The External Productivity of

BSBA Management
Accounting Graduates of St.
Ferdinand College from
School Years
2010 to 2014
A Tracer Study presented to the College of Business Education in partial fulfillment of the
requirements for the degree Bachelor of Science in Business Administration

Chapter I
The Problem and Its
Background

Let us think of education as the

means of developing our greatest
abilities, because in each of us there
is a private hope and dream which,
fulfilled, can be translated into benefit
for everyone and greater strength for
our nation.
- John F. Kennedy

Conceptual/Theoretical Framework
Human Capital Theory (Schultz, 1961; Becker, 1964)
- education increases individuals productivity, which
consequently enhances job performance
Employment and Employability Profile of a Select Group of Filipino
College Graduates (Allan de Guzman; Belinda de Castro)
- graduates need to develop personal skills, qualities and
experiences that enable to them to compete in the labor
market
General Systems Theory (Edward Deming)
- the success inany system requires more than best efforts
and hard work from the administrators

PROCESS

INPUT
General profile in
terms of:
a. Demographic
b. Educational
c. Employment
Experiences
d. Career Plans
e. Contribution of
Degree in their
Employability

1. Distribution of
Questionnaires
a. In-person
Distribution
b. E-mail
Questionnaires
c. Facebook Messaging
d. Phone Interview
2. Statistical
Treatment of Data
3. Interpretation and
Analysis of Data

FEEDBACK

OUTPUT
The External
Productivity of
BSBA
Management
Accounting
Graduates of St.
Ferdinand College
from School Years
2010 to 2014

Statement of the Problem

1. What is the profile of the respondents in terms of:
a. Sex
b. Age
c. Civil Status
d. Year Graduated

2. What are the work-related benefits accrued by the

graduates after finishing their degree in terms of:
e. Employment Status
f. Job Promotion
g. Salary
h. Type of Business for the Self-Employed

3. To what extent had the graduates from the curriculum

of BSBA-MA benefit in terms of:
a. Income
b. Esteem from the Community
c. Personal Honor/Prestige/Status
d. Work
e. Service for the Community/Social Involvement
f. Family Security
4. To what extent did the following factors contribute to
easy employment/promotions after receiving their BSBAMA degree:
g. SFC Education
h. Training Credentials
i. Work Experience

5. To what extent did the following school-related factors

contribute to the productivity and personal life of the
respondents:
a. Vision-Mission of SFC
b. Objectives of the Course
c. Faculty Competence
d. Instruction
e. Facilities
f. Curriculum
g. Administration
h. Student Services
i. Research Exposure/Community Exposure

Significance of the Study

The study is deemed significant to the following:

The school, St. Ferdinand College

The Faculty
The Students
The Community
The Researchers
Future Researchers

Terms
BSBA
BSBA-MA
Education
Employability
Employed

Employment Status
External Productivity

Chapter II
Review of Related
Literature and Studies

 Coombs considered external productivity as the relationship

between educational benefits over time and the educational

inputs that made these benefits exist.
Blaug viewed external productivity in terms of profit and
human productivity through gained experiences. Blaug also
revealed that the employees with high scholastic records and
highly educated are preferred by their employers because
they are easy to train besides having positive values which
they imbibed from their educational institution.
Locke stated that there are interesting questions and

conditions under which high productivity would lead to job

satisfaction: what past experiences are influential, what the
bases of satisfaction are, how an individual responds to his
level and quality of performance and whether individual
ability and skills enable a high level of performance.

 According to Blackburn, employees productivity is also

affected by security and challenge in his field of work. In
addition, he further expressed that rewards affect
performance and intrinsic reward dominates extrinsic ones.
Norris offers some of the performance indicators of an
effective university which can be used as measures of the
external productivity of a program. These are: student
output, evidence contribution to community welfare and
acknowledge research and career location after 5,10,20
years.

 Sizer stressed that schools must have a clear vision of

what kind of student it will produce and send out to the

society. To attain this end, the curriculum must be designed
to facilitate the use of higher level of thinking such as
analysis, synthesis and evaluation.
Munn expound the theory of human resources which
views the productivity of individual as being an economic
resource of the community in particular and the nation in
general.
When a product is gainfully employed, he is considered
successful and presumably has live up to the expectations
of his school. This is affirmed by Villegas who furthered
maintained that external productivity is manifest in terms
of economic profit and human productivity through gainful
employment.

 According to Arcelo and Sanyal, if the graduate is highly

productive, it is not safe to conclude that the entire credit

goes to its educational system. There is also a need to
identify some factors which can affect the external
productivity of the graduates. This may include family
background, age, intellectual ability, socio-economic
status, marital status, sex and other personal
characteristics.
Alonzo maintained the external productivity refers to the
proper utilization of the graduates by the labor market.
Schools of higher learning can also claim that they are
producing externally productive graduates if these
graduates themselves realize the benefits that they
acquired from their educational investment.

 According to Manuel, people are the best assets a nation

can possess. They determine the growth and development

of any country, the Philippines is still a developing nation. It
has a great number of human potential that can do their
share in national development.
According to Tungpalan, the ultimate test of the
effectiveness of dedicational program lies in the graduates
performance. Evaluation of graduates performance may be
done by considering his performance on the job.
Zwaenepoel defines external productivity as referring to
the private and societal returns of education. It measures
how much the added knowledge, values, and skills of the
individual gained through education are used enhancing his
state in life.

 Balmores and Cortes, claimed that the graduates who

are more externally productive and employable have
good perceptions of their schools facilities.
In a study conducted by Espejo, she concluded that
academic performance of the graduates is an important
factor in their external productivity.
Tamayaos study revealed that the graduates ability to
easily find employment is attributed to the prestige and
standard of the school. She further expressed that the
students performance in board examinations and in their
employment is attributed to the quality of education they
have had.

 In the findings of Obra, it was mentioned that education and

training which specifically includes methods of instructions,
faculty and administration where influential factor to the success
of the graduates in their employment, involvement and leadership
in their respective communities.
Quebengco also claimed that job satisfaction does not primarily
depend on financial remuneration but on the relevance of
schooling with work. In other words, the preparation that the
institution offers to the students greatly affects his job
satisfaction.
Mallillins research appraised the data collected by using the
criteria and indicators reflecting the over-all goal of education
which is the total human development involving the integration of
social, cultural, economic, political, and technological aspects of
human life. Her study showed skills and training acquired by the
graduates in the institution are related significantly with their
performance on the job.

 Quinon mentioned the need of evaluating a program

to know the level of productivity of the graduates to
the: individual, society, community, culture, and
technology.
Paz analyzed the benefits gained and shared by the
graduates. The findings revealed that the university in
general contributed to the development of graduates
in the social, cultural, economic, technological and
political dimension.

Chapter III
Research Methodology
and Procedure

Research Design
The researchers used the descriptive method of
research in this study. The descriptive method
attempts to describe, explain, and interpret the
external productivity of BSBA Management
Accounting graduates of St. Ferdinand College from
school years 2010-2014 in terms of past and
present
employment
experiences,
type
of
employment, job satisfaction and promotion.

Research Locale
From school years 2010-2014, a total of 78 students
graduated under the BSBA Major in Management
Accounting program of St. Ferdinand College.
80.77% or 63 of them were the respondents of this
study conducted during the months of SeptemberOctober, 2014.

Selection and Description of Respondents

The study surveyed 63 graduates of BSBA

Management
Accounting
from
2010-2014,
regardless of sex, age, and the year they
graduated. They are those who willingly
cooperated to answer the prepared questionnaires
with honesty.

Data Gathering Instruments

1. Questionnaire
2. Informal Interview
3. Internet (Facebook messaging)

Data Gathering Procedure

In-person Distribution of Questionnaires and

Informal Interview

Phone Interview

E-mail
Questionnaires and
Facebook Messaging

Statistical Treatment of Data

a. Frequency and Percentage Distribution
P = f/n x 100
Where: P = percentage
f = frequency
n = total number of respondents
b. Frequency and Ranking Distribution

c. Weighted Mean
WM = TWF / f

Numerical Value

Rating

Qualitative Value

5.0 4.2

To a very great
extent

4.1 3.4

To a great extent

3.3 2.6

To a moderate
extent

2.5 1.8

To a limited extent

1.7 1.0

To a very limited
extent

Chapter IV
Presentation, Analysis
and Interpretation of
Data

Table 1
FREQUENCY AND PERCENTAGE DISTRIBUTION
OF RESPONDENTS ACCORDING TO SEX

Sex

Frequency

Percentage

Female

36

57.14%

Male

27

42.86%

TOTAL

63

100%

Table 2
FREQUENCY AND PERCENTAGE DISTRIBUTION OF
RESPONDENTS ACCORDING TO AGE
Age Bracket

Frequency

Percentage

19 & below

1.587

20-21

29

46.03

22-23

14

22.22

24-25

12.698

26 & above

11

17.46

TOTAL

63

100%

Table 3
FREQUENCY AND PERCENTAGE DISTRIBUTION OF
RESPONDENTS ACCORDING TO CIVIL STATUS
Civil Status

Frequency

Percentage

Single

52

82.54%

Married

11

17.46%

TOTAL

63

100%

Table 4
FREQUENCY AND PERCENTAGE DISTRIBUTION OF
RESPONDENTS ACCORDING TO YEAR THEY GRADUATED
Year

Frequency

Percentage

2010

10

15.873%

2011

7.963%

2012

10

15.873%

2013

16

25.396%

2014

22

34.92%

TOTAL

63

100%

Table 5
FREQUENCY AND RANKING DISTRIBUTION OF RESPONDENTS
ACCORDING TO THEIR EMPLOYMENT STATUS
Employment
Status

Frequency

Ranking

Self-employed

Government
Employed

Private Employed

32

Unemployed

21

TOTAL

63

Table 6
FREQUENCY AND RANKING DISTRIBUTION OF RESPONDENTS
ACCORDING TO FACTORS THAT GAVE THEM EASIER ACCESS
TO THEIR JOB

Frequency

Ranking

SFC Education

16

Training Credentials

14

Work Experience

Eligibility

5.5

Skills and Talents

5.5

Being an SK Chairman
and Awards

TOTAL

40

Table 7
FREQUENCY AND RANKING DISTRIBUTION RESPONDENTS WHO ARE
PRIVATE AND GOVERNMENT EMPLOYED ACCORDING ON HOW THEY GOT
INTO THEIR FIRST JOB AS A BACHELORS DEGREE GRADUATE

Frequency

Ranking

Applied directly

18

Referral by somebody

3.5

Walk-in application

12

Asked by prospective
employer

3.5

Job fair/Agency

TOTAL

40

Table 8
FREQUENCY AND RANKING DISTRIBUTION OF RESPONDENTS WHO
ARE PRIVATE/GOVERNMENT EMPLOYED ACCORDING ON HOW LONG
IT TOOK FOR THEM TO LAND THEIR FIRST JOB AS A
BACHELORS DEGREE GRADUATE
Bracket

Frequency

Ranking

1-3 Months

32

4-6 Months

7-9 Months

9 Months-1 Year

TOTAL

40

Table 9
FREQUENCY AND RANKING DISTRIBUTION OF RESPONDENTS WHO ARE
PRIVATE/GOVERNMENT EMPLOYED ACCORDING TO HOW MANY JOBS
THEY HELD SINCE GRADUATION
No. of jobs held

Frequency

Ranking

One

20

Two

2.5

Three

2.5

More than 3

TOTAL

40

Table 10
FREQUENCY AND RANKING DISTRIBUTION OF
PRIVATE/GOVERNMENT EMPLOYED RESPONDENTS IF THEY
HAVE BEEN PROMOTED IN EACH EMPLOYMENT HELD OR NOT

FREQUENCY

RANKING

YES

13

NO

27

TOTAL

40

Table 11
FREQUENCY AND RANKING DISTRIBUTION OF RESPONDENTS
WHO ARE PRIVATE/GOVERNMENT EMPLOYED ACCORDING TO
PROMOTIONS THEY RECEIVED IN EACH EMPLOYMENT

Employment

Frequency

Ranking

1st employment

2nd employment

3rd employment

TOTAL

13

Table 12
FREQUENCY AND RANKING DISTRIBUTION OF RESPONDENTS
WHO ARE PRIVATE/GOVERNMENT EMPLOYED ACCORDING TO
THEIR PERCEIVED REASONS FOR NON-PROMOTION
Perceived reasons

Frequency

Ranking

11

Political intervention

Eligibility/Civil Service exam

TOTAL

27

There are more deserving

employees
There are other management
protges

Table 13
FREQUENCY, RANKING AND PERCENTAGE DISTRUBUTION OF
RESPONDENTS WHO ARE PRIVATE/GOVERNMENT EMPLOYED
ACCORDING TO THE MONTHLY SALARY THEY RECEIVE IN THEIR
PRESENT JOB
Salary bracket

Frequency

Percentage

P1,000 P10,000

10%

P10,000 P12,500

27

67.5%

P12,501 P15,000

20%

More than P20,000

2.5%

TOTAL

40

100%

Table 14
FREQUENCY DISTRIBUTION OF SELF-EMPLOYED
RESPONDENTS NATURE OF BUSINESS

Type of business

Frequency

Feeds supply

Selling frozen goods

TOTAL

Table 15
FREQUENCY DISTRIBUTION OF SELF-EMPLOYED
RESPONDENTS ACCORDING TO TYPE OF BUSINESS
OWNERSHIP

Type of Ownership

Frequency

Sole proprietorship

Partnership

TOTAL

Table 16
FREQUENCY DISTRIBUTION OF SELF-EMPLOYED
RESPONDENTS ACCORDING TO MONTHLY REVENUE
Monthly revenue bracket

Frequency

Below P10,000

P10,001 P20,000

P20,001 P30,000

P30,001 P40,000

P40,001 P50,000

More than P50,000

TOTAL

Table 17
SELF-EMPLOYED RESPONDENTS OTHER SOURCES OF INCOME
Sources of Income

Frequenc
y

Piggery/fishery industries

Table 18
RANKING DISTRIBUTION OF SELF-EMPLOYED RESPONDENTS
ACCORDING TO THE FACTORS THAT GAVE THEM EASIER ACCESS TO
THEIR PRESENT BUSINESS
Factors

Ranking

SFC Education

Training credentials

Work experience/s

Table 19
FREQUENCY AND PERCENTAGE DISTRIBUTION OF CURRENTLY
UNEMPLOYED RESPONDENTS IF THEY HAVE BEEN EMPLOYED
SINCE GRADUATING OR NOT

Frequency

Percentage

Yes

28.57%

No

15

71.43%

TOTAL

21

100%

Table 20
FREQUENCY AND PERCENTAGE DISTRIBUTION OF
CURRENTLY UNEMPLOYED RESPONDENTS ACCORDING
TO THEIR LAST EMPLOYMENT
Year

Frequency

Percentage

2010

2011

2012

2013

50%

2014

50%

TOTAL

100%

Table 21
CURRENTLY UNEMPLOYED RESPONDENTS PAST
EMPLOYMENT EXPERIENCES

Place

Year

Sales Marketing

Ilagan City, Isabela

2014

Accounting Staf
Restaurant
Manager
Store Supervisor

Burgos, Isabela

2013

Ilagan City, Isabela

2010-2012

Isabela

2013

Account Officer

Ilagan, Isabela

2013

Accountant

Gonzaga, Cagayan

2014

Clerk

Dinapigue, Isabela

2013

Table 22
FREQUENCY DISTRIBUTION OF UNEMPLOYED
RESPONDENTS REASONS FOR LEAVING PREVIOUS JOBS

Reasons
To continue studies
End of contract
New area of
assignment/Deployment to other
far places
Maternity reasons
Personal reasons
Inadequate salary
TOTAL

Frequen
cy
2
2

Ranking
3.5
3.5

1
6
1
15

5.5
1
5.5

Table 23
FREQUENCY AND RANKING DISTRIBUTION OF RESPONDENTS ACCORDING TO
PERCEIVED REASONS FOR THEIR CURRENT UNEMPLOYMENT
Perceived reasons
Lack of experience
Dont know where to find a job
No available work for me
No proper connections
Not satisfied with pay
Prefer to continue studies
Not allowed to work in other places
Have a family to take care of
Dont have the necessary capital
Too choosy of work
No one else to take care of family
Dont have the necessary funds for job
search
Health not proper for employment
Prioritize other business
Age discrimination

Frequenc
y
8
4
4
6
7
1
6
2
4
4
2

Rankin
g
1
6.5
6.5
3.5
2
12.67
3.5
10
6.5
6.5
10

10

0
1
1

15
12.67
12.67

Table 24
FREQUENCY AND RANKING DISTRIBUTION OF PLANS/OPTIONS OF
RESPONDENTS IF THEY REMAIN UNEMPLOYED FOR THE NEXT 2
YEARS

Options

Frequency

Ranking

Study another
course/degree

Search for jobs

2.5

Go abroad

2.5

Build up a business

Take care of family

Table 25
FREQUENCY AND PERCENTAGE DISTRIBUTION OF
RESPONDENTS WHETHER OR NOT THEIR BACHELORS
DEGREE CONTRIBUTES TO SATISFACTION OR WORTH
PERSONALLY AND PROFESSIONALLY

Profession
al Life

Personal
Life

Yes

62

98.4%

57

90.5%

No

1.6%

9.5%

TOTAL

63

100%

63

100%

Table 26
WEIGHTED MEAN ON THE DEGREE OF SATISFACTION
REGARDING THE CHANGES IN THE RESPONDENTS LIFE
Weighte
Qualitative Value
d Mean
Income
3.17
To a great extent
Esteem from the community
3.62
To a great extent
Personal
3.78
To a great extent
honor/prestige/status
Work
3.54
To a great extent
Service for the
community/social
3.46
To a great extent
involvement
Family security
3.59
To a great extent
Changes

Table 27
WEIGHTED MEAN ON THE EXTENT OF CONTRIBUTION OF
SCHOOL-RELATED FACTORS IN THE PRODUCTIVITY AND
PERSONAL LIFE OF THE RESPONDENTS AS A STUDENT
Factors

Weighted
Mean

Vision-Mission of SFC
Objectives of the course
Faculty competence
Instruction
Facilities
Curriculum
Administration
Student services

3.81
3.78
3.46
3.52
3.14
3.46
3.37
3.41

Research exposure/
Community exposure

3.06

Qualitative Value
To
To
To
To
To
To
To
To

a
a
a
a
a
a
a
a

great
great
great
great
great
great
great
great

extent
extent
extent
extent
extent
extent
extent
extent

To a moderate extent

Chapter V
Summary of Findings,
Conclusions, and
Recommendations

Conclusions
In terms of the demographic profile, 36 or 59.26% are females and
27 or 40.74% are males. There are 11 (17.46%) respondents who
belong to the 26 & above age bracket; 8 (12.698%) are aged 24-25;
14 (22.22%) are aged 22-23; 29 (46.03%) are 20-21 years old; and 1
(1.587%) falls within the 19 & below age bracket. Most of the
respondents are single with a frequency of 52 or 82.54% and 11 or
17.46% are married. 10 or 15.873% of the respondents graduated in
the year 2010, same with year 2012. 5 or 7.963% graduated in the
year 2011, 16 or 25.396% graduated in the year 2013 and 22 or
34.92% of the respondents graduated in the year 2014.
The external productivity of the BSBA Management Accounting
graduates from school years 2010-2014 reveals that out of the 63
respondents, 41 are employed, 21 are unemployed and 2 are selfemployed.
With regards to employment status, 51% are employed in a private
organization and 13% are working in the government sector.

The work-related benefits accrued by the graduates after finishing

their degree are the following: in terms of employment status, their
degree is not sufficient to gain employment in a government
organization due to lack of eligibility which is the civil service
examination. It serves as an essential requirement. Despite of this,
their degree gives them opportunities to be employed in private
organizations where they can use their management accounting
major to land a good position in their job such as bookkeepers and
tellers. The knowledge and skills they acquired in their education and
work experience through trainings can lead into job promotions
resulting to an increasing salary rate. As BSBA graduates, the
information, strategies and techniques learned in their businessrelated subjects give them ideas on what type of business they
should venture in and give them a progressive future to support their
financial and professional needs.

The common problems associated to the unemployment of the

21 respondents are: lack of experience, lack of eligibility, no
connections, not enough training, being too choosy of work,
health problems, and some choosing to continue their studies.

The graduates of BSBA-MA benefited to a great extent in the

following factors: income, esteem from the community, personal
honor, work, social involvement, and family security after
finishing their degree.

SFC education, training credentials, and work experience

contributes to a great extent in easy employment/promotion
after receiving their degree.
School-related factors such as vision-mission of SFC,
objectives of the course, faculty competence, instruction,
facilities, curriculum, administration, and student services
contribute to a great extent to the productivity and personal
life of the respondents; and research exposure/community
exposure contributes to a moderate extent.

Recommendations
Good scholastic record. Proper education and enough knowledge
in BSBA-MA will assure graduates more opportunities to come
smoothly in his business career.
To enter a government agency, eligibility is the most important
tool for employment; having passed a government examination
(Civil Service exam) is an assurance of job opportunity.
Work experience is also a major factor for landing a good job.
Undergoing seminars, training and the like will increase ones
knowledge on how to run a business squarely or increase his
chances on having a job.

For those who are graduates but are still unemployed, private and
government agencies are not the only solution to gain
employment.
Self-employment
is
recommended.
Incomegenerating projects such as farming, piggery and fishery culture,
sari-sari stores and many others offer more profit and gains
experience prior to employment.
Earning a Masters degree is recommended to graduates too. A
higher form of education will also determine and qualify him for
better job opportunities.
When given the chance to work for a company, be it government
or private owned, one must be hardworking, passionate,
dedicated and must learn to love his work with the spirit of
honesty and perseverance.

Thank You!