Pa ge 1 Pa ge 57 American Journal of Multidisciplinary Research and Innovation (AJMRI) Employability of Biology Graduates of a State University: A Tracer Study Mary Rhovian B. Bacani1*, Cyrem F. Decena1, Michael R. Malong1, Katrina E. Pajela1, Brandon Estigoy1, Norilie Jann Borja1 Volume 2 Issue 6, Year 2023 ISSN: 2158-8155 (Online), 2832-4854 (Print) DOI: https://doi.org/10.54536/ajmri.v2i6.2237 https://journals.e-palli.com/home/index.php/ajmri Article Information ABSTRACT Received: October 28, 2023 Accepted: November 30, 2023 Published: December 04, 2023 The study aimed to trace the employability and professional development of Bachelor of Science in Biology graduates of a state university in Central Luzon, Philippines. Quantitative research design was utilized in tracing the employability and professional development of the total 97 graduates of BS Biology from 2008 to 2019. The study found that most of the graduates were permanently employed in a local government institution, specifically in the teaching profession, which is aligned with the objectives of the program. They also pursued graduate programs to expand their knowledge and skills needed for their respective careers. Graduates of the program were also satisfied with their current jobs and least likely to resign. Moreover, the study implied that the undergraduate program is relevant to the occupation of the graduates, especially for those who pursued careers in educational settings. The BS Biology undergraduate program of the state university contributes in the development of essential professional skills and competencies which are useful and relevant to the current job of its graduates. Keywords Biology, Curriculum, Education, Professional Development, State University, Tracer Study, Undergraduate INTRODUCTION Background of the Study Program relevance of an academic curricular offering is one of the issues that higher education institutions address. Program relevance is the alignment of the curricular program in academic institutions to the trends and needs of the local and global society. Higher education institutions must prepare their graduates for the challenges of the global workforce despite the drastic change in the labor market, both in local and global society (Naidoo et al., 2011). In addition, the professional competence of a graduate can be determined by the development of relevant academic programs. To assess the relevance of a curricular program of a higher educational institution is by tracing the employability and performance of their graduates that is suited to the needs of the labor market in a local and global society. Reusia et al. (2020) also mentioned that the program relevance of an academic program can be identified through the feedback provided by the graduates. Information given by the graduates of a curricular program is seemingly significant and reliable for they are the ones who obtained the learning experience that they can utilize in their respective chosen profession, thus contributing to the development of a curriculum that improves the quality of instruction (Cuadra, et al., 2019). Tracer study served as one of the mechanisms in providing feedback regarding the program provided by an academic institution, thus, contributing to the enhancement of curricular offerings (Llego & Banez, 2017). In addition, the tracer study also determined the alignment of the curricular offering of a certain degree program, in a higher education institution, to the needs of local and global organizations. Moreover, this also contributes to the fast-paced needs of the labor market under the industry 4.0 and Volatile, Uncertain, Complex, and Ambiguous (VUCA) world. On the other hand, Biology is a science that deals with living organisms. It is also called the science of life. This branch of science is being offered as one of the curricular offerings across the globe- in both graduate and undergraduate programs. In the Philippine context, the undergraduate offering of Biology is governed by the Commission on Higher Education (CHED) through its memorandum No. 39 series of 2017. The guidelines mentioned prescribe requirements in the offering of the program as well as the competencies that the graduates should acquire which include being biological scientists in both public and private agencies, engaging in entrepreneurial activities, becoming biological researchers, teaching biological science and other related fields and may pursue graduate programs (CHED, 2017). Thus, the study aimed to trace the employability of and professional development of Biology graduates of a state university in Central Luzon, Philippines. In addition, the results of this study may serve as a basis for program enhancement. METHODOLOGY Design In determining the employability and professional development of the biology undergraduate program of a state university in Central, Luzon, Philippines, descriptive- a quantitative research design was employed. A descriptive research design is suitable for determining and analyzing the problems and issues in society by describing the current social situation (Fox & Bayat, 2007). 1 President Ramon Magsaysay State University, Iba, Zambales, Philippines, 2201 * Corresponding author’s e-mail: cscamuyong@gmail.com Pa ge 58 https://journals.e-palli.com/home/index.php/ajmri Am. J. Multidis. Res. Innov. 2(6) 57-67, 2023 Participants and Setting Total sampling method, from the 97 graduates of bachelor of science in biology graduates of a state university in central Luzon, Philippines from batch 2008- 2019, was employed. Researchers seek approval from the participants before the data gathering. State University is an academic higher education institution governed and mandated by the government through the Commission on Higher Education (CHED). Research Instrument and Data Analysis The main instrument employed in attaining the objective of the study is the Graduate Tracer Study Questionnaire aligned to the instrument used by the Commission of Higher Education (CHED) in the Philippines. This instrument contained questions relative to the demographic profile of the respondents, their employment status, and professional development. The instrument was subjected to content validation by the experts in the field and reliability measures, before data gathering. Moreover, to describe the respondents’ profile, employment status, and professional development, descriptive statistics such as mean, frequency, percentage, and standard deviation were utilized through the SPSS v. 23. RESULTS AND DISCUSSION Profile of the Respondents Presented in Table 1 are the profiles of the respondents. Table 1: Profile of the Respondents (N=97) Frequency Percent Age 22 to 25 years old 39 40.63 26 to 29 years old 31 32.29 30 to 33 years old 16 16.67 34 to 39 years old 11 11.46 Sex Female 55 56.70 Male 42 43.30 Year Graduated 2005 to 2008 24 24.74 2009 to 2012 31 31.96 2013 to 2016 19 19.59 2017 to 2019 23 23.71 Further studies after college Doctor’s Degree 2 2.06 Master’s Degree 21 21.65 Master’s Degree (On-going) 14 14.43 Education Units 13 13.40 Additional Degree 1 1.03 Not Applicable 46 47.42 The data shown in Table 1 described that the majority of biology graduate respondents are young and recently finished the degree with an age range of 22 to 25 years old, 39 (40.63%). The result can be attributed to the fact that the current graduates are still actively participating in college endeavors and connect to their junior classmates as well as with their teachers often (Hipona, Cuevas, and Martin, 2021; Cuadra, Aure, and Gonzaga, 2019). Moreover, data revealed that graduates of BS Biology are predominantly female (56.70%) than male (43.30%). The sex disparity in the field of science may be rooted in gender role assignment and belief in our society where women are in the medical field and men are in the industrial sector (Hanson, Westerlund, and Vaughan, 2020). The number of graduates in BS Biology since its offering in 2005 has been low. This could be a reflection of the low number of secondary students in the Philippines who continue to life sciences in their tertiary education and the high number pursuing engineering and technology field industries (Rafanan, De Guzman, and Rogayan, 2020). The choice of tertiary course students is highly related to their desire for a tenure after they have finished their tertiary education, hence, their pursuit of industry-lined courses. Almost half of the students who pursued life sciences and finished BS Biology (52.58%) further their studies either currently enrolled or had finished their Master’s and doctorate degrees (Belfield, Boneva, Rauh and Shaw, 2016). Respondents Reason for Taking Undergraduate and Graduate Degrees Accordingly, it was revealed in a study that the main driver of students pursuing advance studies is their decision (23.71%) to increase their competitive chance of acquiring tenure (23.71%) and/or getting promoted to higher positions in their respective fields (38.14%; 37.11%) both within and outside the country (23.71%) as seen in Table 2. Pa ge 59 https://journals.e-palli.com/home/index.php/ajmri Am. J. Multidis. Res. Innov. 2(6) 57-67, 2023 The results of the current study coincide with the results of other research in that alumni pursue graduate school studies for personal and professional growth as well as increasing their self-esteem and competence (Shellhouse, Spratley, and Suarez, 2020; Gentova, Madrigal, and Bual, 2023). Respondents’ Employability In line with the aforementioned results and discussions, the pursuit of graduate studies has ensured the alumni their competitive chance in being hired for work and offered tenure in their job ensuring the employability frequency of BS Biology graduates to 77.32 percent as seen in Table 3. This signifies that the graduates of BS Biology have higher chances of being employed due to their acquired skills in the program and enhanced by their advanced studies in the field (Camuyong, Decena, Reyes, Malong, Gregorio, Magtalas and Adlawan, 2023). unavailability of job opportunities are mainly due to the economic recessions happening within and outside the country as a consequence of the COVID–19 pandemic where the closure of the majority of business enterprises and adamant discharge of employees closing job opportunities to the fresh graduates (Antipova, 2021; OECD, 2021; Gould and Kassa, 2020). Although a steady rise in online employment opportunities has been observed during the pandemic, disadvantaged graduates belonging to the middle to low-income family could not keep up with the technological job requirements as a result of their economic capabilities, hence, the absence of job opportunities for them (Antipova, 2021; OECD, 2021). Table 2: Reasons for taking the Bachelor’s Degree and/or pursuing Graduate School Degree(s) Bachelor's Degree Graduate School Degree Frequency Percent Frequency Percent High grades in the course or subject area(s) related to the course 12 12.37 6 6.19 Upliftment from poverty 10 10.31 10 10.31 Personal decision/choice 39 40.21 23 23.71 Influence of parents or relatives 6 6.19 6 6.19 Peer Influence 5 5.15 6 6.19 Inspired by a role model 11 11.34 9 9.28 Strong passion for the profession 14 14.43 8 8.25 Prospect for immediate employment 42 43.30 23 23.71 Status or prestige of the profession 7 7.22 7 7.22 Availability of course offering in chosen institution 12 12.37 6 6.19 Prospect of career advancement 52 53.61 37 38.14 Financial capability 11 11.34 13 13.40 Prospect of attractive compensation 33 34.02 7 7.22 Opportunity for employment abroad 21 21.65 23 23.71 No particular choice or no better idea 6 6.19 3 3.09 Professional development 42 43.30 21 21.65 Requirement for promotion 7 7.22 36 37.11 Others 6 6.19 0 0.00 Table 3: Frequency of the Employability of the Graduates Frequency Percent Yes 75 77.32 No 22 22.68 Total 97 100.00 Reasons for Unemployment It can be culled from Table 4 that the reasons among the BS Biology graduates for being not yet employed were unavailability of job opportunities (90.91%) and pursuit to advance studies (9.09%). The results of the Table 4: Reason(s) of Not yet Employed Frequency Percent Advance or further study 2 9.09 No job opportunity 20 90.91 Total 22 100.00 Respondents’ Period of Employment for the First Job It can be deemed from the results in Table 5 that the BS Biology graduates were employed within the first year upon their graduation (70.10%) and were hired in less than a month (25.77%). The results of the study coincide with the results of other research that graduates in the Philippines could find and start working within the first year after their graduation, though most of this employment is on a contractual basis and from private sectors that may be unaligned to the degree they had Pa ge 60 https://journals.e-palli.com/home/index.php/ajmri Am. J. Multidis. Res. Innov. 2(6) 57-67, 2023 obtained but were pursued by the graduates while waiting for them to find tenure in their desired sector and or after they had finished their advance graduate studies (Caingcoy, Ramirez, Gaylo, Adajar, Lacdag, and Blanco, 2022; Alemu and Yismaw, 2022). related tracer studies, it is found out that the majority landed on the first job-related to their course (Centillas, Lumbay & Larisma, 2017; Chavez et al., 2016). Graduates’ Employment Status It is also disclosed in Table 7 that the majority of the graduates were employed. Most of the employed respondents are Permanent with 40 or 47.06% of the total employed respondents, 21 or 24.71% were contractual, some graduates were also employed under Job-order and Temporary-Regular with 8 or 9.41% and a few were also Casual employees and self-employed with 3 or 3.53% respectively. The BS Biology graduates are employable and they possess the skills necessary in the workplace. The results are coherent with the study of Camuyong et. al., (2023) which recorded a higher percentage of permanent employment status among graduates. Mokhtal et. al. (2022), claimed that an individual must possess the necessary information, abilities, and attitudes to secure employment, as well as the know-how to make the most of those resources to market themselves effectively to potential employers. Table 5: Period of Employability for the First Job Frequency Percent Less than 1 month 25 25.77 2-5 months 24 24.74 6-12 months 19 19.59 More than a year 7 7.22 Not Applicable 22 22.68 Total 97 100.00 Frequency of Jobs since Graduation Table 6 depicts the Frequency of Jobs since Graduation of the respondents. Most of the respondents 25 or 19.53% are employed in their first job after graduation; 18.75% were employed in their second and fourth job since graduation; 18 or 14.06% of the graduates were on their third job while 15 or 11.72% were on their fifth job since graduation. There are still 22 or 17.19% of the respondents who were never employed. In a study conducted by, Cuadra, et. Al (2019), respondents disclosed that they stayed on their first job for three top reasons, which included salaries and benefits related to course program of study, and career challenge. These were also the reasons for switching, changing, and leaving from their first one. Furthermore, employability is a set of achievements, skills, and personal attributes that allow graduates to more easily gain employment, which benefits themselves, their workforce, the community, and the economy. In the study of Mokhtar, et al., (2022), graduates are categorized according to the employability problem if they find it hard to gain employment after six months of their graduation. Employability is the circumstance in which graduates can land their first job, they can keep their employment and, if necessary, find another employment. Additionally, they can move forward in the workforce and upgrade themselves so that they can reach their full potential in a sustainable setting. An individual must possess the necessary information, abilities, and attitudes to secure employment, as well as the know-how to make the most of those resources to market themselves effectively to potential employers. In Table 6: Frequency of Jobs since Graduation Frequency Percent 1st Job 25 19.53 2nd Job 24 18.75 3rd Job 18 14.06 4th Job 24 18.75 5th Job 15 11.72 Never been employed 22 17.19 Table 7: Graduates Employment Status Frequency Percent Job Order 8 9.41 Contractual 21 24.71 Casual 3 3.53 Self-employed 3 3.53 Temporary-Regular 8 9.41 Permanent 40 47.06 Not Applicable 2 2.35 According to the study conducted by Irene and Greif (2022), though the majority of their respondents are employed with permanent status, despite having graduated as scholars, others are holding temporary, casual, and contractual status. Graduates’ Current Job Title Table 8 displays the graduates’ current job titles. The researchers clustered it into two (2) titles: knowledge- based and skill-based on the Occupational Information Network-Standard Occupational Classification (O*NET- SOC) system. According to Slaper T.F. (2017), these are groups of jobs that have similar knowledge, abilities, and other traits, like formal education levels, training, income levels, and benefit availability. Among the clustered titles, Teacher I under Primary, Secondary, and Vocational Education, Remediation, and Social Services gained the highest frequency at 10 or 10.31%. Most graduate respondents are employed in a teaching position thus confirming the study conducted that in the Philippines, the teaching profession is highly regarded, as teachers are viewed to be catalysts of change and nation-builders (Rogayan, 2018). The majority of the graduates are employed within Zambales implying that Pa ge 61 https://journals.e-palli.com/home/index.php/ajmri Am. J. Multidis. Res. Innov. 2(6) 57-67, 2023 Table 8: Graduates’ Current Job Title Frequency Percent Knowledge-Based Cluster Titles Health Care: Medical Practitioners and Scientists Head Medic 1 1.03 Emergency Medical Technician 1 1.03 Natural Sciences and Environmental Management Mine Environmental Protection and Enhancement Management Assistant Support 1 1.03 Fisheries Regulations Officer 1 1 1.03 Research Production (Buffer Team) 1 1.03 Primary, Secondary and Vocational Education, Remediation and Social Services Teacher I 10 10.31 Teacher II 9 9.28 Teacher III 8 8.25 Master Teacher I 1 1.03 Senior High School Teacher 6 6.19 Public School Teacher 3 3.09 Senior High School Teacher II 7 7.22 Special Science Teacher I 5 5.15 Postsecondary Education and Knowledge Creation Instructor I 6 6.19 Associate Professor I 1 1.03 Managerial, Sales, Marketing and Human Resources Corporate Resolution Specialist 1 1.03 Quality Analyst Manager 1 1.03 Skill-Based Cluster Titles Managers and First-Line Supervisors Senior Training Specialist 1 1.03 Training Manager 1 1.03 Administration and Office Support Administrative Assistant 1 1.03 Administrative Officer II 1 1.03 Executive Secretary 1 1.03 Deputized Barangay Collector/ Barangay Clerk 1 1.03 Sales, Agents, Brokers and Customer Relations, Support Customer Service Associate 1 1.03 Customer Service Representative 1 1.03 Operations Associate 1 1.03 Business Communication Instructor 1 1.03 Phone Banker 1 1.03 Technical Support 1 1.03 Not Applicable 22 22.68 Total 97 100.00 they chose to serve their province, opting to be employed locally and near their home residence (Sentilleces & Rungduin, 2013). Graduates Employment Workplace Table 9 presents the graduates’ employment workplace. Most graduates are employed locally with a frequency of 73 or 75.26%; 2 or 2.06% work abroad and not applicable with 22 or 22.68%. Most respondents reported that they were employed locally with permanent status, having a job title in line with Postsecondary Education and Knowledge Creation and Administration and Support, Pa ge 62 https://journals.e-palli.com/home/index.php/ajmri Am. J. Multidis. Res. Innov. 2(6) 57-67, 2023 and most reported that they were employed by the government offices. Graduates contemplating international migration recognize the potential for broader career prospects and exposure to diverse cultures and markets (Szmigiera, 2021). This is also supported by the study of Eslit (2023), as one respondent stated “While international migration is tempting, I believe that staying rooted in my local community is essential. There’s meaningful work to be done right here, and I want to contribute to my region’s development.” Graduates’ Type of Workplace Table 10 displays the graduates’ employment type of company/agency/business affiliation. The majority of the respondents are employed in the government with a frequency of 56 or 57.73%; non-government agency employment type of graduates accumulated a frequency of 19 with the equivalent of 19.59% and 22 or 22.68% are unemployed or never been employed. The Organization for Economic Co-operation and Development (OECD) defines “Knowledge-based industries usually refer to those industries which are relatively intensive in their inputs of technology and/or human capital.” It further states that “it is desirable to include other activities that are intensive users of high technology and/or have the relatively highly skilled force that is required to benefit fully from technological innovation.” that recommendation has the highest frequency gaining a response of 24 out of 97 and with a percentage of 24.74%, revealing that most of the respondents obtain the information about their job through recommendations. Similar results were also observed in the study of Camuyong et.al. (2023) where most of their respondents found their first job through someone’s recommendation Graduates’ Level of Job Satisfaction to Their Current Job Table 9: Graduates Employment Workplace Frequency Percent Abroad 2 2.06 Local 73 75.26 Not Applicable 22 22.68 Total 97 100.00 Table 10: Graduates Employment Type of Company/ Agency/Business Frequency Percent Government (employed) 56 57.73 Non-government (employed) 19 19.59 Not Applicable (unemployed or never been employed) 22 22.68 Total 97 100.00 In a government agency, due to a limited number of permanent positions, jobs are given either for contractual or job order employees. Likewise, scholars employed in state universities, usually begin as temporary or provisionary until they have finished their master’s degrees. Graduates Source of Information about Their Current Job Table 11 shows the BS Biology Graduates’ source of information about their current job. The data shows Table 11: Graduates’ source of information about their current job Frequency Percent Walk-in applicant 16 16.49 Arranged by school placement 2 2.06 Employment service 4 4.12 Recommendation 24 24.74 Vacancy notice 19 19.59 Internal promotion 1 1.03 Information from friends 6 6.19 Internet 1 1.03 Response to an advertisement 1 1.03 Job fair 1 1.03 Not Applicable 22 22.68 Total 97 100.00 Table 12: Level of Satisfaction of the Graduates’ current job Frequency Percent Not satisfied 2 2.06 A little satisfied 5 5.15 Much satisfied 46 47.42 Very much satisfied 22 22.68 Not Applicable 22 22.68 Total 97 100.00 Table 12. exhibited the BS Biology Level of satisfaction with the Graduate’s current job. The data revealed that out of 97 respondents, 47.42% of the graduates are very satisfied with their current job, 22.68% are very much satisfied, 5.15% are very little satisfied and only 2.06 are not satisfied with their current job. It is clear from the data that 70.1% of the respondents assessed that they were satisfied with their current jobs. Graduates’ Intention of Staying in the Same Job Furthermore, it can be culled in Table 13 that more than half of the respondents are positive about in staying the same job/profession. A study conducted by Lijueraj et. al. (2019), revealed that salaries, benefits related to course program of study, and career challenges are the top three Pa ge 63 https://journals.e-palli.com/home/index.php/ajmri Am. J. Multidis. Res. Innov. 2(6) 57-67, 2023 reasons for graduates to stay on their first job. Similar findings were also gleaned in the study of Macatangay (2013). Graduates Job Relevance to Course Table 14 reflects the BS Biology Graduates’ Job Relevance to the Course/Degree completed. The data gleaned that 47.42% of the respondents revealed that the knowledge and skills they acquired during their bachelor’s degree are relevant to their present jobs. While 29.90% of them assessed that their course/degree as having no-relevance and on the other hand 22.68% of the respondents were impartial. The non-relevance of the curriculum is attributed to the graduates whose current jobs are non- aligned to their degree or field of specialization. neutral. It is clear from the data that 43 (44.33%) or almost half respondents were employed in education. The majority of young Filipinos are inspired to teach to bring positive change, share knowledge and skills, and transform the lives of the younger generation (Rogayan 2018). Table 13: Intention of staying in the same job/profession Frequency Percent Yes 56 57.73 No 19 19.59 Not Applicable 22 22.68 Total 97 100.00 Table 14: Graduates Job Relevance to Course / Degree completed Frequency Percent Yes 46 47.42 No 29 29.90 Not Applicable 22 22.68 Total 97 100 The study conducted by Macatangay (2013), revealed that curriculum, and quality of instruction in both general education and major subjects are relevant in graduates’ employability. The same study also states that Quality of instruction, mastery of the subject matter being taught, and relating the subjects to other fields and other life situations were the top three very relevant factors to employment. This is also supported by Lijueraj et. al. (2019) stating that the degree programs that students pursue help improve their skills and their employment status. Graduates’ Alignment of Their Course Taken to Their Present Job Table 15 shows the BS Biology Graduates’ alignment of their course/program taken to their present job. It can be gleaned from the data that Agriculture, Hunting, and Forestry has a frequency of 3 (3.09%); Manufacturing 2 (2.06%); Mining and Quarrying 3 (3.09%); Financial Intermediation 4 (4.12%); Real State, Renting and Business Activities 7 (7.22%); Education 43 (44.33%); Health and Social Work 5 (5.15%); Other Community, Social and Personal Service Activities 6 (6.19%); More than one (1) alignment 2 (2.06%) and; 22 (22.68%) are Table 15: Graduates’ alignment of their course/ program taken to their present job Frequency Percent Agriculture, Hunting and Forestry 3 3.09 Manufacturing 2 2.06 Mining and Quarrying 3 3.09 Financial Intermediation 4 4.12 Real State, Renting and Business Activites 7 7.22 Education 43 44.33 Health and Social Work 5 5.15 Other community, Social and Personal Service Activities 6 6.19 Not Applicable 22 22.68 More than one (1) alignment 2 2.06 Public Administration and Defense; Compulsory Social Security, Other community, Social and Personal Service Activities 1 Transport storage and Communication, Other community, Social and Personal Service Activities 1 Contribution of Curricular Programs to the Graduate’s Skill Development During College Table 16 reflects the competencies and skills developed by graduates of BS Biology programs. All the developed skills were comparable, including critical thinking, creativity, collaboration, communication, information literacy, media literacy, flexibility, leadership, initiative, productivity, and social skills. It can be shown that critical thinking or the ability to find a solution to problems was perceived to have the highest contribution among graduates, with a mean of 4.42 (SD=0.775). Critical thinking skills are followed by creativity or the ability to think outside the box, with a mean of 4.37 (SD=0.795). Lastly, Information and media literacy acquires a mean of 4.35 (SD=0,737). Meanwhile, the results coincide with the study of Nold (2017), in which one of the primary goals of colleges and universities is to develop critical thinking as a necessary skill beyond the classroom. Furthermore, critical thinking involves more than accumulating information rather than identifying, analyzing, synthesizing, and evaluating Pa ge 64 https://journals.e-palli.com/home/index.php/ajmri Am. J. Multidis. Res. Innov. 2(6) 57-67, 2023 information to yield knowledge and higher-order cognition, considered one of the strongest predictors of long-term success in the workplace. Moreover, the study by Al Zou’bi (2022) indicates that the generation born in the digital age will empower digital competencies to formulate knowledge and produce information in a digital environment. Thus, all the presented skills are generally needed to meet employment requirements after graduation (Mokhtar et al., 2022). Usefulness of Those Skills and Competencies in Graduate’s Previous and/or Current Job Table 16: Contribution of curricular programs to the Graduate’s skill development during college Mean SD Critical thinking (Finding solutions to problems 4.42 0.775 Creativity (Thinking outside the box) 4.37 0.795 Collaboration (Working with others) 4.32 0.836 Communication (Talking to others) 4.32 0.785 Information Literacy (Understanding facts, figures, statistics and date) 4.35 0.737 Media Literacy (Understanding the methods and outlets in which information Age possible) 4.35 0.737 Flexibility (Deviating from plans as needed) 4.29 0.816 Leadership (Motivating a team to accomplish a goal) 4.32 0.836 Initiative (Starting projects, strategies, and plans on one's own) 4.27 0.872 Productivity (Maintaining efficiency in an age of distractions) 4.31 0.834 Social Skills (Meeting and networking with others for mutual benefit) 4.34 0.789 Table 17: Usefulness of those skills and competencies in Graduate’s previous and/or current job Mean SD Critical thinking (Finding solutions to problems 4.35 0.958 Creativity (Thinking outside the box) 4.38 0.951 Collaboration (Working with others) 4.49 0.868 Communication (Talking to others) 4.47 0.867 Information Literacy (Understanding facts, figures, statistics and date) 4.39 0.861 Media Literacy (Understanding the methods and outlets in which information Age possible) 4.37 0.928 Flexibility (Deviating from plans as needed) 4.37 0.950 Leadership (Motivating a team to accomplish a goal) 4.26 1.034 Initiative (Starting projects, strategies, and plans on one's own) 4.29 0.912 Productivity (Maintaining efficiency in an age of distractions) 1.32 0.884 Social Skills (Meeting and networking with others for mutual benefit) 4.35 0.902 The result exhibited the useful competencies of graduates from previous and current employment. Based on Table 17, the ability to collaborate with others comprises the highest graduates’ competencies with a mean of 4.49 (SD=0.868), similar to the study of Moktar et al. (2022). In line with the results, collaboration skills impact the BS Biology program graduates to undergo biological research with the help of different agencies. Aside from this, collaboration skills, communication, and information literacy were also useful to their previous/ current job, which comprises the mean of 4.47 (SD=0.867) and 4.39 (SD=0.861), respectively. The current studies showed that the ability to work with others, communication, and information literacy were the top useful skills acquired by graduates of the BS Biology program, which is comparable with the study of Khoo et al. (2020) on teamwork, communication, and problem- solving are the vital standard of employees working in the science field. Furthermore, the findings offer insights into the extent to which the current situation in education perceived future competencies to enhance support for student learning and employability outcomes. Relevance of Program’s Curriculum in Previous and/or Current Job in Terms of General Education Subject Table 18 reflects the degree of relevance in the previous and current job in terms of General Education Subjects, showing extremely relevant (30.93%), moderately relevant (20.62%), very relevant (16.49%), lightly relevant (3.09%); not applicable (22.68%), and not at all (6.19%). The data coincides with the study of Xing et al. (2019), which shows the importance of effectively preparing every student to transition to their career and work attainment. Specifically, students need to master adequate academic knowledge and demonstrate critical thinking, problem- Pa ge 65 https://journals.e-palli.com/home/index.php/ajmri Am. J. Multidis. Res. Innov. 2(6) 57-67, 2023 solving, social and emotional learning, perseverance, and citizenship skills. This goal assists students in becoming productive citizens and producing globally competitive individuals Relevance of Program’s Curriculum in Previous and/or Current Job in Terms of Major or Professional Course Taken Table 19 shows the Relevance of the program’s curriculum in previous and/or current jobs in terms of Major or Professional courses. 7 (7.22%) perceived that their major or professional program’s curriculum in their previous/or current job is not relevant at all and Slightly relevant; 8 (8.25%) is Moderately relevant; Very Relevant has a frequency of 39 (40.21%); Extremely Relevant 14 of (14.43); and not applicable has a frequency of 22 (22.68%); professional courses taken during college were very relevant having 40.21% on their current jobs. The result justifies that offered majors, or professional courses are very relevant to employment and job opportunities related to the BS Biology program (Xing et al.,2019). Practice Teaching/ Teaching Assistantship/ Nursing RLE Core/Elective/Major / Professional Subjects, Core / Elective / Major / Professional Subjects with a mean of 4.1 (SD=1.123); 4.04 (SD=1.1241) and 3.81 (SD=1.253) respectively. In line with the aforementioned results and discussions, the research demand was deemed the most relevant program in terms of the Major Professional course. Thus, scientific research promotes peer development, knowledge, and increased confidence, is a hallmark of research for the community, and contributes to employment (Shaffer et al). Table 18: Relevance of program’s curriculum in previous and/or current job in terms of General Education Subject Frequency Percent Not at All 6 6.19 Slightly Relevant 3 3.09 Moderately Relevant 20 20.62 Very Relevant 16 16.49 Extremely Relevant 30 30.93 Not Applicable 22 22.68 Total 97 100.00 Table 20: Relevance of program’s curriculum in previous and/or current job in terms of Major or Professional course taken Mean SD Research courses taken 4.06 1.289 On-the-job training course 3.81 1.253 Practice Teaching / Teaching Assistantship / Nursing RLE 4.1 1.123 Core / Elective / Major / Professional Subjects 4.04 1.241 Table 19: Relevance of program’s curriculum in previous and/or current job in terms of Major or Professional course taken Frequency Percent Not at All 7 7.22 Slightly Relevant 7 7.22 Moderately Relevant 8 8.25 Very Relevant 39 40.21 Extremely Relevant 14 14.43 Not Applicable 22 22.68 Total 97 100.00 Relevance of Program’s Curriculum in Previous and/or Current Job in Terms of Major or Professional Course Taken Table 20 depicts the major or professional courses relevant to the previous and/or current job. The research course taken is perceived to be the most relevant program curriculum for the graduates of BS Biology. The research course has a mean of 4.06 (SD=1.289). Followed by CONCLUSION Based on the results and discussion of the study, the researchers inferred that most of the graduates of the BS biology were employed locally in a government institution, had a permanent employment status, and pursued graduate programs in order to expand their knowledge and skills needed for their respective careers. For those who weren’t employed is said to be due to poor job opportunities present for them in the locality. The results also implied that most of the graduates pursued a teaching career which is one of the program objectives of biology as stipulated in the guidelines mandated by the CHED. It is also concluded that the most effective source of information about the job opportunity is through recommendation. Graduates are also satisfied and less likely to resign from their current jobs. 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