Available Online: 1 June 2021
De La Salle University, Philippines (Rebecca.firstname.lastname@example.org)
This article presents the results derived from a tracer study on the impact of Catholic Education on some graduates of St. Scholastica’s College, Manila, Philippines. It highlights their perspectives in connection to the values-oriented formation programs culled from the Benedictine Spirituality which they underwent vis-à-vis their degree program in college. True to the 21st century thrust towards holistic education, this brand of Catholic education envisions the graduates to become agents of social transformation while they pursue excellence in their career or chosen profession. The alumnae’s perspectives were retrieved through online administered questionnaire distributed through Face book accounts or email correspondences with alumnae who responded to the survey. Generated answers were tabulated and computed to get the mean scores for the variables being studied and the verbatim remarks from their narratives were organized into categories (or by way of thematization) in parallel with the Benedictine values considered in the study. Findings that showed “high mean scores” were indicative of the effectiveness of the values formation programs the School has provided them while those with “low mean scores” reveal the areas to be improved in the educative process which their shared-experiences articulated. The tracer study deviated from the traditional intention of most schools when they conduct tracer study where they only investigate on the employability rate of their graduates because the main focus of this research was to follow up and gauge the significant impact of life skills and core values inculcated in the graduates.
Keywords: Catholic education; values-oriented curriculum; Benedictine hallmarks of education; tracer study; integration of values in education; holistic formation of graduates
Cite this article:
Cacho, R. (2021). Does Catholic education make sense? Exploring the alumnae’s experiences. International Journal of Research Studies in Education, 10(7), 21-33. https://doi.org/10.5861/ijrse.2021.10