RETROSPECTIVE TRACER STUDY OF STEM PIPELINE: COLLEGIATE STATUS OF
SHS-STEM STUDENTS
Input Process Output
3 1. What is the 1. Preparation Retrospective
status of tertiary phase Tracer Study of
STEM enrollment
STEM Pipeline:
rates of SHS-STEM Secure approvals
Collegiate Status
graduates from the and identify graduate
of SHS-STEM
selected schools participants (2018-
Students
between 2018 and 2023)
***
2023?
2. Administration
2. What are the and Retrieval
factors influencing the
Distribute
decision of the
questionnaires
students to enroll in
(online) and collect
STEM related
data until saturation.
program in college in
terms of: 3. Statistical
Analysis
a. personal factor
b. financial factor Encode and analyze
c. family factor responses using
d. social/peer Excel, maintaining
e. factor school anonymity and
factor reporting aggregate
data.
3. What
academic related
***
challenges does the
STEM graduate
student faced when
enrolled in a STEM-
related course?
Feedback
This study focuses on the employability and perceived quality of the Science Education program of
Central Bicol State University of Agriculture (CBSUA)–Sipocot through a descriptive cross-sectional
tracer study design. Specifically, it covers graduates of the Bachelor of Secondary Education major in
Science who completed their degree from academic years 2018 to 2022. This period was selected to
allow sufficient time for graduates to transition into the labor market and gain employment
experience, consistent with the conduct of graduate tracer studies recommended by the
Commission on Higher Education (CHED, 2012).
The respondents of the study consist solely of Science Education graduates from CBSUA–Sipocot
within the specified cohort. The study examines their demographic profile in terms of age, gender,
job tenure, civil status, and current address. In addition, it determines their employability status,
including employment rate, relevance of their job to their field of specialization, length of time to
secure their first job, and salary level. These indicators are commonly used in tracer studies to assess
graduate employability and labor market outcomes (CHED, 2012; International Labour Organization
[ILO], 2014).
Furthermore, the study assesses the quality of the Science Education program as perceived by the
graduates, focusing on curriculum relevance, instructional methods, facilities and resources, faculty
competence, and practical or field-based training such as laboratory experiences. These dimensions
are aligned with established indicators of program quality and graduate preparedness in higher
education (CHED, 2012; UNESCO, 2017). The study also examines the relationship between the
graduates’ perceived quality of the Science Education program and their employability outcomes to
determine whether program quality is associated with better employment results.
Data for the study are collected through a structured survey questionnaire administered
retrospectively to graduates, supplemented by available institutional records where applicable. The
conduct of the study is limited to the data collection, analysis, and interpretation phases undertaken
within the approved research period.
Despite its contributions, the study is subject to certain limitations. First, it is limited to Science
Education graduates from CBSUA–Sipocot only; therefore, the findings may not be generalizable to
graduates from other campuses, institutions, or academic programs. Second, the study relies
primarily on self-reported data, which may be affected by recall bias or subjective perceptions of
program quality and employment experiences. Third, the study does not examine long-term career
progression, job satisfaction, or professional advancement beyond the initial employment outcomes.
Finally, external factors such as regional labor market conditions, national education policies, and
economic fluctuations are acknowledged but not directly analyzed, as the study focuses on
individual graduate outcomes and program-related factors (ILO, 2014; UNESCO, 2017).
References (for Chapter references section)
Commission on Higher Education (CHED). (2012). Graduate Tracer Study Manual. Quezon City,
Philippines.
International Labour Organization (ILO). (2014). Global Employment Trends. Geneva, Switzerland.
UNESCO. (2017). Education for Sustainable Development Goals: Learning Objectives. Paris, France.