Schomburg (2003) cited that a tracer study sometimes

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 Republic of the Philippines
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Division of Cauayan City

also called as “alumni survey” or “followup survey” should enable the institution of

higher education to get information to indicate possible deficits in a given educational

programme and to serve as a basis for future planning activities. Information on the

professional success (career, status, income) of the graduates are needed as well as

information on the relevance of knowledge and skills (relationship between

knowledge and skills and work requirements, area of employment, professional

position).

In the study conducted by Orejana & Resurreccion (2010), the alumni are

considered as the best evidence of a program’s effectiveness in terms of

employment and positions held. Moreover, they are a good source of feedback

regarding the program’s relevance in the current labor market. This study was

conducted to determine the employability of the graduates of the BSBA programs.

The study further aimed to gather inputs about the BSBA program that could be used

to improve its quality education. The study used the descriptive research design.

There respondents were BSBA graduates from 2002 – 2006 identified using the

snowballing technique. A structured, non-disguised questionnaire was used to gather

data. Data collected were subjected to basic descriptive statistical tools such as

frequency, percentage, proportions, and mean. Findings of the study indicate that

91% of the respondents are employed, with 20% holding supervisory positions and

4% holding managerial positions. Content or topics covered by the programs is found

to be the main strength in the aspect of curriculum as supported by 45% of the

respondents while lack of applications and exposures came out as the main

weakness as indicated by 29% of the respondents. Correspondingly, the primary

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 Republic of the Philippines
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Division of Cauayan City

recommendation was to have more exposures and applications as expressed by

45% of the respondents.

The study entitled “A TRACER STUDY ON THE GRADUATES OF

BACHELOR OF SCIENCE IN PSYCHOLOGY OF URS PILILLA AYS 2010-2013”

primarily aimed to determine the employment aspects and assess the extent of the

contributory factors of the course that helped the graduates to be developed; extent

of the course on the overall college life experience and the extent of life satisfaction

of the graduates of Bachelor of Science in Psychology of the University of Rizal

System Pililla, Academic Years 2010-2013. The respondents were the seventy (70)

graduates of all the batches mentioned. The total enumeration was considered in this

study, however, there were only forty-seven (47) or 67.14 % who responded among

the graduates of BS Psychology from the University of Rizal System Pililla Campus.

The variables included in the profile of respondents were sex, age, civil status, first

choice course, source of finances and personal monthly income. This study was

concerned with the extent of the contributory factors of the course that helped the

graduates to be developed; the extent of the course on the overall college life

experience; and the extent of life satisfaction among BS Psychology graduates. This

research study utilized the descriptive method of research. The data-gathering tool

was the Graduate Tracer Study (GTS) Questionnaire adapted from the Commission

on Higher Education (CHED). Based on the findings of the study, it can be concluded

that majority of the respondents were female, trainable, young adults, responsible

single, have chosen to pursue BS Psychology as their first choice course, financially

supported by parents in college and belonged to above poverty line. Majority of the

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 Republic of the Philippines
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Division of Cauayan City

BS Psychology graduates are offered to work in private institutions or establishments

due to numerous vacant positions related to the course; are engaged in contractual

or casual status due to limited permanent positions both in public and private

institutions; with first job title of an HR Assistant or HR Office Staff; involved in

technical or professional work which have opportunities for professional

development; determined to apply their acquired knowledge and skills right after

graduation; got hired in less than two (2) months after graduation as walk-in aspirant

or direct application; whose job choice was influenced by professional environment;

attribute the job offer to their competent talents, skills and hands-on activities;

consider their occupation as complemented to their qualification. The graduates

believe that BS Psychology course has developed them to be competent team

player; are agreeable that the course has optimistic impact on them; and are

contented with their present life. In order to meet the varying demands in diverse

workplace, they feel the essence of having more human resource-related subjects

and relevant trainings to be included in the curriculum (Gagalang, Francisco, and

Regalado, 2013).

The study conducted by Celis, Festijo, and Cueto (2013) determined the

employability of the graduates of Hotel and Restaurant Management of Lyceum of

Philippines University from 2005-2009. Specifically, it sought to determine the job

placement profile of the graduates and relevance of school related factors to job

placement. It also identified the work related values and skills that contribute in

meeting the demands of the present job. Furthermore, this research proposes a

program to improve employment rate for Hotel and Restaurant Management

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 Republic of the Philippines
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Division of Cauayan City

graduates of LPU. This tracer study used the descriptive research design. Majority of

the respondents are gainfully employed and landed a job from one to two years after

graduation. Most of them are on contractual basis and are working in the Philippines.

Majority are professionals working as rank and file in HRM establishments. Salaries

and benefits play a big role in staying or leaving the first job. Human Relations skills

and communication skills are deemed to be the most useful competencies learned by

the graduates from LPU; perseverance was the highest work value for the

respondents. Languages play an important role in their work while professional

subjects are relevant for job placement and the faculty member’s communication and

mastery skills proved the most important in terms of school related factors in terms of

faculty and instruction.

Gravino (2019) reiterated that K to 12 Curriculum of the Department of

Education which was upgraded to 13 years of basic education was expected to

prepare our young generations for the challenges of our recent generations. One

positive feature is the increase in the number of years, according to international

standards of education. This way, it prepares them for nation building, not limited to

the different stands offered but as well as those taking up Technical, Vocational and

Livelihood program. One of the best features of this curriculum is the last two years in

Senior High School. For those who wish to go the tertiary level of education under

CHED, there are career paths by means of the different strands in which they

prepare for the profession they want to take. There is a profound preparation as to

what course each student will take in college. This trend is likewise a way in which

parents will be spending less because instead of having four years in colleges and

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 Republic of the Philippines
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universities, they are expected to adjust the college curriculum to a lower number of

years. The number of years is lessened because basic subject areas are already

offered and will be taught in Senior High School. Less expenditures and less number

of years will benefit parents and pave the way for more people who can enter

college. Then eventually, it will also make our students remain in their places and

additional two years to make them more mature when they will be in college.

Then as we see, when a child starts at five years old in Kindergarten, he will

finish his basic education at 18. The child, being a graduate of Senior High School, is

already allowed to work, in case he has no plans to proceed to college. It’s not like

the previous curriculum that once a child cannot proceed to college, he isn’t of

working age yet. So in our recent curriculum, there are no young people who are

graduates of the basic education waiting for another year for employment. Prior to

the implementation of this curriculum, several professors in colleges and universities

had in mind apprehensions that they may become unemployed because basic and

academic subjects in the first two years in college are expected to be offered in

Senior High School. In fact, we heard that even the non-passers of the Licensure

Examination for Teachers who were teaching in college are the priority in the hiring

process for the Senior High Schools all over the country. This is the intervention of

DepEd for our college professors. It caters to them to ensure that their families will

not suffer the consequences of the implementation of the new curriculum. So, as

expected, colleges and universities are now aligning their courses to the recent

trends in Education. They are now offering less number of years. Not only one parent

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 Republic of the Philippines
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or two who hopes that the sacrifices and burdens in terms of the tuition fees because

they are not offering basic academic subjects which may duplicate what are offered

in our basic education. Then of course, K to 12 Curriculum products or students who

graduated with this new curriculum won’t suffer much number of years in college with

minimum number of units in every semester. If this happens, our tertiary level which

is under the Commission on Higher Education has aligned their courses and has

made great contribution to nation building.

According to CIIT Philippines (2019), when they adopted a new school system

in 2016, challenges ensued. As a result, they went through an overhaul in the

education. In the meantime, a few learners still feel the effects of this shift to K to 12.

The first batch of the system, though, will soon step up with the skills they have

learned. So as a senior high school student who wishes to follow their lead, they can

now choose their own path. The K to 12 tracks and strands aim to help you master

your skills and learning. In the end, you’re more than prepared to join the workforce

or move on to college. Academic track is right for high school students who look

forward to moving to college. In the same way, the academic track will prepare you

for college courses from which you can choose a lot of options. Under this track are

three senior high strands. a. General Academic Strand (GAS). This track is best for

students who are not yet sure which path to take. Unlike other K to 12 tracks and

strands that are specific to a career, GAS gives you the chance to weigh your

options. Moreover, a course you can pursue from this strand is education: Bachelor

in Secondary Education (BSED) Majors in English, Filipino, Technology and

Livelihood Education, Biological Education, Mathematics, Physical Sciences, Social

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 Republic of the Philippines
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Division of Cauayan City

Studies, and Values Education; Bachelor of Elementary Education (BEED) Majors in

Preschool Education and Special Education. b. Humanities and Social Sciences

Strand (HUMMS). By the same token, this strand can lead you to go for a course in

one of the fields: Bachelor of Arts in Philosophy (AB Philosophy), English (AB

English), Linguistics (AB Linguistics), Literature (AB Literature), and Filipino (AB

Filipino), Islamic Studies (AB Islamic Studies) c. Science, Technology, Engineering

and Mathematics (STEM) Strand. So far, the STEM strand gives you more options

on what to pick for your college course. Thus, if you choose this strand, you can

study one of these courses to trail in college.

In Science, students may take Bachelor of Science in Environmental Science

(BSES), Geology (BS Geology), Molecular Biology (BS Molecular Biology), Physics

(BS Physics), Applied Physics (BS Applied Physics), Chemistry (BS Chemistry),

Food Technology (BS Food Technology), Nutrition and Dietetics (BS Nutrition and

Dietetics), Medical Technology (BS Med Tech), Midwifery (BS Midwifery), Nursing

(BSN), Occupational Therapy (BSOT), Pharmacy (BS Pharmacy), Radiologic

Technology (BS Rad Tech), Respiratory Therapy (BSRT), Speech-Language

Pathology.

In line with Technology, SHS graduates may enrol the following: Bachelor of

Science in Computer Science (BSCS), Information Technology (BSIT), and

Information Systems (BSIS). They may also take engineering courses like Bachelor

of Science in Aeronautical Engineering (BS AeroE), Ceramic Engineering (BSCerE),

Chemical Engineering (BSChE), Civil engineering (BSCE), Computer Engineering

(BSCpE), Electrical Engineering (BSEE), Electronics and Communications

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Division of Cauayan City

Engineering (BSECE), Geodetic Engineering (BSGE), Geological Engineering

(BSGeoE), Industrial Engineering (BSIE), Marine Engineering (BSMarE), Materials

Engineering (BSMatE), Mechanical Engineering (BSME), Metallurgical Engineering

(BSMetE), Mining Engineering (BSEM), Petroleum Engineering (BSPetE), Sanitary

Engineering (BSSE), and Marine Transportation (BSMT). For Mathematics, Bachelor

of Science in Mathematics (BS Mathematics), Applied Mathematics (BS Applied

Mathematics) and Statistics (BS Stat) may be enrolled. d. Accountancy, Business

and Management (ABM) Strand. ABM graduates may enrol Bachelor of Science in

Accountancy (BSA), Accounting Technology (BSAcT). For Business, we have

Bachelor of Science Business Administration Majors in Business Economics (BSBA),

Financial Management (BSBA major in FM), Human Resource Development (BSBA

major in HRDM), Marketing Management (BSBA major in MM), Operations

Management (BSBA major in OM), Entrepreneurship (BS Entrep), Agribusiness (BS

Agribusiness). For Management, Bachelor of Science in Hotel and Restaurant

Management (BS HRM), Office Administration (BSOA), Real Estate Management

(BS REM), Tourism Management (BSTM), Community Development (BS Community

Development), Foreign Service (BS Foreign Service), International Studies (BSIS),

Public Safety (BSPS), Social Work (BS Social Work) and Bachelor of Public

Administration (BPA).

On the other hand, if you wish to work right after a K to 12 track and strand, the

TVL track fits you. And if you want to further your career in college with this track,

check the senior high strands under this track. You can then pick from any of the

courses: a. Agri-Fishery Arts. Bachelor of Science in Agriculture, Agroforestry (BS

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Agroforestry), Forestry (BS Forestry), Fisheries (BSFi), Agribusiness, Agricultural

Science, Sustainable Agriculture, Agriculture Education, Agricultural Resource

Management; b. Home Economics; c. Industrial Arts. Industrial Engineering and

Mechanical Engineering; and d. Information and Communications Technology (ICT).

Electrical Computer Engineering, Information Technology, and Software Engineering,

Bachelor of Arts in Multimedia Arts (BS MMA), Bachelor of Science in Computer

Science, and Game Development

The sports track prepares you for physical careers ahead. These include

fitness trainer, gaming official, masseur, or gym instructor. So if you want to pursue

one of these jobs, then you’re already on the right path.

If you choose this arts and design track, you must have the needed skills in the

arts. Why? Because this track includes old and modern art, as well as the means and

channels of multimedia, production, and creative fields.

As the first batch of K-12 graduates comes close to the end of high school, a

few of them set their sights on getting a job. Some, though, are eager to hone their

career and earn a degree. One of the good things about K to 12 tracks and strands is

that they arm students with skills to help them succeed, no matter what path they

choose.

The National Union of Students of the Philippines (NUSP) expresses grave

concern over the Bridging Program required for the first wave of Senior High School

(SHS) graduates that entered tertiary education this school year. The said program is

for students who took SHS strands that are “mismatched” with their current tertiary

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education course. They are required to take additional subjects in order to

“demonstrate the competencies” required of a graduate of a strand aligned with the

course.

In the Polytechnic University of the Philippines (PUP), students under the

Bridging Program are required to finish two additional subjects over two years just to

be considered qualified to take their college course, while also taking the same

subjects as students who do not have to take the Bridging Program. In the University

of the East (UE), the Bridging Program requires students to take General Education

subjects first during the regular school year, and then enroll in their major subjects

during the summer break. This entails around twenty thousand pesos (Php 20,000) in

additional fees on top of their already bloated tuition and other school fees — a slap

on the face of students and families whose pockets were emptied by capitalist-

educators that profited from the K-12 program. The implementation of the Bridging

Program displays the failure of K-12 to produce college-ready graduates despite the

additional two years in high school. Also, it exposes the rotten K-12 program as

nothing short of a burden to the Filipino people. Its goal of producing "globally

competitive and work-ready" graduates is in reality a scheme to enhance the

capability of schools to become factories of cheap, docile, semi-skilled workers to

meet global labor demands.

III. Research Questions

This research study aims to trace the Senior High School Graduates of School

Year 2016-2017 and 2017-2018 of Public Secondary Schools in Cauayan City.

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Specifically, this tracer study aims to:

1. What is the demographic profile of the graduates in terms of:

1.1. Sex

1.2. Track

1.3. Strand/Specialization;

2. What is the college admission profile of the respondents?

3. What are the senior high school exits chosen by the respondents as to:

3.1. Development of Middle Skills

3.2. Employment

3.3. Entrepreneurship

3.4. Higher Education

3.5. Not in School

4. What are the respondents’ chosen college courses when they are grouped

according to track/strand?

5. Does the respondents’ current college program aligned with their Senior

High School strand?

6. What are the perceived strengths and weaknesses of the Senior High

School Program?

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7. What interventions can be proposed to address the weaknesses of the

program?

Scope and Delimitation

This study aims to cover all Senior High School graduates of Public Schools in

Cauayan City. This includes Academic Track: Science, Technology, Engineering,

and Mathematics (STEM), Accountancy, Business and Management (ABM),

Humanities and Social Sciences (HUMSS), General Academic Strand (GAS); Arts

and Design Track; Sports Track; and Technical-Vocational Livelihood (TVL) Track.

This will cover graduates of first two batches (S.Y. 2016-2017 and S.Y. 2017-2018).

There are __________ graduates of the first batch and _________ graduates of the

second batch.

The study is delimited to the demographic profile, college admission profile,

senior high school exits chosen by the respondents, chosen college courses,

alignment of the respondents’ strand to their college courses, perceived strength and

weaknesses of the SHS program, and the proposed intervention to address the

weaknesses of the program.

The study will cover one school year or equivalent to 10 months starting from

October 2019 to July 2020.

IV. Research Methodology

This study will employ mixed-method both quantitative and qualitative methods.

Quantitative method particularly the descriptive research design will be used since its

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purpose is to obtain and present facts regarding the Senior High School graduates’

demographics and investigate whether their chosen courses in college are in line

with their track or strand. Moreover, qualitative method through interviews and

focused group discussion will also be applied to determine the respondents’ opinions

on the strength and weaknesses of the Senior High School Program.

a. Sampling

The respondents will be the graduates of Senior High School of Public

Secondary Schools in Cauayan City, batches 2017 and 2018. There are

fourteen (14) senior high schools with ______ total graduates and they will

all be chosen as respondents of the study. Hence, total enumeration will be

employed.

b. Data Collection

The following data gathering techniques will be utilized:

a. Questionnaire. The researchers will adopt the Tracer System provided

by the Department of Education Region 02 (Curriculum and Learning

Management Division and Planning, Policy and Research Division).

b. Interview. To gather data about the strengths and weaknesses of the

Senior High School Program, the researchers will conduct an interview.

Since most of the graduates are in different colleges/places, the

researchers will tap the Senior High School Coordinators and Information

and Communication Technology (ICT) Coordinators of the identified

fourteen (14) schools.

c. Ethical Issues

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Email Address: cauayancity@deped.gov.ph Doc FM-SGO-RES-004 Rev: 00
Website: depedcauayan.wordpress.com Code:
As of: July 02, 2018 Page: 17
 Republic of the Philippines
Department of Education
Region II – Cagayan Valley
Division of Cauayan City

The researchers will observe proper protocol in conducting research.

A letter seeking the permission and approval to conduct the study will be

given to the Chief of the Curriculum and Implementation Division and

Schools Division Superintendent prior to the conduct of the study. The

researcher must seek the approval/consent of the respondents. They must

be informed of the research objectives and the reason why the researchers

are conducting such. They will also be assured of the confidentiality of the

data to be collected.

As to the sources of data like books, journals, and online references,

authors will be properly cited and acknowledged

d. Plan for Data Analysis

To treat the data to be gathered, the following statistical

tools/treatment will used. This will be applied for the quantitative parts:

a. Frequency and Percentage Distribution. This will be used in

determining the demographic profiles, college admission profile, senior

high school exits, chosen college course, alignment of the strand to the

current college course.

On the other hand, data to be gathered on the qualitative part will be

treated through:

a. Coding and Thematic Analysis. This will be used to answer questions

# 6 and 7 about the strengths and weaknesses of the SHS program and

the proposed interventions.

Address: Barangay Turayong, Cauayan City, Isabela 3305

Telephone Nos.: (078) 652-1614
Email Address: cauayancity@deped.gov.ph Doc FM-SGO-RES-004 Rev: 00
Website: depedcauayan.wordpress.com Code:
As of: July 02, 2018 Page: 18
 Republic of the Philippines
Department of Education
Region II – Cagayan Valley
Division of Cauayan City

All data will be tabulated and analysed using the Student’s Version of

the Statistical Package for Social Sciences (SPSS) or Microsoft Excel.

V. Timetable / Gantt Chart

ACTIVITIES Oct Nov Dec Jan Feb Mar Apr May Jun Jul
201 201 201 202 202 202 202 202 e y
9 9 9 0 0 0 0 0 202 20
0 2
Orientation Phase x
Data Gathering x x x x
Procedure
Data Analysis x
Finalization of Research x
Dissemination and x x
Utilization
Completion x

VI. Cost Estimates

ACTIVITIES Item Description/ Quantity Unit Unit Amount

Particulars Cost
Orientation Phase Transportation

VII. Plans for Dissemination and Utilization

Strategies Program Activities Task Resources Timelin

Materi Physic Financi e

Address: Barangay Turayong, Cauayan City, Isabela 3305

Telephone Nos.: (078) 652-1614
Email Address: cauayancity@deped.gov.ph Doc FM-SGO-RES-004 Rev: 00
Website: depedcauayan.wordpress.com Code:
As of: July 02, 2018 Page: 19
 Republic of the Philippines
Department of Education
Region II – Cagayan Valley
Division of Cauayan City

al al al

VIII. References
De Pano, M. (2017). Tracer Study on the LSQC SHS Pioneer Batch. Lourdes School
Quezon City
DepEd Order No. 16, s. 2017. Research Management Guidelines.
Celis, M., Festijo, B., & Cueto, A. (2013) Graduate’s employability: a tracer study for
bachelor of science in hotel and restaurant management. Asian Academic
Research Journal of Multidisciplinary volume 1 issue 11.
College Degree Courses You Can Consider as a K-12 Graduate (2019). College and
University, College Courses, K-12 Education, Senior High School.
Retrieved on September 21, 2019 from https://www.ciit.edu.ph/k-to-12-
tracks-and-strands.
Corpuz, M., Caraan Jr., A., & Sarmmiento, R. (2009). The JRU High School
Graduates at the University: A Tracer Study. Journal of Business,
Education and Law vol. 14 no. 1.
Gagalang, J., Francisco, L., & Regalado, B. (2013). A tracer study on the graduates
of bachelor of science in psychology of urs pililla ays 2010-2013.
International Journal of Advanced Research (IJAR). ISSN 2320-5407
Gravino, R. (2019) K to 12 curriculum and the expected alignment of the college
courses. Retrieved on September 21, 2019 from
https://www.philstar.com/the-freeman/opinion/2019/03/15/1901652/k-12-
curriculum-and-expected-alignment-college-courses/amp//the-freeman/
opinion/2019/03/15/1901652/k-12-curriculum-and-expected-alignment-
college-courses
Orejana, A. & Resurreccion, A. (2010). Tracer Study on the Graduates of the BSBA
Program: An Input to Curricular Development. The Mindanao Forum. Vol
23. No. 1.

Address: Barangay Turayong, Cauayan City, Isabela 3305

Telephone Nos.: (078) 652-1614
Email Address: cauayancity@deped.gov.ph Doc FM-SGO-RES-004 Rev: 00
Website: depedcauayan.wordpress.com Code:
As of: July 02, 2018 Page: 20
 Republic of the Philippines
Department of Education
Region II – Cagayan Valley
Division of Cauayan City

Address: Barangay Turayong, Cauayan City, Isabela 3305

Telephone Nos.: (078) 652-1614
Email Address: cauayancity@deped.gov.ph Doc FM-SGO-RES-004 Rev: 00
Website: depedcauayan.wordpress.com Code:
As of: July 02, 2018 Page: 21