Tracing graduates has become an imperative for higher education institutions much more during the pandemic. This tracer determined the employment and employability status of the 2019 BSE graduates and identified the competencies they adequately acquired and deemed vital for work. It used descriptive design, and data were collected from the 103 graduates through a Google form with open and closed-ended questions administered between November and December 2020. Results revealed that most of the graduates had been employed in teaching and teaching-related jobs but mostly in contractual arrangements within the first and second six months after graduation. Many had their first jobs with meager salaries from the private sector. Communication, pedagogy, information communication technology, time management, and flexibility were the top competencies they adequately acquired and were beneficial in work. The study concluded that these graduates had acquired 21st-century skills in their respective degree programs. These results have corresponding implications for future research in confirming the most employable skills in secondary teaching. As recommended, classroom instruction might emphasize the development of these skills. Eventually, these become the competitive advantage and employability capitals of future graduates. Administering the licensure examination and the release of its results can be done within the first three months after graduation to lessen the cost of waiting.

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This study determined the learning gains of Grade 6 learners in Mathematics lessons using Concrete-Representational-Abstract (CRA) approach. It was conducted in Matangpatang Elementary School, Schools Division of Malaybalay City, Philippines during the school year 2018-2019, that was participated by twenty learners. One group pretest-posttest quasiexperimental research design was used in the study. Lessons incorporating the CRA approach and researcher-made performance test were validated by a panel of experts in terms of content and content accuracy, clarity, and appropriateness. The results of their evaluation were taken into consideration in the revision of the developed lessons and test. Further, the revised performance test was tested for reliability and the result was 0.863, which means that the instrument is consistent to assess the performance of learners. The data gathered were analyzed and interpreted using appropriate statistical techniques. Mean, standard deviation, frequency, percentage, and paired t-test were used. Results revealed that before Grade 6 learners were taught using CRA Approach, their academic performance was at Did Not Meet Expectations level. However, after they were taught using Concrete Representational Abstract Approach, they reached Fairly Satisfactory level. In addition, there is a significant difference in the learning gains of Grade 6 learners before and after they were taught using the said approach.