2014 ncae nvb presentation

Dr. NELIA V. BENITO, CESO IV
Director III

NCAE Overview:
Frequently Asked Questions
3

1. What is the NCAE?
 NCAE = National Career Assessment Examination
 It is an aptitude test geared toward providing information
through test results for self-assessment, career awareness and
career guidance of junior high school students of the K to 12 Basic
Education Program (BEP).
 Test-taking is mandatory.
 Test results are recommendatory.
4

2. What other features characterize the NCAE?
 A locally developed test which was standardized and
validated using Filipino respondents
 A paper-and-pencil test which utilizes scannable answer
sheets that are processed electronically
 A multiple-choice type of test
 Culture fair and sensitive
 Provides an end-user-friendly report format (COR)
5

3. Why was NCAE developed?
The NCAE was developed to:
 To foster the highest quality of education in the Philippines
by regulating and monitoring the flow of students to post
secondary institutions of learning and their potential
contribution to national development
 To minimize indiscriminate wastage of manpower and
resources by working for a match between manpower skill
outputs and job market demands
6

4. What are the specific objectives of the NCAE?
 To assess the skills of Grade 9 students planning to proceed
to senior HS, toward providing relevant information on their
skills, abilities and readiness for academic and non-academic
courses;
 To provide information that will help high school students
make wise career decision; and
7

5. How is NCAE different from NCEE?
Similarities Differences
 Both are general
scholastic aptitude
tests (GSAT)
 NCAE includes scientific ability as
an area in GSAT
 Still recommendatory – without cut-off
score
 Includes technical-vocational
aptitude, logical reasoning ability,
occupational interest inventory,
aptitude on academic tracks
8

6. Who are the target examinees of the NCAE?
 All enrolled Grade 9 students in public and private
high schools operating with permit
 Fourth Year HS Students and out-of-school youths
who are applying for TESDA scholarship
9

7. What are the domains measured in the NCAE?
A. General Scholastic Aptitude (GSA) – 155 items
 Scientific Ability (SA) ------------------------------------------------40 items
 Reading Comprehension (RC) ------------------------------------- 30 items
 Verbal Ability (VA) ----------------------------------------------------30 items
 Mathematical Ability (MA) ----------------------------------------- 40 items
 Logical Reasoning Ability (LRA) __________________________ 15 items
B. Occupational Interest (OIISSS)-------------------------------------------- 215 items
C. Aptitude for Academic Tracks _150 items*
 Humanities and Social Sciences (HUMSS) _______________________50 items
 Science, Technology, Engineering and Math (STEM)_______________50 items
 Accountancy, Business and Management (ABM) __________________50 items
D. Technical-Vocational Aptitude (TVA) ____________________________ 60 items
*Revised 2014
10

Areas of Occupational Interests:
A. Sciences
B. Engineering
C. Commerce
D. Professional Services
E. Personal Services
F. Cyberservices
G. Aesthetics
H. Environment
I. Military Training
J. Spiritual Vocation
K. Agriculture and Fishery
11

Occupational Interest Inventory of Students
in Secondary Schools (OIISSS)
 This is an inventory / checklist of occupational interests which provides
an assessment on inclinations / preferences for comprehensive career
guidance.
 The students are provided with a profile chart of their occupational
inclinations and preferences thru the identified cluster occupations.
 These major occupations are finely divided into two specific groups –
the baccalaureate courses and vocational courses.
12

8. What information is derived from the NCAE COR?
 COR = Certificate of Rating
 The COR contains the report on how the examinees performed in
the test which is presented in a graph alongside the Standard
Scores and Percentile Ranks.
 The descriptive rating of the Percentile Rank is also included.
 The overall GSA and TVA scores are reported along with scores in
the subtests.
 The GSA score is the average of the standard scores in these
areas: SA, RC, VA, MA and LRA.
13

 Reporting of results for HUMSS, STEM and ABM will be in
Standard Score and Percentile Rank.
 Likewise, the TVA score is the composite of the CA and VMS
scores.
 OIISSS: The level of preference for each area of occupational
interest is displayed based on percentage score which is as
follows: high (76-100), moderate (51-75), low (26-50) and very low
(0-25)
 Examinees can gauge their individual strengths and weaknesses
in every domain/area measured based on the test results.
14

Potentials/Inclinations of Students Based on NCAE Results
Clerical Ability (CA) . This is a test of ability and skill to encode
data/informatio n and file office records, as well as ability to note details. High CA
is the requisite skill for secretariat jobs for these jobes require good manual
dexterity; thus individuals with high CA are potential computer operators.
encoders, and stenographers.
Visual M anipulat ive Skills (VM S) . This subtest measures abilities that
require perceptual and visual judgment in determining figures, symbols, and
nature of space as well as skills in mentally manipulating objects and concrete
materials. Manipulative skills are required in occupations such as machine
technicians, jewelers, watchmakers, engravers, handicraft makers, and the like.
No nverbal Ability (NVA) . This tests a person's reasoning ability to identify
patterns presented in diagrammatic form. The series of figures presented in each
item requires the perception of an operating principle underlying the changes in
the figures. In each instance, the examinee must discover the principle's
governing change/s of the figures and give evidence of his understanding by
indicating the diagram that should lo gically follow. It tests abilities required in jobs
such as engineering, science, architecture and any other jobs which involve
working with diagrammatic and similar visual informatio n.
Lo gical Reaso ning Ability (LRA) . This measures an individual's ability to
understand and analyze complexwritten material and derive correct conclusions
from it. Those with high LRA are likely to succeed in courses which require high
analytical/critical thinking skills like law, economics, theology, social science and
medical allied professions.
Scient if ic Ability (SA) . This is an assessment of the individual's
scientific abilities and skills to adopt scientific methods, procedures and
processes constructing knowledge and solving experimental or real-life
problems. One who has high SA has greater probability to excel in academic
programs that work mostly on scientific methodologies (e.g.medical allied
professions). Those with average SA can be successful in the field of
chemistry, physics, zoology, botany, biology, and other courses related to
Reading Comprehensio n (RC) . This measures the ability to
understand what has been stated directly; to anlayze, interpret, and criticize
what has been read; to recognize reasonable application of principles or
opinions expressed by the author. A student with hig RC has the potential
to make sound inferences, syntheses, generalizations, or conclusions on
what he/she read. Students who possess the skills will most likely succeed
in courses that involve public speaking and even writing such as mass
communicatio n, teaching, theology, and law.
Verbal Ability (VA) . This subtest measures the assertive ability of a
person in view of grammatical rules and lo gical arrangement of ideas.
Individuals with hig VA have high sense of analogy; hence, they have
potential in mass communicatio n, law, teaching, and preaching vocatio n.
Those with average VA can be developed in advertising careers.
M athemat ical Ability (M A) . This subtest is used to assess
quantitative abilities and computational skills, particularly, on working with
numbers, perceiving relationship between two quantities and solving word
problems. One with high MA has high sense of mathematical calculus, a
requisite skill in engineering courses, aeronautics and marine courses.
AN INVENTORY OF OCCUPATIONAL INTERESTS
A. SCIENCES B. ENGINEERING D. PROFESSIONAL F. CYBERSERVICES Garments
Health - Medical B1 Mechanical Engineer SERVICES (cont...) F1 Web Designer G27 Shoe Maker**
A1 Doctor of Medicine B2 Electrical Engineer D11 Registrar F2 Analy st G28 Furniture Maker**
A2 Dentist B3 Civ il Engineer D12 Values Teacher F3 Programmer G29 Pottery Maker**
A3 Pharmacist B4 Safety Engineer D13 College Professor F4 Instructor G30 Beadw orks Maker**
A4 Medical Technologist B5 Mining Engineer D14 Non-Formal Educ TeacheFr5 Transcriptionist G31 Jewelry Maker**
A5 Nurse B6 Metallurgical Engineer D15 Tech-Vocational Aide** F6 Data Encoder** G32 Silk Screen Maker**
A6 Orthodentist B7 Marine Engineer D16 Book Author F7 Cartoonist** G33 T-shirt Designer**
A7 Optometrist B8 Agricultural Engineer D17 Composer F8 Animator** G34 Wood Carv er**
A8 Cardiologist B9 Chemical Engineer D18 Guidance Counselor F9 Illustrator** G35 Art Painter**
A9 Geneticist B10 Electrician** D19 School Head F10 Clerk** G36 Caricaturist**
A10 Laboratory Technician** B11 Technician** D20 Assistant Principal F11 Repairman**
A11 Radio Technician** B12 Car-auto Machinist** D21 School Clerk** F12 Radio Technician** H. ENVIRONMENT
B13 CP-radio Technician** D22 School Aide** F13 Online Sales Agent** H1 Urban Planner
Specialized Areas B14 Heav y Equip Operator** D23 Janitor** F14 Technician** H2 Real Estate Broker**
A12 Geologist B15 Gardener** D24 Security Officer** F15 Call Center Agent** H3 Designer**
A13 Actuarial Mathematician B16 Hobby ist** F16 Database** H4 Sales Representativ e**
A14 Biologist B17 Goldsmith** E. PERSONAL SERVICES F17 Adv ertising Agent** H5 Driv er**
A15 Marine Biologist E1 Av iation-Pilot F18 Computer Aide** H6 Forester
A16 Food Technologist C. COMMERCE E2 Stew ardess F19 Drafters**
A17 Radiologist C1 Marketing Officer E3 Ground Crew I. MILITARY TRAINING
A18 Chemist C2 Banker E4 Radio Comptroller G. AESTHETICS I1 Armed Forces Officer
A19 Botanist C3 Budget Officer E5 Technician** Cosmetics I2 Military Officer
A20 Statistician C4 Financial Analy st E6 Tow er Technician** G1 Make-up Artist** I3 Police Officer
A21 Zoologist C5 Accountant E7 Maritime-Ship Captain G2 Hair Cutter** I4 Police Aide**
A22 Volcanologist C6 Bookkeeper E8 Chief Mate G3 Manicurist** I5 Desk Officer**
A23 Doctor of Veterinary Med C7 Businessman E9 Marine Engineer G4 Hair Sty list** I6 Air Force Officer
A24 Seismologist C8 HR Manager E10 Messman/Cook** G5 Hair Spa Aide** I7 Traffic Enforcer**
A25 Laboratory Aide** C9 Sales Manager E11 Seaman** I8 Barangay Tanod**
A26 Laboratory Assistant** C10 Economist E12 Trav el Agent House Construction I9 Inv estigator
C11 Adv ertising Ex ecutiv e E13 Tour Guide** G6 Architect I10 Labor Leader
Allied Medical Science C12 Stockroom Superv isor** E14 Photographer** G7 Surv ey or I11 Training Officer
A27 Speech Pathologist C13 Salesclerk** E15 Ticketing Clerk** G8 Interior Designer I12 Strategists
A28 Occupational Therapist C14 Storekeeper** E16 Hotel-HRM G9 Foreman I13 Barangay Officer**
A29 Therapy Assistant** C15 Cashier** E17 HR Superv isor G10 Building Aide** I14 Rescue Volunteer**
A30 Medical Representativ e C16 Records Officer** E18 Maintenance Superv isor G11 Painter** I15 Barangay Aide**
A31 Medical Superv isor C17 Clerk** E19 Chef G12 Driv er** I16 Barangay Cleaners**
A32 Barangay Health Official** C18 IT Sales Clerk** E20 Attendant** G13 Pipe Welder** I17 Clerk**
A33 Hospital Manager C19 Security Officer** E21 Clerk** G14 Carpenter** I18 Forensic
A34 Laboratory Utility ** C20 Sales Promo** E22 Baker** G15 Mason** I19 DNA Analy sts
A35 Caregiv er** C21 Warehouse Superv isor** E23 Elev ator Man** I20 Fingerprint Ex pert
E24 Chambermaid** Theater/Movie I21 Laboratory Technician**
Medical Tourism/Wellness D. PROFESSIONAL E25 Barista** G16 Artist/Actor I22 Laboratory Encoder**
A36 Cosmetic Surgeon SERVICES E26 Reserv ation Clerk** G17 Director
A37 Dermatologist D1 Legal-Judge E27 Billing Clerk** G19 Set Designer** J. SPIRITUAL VOCATION
A38 Orthopedic Doctor D2 Law y er E28 Mass Comm-Journalist G20 Lights Designer** J1 Priest/Pastor
A39 Herbologist D3 Clerk of Court E29 New s Editor G21 Entertainer**
A40 Chiropractor D4 Legal Assistant** E30 Cameraman** K. AGRICULTURE & FORESTRY
A41 Optical Aide** D5 Legal Secretary ** E31 Voice Ov er Talent** Garments K1 Canning Worker
A42 Nursing Aide** D6 Clerk** E32 Technician** G22 Tex tile Technician K2 Agriculutural Worker
A43 Spa Aide** D7 Pre-School Teacher E33 Operator** G23 Fashion Designer K3 Fish Hachery Technician
A44 Gym Instructor** D8 Teacher Aide** E34 Telephone Operator** G24 Wholesaler** K4 Aquaculturist
A45 Medical Secretary ** D9 Elementary Teacher E35 Proofreader** G25 Dressmaker**
A46 Sales Representativ e** D10 High School Teacher E36 Dubber** G26 Bag Maker**
TDPU-pjdc/7/16/12
Facsimile of the NCAE COR (2012)
FRONT BACK
15

9. How are the NCAE scores reported and interpreted?
 The scores are reported in Standard Scores and Percentile Ranks.
 Standard Score - where the mean is 500 and the standard deviation
is 100. The highest scores are in the 700’s; the lowest scores are in the
300’s.
 Percentile Rank - shows the examinees’ position among all the
examinees. If an examinee scores at percentile rank 99+, it means that
he scored above the other 99 percent of the examinees.
16

Sample Plot of a
Percentile Rank
(PR) in a Normal
Curve
 PR = 80
X
17

12. Is there a testing fee required in taking the NCAE?
 None.
 The cost in the preparation of test materials and
administration of the test does not entail any amount
from the schools, parents and students.
 All expenses are shouldered by the Department.
18

13. How long does it take for an examinee to receive
his/ her individual COR (test results)?
 3-4 months
19

14. How will the NCAE guide high school students and their parents
in determining the career track they should take?
 The NCAE intends to provide information that will help high school students
make wise career decisions based on the results of the domains of the test.
 It also provides an interest inventory that will show the inclinations of the
students in a particular occupational field.
 The test results will validate the previously thought career choice by showing
the student’s strengths and weaknesses in the aforementioned domains.
20

15. How has the general public responded to the results of the exam? Are parents
willing to follow the test results for their children’s career plans?
 In 2007, DepED-NETRC conducted a survey on the utilization of the NCAE
results for SY 2006-2007.
 Nineteen (19) higher education institutions and TESDA accredited
schools in twelve (12) schools divisions participated in the survey.
 The NCAE annual administration was viewed positively by 81.31% of the
students.
 80% of their parents affirmed in the necessity to administer the NCAE
yearly.
21

 85% of the school officials favored the annual administration of
the NCAE.
 Across the four groups of respondents (students, parents, school
officials and CHED/TESDA institutions), the NCAE elicited high
acceptance level.
 All groups manifested agreement on the yearly administration of
the NCAE.
22

16.Based on the results of the test, what are the policy directions of
DepED on the basic education curriculum?
Policy Directions:
 Based on the results of the NCAE over the years, majority of
our high school graduates have inclinations toward technical-vocational
(tech-voc) occupations.
 The strengthening of 261 technical-vocational high
schools is being carried out by the Department wherein
improvements are being made in their curriculum, training,
physical and policy support.
23

 The results validate DepED’s decision to put great stress on tech-voc program,
that is, to equip high school students with technical-vocational skills that can
empower them to find meaningful employment, whether or not they pursue
college education.
 DepED’s tech-voc curriculum is being aligned with the training regulations of
TESDA. This will allow tech-voc high school graduates to acquire TESDA
certificates.
 It is also the Department’s goal to improve the abilities of students in the
general scholastic domain.
24

 Moreover, the Department is currently working on
intensifying the career guidance programs in public
national high schools and in orienting the guidance
staff in the schools and division offices on how to
maximize the utilization of the NCAE results in order
to properly guide students in making wise career
decisions.
25

17. How can the results of the exam help solve the problem of job
mismatch?
 With the results of the NCAE, the students will be
directed to occupational fields where they would be
potentially productive and successful.
26

18. Can the results of the NCAE be used in ranking schools?
 No.
 The results of the NCAE should NOT be used for other
purposes other than career guidance.
27

29
Y3 NUMBER OF EXAMINEES:
• DATE OF EXAMINATION:
• AUGUST 28, 2013
DEPARTMENT OF EDUCATION
PUBLIC
PRIVATE
TOTAL 1,629,699
29
1,298,402
331,297

National Performance by NCAE-Domains
30
*Mean Raw Score
Areas
2012 2013
# of
Items
MRS* SD MPS
# of
Items
MRS* SD MPS
General Scholastic Aptitude GSA 180 68.16 21.45 37.87 180 80.06 25.79 44.48
Scientific Ability SA 40 12.51 5.06 31.28 40 15.21 6.37 38.03
Reading Comprehension RC 50 23.35 8.24 46.70 50 25.11 9.01 50.22
Verbal Ability VA 50 18.83 6.75 37.66 50 23.52 7.96 47.04
Mathematical Ability MA 40 13.48 5.39 33.70 40 16.22 6.66 40.55
Technical-Vocational Aptitude TVA 40 24.13 7.10 60.33 40 25.93 7.49 64.83
Clerical Ability CA 20 12.83 4.17 64.15 20 14.03 4.49 70.15
Visual Manipulative Skill VMS 20 11.30 3.92 56.50 20 11.90 3.99 59.50
Non-Verbal Ability NVA 20 8.67 3.85 43.35 20 9.71 4.00 48.55
Logical Reasoning Ability LRA 15 5.22 2.72 34.80 15 6.08 2.86 40.53
Entrepreneurial Skill ES 25 11.20 3.60 44.80 25 11.17 3.35 44.68
Planning & Decision Making PD 4 1.70 1.11 42.50 4 1.30 0.99 32.50
Budgeting, Marketing &
BMF 11 3.97 2.10 36.09 11 4.04 2.03 36.73
Forecasting
Creativity C 10 5.52 1.77 55.20 10 5.83 1.64 58.30
• Findings showed a remarkable improvement in the 2013 NCAE results of the junior high school students
when compared to the previous year.

PERFORMANCE IN MEAN PERCENTAGE SCORE
NCAE SY(2013-2014)
What is the performance of junior high school students in Mean Percentage Scores
in the NCAE subtests?
31
National Mean Performance by Domain
38.03
50.22
47.04
40.55
Mean Percentage Score
44.48
70.15
59.50
64.83
48.55
40.53
32.50
36.73
58.30
44.68
80.00
70.00
60.00
50.00
40.00
30.00
20.00
10.00
0.00
SA RC VA MA GSA CA VMS TVA NVA LRA PD BMF CA ES

Performance by Cluster of Regions
32
Cluster 1 Regions:
(Large:with 100,001
examinees and above
Cluster 2 Regions:
(Medium: with
75,000 examinees to
100,000)
Cluster 3 Regions:
(Small: with 74,999
examinees and
below)
Central Luzon Ilocos Region Cagayan Valley
CALABARZON Eastern Visayas MIMAROPA
Bicol Region Western Mindanao
Western Visayas Northern Mindanao
Central Visayas Southern Mindanao
NCR Central Mindanao
CAR
ARMM
CARAGA

FREQUENCY DISTRIBUTION OF EXAMINEES IN
GSA BY CLUSTER OF REGIONS (PS)
REGIONAL CLUSTER
APTITUDE LEVEL 1 2 3
HIGH 32,882 2.02 10,472 0.64 11,320 0.69 54,674 3.35
MODERATE 298,541 18.32 90,967 5.58 82,512 5.06 472,020 28.96
LOW 651,403 39.97 268,410 16.47 183,192 11.24 1,103,005 67.68
TOTAL 982,826 60.31 369,849 22.69 277,024 17.00 1,629,699 100.00
33
What is the percentage distribution of NCAE examinees by aptitude level in GSA and cluster of regions?
n % n % n % n %
Cluster of Regions:
1 = Large (100,001 examinees and above)
2 = Medium (75,000 examinees to 100,000)
3 = Small (74,999 examinees and below)
TOTAL
• Regardless of the regional clusters, majority of the examinees rated Low in GSA.

FREQUENCY DISTRIBUTION OF EXAMINEES IN TVA BY
CLUSTER OF REGIONS (PS)
34
What is the percentage distribution of NCAE examinees by aptitude level in TVA and cluster of regions?
REGIONAL CLUSTER
n % n % n % n %
APTITUDE LEVEL
HIGH 400,375 24.57 113,405 6.96 87,334 5.36 601,114 36.88
MODERATE 414,610 25.44 161,568 9.91 115,354 7.08 691,532 42.43
LOW 167,841 10.30 94,876 5.82 74,336 4.56 337,053 20.68
TOTAL 982,826 60.31 369,849 22.69 277,024 17.00 1,629,699 100.00
Cluster of Regions:
TOTAL
1 2 3
• By cluster, the percentage distribution of those who rated Moderate in TVA was slightly
greater than those who rated High. Only few rated Low in this domain.

FREQUENCY DISTRIBUTION OF EXAMINEES IN NVA
BY CLUSTER OF REGIONS (PS)
APTITUDE LEVEL
REGIONAL CLUSTER
HIGH 32,882 2.02 10,472 0.64 11,320 0.69 54,674 3.35
MODERATE 298,541 18.32 90,967 5.58 82,512 5.06 472,020 28.96
LOW 651,403 39.97 268,410 16.47 183,192 11.24 1,103,005 67.68
TOTAL 982,826 60.31 369,849 22.69 277,024 17.00 1,629,699 100.00
35
What is the percentage distribution of NCAE examinees by aptitude level and by cluster of regions in NVA?
n % n % n % n %
Cluster of Regions:
TOTAL
1 2 3

FREQUENCY DISTRIBUTION OF EXAMINEES IN LRA BY
REGIONAL CLUSTER
n % n % n % n %
APTITUDE LEVEL
HIGH 44,919 2.76 12,394 0.76 11,953 0.73 69,266 4.25
MODERATE 255,894 15.70 83,908 5.15 66,616 4.09 406,418 24.94
LOW 682,013 41.85 273,547 16.79 198,455 12.18 1,154,015 70.81
TOTAL 982,826 60.31 369,849 22.69 277,024 17.00 1,629,699 100.00
36
What is the percentage distribution of NCAE examinees by aptitude level and by cluster of regions in LRA?
Cluster of Regions:
TOTAL
1 2 3

FREQUENCY DISTRIBUTION OF EXAMINEES IN ES BY
APTITUDE LEVEL
REGIONAL CLUSTER
HIGH 23,216 1.42 5,398 0.33 5,274 0.32 33,888 2.08
MODERATE 338,115 20.75 103,470 6.35 79,485 4.88 521,070 31.97
LOW 621,495 38.14 260,981 16.01 192,265 11.80 1,074,741 65.95
TOTAL 982,826 60.31 369,849 22.69 277,024 17.00 1,629,699 100.00
37
What is the percentage distribution of NCAE examinees by aptitude level and by cluster of regions in
Entrepreneurial Skills?
n % n % n % n %
Cluster of Regions:
TOTAL
1 2 3
• Similar trend is revealed in the remaining domains: NVA, LRA and ES where a large
proportion of the examinees rated Low followed by those in moderate level.

FREQUENCY DISTRIBUTION OF EXAMINEES BY
APTITUDE LEVEL (PS)
38
What is the aptitude level of the junior high school students in the NCAE domains?
NCAE DOMAIN
Legend:
High Aptitude (75%-100%)
Moderate Aptitude (50%-74%)
Low Aptitude (0%-49%)
APTITUDE LEVEL
TOTAL
HIGH MODERATE LOW
n % n % n % n %
GSA 69,266 4.25 472,020 28.96 1,103,005 67.68 1,629,699 100.00
TVA 601,114 36.88 691,532 42.43 337,053 20.68 1,629,699 100.00
NVA 54,674 3.35 472,020 28.96 1,103,005 67.68 1,629,699 100.00
LRA 338,115 20.75 406,418 24.94 1,154,015 70.81 1,629,699 100.00
ES 33,888 2.08 521,070 31.97 1,074,741 65.95 1,629,699 100.00

PERCENTAGE DISTRIBUTION OF EXAMINEES BY
APTITUDE LEVEL (PR) (NCAE 2013)
39
A. General Scholastic Aptitude
Legend:
APTITUDE LEVEL in MPS by NCAE DOMAINS:
HIGH Above 75%
AVERAGE 50% to 74%
LOW 0% to 49%
25.38%
18.69%
55.93%
High (25.38%)
Moderate (18.69%)
Low (55.93%)

B. Technical and Vocational Aptitude (TVA)
40
Legend:
APTITUDE LEVEL by NCAE DOMAINS:
HIGH Above 75%
AVERAGE 50% to 74%
LOW 0% to 49%
31.75%
24.80%
High (31.75%) 43.45%
Moderate (24.80%)
Low (43.45%)

C. Non–Verbal Ability (NVA)
41
Legend:
HIGH Above 75%
AVERAGE 50% to 74%
LOW 0% to 49%
26.38%
22.65%
50.97%
High (26.38%)
Moderate (22.65%)
Low (50.97%)

D. Logical Reasoning Ability (LRA)
42
Legend:
HIGH Above 75%
AVERAGE 50% to 74%
LOW 0% to 49%
29.19%
10.63%
60.18%
High (29.19%)
Moderate (10.63%)
Low (60.18%)

E. Entrepreneurial Skills (ES)
43
Legend:
HIGH Above 75%
AVERAGE 50% to 74%
LOW 0% to 49%
25.76%
17.93%
56.31%
High (25.76%)
Moderate (17.93%)
Low (56.31%)

PUBLIC SCHOOLS VS. PRIVATE SCHOOLS
MEAN PERCENTAGE SCORE (MPS)
44
GSA TVA NVA LRA ES
80
70
60
50
40
30
20
10
0
PUBLIC 42.69 62.68 46.32 38.56 43.51
PRIVATE 51.07 72.35 56.45 47.83 49.93
MEAN PERCENTAGE SCORE
PUBLIC vs. PRIVATE

PERSONAL VARIABLES
Mean Performance of Junior High School Students in NCAE
Domains and their Immediate plan after graduation
What is your immediate plan after graduation from high school?
A B C D E F G H I J K NR
80
70
60
50
40
30
20
10
0
GSA 49.36 39.94 37.28 37.52 41.96 39.14 40.75 36.03 36.72 42.64 42.29 39.85
TVA 70.15 60.61 55.42 54.69 62.62 58.07 58.20 54.64 55.41 63.87 63.85 56.79
NVA 53.30 44.30 40.73 40.84 46.04 42.47 43.81 40.27 41.10 46.97 47.69 42.45
LRA 45.42 35.84 33.59 34.06 37.93 35.25 37.20 32.55 32.80 38.61 38.08 35.80
ES 48.38 41.68 39.64 40.04 43.53 41.03 42.49 39.07 39.18 43.48 42.94 41.17
Legend N %
A.) Take a 4-year or 5-year degree course 762896 46.81
B.) Take a 2- or 3-year technical-vocational course 234259 14.37
C.) Take a 6-month or 1 year vocational training 90649 5.56
D.) Go into a small scale business/ industry 33,352 2.05
E.) Work part time and take a vocational training course 81754 5.02
F.) Work abroad 56958 3.50
G.) Go into show business or media related job 11229 0.69
H.) Help in family's business 61716 3.79
I.) Work in factory, construction, or odd job 12051 0.74
J.) Rely on my parents' support and decision 137089 8.41
K.) None / Don't know 73543 4.51
No Response 74203 4.55 45
•Those intending to take a 4 or 5 year course had
shown best performance in all domains.
• Almost 50% of the examinees plan for a
baccalaurate degree.

PERCENTAGE DISTRIBUTION OF EXAMINEES
BY FIELD OF OCCUPATIONAL INTEREST
What is the percentage distribution of NCAE examinees by Field of Interest?
46
A. Sciences, 3.21
B.
Engineering,
7.08
C. Commerce, 5.78
D.
Professional
Services, 6.27
E. Personal
Services, 3.36
F. IT and
Cyberservices, 11.04
G. Aqua / Agriculture
and Forestry, 14.36
Not Specified, 0.14
K. Spiritual Vocation,
22.11
J. Armed Forces and
Local Enforcement
Services (LES), 10.73
I. Aesthetics, 11.49
H. Environment, 4.44
A. Sciences
B. Engineering
C. Commerce
F. IT and Cyberservices
G. Aqua / Agriculture and Forestry
H. Environment
I. Aesthetics
J. Armed Forces and Local
Enforcement Services (LES)

PERCENTAGE DISTRIBUTION OF EXAMINEES BY FIELD OF OIISSS
NCAE 2013 – ILOCOS REGION
A. Sciences, 3.06
B.
Engineering,
7.50
C. Commerce, 5.17
D. Professional
Services, 5.96
E. Personal
Services, 2.71
F. IT and
G. Aqua/Agriculture
and Forestry, 15.20
Not Specified, 0.15
K. Spiritual Services,
24.05
J. Armed Forces and
Local Enforcement
Services, 10.59
A. Sciences
B. Engineering
C. Commerce
G. Aqua/Agriculture and Forestry
H. Environment
I. Aesthetics
Enforcement Services
K. Spiritual Services
Not Specified

NCAE 2013 – CAGAYAN VALLEY REGION
A. Sciences, 3.52
B.
Engineering,
7.77 C. Commerce, 4.95
D.
Professional
Services, 6.27
E. Personal
Services, 2.46
F. IT and
Cyberservices, 9.48
G. Aqua/Agriculture
and Forestry, 16.05
A. Sciences Not Specified, 0.15
24.93
J. Armed Forces and
Local Enforcement
Services, 10.33
I. Aesthetics, 9.65
B. Engineering
C. Commerce
H. Environment
I. Aesthetics
Not Specified

NCAE 2013 – CENTRAL LUZON REGION
A. Sciences, 3.21
B.
Engineering,
6.99
C. Commerce, 5.62
D. Professional
Services, 5.86
E. Personal
Services, 3.75
F. IT and
G. Aqua/Agriculture
and Forestry, 12.83
Not Specified, 0.06
21.97
J. Armed Forces and
Local Enforcement
Services, 10.11
A. Sciences
B. Engineering
C. Commerce
H. Environment
I. Aesthetics
Not Specified

NCAE 2013 - CALABARZON
A. Sciences, 3.16
B.
Engineering,
6.74
C.
Commerce,
5.93
D. Professional
Services, 5.95
E. Personal
Services, 4.04
F. IT and
Not Specified, 0.11
G. Aqua/Agriculture
and Forestry, 12.46
19.86
J. Armed Forces and
Local Enforcement
Services, 10.00
A. Sciences
B. Engineering
C. Commerce
H. Environment
I. Aesthetics
Not Specified

NCAE 2013 - MIMAROPA
A. Sciences, 2.71
B.
Engineering,
7.33
C. Commerce, 5.72
D. Professional
Services, 6.93
E. Personal
Services, 2.97
F. IT and
G. Aqua/Agriculture
and Forestry, 15.64
22.99
J. Armed Forces and
Local Enforcement
Services, 10.43
B. Engineering
C. Commerce
H. Environment
I. Aesthetics
Not Specified

NCAE 2013 – BICOL REGION
A. Sciences, 2.71
B.
Engineering,
D. Professional
Services, 7.21
E. Personal
Services, 2.69
F. IT and
Cyberservices, 9.95
G. Aqua/Agriculture
and Forestry, 15.81
21.45
J. Armed Forces and
Local Enforcement
Services, 10.77
B. Engineering
C. Commerce
H. Environment
I. Aesthetics
Not Specified

NCAE 2013 – WESTERN VISAYAS REGION
A. Sciences, 3.35
B.
Engineering,
6.92
C. Commerce, 5.65
D. Professional
Services, 7.01
E. Personal
Services, 3.17
F. IT and
Cyberservices, 9.22
G. Aqua/Agriculture
and Forestry, 17.02
20.94
J. Armed Forces and
Local Enforcement
Services, 11.48
B. Engineering
C. Commerce
H. Environment
I. Aesthetics
Not Specified

NCAE 2013 – CENTRAL VISAYAS REGION
A. Sciences, 3.20
B.
Engineering,
6.75
C. Commerce, 5.73
D. Professional
Services, 6.74
E. Personal
Services, 3.28
F. IT and
Cyberservices, 9.55
G. Aqua/Agriculture
and Forestry, 16.41
22.42
J. Armed Forces and
Local Enforcement
Services, 10.46
B. Engineering
C. Commerce
H. Environment
I. Aesthetics
Not Specified

NCAE 2013 – EASTERN VISAYAS REGION
A. Sciences, 2.83
B.
Engineering,
7.65
C. Commerce, 5.53
D. Professional
Services, 7.26
E. Personal
Services, 2.87
F. IT and
Cyberservices, 8.50
G. Aqua/Agriculture
and Forestry, 16.36
23.36
J. Armed Forces and
Local Enforcement
Services, 10.51
I. Aesthetics, 9.83
B. Engineering
C. Commerce
H. Environment
I. Aesthetics
Not Specified

NCAE 2013 – ZAMBOANGA PENINSULA
A. Sciences, 3.12
B.
Engineering,
D. Professional
Services, 5.65
E. Personal
Services, 2.72
F. IT and
Cyberservices, 8.52
G. Aqua/Agriculture
and Forestry, 14.78
26.15
I. Aesthetics,
8.67
J. Armed Forces and
Local Enforcement
Services, 11.57
Not Specified,
0.21
A. Sciences
B. Engineering
C. Commerce
H. Environment
I. Aesthetics
Not Specified

NCAE 2013 – NORTHERN MINDANAO REGION
A. Sciences, 3.10
B.
Engineering,
7.36
C. Commerce, 5.58
D.
Professional
Services, 5.98
E. Personal
Services, 2.83
F. IT and
Cyberservices, 8.91
G. Aqua/Agriculture
and Forestry, 15.12
24.79
I. Aesthetics, 9.68
J. Armed Forces and
Local Enforcement
Services, 11.68
Not
Specified,
0.27
A. Sciences
B. Engineering
C. Commerce
H. Environment
I. Aesthetics
Not Specified

NCAE 2013 – DAVAO REGION
A. Sciences, 3.16
B. Engineering, 6.67
C. Commerce, 5.79
D.
Professional
Services, 6.13
E. Personal
Services, 3.18
F. IT and
Cyberservices, 9.61
G. Aqua/Agriculture
and Forestry, 14.39
23.75
J. Armed Forces and
Local Enforcement
Services, 11.57
B. Engineering
C. Commerce
H. Environment
I. Aesthetics
Not Specified

NCAE 2013 – SOCCSKSARGEN
A. Sciences, 3.01
B.
Engineering,
D.
Professional
Services, 6.17
E. Personal
Services, 2.77
F. IT and
Cyberservices, 8.91
G. Aqua/Agriculture
and Forestry, 15.07
25.36
J. Armed Forces and
Local Enforcement
I. Aesthetics,
8.90
Services, 11.92
Not
Specified,
0.17
A. Sciences
B. Engineering
C. Commerce
H. Environment
I. Aesthetics
Not Specified

NCAE 2013 – NATIONAL CAPITAL REGION
A. Sciences, 3.98
B. Engineering, 5.95
C.
Commerce,
6.64
D. Professional
Services, 5.62
E. Personal
Services, 4.49
F. IT and
G.
Aqua/Agriculture
and Forestry,
11.23
18.56
J. Armed Forces and
Local Enforcement
Services, 10.21
Not
Specified,
0.08
A. Sciences
B. Engineering
C. Commerce
H. Environment
I. Aesthetics
Not Specified

NCAE 2013 - CAR
A. Sciences, 3.72
B.
Engineering,
6.71
C. Commerce, 4.59
D. Professional
Services, 5.90
E. Personal
Services, 2.77
F. IT and
Cyberservices, 9.16
G. Aqua/Agriculture
and Forestry, 15.98
23.62
I. Aesthetics, 9.90
J. Armed Forces and
Local Enforcement
Services, 13.31
Not
Specified,
0.20
A. Sciences
B. Engineering
C. Commerce
H. Environment
I. Aesthetics
Not Specified

A. Sciences, 2.46
B. Engineering,
9.57
C.
Commerce,
5.97
D. Professional
Services, 6.69
E. Personal
Services, 2.42
F. IT and
Cyberservices, 8.27
G. Aqua/Agriculture
and Forestry, 14.42
J. Armed Forces and
Local Enforcement
Services, 12.08
I. Aesthetics,
7.74
24.66
B. Engineering
C. Commerce
H. Environment
I. Aesthetics
Not Specified
NCAE 2013 - ARMM

NCAE 2013 - CARAGA
A. Sciences, 2.85
B.
Engineering,
7.88
C.
Commerce,
6.00
D. Professional
Services, 6.60
E. Personal
Services, 2.99
F. IT and
Cyberservices, 8.78
G. Aqua/Agriculture
and Forestry, 15.35
Not Specified, 0.26
24.50
J. Armed Forces and
Local Enforcement
Services, 11.24
I. Aesthetics,
8.69
A. Sciences
B. Engineering
C. Commerce
H. Environment
I. Aesthetics
Not Specified

Mean Occupational Preference
Occupational Interest – Broad Inclinations
What is the Performance in MPS of NCAE examinees by Field of Interest?
64
55.48
54.59
55.31
57.65
55.98
57.24 57.33
56.33
57.44
55.48
58.09
59.00
58.00
57.00
56.00
55.00
54.00
53.00
52.00
MPS

SCHOOL LEVEL
1. Train the non-RGC to analyze the test results to be able for them to
successfully communicate these to the end users.
2. Design an action plan having an intent to provide activities vis-à-vis the
weaknesses in the test results as a “Stop Gap” mechanism.
3. Make career awareness permeate the teaching-learning episodes instead of
delimiting it to career guidance undertakings.
4. Develop an outreach program involving the school’s successful graduates as
source of inspiration during career orientation fora.
5. Acquire a list of DOLE in-demand occupations to be factored in the career
orientations of junior students.
6. Strengthen/implement a comprehensive and developmental Career
Guidance Counseling Program.
7. Formation of clubs and organizations need to be part of school activities to
further enhance the aptitude of students and their work paths.
8. Conduct a mock job fair in school.
9. Conduct a quarterly career fora involving the parents.
10. Conduct an environmental scanning for exposure to job opportunities.
65
POLICY RECOMMENDATIONS

DIVISION LEVEL
1. Document the best practices of schools in career guidance activities.
2. Make test results utilization check (e.g. NCAE and NAT) part of the
conferences with School Heads.
3. Monitor the schools’ activities in career guidance.
CENTRAL OFFICE
1. Identify the training needs of the field staff on the NCAE test results
utilization.
2. Monitor on the career guidance process using the Division level’s
consolidated data.
3. Document the best practices on NCAE test results utilization and career
guidance.
66
POLICY RECOMMENDATIONS

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