RATIONAL MATCHING ON MATRICULATION AND QUALITY OF GRADUATE AS

SEEN IN BOARD EXAMS PERFORMANCE

An Undergraduate Thesis
Presented to
The School of Accountancy and Management
Centro Escolar University

In Partial Fulfillment
of the Requirements for the Degree
BSBA Management Accounting
By
Carlos, Andrea Shelline A.
Gamilla, Vince Carl Lawrence M.
Lucero, Karen Rose A.
Melo, Camille B.
Narvaza, Jenica Lezlie O.
Pulido, Jobelle T.
Ureta, Lei Patrice L.

CHAPTER 1
The Problem and Its Setting
Introduction
Education in the Philippines evolved from early settlers to the present. Education
in the country is in great importance because it is the primary avenue for upward social
and economic mobility.
In recent decades, colleges and universities have become more and more
competitive as students have searched more nationally for higher education, resulting in
escalation of spending on increasing educational quality, amenities and financial aid.
Each year many parents spend thousands of money on college prep to ensure
that their children get into the best college possible. At the same time many colleges are
spending thousands of money per student to recruit the best possible class. When
student choose which college or university to attend, they are making investment
decision that has consequences for their own future, as well as for the college or
university themselves.
Many colleges and universities believe that the board examination have
predictive power for knowing academic performance and the quality of education.
Because the scores achieved in the board examination are considered very important
for getting into professional courses and training programmers and even possibly in
finding employment.
The Philippine Universities Ranking is based on the aggregated passing rates of
each school in all board exams that their graduates participated in. it is the first

Philippine Universities Ranking that is based on relevant, up-to-date and measurable

data. There are over 60 different board exams conducted by the PRC, and we
aggregated the results from those board exams, ranked each school in each board
exams, and then aggregated the ranking for each school, to come up with Weighted
Board Exams Ranking for each school.
With this mind, the researchers decided to observe if the matriculation and
quality of education matched on getting the results of board examination in selected
colleges and universities in University Belt. We assume that this study will show that
access to a higher- quality school can improve students longer-term educational
attainment.
Background of the Study
It has been the declared policy of the State to protect, foster and promote the
right of all citizens to affordable quality education at all levels and to take appropriate
steps to ensure that such education shall be accessible to all. Pursuant to this, the
Commission on Higher Education (CHED) was created through Republic Act No. 7722,
otherwise known as the Higher Education Act of 1994 to supervise and develop the
Philippine higher education sector as a potent resource for national development and
thus, ensure fulfillment of the aforesaid policy.
The Philippines is experiencing the phenomenon of mass higher education with the
concomitant rise of universities and colleges (public and private) offering a greater
diversity of programs, and with varying capacity to deliver teaching and learning
services. Unfortunately, as several studies on Philippine education have revealed, the
expansion of educational opportunities is inversely matched by a deteriorating quality of

education in the country. This situation has led to an increasing interest in the
assessment of the academic program offerings, the manpower and financial capability
of educational institutions, and the efficiency of their delivery systems - through a
system of accreditation. Accreditation is seen as a system of evaluation based on the
standards of an accrediting agency. It is a means of assuring and improving the quality
of education. Its focus is the assessment of programs by external accrediting bodies
using peer reviewers.
Setting of the study
Selected Universities in U-Belt that will be used in this study:
Centro Escolar University

Centro Escolar University is a private, nonsectarian higher education institution

with an enrollment of over 20,000 students in its three campuses: Manila, Makati and
Malolos. Established in 1907, Centro Escolar de Senoritas, from a small school in
Azcaraga has grown to become on of the top universities in the country today. Besides
being highly recognized, its programs in the health sciences (Dentistry, Pharmacy,
Medical Technology, Optometry and Nursing) it is also best known for its undergarduatre
and graduate programs in Education, Business Management, Hospitality Management,
Computer Science and Information Technology, Nutrition and Dietetics, Biology,
Psychology, Cosmetic Science, Social Work and Mass Communication. The
recognitions from several institutions attest to its quality programs Full Autonomy Status
from the Commission on Higher Education, Institutional Accreditation certified by the
Federation of Accrediting Associations of the Philippines, Philippines Quality Award by

the Philippine Government ISO 9001:2008 System Certification and Papal Award Pro
Ecclesia Et Pontifice (For the Church and the Pope).
Centro Escolar Universitys mission is guided and inspired by the universitys
motto: CIENCIA Y VIRTUD, the Center of Professional and Continuing Education
(PACE) is committed to promote life-long education and training for individuals,
organizations and communities. Vision of CEU-PACE aspires to be the preferred center
in professional and continuing education in the Philippines and in Asia.

Far Eastern University

FEU has been recognized as one of the leading universities in the Philippines.
The first Accountancy and Business school for Filipinos, the university has, through the
years, expanded its course offerings to the Arts and Sciences, Architecture and Fine
Arts, Education, Engineering and Computer Studies (FEU East Asia College), Graduate
Studies, Law, and Medicine (FEU-Nicanor Reyes Medical Foundation).
True its mission of producing graduates who have contributed to the
advancement of the country, FEU is proud of its alumni have been successful key
government officials, influential accountants and businessmen, famous media
personalities, innovative education administrators and faculty, expert physicians and
nursing leaders, decorated national and professional athletes, cutting edge architects,
artists and engineers.
According to former FEU President Lydia Echauz, DBA, the university is a
premiere university in the country. It is a university of choice among high school

graduates because FEU has had long and rich history in education, culture, arts and
sports, she enthuses.
In addition to academic excellence, the university strives to impart a well-rounded
education by providing alternatives to students. And with the pronounced effort to
upgrade the faculty, the research program, and the physical plant, the university climbs
further towards quality education.
Awards and Citations
Far Eastern University has four accredited programs, namely:

Institue of Nursing
Institute of Accounts, Business and Finance
Institute of Arts and Sciences
Institute of Education
Granted Autonomous Status by the Commission on Higher Education
ISO: 9001:2008 Certified
PAASCU Level II Accreditation for Nursing
PACUCOA Level III Accreditation in the following programs:
Accountancy, Applied Mathematics, Business Administration, Biology, Elementary
Edcuation, Mass Communication, Psychology, and Secondary Education

San Beda College

San Beda College (El Colegio de San Beda) was established in 1901 by monks
of the Ordo Sancti Benedicti (OSB) or Order of St. Benedict, also known as the
Benedictines. Its founder, Benedict was born in the Umbrian town of Nursia, near
Spoleto, Italy, in the waning years of the Roman Empire, AD 480. He hailed from a wellestablished family and was believed to have a twin sister, Scholastica.

The Abbey of Monte Cassino became the cradle of the Benedictine Order. From
this great monastery, the Benedictine Order spread far and wide, becoming one of the
chief formative factors in the development of the New Europe. The Benedictine monks
became the pioneers of Christian civilization, preaching the Gospel, preserving the
Scriptures and other sacred writings of the Church as well as other classical literary
treasures, serving the poor and sick, and teaching religion and various crafts to the
young. Their influence from the 6th to the 13th century was so great that historians
called this period the "Benedictine centuries" and St. Benedict is acclaimed as the
"Father of Western Monasticism". In 1964, Pope Paul VI declared St. Benedict as the
Patron of Europe.
San Beda College envisions a Community that is fully human, wholly Christian,
truly Filipino and globally competitive.
San Beda College aims to form its members in: faith (fides), knowledge
(scientia), virtue (virtus) and inculcate in them the Benedictine core values of prayer and
work (ora et labora) that include: study, community, pursuit of peace.
University of the East

Imploring the aid of Divine Providence, the University of the East dedicates itself
to the service of youth, country and God, and declares adherence to academic freedom,
progressive instruction, creative scholarship, goodwill among nations and constructive
educational leadership.

Inspired and sustained by a deep sense of dedication and a compelling yearning for
relevance, the University of the East hereby declares as its goal and addresses itself to
the development of a just, progressive and humane society.
As a private non-sectarian institution of higher learning, the University of the East
commits itself to producing, through relevant and affordable quality education, morally
upright and competent leaders in various professions, imbued with a strong sense of
service to their fellowmen and their country.
The University adheres to the core values of Excellence, Integrity, Professionalism,
Teamwork, Commitment, Transparency, Accountability and Social Responsibility.
In pursuance of its mission, the University adopts the following objectives:
1. To educate its students to become conscious of the problems of society and be
committed to their solutions;
2. To orient its educational offerings to meet the pressing needs of Philippine society
and the demands of the 21st century;
3. To make itself a more decisive instrument for economic development, social progress
and the promotion of desirable cultural values;
4. To promote the advancement of knowledge through the cultivation of reason, rational
discourse and free inquiry through research, scholarship and creative works; and
5. To render valuable public service and outreach through various extension services.
The institution declares the following to be its guiding principles:

1. Dedication forever to the service of youth, country, and God; training the youth to
become good and competent citizens; promoting a deep and abiding loyalty to the
Motherland and her own way of life; and serving the will of the Creator;
2. Active encouragement of academic freedom, the only road to the realm of wisdom
and truth;
3. Constant attunement of curricula to the changing needs of individuals and nations in
civilizations and cultures ceaselessly being enriched by technology, science and
scholarship;
4. Encouragement to the utmost of scholarship and research towards the broadening of
knowledge to new horizons and the augmenting of mankind's harvest of freedom,
contentment and abundance;
5. Promotion, through the bonds of culture, of international amity and goodwill as basis
for the enduring world peace long dreamed of by men; and
6. Uttermost endeavor to attain and keep a position at the vanguard of higher education
so that, as a beacon light to all the Orient, it may attract to its campuses promising
youth from many lands in search of wisdom and truth.

University of Santo Tomas

The University of Santo Tomas, the Pontifical and Catholic University of the
Philippines, inspired by the ideals of St. Dominic de Guzman and guided by the
teachings of St. Thomas Aquinas, dedicates herself to the pursuit of truth through the
production, advancement, and transmission of knowledge for the formation of
competent and compassionate professionals, committed to the service of the Church,
the nation, and the global community.
Mission: Thomasian Identity
Inspired by Christs teachings, warmed by Marys motherly care, touched by St.
Dominics apostolic fire, kindled by St. Thomas Aquinas ardour, and nurtured by the
dogmas of Christian faith deeply etched in the traditions of the Catholic Church, the
Thomasians of today are men and women who: exude a high degree of competence in
pioneering human endeavors particularly in their:

constant pursuit of the truth;

determined efforts to become fonts of intellectual creativity;
continuous flourishing as men and women of science and letters; and,
quest for excellence in the field of their choice
can reach out to others with Christian compassion in their:
service to the poor and the marginalized members of society; and,
ardent advocacy for life, upholding of freedom, justice, and solidarity in the world

that is threatened by conflict due to differences in cultures, races, and religions

exercise their profession with deep commitment in their:
performance of duties as members of the Church, as citizens of our country, and

as inhabitants of this planet;

persistent resolve to faithfully uphold professional, ethical, and moral standards;
striving to be genuine leaders; and,
being courageous Christian witnesses

Thus, competence, commitment, and compassion are the hallmarks of

Thomasians who are noticeable for taking the challenge to live out the legacy of St.
Dominics ardent preaching of the Word with a deep compassion for the poor, and St.
Thomas Aquinas devoted life in search for truth in love.
Faithful to her centuries-old tradition of excellence, the University of Santo
Tomas, envisions herself as a globally-recognized institution of higher learning,
actualizing the professional and moral formation of her students, and effecting social
transformation.
Vision: Long term objectives for the Twelve Strategic Areas
1. Thomasian Identity
to be a community of Catholic men and women with a high degree of competence, who
reach out to others with Christian compassion, and who exercise their professions with
deep commitment to the truth
to form servant-leaders who espouse Thomasian ideals and values as they collaborate
with the University in the fulfilment of her mission, and actively take part in nationbuilding
to establish a strong and mutually-enriching partnership with the alumni to help realize
the universitys mission
2. Teaching

to upgrade the quality of instruction to global standards, and become a CHEDrecognized COE in various degree programs in all faculties, colleges, schools, and
institutes
3. Research
to become an acknowledged expert in particular fields of research in the arts and
humanities, social science and education, health sciences, science and technology, and
the sacred sciences
4. Community and Extension Services
to become an agent for social change through the effective involvement of all faculties,
colleges, schools, and institutes in the development of self-reliant communities
to strategically address emerging needs of professionals who seek information,
continuing education, and skills training
to respond to changing needs and demands of partner institutions and agencies for
educational and research-based services
5. Human Resources
to have truly competent, committed, and compassionate men and women serving the
university through an integrated human resource planning, recruitment, and
development system that considers the three mission areas and support functions
6. Physical Resources

to have the physical environment ideal for the creative, scholarly, and innovative
demands of teaching, research, and services
7. Financial Resources
to achieve self-sufficiency and sustainability in the financial resources of the university
8. Growth and Expansion
to establish campuses and other educational venues within and outside Metro Manila.
to deliver some of the universitys curricular offerings through a distance education
program.
9. Public Presence
to have a preeminent influence in media, in policy formulation, and in the promotion of
relevant advocacies in the renewal of the Church and society in the Philippines and in
the Asia-Pacific region
10. Information Technology
to attain optimum efficiency and effectiveness in the delivery of information and
computer technology services to its stakeholders
11. Leadership and Governance
to have a pro-active, systematic, and mission-driven university governance
12. Student Welfare

to ensure and promote student well-being through policies, programs, and services
systematically implemented and regularly monitored and updated

Figure 1.1 Map of University Belt

Theoretical Framework
According to the study of Dr. Fichtenbaum professor at Wright state university,
He stated that the decline in state support for higher education has been one of the
most important factors driving up prices at private universities. Is the price of the tuition
fee matched with the quality that theyre giving to the students?
Quality of education is one of the significant obligations that the universities must
have in order to attain the students needs especially to those who are paying the tuition
fee of these students. A study that compares the quality of education in different

universities and colleges around U-belt is a must in order to know if the quality of
education justifies the tuition fees that were paid to them. This study is also conducted
to give more knowledge on how the universities or colleges can improve their quality of
education. In that way, they can have the higher chances to be the chosen school and
satisfy the students needs and wants. Higher quality education does not only help in
school's popularity but it also helps how people look at its standards of teaching.
Many have conducted a study about the quality of education on different colleges
and universities to know if there is an equitable between tuition fees that has been paid
and the quality of education the students can get. This study will not just observe the
facilities, teacher's performance, subjects that is being instructed and etc. Moreover, the
study will be focusing on the students grades and in the passing percentage of these
selected colleges and universities on their board exams. Because its yields will be the
main evidence if the quality of the education of these universities and colleges are
effective.
Conceptual Framework
The figure below shows the process that will be done in our study. The collected
data from the respondents from selected universities will be used to determine if the
price of the tuition fee matched with the quality that theyre giving to the students.
Collected data from the universities and the past board examinations results will be
used as a basis to know why other university has higher percentage of board passers
than the other. The strategies and interpretation includes giving questionnaires, and
surveying the respondents, and collecting useful information from selected universities.
Last, Measurements to improve the quality of education of a university; to know if the

quality of education justifies the tuition fees that was paid to them; and to give more
knowledge on how the universities or colleges can improve their quality of education
Statement of the Problem
The study will determine the rational matching on matriculation and quality of
graduates as seen in board exams performance.
1) What is the profile of the Respondents in Terms of:
1.1 Students.
1.1.1 Gender
1.1.2 School
1.1.3 GWA
1.1.4 Course
1.2 Colleges.
1.2.1 Grade Cut-Off
1.2.2 Tuition Fee
1.2.3 Ranking
1.2.4 Percentage
1.3 Universities
1.3.1 Grade Cut-Off
1.3.2 Tuition Fee
1.3.3 Ranking
1.3.4 Percentage
2) What are the board exam courses offered in the selected universities?
3) What are the board exam results of courses in the selected universities for the
past 3 years?
4) How do the results of board exam in selected universities with higher TF and
lower TF compare?
Assumptions

The research study is anchored on the assumptions that the respondents will
give their one hundred percent cooperation and they will honestly responds to the
questions about the rational matching on matriculation and the quality of graduaes as
seen on board exam results.
Hypotheses
This study tries to test the valid hypotheses as follows:
1. There is no significant difference between the quality of graduates of
universities with high tuition fees.
2. There is significant difference in the quality of graduates of universities with
high tuition fees.

Significance of the study

This study will benefit the Teachers because this study discussed about
the quality of education of the school which they can enhance their skills in
teaching or in giving knowledge to the students. Thus, will help the students who
will take the board examination.
Parents as for they will be able to know if the matriculation they will pay
meets the quality of education of the school.
Universities/Colleges if the matriculation they give to the students suits the
quality of education to their school.
Students they became aware and informed that their school are producing
quality education that meet their expectation.

Researchers they will have a better understanding about the Matriculation

and Quality Assurance of Education in the selected colleges and Universities UBelt.
Scope, Delimitations and Limitations
The study will tackle the rational on matriculation and the quality of graduates
universities produce as seen in board examinations results. The researchers will use
the percentage of passing in the board examinations of Accountancy, Medical
Technology, Pharmacy, and Nursing as basis for study. The researchers will conduct the
study around the University Belt in Manila City and the respondents will be professors,
students, and graduates from Centro Escolar University, San Beda College, University
of Santo Tomas, University of the East, and Far Eastern University. The researchers aim
to know if the matriculation meets the quality of education through the results of said
board examinations and do the students get the worth of what they paid for.
The researchers use the slovens formula to get the sample size and they come
up to three hundred sixty two (362), seventy two (72) from each of the aforementioned
universities professors, students, and graduates of BS Accountancy, BS Medical
Technology, BS Pharmacy, and BS Nursing that are based in Centro Escolar University,
San Beda College, University of Santo Tomas, University of the East, and Far Eastern
University only, other degrees and universities will not be covered by the study. Also, it
is beyond the researchers ability to know whether the respondents will answer the
questions accurately and honestly.
Definition of Terms

Terms here are conceptually and operationally defined for better understanding of the
readers.
Accreditation. This refers the granting of approval to an institution of learning by
an official review board after the school has met specific requirements.
Cut-off. This refers to a possible lowest possible score in a standardized test or
exam that must be qualified to pass.
GWA. This refers to the academic performance consisting of your average grade.
It is the acronym of General Weighted Average.
Higher Education Institution. This refers to schools and universities offering
tertiary education.
Rational Matching. This refers to a way of comparing different universities and
all of its other characteristics in an intelligent manner and with deep reason.
Matriculation. This refers to a fee a student is paying to the university he or she
is currently enrolled in.
Process. This refers to a set of interdependent means and actions which
transform the input elements into output ones.
Quality Assurance. This refers to the process of maintaining standards reliably
and consistently by applying a criteria of success in a course or program.
University Belt. This refers to the area where there is a high concentration or a
cluster of colleges and universities in the city.

CHAPTER 2
Review of Related Literatures and Studies
This section presents the summary and revised versions of readings and researches
from various online sources and from previous studies that have significance on the
research. These related materials gave the researchers deep insight, clearer
understanding and better interpretation for the proper implementation of the study.
Foreign Literature
Nurum Mohd Said, Jaafar Rogayah and Arzuman Hafizah (2009) in their study,
learning environments in the Kulliyyah (faculty) of Nursing, International Islamic
University Malaysia states that "Good physical structures and facilities provided by the
university are important too" they discussed that having good structures and facilities
around is a much needed in the environment of the students enrolled there because
having these high quality facilities, structures and technologies can have a good impact
to the learning environment of the students which can lead to a positive outcome as
they graduate or for the graduates as they go more of the world around them such as
taking board exams Furthermore, the university does not only seek in having a good
structures and facilities but as well as giving the students a good learning environment
that can help their students to have a student- teacher. Intercourse and a good teaching
and learning activity place. The university is also concerned in meeting the students
psychosocial and emotional needs.
This literature is closely related to the current study we are conducting for it is
mentioned there that a good learning environment can lead to a positive outcome for

graduates which can only be given if they were paid by the precise matriculation that
they asked for. The present study like the article reviewed aims to prove that having the
good facilities and structures around can give a really big impact to the incoming
graduates of the school.
Dr. Muhammad Hamid Ullah, Dr. Muhammad Ajmal and Dr. Fazalur Rahman
indicated in their study in the analysis of quality indicators of higher education in
pakistan that "quality indicators can be divided into three classes: educational inputs,
educational outputs, and educational processes" it discussed that in one of these inputs
include a financial measures that are generally summarized by educational
expenditjures per student. While in the educational output refers to the consequences of
the educational process as reflected in measures such as the levels of knowledge, skills
and values acquired by the students while educational processes refer to all processes
from curriculum development to final assessment including admission, teaching and
learning.
This literature is somehow related to the current study for it explains that these
outputs plays a vital role in the development of graduate society in educating the
potential professionals, businessmen, political leaders and social scholars to enrich its
values and develop its resources. The present study like the article shown aimed to
prove that higher quality education has become a crucial asset. They must recognize
that it will gain from ensuring the well being of higher education which can define the
quality of education by its fulfillment of the national educational goals.

Bowen and Irby (2002), states on their journal that the difference between
traditional teaching and on the fly teaching relating to the quality of students produced.
The study concluded that the on the fly teaching is more effective in honing the students
in real life situations compared to traditional teaching. The literature is closely related to
the study because it states some example on how to produce more effective students.
The researchers chose this study because it will be helpful to them to know if this two
factors can be a basis for reasonable high tuition fee and producing quality graduates.
Gallusino (n.d), tackle on her journal about the increasing role and dominance of
private institutions on higher education. The study also tackles tuition fees, per student
cost, and other economic factors compared to public institutions in the Philippines. The
researchers chose this literature because it states that most of the top performing
schools in the country is are private institutions and most of them are costly.
It is closely related to the study because the researchers aim to know the
relationship of paying high matriculation and the quality of education the students get.
Local Literature
Tracer study is an approach which widely being used in most organization
especially in the educational institutions to track and to keep record of their students
once they have graduated from the institution. Through tracer study, an institution able
to evaluate the quality of education given to their graduates by knowing graduate
placements and position in the society which later can be used as a benchmark in
producing more qualified and competitive graduates. These are books that we can use

as a tool for studying different aspects of education which is "A tracer study of recent
graduates: implications for educations and manpower planning, Feb. 1992"
From the book contemporary social problems and issues, stated that the
educational levels and literacy rates of workers in the Philippines are among to the
highest in asia, but technical, manual and managerial are poorly developed and in short
supply. There is an over abundance of college graduates that most especially in Manila
area were in the field of education, law and other professionals exceeds in demand to
find employment appropriate to his educational training.
The authors want to show that on how did the graduates will use their skill and
trainings to gained and develop technical, manual and managerial skills that Filipino
workers lack off.
Foreign Studies
Hoxby (2009);Frank (2012) said that colleges and universities have become
more competitive as students have searched more nationally for higher education,
resulting in an escalation of spending on increasing educational quality. The literature is
closely related to the study because it tackle that the students is willing to pay big
amount of money just to have a high quality of education and it resulted that the
colleges and universities be more competitive.
Long (2004) stated that using national data from the early 70s, 80s and 90s
found that College costs have significant impact on students decisions of where to
enroll, but that the effect was decreasing over the time period studied.

This studies is closely related to the current study for it directly mentions the
reason what college students preference on choosing that has consequences for their
own future, as well as for the future of the universities/colleges themselves.
Brown and Holtzman (1967) This study aimed to investigate the relationship of students
study habits and attitudes and their performance in licensure examinations. The study
habits and attitudes of the participants were assessed by administering the Survey of
Study Habits and Attitudes (SSHA) developed by Brown and Holtzman (1967) during
their final year in the University and their performance (overall rating) in the different
licensure examinations was generated from the records of the Philippine Professional
Regulation Commission.
This is related to the study because significant relationship between study habits
and attitudes and performance in licensure examination revealed that study habits (work
methods and time management) of the participants were correlated with their success in
licensure examination while study attitudes (i.e. attitudes toward teachers and
educational acceptance) were significantly related to success in licensure examination.
This connotes that students who have favorable study habits will likely pass the
licensure examination.
As cited by Otto (1978), beliefs in the value of intellectual pursuits and in the
importance of education are positively related to academic performance. An important
aspect of a students attitude toward education is the value he sees in what he has to
learn.

Sarwar et. al (2010), it was discovered that a significant relationship between

student attitudes and academic performance exists. Another research found
discrepancy between the study attitudes of high and low-achieving students. Highachieving students had a more positive attitude toward study in that they detected and
reacted positively to the favorable aspects of the situation they found themselves in,
while the low-achieving students tended to be fault-finders, reacting to the negative
aspects of study such as distractions and minor annoyances. The high-achieving
students found tertiary work an interesting challenge, accepted the restrictions and
conformed to the demands made upon them more readily, while the low achievers
appeared to lack high-level motivation. The more successful group was also found to be
more realistic and discriminating in their assessment of those situations which were
highly relevant to scholastic achievement, such as discipline and work priorities, and
they were better organized in both their work and leisure activities.
Local Studies
DONNA LOU E. NERI (2008) Her Study Seek to determine possible factors
which predict performance in the Licensure Examination commitment to academic
excellence. Moreover, its education tenets had been realigned consistently with the
national development program which is upgrading the quality of students and
graduates. The Author Classify the Groups who Takes the Board Exam and those who
were the one who did not qualify. She Tackle in her Study that after their performance in
their board Exam they usually end up practicing their skills, attitudes and learning
because in the end of the day they end up being Successful within their courses. They
were Committed and still pursuing their Happiness. While In contrast, the non-passers

are typically students who were performing poorly in their Areas. And the Passers of the
licensure
Examinations have higher intellective profile compared to the non-passers.
This relate to the study as the Board Passer who end up what is their
Performance and contribution in their within field. They performing their Chosen Field in
the industry and Contribute to their alma mater.
Ken Smith (2014) The students that are eligible to get into the college of their
choice are often stymied by tuition costs and don't qualify for grants or financial aid
because their parents earn too much or if they qualify for aid spend years in debt paying
it off. If children are supposed to be our future, then how can they achieve their goals if
they are unable to afford the means of achieving those goals? As a student myself,
making college affordable for not only myself but for other students as well is significant
for

not

only

our

generation

but

for

future

generations

as

well.

Tuition rate increases have increased significantly in the past year which making it
increasingly difficult for students to afford attending college. According to a study by
NPR, the average increase was 7.9 percent To some, an eight percent might not like
seem like a lot but when room and board, books, and other fees are added to the
equation then the costs really add up.
This relate to the study as when the student Experience the Tuition Fee Hike in
matriculation and realizing who they can benefit while achieving their goal throughout
the board exam.
CHAPTER 3
METHODS AND PROCEDURE

This chapter presents the methods to be used by the researchers in the study. It
also describes who will be the respondents of the study, the research instruments to be
used, the procedure of data gathering, and the statistical treatment of the data.
This study will determine the relationship between the matriculation and the
quality of graduates. The researchers will use the results of board exams as bases.
Method of Research
The researchers will use descriptive, correlational, and historical methods of
research in this study. Descriptive method will be used because the researchers aim to
describe the characteristics, more specifically the quality of graduates in the chosen
schools. The researchers will also use correlational method of research because two or
more variables, which will be the board passers of the same board exams who are
graduates of the same courses from the chosen college and universities. These data
will be compared to come up if there is a relationship or a similarity between the
variables. This study will also use a historical method because the researchers will
examine past events and data, which are the past results of board exams in order to
draw a conclusion. Both quantitative and qualitative methods shall be observed
because the researchers will get opinions and numerical data from the respondents
through survey questionnaire.
Respondents of the study
To accomplish the study, the researchers will conduct a survey for graduates as
the respondents who took the board exam whether it is their first take or a repeater. The
respondents will be from the selected universities in Manila who are willing and
available to supply the information that the researchers needed.

Sampling Technique
In this section, we use the Slovens Formula to get the sample size that we need
in conducting the survey questionnaire, the population that take the board exam in 2012
is 3863, and the margin of error that we used is .05. So we get a sample size of 361 in
all.
n = N / (1+Ne2)

n = 3863 / (1 + 3863*.05^2)

n = no. of samples

n = 3863 / 10.6575

N = total population

n = 362.4677 or 362

e = error margin
Cluster sampling will also be used. The questionnaires will be distributed in
selected universities, namely: University of the East, Far Eastern University, University
of Santo Tomas, Centro Escolar University, and San Beda College. Each university
must have 72 respondents coming from the different board courses which are:
Pharmacy, Medical Technology, Accountancy, and Nursing.

Research Instruments
The following instruments will be used in the conduct of the research:
1. Survey Questionnaire. The survey questionnaire will be used to know the
quality of graduates in a college or a university. This will be given to the graduates of the
said board courses, and to some of the undergraduates. The first part in the
questionnaire consist of their personal information such as their gender, university they

came from, its tuition fee and as well as their GWA, and we based those questions from
the statement of the problem. The second part in the questionnaire was prepared
because it will be one of the basis for the data that we will be using. And the last part in
the questionnaire is composed of questions that is need to be rated from highest to
lowest based on their own experience. We also based it in the statement of the problem
and it is also asked because we will also be using it as a basis for the research we were
conducting.
Validation of Instrument
Validation of the research questionnaire was done to make sure that it was easily
understood and that it covered all the aspects of the study. The researchers asked
permission from Dr. Fabian to validate the questionnaires for the respondents. The
corrections and suggestions will be incorporated in the draft for the next stage of
validation.
Data Gathering Procedure
This study will consist of 4 stages:
Stage 1: The researchers made a questionnaire and validate by Dr. Fabian
Stage 2: The researchers sought information permission for the distribution of the
questionnaire to the respondents
Stage 3: Upon the approval, the questionnaire were distributed immediately to
the selected respondents
Stage 4: After the respondents filled out and answered the questions the
questionnaire were collected by the researchers and the answers were tallied.

Statistical Treatment
To interpret the gathered data, the researchers will use the following:
1. Frequency and percentage is used to estimate the level of performance of the
respondents in their school and in board examination. It is also used to
estimate the school performance based on the experience of the respondent
in that school. We used it in the questions in the first part and second part of
the questionnaire, so we will determine how many of the respondents
answered the same answer in same questions. It will also be used to
compare the different school in different aspect.
2. Arithmetic mean is used to estimate the level of performance of the
respondents in their school and in board examination. It will be used in the
last part of questionnaire. It is used to determine what is the most selected
answers of the respondents in questions.
CHAPTER 4

Presentation, Analysis and Interpretation of Data

This chapter includes the presentation, analysis and interpretation of data that
have been gathered from the questionnaires distributed to the respondents. This
chapter also contains the presentation of data in tabular form along their corresponding
interpretations.
Centro Escolar University
Table 1: Frequency distribution of the respondents when grouped according to gender.

Gender
Female
Male
TOTAL

Frequency
12
8
20

Percentage
60%
40%
100%

The table shows that most of the respondents from the Centro Escolar University
which is graduate and took the board exam are female with a frequency of 12 which has
the percentage of 60 percent while the male has a frequency of 8 and has a percentage
of 40 percent. Female has greater number than male and that shows that most of
female are took the board exam.

Table 2: Frequency distribution of the respondents when grouped according to General

Weighted Average (GWA).
GWA
1.0 1.5
1.75 2.25
2.5 3.0
TOTAL

Frequency
5
9
6
20

Percentage
25%
45%
30%
100%

The table shows that GWA 1.75 2.25 has the highest number with a frequency
of 9 which has the percentage of 45 percent and that means that in this particular GWA
took a board exam and followed by a GWA of 2.5 3.0 with a frequency of 6 and has a
percentage of 30 percent and the lowest number of respondents with a frequency
number of 5 and has the percentage of 25 percent.

Table 3: Frequency distribution of the respondents when grouped according to tuition

fee.
Tuition Fee
20k and below
20k 30k
31k 50k
51k 70k
71k and above
TOTAL

Frequency
1
4
8
7
0
20

Percentage
5%
20%
40%
35%
0
100%

The table shows that most of our respondents have a tuition fee of 31k 50k with
a frequency number of 8 and has the percentage of 40 percent and the high tuition fee
of 51k 70k with a frequency of 7 and has a percentage of 35 percent followed by a
20k to 30k with a percentage of 20 percent and the lowest tuition fee 20k and below has
a percentage of 5 percent.
Table 4: Frequency distribution of the respondents when grouped according to the
Results of Board Exam.
Result of Board Exam
Board top notcher
100%
passing
percentage
Average performance

Frequency
9
4

Percentage
36%
16%

11

44%

Low
result
TOTAL

4%

25

100%

board

exam

The table shows that the result of the board exam of university was average
performance with a frequency of 11 and has a percentage of 44 percent it means that

some of students took a board exam were passed, followed by a Board top notcher with
a frequency of 9 and has a percentage of 36 percent and it means that even if the result
is average they still in top followed by a 100 percent passing percentage with a
frequency of 4 and percentage of 16 percent and last the low board exam that has a
frequency number of 1 with a percentage of 4 percent it means that the university is not
like that all students who took a board exam passed their test.

Table 5: Frequency distribution of the respondents when grouped according to how

they prepare for board exam.
How they prepare
for board exam
Textbooks

Frequency

Percentage

11

28%

Group study

18%

On-site

13

33%

Tutorial
Didnt
specifically
prepare
Others:
Review alone
Board
exam
questionnaire
Self-study
Total

2
3

5%
8%

8%

39

100%

The table shows that the graduates prepare their board exam by enrolling in On
site school with a frequency of 13 and has a percentage of 33 percent, followed by a

frequency number of 11 with a percentage of 28 percent which is they used a textbooks:

second the group study with a frequency of 7 with a percentage of 18 percent, next is
did not specifically prepare and the others which is they prepare to review alone and
use a board exam questionnaires with a same frequency number of 3 and percentage
of 8% and lastly the tutorial with a frequency of 2 and percentage of 5 percent.

Table 6: Frequency distribution of the respondents when grouped according to how

long they prepare for board exam.
How
long
they
prepare for board
exam
1 6 months
7 12 months
1 year and above
TOTAL

Frequency

Percentage

16
2
2
20

80%
10%
10%
100%

The table shows that 1 to 6 months has a greater number who prepared for their
board exam with a frequency number of 16 and has a percentage of 80 percent rather
than a 7 to 12 months and 1 year and above preparing for their board exam with a
frequency of 2 and has a percentage of 10 percent.
Table 7: Frequency distribution of the respondents according to how many times did
take the board exam.
How many times did
take the board exam
Once
Twice

Frequency

Percentage

20
0

100%
0

thrice
TOTAL

0
20

0
100%

The table shows that all of the graduate respondents in university took the board
exam once only with a frequency of 20 and has a percentage of 100 percent.

Table 8: Mean responses of the respondents on how satisfied they are with the training
they got from the school.
Statement

Mean

1. The curriculum is comprehensive

and complete in subject contents.

4.15

2. The training in school can be

applied in reality or outside the
school.
3. The training in school prepared me
for employment opportunities.

4.25

4. Curriculum and training equip us for

the board exam.

4.1

5. The training provided by the school

is globally competitive

3.95

4.05

Interpretatio
n
Moderately
satisfied
Moderately
satisfied
Moderately
Satisfied
Moderately
satisfied
Moderately
satisfied

For the statement that the curriculum is comprehensive and complete in subject
contents, respondents is moderately satisfied with the curriculum they get them willing
to spend money just to get this contents because this will help them land good jobs in
the future. Respondents is moderately satisfied with the training in school can be
applied in reality or outside the school and they also moderately satisfied with the
training in school prepared them for employment opportunities because the school
make their students more prepared for job employment or business career.

Respondents moderately satisfied in the Curriculum and training equip them for the
board exam, those subjects make them a highly skilled individual. For the training
provided by the school is globally competitive, respondents moderately satisfied means
that the students is willing to pay big amount of money just to have a high quality of
education and it resulted that the colleges and universities be more competitive.
According to Hoxby (2009);Frank (2012) said that colleges and universities have
become more competitive as students have searched more nationally for higher
education, resulting in an escalation of spending on increasing educational quality.
Table 9: Mean responses of the respondents how they rate the tuition fee paid for the
course to the quality of education you get.
Statement

Mean

1. The tuition fee is commensurate with

the trainings got in school.

2. I achieve the objectives set for my

practicum.

3.95

3. Subjects taken more enough to

prepare me for a job.

3.95

4. Activities
(Academic
and
extracurricular) of the
school
organization provides opportunities
for learning to students.
5. Faculty members employed by the
school are competent.
6. Facilities and technology are
substantial to help facilitate learning.

3.85

Interpretatio
n
Moderate
High
Moderate
High
Moderate
High
Moderate
High

4.1

Very High

4.05

Moderate
High

Respondents moderate high with the tuition fee is commensurate with the
trainings got in school means that they are satisfied with the tuition fee they paid
however it is big or small amount of money. It is also moderate high for the objectives

they set to achieve their practicum means that they satisfied with the quality of
education they get because they meet the goals that they set for their practicum. Next,
for the Activities ( Academic and extracurricular) of the school organization provides
opportunities for learning to students, respondents rate the moderate high because they
made them a holistically developed individual even if it is too expensive for them to
budget and settle the payment. For the Faculty member employed by the school are
competent respondents rate it as moderately satisfied, the tuition fee they paid for their
field is worth it because the faculty are competent that they are all satisfied with the
learnings they got from their professors. Lastly, the Facilities and technology are
substantial to help facilitate learning rate as moderate high, according to Nurum Mohd
Said, Jaafar Rogayah and Arzuman Hafizah (2009) in their study, learning environments
in the Kulliyyah (faculty) of Nursing, International Islamic University Malaysia states that
"Good physical structures and facilities provided by the university are important too"
means that having good structures and facilities around is a much needed in the
environment of the students enrolled there because having these high quality facilities,
structures and technologies can have a good impact to the learning environment of the
students which can lead to a positive outcome as they graduate or for the graduates as
they go more of the world around them such as taking board exams Furthermore, the
university does not only seek in having a good structures and facilities but as well as
giving the students a good learning environment that can help their students to have a
student- teacher. Intercourse and a good teaching and learning activity place. The
university is also concerned in meeting the students psychosocial and emotional needs.
Mentioned good learning environment can lead to a positive outcome for graduates

which can only be given if they were paid by the precise matriculation that they asked
for.
SAN BEDA COLLEGE
Table 10: Frequency distribution of the respondents when grouped according to gender
Gender
Female
Male
TOTAL

Frequency
7
13
20

Percentage
35%
65%
100%

The table shows that most of the respondents from San Beda College which is
graduate and took the board exam are male with a frequency of 13 which has the
percentage of 65 percent while the female has a frequency of 7 and has a percentage
of 35 percent. Male has greater number than female and that shows that most of male
are took the board exam.
Table 11: Frequency distribution of the respondents when grouped according to
General Weighted Average (GWA).
GWA
1.0 1.5
1.75 2.25
2.5 3.0
TOTAL

Frequency
3
16
1
20

Percentage
15%
80%
5%
100%

The table shows that GWA 1.75 2.25 has the highest number with a frequency
of 16 which has the percentage of 80 percent and that means that in this particular
GWA took a board exam and followed by a GWA of 1.0 1.5 with a frequency of 3 and

has a percentage of 15 percent and the lowest number of respondents with a frequency
number of 1 and has the percentage of 5 percent.
Table 12: Frequency distribution of the respondents when grouped according to tuition
fee.
Tuition fee
20k and below
20k 30k
31k 50k
51k 70k
71k and above
TOTAL

Frequency
0
0
17
2
1
20

Percentage
0
0
85%
10%
5%
100%

The table shows that almost all of our respondents have a tuition fee of 31k 50k
with a frequency number of 17 and has the percentage of 85 percent. And only 2 have
the tuition fee of 51k 70k and only 1 has the tuition of 71k and above.
Table 13: Frequency distribution of the respondents when grouped according to the
Results of Board Exam.
Result of board exam
Board top notcher
100%
passing
percentage
Average performance
Low
board
exam
result
TOTAL

Frequency
8
9

Percentage
30.76%
34.62%

9
0

34.62%
0

26

100%

The table shows that the results of the board exam of university got high and
good

performance.

It

shows

that

the

100%

passing

percentage and average performance has a frequency of 9 and has a percentage of

34.62 percent and it also has a Board top notcher with a frequency of 8 and has a
percentage of 30.76 percent then this table shows that it has a good performance in
board exams.
Table 14: Frequency distribution of the respondents when grouped according to how
they prepare for board exam..
How they prepare
for board exam
Textbooks
Group study
On-site
Tutorial
Didnt
specifically
prepare
Others:
TOTAL

Frequency

Percentage

15
13
16
5
0

30.61%
26.53%
32.65%
10.21%
0

0
49

0
100%

The table shows that the graduates prepare their board exam by enrolling in On
site school with a frequency of 16 and has a percentage of 32.65 percent, followed by a
frequency number of 15 with a percentage of 30.61 percent which is they used a
textbooks: second is the group study with a frequency of 13 with a percentage of 26.53
percent, and next is the tutorial with a frequency of 5 and percentage of 10.21 percent
and none of them answered that they didnt specifically prepared.
Table 15: Frequency distribution of the respondents when grouped according to how
long they prepare for board exam.
How

long

they

Frequency

Percentage

prepare for board

exam
1 6 months
7 12 months
1 year and above
TOTAL

18
2
0
20

90%
10%
0
100%

The table shows that 1 to 6 months has greater number who prepared for their
board exam with a frequency number of 18 and has a percentage of 90 percent rather
than to 7 to 12 months with a frequency of 2 and has a percentage of 10 percent while
theres no respondents that reviewed for a year and above.
Table 16: Frequency distribution of the respondents when grouped according to How
many times did take the board exam.
How many times did
take the board exam
Once
Twice
Thrice
TOTAL

Frequency

Percentage

16
4
0
20

80%
20%
0
100%

The table shows that most of the graduate respondents in school B took the board
exam once only with a frequency of 16 and has a percentage of 80 percent and only 4
of the respondents that took the board exam twice.

Table 17: Mean responses of the respondents on how satisfied they are with the
training they got from the school.

Statement
1. The curriculum is comprehensive
and complete in subject contents.
2. The training in school can be
applied in reality or outside the
school.
3. The training in school prepared me
for employment opportunities.

Mean

4.3
4.1

4.1

4. Curriculum and training equip us for

the board exam.

4.5

5. The training provided by the school

is globally competitive

4.35

Interpretatio
n
Moderately
satisfied
Moderately
satisfied
Moderately
satisfied
Very
much
satisfied
Moderately
satisfied

Respondents rate the curriculum is comprehensive and complete in subject

contents moderately satisfied, it means that the school is globally competitive and the
curriculum is well organized. For the training in school can be applied in reality or
outside the school, rate moderately satisfied the respondents are confident enough to
say that the knowledge and skills they got in their school is enough. The training in
school prepared me for that the graduates in this school are moderately satisfied with
the training they got in their alma mater. Curriculum and training equip us for board
exam rate as very much satisfied it means that the training in school can really equips
you the knowledge and skills for board exam. Respondents rate moderately satisfied
the training provided by the school is globally competitive, because the students during
their school days gives them an idea on what job they will apply after college because of
the advance training students help them become globally competitive.
Table 18: Mean responses of the respondents how they rate the tuition fee paid for the
course to the quality of education you get.

Statement

Mean

1. The tuition fee is commensurate with

the trainings got in school.

4.35

2. I achieve the objectives set for my

practicum.

4.35

3. Subjects taken more enough to

prepare me for a job.

3.95

4. Activities
(Academic
and
extracurricular) of the
school
organization provides opportunities
for learning to students.
5. Faculty members employed by the
school are competent.
6. Facilities and technology are
substantial to help facilitate learning.

3.7

Interpretatio
n
Moderate
High
Moderate
High
Moderate
High
Moderate
High

3.4

High

3.95

Moderate
High

The table shows that almost all of the respondents answered all the questions
with moderately high. Then it shows that almost of the students is satisfied and the
tuition fee that they paid is appropriate with the quality of education they got. It is related
to what Nurum Mohd Said, Jaafar Rogayah and Arzuma Hafizah (2009) he said that
"Good physical structures and facilities provided by the university are important too"
they discussed that having good structures and facilities around is a much needed in
the environment of the students enrolled there because having these high quality
facilities, structures and technologies can have a good impact to the learning
environment of the students which can lead to a positive outcome as they graduate or
for the graduates as they go more of the world around them such as taking board
exams Furthermore, the university does not only seek in having a good structures and
facilities but as well as giving the students a good learning environment that can help
their students to have a student- teacher. Intercourse and a good teaching and learning

activity place. The university is also concerned in meeting the students psychosocial
and emotional needs. Then if theres good funding in the schools, it can provide the right
quality of education that the students need. It can provide high quality facilities and can
employed competent professors.
University of the East
Table 19: Frequency distribution of the respondents when grouped according to the
Gender.
Gender
Female
Male
TOTAL

Frequency
8
12
20

Percentage
40%
60%
100%

The table shows that majority of the respondents from the University of the East
who took the board exam are male with a frequency of 12 which has the percentage of
60 percent while the female has a frequency of 8 and has a percentage of 40 percent.
Male has greater number than female and that shows that most of male took the board
exam.
Table 20: Frequency distribution of the respondents when grouped according to the
GWA.
GWA
1.0 1.5
1.75 2.25
2.5 3.0
TOTAL

Frequency
5
14
1
20

Percentage
25%
70%
5%
100%

The table shows that GWA 1.75 2.25 has the highest number with a frequency
of 9 which has the percentage of 70 percent and that means that in this particular GWA
took a board exam and followed by a GWA of 1.0-1.5 with a frequency of 5 and has a
percentage of 25 percent and the lowest number of respondents with a frequency
number of 1 and has the percentage of 5 percent.
Table 21: Frequency distribution of the respondents when grouped according to the
tuition fee.
Tuition fee
20k and below
20k 30k
31k 50k
51k 70k
71k and above
TOTAL

Frequency
0
2
12
6
0
20

Percentage
0
10%
60%
30%
0
100%

The table shows that majority of our respondents have a tuition fee of 31k 50k
with a frequency number of 12 and has the percentage of 60 percent and the high
tuition fee of 51k 70k with a frequency of 6 and has a percentage of 30 percent
followed by a 20k to 30k with a percentage of 10 percent and the lowest tuition fee 20k
and below has a percentage of 0 percent.
Table 22: Frequency distribution of the respondents when grouped according to the
Results of Board Exam.
Result of board exam
Board top notcher
100%
passing
percentage

Frequency
15
0

Percentage
68%
0

Average performance
Low
board
exam
result
TOTAL

7
0

32%
0

22

100%

The table shows that the result of the board exam of university was board top
notcher with a frequency of 15 and has a percentage of 68 percent it means that this
university produces top notcher students, followed by an Average Performance with a
frequency of 7 and has a percentage of 32 percent.
Table 23: Frequency distribution of the respondents when grouped according to how
they prepare for board exam.
How they prepare
for board exam
Textbooks
Group study
On-site
Tutorial
Didnt
specifically
prepare
Others:
Hand outs
Board
exam
questionnaire
Self-study
TOTAL

Frequency
13
10
14
3
0

Percentage
31%
24%
33%
7%
0

5%

42

100%

The table shows that the graduates prepare their board exam by enrolling in On
site school with a frequency of 14 and has a percentage of 33 percent, followed by a
frequency number of 13 with a percentage of 31 percent which is they used a textbooks:
second the group study with a frequency of 10 with a percentage of 24 percent, next is

the others which is they prepare to use handouts, self-study and use a board exam
questionnaires with a frequency number of 2 and percentage of 5% and lastly the
tutorial with a frequency of 3 and percentage of 7percent.
Table 24: Frequency distribution of the respondents when grouped according to how
many times did take the board exam.
How many times did
take the board exam
Once
Twice
Thrice
TOTAL

Frequency

Percentage

18
2
0
20

90%
10%
0
100%

The table shows that majority of the graduate respondents in university took the
board exam once only with a frequency of 18 and has a percentage of 90 percent. And
2 out of 20 took the board exam twice.
Table 25: Mean responses of the respondents on how satisfied they are with the
training they got from the school.
Statement

Mean

1. The curriculum is comprehensive

and complete in subject contents.

4.15

2. The training in school can be

applied in reality or outside the
school.
3. The training in school prepared me
for employment opportunities.

4.15

4. Curriculum and training equip us for

the board exam.

4.2

5. The training provided by the school

4.05

4.1

Interpretatio
n
Moderately
satisfied
Moderately
satisfied
Moderately
satisfied
Moderately
satisfied
Moderately

is globally competitive

satisfied

This question is formed to know that respondents are how satisfied with the
training they got from their school. The above figure shows that the respondents are
moderately satisfied with the statement that the curriculum is comprehensive and
complete in subject contents: the school should maintain the same standard they
provide for their students to get the quality of education they deserve. For the statement
that the training in school can be applied in reality or outside the school, respondents
are moderately satisfied; because they found other ways they needed and paved their
own road to success. For the statement that the training in school prepared me for
employment opportunities, respondents are moderately satisfied; because their schools
provide everything they can learn before facing the reality of being an employment. For
the fourth statement, the respondents are moderately satisfied with the curriculum and
training equips us for the board exam; so that they are ready and well prepared after
they took board exam. And for the last statement, the respondents are moderately
satisfied with the training provided by the school is globally competitive; because they
have a good competitive edge in getting much better job positions.
Table 26: Mean responses of the respondents how they rate the tuition fee paid for the
course to the quality of education you get.
Statement

Mean

1. The tuition fee is commensurate with

the trainings got in school.

3.95

2. I achieve the objectives set for my

practicum.

4.15

Interpretatio
n
Moderate
high
Moderate
high

3. Subjects taken more enough to

prepare me for a job.

4.15

4. Activities
(Academic
and
extracurricular) of the
school
organization provides opportunities
for learning to students.
5. Faculty members employed by the
school are competent.

4.15

6. Facilities and technology are

substantial to help facilitate learning.

3.85

Moderate
high
Moderate
high

4.05

Moderate
high
Moderate
high

This question is formed to know how the respondents rate the tuition fee paid for
the course of quality of education they get. The above figure shows that the majority of
respondents are moderately satisfied with the objectives they set for their practicum;
because they are willing to spend time to reach their objective goals. For the statement
that subjects are taken enough to prepare me for a job, the ratings are moderately high.
For the fourth statement that activities (Academic and Extracurricular) of the school
organization provide opportunities for learning to students, the ratings are moderately
high; because through participation to academic and extracurricular activities the
development of individuals capabilities can better preparing them for any future
challenges they might face. The statement that the tuition fee is commensurate with the
trainings got in school, the respondents are moderately satisfied; because they are
willing to pay that high tuition fee for the training they can learn and experience. And
lastly, the facilities and technologies are substantial to help facilitate learning, the ratings
are moderately high; because we are in a modern age, the modernize technologies and
facilities are a big help to make our lives easier and the respondents are willing to spend
a lot of money for that.
University of Santo Tomas

Table 27: Frequency distribution of the respondents when grouped according to gender.
Gender
Female
Male
TOTAL

Frequency
12
8
20

Percentage
60%
40%
100%

Majority of the respondents from UST were female with a frequency of 12 or 60

percent while the male had a frequency of 8 or 40 percent.

Table 28: Frequency distribution of the respondents when grouped according to gender.
GWA
1.00 1.50
1.75 2.25
2.50 3.00
TOTAL

Frequency
4
16
0
20

Percentage
20%
80%
0
100%

The table shows the general weighted average (GWA) of the respondents. Out of
20 respondents from UST, 4 have a GWA of 1-1.5 or 20 percent, and 16 have a GWA of
1.75-2.225 or 80 percent.
Table 29: Frequency distribution of the respondents when grouped according to tuition
fee.
Tuition fee
20 000 and below
21 000 30 000

Frequency
1
3

Percentage
5%
15%

31 000 50 000
51 000 70 000
71 000 and above
TOTAL

8
5
3
20

40%
25%
15%
100%

The table shows the range of tuition fees in the university, and majority paid 31k50k with a frequency of 8 out of 20 or 40 percent.

Table 30: Frequency distribution of the respondents when grouped according to the
results of board exam.
Results of board exam
Topnotcher
100%
Low Board
Average Performance
TOTAL

Frequency
15
7
0
4
26

Percentage
58%
27%
0
15%
100%

The table shows that University of Santo Tomas produce top notcher graduates
with a frequency of 15 or 58 percent. There were also 7 or 27 percent of respondents
who said that the university has a 100% passing rate in the board exams.
Table 31: Frequency distribution of the respondents when grouped according to how
they prepared for your board exam.
How did you prepare for

Frequency

Percentage

your board exam

Textbooks
Group Study
Did not prepare
Others
On Site
Tutorial
TOTAL

14
10
0
2
11
3
40

35%
25%
0
5%
28%
7%
100%

The table shows some ways on how the students prepare for their board exams.
It resulted that the students from UST prepare mostly by reading textbooks with a
frequency of 14 or 35 percent, followed by enrolling in an onsite review center with a
frequency of 11 or 28 percent, and lastly by group study with a frequency of 10 or 25
percent.
Table 32: Frequency distribution of the respondents when grouped according to how
long you prepared for your board examination.
How long did you prepare
for your board examination
1 6 months
7 12 months
1 year and above
TOTAL

Frequency

Percentage

18
1
1
20

90%
5%
5%
100%

The table shows the length of preparation the students do before they take the
board exams. It resulted that majority of the students prepare 1-6 months with a
frequency of 18 or 90 percent.
Table 33: Frequency distribution of the respondents when grouped according to how
many times they took the board exam.

How many times did you

take the board exam
Once
Twice
Thrice and above

Frequency

Percentage

20
0
0

100%
0
0

TOTAL

20

100%

The table shows how many times the student take the board exams until they
passed. It resulted that students from UST passed in the first take with a frequency of
20 or 100 percent.
Table 34: Mean responses of the respondents on how satisfied they are with the
training they got from the school.
Statement

Mean

1. The curriculum is comprehensive

and complete in subject contents.

4.7

2. The training in school can be

applied in reality or outside the
school.

4.7

3. The training in school prepared me

for employment opportunities.

4.85

4. Curriculum and training equip us for

the board exam.

4.7

5. The training provided by the school

is globally competitive

4.85

Interpretatio
n
Very
much
satisfied
Very
much
satisfied
Very
much
satisfied
Very
much
satisfied
Very
much
satisfied

The table shows how satisfied the respondents with the training they got from
their school. It is clear that the respondents is very much satisfied with the statement
that the curriculum is comprehensive and complete in subject contents, they are willing
to spend money for this contents because it helps them to get a better job in the future.

For the statement that the training in school can be applied in reality or outside the
school, respondents is very much satisfied because it help the student become aware in
their experiences in their different training. The respondents is very much satisfied with
the training in school prepared me for employment opportunities, because it helps the
students become aware and well prepared for job employment. For the statement that
the curriculum and training equip us for the board exam, the results further show that
the respondents is very much satisfied. And for the training provided by the school is
globally competitive, the respondents is very much satisfied because they want to have
a high quality of education, so the students is willing to spend money to enrolled in that
university. Through that, the schools become more competitive.
Table 35: Mean responses of the respondents how they rate the tuition fee paid for the
course to the quality of education you get.
Statement
1. The tuition fee is commensurate with
the trainings got in school.
2. I achieve the objectives set for my
practicum.
3. Subjects taken more enough to
prepare me for a job.
4. Activities
(Academic
and
extracurricular) of the
school
organization provides opportunities
for learning to students.
5. Faculty members employed by the
school are competent.
6. Facilities and technology are
substantial to help facilitate learning.

Mean
4.45

Interpretatio
n
Very high

4.55

Very high

4.55

Very high

4.65

Very high

4.6

Very high

4.5

Very high

The table shows how the respondents rate the tuition fee paid for the course to
the quality of education they get. The respondents rate very high with the statement that
the tuition fee is commensurate with the trainings got in school because they are agree
that the trainings they got from their school is worth it to paid the tuition fee. For the
statement that I achieve the objectives set for my practicum, the respondents rate very
high because they achieve their objectives or goal for their practicum. The respondents
rate very high with the statement that the subjects taken more enough to prepare me for
a job because they learned and prepared enough to find a job. For the statement that
the activities (academic and extracurricular) of the school organization provides
opportunities for learning to student, the respondents rate very high because their
school organization gives student an opportunities to learn. The respondents rate very
high with the statement that the faculty members employed by the school are competent
because they have a necessary skills or ability to do their job. And lastly, for the
statement that the faculties and technology are substantial to help facilitate learning, the
respondents rate very high because they are helping student to learn and improve their
learning skills.
Far Eastern University
Table 36: Frequency distribution of the respondents when grouped according to gender.
Gender
Female
Male
TOTAL

Frequency
13
7
20

Percentage
65%
35%
100%

The table shows that most of the respondents from the Far Eastern University
which is graduate and took the board exam are female with a frequency of 13 which has
the percentage of 65 percent while the male has a frequency of 7 and has a percentage
of 35 percent. Female has greater number than male and that shows that most of
female are took the board exam.
Table 37: Frequency distribution of the respondents when grouped according to GWA.
GWA
1.0 1.5
1.75 2.25
2.5 3.0
TOTAL

Frequency
4
15
1
20

Percentage
20%
75%
5%
100%

The table shows that GWA 1.75 2.25 has the highest number with a frequency
of 15 which has the percentage of 75 percent and that means that in this particular
GWA took a board exam and followed by a GWA of 2.5 3.0 with a frequency of 4 and
has a percentage of 20 percent and the lowest number of respondents with a frequency
number of 1 and has the percentage of 5 percent.
Table 38: Frequency distribution of the respondents when grouped according to tuition
fee.
Tuition fee
20k and below
20k 30k
31k 50k
51k 70k
71k and above
TOTAL

Frequency
0
4
11
4
1
20

Percentage
0
20%
55%
20%
5%
100%

The table shows that most of our respondents have a tuition fee of 31k 50k with
a frequency number of 11 and has the percentage of 55 percent and the high tuition fee
of 51k 70k with a frequency of 4 and has a percentage of 20 percent followed by a
20k to 30k with a percentage of 20 percent and the lowest tuition fee 20k and below has
a percentage of 0 percent.
Table 39: Frequency distribution of the respondents when grouped according to result
of board exam.
Result
of
board
exam
Board top notcher
100%
passing
percentage
Average performance
Low
board
exam
result
TOTAL

Frequency

Percentage

9
3

43%
14%

9
0

43%
0

21

100%

The table shows that the result of the board exam of university was average
performance with a frequency of 9 and has a percentage of 43 percent it means that
some of students took a board exam were passed, followed by a Board top notcher with
a frequency of 9 and has the same percentage by an average performance a
percentage of 43 percent and it means that even if the result is average they still in top
followed by a 100 percent passing percentage with a frequency of 3 and percentage of
14 percent and last the low board exam that has a frequency number of 0 with a
percentage of 0 percent it means that the university is in a 50 percent average
performance overall.

Table 40: Frequency distribution of the respondents when grouped according to how
they prepare for board exam.
How they prepare
for board exam
Textbooks

Frequency

Percentage

20%

Group study

9%

On-site

17

41%

Tutorial

12%

Didnt
specifically
prepare
Others:
Review alone
Board
exam
questionnaire
Self-study
TOTAL

5%

41

100%

The table shows that the graduates prepare their board exam by enrolling in On
site school with a frequency of 17 and has a percentage of 41 percent, followed by a
frequency number of 9 with a percentage of 22 percent which is they used a group
study: second the textbooks with a frequency of 8 with a percentage of 20 percent, next
is tutorial prepare and percentage of 12% and lastly the others and the others which is
they prepare to review alone and use a board exam questionnaires with a frequency of
2 and percentage of 5 percent.
Table 41: Frequency distribution of the respondents when grouped according to how
long they prepare for board exam.
How long they prepare
for board exam

Frequency

Percentage

1 6 months
7 12 months
1 year and above
TOTAL

16
4
0
20

80%
20%
0
100%

The table shows that 1 to 6 months has greater number who prepared for their
board exam with a frequency number of 16 and has a percentage of 80 percent rather
than a 7 to 12 months preparing for their board exam with a frequency of 4 and has a
percentage of 20 percent and lastly no one reviewed for 1 year and above.
Table 42: Frequency distribution of the respondents when grouped according to how
many times did take the board exam.
How many times did
take the board exam
Once
Twice
thrice
TOTAL

Frequency

Percentage

16
4
0
20

80%
20%
0
100%

The table shows that all of the graduate respondents in university took the board
exam once only with a frequency of 16 and has a percentage of 80 percent and others
take the exam twice with a frequency of 4 and has a percentage of 20 percent.
Table 43: Mean responses of the respondents on how satisfied they are with the
training they got from the school.
Statement

Mean

1. The curriculum is comprehensive

and complete in subject contents.

4.3

2. The training in school can be

4.45

Interpretatio
n
Moderately
satisfied
Moderately

applied in reality or outside the

school.
3. The training in school prepared me
for employment opportunities.

satisfied
4.4

4. Curriculum and training equip us for

the board exam.

4.55

5. The training provided by the school

is globally competitive

4.45

Moderately
Satisfied
Very
much
satisfied
Moderately
satisfied

The table shows that the former student of far eastern university are moderately
satisfied with the curriculum comprehensive and complete in subject contents means
that they are more usable and progressive when you graduated from that school . Also
a moderately satisfied with the training in school can be applied in reality or outside the
school it means that they are willing to pay high tuition fee because they can apply it
outside the premises and they can get a better job because they were known as a welltrained student. A moderately satisfied with the training in school prepared them for
employment opportunities it means that they are willing to spend more money for the
tuition fee because it helps them to benefit more for employment opportunities when it
comes to the name of the said university. Also

very much satisfied with the

curriculum and training equip them for the board exam means that they are competent
enough with the passing percentage of the school and they will benefit the skills and
ability by meeting the standard very well. Lastly a moderately high with the training
provided with the school is globally competitive means that the said school is globally
known and the student of the said university can inherit the name of the school.
Table 44: Mean responses of the respondents how they rate the tuition fee paid for the
course to the quality of education you get.

Statement

Mean

1. The tuition fee is commensurate with

the trainings got in school.

4.2

2. I achieve the objectives set for my

practicum.

4.35

3. Subjects taken more enough to

prepare me for a job.

4.1

4. Activities
(Academic
and
extracurricular) of the
school
organization provides opportunities
for learning to students.
5. Faculty members employed by the
school are competent.
6. Facilities and technology are
substantial to help facilitate learning.

4.35

Interpretatio
n
Moderate
High
Moderate
High
Moderate
High
Moderate
High

4.3

Very High

4.3

Moderate
High

The table shows that the former student of far eastern university who took the
board exam rated moderately high with the tuition fee commensurate with the training
they got in school means that they are prepared enough to take the board exam
because the school taught them to be professional. And the student rated the school a
moderately high with they achieve the objectives set for their practicum means that they
experience in their on the job training really help them with their job duties or even work
they are really satisfied with the miscellaneous they paid. Also they rated moderately
high with the subject taken more enough to prepare them for a job means that they are
satisfied enough for what the school taught them because they can apply it outside the
premises. Also rated a moderately high with the activities of the school organization
provides opportunities for learning to student means that they were benefited enough
with the activities they gain and being taught or experience in the school. Also a
moderately high with the Faculty members employed by the school are competent

means that the faculty members are well competitive and successful in their
experiences in teaching the student. Lastly the student rated the school a moderately
high in facilities and technology are substantial to help facilitate learning means that the
school are well competent by providing the student an easier and better experience
inside the said school premises.