Vol 9 No 2 - April 2017

Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org
Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org Aajhss.org
Aajhss.org Aajhss.org Aajhss.org
Aajhss.org
International
Journal of
Humanities &
Social Sciences
Vol. 9 , No. 2
IJHSS.NET
e-ISSN: 1694-2639
p-ISSN: 1694-2620
April 2017

Vol 9, No 2 - April 2017
Table of Contents
The Mentor’s and Protégé’s: A Phenomenological Study 1
Anabelie V. Valdez
Employment Outcomes of Bachelor of Science in Information
Technology Graduates in a Technological State College
19
Catalino L. Centillas Jr., Charles Lumbay and Christian Caben M.
Larisma
Success Factors in Lanao del Sur Construction Projects: A Study for the
Development of Project Performance
27
Jawad Z. Salic
Assessing Faculty Development Needs: The Case of Mindanao State
University (MSU) - Marawi Campus
33
Rasid M. Paca, Anabelie V. Valdez and Maryam Q. Manalundong
Student Teachers’ Cognition in Literature Teaching: From Planning to
Planting
44
Lynn M. Besa
Predictors of the Performance and the Difficulties in Physics among
Senior Students in Mindanao State University-External Studies A
Proposed Intervention Program
56
Remedios N. Lomoljo
The Lived Experiences of the Low Performing Students of Bachelor of
Industrial Technology of Samar State University in Making Portfolio in
Mathematics
90
Joy B. Araza
Design, Fabrication, and Evaluation of Forage Chopper Machine using
three Different Diameter Pulleys
100
Saanoding A. Balayo, Rasid M. Paca, Alex L. Salmazan and Ysmail
Alongan B. Mangorsi
AAJHSS.ORG

Analysis of Potency and Supporting Capacity: (Implementation of 12
Years Compulsory Education Policy in Pasuruan District East Java
Indonesia)
114
Asep Sunandar
Micronucleus Test in Exfoliated Buccal Cells of Female Street Vendors
Exposed to Vehicular Exhaust in Iligan City, Philippines
119
Keren Joy A. Recoleto and Annabella G. Villarino
Problems and Benefits of the BEAM Program for Secondary
Mathematics Teachers in Lanao del Sur I: Bases for a proposed Program
in Enhancing Mathematics Teachers Competencies
131
Noraida P. Mecampong and Cabib B. Mecampong
Status of Chemistry Teaching of the MSU Community High Schools and
the National High Schools of Marawi City and Lanao del Sur
138
Cabib B. Mecampong

http://aajhss.org/index.php/ijhss
1
International Journal of Humanities and Social Sciences
p-ISSN: 1694-2620
e-ISSN: 1694-2639
Vol. 9, No. 2, pp. 1-18, ©IJHSS
The Mentor’s and Protégé’s: A Phenomenological Study
Anabelie V. Valdez
anabelievillavaldez@gmail.com
Mindanao State University
Marawi City
Abstract
Lived experiences is a representation and understanding of human experiences that influence
one’s perception of knowledge. A hermeneutic phenomenological approach in research was used
in this study to uncover the mentors and protégé’s lived experiences in the Mindanao
Opportunities for Vitalized Education and Upgrading of Science (MOVE UPS) Philippines.
Lived experiences of the mentors and protégé deals on personal and unique perspective of the
researcher and the participants of the study exploring who they are, what they do, and other
unforgettable adventurous experiences they had during the mentoring program of MOVE UPS.
Interviews, focus group discussions, on site immersion, and observations were the instruments
used in the data gathering. The primary instrument was the researcher itself. Based on the
analysis of data, three themes emerged that uncovered the mentors lived experiences namely;
dedicated and devoted mentors, moxie mentors, and adventurous mentors. In the protégés perceptions of the
mentoring program three themes also emerged that is; satisfying, impressive and efficacious, and a
cheerful moments. In general, the overarching theme of the mentors – protégés lived experiences is
a sweet delight. Therefore this study concluded that mentoring, teaching and they like is not
stressful, not a burden but rather there is more fun in teaching.
Keywords: lived experiences, mentoring, more fun in teaching and learning
Evolution of the Study
As I scroll the gallery of my computer, I felt so happy looking back my experiences
during the mentoring class in Balabagan Lanao del Sur. It was a self-fulfilling looking the happy
faces of the students in the Balabagan Central School and I miss them so much. One day as we
met with my co-mentors, I shared them what I felt saying that my stress and empty heart feelings
will vanish as I look into the different pictures of our adventure in the mentoring program.
Surprisingly; they said that they do the same. When they are sad, and discourage of their work
due to environmental stressors, they also look those pictures for them to forget their
discouragement. With the consensus of our feelings, we decided to write our lived experiences
during our mentoring program in Balabagan Central School. Mentoring program was under the
project of DOST-SEI named Mindanao Opportunities for Vitalized Education and Upgrading

2
of Science (MOVE UPS). DOST-SEI envisioned in continuing to explore all possible avenues,
strategies and approaches to achieve its main goal: “to improve the uptake of Muslim pupils in the
Philippine Science High School Central Mindanao Campus (PSHS CMC); and to improve the overall
competitiveness of pupils in feeder schools by strengthening their capillaries. The project was started ahead
prior to our involvement as mentors. We started our mentoring in the year 2013 up to 2014. The
mentoring project was implemented to few select elementary schools namely; Marawi Pilot
School, Amai Pakpak Central School, Jose Abad Santos Central School, and Balabagan Central
School. Among the four selected participating schools, Balabagan Central School is the farthest
and the most remote place among them. So, no one of the remained first batch mentor accepted
the said school. For that reason, the Dean of MSU-ISED, Dr. Nenita Reteracion calls up my
attention to be the mentor of the said school and assigned me to find my companion mentor
there. After knowing the nature of the work, without hesitation I accepted the task and call my
colleagues to be with me in the journey without even knowing what the place look like and how
can we get there.
Fueled with our desire to help other students, coupled with our adventurous character,
without hesitations, the journey of our mentoring in Balabagan Central Elementary School
started and lasted for two years. Now, it is then our interest to treasure our lived experiences in
the mentoring by putting it into records and share to everyone, hoping that it could also touch
the lives of every teacher and motivate them to work religiously and heartily, touching and
changing the lives of the learners.
Phenomenon of Interest
More often than not, teachers’ experiences are not usually studied in research. Most of
the time, teacher’s qualification and performance were commonly investigated without looking
the holistic attribute of the teachers. The phenomenon explored in this study is the experiences
we encountered during the two (2) years mentoring program in Balabagan Central Elementary
School, Balabagan Lanao del Sur. We consider our experiences as ―lived experiences‖ in a sense
that it motivated us to do our job seriously every time we treasure our adventure in the said
place. Lived experiences are a re-reflective dimension of human experience. Wilhelm Dilthey
(1985) as mentioned by Max van Manen (1990), Professor Emeritus – University of Alberta
(www.maxvanmanen.com/researching-lived-experience-human-science-f...), describes ―lived
experience‖ as a reflexive or self-given awareness that inheres in the temporality of
consciousness.
In this phenomenological study, mentoring is just a part of the lived experiences of the
mentors. The effects of the mentoring process towards the protégés or student’s achievement,
perceptions on mentoring and their experiences with their mentors are also discussed. These
holistic, qualitative researches are inclusive on the day-to-day experiences of the mentors and
protégés in the mentoring program every weekend (Friday and Saturday) for a period of seven
weekends in each year. The study explicitly delved on the meaning of the lived experiences of the
mentors as a person, a mentor, a mother, an ordinary citizen, as well as the environment, health,
and the protégés. This phenomenological study sought to chronicle the lived experiences of the
mentors and the protégés during the mentoring program and at the same time evaluate the
effects of the mentoring towards students’ academic performance in their junior high school
program.

3
Faculty and Staff of the School together
with the three mentors
Setting of the Study
This phenomenological study about the lived experiences of the mentors and protégés
was conducted at Balabagan Central School for seven to eight weeks per year in a period of two
years. Balabagan Central School is one of the top performing schools in Lanao del Sur Division
2. The school is situated at the heart of the town in Balabagan Lanao del Sur. Balabagan is a
Philippine municipality. It is located in the province of Lanao Del Sur in Autonomous Region in
Muslim Mindanao which is a part of the Mindanao group of islands. The municipality Balabagan
is seated about 57 km south-south-west of province capital Marawi City and about 858 km
south-south-east of Philippine main capital Manila. The geographic coordinates of Balabagan are
7° 30' 37'' N, 124° 7' 48'' E, with an area of 230.00 km². The Municipality of Balabagan is
subdivided into 27 barangays. One forms the center of the city whereas the other 26 are in the
outlying areas. Some of them are even several kilometers away from the center of the
Municipality (http://www.philippine-islands.ph/en/balabagan-lanao_del_sur-philippines-
barangays.html, 2010).
A. The school site
During heavy rains, the school site is
flooded with water and sand. If this will
happen, classes are suspended. Many
students played under the rain, while their
parent getting panic of finding and
picking their kids to go home. This event
is occasional and constant. The
community did not bother at all and they
said; they are used to it.

4
Mentors host house
Mode of Transportation in the place
B. The Mentors Abode and Travel
For the period of two consecutive years in the implementation of the mentoring
program, the mentors were housed at the
resident of an agriculturist in
Balabagan municipality for free. They
were served with fresh and nutritious
foods and treated as VIP’s. The house is just a
walking distance from the school site. It only
took more or less 5 minutes for the mentors to
walk from the house to the school. The house is
situated at the heart of the town nearby wet
market were fresh fishes are sold. The beach or
the seashore is just a walking distance from the
house but it can be also reached by riding a
tricycle. The house is a three-story building made of concrete. The original owner of the house is
living at the United State together with her American national husband. The agriculturist is the
care taker of the house which is the aunt of the lawful owner of the house.
The mode of transportation in the
town is a tricycle suited for two. The route
of the tricycle is around the town and
towards other nearby municipality like
Malabang the next municipality. Travelling
of mentors towards the mentoring site was
not as easy as it can be. It was both
adventure and life threatening experienced.
The rough roads of almost two hours to
travel were flooded anytime when rains
come. We have to cross the creek by walking specially when
there is rain because the tricycle could not move when it is
loaded. However, despite of that risky situation we still
managed to take pictures to chronicle our enjoyment on such
unforgettable experienced.

5
There were also some instances that the tricycle we rode get stack on a heavy sand dunes after
floods, and we need to push the tricycle and walk until the tricycle can manage to take us. Photos
shown here are; some of our chronicled experienced during our travel under rains and the
floods. As we walk and cross the creek we enjoy the moment and took some pictures. Photo
shown below is the creek that we need to cross. Originally there was a bridge in the creek;
however it was devastated by a typhoon. As of this year (2015) the government started the
reconstruction of the bridge.
Photo shown at the right is the
appearance of the municipal road when
there is rain. As shown in the photo, the
road is very rough and destroyed.
Actually, I asked the people in the
municipality why their road was not
concreted; they said that the
government did not provide enough
budgets for it and their local
government did not bother to reconstruct their road.
Others also said that concreting their road is useless
and a waste of money because every time there is a heavy
rains their area specially the road and lower part of the
municipality are always flooded not only water but with a
heavy load of sand. In other words, the community felt
frustrated and hopeless with regards to their road repair
and construction. I also asked the opinion of the tricycle
drivers, and they said; ― naanad ne me ani nga karsada ang
importante peaceful and among lugar dili pareha sa una” (we are
used to this kind of road, the important is our place is
peaceful unlike before).Tracing back the history of the place, Balabagan was one of the war-
conflicted areas in Lanao del Sur. It was the war zone between Philippine army and the bandits,
pirates, and the so called ―barakoda‖. So, the resident in the said place is thankful enough that
they survived with that long-ending war and now they are contented of having a peaceful life.
Theoretical Basis
This article utilized hermeneutic phenomenology to uncover the lived experiences of the
MOVE-UPS mentors of varying experience. In its most basic form, phenomenology attempts to
create conditions for the objective study of topics usually regarded as subjective: consciousness
and the content of conscious experiences such as judgments, perceptions, and emotions.
Although phenomenology seeks to be scientific, it does not attempt to study consciousness from
the perspective of clinical psychology or neurology. Instead, it seeks through systematic
reflection to determine the essential properties and structures of experience (Giorgi, Amedeo
2009). Creswell (2007) emphasized that hermeneutic phenomenology can be used to make sense
of the phenomenon which are our lived experiences.

6
Interview Conducted with the
School Principal
According to Max van Manen (1990) and I quote; “human experience is the main
epistemological basis for qualitative research, but the concept of “lived experience” (translated from the German
Erlebnis) possesses special methodological significance‖. Lived experiences derived from the works of
Dilthey (1985), Husserl (1970), MerleauPonty (1962), and their contemporary exponents. In
English term, lived—derived from the Latin word experiential, meaning ―trial, proof,
experiment, experience‖ (Manen, 1990).
Mentoring on the other hand, is widely accepted as strategy for facilitating successful
learning especially in the basic education. Premack principle states that access to high-frequency
behaviors acts as a reinforcer for the performance of low-frequency behaviors (Elliott,
Kratochwill, Cook & Travers (2000). In this manner, mentors play a vital role for learners
reinforcing of knowledge and guidance. In other words, mentoring has great influence on how
an individual’s prepare themselves, and develop their skills, knowledge and attitudes throughout
the teaching-learning process. Based on the mentoring theory, mentoring share and retain
knowledge, promote diversity, create continuity of culture, and ensure adequate supply of
leadership talent (Corporate Leadership Council, 2005).
Methodology
This study utilized a hermeneutic phenomenological research design. This design is
relevant in chronicling the mentors and protégés personal lived experiences. According to
Creswell (2007) phenomenological studies examined human experiences through the detailed
descriptions of the participants. This method involves studying a small number of participants
through extensive and prolonged engagement to develop patterns and relationships of meaning.
The data were collected from the entire duration of the
mentoring program conducted by the mentor’s
participants which was in two years program of
implementation. The mentoring conducted was only
sixteen days each year. Checklist questionnaires,
interviews, observations and focus group discussions
with the participants (the mentors, the school administrator,
faculty, and the protégés) were the instruments used in data
gathering. Among the participants there were three (3)
mentors, seventeen (17) protégés, three (3) classroom
teachers, and one (1) school principal. The school and
protégés participant was selected through a pretest
examination results. Collecting data for
phenomenological research includes storytelling, tape
recording, documentary analysis and focus groups.
Interviews are unstructured or semi-structured (Wimpenny and Gass, 2000; Coalizzi,
1978, and Creswell, 1994). The role of the researcher’s is to act as facilitator and let the
informants to talk freely. Data analysis was done through hand-coding analysis due to
unavailability of qualitative data analysis software in the island. Hand-coding analysis involves a
read and re-read methods, categorizing and coding similar response in order to generate themes.
In phenomenology, the steps for data analysis are less structured and more open to alternative

7
procedures (Creswell, 1994). Dukes (1984) as mentioned by Creswell (1994) suggested that in
phenomenological analysis, one look for ―structural invariants‖ of a particular type of
experience—the patterns—and then submit the patterns to a different researcher for
confirmation. Through hand-coding analysis the lived experiences of the mentors and the
protégés were uncovered and the findings are presented through thematic approach.
Uncovering the meaning and essences in the lived experiences of the mentors and
protégés was the ultimate product of this phenomenological study. Moreover, the analysis of
data provides rich, in depth, descriptive and interpretive information that promotes greater
understanding of a particular phenomenon. Findings of this study provide information for future
interventions, policies, and serve as baseline to generate further research and enhance theory
development towards teaching and learning process.
Findings
A. The Mentors
Mentors that provided responses for this study described their lived experiences during
mentoring in four perspectives namely: ―Who I Am,‖ ―What I Do‖ and ―External Factors‖.
Based on the information collected from the mentors and my immersion with the mentors since
I am also one of the mentors, and at the same time the leader of the team, three themes were
generated and used to explicitly uncover the lived experiences of the mentors. The following
themes are as follows: Dedicated and Devoted Mentors; Moxie Mentors, and Adventurous
Mentors.
A.1 Dedicated and Devoted Mentors
During interview and focus group discussion with the mentors, they were ask to assessed
themselves who they are with their personal perceptions and feelings being selected as one of the
mentor in the MOVE UPS program. All of them feel excited of being a mentor even without
knowing the background of the place where they are assigned to. When they asked about their
expectations of their incoming protégés, they said; ―well we could not expect too much from them
considering that they are in a remote place. Probably most of them belong to below poverty line‖. The mentors
were also asked who they are; what is teaching for them and why they accepted the task of being
a mentors and sacrificing their weekends for the sake of teaching. Upon hearing the questions
they said; ―teaching is an engagement”, if you are a teacher you have to sacrifice and do your best for the sake of
the students. They also added that when they saw students learned from them they feel satisfaction
with their profession and proud of themselves of being a teacher. Teachers believed that their
profession is very important to them and with that, many teachers were unmarried because they
marry their teaching profession.
Mentoring needs passion. If a teacher or a mentor love what he or she is doing and
understand deeply the nature of the job, then passion in teaching or mentoring will evolve. When
there is passion in mentoring or teaching, the job will become a worry free and not a stressful
one. A happy mentor or teacher could design different pedagogy that could elicit optimum
learning outcome to the protégées. Mentoring is an essential leadership skill, it could motivate
other people or learners by helping them learn how to learn and become more effective and
successful learners. Mentoring can be a rewarding experience both personally and professionally.

8
The mentors gave reviewer books in English, Science, Math and Abstract
Reasoning to the school principal
Through mentoring you can improve your leadership and communication skills, learn new
perspectives and ways of thinking, advance your career, and gain a great sense of personal
satisfaction (http://www.mindtools.com/pages/article/newCDV_70.htm).
A.2 Moxie Mentor
The purpose of the mentoring program was to uplift elementary students content
knowledge and skills in Science, Math, English and critical thinking through abstract reasoning.
From time to time I asked the mentors to describe their teaching experiences during the
mentoring program. When I asked them about their students’ performance, they said; ―it so sad to
know that these kids are very eager to learn however, they are not well-taught due to lack of educational materials
and lack of expert teachers in the field of English, Science, and Math subject”. Proficiency and expertise in
teaching specifically in English, Science and Math is very much necessary for the leaners to learn
the correct concepts that they need to learn. As I observed the class interaction of the mentors
and the protégées, the teaching and learning process took smoothly even in a slow pace
considering the poor background of the protégés towards questions that calls for higher order
thinking skills. To help the protégées and other students in the said school, the DOST-SEI
Philippines, the sponsor of the mentoring program provide some review materials in English,
Science, Mathematics, and Abstract Reasoning to the school participants. In this manner the
teachers will make use of the review materials in teaching their students after the mentoring
program.
Despite of the protégées difficulty in catching and understanding the subject matter, they
showed positive response and participate actively the class interaction especially during hands-on
activities. When I asked the mentors regarding the attendance of the mentees they said; ―Wow the
students are very punctual our class time start at 7 in the morning and they arrive at 6:30 or earlier!” As I
observed the whole duration of the mentoring program, none of the protégés got absent in the
class even the weather is bad and the school and street are flooded. The attitude of the protégés

9
The scenery of a flooded mentoring school
site and street
motivated the mentors to do their mentoring program as efficient and effective as much as
possible. Even heavy rains occurred and it rains like cats and dogs, the protégés are still attending
their mentoring class. Photos shown below are the situation of the school during heavy rains. As
shown in the photos, the school site was flooded with water and sand. The parents were panic
picking their children in school to avoid any accident due to floods. This is the normal
occurrence of the area anytime when rain comes.
Teaching is a moxie because teaching
needs courage and determination. The
attitudes of the mentors in the mentoring
program is a good evidence that they are
courageous and determined to teach the
students despite of a long travel, and
sacrificing their family time just for the
sake of teaching. Moreover, the most
difficult aspect in the mentoring program
was the travelling period. It took three to
four hours travel of the mentors from
their residence to the mentoring site. The long period of travel was too risky for the mentors
considering that the travel passed along remote places and known to have many bandits and
family fudge. Aside from unsafe road to travel due to bad people or family conflict that resulted
to chaotic scene, the road to travel is not conducive specially going to the Municipality of
Balabagan wherein the road will become flooded when rain comes and the mode of
transportation is just a tricycle. Despite of those difficulty and life-threatening scene, the mentors
are determined and full of courage to move back and forth for the sake of teaching their
protégés. They are willing to sacrifice themselves in order to share their knowledge and expertise
so that the students could be able to access quality teaching and quality education that they
longed over a long period of time. One of the faculty observer during mentoring class said; “The
mentors are so bright and willing to give all the knowledge and skills they have that our pupils can fully
understand them. They also give their time to us, as teachers to introduce the knowledge and skills in our teaching
processes especially in K-12 program. Thank you so much and hope and pray that we can have another mentoring
program to come”.
More evidence supports that the teachers are moxie enough. As I interviewed the school
principal in Balabagan Central Elementary School and the respective teachers of the protégés in
the mentoring school participant, they unanimously said; ―mentoring class is very effective, it helps our
students to performed better”. They also added that they are satisfied with the performance of the
mentors in the mentoring class. The school principal itself believed the effectiveness of the
mentoring class and said ―there was a significant improvement in the learning in our students. In fact I was
told lately that they performed well in the schools where they currently enrolled in high school” (the mentees are
already in high school during the interview on the effectiveness of the mentoring). When I asked
the science, mathematics, and English teachers of the protégés in the said school about the
performance of their student’s protégés in their classes, one said ―the students performed best after
mentoring”, while the other said;

10
―I observed that they improved their way of understanding especially when I told
them to explain definitions and made conclusions on certain topics. To justify this I
conducted a film viewing last Agust 3, 2015 about parts of speech and vocabulary I
didn’t expect that they could interact with me while discussing topics, and I was
surprisingly amazed about their comprehension because it was great and fantastic”.
In the aspect of the mentors, I asked the school principal and the teachers concern as well, and
they unanimously said that they were satisfied with the performance of the mentors. The
following excerpts were quoted below to support this claims.
“In my opinion, the mentors do their best to discuss all the lessons academically to
the students. They are expert of the subject they teach”. (Science and Math Teacher
in the mentored school)
“The mentors of the MOVE UPS mentoring program do their best to teach the
students”. (The school principal of the mentored school)
“To the mentors of the said program, they are all heroes in our school for their
dedication and motivation in coming, conducting and lecturing our pupils even though
it’s raining cats and dogs! The best mentors the school ever had! (English Teacher)
The moxie mentors are determined to make a difference to their protégées. In fact, after the
mentoring program, a test was given to determined how much students learned in the mentoring
program. Table 1 is strong evidence and manifestations that the protégés participated actively the
mentoring class and performed better after the mentoring program. As shown in Table 1
majority of the protégés obtained a higher score in the achievement test after the mentoring
program. Despite of a short period and limited time given by the DOST-SEI in the mentoring
program, still the effect of mentoring is effective enough to say that the students benefited the
program improved their academic performance.
Table 1 Mentees Scores in the Achievement Test
(School Year 2014-2015)
Student #
Math
(40 items )
Science
(40 items)
Abstract
(40 items)
English
(40 items)
Total Score
Pretest posttest Pretest posttest pretest posttest pretest Posttest Pretest posttest
180
1 9 9 11 13 26 27 25 24 71 73
2 5 8 12 17 18 26 34 36 69 87
3 4 6 13 15 15 30 32 29 64 80
4 4 4 11 10 10 17 22 25 47 56
5 5 8 10 8 15 24 15 21 45 61
6 9 4 14 13 18 19 26 25 67 61
7 6 7 9 17 20 24 26 22 61 70
8 10 6 9 17 15 33 21 28 55 84
9 7 18 30 32 87
10 7 11 5 13 20 26 18 26 50 76
11 6 6 14 13 14 24 22 25 56 68
12 6 7 3 10 6 22 21 28 36 67
13 5 4 10 16 11 25 17 33 43 78
14 10 15 18 22 19 30 37 40 84 107
15 6 4 7 10 26 27 26 29 65 70

11
Mentoring is a two-way process between the mentors and the protégées. The learners learned
from the mentors and at the same time the mentors gained some helpful insights and strategies
in dealing the individual differences of the learners. Mentoring coupled with strategies. The
mentors will act as advisers, counselors, and coaches that direct the goals and give interventions
to the learners. According to the International Coaching Federation (2011) as mentioned by
McWilliams and Beam (2013) coaching profession is distinguished by the action, accountability,
and follow-through that are the focus in a coaching session. Coaches seek to elicit solutions and
strategies from clients themselves, as well as to nurture the skills and resources that a client
already possesses, rather than ―treating a problem‖ or educating a client. Mentoring is
increasingly seen as a critical skill to help learners. Mentoring focuses on work-related needs of
the while building the skills of individual (Schornack and Beack, 2002).
A.3 Adventurous Mentors
Student development needs proper mentoring. Several strategies have been explored and
used to address student developmental needs, specifically towards quality education. However,
mentors or teachers needs also a break and refresh themselves from the unending demand of the
teaching profession. The mentors in the MOVE UPS mentoring program are one of a kind that
could simultaneously do adventures while rendering their job or profession. They enjoy while
they teach and they refresh and rejuvenate as they travelled and mentored the protégés. As I
asked the mentors what impressions could they express in the mentoring sites and locale; they
said that it is awesome because of its richness in natural resources.
The fresh fishes, the very relaxing cold spring and the astonishing seashore served as
their refreshing avenue to rejuvenate their strength. I asked them about their other activities
before and after their mentoring class, and they said; ―in the early morning we go the beach waiting for
the fishermen so that we can buy fresh fishes to be brought at home. And while waiting for the fishermen to arrive
we enjoy the scenery of seashore and go into swimming” they said it with a smile and excitement showing
that they really enjoyed the place. Personally I felt the same what they felt because I am one of
them. The three of us were kept on waiting the fishermen in the seashore running along the
beach if the fishermen arrived. It was so much fun and relaxing. We felt freedom and away from
polluted city where we lived. In the late afternoon, we went to the cold spring for relaxation so
that at night we had a very nice sleep. This cold fresh water spring is just a few meters away
from the seashore. As we submerged ourselves in the water it is so refreshing and we felt the
alternating current of water with alternating cold and hot water.
16 8 6 9 9 18 22 17 22 52 59
17 10 4 11 14 14 28 23 30 58 76
18 7 13 11 12 15 25 18 16 51 66
19 5 6 2 14 12 26 18 30 37 76
20 6 8 6 16 16 22 25 19 53 65

12
B. The Protégés
The protégés of the mentoring program was composed of grade six and grade five
students at the Balabagan Central Elementary School during school year 2013 – 2015. These
protégés were selected through achievement test. There were fifteen protégés from grade six and
five from grade five during first year of operation. In the second year of operation the same
number of protégés was selected using the same sampling procedure. The participants of this
study were limited only on the protégés that are still studying within the municipality. Protégés
that transferred to other places were no longer included in this study. Since the interviews were
conducted last August 2015, majority of the protégés were now on their high school level of
education. The information gathered from the protégés under the mentoring program, evolved
three themes. These themes were used in analyzing and describing the lived experiences of the
protégés during mentoring. As such according to them the mentoring program and the mentors
work are satisfying, impressive and efficacious, and made a cheerful moment in their lives.
Thus these are the themes of the lived experiences of the protégés with their mentors.
B.1 Satisfying
Based on interviews from the protégés, they all agreed that the mentoring program was
beneficial and they satisfied the teaching methods of the mentors. They said that they understand
the discussion of the lesson very well and the mentoring classes help them a lot in their study;
―ang pagexperemento at pag activity at paglalaro and pinakamasaya at unforgettable” (doing experiment and
activity and play was the most enjoyable and unforgettable experience we had). When I asked
them what they can say about their mentors in the mentoring class, some of their responses were
quoted below;
― tinuturoan kaming mabuti para makapasa”
(They teach us well in order to pass).
“ masasabi kong maganda ang pagtuturo nila sa amin at hindi sila nagsasawa sa
amin kahit minsan makukulit kami”
(All I can say was that they teach us very well and they were not tired
with us even though we are naughty sometimes).
“ maganda naman klaro ang discussion at marami pa kaming natutunan tulad ng
pag eeperiemnt sa science at pagsosolve sa mga problem at pag-ooral‖
(The discussion was beautiful and clear and we learned a lot like doing
experiment in science, solving problem in math and oral recitation).
“ salamat sa inyo dahil marami kaming natutunan sa inyo at nagsaya kami”
(Thank you to all of you because we learned a lot from you and we
also enjoyed).
In general, protégés perception on the mentoring class is very commendable. They
really enjoyed and learn a lot through mentoring. Many of them got a firsthand
experience of doing activities and performing a hands-on application of the concept

13
during teaching-learning process. Table 2 below shows relationship of pretest and
posttest score of the protégés in the assessment test.
Table 2 Paired Sample test between Pretest Score and Posttest Score of Protégés
Paired Differences t df Sig. (2-
tailed)
Pretest –
Posttest
Mean Std.
Deviati
on
Std.
Error
Mean
95% Confidence
Interval of the
Difference
Lower Upper
-3.8947 4.1351 .948 -5.8878 -1.9017 -4.105 18 .001
As shown in Table 2 pretest and posttest score of the protégés in the assessment test in
English, Science, Math and Abstract reasoning is significantly different (t α .001 ≤ 0.05). This
value implied that the protégés performed better during posttest after they were mentored.
According to McWilliams and Beam (2013), effective mentoring involves intentional
conversations focused on the mentee’s growth and development. Mentors ask thought-
provoking questions, practice active listening, and provide objective feedback and guidance, and
model effective behaviors. Effective mentoring relationships help build learners ability to learn
and the learners learned key skills about building networks and the importance of lifelong
learning and development. Research reveals that mentoring programs play vital role in teaching-
learning process and bring a positive influence and commitment to the learners, driving retention
and facilitating knowledge with others.
B.2 Impressive and Efficacious
We all believed the saying that first impression is not a final expression. However, first
impressions last. In the case of the mentor’s protégé, their first impressions to their mentors
was their final expression and it last. The protégés all said that they were happy and lucky
that they were chosen as participants in the mentoring program. They all like their mentors,
the way how the mentors treated them and the way the mentors taught them. During
interview I asked them how the mentoring class helped them in their study being a junior
high school student. Excerpt of their responses are quoted below;
“ ang nakatulong sa amin ay ang nadadaanan naming sa Science, English and
Math na natapos na namin sa mentoring”
(The lessons that was taught us in the mentoring class helped a lot in our study)
“ngayong high school na kami marami kaming alam na mga bagay na natutunan naming sa mentoring”
(Now that we are in high school we already knew a lot that we learned from the mentoring)
“ marami kaming natotonan at naiintindihan”
(We learn a lot and understand)
“ nakakatulong sa akin ang mentoring dahil hindi kami masyadong nahihirapan ngayon”
(Mentoring helped us a lot because we did not find so much difficulty now)

14
Self-assessment checklist was also given to the protégés for them to express their
perceptions in the mentoring program and evaluate their mentors as well. Based on the data
presented in Table 3 almost all of them agreed that the mentoring class helped improved their
academic performance during their elementary education after the mentoring sessions, as well as
to their academic performance in their high school education. In fact when we interviewed them
they said; “ ang masasabi ko lang magaling silang magturo ng mga bata. Sana magpatuloy ang mentoring nila
sa school naming sa elementary” (All I can say is that they really teach well to the children. I hope that
the mentoring class will continue to our school in elementary). Actually the protégés was
emotionally touched during the last day of our mentoring class because that was the last
mentoring program. They said that; “ marami kami natotonan at naintindihan” (we learn a lot and
understand them). While many said; ― maraming maraming slamat po, dahil marami kaming natutunan
sa inyo tulad ng problem solving‖ (A million thanks to you because we learn a lot from you like
problem solving). Other also said; “salamat sa inyo dahil tinuruan mo kami ng mabuti” (thank you so
much to you because you teach us very well). ―Thank you for your guide and some of your subject that we
learn and acquired from you. I am a top 11 in grade 7‖. “Proud ako sa mga mentor naming dahil may
natutunan ako na napakarami kaya nagpapasalamat ako sa kanila” (I am so proud to my mentors
because I learn a lot from them so I say thank you to them).
Table 3 Self –Assessment of Protégées Perceptions on the Mentoring Program
Assessment Frequency
of Yes
Frequency of
No
Frequency of
Partly
Are you happy to be one of the students
who participated in the mentoring?
15
Did you understand the discussion of the
lesson by your mentors?
14 4
Is the mentoring class help you in your
study?
18
Did the mentoring class improve your
academic performance in your
elementary and high school?
18
Did the mentoring class improve your
academic performance in English,
Science and Math in high school?
15
Total Protégées 18
B.3 Cheerful Moments
An elementary grade is the stage of enjoyment and a period of adjustment between
childhood and puberty. Since the protégés were grade five and grade six pupils, we the mentors
could not avoid making fun with them and even play with them. During mentoring classes, the
mentors provide varied activities and games so that the teaching-learning processes were more
fun and meaningful to the learners. Indoor and outdoor activities were provided; awarding,
giving of snacks and bonding time were done by the mentors.

15
Most protégés said; “ang hindi ko malilimutan ay ang pag-aagawan naming ng t-shirt” (the
unforgettable experienced I had was the competition of getting t-shirt). Other also said they
enjoyed during awarding. Generally, the most cherish moments of the protégés was the actual
activities done in the class, playing, bonding and awarding. This is expected from them
considering that they are still kids. Learning is an act of getting and assimilating new knowledge,
and or modifying and reinforcing prior knowledge stock in the mind and experiences of the
individual learners. This may involve synthesizing new and old but different types of
information. However, learning become more meaningful and fun if the mentors integrate
activities that are playfull in the aspect of the learners specially in the elementray level of
education. Playing is one way of developing social skills and emotional skills of the kids through
sharing and collaborations. Play has been the first approached form of learning as believed by
several theoriest. Lev Vygotsky as mentioned in the book of educational psychology by Elliot, et
al. (2000), agrees that play is pivotal for children’s development, since they make meaning of
their environment through play. Upadhyay (2005), examined the lived experiences in an urban
science classroom of an elementray school. His findings concluded that students bring different
funds of knowledge that are accumulated through their lived experiences not the classroom. He
suggested that lived experiences of the students will be used to develop a curricular framework in
teahcing.
C. Overarching Theme: Sweet Delight
In general, the overarching theme that described both the mentors and protégés lived
experiences is ―sweet delight‖. Sweet delight ultimately became the overarching theme because
the mentoring program and classes executed by the mentors established rapport to the unknown
constituents in the mentored school specifically the protégés, the researchers abode, and the
faculty and staff in the participated school. Sweetness and camaraderie among them made the
mentors and the protégés teaching-learning process effective. It is a delight since the mentors
provide a high degree of gratification and joyous moment to the protégés, to the faculty and the
school principal and at the same time they gave the same feelings in the same way to the
mentors. There are many ways that could make learning more fun to the students. In doing this,
mentors or teachers and they like must make sure that they have satisfaction and devotion to
their profession so that they could create a joyful learning environment and make teaching and
learning more effective, meaningful, and make believe that there are so much fun in teaching and
learning. It is also a sweet delight to us as mentors upon knowing that we effectively and
efficiently impart knowledge to the protégées as well as to the teachers of the mentored school.
Results from the checklist that we administered to the teachers of the protégées and the school
principals are very satisfying and ease all our fatigue in the travel. Table 4 summarized the
response of the school administrators in Balabagan Elementary School. As shown in Table 4, all
they responded yes to the seven assessments.

16
Table 4 Evaluation on MOVE UPS Mentoring
Assessment Yes No Partly
Are you happy to be one of the participating schools in the
mentoring program? 4
The students’ academic performance specially in English,
Science and Math improved significantly because of
mentoring class
4
Mentoring classes help our students performed better in
their high school academic performance
4
The lesson discussed in the mentoring classes was very
useful and helpful in our teaching with the students
4
The mentors in the mentoring classes are diligent and
hardworking
4
The mentors in the mentoring class did their best in
teaching our students
4
Are you satisfied with the performance of the mentors in
the mentoring classes?
4
Total (N) 4
The concluding statement of the school principal is quoted below;
He said; “hope the program will continue, mentoring time allotment is not enough need more time for the
program‖. He further said that most of their students are indigenous people, however they excel in
the high school just because of the mentoring program given by the DOST. He suggested that if
there will be another mentoring, it should be started in Grade 5, so that there is a continuity of
learning. Then he added that their teachers should be trained.
Conclusion and Recommendation
Earning a degree and receiving a certification of excellence or diploma is not a guarantee
that one could make difference in their profession. It is not the degree that counts but instead it
is you who can make difference to other people lives and how you touch their lives. Mentoring
program is very helpful and significant for it develops the learning abilities of the learners or
pupils. In doing this it needs a devoted and versatile mentor. There is so much fun in teaching if
the teachers are satisfied with their job and find self-fulfillment and satisfaction of whatever
endeavor he has to undertake. Therefore based on the findings of this study, I can guarantee that
teaching is really a noble profession. In this moment, I recommend that there is need for the
teachers to develop values that could make their profession more enjoyable to them in order to
keep away from stress and stressors. This matter only depends on the personality and outlook of
the teacher and an individual human being as a whole. So make more fun in your job and make
others smile what you have done to them because laughter is the only best medicine that is free
of charge.

17
References
Beack, C. E. and Schornack G. R. (2002). International Business & Economics Research Journal (IBER)
Vol 1, No 12 (2002) Mentorship Theory And Current Practice: A Study Of Executives In The
Greater Denver Region
Byrne, M. (2001) Hermeneutics as a methodology for textual analysis. AORN; 73: 5, 968–970.
Colaizzi, P. (1978) Psychological research as the phenomenologist views it. In: Valle, R., King, M. (eds)
Existential PhenomenologicalAlternatives for Psychology. New York, NY: Oxford University Press
Coporate Leadership Council (March 2005). www.corporateleadershipcouncil.com ©2005 Coporate
Executive Board, Catalog No. CLC12LEL8V
Creswell, J.W. (1995) Research Design. Qualitative and quantitative Approaches. SAGE Publications,
Inc. 2455 Teler Road Thousand Oaks; California 91320
Eby, L.T. . Allen, T.D. Evans, S.C. Ng,T and DuBois, D(ND) Does Mentoring Matter? A
Multidisciplinary Meta-Analysis Comparing Mentored and Non-Mentored Individuals
Elliot, S.N., Kratochwill, T.R., Cook, J. L., and Travers, J.F. (2000). Educational Psychology: Effective
Teaching, Effective Learning, McGraw Hill Companies, Inc.
Fraenkel, Wallen, and Hyun (2012) How to Design and Evaluate Research in Education. Eight edition,
San Francisco State University. McGraw-Hill Companies
Giorgi, Amedeo. (1970). Psychology as a Human Science. New York : Harper & Row.
Giorgi, Amedeo. (2009). The Descriptive Phenomenological Method in Psychology. Duquesne University Press:
Pittsburgh, PA.
Hardy Leahy, Thomas (2001). A History of Modern Psychology. New Jersey: Prentice Hall. p. 381. ISBN 0-
13- 017573-0
Januszewski, A. (2001). Educational technology: the development of a concept. Englewood, CO: Libraries
Unlimited Inc.
Joyce, B., Weil, M., Calhoun, E. : Models of teaching, 6th edition, Allyn & Bacon, 2000. ISBN
0205389279
Kuhlthau, Carol C. 2007, Guided inquiry: learning in the 21st century, Libraries Unlimited, Westport CT.
Lewis-Beck, M.S., Bryman, A. and Liao, T. F. ( 2004). The SAGE Encyclopedia of Social Science
Research Methods. Pub. date: 2004 | DOI: http://dx.doi.org/10.4135/9781412950589 Print
ISBN: 9780761923633 | Online ISBN: 9781412950589
Manen, M. (1990). SUNY series, The Philosophy of Education. ISBN10: 0-7914-0425- 0 : 978-0-7914-
0425-6. Edited by John Sallis (Boston College) and James Risser (Seattle University)
McWilliams, A. and Beam, L.R. (2013). The Mnetor, Adsvsing, Coaching, Mnetoring: Models of
Development Relationships in higher Education, Wake Forest University, June 28, 2013.
Reiser Robert A. and John V. Dempsey (eds). (2006). Trends and Issues in Instructional Design and
Technology, 2nd edition. Prentice Hall. ISBN: 0131708058
Reiser, R. A. & Ely, D. P. (1997). The field of educational technology as reflected through its definitions. Educational
technology research and development. Vol. 45, No. 3, 63-72.
Roth, Wolff-Michael; Jornet, Alfredo (2013). "Toward a theory of experience". Science Education 98 (1):
106–26.
Seels Barbara B. and Rita C. Richey (1994). Instructional Technology: The Definition and Domains of the Field,
Association for Educational Communications and Technology (AECT), ISBN 0892400722
Smaldino, S. E. et al, (2005), Instructional Technology and Media for Learning (5th Edition), Sharon E et
al, Pearson Education Ltd., ISBN 0-13-113682-8
Tenedero, H. S.(1998). Breaking the IQ Myth. Learning Styles, Multiple Intelligences, and Emotional
Learning in the Classroom Environment. Henyo Publications, Manila, Philippines.

18
Twigg, Vani Veikoso (2010). "Teachers’ practices, values and beliefs for successful inquiry-based teaching
in the International Baccalaureate Primary years Programme". Journal of Research in International
Education 9 (1): 40–65. doi:10.1177/1475240909356947.
Upadhyay, B. R. (2005). Using Students’ lived experiences in an urban science classroom: An elementary
school teacher’s thinking. DOI: 10.1002/sce.20095 Copyright © 2005 Wiley Periodicals, Inc
Wilhelm, J. G., & Wilhelm, P. J. (2010). Inquiring minds learn to read, write, and think: Reaching all
learners through inquiry. Middle School Journal, May 2010,39-46.
Wimpenny, P., Gass, G. (2000) Interviewing in phenomenology and grounded theory: is there a
difference? Journal of Advanced Nursing; 31: 6, 1485–1492.
The Author
Dr. Anabelie V. Valdez is the president of the Alliance of Teachers for
Innovative Education and Excellence Inc., and permanent faculty in
MSU. She finished Ph.D. Science Education Biology as DOST Scholar
and graduated as the class valedictorian and best dissertation awardee;
Ph.D. Educational Management, Masters in Secondary Teaching General
Science and Bachelor of Science in Secondary Education Biology,
Mindanao State University Marawi City Philippines. She is a regular
lecturer in the MSU SASE reviews, and in private review center for the licensure examination for
teachers. As a researcher, Dr. Valdez presented some papers in the international conferences
held in the Philippines and abroad (Jakarta & Malaysia) and received best presenter and best
dressed researcher, best in power point and talent in the World Research Festival. She was also
awarded as Best Paper/Presenter in the International Conference on Humanity Culture and
Society held in Kuala Lumpur Malaysia. She is a senior member in the International Economics
Development and Research Center (IEDRC), an editorial board member in the International
Journal of Learning, Teaching and Educational Research and a peer reviewer in the Afrasian
Journal of Humanities and Social Sciences and published 6 researches in a peer reviewed
international journals. Keynote Speaker and Session Chair in some International Conferences.
The author is also a module writer and mentor of the MOVE-ON Project of the DOST-SEI,
Philippines.

19
p-ISSN: 1694-2620
e-ISSN: 1694-2639
Vol. 9, No. 2, pp. 19-26, ©IJHSS
Employment Outcomes of Bachelor of Science in
Information Technology Graduates in a Technological
State College
Catalino L. Centillas Jr., Ph.D.
catalino031765@gmail.com
http://orcid.org 0000-0002-1015-4893
Palompon Institute of Technology-Tabango-Campus,
Tabango, Leyte, Philippines
Charles Lumbay &
chalum76@gmail.com
http:// orcid.org 0000-0002-4606-3045
Christian Caben M. Larisma
cabenedlyn@gmail.com
http://orcid.org 0000-0002-0138-2907
Abstract
This study is a proof which documented the employment status of the graduates related to their
present occupations. This is done to assist administrators and faculty in the enhancement of the
Bachelor of Science in Information Technology program of Palompon Institute of Technology-
Tabango Campus from school year 2011 to 2016. The study used the descriptive type of research
method with 98 graduates who served as respondents. Results revealed that majority of the
graduates were gainfully employed and were working with jobs that were related to the course
where they gained training with. However, forty (40) percent of the total respondents were
unemployed as revealed in the study. Most of those who were unemployed cited that lack of
experience and no job opening as their reasons for being unemployed. Therefore it is strongly
recommended that graduating students before graduation must be given ample time to
experience pre-employment examination and interviews. Furthermore, the school concerned
should find ways to establish more linkages with establishments which can cater with the
employability of the graduates, so as to assist them with their employment after graduating in the
course.
Keywords: Employment status, skills training, graduates, Technological State College, BS
Information Technology program
Introduction
Tracer studies enhance curriculum and maintain the extent of relevance and provide
benefits to the graduates and improve marketability of educational programs Balingbing (2014).
Adequate knowledge and skills on employment outcomes of training could help in formulating

20
policy towards hostility, some of social problems such as unemployment. Students in any degree
program, particularly graduates are required to earn a sense of competence in their chosen field
and develop confidence to explore new possibilities and new employment specially that there is
an increasing competition among rivals at work (Mathed, 2008). As graduates of higher
educational institutions, they must prove the world that job-hunting is not a problem even if the
competition in the business or corporate world is so unbending because of the increasing
demand of the market still we can find a job relevant to the chosen field. Relatively, one,
particularly a graduate of Information Technology, must possess competency among the three
domains like knowledge, skills and attitudes required for the specific job. In addition, tracer study
according to Garcia (2003) as cited by Gines (2004) pointed out that tracer studies is an
important source of information to know what happened to graduates of academic programs in
Higher Education Institution (HEI’s).
The study made on the graduates of the graduate course in Urban and Regional Planning
(Probes, 2008) states that the employability and relevance of their graduate trainings to their jobs
and to the field. The survey, a first of its kind in the seven years of its program, sought
information on the nature of tasks and function performed by the graduates in their respective
jobs and requested some feedbacks on how useful and relevant were their degrees in the work
they were engage in. Related to this, the graduates were requested to offer some suggestions on
how graduates programs could be more relevant so as to make their contribution to national
development efforts more substantial and meaningful.
Concorde, (2009) said that the study on the status and prospect of technical education in La
Union Province and its implications to manpower development for industrial world. He revealed
that the graduates of technical courses in the province found difficulty in seeking employment.
However, they have to go through the process of retraining before they are hired as regular
employees in local or national industries. He pointed out that outputs of graduates in technical
education particularly in the manufacturing group employment projection or labor market
indicate a great demand in the service group.
The study quotes the speech made by Y.B. Datoseri Mohamed Khales Nordin (2009) in a
seminar entitled “Enhancing Graduate Employability: Issues, Concerns and the Way Forward”
states that the challenging economic situation means that it is no longer sufficient for a new
graduate to have knowledge of an academic subject; increasingly it is necessary for students to
gain skills which will enhance their prospects of employment. Thus, Higher Education
Institutions must be responsive to these changes. Historically, academic institutions have tended
to serve as institutions for moral and intellectual development as well as centers of civilization.
With rapid economic development, they are now more effective with emphasis of professional
training. Their prime task is to ensure that education and training are market driven and
responsive to the changing needs of the various sectors of an economy.
According to Mercado (2009) the initiative of the Commission on Higher Education in the
Philippines to spearhead the conduct of graduate tracer study among selected Higher Education
Institutions in order to obtain data that would show if HEI’s are offering courses or programs
that produce graduates to meet the needs of industry and society.
In the study conducted by Lalican (2007) she emphasized that the acquisition of knowledge in
the undergraduate specialization, skills and competencies will also promote productivity,
efficiency and expertise in the graduates’ present job. Prosser and Quigley (1963) pointed out
that the training of students in technical education will be efficient if the environment in which
the learner is trained is a mock-up of the environment in which he/she must subsequently work.

21
Training therefore in the school must replicate the environment or imitate the situation within
the company where the graduates will subsequently work.
Hence, getting employment in industry or being self-employed is not the end in itself but the
beginning of a new life, new environment, new faces and new adjustment. Of course not all of
these graduates find fulfillment of what they are expected to be. Some continue their schooling
just after graduation and some have to hang their diploma instead of working. According to
Wrenn (1951) any professional school is not only concerned with the degree with which its
graduates find gainful employment. In fact, Wrenn further explained that the service extended to
the students in securing jobs upon graduation is one of the more recently recognized
responsibilities of the school.
Just like any other Higher Education Institution (HEIs), PIT-TC would also like to improve its
services to the students. It continues to look for ways in which things are made easier to ensure
the effectiveness of training of the school. Thus, this study was conducted to trace the
employment status of the BS Information Technology graduates to ascertain and institute within
the necessary technical knowledge and skills as well as job morale so that they will be aware of
their rightful function after graduation and that they would be able to be self-employed or land a
job which will lead them to be satisfied and feel fulfilled.
Statement of the Problem
This study determined the employment status of Bachelor of Science in Information Technology
Graduates for the academic year 2011 and 2016. Specifically, this study aimed to find out the
activities engaged in by the graduates; the reasons for unemployment for those who are
unemployed; and to formulate recommendations out of the results to further enhance the
program.
Research Design of the Study
The descriptive survey method was employed in this study with the questionnaire as the main
tool in gathering the needed data. The method ascertains the employment status of the BS
Information Technology graduates to their present activities. Personal interviews regarding the
activities of the respondents were also done in order to strengthen the information gathered.
Significance of the Study
This study has national and international significance to curriculum planners and educational
practitioners regarding the value of the chosen field of the students were the researchers seek to
lay the basis for the improvement of the program in the area covered by the study. The lesson
learned in the classroom by the graduates in relation to their present activities will be the basis
for the enrichment of Bachelor of Science in Information Technology program.
It is hoped that the findings of this study will be valuable to the policy makers, school
administrators, faculty, curriculum planners, and students in the following manner:
School Administrators. The employment status of the graduates would offer insights
to the administrators in identifying the aspects of the program that need redirection and
restructuring so that better quality of instruction could be provided and needs of industry would
be satisfied.

22
Faculty. The result of this study will encourage the faculty to upgrade their teaching
skills for an effective learning process. It would also lead them to prepare and design
instructional materials relevant to the demands of the industry.
Curriculum Planners. This will help them choose the right direction on the trade skills
that should be added to the present curriculum and what is to be improved, particularly in the
information technology program.
Students. On the other hand, the students would be assured of a quality instruction,
hence better job placement in the future that all parents aspire. They will be trained according to
what the actual field of work needs, therefore would make their work assignment easier to
accomplish.
Industry. Various establishments that are possible work areas of the graduates will be
assured of highly skilled graduates, who would contribute largely to high production at low costs.
Method of Procedure
In the conduct of this study, the descriptive research was considered appropriate thereby making
adequate and accurate interpretations about the gathered data with or without the aid of a
statistical method. This type of research method was designed to assist administrators and
instructors in the enhancement of the Bachelor of Science in Information Technology program
of Palompon Institute of Technology-Tabango Campus. Specifically, this study aimed to find out
the activities engaged in by graduates; the reasons for unemployment for those who are
unemployed, and to formulate recommendations out of the results to further enhance the
program.
Collection of Data
The gathering of data was done according to the following scheme:
Preliminary preparation. The researchers made a formal letter of request to the
administrator of the school to conduct the study.
Administration and collection of field instruments. After given the approval to
conduct the research study, the refined instruments were distributed to the respondents and
collected immediately for consolidation and analysis.
Treatment of Data
In order to obtain the necessary information from the graduates, the researcher sought
permission from the Registrar’s Office to examine the records on file available in order to get the
names and complete addresses of the respondents. The Instructor’s of BS Information
Technology were also sources of information.
For the respondents who could easily be contacted, the researcher personally gave the
questionnaire and conducted incidental personal interview to enrich the information needed. For
those respondents who could hardly be reached the questionnaires was sent by mail with self-
addressed stamped envelope to facilitate the return of the answered questionnaire.
Findings
The descriptive survey method was utilized to determine the employment status of the BS
Information Technology graduates of Palompon Institute of Technology-Tabango Campus
during the academic year 2011- 2016 in terms of the graduates’ employment status of their
present occupations.
As indicated in figure I, it was revealed that there were ten (10) students who graduated in 2011,
fourteen (14) in 2012, twenty six (26) in 2013, nineteen (19) in 2014, seven (7) in 2015, and

23
Twenty two (22) in 2016. However, it was noticed that in the graph in 2013. As reflected in the
graph, during the academic year 2013 there was increase of graduates from 2011 to 2013 and
from 2013 to 2015 graduates’ in this year decreases. This is attributed to the fact that most of the
students prefer to enroll other program offered in this college.
Figure I. Distribution of Graduates by Academic Year
Figure 2 describe the summary of graduate’s status of employment. As indicated in the
graph, from 2011-2016, nineteen per cent of the total number of employed graduates holding a
regular or permanent status; nine per cent were temporary, thirty per cent were contractual and
two per cent were self-employed.
There were graduates who were unemployed with a total of forty per cent which could
be attributed that lack of experience and no job opening as their main reasons for being
unemployed. This means that even if they have acquired adequate knowledge and skills in their
stay in school, they could not utilize these because of lack of job opportunities in the community
they were in.
Figure 2. A graph showing the Graduates Employment Status from 2011-2016
No. of Graduates,
2011, 10
No. of Graduates,
2012, 14
No. of Graduates,
2013, 26
No. of Graduates,
2014, 19
No. of Graduates,
2015, 7
2016, 22
No. of Graduates
2011
2012
2013
2014
2015
2016
Employment
Outcomes No. of
Graduates, Regular
or Permanent, 19,
19%
Employment
Outcomes No. of
Graduates,
Temporary, 9, 9%
Employment
Outcomes No.
of Graduates,
Casual, 0, 0%
Employment
Outcomes No. of
Graduates,
Contractual, 29,
30%
2%
Employment
Outcomes No. of
Graduates,
Unemployed, 39,
40%
Employment Outcomes
Regular or
Permanent
Temporary
Casual
Contractual

24
Figure 3 shows the distributions of employed graduates according to the type of agency were
they are working. From 2011-2016, nineteen percent are connected in the government agencies
while eighty one per cent of the employed graduates are connected in the private agencies. This
implies that most of the establishments in Leyte are run by private agencies rather than in
government owned entities.
Figure 3. A graph showing the Employed Graduates According to Types of Agency
Connected from 2011-2016
The table below discusses the results from the data collected regarding the nature of
occupation of employed graduates. One (1) or five and eighty eight percent who was employed
as encoder and three (3) or seventeen and sixty five percent of the graduates was employed as a
computer technician. These results could imply that the nature of occupation of employed
graduates vary on the availability of their willingness on a particular job.
Table I. Nature of Occupation of Employed Graduates from 2011-2016
Nature of
Occupations
2011 2012 2013 2014 2015 2016 Total
f % f % f % f % f % f % f %
Encoder 1 25 1 14.3 - - 14 100 3 100 - - 19 33.3
Computer
Technician
- - 2 28.6 5 33.3 - - - - 2 14.3 9 15.8
Call Center
Agent
3 75 4 57.1 10 66.7 - - - - 12 85.7 29 50.9
It can be gleaned in Table II the results on the activity engaged in by the self-employed
graduates from 2011-2016. With regards to their activities from in 2013 and 2015, there were
only one (1) or one hundred per cent graduates were self-employed which means that they
settled in a job by themselves without looking for better job opportunities in the industry. This
Distribution of
Gradautes
According to Types
of Agency No. of
Graduates
Employed from
2011-2016,
Government, 11,
19%
Distribution of
Gradautes
According to Types
of Agency No. of
Graduates
Employed from
2011-2016,
Private, 46, 81%
Distribution of Employed Graduates According
to Types of Agency Connected from 2011-2016
Government
Private

25
result attests that to be self-employed one needs a capital, courage, and management skills aside
from their skills learned in school.
Table II. Activities Engaged in by Self-employed Graduates
Activity
2011 2012 2013 2014 2015 2016 Total
f % f % f % f % f % f % f %
Encoder - - - - - - -
Computer Servicing - - 1 100 - 1 100 - 2 100
Programmer - - - - - -
In Table III presents the data on the reasons given by the graduates for being
unemployed. It shows that in 2011-2016, the main reason of the unemployed graduates were lack
of work experience with fifty one per cent, followed by no job opportunities with seventeen per
cent, then followed by did not look for a job with fifteen per cent. In 2016, there were two
graduates who continue further studies because they believe that one of the requirements now a
day the applicants in any establishment must be a graduate of masteral program before they
settled in a job by themselves without looking for better job opportunities in the industry.
Table III. Reasons of the Graduates for Being Unemployed
Reasons
2011 2012 2013 2014 2015 2016 Total
f % f % f % f % f % f % f %
Advanced or
further study
- - - - - 2 25 2 5.13
Family concern
and decided not
find a job
- 2 28.6 1 10 - - 1 12.5 4 10.26
Health related
reasons
- - - - - -
Lack of work
experience
3 50 5 71.4 4 40 2 40 2 67 4 50 20 51.3
No job
opportunity
- - 3 30 2 40 1 33 1 12.5 7 17.9
Did not look
for a job
3 50 - 2 20 1 20 - - 6 15.4
Conclusion and Implication of the Study
Most of the graduates are employed along their chosen field, that is, information
technology. The fields of specialization and school acquired skills and competencies of the
graduates are relevant to their chosen occupations and these greatly help them in the
performance of their jobs. However, there still a need to strengthen the skills/competencies that
could make curricular offering more relevant to current jobs specifically the skills in information
technology and communication.
It is therefore implied that there would be continuous monitoring and evaluation on its
implementation of the program to keep abreast of how its graduates are doing and what
initiatives can be done further in the curriculum and manner of instruction for more productive
and worthy graduates. There should be a conduct of follow-up study on the availability of

26
establishments which can cater with the employability of BS in Information Technology
graduates. The school should find ways to establish more linkages with establishments which can
cater with the employability of the graduates, so as to assist them with their employment after
graduating in the course.
References
Gines, A.C. (2004). Towards Relevance and Sustainable Quality in Teacher Education, In M. Fremerey; S.
Amini; M. Wesseler (Ed.) Promoting Relevance and Quality in International Higher Education.
Witzenhausen; Germany: ISOS, University of Kassel Press.
Lalican, N. M. (2007). Tracer Study of Agricultural Students. University of the Philippines, Los Banos,
Laguna.
Mathed, J. (2009). Professional Graduates. www.yahoo.com.sg/ status of graduates/reports/1-23-2008
Mercado, F. M. (2009). A Tracer Study of MSEUF graduates. Enverga University.
Nordin, M. K. (2009). Enhancing Graduate Employability: Issues, Concerns and the Way Forward.
Minister of Higher Education Malaysia.
Probes, M.H. (2008).Business Education Graduates, A Tracer Study. Unpublished Doctoral Dissertation,
Centro Escolar University.
Prosser, C.A. and Quigly, T.H. (1963). Vocational Education in a Democracy. Chicago: American Society.
Wrenn, G.C. (1951). Students Personnel Work in College. New York: Ronald Press Company.
The Author
Dr. Catalino L. Centillas Jr. is the Head of Research Services at the
Palompon Institute of Technology-Tabango Campus. He obtained his
Bachelor’s Degree in Industrial Education in Leyte Institute of Technology
and finished his Master’s Degree in Industrial Education in 1992 and
Doctor of Philosophy in Educational Program Management in 2003 from
Eastern Visayas State University, Tacloban City, Leyte.

27
p-ISSN: 1694-2620
e-ISSN: 1694-2639
Vol. 9, No. 2, pp. 27-32, ©IJHSS
Success Factors in Lanao del Sur Construction Projects:
A Study for the Development of Project Performance
Jawad Z. Salic
jawad_salic@yahoo.com.ph
Philippine Engineering and Agro – Industrial College, Inc.
Marawi City, Lanao del Sur, Philippines
+639106088315
Abstract
Due to the dynamic nature of construction project management, it is inevitable that conflicts will
arise. Construction projects are commonly influenced by both success factors that support
projects parties finish their objective as scheduled or delay factors that reschedule project
completion. The objectives of this research project are to identify success and delay factors to aid
contractors in Lanao del Sur to reach their objective on time throughout the construction. This
research studied success factors and delay factors through survey questionnaires and structural
consultations aiming experts involved in a construction project. Data was collected and evaluated
by statistical method to distinguish the utmost significant success factor and causes of delay. This
research extracted the most significant success factors according to the literature and most
significant delay factors recognized by project parties. The correlation among them is studied to
determine with which the most prominent ways in avoiding delays for the success of the project
construction. Most of the success factors that contribute to the completion of a construction
project are mostly consultant and owner related. Thus, the researcher concluded that to
minimize construction delays, effective strategic planning, site management and supervision and
clear information and communication channels are possible methods that could be of a great
help to be able to have a well-developed construction management.
Keywords: Success factors, delay factors, construction project, construction management and
project performance.
Introduction
The construction industry plays a major role in progression and attaining the goals of civilization.
Project attainment can be distinct as satisfying the goals and the objectives as suggested in the
scheme of the plan; finishing its methodological enactment, keeping up with the timetable, and
staying within the financial budget. Construction has difficulty in its usual aspect since it
comprises great quantity of individuals as stakeholders, contractor, clients and consultants. The
construction industry is one of the industries that have numerous concerns in its daily
operations. The study of fresh literature shows that construction projects are usually
accomplished with large cost overruns, extended schedules (delay) and quality concerns.

28
Most of the construction companies nowadays aspire to step up on the next level of this
industry, to have advantage, to earn more and to succeed. Thus, to attain this objective, it is a key
for contractors to wisely categorize the factors for the success of their projects.
Success of every construction projects such as road development, irrigation, drainage, water
supplies projects, housing projects and building establishments plays a major part on the
economic development of a province. Thus, the aforementioned usual construction projects
were interlinked in the development of the economic growth of the province of s del Sur.
Philippines is now a developing country, Lanao del Sur should be part of this development,
construction companies operating in the province should always consider the success of every
projects they have for the stability and growth of the economic performance of the province.
This study examines success and delay factors in an organized manner to define what success
components are most significant and what delay components are to be considered and to be
avoided. After the success factors and delay factors are determined, the chances for the
development of construction project performance within the province of Lanao del Sur can be
measured by the experts in order for them to have a a successful project outcome.
Statement of the Problem
This study attempts to find answers to the success factors and delay factors of the construction
project in the province of Lanao del Sur implemented by contractor firms/companies working in
the said province. Specifically, this study will sought answers to the following questions:
1. What are the success factors which are the most influential construction companies that
are currently undertaking in the construction industry in Lanao del Sur?
2. What are the delay factors to be avoided or prevented that are experienced in the
construction industry in Lanao del Sur?
3. What are the success factors and delay factors that are presently experienced by the
construction industry in Lanao del Sur?
4. What are the implications can be drawn from the study?
Research Design of the Study
The researcher used the descriptive research method to identify the success factors in
construction industry in the province of Lanao del Sur implemented by contractor
firms/companies working in the said province so that pon ssible remedies will be drawn. This
study used a structured survey questionnaire that was prepared by the researcher in seven pages
paper distributed to the respondents and personal interview which was a one on one talk with
the respondents. It will be conducted towards professionals in construction companies that have
been registered to operate or supervise a construction project.
Significance of the Study
This research will provide valuable information to reach a better understanding of the
construction industry at Lanao del Sur. This study will be used to improve the understanding of
self-worth in the background of construction system. This study will be beneficial to the
construction firm/company whom has project in the province of Lanao del Sur to enhance their
knowledge to what are the necessary steps to overcome the delay of their construction project
herein Lanao del Sur.

29
It is foremost hope of the researcher that this study will provide clear insights to readers
and enlighten their minds to be able to know and understand what is mean by the duties and
obligations of every citizen to have a successful construction projects.
Data Gathering Procedure
The researcher personally distributed the questionnaires to the respondents and they were given
enough time to give their sincere answers or responses to the questions. The data in the
questionnaires were checked, tallied and tabulated. The results provided valuable data about the
problem to be studied. Ultimately, the findings served as the basis for conclusion and
recommendations.
Statistical Tools
After gathering the data, the researcher used the frequency distribution and percentage in
analyzing them.
Simple Frequency and Percentage
Formula:
P = f/N x 100%
Where:
P = Percentage N = Number of Respondents f = Frequency
Findings
After the data collection and statistical computation from the perspective of the respondents,
every factor was ranked and determined wither it is a success factor or a delay factor to their
assigned index. Majority of the respondents had the senior positions and experienced between 11
to 20 years of employment in construction industry. Most contributing success factors for the
consultant related are: experienced consultant, adequate approval of changes in the scope work
by the consultant, proper performance of inspection and testing, accurate site investigation,
accurate reviewing and approving of design documents, good communication and constant
coordination among the parties. Success factors related to the contractor of the project are:
competent project team, effective project planning and scheduling, proper communication and
coordination among the team and adequate contractor experience. Design success factor related
are: simplicity of the design but artistic, good understanding between the owner’s and the design
engineer, use of advanced engineering design software and knowledgeable in government
regulations and laws. For the Labor related success factor are: decent coordination among the
laborers, frequent monitoring of attendance, high motivation, productivity and moral and
qualified/experienced laborers. Materials related success factor are: on time delivery, reliable
suppliers, no prior changes in material types and specification during construction and good
quality of construction materials. Success factor related to the owners of the project are:
adequate approval of design, appropriate progress of payment, capable representative, well
oriented in construction project process, open-handed for intensives to the contractor to finish
ahead of schedule, faster decision making and no prior change of order during construction.
Lastly the success factor related to technical aspect of the construction project is: attention to the
legal matters between the project materials and participant act accordance with original contract.

30
This study also identified certain delay factor that should be avoided. A delay factor for the
consultant related is conflict between consultant and design engineer. Delay factors related to the
contractor of the project is old-fashioned technology. Design delay factor related is insufficient
data collection and survey before designing. For the Labor related delay factor slow mobilization
of labor because of transportation delay matters due to some detoured road. Lastly the materials
related delay factor is shortage of construction materials in the market.
Conclusion and Implication
In a construction project where time truly equals money, the management of time is critical, thus
predicting the likelihood of schedule delay may play a key role towards project success. There
existed a need to develop a probabilistic schedule delay analysis model in construction projects as
a decision support tool for contractors before the bidding stage.
This report emphasized the survey research that had been sent to the professionals in
construction industry in Lanao del Sur. 60 respondents answered and were statistically computed
and tabulated in order to determine the success and delay factors for the construction project in
Lanao del Sur. However, this research is mainly focused on general aspect, not stated in specific
condition of projects. The factors might be applicable at any situation during the projects. In
fact, future research can be continued for further detail of the success factors in specific
condition of projects.
Subsequence with the research and survey, the following is the most defined delay factor in
Lanao del Sur construction industry; Conflicts between consultant and design engineer, obsolete
technology, insufficient data collection and survey before design, slow mobilization of
equipment, loss of time by traffic control and restriction at job site, slow mobilization of labor,
shortage of construction materials, delay in progress payments and original contract duration is
short. Thus, the most critical delay factors could be taken as the mitigation measures for
construction professionals in Lanao del Sur in the future projects. Understanding the delay
factors in Lanao del Sur, will help to increase success rate in the construction projects.
Future studies could be performed for different specific types of construction projects, such as
road and railway construction projects, building housing projects, utility projects, highways,
viaducts and dam construction projects, etc. Future studies can be designed by utilizing different
model parameters such as: different number and group of schedule delay factors, linguistic
variables and membership functions, weights of rules, aggregation, etc. This study opens up a
realm of possibilities where future researchers can produce more powerful, user friendly software
that can analyze all the possible schedule success factors, producing fast and reliable results.
Further research is needed to investigate potential improvements in the implementation of
project management systems in Lanao del Sur construction industry. Efficient project
management would result in tangible outcomes for all aspects of planning, scheduling and
monitoring control of time, cost and specification of projects. Implementing efficient
management methods will overcome political, organizational and cultural obstacles. Appropriate
training for workers related to their task should be organized. For instance, proper management
training should be coordinate among engineers and project managers. Skill training for laborers
workers is one of the mitigation measures of succes factors in construction projects.

31
References
Ahuja, H.N. (2002). Construction Performance Control by Network. New York: McGraw-Hill.
Benetth, F. Lawrence (2003). The Management of Construction: a Project Life Cycle Approach.
Butterworth-Heinemann.
Berge, Bjorn (2009). The Ecology of Building Materials. Amsterdam; Boston: Elsevier/Architectural Press.
Berger, Seymour (1977). Estimating and Project Management for Small Construction Firms. New York: Van
Nostrand Reinhold.
Bonny, John Bruce (1973). Handbook of Construction Management of an Organization. New York: Van
Nostrand Reinhold.
Bush, Vincent (1973). Construction Management: A Handbook for Contractor, Architects, and Students. Reston, Va:
Reston Pub., A prentice Hall.
Clough, Richard Hudson (2012). Construction Project Management. New York: Wiley-Intersciece.
Cottom, Truman W. (2014). Building and Construction desk book-with forms. Englewood Cliffs, N. J.: Prentice
Hall.
Gatti, Stefano (2008). Project Finance in Theory and Practice: Designing, Structuring, and Financing Private and Public
Projects. London: Elsevier/Academic Press.
Halpin, Daniel W. (2000. Design of Construction and Process Operations. New York: Wiley.
Harris, Frank (2013). Modern Construction Management. London: Granada Crosby Pub., Lockwood Staples.
Johnston, John E. (2013). The Construction Industry Handbook. Boston, Mass: Cashners books,
Division of Cashners Pub.
Kavanagh, Thomas C. (1998). Construction Management: A professional Approach. New York: McGraw-Hill.
Lambeck, Richard (2009). Urban Construction Project Management. New York: McGraw Hill.
Layrock, Adrian (2007). Irrigation Systems: Design, Planning and Construction. Wallingford, UK; Cambridge,
MA: CABI.
Llanto, Gilberto (2010). A review of Build-Operated-Transfer for Infrastructure Development. Makati City, Phil:
Philippine Institute for Development Studies.
Llnato, Gilberto M. (2010). A review of Build-Operated-Transfer for Infrastructure Development. Makati City, Phil:
Philippine Institute for Development Studies.
McAfree, R. Bruce (1977). Cases in Construction Supervision. Reston, Va: Reston Pub., A Prentice-Hall.
Melvin, Tom. (1979). Practical Psychology in Construction Management. New York: Van Nostrand Reinhold.
National Statistic Office-Manila (2008). 2008 Annual Survey of Philippine Business and Industry: Construction.
Manila, Phil: National Statistic Office.
Northrup, Herbert R. (1984). Open Shop Construction Revisited. Philadelphia, Pa: Industrial Research Unit.
Oberlender, Garold D. (2000). Project Management for Engineering and Construction. Boston: McGraw Hill.
Oppenheimer, Samuel P. (1971). Directing Construction for Profit: Business aspects of Contracting. New York:
McGraw-Hill.
Parker, Henry W. (1927). Methods Improvement for Construction Managers. New York: McGraw-Hill.
Peurifoy, R.L. (2002). Construction Planning, Equipment and Methods. Boston: McGraw Hill.
Pilcher, Roy (1976). Principle of Construction management. Boston: McGraw-Hill.
Royer, King (1974). The Construction Manager. Englewood Cliff, N.J.: Prentice-Hall.
Reston Pub.
Salvan, George Salinda (1986). Architectural Practice and Construction Management. Quezon City, Phil: JMC
Press.
Sanares, Romeo A. (1986). Project Study: Road Construction. Quezon City, Phil: 5138 Merchandising.
Stillman, William J. (1978). Construction Practices for Project Managers and Superintendents. Reston, Va.:

32
Stipanuk, David M. (1992). Hospitality Facilities Management and Design. Michigan: Educational Institute of
the American Hotel and Motel Association.
Sullivan, Gary (2010). Managing Construction Logistics. Chicster, West Susses, U.K.; Ames, Iowa: Blackwell.
Uff, John (1978). Construction Law: An Outline of Law and Practice Relating to the Construction Industry. London:
Sweet and Maxwell.
Stipanuk, David M. (1992). Hospitality Facilities Management and Design. Michigan: Educational
Institute of the American Hotel and Motel Association.
Sullivan, Gary (2010). Managing Construction Logistics. Chicster, West Susses, U.K.; Ames, Iowa:
Blackwell.
Uff, John (1978). Sonstruction Law: An Outline of Law and Practice Relating to the Construction
Industry. London: Sweet and Maxwell.
Warnier, Jean Dominique (1981). Logical Construction of System. New York: Van Nostrand Reinhold.
William, Harry (1975). Construction Practices. Englewood Cliffs, N. J.: Prentice-Hall.
The Author
Jawad Z. Salic was born at Marawi City, Lanao del Sur on March 16, 1991.
He is currently the College Administrator of Philippine Engineering and Agro
– Industrial College (PEACI) and Program Director of Kalumbayan
Philippines, Inc. He completed his BS Civil Engineering at PEACI. He also
completed his AB Islamic Studies, MA Islamic Studies and earned 18 units in
Ph.D. Philippine Studies at MSU – Main Campus.

33
p-ISSN: 1694-2620
e-ISSN: 1694-2639
Vol. 9, No. 2, pp. 33-43, ©IJHSS
Assessing Faculty Development Needs: The Case of
Mindanao State University (MSU) - Marawi Campus
Prof. Rasid M. Paca
Dr. Anabelie V. Valdez
Engr. Maryam Q. Manalundong
Mindanao State University
Office of the Vice President for Planning & Development
msumain.ovppd@gmail.com
Abstract
Assessment is an essential process of gathering necessary information useful for evaluating the
needs of a certain variables. In this study, assessment was primarily used to examine the faculty
development needs of the Mindanao State University Marawi Campus. Variables investigated
through survey, focus group discussions and consultative meetings include faculty profiles,
trainings, performance, research and publications, housing program, appointment status, study
grant and promotions, and the needs for faculty enhancement program. Based on the data
gathered from the survey and series of consultative meeting/focus group discussion in the
different colleges in the university, comprehensive results revealed that, the faculty force of
Mindanao State University in terms of educational attainment, trainings, and research outputs is
not enough for the university to be considered as candidate for center of excellence and or
center of development. Faculty needs motivation such as financial supports, conducive learning
environment, enough housing program, continuous and regular attendance of fora and other
professional growth are the most urgent needs of the faculty. Generally, MSU administrations
need extra efforts in providing faculty development needs so that the university will meet the
requirement to achieve center of excellence and center of development.
Keywords: assessment, faculty development, faculty needs, faculty feedbacks
Introduction
Productive working environment requires skilled and competent employees. Having competent
and skilled employees can do complex tasks efficiently, effectively and in safe manner.
Universities around the world precisely attempt and initiate different plan and strategies in
applying the idea of ―quality‖ in the context of education. Globalization and global
competitiveness towards academic excellence continues to be a challenge as it is reflected to
quality that signifies different means of coping with the continuous intense competitiveness.
Instructional quality plays a vital role in attaining the framework of quality education. Growing
evidence has been set that students are most motivated to learn and excel when teachers are
strong on all three legs of the instructional tripod that is: content knowledge, pedagogic skills,
and relationship skills. The importance of teacher effectiveness in providing quality learning
experiences to all students is absolutely clear. However, some teachers produce much larger

Vol 9 No 2 - April 2017

Recommended

Recommended

More Related Content

Similar to Vol 9 No 2 - April 2017

Similar to Vol 9 No 2 - April 2017 (20)

More from ijhssnet

More from ijhssnet (9)

Recently uploaded

Recently uploaded (20)

Vol 9 No 2 - April 2017