Across Academic Programs: Implications for Teaching Quality and Continuous Improvement

Abstract

This study evaluates one of the University of Baguio’s graduate outcomes, which is the performance in external examination results through the preparation process, revealing a strong foundation in teaching quality, collaborative learning, and structured simulations which are some inputs to student learning outcomes and curriculum effectiveness leading to work-ready graduates. While both alumni and faculty members view the preparation strategies positively, the latter consistently express greater optimism. Mann-Whitney U tests confirm statistically significant differences between faculty and alumni perceptions across key domains, including preparation quality, faculty support, resource access, engagement, and exam confidence. Qualitative analysis reinforces these insights, commending mentoring and practical exam tips while identifying improvement areas such as updated materials, optimized scheduling, enhanced test-taking strategies, and stronger wellness support. Interpreted through the Input-Process-Output and Total Quality Management (TQM) frameworks, these findings highlight the need for continuous improvement in inputs (resources, curriculum), processes (feedback, simulations), and outputs (student readiness, success rates). Sustained refinement of this system is essential to educational quality assurance by maximizing student confidence and licensure exam performance.