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Chapter 1

THE PROBLEM AND ITS SCOPE

Introduction

The study and journey of what we have learned in school will provide the

weapons in dealing with us after college. The school and instructors do their best

to provide quality and skilled students before ending their college years. Most

students just want to graduate, without thinking the levels of their skill

preparedness. According to Joseph Barber 2016, as many graduating students

approach the end of their academic programs, they realize they’ve forgotten how

to talk about their strengths and skills to different types of audiences.

College graduates can begin to change this perception by building their

practical skills while in college. Attending events like career fairs and resume

workshops, or participating in philanthropic events like Dance Marathon or Relay

for Life can all help boost your ability to work on a team or improve your ability to

take initiative. (Rita Zwiefel, February 7, 2018)

The higher education sector is characterized by diversity where course

and student profiles are different and their challenge is to develop students with

distinct characteristics or attributes (Jackson, Sibson and Riebe 2013). The goal

of a quality education in higher education is to sharpen the skills of students,

unleash them to be seekers of new knowledge and to ultimately gain

employment or use these skills to solve problems. Education prepares students

to be good citizens, skilled workforce, culturally literate, critical thinkers and to

compete in the global market place. (Jones, 2012)

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In the 21st century, comprise skills, abilities and learning disposition that

have been identified as being required for success in 21st century society and

workplace by educator's business leader's academia and government

organizations (Wikipedia2019). Readiness implies a degree of single-

mindedness and eagerness (Dipali B. Gandhi, August2010).

A degree is not enough. You can’t rely on your degree alone to

automatically open the doors after you graduate. It will certainly unlock doors - in

other words, it will make you eligible to apply for jobs that specify “must be a

graduate”. But however good your degree class, however relevant you’re subject

to the career that you’ll be applying for, it is likely that you will be competing for

this job with a number of other graduates who are equally well qualified

academically. Once your degree was unlocked the door, you’ll need the right mix

of skills in order to turn the handle and give the door the push that will open it to

you.

Interpersonal skills, a set of skills, allow us to interact with other

individuals. They are sometimes called "people skills (Alison Doyle) .You may not

realize it, but interpersonal skills, or people skills, are something you already

have. After all, you've been learning how to get along with others since the day

you were born. But positive daily interactions don't always "just happen," whether

in business or in our personal lives. Getting the results that you need can be

difficult when you don't "click" with people, or if you don't know how to act or what

to say. (©Mind Tools Ltd, 1996-2019)

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Communication skills will help you get hired, land promotions, and be a

success throughout your career (Alison Doyle, May 11, 2019 from the balance

career). Being able to communicate effectively is one of the most important life

skills to learn. Having strong communication skills aids in all aspects of life – from

professional life to personal life and everything that falls in between. (© 2015 to

2019 CFI Education Inc.)

Analytical skills refer to the ability to collect and analyze information,

problem-solve, and make decisions (Alison Doyle, May 31, 2019). Analytical

skills are important because it allows you to find solutions to common problems

and make decisions about what actions to take next. Understanding problems

and analyzing the situation for viable solutions is a key skill in every position at

every level. ( © 2019 Indeed)

Technical skills are the abilities and knowledge needed to perform

specific tasks. They are practical, and often relate to mechanical, information

technology, mathematical, or scientific tasks (Alison Doyle, May 30, 2019).

Technical skills are important because nearly every job relies on different tools,

programs and processes. If you have sought-after technical knowledge and skills

common in your industry, you’ll be a more competitive candidate. (© 2019

Indeed)

The objective of this research is to help 4 th year BSBA student of Tagoloan

Community College understand the importance of enhancing their skills before

they graduate. To recognize the skills which has higher percentage that is
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accessible to use and low percentage that they need to enhance. To know the

level of skills readiness of the students for their future stability.

Conceptual Framework

The concept of this study is premise by Alison Doyle from electronic book

The Balance Career related to skills readiness among the 4 th year BSBA

students: Basis for Skills Readiness Enhancement Program. Alison Doyle gives

advices about the valuable skills for future career which include Interpersonal

skills, Communication skills, Analytical skills and Technical skills.

According to ACT 2013, study was stated that graduating college student’s

readiness takes individuals abilities, interest, understanding, behavior and long

term goals that will prepare students for ongoing learning and adaptability to

meet the demand of today’s workforce. Graduating College Students must focus

their efforts and knowledge in developing the skills and understandings for

college and career preparedness. In addition, students should develop and

possess the behavioral aspects that necessary for ongoing growth and success.

Destiny's Odyssey 2013, a person should continuously look for ways to

develop his or her skills, abilities, and competencies to enhance his or her

performance. Through effective skill enhancement, you become more capable,

competent, and confident in yourself and your performance, and are better able

to reach your goals.

A Skill Enhancement Plan is essential for consciously improving your skills

and is most effective when it is connected to your goals. Therefore, you should
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first set your goals then determine which skills need to be addressed in order to

reach those goals. By linking skill enhancement to long-term goals, you will help

ensure the motivation and desire is there to build that skill.

Age. One of the factors influences the level of skills readiness among 4 th

year BSBA students of Tagoloan Community College. It may also spell in

different perception of students. The old believe everything, the middle age

suspect everything; the young know everything (Oscar Wilde 2015).

Gender. It is not about disaggregating assessment data by sex or

identifying differences between girls’ or boys’ skills and competencies. Instead it

is a social construct that influences the experiences and opportunities available.

Ultimately, such gendered experiences and opportunities contribute to the

gender differences observed in girls’ and boys’ learning outcomes that currently

constitute discussions of gender in skills development (Christina Kwauk, Amanda

Braga, and Helyn Kim april 2017).

Civil Status. The distinct options that describe a person's relationship with

a significant other. Use to equally gather data between a married and a single

student, about their perceptions in skills enhancement base from their day to day

life. Successful and unsuccessful people do not vary greatly in their abilities.

They vary in their desires to reach their potential. (John Maxwell 2016)

Student Status (Working and non-working). Play an important role in

developing the skills through experiences. Working students through part-time

work, you will learn how to talk to a variety of people from different walks of life,
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forcing you to be sensitive to cultural differences in the workplace (career addict

2019). Non-working students can also acquire skills by learning in schools.

Parents Monthly Income. The family income, high or low, can have its

impact on student’s achievement in all their learning years. Since they are in their

early years, their family incomes can affect their education. Some schools and

collages may look carefully to this point. They may ask for the family resources

and how can they pay their children tuitions. Otherwise they may not have a

place in that collage. If the family has high income at the early of the student

learning, may help to accept him/her at that school. Which is make a huge

different from that student whose family has a high income in his late learning

(Humlum, 2011).

Reading Materials at home. Is a good way to develop our Skills. Books,

magazines and even the Internet are great learning tools which require the ability

to read and understand what is read. A person who knows how to read can

educate themselves in any area of life they are interested in. We live in an age

where we overflow with information, but reading is the main way to take

advantage of it. Reading definitely helps us to improve our skills. It increases the

vocabulary and gives us confidence while speaking.

Interpersonal Skills. Are sometimes called employability skills. The word

“employability” is a tip-off about the importance of interpersonal skills: they’re so

crucial that hiring managers really don’t want to hire candidates without them.

Many careers require consistent, if not constant, interaction with other people.

This is true even for jobs that would seem to favor introverted personalities and
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independent work styles. For example, even if you’re a software engineer, writer,

or statistician, you still need to be able to communicate and collaborate with your

team. Even if you excel at the technical aspects of your job, if you’re a disaster

to work with, your presence in the office will not be well received.

Communication Skills. Being able to communicate effectively is one of

the most important life skills to learn. Succeeding in your career requires good

communication skills. You need to know what you want and how you are going to

attain it. Being an excellent communicator can help propel your career.

Good communication skills can aid in helping you land an interview and

pass the selection process. Being able to articulate well provides a significant

advantage. To do your job effectively, you have to discuss problems, request

information, interact with others, and have good human relations skill – these are

all part of having good communication skills. They help in being understood well

and in helping understand the needs of those around you. (© 2015 to 2019 CFI

Education Inc.)

Analytical Skills. Are in demand in many industries and are commonly

listed requirements in job descriptions. Analytical thinking can help you

investigate complex issues, make decisions and develop solutions—and you

likely already possess many analytical skills that employer’s value (indeed 2019).

Analytical thinking is observing and researching a problem or topic to

develop more complex ideas about it. Your analytical thinking should result in

additional knowledge, solutions or ideas related to the problem or topic. A key

element to analytical thinking is the ability to quickly identify cause and effect
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relationships. Most analytical thinking requires trial and error. Those with strong

analytical thinking skills are often capable of quickly analyzing a situation, topic or

problem, and often work well in a team setting to accomplish goals.

Technical Skills. Are the abilities and knowledge needed to perform

specific tasks, it require training and experience to master. They are practical,

and often relate to mechanical, information technology, mathematical, or

scientific tasks. The technical skills that are needed in the workplace, your

command of job-specific skills can help ensure you get hired or promoted.

Technical skills are important for a number of reasons. They can help you work

more efficiently, boost your confidence and make you a more valuable candidate

for employers.

In the modern day where education has advanced along with technology

and the methodology, it is highly necessary to make sure that a strong academic

background is backed with practical knowledge as well as experience and pro-

activeness in the outside world.

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INDEPENDENT VARIABLES DEPENDENT VARIABLES

Profile of the respondents in Skills readiness among the

terms of: 4th year BSBA students

terms of:
 Age

 Gender  Interpersonal Skills

 Civil Status  Communication

 Student Status (Working; Skills

non-working)  Analytical Skills

 Parents Monthly Income  Technical Skills

 Reading Materials at home

Figure 1: The schematic diagram of the study shows the interplay between the

independent and dependent variables

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Statement of the Problem

The study will determine the Skills Readiness among the 4 th year BSBA

students: Basis for Skills Readiness Enhancement Program in Tagoloan

Community College.

Specifically, the study seeks to answer the following questions:

1. What is the profile of the respondent in terms of

1.1 Ages

1.2 Gender

1.3 Civil Status

1.4 Student Status (Working; non-working)

1.5 Parents Monthly Income

1.6 Reading Materials at home

2. What is the level of Skills Readiness among the 4 th year BSBA students:

Basis for Skills Readiness Enhancement Program in terms of

2.1 Interpersonal Skills

2.2 Communication Skills

2.3 Analytical Skills

2.4 Technical Skills

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3. Is there a significant difference on the levels of Skills Readiness among the

4th year BSBA students: Basis for Skills Readiness Enhancement Program

according to Interpersonal Skills, Communication Skills, Analytical Skills and

Technical Skills? When respondents are groups according to

3.1 Age

3.2 Gender

3.3 Civil Status

3.4 Student Status (Working; Non-Working)

3.5 Parents Monthly Income

3.6 Reading Materials At Home

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Null Hypothesis

On the basis of the preceding problem the null hypothesis will be test at a

certain level of significance.

There is no significant difference on the level of Skills Readiness among

the 4th year BSBA students: Basis for Skills Readiness Enhancement Program in

terms of age, gender, civil status, student status (working and non-working),

parent’s monthly income, reading materials at home, interpersonal skills,

communication skills, analytical skills and technical skills.

Significant of the study

This study focuses in explaining the Skills Readiness among the 4 th year

BSBA students: Basis for Skills Readiness Enhancement Program. The result of

this study offers benefits to the following people who are directly involve in the

study.

4th Year BSBA Student. This study will help the respondents analyze

their level of skills readiness before graduation and self-assessment. It can give

them information to cope within their skills to be ready in dealing outside the

school.

Researcher. This study help the researcher know what skills to improve

and to develop more. They can also gain more knowledge about the important

skills that is useful in the future.

Junior Students. The findings of this study can help the lower level to

acquire and develop their skills that can be use in near future.
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Future Researcher. The output of this study will serve as reference

materials for future researcher that will conduct related study.

Scope and Limitation of the Study

This study is limited to the regular 4th year BSBA students of Tagoloan

Community College located at Baluarte Tagoloan Misamis Oriental. The

independent variables are limited only to the profile in terms of age, gender, civil

status, Student status (Working; Non-working), Parents monthly income and

reading materials at home.

In addition, the dependent variables are limited to the Skills Readiness

among the 4th year BSBA students: Basis for Skills Readiness Enhancement

Program in terms of interpersonal skills, communication skills, analytical skills

and technical skills.

Definition of Terms

Readiness. State of preparedness of persons, systems, or organizations

to meet a situation and carry out a planned sequence of actions. It is based on

thoroughness of the planning, adequacy and training of the personnel, and

supply and reserve of support services or systems.

Skills. The expertise or talent needed in order to do a job or tasks. Skills

are what makes you confident and independent in life and are essential for

success.

Interpersonal Skills. A set of soft skills, allow us to interact with other

individuals. Interpersonal skills are the behaviors and tactics a person uses to
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interact with others effectively. In the business world, the term refers to an

employee's ability to work well with others.

Communication Skills. Defined as transferring information to produce

greater understanding. It can be done vocally (through verbal exchanges),

through written media (books, websites, and magazines), visually (using graphs,

charts, and maps) or non-verbally (body language, gestures, pitch of voice, and

tone). All of these means of communication are essential Soft Skills that are vital

for a successful Career.

Analytical Skills. Refer to the ability to collect and analyze information,

problem-solve, and make decisions.

Technical Skills. Are qualities acquired by using and gaining expertise in

performing physical or digital tasks. The abilities and knowledge needed to

perform specific tasks, and often relate to mechanical, information technology,

mathematical, or scientific task.

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Chapter 2

REVIEW FOR RELATED LITERATURE AND STUDIES

This chapter presented the related literature and previously conducted

studies have close bearing to the present studies. The purpose of which is to

show their relationship to similarities with and differences from the present and

existing studies.

Related Literature

According to Dadabneh (2010) positive communication environment provides

opportunities to students to learn how to communicate, and thus, have better

communication skills. Therefore, students need to be given opportunities to

communicate in order to be better prepared for the job market after their studies.

Communication is more effective if the receiver (of the information) can

understand and practice the skill.

According to Ihmeideh, et. al (2010) students who is getting ready to start on

their chosen career, he or she should take the opportunity in any activities that

develop communication skills in a wider and complete aspect so that

communication skills can be fully developed. Students need to put in effort to

develop their communication skills to be able to succeed in their chosen

profession.

According to Salas, et. al (2010) to those who wanted to "win friends and

influence people. " for example, Included the following: be a good listener; don’t
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criticize, condemn, or complain; and try to see things from the other person's

point of view. It seems clear that these are important skills, yet definitive labels

and definitions for the interpersonal skills important for succession in schooling.

According to Centko (2010) interpersonal skill is selective, systematic, and

unique and a process of interaction between people which develop knowledge of

the individual and other people and share experiences and gain meaning as a

result of changes made.

Morton (2013) found cooperative education is effective in developing

interpersonal skill to career and life effective skills for students. Interpersonal skill

ways of conceiving of them reflects the fact that this skill have attitudinal,

behavioral and cognitive component.

Fiore, et.al (2013) Interpersonal Skill has long been recognized as important

for success in school and the workplace. Social or Interpersonal skills are skill in

processing and interpreting both verbal and nonverbal information from others in

order to respond appropriately.

Mohamed (2013) Interpersonal is the process how one is to share

experiences with other individuals. As we all know, every person has the

experience and knowledge. People who communicate with each state

experience and knowledge respectively. By the way, they discover the meaning

of exchange.

According to Gonzàlez abd Wagenaar (2013) they stated that it is necessary

to communicate with nonexperts in one's field as well as to effectively

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communicate with all team members to achieve the goals and objectives of the

team. For examples, exchanging information is necessary to keep parties

informed of the progress any changes to a given project to meet project

timelines.

According to Ennis (2013) stated that students should be able to

communicate ideas an information effectively and articulate thoughts and ideas

across multiple audiences using diverse media and formats.

According to Harlak et. al (2013) proposes that students be exposed to

activities that can develop their communication skills starting from their first year.

Hence, school must provide many more activities to develop the students'

communication skills in order to meet the challenges of the globalized world.

According to Sikiti (2014), Communication skill is a purposeful process of

expressing, receiving and understanding messages containing factual

information, feelings, ideas and needs by two or more individuals through

common symbols. The Communication Skills is a course that enables students

to have knowledge or the ability to use the requisite skills to communicate

properly.

According to Hughey and Mussnug (2014) state it is important to teach

thinking and analytical skills, rather than teaching specific skills, they states that

learning how to learn rather than simply applying known solutions to problem is

becoming an ever-more important ability. Better decision-making and problem-

solving skills will help employees to enhance employability.

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According to Falconer and Pettigrew (2014) analytical skill is the ability to

work harmoniously with others and the ability to apply knowledge to solve

practical problems, as transferable skills, adaptability to change, problem solving

and decision-making skills.

According to Nabi (2014) opines that graduating students must possess an

appropriate level of skills and attributes to become employable, this skill is

required in addition to the academic qualifications and the technical skills that the

student possess.

According to Zinser (2014) expressed that organizations need graduates with

academic, technical and non-technical skills to secure and retain a job. The basic

skills required relate to a personal development, occupational skills and

information technology skills and are an element of competitiveness.

Meredith King on June 4, 2014 studied about How to Build Your Technology

Skills for Effective online learning. She according to her studies Siccama

recommends checking out your local library or community education organization

for free or low-cost classes. “It’s a good way to get your feet wet on a technology

topic,” she says.

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Related Studies

Morton (1993) studied Grade 12 students participated in a 1-semester

cooperative education program and were monitored using the Personal Skills

Map by Nelson & Law. Results indicate greater improvement in scores for the

scales related to Interpersonal skills than for those in the areas of Career and

Life-effectiveness skills. (LKS).

According to Steve Pavlina 2006 studied and explained why it’s important to

develop your technical skills as an integral part of your personal development

efforts. Strong technical skills can save you time, increase your income he also

explains the 10 ways to improved technical skills the following are Read technical

books, Read online tutorials, Hang out with geeks, Subscribe to technical

magazines, Take classes, Create your own web site, Build your own PC,

Embrace a variety of software, Learn to program, Marry a geek, he also stated

that A key advantage of classroom learning is the opportunity to interact with an

experienced educator. Teachers with decades of experience know plenty of

educational distinctions you won’t find in books or online tutorials. And unlike

many technical writers, they know how to teach.

Greenhill (2009) focused on how ongoing dialogue around 21st century

knowledge and skills can be appropriately embedded in educator preparation,

and to guide the development of resources and services to support educator

programs
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Miller (2009) conducted a research to study the development of 21st century

communication, collaboration, and digital literacy skills of students at the high

school level through the use of online social network tools. The importance of this

study was based on evidence high school and college students are not

graduating with the requisite skills of communication, collaboration, and digital

literacy skills.

Strom (2010) utilized the California Critical Thinking Skills Test to measure

the growth in critical thinking skills that students obtained through a traditional

'seat bound' versus a 'performance-based' approach to the teaching of

Shakespeare at the secondary level. Its purpose was to determine whether there

would be a statistically significant difference between the two.

According to Kumazhege, et. al (2010) conclude that there are some factors

which affect the technical skills of the learner according to the perception of

their technical teacher. They suggest that the students must give adequate

facilities and laboratories. On the other hand, ACT (2009) concludes in their

study that strong technical skills college readiness promotes degree and job

attainment in careers of interest and job satisfaction. It means that a technical

skill is still essential.

According to Hiyang and Nor Hazwin (2010) the era of the borderless world

of technology has an impact and brings challenges directly to the graduates. This

scenario is made more challenging, because the number of graduates who

complete their studies is increasing. Due to intense competition job, graduates

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need to make arrangements and prepare as best as possible that they will not

have problems in meeting the criteria required by their future potential employers.

Larson & Miller (2011), Skills students will need for the society in which they

work and live shouldn't be thought of as "one more thing to teach", but, rather

training integrated across all curricula.

2011 Published by Elsevier Ltd, Selection and UKM Teaching and Learning

Congress 2011 Communication skills is one of the elements of generic skills that

are essential among university students. Through their years in the university,

students would have been exposed to situations, in and outside of the lecture

halls, where they have to use their communication skills, for example group

assignments and class presentations.

Salas, Bedwell and Fiore (2011) the second cluster of skills -broadly termed

interpersonal skills are those required for relating to other people. These sorts of

skills have long been recognized as important for success in school and in the

workplace said Stephen Fiore, professor at the University of Central Florida, who

presented findings from a paper about these skills and how they might be

assessed. Advice offered by Dale Carnegie in the 1930’s to those who wanted to

“win friends and influence people”, for example included the following: be a good

listener; don’t criticize, condemn, or complain; and try to see thing from other

person’s point of view.

These are the same sorts of skills found on lists 21st century skills today. For

example the partnership for 21st Century skills includes numerous interpersonal
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capacities, such as working creatively with others, among the skills students

should learn as they progress from preschool through postsecondary study.

It seems clear that these important skills, yet definitive labels and definitions

for the interpersonal skills important for success in schooling and work remain

elusive: they have been called social or people skills, social competencies, soft

skills, social self-eficacy, and social intelligence Fiore said (see, e.g Ferris, Witt

and Hochwarter, 2001; Hochwarter et al.,

O’Banion, 2011 Universities and colleges have the task of enhancing

analytical skills of students and preparing them to solve problems in the

workplace. This task, according to Castells (2001), is one of the four key

functions of universities. The other functions of universities include the following:

universities serve as the ideological apparatus that takes on the different

ideological divides in the society.

These results do emphasize the need to first of all educate students.

Consequently, universities and colleges take pride when their alumni engage in

socially responsible endeavors at the local, state and national levels with the

knowledge gained. Within the walls of educational institutions, students’

education is often guided by different philosophies 13 of the founding fathers,

state funding policies, as well as the governing bodies that regulate how students

interact with the whole process of knowledge acquisition and life transformation.

According to Papert (2013) he studied on computer and powerful idea, He

understood the importance of digital media and how it could be used to enable
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students to learn better within a constructivist learning environment. He believed

that in order for students to assemble and modify their ideas. He felt that

technology were the appropriate to enable the students to take control.

According to Maxwell (2013) today's changing economies require employees

who are adaptable and employers look for more than mere technical skill.

According Cranmer (2013) corroborated that analytical skill represented one

of the generic skills that enhance graduates' employability and further noted that

this perspective was a growing trend in higher education.

According to Bailin (2013) defines analytical thinking as thinking of a

particular quality essentially good thinking that meets specified criteria or

standard of adequacy and accuracy. The use of those cognitive skills or

strategies that increase the probability of a desirable outcome. .

According to Lipman (2013) analytical and metacognition are distinct

construct. He pointed out that metacognition is not necessarily critical, because

one can think about one's thought in an unreflective manner. McPeck, on the

other hand, argues that the ability to recognize when a particular skill is relevant

and to deploy that skill is not properly a part of critical thinking but actually

represents general intelligence 1990. At the very least, metacognition can be

seen as a supporting condition for critical thinking, in that monitoring the quality

of one's thought makes it more likely that one will engage in high-quality thinking.

According to Bowles (2013) narrates how the inclusion of soft skills training in

an academic curriculum for technical students increased students‟ motivation to

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attend sessions and how it added to the stimulation. This stimulation was created

by creating a work like situation in the classroom and reinforcing the importance

of skills like oral communication, following instructions, decision making, and

writing among others. The paper also put forth a list of employability skills, which

fall in the purview of soft skills, which added to the stimulation factor.

May 12, 2016 according to Dr Rafis Abazov Successful businessman Warren

Buffett named analytical skills among the most important skills for young people

to become successful. Many students are keen to develop their analytical skills,

they often struggle to develop, demonstrate and use these skills in workplace

situation. Here is how you can make the most of your time at university to

improve your analytical skills. Understand what is meant by “analytical skills”.

Participate in analysis-based student projects. Start with a clear framework

Focus on the analytical skills, Relevant to the topic, Practice your analytical skills

regularly, Identifying analytical tools that can help and Seek feedback and new

ways to develop.

According to Dr. Mohammad Imam FARISI 2016 STUDIES SKILLS

THROUGH TECHNOLOGY INTEGRATION. Technology developments,

especially information and communication technology (ICT) and openness in

its utilization are two important phenomena predicted will be the main

characteristics and have implications for changing 21st century learning

paradigm. It has also provided a social and human infrastructure for

teachers and students to improve collaboration, interaction, and participation in

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their learning activities, and support them to create constructive learning

environments (Chen, 2011).

This is because it has advantages than a traditional learning mode in

terms of: flexibility in the time and place; the coverage; computer requirements

and operating systems; velocity in obtaining the necessary learning resources

an in development; easily, equity, sustainability, and accessibility in

updating content and archiving capabilities; effectiveness, efficiency in cost or

funding; interactivity in learning process; user-familiarity in the use (Kerka, 1997;

Tinio, 2007)

To maximize the impact of the role of technology in the 21st-century skills

development, the Partnership Forum for 21st-Century Skills (P21) confirms,

today no organization can achieve results without incorporating technology into

every aspect of its everyday practices.

According to the study of American InterContinental Universities 2019

Technical skills involve the use of company or industry-specific methods and

processes, formal problem-solving techniques, technology systems and

machinery and other tools.

According to E school News “It’s important to remember that technology is

there to bend to your will, not the other way around,” said one reader.

According Joanna Zambas 22 May 2019 she studied 12 Ways to Improve

Your Analytical Thinking. Analytical thinking skills are more important than ever

before. The 12 ways are Read More Frequently , Listen to Podcasts, Exercise,
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Play Brain Games, Surround Yourself with Different Personalities, Keep a

Journal, Learn Something New Every Day, Take an Online Course, Use

Analytical Tools ,Join a Book Club, Ask Questions,. Be Observant.

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Chapter 3

RESEARCH METHODOLOGY

This chapter tackles about the research design, research respondents,

sampling procedure, research locale, research instrument data gathering

procedure, reliability and validity of data and statistical instrument.

Research Design

This study use descriptive method of research. Its main goal is to describe

the data characteristics about what is being studied. The term descriptive refers

to the type of research question, design, data analysis that will be applied to the

topic. The researchers choose the descriptive method of research because they

intend to describe the data and characteristics of what is to assist in the study. It

is also involve in gathering information to determine the skills readiness among

the 4th year BSBA students: Basis for skills readiness enhancement program.

Research Respondents

The respondents of this study are the 4 th year BSBA students in Tagoloan

Community College there are 179 BSBA students there are 126 female and 53

male the subject of the study are interpersonal skills, communication skills,

analytical skills and technical skills among the 4 th year BSBA students: Basis for

skills readiness enhancement program.

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Research locale

This study will be conducted at Tagoloan Community College located at

Baluarte, Tagoloan, Misamis Oriental, 600 meters away from Tagoloan national

highway it is situated North of Municipality of Villanueva; South of Cagayan de

Oro City ; East Malitbog ,Bukidnon; and West of Macajalar Bay. It is about 19

kilometers away from the city of Cagayan de Oro City.

Research Instrument

Researcher made questionnaires to use as the main tool in gathering the

needed data and information. The questionnaires compose of two parts:

Part I will be on the profile of the respondents which includes age,

gender, civil status, student status (working and non-working students), parent’s

monthly income and reading materials at home.

Part II will determine the skills readiness among the 4 th year BSBA

Students of Tagoloan Community College which is compose of four components

with 10 items of interpersonal skills, communication skills, analytical skills and

technical skills.

Data gathering procedure

A letter of request will be submitted to the Vice President, Academic

Affairs asking permission to conduct the study. The letter will made to allow us in

conducting survey for the 4th year BSBA students with proper authorization and

guidance of instructors. The instructions are clearly stated to facilitate

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understanding of how the questioner accomplish by the respondents. The copies

of questioner will personally distribute by the researcher. The questioners

retrieve immediately by the researchers to ensure 100% return

Scoring Procedure

The following rating method will utilize as scoring procedure and describing the

research data.

Scale Range Description Interpretation

5 4.21 - 5.00 Always Very Ready

4 3.41 - 4.20 Most of the time Ready

3 2.61 – 3.40 Sometimes Moderately Ready

2 1.80 – 2.60 Seldom fairly Ready

1 1.00 – 1.80 Never Not ready

Reliability and Validity of the Research Instruments

The construct instrument will undergo a dry run to 4th year students in

other courses of at least 50 who are not respondents of the study. The try out will
 30

be done to find out any changes in the questionnaire entries will be necessary.

Then the results will show to the adviser and some authorities for final content

validation. It will be analyze to determine if there is a need for revision on certain

items. The reliability coefficient will obtain and be given the implications that the

questionnaire is consistent.

Statistical Treatment

The researchers will use the following statistical treatment in the analysis

and interpretation of the study.

Problem 1: The frequency counts and percentage distribution will use to

determine the personal profile of the respondents in terms of age, gender, civil

status, student status (working; non-working), parent’s monthly income, and

reading materials.

Problem 2: The weighted mean will use to determine the level of skills readiness

among the 4th year BSBA students: Basis for skills readiness enhancement

program.

Problem 3: The (ANNOVA) Analysis of Variance will use to determine the

significant differences between the levels of skills readiness among the 4 th year

BSBA students: Basis for skills enhancement program.

Chapter 4

ANALYSIS, INTERPRETATION, AND PRESENTATION OF DATA

 31

This chapter presents the analysis and interpretation of data relevant to

the specific problem of the study. The presentation of findings follows the order of

the specific problem presented in Chapter 1.

Problem 1: What is the profile of the respondents in terms of age, gender,

civil status, student status (working; non-working), parents monthly

income, reading materials at home.

TABLE 1

Distribution of respondents in terms of Age

Age Frequency Percent

18-25 23 76.67%
26-35 7 23.33%
35-45 0 0%
46 years old above 0 0%
Total 30 100%

Table 1 Shows that 23 (76.67%) of the respondent were from age group

18-25 years old. It was also shown on the table that 7 (23.33%) of the

respondents were 26-55 years old.

The findings revealed that the greater member of respondents was from

the early and med20’s. Thus, it can be imputed that they can provide objective

and honest answer or response to the research question on the Skills Readiness

among the 4th year BSBA students: Basis for Skills Readiness Enhancement

Program in Tagoloan Community College.

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College students are typically within the emerging adulthood age range of

18-25 and are concurrently within a developmental period where their interests,

both personal and occupational, are explored and maturing through participating

in course work, extra-curricular engagement, and employment (Sung, Turner, &

Kaewchinda, 2011). Emerging adults are naturally developing job-related skills

and their career identity through their continual interactions with peers both in the

classroom and at work (Sung, Turner, & Kaewchinda, 2011).

TABLE 2

Distribution of Respondents Based on Gender

Gender Frequency Percent

Male 6 20%
Female 24 80%
Total 30 100%

Table 2 shows that 24 (80%) of the respondents were female and 6 (20%)

were Male.

The finding indicates that majority of the 4 th year BSBA student; Basis for

Skills Readiness Enchancement Program in Tagoloan Community College was

Female.

According to Christina Kwauk, Amanda Braga, and Helyn Kim ( 2017 )

gender is not about disaggregating assessment data by sex or identifying

differences between girls’ or boys’ skills and competencies. Instead, gender is a

social construct that influences the experiences and opportunities available.

 33

TABLE 3

Distribution of respondents based on Civil Status

Civil Status Frequency Percent

Single 29 96.67%
Married 1 3.33%
Total 30 100%

Table 3 shows that 29 (96.67%) of the respondents were single while 1

(3.33%) is single. The findings indicate that majority of respondents of the 4 th

year BSBA student; Basis for Skills Readiness Enchancement Program in

Tagoloan Community College was single.

TABLE 4

Distribution of respondents based on Student Status

Student Status Frequency Percent

Working 16 53.33%
Non-Working 14 46.67%
Total 30 100%

Table 4 shows that 16 (53.33%) of the respondents were working while 14

(46.67%) were non-working. The findings imply that majority of the 4 th year BSBA

student; Basis for Skills Readiness Enchancement Program in Tagoloan

Community College was working.

 34

One of the most important aspects of working as a student is that you

have the opportunity to gain experience. you’ll be able to demonstrate

transferable skills like communication, teamwork, and leadership. Studies show

that students who work are more confident and possess better time-management

skills than students who are not employed. In addition to offering a paycheck,

some independence and satisfaction, a part-time job can provide both training

and experience. Working teaches students about responsibility and can also

reinforce what they are learning in school.

TABLE 5

Distribution of respondents based on Working Monthly Income

Working Monthly Income Frequency Percent

1,000 - 5,000 9 56.25%
6,000 – 10,000 7 43.75%
11,000 – 15,000 None
16,000 – 20,000 None
21,000 Above None
Total 16 100%

Table 5 shows that 9 (56.25%) were working monthly income of 1,000 –

5,000 while 7 (43.75%) were working monthly income of 6,000 – 10,000.

The findings indicate majority of respondents who worked of the 4 th year

BSBA student; Basis for Skills Readiness Enchancement Program in Tagoloan

Community College whose working monthly income of 1,000 – 5,000.

 35

TABLE 6

Distribution of respondents based on Non-Working Parents Monthly

Income

Non-Working Parents Frequency Percent

Monthly Income
1,000 - 5,000 7 50%
6,000 – 10,000 4 28.57%
11,000 – 15,000 1 7.14%
16,000 – 20,000 1 7.14%
21,000 Above 1 7.14%
Total 14 100%

Table 6 shows that 7 (50%) were non-working parents monthly income of

1,000 – 5,000 while 1 (7.14%) were non-working parents monthly income of

6,000 – 21, 000 above.

The findings indicate majority of respondents whose non-working parents

monthly income of the 4th year BSBA student; Basis for Skills Readiness

Enchancement Program in Tagoloan Community College whose non-working

monthly income of 1,000 – 5,000.

 36

TABLE 7

Distribution of Respondents in terms of Reading Materials at home

Reading Material at Frequency Percent

home
News Paper 10 14.29%
Pocket Book 11 15.71%
Magazine 9 12.86%
Bible 9 12.86%
Comics 5 7.14%
Dictionary 11 15.71%
History Book 8 11.43%
Electronic Books 7 10%
Total 70 100%

Table shows that 11 (15.71%) of the respondents had pocket book and

dictionary while 7 (10%) had electronic book.

The findings indicate that majority of the respondents of the 4 th year BSBA

student; Basis for Skills Readiness Enchancement Program in Tagoloan

Community College had pocket book and dictionary.

Learning resources are all material, audiovisuall, and non-audio-visual

materials, human, school environments available in the academic environment

to facilitate and simplify the teaching-learning process (Dangara, 2016).

 37

As a result, 4th year BSBA students of Tagoloan Community College fun

of reading pocket books and dictionary as a source of learning english language

where they can easily communicate in improving and enhancing english

grammar. Books inspire creativity, critical thinking, increase empathy, and offer

plenty of other incentives to go and enjoy some word power. (George Rudy

2017)
 38

Problem 2: What is the level of Skills Readiness among the 4 th year BSBA

students of Tagoloan Community College: Basis for Skills Enhancement

Program in terms of Interpersonal Skills, Communication Skills, Analytical

Skills, and Technical Skills?

Table 8

Skills Readiness among the 4th year BSBA students of Tagoloan

Community College: Basis for Skills Enhancement Program in terms of

Interpersonal Skills.

Item Weighted Interpretation

Mean
1. Communicate clearly and effectively with 4.00 Satisfied
others through both oral and written
communiqués.
2. Understand and show empathy for others. 4.13 Satisfied
3. Motivate and encourage others and help a 4.2 Satisfied
team achieve success when I lead.
4. Can adjust to different people and different 3.9 Satisfied

situations.
5. Able to collaborate with others. 4.23 Very Satisfied
6. Curse or use offensive language in public 2.76 Moderately
Satisfied
places.
7. Control anger 3.8 Satisfied
8. Recognize other feelings or expression. 3.86 Satisfied
9. Seek information and clarify doubts. 3.86 Satisfied
10. Maintain good relationship with others. 4.36 Very Satisfied
Over all mean 3.19 Moderately
Satisfied
 39

Table 8 present Skills Readiness among the 4 th year BSBA students of

Tagoloan Community College: Basis for Skills Enhancement Program in terms of

Interpersonal Skills.

It shows that the items which garnered the highest weighted mean value

of 4.36 (Item 10) with the interpretation of very satisfied which states that

“Maintain good relationship with others.” It means that the respondents agree

maintain good relationship can boost confidence and healthy working

relationship.

However the item that garnered the lowest weighted mean value of 2.76

(item 6) with the interpretation of moderately satisfied which states that “Curse or

use offensive language in public places.” According to Saray Day, Curse words

slowly creep into our vocabulary without us realizing until they become a natural

reaction in a variety of circumstances. Swearing can leave someone with a bad

impression, signal a lack of control and indicate a bad attitude or immaturity. This

is even true when it comes to our generation interacting with members of older

generations.

We should be conscious of the situations in which we choose to use

profane language, and try to limit it all together. Nobody wants to be the person

who has a slip-up at an important event within a professional setting.

It can be inferred based on the findings that the respondents are built on

loyalty, support, and trust. Mutual respect and reciprocation of these qualities is

important in maintaining all your relationships. Otherwise, the relationship can

become one-sided.
40
 41

Table 9

Skills Readiness among the 4th year BSBA students of Tagoloan

Community College: Basis for Skills Enhancement Program in terms of

Communication Skills.

Item Weighted Mean Interpretation

3.8 Satisfied
1. Speaks at an appropriate volume level -
not too loud nor too soft.

4.03 Satisfied
2. A good listener.

3.66 Satisfied
3. Convey messages with conciseness.

3.96 Satisfied
4. Used hand movements and gesture to
emphasize what I meant.

4.23 Very Satisfied

5. A fast learner can understand with one
instruction.

3.86 Satisfied
6. Pronounces words clearly.

4.16 Satisfied
7. Uses easily understood words and
expressions that are familiar to everyone.

4.3 Very Satisfied

8. Thoughtfully listen to the ideas of others.

3.46 Satisfied
9. Can construct English sentence and
English grammar.

3.56 Satisfied
10. Understanding English Language.

Over all mean 3.90 Satisfied

 42

Table 9 present Skills Readiness among the 4 th year BSBA students of

Tagoloan Community College: Basis for Skills Enhancement Program in terms of

Communication Skills.

It shows that the items which garnered the highest weighted mean value

of 4.30 (Item 8) with the interpretation of very satisfied which states that

“Thoughtfully listen to the ideas of others”. It means the respondents agree that

good listener embodies the skills of being a strategic thinker, being quickly and

efficiently able to gain knowledge in a skill category.

However the item that garnered the lowest weighted mean value of 3.46

(item 9) with the interpretation of satisfied which states that “Can construct

English sentence and English grammar.” Which means that the respondent

keeps on reading and writing to develop their English grammar. Learning a new

skill is a continuing practice. You have to keep on working at it; once you become

fluent or proficient in a skill, there is always improvement.

It can be inferred based on findings that the students active listening helps

others feel comfortable sharing information. When we demonstrate our ability to

sincerely listen to what others have to say, people will be more interested in

communicating on a regular basis. This can help open up opportunities to

collaborate with others, get work done quickly or start new projects. All of these

things can help lead us to success in our career.

 43

Table 10

Skills Readiness among the 4th year BSBA students of Tagoloan

Community College: Basis for Skills Enhancement Program in terms of

Analytical Skills.

Item Weighted Mean Interpretation

4.13 Very Satisfied
1. Communicate the findings of the research to
team member.

3.53 Satisfied
2. Easily Interpret data given by instructor.

3.63 Satisfied
3. Can make workable solutions to problem.

3.66 Satisfied
4. Able to work out math problems.

3.96 Satisfied
5. Joining a debate or reading club.

6. Can manage easily to breakdown arguments. 3.6 Satisfied

3.63 Satisfied
7. Use a critical thinking to evaluate information.

3.73 Satisfied
8. Able to pay attention to details.

3.73 Satisfied
9. Have the ability to analyze situations and
make right judgements.

3.9 Satisfied
10. Able to make a better decision.

Over all mean 3.75 Satisfied

Table 10 present Skills Readiness among the 4 th year BSBA students of

Tagoloan Community College: Basis for Skills Enhancement Program in terms of

Analytical Skills.

It shows that the items which garnered the highest weighted mean value

of 4.13 (Item 1) with the interpretation of satisfied which states that

 44

“Communicate the findings of the research to team member”. It means the

respondents agree that good and effective communication among the team

members increased productivity and loyalty.

However the item that garnered the lowest weighted mean value of 3.53

(item 2) with the interpretation of satisfied which states that “Easily Interpret data

given by instructor.”

It can be inferred based on findings that the student’s Effective

communication plays an important role in keeping the team together and makes

the work atmosphere positive and lively. Effective team communication creates

awareness and understanding that promotes adeptness as team members

complete their tasks.

 45

Table 11

Skills Readiness among the 4th year BSBA students of Tagoloan

Community College: Basis for Skills Enhancement Program in terms of

Technical Skills.

Item Weighted Mean Interpretation

4.03 Satisfied
1. Comfortably use a computer.

3.63 Satisfied
2. Perform basic navigation - minimize and
maximize Windows.

3.9 Satisfied
3. Can navigate simple software suites like word
processors, spreadsheet, and presentation
program and simple designing software.

3.7 Satisfied
4. Know how to use a projector.

3.6 Satisfied
5. Make good email drafts.

3.8 Satisfied
6. Able to understand the risks of viruses,
intrusions, and online attacks which are aimed
to gain access to the passwords and files.
3.9 Satisfied
7. Accomplish work on time.

4.03 Satisfied
8. Perform work systematically.

3.8 Satisfied
9. Quickly perform given assignment.

4.13 Satisfied
10. Organize and schedules work activities

Over all mean 3.85 Satisfied

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Table 11 present Skills Readiness among the 4 th year BSBA students of

Tagoloan Community College: Basis for Skills Enhancement Program in terms of

technical Skills.

It shows that the items which garnered the highest weighted mean value

of 4.13 (Item 10) with the interpretation of satisfied which states that “Organize

and schedules work activities”. It means the respondents agree.

However the item that garnered the lowest weighted mean value of 3.6

(item 5) with the interpretation of satisfied which states that “Make good email

drafts.”

It can be inferred based on findings that the student’s