EMPLOYABILITY AND SATISFACTION OF MATHEMATICS EDUCATION PROGRAM GRADUATES OF A SCIENCE AND TECHNOLOGY UNIVERSITY IN SOUTHERN PHILIPPINES
Abstract
This study determines the employability and satisfaction of the graduates of the mathematics education programs of the University of Science and Technology of Southern Philippines (USTP)-Cagayan de Oro City, namely, Bachelor of Secondary Education major in Mathematics, Master of Science in Teaching Mathematics (MST-Math) and Doctor of Philosophy in Mathematical Sciences major in Mathematics Education for the academic year 2012 to 2018 for the BSEd Mathematics and AY 1999-2018 for the graduate programs. This study utilized a modified Graduate Tracer Study (GTS) questionnaire developed by the Commission on Higher Education (CHED). The mathematics education graduates completed the GTS questionnaire through face-to-face/personal and online using the Google Forms created and sent to the graduates. Results of the data gathered revealed that the graduates of the BSEd Mathematics and MST-Mathematics program are highly employable as secondary school mathematics teachers in both public (Department of Education (DepEd)) and private institutions in the region while the graduates of the Doctor of Philosophy in Mathematical Sciences major in Mathematics Education are highly employable as mathematics instructors or professors while some are holding administrative positions in higher education institutions (HEIs), both public and private in the region. This shows that the program curriculum was very relevant and useful in their current employment status. Moreover, the mathematics education graduates are highly satisfied with the USTP services, facilities, learning environment and more importantly the knowledge and technical skills including problem solving, research, communication, ICT and human relation skills acquired during their academic years in the university. It is then recommended that the USTP mathematics education programs, both undergraduate and graduate level may be enhanced by reducing courses on pure mathematics and adding more courses on leadership and technology innovation and may offer a master’s program exclusively designed for elementary mathematics teachers in the field.
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DOI: http://dx.doi.org/10.46827/ejes.v8i5.3728
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