Sjp Predictor LET

VOLUME 3 RTU ACADEMIC JOURNAL

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ACADEMIC PREDICTORS OF THE LICENSURE

EXAMINATION FOR THE PERFORMANCE

OF TEACHER EDUCATION GRADUATES

Salvacion J. Pachejo Wendelyn A. Allaga

University Vice President University Faculty

For Student Services College of Education

Introduction

Teachers are one of the pillars of the society and the country. Without

good teachers, no country can progress. The importance of teachers in the life

of a nation cannot be overlooked. The teacher influences the immature minds

of the youth. They treat and mold the young mind into various forms. A

nation which tries to march ahead on the road to progress must do so with the

help of able teachers. A nation cannot afford to leave its future in the hands of

incompetent teachers.

No less than the President of the Philippines, His Excellency Benigno

S. Aquino III (2010) underscored the important role teachers play in nation-

building when he said that I join the nation in saluting all of you for your

professionalism. You shape the minds of the youth who will be tomorrows

leaders.

The United States of America (USA), which is considered one of the

most powerful countries, also puts premium importance on education, when

former President Bill Clinton (1995) said that Education is the key to a

vibrant and prosperous America seeking to maximize the contributions of all

its citizens and embracing the richness and possibilities that our nations

diversity affords, as the new century approaches. The countrys economic

well-being depends on well-educated young people who can contribute in a

modern and technologically complex workforce.

The role of the teacher is a multi-faceted one comprising academic,

pedagogical and social roles. Academic role comprises teaching, counseling

RTU ACADEMIC JOURNAL VOLUME 3

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and supervisory roles. As facilitator of learning, the teacher is involved in

motivating students to learn, maintaining control in the classroom and the

school in general, and creating a conducive environment for learning to take

place. The teachers social role includes preparation of students to participate

in the way of life of the society. Others include reference roles, parent

surrogates, confidants and affectionate roles.

Studies in the economics of education have indicated that the quality

of output in an educational institution depends upon the quality of teachers

and if the latter is poor, the quality of the former would also be affected.

The strength of an educational system must largely depend upon the

quality of its teachers. No matter how enlightened the aims are and how

efficient the administration is, the evaluation of students is still determined by

the teachers.

The importance of the teacher is as clear as the sun, indeed. There is

therefore, no more important matter than that of securing sufficient supply of

the right kind of people to the profession and providing them with the best

possible training.

Ensuring that only the best and the brightest should be allowed to

venture into the teaching profession and better qualified and well-equipped

persons should be attracted to teaching is of paramount importance.

The academic institutions offering teacher education programs,

particularly the Rizal Technological University, carry a challenging yet

transcending responsibility of molding teachers of appropriate caliber to

deliver the goods to be thoroughly competent in the teaching discipline, and

be ready for the monumental task of extending the frontiers of knowledge in

their area of specialization.

Much is expected from the Tertiary Education Institutions (TEIs).

The plethora of standards, norms, and decisive factors regarding the success

of an institution reflects the peoples concern on quality education. In fact,

one standard that measures the success of an institution is manifested through

the outcomes of graduates who are fully prepared, well trained, and well-

equipped with the skills, the knowledge, the habits, and the values essential

for their integration to the society in general and to the world of work in


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particular. Another standard that measures the success of an institution is the

performance of the graduates in the licensure examination.

Every teacher education graduate is required to take the Licensure

Examination for Teachers (LET) in order to practice his or her profession.

Those who passed the board examination will not only gain honor and

prestige but will also have competitive edge over those who are non-LET

passers. To pass the examination, graduates should obtain the passing rate of

75% in the three areas: General Education, Professional Education and their

Specialization.

Background of the Study

The Congressional Commission on Education (EDCOM) reported in

1991 that the Philippine Educational System was continuously declining. Two

reasons were given by that report: first, the Government is not investing

enough in education; and second, the educational establishments are poorly

managed. It was emphasized, however, as the heart of the problem was the

teacher who was found to be poorly trained and who even got lower scores

when tested.

As a result of these findings, the Commission recommended some

legislative agenda, among which are to professionalize teachers and teaching

and to adopt a periodic licensure examination which shall be given by the

Professional Regulation Commission (PRC).

Republic Act No. 7836, also known as the Philippine

Professionalization Act of 1994 strengthens the Regulation and Supervision of

the Practice of Teaching in the Philippines and prescribes a Licensure

Examination for Teachers and for other purposes.

In August 1996, the PRC administered the LET for the first time to

97,560 examinees. In 1997, there were 101,348 examinees who took the LET.

In RTU, 163 graduates took the examination and only 51 or 31.29 percent

passed. The national passing percentage for that year was 33.31%.


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Table 1. Institutional and National Passing Percentage

of the LET from 1997 to 2006

Date of

Examination

INSTITUTIONAL NATIONAL

No. of

Examinees

No. of

Passers

Percent

Passed

Passing

Percentage

1997 163 51 31.29 33.31

1998 222 74 33.33 29.31

1999 223 82 36.77 34.90

2000 330 137 41.52 35.90

2001 374 137 36.63 34.93

2002 425 170 40.00 36.52

2003 477 140 29.35 26.40

2004 550 133 24.18 27.15

2005 613 154 25.12 25.93

2006 484 143 29.55 32.46

Table 1 shows the institutional and national passing percentage of the

LET from 1997 to 2006. The examination was given once a year. Based on

the table, it can be seen that from 1998 to 2003, RTU obtained an average

institutional passing percentage of 36.27, which was higher than the average

national passing percentage of 32.99. However, from 2004 to 2006, the board

performance of RTU graduates started to decline by registering an over-all

institutional passing percentage of 26.28 as against the over-all national

passing percentage of 28.51.

In 2007, the Board for Professional Teachers of the PRC decided to

classify the examinees as first takers and repeaters.


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Date of

Examination


No. of

Examinees

No. of

Passers

Percent

Passed

Passing

Percentage

2007 515 126 24.47 29.12

First Takers 291 103 35.4

Repeaters 224 23 10.27

2008 461 143 31.02 35.34

First Timers 311 117 37.62


Table 2 shows the 2007 and 2008 results of the LET for RTU. As can

be gleaned from the table, the over-all institutional passing percentage of

24.47 and 31.02, respectively, for 2007 and 2008 is lower than the national

passing percentage of 29.12 and 35.34, respectively.

The low institutional passing percentage is attributed to the repeaters

dismal performance which registers an institutional passing percentage of

10.27 and 17.33 percent for 2007 and 2009 examinations, respectively. For

the first takers, the institutional passing percentages of 35.40 and 37.62, are

higher than the national passing percentage.

Due to this continuous dismal performance of RTU in the LET, then

University President, Dr. Jose Q. Macaballug called on the attention of the

administration of the College of Education under the able leadership of Dr.

Crema T. Basuil to make an immediate intervention to prevent the decline in

the performance of the RTU-CED students in the Licensure Examination.

One of the immediate responses of the College was to revise the

teacher education curriculum and align it with the CHED Memorandum Order

(CMO) No. 30, series of 2004, also known as the Revised Policies and

Standards for Undergraduate Teacher Education Curriculum. The revised

teacher education curriculum of the College of Education was approved by

the RTU Board of Regents on October 27, 2006 on its 28th regular meeting


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through Board Resolution No. 270, s. 2006 which took effect for the 1st year

students during the SY 2007 2008.

Another intervention which the College introduced was the inclusion

of the review in the curriculum. The review subject should focused on the

General Education and Professional Education Courses. All graduating

students should enroll in the review class offered every second semester of

each school year. They have to pass the pre-board examination and the subject

in order to graduate.

In the second semester of SY 2008 2009, the College, in its

commitment to upgrade the performance of its graduates in the Licensure

Examination, introduced another strategy. This was by ranking the

graduating students based on their performance in the review. The students

who passed the pre-board examination and obtained an over-all performance

of at least 85 % shall be allowed to take the LET immediately after

graduation.




Date of No. of No. of Percent Passing

Examination Examinees Passers Passed Percentage

Apr-09 178 58 32.58 24.68



Oct-09 266 79 29.7 28.2



Apr-10 215 87 40.47 23.32



Sep-10 167 50 29.94 25.86




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Table 3 presents the 2009 and 2010 results of the LET. Starting 2009,

the PRC conducted LET twice a year.

As can be seen on the table, the first takers registered a remarkable

increase in their institutional passing percentage as compared to the national

passing percentage. As shown, the repeaters contributed to the decline of the

over-all institutional passing percentage.

Although the performance of the graduates in the 2009 and 2010

Licensure Examination exceeded the national passing percentage, one could

not determine which of the subject areas under study had the biggest impact

on their LET ratings. This led the researchers to decide to have a deeper

analysis on the cited results.

Theoretical/Conceptual Framework

Every economically developed country understands the importance of

evaluating the performance of public education. Evaluation is a process

through which a value judgment or decision is made from a variety of

observations and from the background and training of the evaluator.

Ahman and Glook (1990) identified the uses of educational

evaluation as follows: (1) appraisal of the academic achievement of individual

students; (2) diagnosis of the learning difficulties of an individual or as an

entire class; (3) appraisal of the educational effectiveness of a curriculum,

instructional materials and procedures, and organizational arrangement; and

(4) assessment on the educational progress of large populations so as to help

understand educational problems and develop sound public policy in

education.

Testing is a technique of obtaining information needed for evaluation

purposes. Oriondo (1989) defined test as a device used to obtain systematic

information about the performance of the students. It provide school

administrators with information for planning and evaluating the effectiveness

of educational programs.

Being aware of the importance of testing in the educational

mainstream, Philippine educators have initiated the use of examination to

screen those who would be allowed to go to college and those who would be

permitted to legitimately practice their profession.


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In the field of education, the Congressional Commission on

Education, recommended among others, to professionalize teachers and

teaching and to adopt a periodic licensure examination which shall be given

by the professional board under the Professional Regulation Commission

(PRC).

In response to this recommendation, the Philippine Congress passed

and enacted into law Republic Act No. 7836, also known as the Philippine

Teachers Professionalization Act of 1994. The law prescribed that the

Licensure Examination for Teachers (LET) be administered to replace the

Professional Board Examination for Teachers (PBET). The Act, which

primary aimed to strengthen the regulation and supervision of the practice of

teaching in the Philippines, stated that two years after its effectivity no

person shall be allowed to engage in teaching as a profession in the pre-

school, elementary, and secondary level unless he or she is a duly registered

professional teacher.

One of the major requirements to become a professional teacher is to

pass the Licensure Examination. In the inhibition against the Practice of the

Teaching Profession, it provides that No person shall offer to practice the

teaching profession in the Philippines or be appointed as teacher to any

position without having previously obtained a valid certificate of registration

and a valid professional license from the Commission. Those who violate this

law shall be punished by a fine of not less than five thousand pesos (P5, 000)

but not more than twenty thousand pesos (P20, 000) or imprisonment of not

less than six (6) months but not more than five (5) years or both at the

discretion of the court. (www.prc.gov.ph/portal.asp?pid=68; 7-18-12)

An innovation was also introduced by R.A. 7836. Article III, section

14 requires a separate examination for elementary and secondary school

teachers. The examination for a teacher in the elementary level consists of

two (2) parts, namely: professional education (60%) and general education

(40%). On the other hand, the examination for teachers in the secondary level

consists of three (3) parts, namely: professional education (40%), general

education (20%), and field of specialization (40%). This set up differs from

the PBET in which a similar examination for the elementary and secondary

teacher examinees, consisting only of general education and professional

education was given.
http://www.prc.gov.ph/portal.asp?pid=68


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To pass the examination, an examinee must obtain a general average

of at least 75% in all subjects. This passing percentage is five (5) points

higher than the PBET passing rate of 70% in all subjects, with no rating below

50% in any subjects (factoidz.com/how-to-pass-the-licensure-examination-

for-teachers-let/; 7-18-2012).

The performance of the academic institutions in the licensure

examination is claimed to reflect the quality of education that the institution

offers to the students.

Figure 1 presents the working paradigm of the study. The diagram

shows the relationships between the independent variable, the dependent

variable, and the expected outcomes of the study. The independent variable

includes the performance of the graduates in general education, professional

education, specialization subjects, and overall ratings indicated by their final

grade at the end of each term. The dependent variable includes the

performance of the graduates in general education, professional education,

specialization subjects, and overall ratings in the licensure examination for

teachers.

Figure 1. Research Paradigm

Independent

Variable

Performance in

the following

areas:

-Gen Ed

- Prof Ed

- Specialization

Dependent

Variable

Performance in

the Licensure

Examination for

Teachers

Expected Output

Improved Performance in

the LET

High percentage of passers

Identification of the predictive

ability of the

academic

performance on

the LET

performance


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Statement of the Problem

The study sought to determine the Licensure Examination

performance of the Rizal Technological University teacher education

graduates from 2009 2011.

Specifically, it intended to answer the following questions:

1. What is the level of academic performance of the teacher education graduates along the following areas:

a. General Education, b. Professional Education, c. Specialization Subjects, d. General Weighted Average?

2. What is the level of performance in the Licensure Examination of the teacher education graduates along the following areas:

a. General Education, b. Professional Education, c. Specialization Subjects, d. Over-all Average ?

3. What is the degree of correlation between the teacher education graduates academic performance and the Licensure Examination

for Teachers performance along the following areas:

a. Academic average grades in the three areas and the ratings in the subtests of the Licensure Examination for

Teachers:

b. Academic average grades in the three areas and the overall rating in the Licensure Examination for Teachers,

and:

c. Overall average in the academic subjects and the overall rating in the Licensure Examination for Teachers?


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4. What academic subjects best predict the teacher education graduates performance in the Licensure Examination for

Teachers?

Hypotheses

3.1 There is a moderately linear relationship between the academic average grades in the three areas and the ratings in the subtests of

the Licensure Examination for Teachers,

3.2 There is a moderately linear relationship between academic average grades in the three areas and the overall rating in the

Licensure Examination for Teachers, and

3.3 There is a moderately linear relationship between overall average in the academic subjects and the overall rating in the Licensure

Examination for Teachers.

4. The best predictors of the graduates performance in the Licensure

Examination for Teachers are the General Education, Professional

Education, and the Specialization subjects.

Significance of the Study

The research that aims to provide valid data about the academic

performance and performance rating of the RTUs teacher education

graduates in the Licensure Examination for Teachers furnishes benefits, such

as:

1. The identification and provision of information on the actual performance of the graduates may be very useful to the

Universitys administrative and academic councils that are

seeking qualitative and quantitative information. Such will serve

as based decisions in establishing an action response in what

needs to be done after and in formulation of plans and policies

with regard to what areas should be improved, revised,

supplemented, or strengthened;

2. It may inspire curriculum makers and implementers to do everything to raise the students achievement. They may derive


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significant information in terms of areas to be improved such as

content areas to be emphasized in the syllabi, books to be used,

strategies and techniques, nature of the assessment to be given,

and the like;

3. The findings may also serve as the basis in the re-evaluation and re-examination of the programs and policies relative to the

improvement of the curriculum so that the students will be in a

better position in preparing themselves for the LET.

Review of Related Literature

The main concern of the teacher education is the preparation of

globally competitive teachers yet imbued with the ideals, aspirations, and

traditions of Philippine life and sufficiently equipped with pedagogical

knowledge and skills. Whatever skills acquired or learning gained by the

students in all subjects are always assessed and expressed through grades and

holistically termed as academic performances.

Tollefson and Osborn (2008) defined academic performance as that

which measured success in educational institutions on how well a student

meets standards set out by local government and the institution itself.

Although education is not the only road to success in the working world,

much effort is made to identify, evaluate, track and encourage the progress of

students in schools.

As discussed by Armstrong (2009), the subjectivity of academic

performance evaluation has lessened in recent years, but it has not been totally

eliminated. It may not be possible to fully remove subjectivity from the

current evaluation methods, since most are biased toward students that

respond best to traditional teaching methods. Standardized testing is best

responded to by students who excel in reading, mathematics and test-taking, a

skill that is not in itself indicative of academic worth. The tests reward visual

learners, and give no chance for kinesthetic or auditory learners to show their

abilities. The standardized test fails to recognize students learning and

physical disabilities that do not allow them to complete the test in the same

manner or amount of time as other students.


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Merrigan (2000) discussed that standardized tests are indicators for

evaluating academic progress. The LET is an example of a standardized test

and that once passed will serve as passport for graduates of Teacher

Education Institution (TEI) to land in a teaching career and may enjoy the

fringe benefits of a teacher in schools.

Academic Predictors in the Licensure Examination

Educators have long been looking for a predictor of success for

students as they enter college because unsuccessful students waste personal

and social time and resources of the educational institution (Buckingham and

Clifton, 2001). Students who can be identified as at risk for failure early in

their academic careers can be targeted for interventions in order to increase

the likelihood of success. As higher education institutions prepare for

increased enrollment, the predictability of student success becomes of

paramount importance.

Gallup (2000), in his journal, states that success can be difficult to

define based on the individual perspective, in terms of academic success in

college; however, there are a number of commonly used measures. The first-

semester grade point average (GPA) is a measure of a students immediate

performance upon entering the university atmosphere. The cumulative GPA

is a long-term measure of the consistency of performance while in that

atmosphere. Certainly other academic outcomes would include performance

on a formative professional licensure exam, performance in selected key core

courses, engagement in the collegiate experience (i.e. leadership involvement,

service learning, etc.), and overall personal satisfaction with the collegiate

experience. Many would agree that the ultimate measure of success in college

is graduation from an institution leading to employment in a career that

provides for a satisfactory level of quality of life. Universities would benefit

from the ability to predict academic performance and have used several

instruments to accomplish this task.

In the Philippines, some schools and universities have experienced

the closure of some program offerings ordered by the Commission on Higher

Education (CHED) because of poor performance of their graduates in the

licensure examinations. Most of them do not meet the national passing rate

for several consecutive years or do not even produce board passers. This

problem may be encountered but should not be ignored by schools and should

be addressed properly by making plans and formulate solutions.


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Planning is essential to good business management and planning, for

the future begins with forecasting or predicting as stated by Clauss (2000).

Schools may adopt this statement for it has organization that is making

business with its clientele, the students.

Developing a forecasting model that will predict the performance

rating of the examinee in the Licensure Examination can be considered long-

term because some examinations are held once or twice a year. A long-

range forecast is a combination of (1) mathematically projecting past trends

forward and (2) adjusting projections of past trends for anticipated changes in

the future. (Clauss, 2000)

Prediction or forecasts can help school administrators set goals, and to

achieve these goals, planning of the courses of action are next developed.

After these steps, there is monitoring and controlling to ensure that the goals

are achieved. The sequence is repeated over and over again and information

may change from time to time.

It is not only the institution that may benefit from the results of these

prediction but also the graduates. Prediction may help them in assessing and

improving their ability and capacity to analyze, think critically, and even

express ideas effectively. With this, even though success in examinations

depends more on the intellectual ability of the examinee, the effectiveness of

instruction and performance of a teacher are measured.

Grades serve as the reports of students educational status to parents,

future teachers and prospective employers. These provide a basis for

important decisions about educational plans and career options. Menecio

(2002) underscores this point, if the marks earned in a course of study are

made to represent the progress toward getting an education, working for

marks is ipso facto a furtherance of the purposes of education.

Balmeo (2003) referred to grade as concrete measure that quantifies

students level of learning. It also presents a clear picture on how far

students performance and achievement have reached a required standard. If

these grades are insignificant factors of success, something is wrong with the

institutional program or with the assessment of students learning. It is for

this very reason that the researchers are extremely interested in determining


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whether the grades in general education, professional education and

specialization subjects taken by the graduates can predict their performance in

the LET.

In the study of Valencia (2000), it was concluded that the higher the

grades of the students, the better their performance in mathematics and

science.

According to Mangaliman (2001), the Philippines ranked 43rd

among

the 45 countries in terms of knowledge in Mathematics in the Asia Pacific

Region during an International Mathematics and Science Testing. The result

would imply that mastery of a teacher in the discipline must be achieved to

improve students performance.

This study was based on results of data gathered and analyzed to

enable the school concerned to take the necessary actions geared toward the

improvement of the examinees performance in the Licensure Examination.

The possession of a general education with adequate technical knowledge and

the ability to apply such knowledge with reason and logic are prerequisites for

success in taking major examinations.

Peckley (2000) found a fair level of performance in the Criminology

board examination in the different subjects but an average over-all

performance of the criminology graduates of University of Baguio. He

concluded that there exists a high level of correlation between academic

performance of University of Baguio students to their performance in the

Criminology board subjects, and a moderate correlation between academic

performance and the over-all performance in the board examination.

In a parallel study conducted by Caseldo (2008), the findings showed

that in terms of the level of academic performance of the BSEd-mathematics;

the graduates performed better in professional education and general

education with above average performance as compared to the average

performance in major subjects and the over-all academic average of the

graduates was above average. Moreover, when it comes to the level of

performance of the BSEd-mathematics graduates in the LET, the graduates

registered the highest academic performance in professional education and

least in major amongst the three subtests. On the other hand, the correlation

of the grades in the academic subjects and the ratings in the LET showed that

there exist a positive high and significant correlation between the academic


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grades of the graduates in major subjects and that of the rating in the LET

subtest, major. Likewise, the predictive values of the academic subjects on

the LET resulted that the over-all academic average strongly predicts the

over-all average of the LET.

Taken singly, the results were as follows: professional education

exhibited the best predictive ability in relation to the general education and

professional education components of the LET while major had the highest

predictive ability in relation to the major component of the LET. Further,

major had the greatest predictive ability in relation to the over-all rating of the

graduates in the LET. Taken in combination, the results showed that the

academic subjects, major and professional education had the best predictive

ability in relation to the over-all rating of the graduates in the LET.

As cited by Dante, Gozar (2000) offered a straightforward note that

the academic performance of the students is an index of the teachers teaching

ability as well as their teaching success, that a failure of a student is not of a

failure of him alone but failure of all those involved in the educative process.

Menecio (2002) found that there was a positive relation between the

level of academic performance and performance in the board examination of

Medical Technologies of the University of Baguio examinees. It was also

found out in the study that there existed a high level of correlation between

academic performance of University of Baguio students to their performance

in the major subjects and a moderate correlation between academic

performance and the overall performance in the Board Examination.

On the other hand, Antijendra (2002) in his masters thesis found out

that the computed r of 0.20 indicates a positive low correlation. This means

that there is a direct relationship between academic rating and NSAT

percentile rank in Filipino. As a whole, the computed r for the over-all

academic rating and the over-all NSAT percentile rank is 0.64, which

indicates a moderately high correlation. The results generalized that a student

with high academic rating tends to rank high in NSAT.

Arals (2003), study of the ECE graduates of RTU, showed that the

respondents excelled in communications engineering subjects but they

performed best in electronic engineering subjects. He established that the

academic subjects significant in forecasting the examinees performance rating


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in the ECE licensure examinations were: Mathematics, Electronics

Engineering and Communications Engineering. All were significant at

p


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Population of the Study

The population of the study included a total of 343 teacher education

graduates of RTU who passed the Licensure Examination for teachers from

October 2009 to September 2011, for a period of three years.

For the purpose of having consistency and uniformity in determining

the academic performance, only those graduates who were admitted in the

main campus of the University from year 2005 and whose grades were

complete were included in the study.

Table 4 shows the population of the study who are the teacher

education graduates who passed the LET from 2009 to 2011. There are 227

teacher education graduates who passed the LET for the duration covered by

the study.

Table 4. Population of the Study

Batch No. of Passers Percent

2009 87 38.0

2010 90 40.0

2011 50 22.0

TOTAL 227 100.0

Out of 227, 87 or 38 percent passed the LET in 2009, while 90 or 40

percent passed the LET in 2010, and only 50 or 22 percent passed in 2011.

Description of the Respondents

Table 5. Gender of Respondents

Sex Frequency Percent

Male 52 23.0

Female 175 77.0

Total 227 100.0

Table 5 shows the frequency distribution of the respondents according

to their gender. The female with a frequency of 175 or 77 percent


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outnumbered the male respondents with a frequency of 52 or 23 percent. This

only shows that the teacher education program is attractive to female students.

Table 6 presents the distribution of respondents according to their

area of specialization. Based on the table, majority of the students who passed

the LET are English majors with a frequency of 69 or 30 percent. It is

followed by the Social Studies majors with 53 or 23 percent, while

Mathematics majors account for 39 or 17 percent.

The specialization with the least number of students who took the

LET is the Computer Education major, with a frequency of 8 or 4.0 percent. It

is followed by the Science majors with 25 or 11 percent.

Table 6. Specialization of Respondents

Specialization Frequency Total

Computer Education 8 4.0

English 69 30.0

Filipino 34 15.0

Math 39 17.0

Science 25 11.0

Social Studies 52 23.0

Total 227 100.0

For the purpose of providing qualitative description on the level of

performance of the respondents both on the academic and LET, the scale that

is being applied in the university was adopted. This is shown in the Table 7.

Table 7. RTU Grading System

Percentage Equivalent RTU Rating System Descriptive Rating

97 100 1.00 Excellent

94 96 1.25 Very Good

91 93 1.50 Very Good

88 90 1.75 Good

85 87 2.00 Good

83 84 2.25 Fair

80 82 2.50 Fair

78 79 2.75 Passing


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75 77 3.00 Passing

Below 75 Below 3.00 Poor

Data Gathering Procedure

The documentary analysis technique was the main tool in gathering

the required data in this study. Data on the academic performance of the

graduates were obtained from the database of the Management Information

Center (MIC) of RTU.

As regards to the Licensure Examination for Teachers results, the data

were acquired from the master list of examinees with their corresponding

performance rating at the Deans office as certified by the Professional

Regulation Commission (PRC).

Statistical Treatment of Data

The following statistical tools were used in the presentation,

interpretation and analysis of data:

Frequency was used in the counting of data gathered

Percentage was used to determine the relative distribution of the

categorical responses.

General Weighted Average (GWA) was used as a numerical index

denoting the level of academic performance of the graduates in general

education, professional education, and specialization subjects.

GWA = (G x W)

N

where: G = subject grade

W = number of units per subject

N = total number of units

Pearson Product-Moment Correlation or Pearson r was used to

determine the strength or magnitude of relationship between two variables

such as: a) Academic average grades in the three areas and the ratings in the

subtests of the Licensure Examination for Teachers, b) Academic average


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grades in the three areas and the overall rating in the Licensure Examination

for Teachers, and c) Overall average in the academic subjects and the overall

rating in the Licensure Examination for Teachers. The formula is expressed

as:

where: N = the total number of observation

N = the sum of the data of the independent variable

Y = the sum of the data of the dependent variable

XY = the sum of the product of the independent

and dependent variable

X2 = the sum of the squared values of the

independent variable

Y2 = the sum of the squared values of the

dependent variable

The range of values for the correlation coefficient shown below was

used to interpret the degree of strength of linear relationship (Best & Kahn,

1998)

Correlation Coefficient Interpretation

0.00 0.20 Slight correlation, Almost

negligible relationship

0.21 0.40 Slightly high correlation, definite

but small relationship

0.41 0.60 Moderate correlation,

substantial relationship

0.61 0.80 High correlation,

marked relationship

0.81 1.00 Very high correlation, very

dependable relationship


22

Multiple Regression Correlation is used to make predictions of the

performance of the graduates in the LET. The researchers considered their

academic performance as the predictor.(Freund and Simon, 1997)

Y = 0

+ 1

X1 + 2X2 + 3X3 + 4X4

LET Performance (Y) = 0 +

1 (general education) +

2 (professional

education) + 3 (specialization) +

4 (over-all GWA).

where: 0 = intercept or constant

1 = measure in change in the dependent variable

with respect to general education


with respect to professional education


with respect to specialization


with respect to over-all GWA

X1 = predictor in general education X2 = predictor in professional education X3 = predictor in specialization X4 = predictor in over-all GWA

Results and Discussion

Problem No.1: What is the level of academic performance of the education

graduates along the following areas?

1.1 General Education

Table 8. Academic Performance of Education Graduates

in the General Education Subjects

General Education

Subject Mean

Verbal

Interpretation

Social Sciences 1.93 Good

Mathematics 2.4 Fair

Science 2.05 Good


23

Filipino 2.06 Good

English 2.16 Good

OVERALL 2.12 Good

Table 8 shows the academic performance of the education graduates

in the general education component. Mathematics subject got the lowest mean

of 2.40 and interpreted as fair. However, for the rest of the general education

subject components, the performance of education graduates on these subjects

was interpreted as good since they got mean scores of 1.93 on Social

Sciences, 2.05 on Science, 2.06 on Filipino and 2.16 in English.

These ratings gave a 2.12 overall mean score and interpreted as good.

The result only proves that most of the students entering Teacher Education

courses belonged to the average level.

1.2 Professional Education

Table 9. Academic Performance of CED Students

in Professional Education Subjects

Professional Education Subject Mean Verbal

Interpretation

EDUC1: Socio./Psycho./Anthro. Found

of Education 1.73 Good

EDUC2: Hist., Philo. & Legal

Foundations of Education 2.43 Fair

EDUC3: Human Growth & Development 2.22 Fair

EDUC4: Guidance and Counseling 2.17 Good

EDUC5: Introduction to Curriculum

Development 2.06 Good

EDUC6: Qualitative Approaches to

Research 2.30 Fair

EDUC7: Quantitative Approaches to

Research 2.56 Fair

EDUC8: Educl& Preparation of Audio

Visual Materials 2.06 Good

EDUC9: Tests, Measurement &

Evaluation 2.36 Fair


24

EDUC10: Principles & Methods of

Teaching 2.04 Good

EDUC11: Professional Ethics

&Personality Devt. 1.90 Good

EDUC12: Student Teaching In-Campus 1.90 Good

EDUC13: Student Teaching Off-Campus 1.62 Good

SEMINAR: Seminar in Education 2.43 Fair

OVERALL 2.13 Good

Table 9 reveals that education graduates are good in the subjects that

require application skills; the graduates got a highest mean score of 1.62 in

Student Teaching Off-Campus and followed by mean score of 1.73 in

Sociological, Psychological and Anthropological Foundations of Education.

The mean scores of Student Teaching In-Campus and Professional Ethics and

Personality Development was 1.90, Introduction to Curriculum and Guidance

Counseling have mean scores of 2.06 and 2.17, respectively, which are also

interpreted as good.

With reference to the remaining education subjects that require

memorization, logic, computation and analysis the education students showed

a fair performance. The students got a mean score of 2.56 in Quantitative

Approaches in Education and 2.43 in both Seminar in Education and Hist.,

Philo. & Legal Foundations of Education subjects. Test and Measurement,

Qualitative Approaches to Research and Human Growth and Development

got mean scores of 2.36, 2.30, and 2.22 respectively.

This re-affirms the result in Table 4 that most education students are

not good in computation. This also implies that the graduates of education are

noticeably good in expressing or showing their abilities.

1.3 Specialization

Table 10 shows the academic performance of the CED graduates in

their area of specialization.


25

Table 10. Academic Performance of CED Students

in Specialization Subjects

Specialization Subject Mean Verbal Interpretation

Computer Education 2.02 Good

English 2.10 Good

Filipino 2.01 Good

Mathematics 1.90 Good

Science 2.05 Good

Social Studies 1.99 Good

Overall 2.01 Good

Table 10 presents the performance of CED graduates in their

specialization subjects. Evidently, students from different specialization

showed good performance in their major or specialized subjects. Students

specialized in Mathematics got the highest mean score of 1.90, followed by

Social Studies students with a mean score of 1.99. Next are the students

specializing in Filipino with 2.01, followed by Computer Education, Science

and English with mean scores of 2.02, 2.05 and 2.10 respective, of which are

verbally interpreted as good. This finding affirms the study made by Aragon

(2012) that education graduates achieved grades comparable to an above

average performance and opposes the claim in the article of Manila Bulletin

(2000) that the subject specialization in preparation of teachers is weak.

Nevertheless, the researchers are not slashing out the fact that there are

professors who are lenient in giving grades that may affirm the claim of US

Department of Education (2007), that is is not possible to fully remove

subjectivity on the part of the professors for it is part of traditional teaching

methods (Aragon, 2012).

All the same, this study confirmed the recent studies made about the

performance of Teacher Education students on their specialization subjects.

Likewise, lhebuzor in 2004 stated that a student who devotes more time to

particular aspects of his / her training is bound to do well in those aspects.

This explanation assumes greater plausibility in the light of subjectivity of

teachers.


26

1.4 Grade Point Average in College

Table 11. Overall Academic Performance of the Education Graduates

Academic Year G

ener

al

Ed

uca

tio

n

Pro

fess

ion

al

Ed

uca

tio

n

Sp

ecia

liza

tio

n

General

Weighted

Average Ver

ba

l

Inte

rpre

tati

on

SY 2005 - 2006 to

2008 - 2009 2.14 2.12 2.03 2.09 Good

SY 2006 - 2007 to

2009 - 2010 2.12 2.27 2.02 2.14

Good SY 2007 - 2008 to

2010 - 2011 2.09 2.01 1.99 2.03 Good

Overall 2.12 2.13 2.01 2.09 Good

Table 11 shows the overall academic performance of the education

graduates through their obtained general weighted averages.

Conspicuously, the entry level of year 2006 showed a slightly better

performance in the three component subjects of their curriculum as this group

obtained a mean score of 2.14. On the other hand, the entry level of 2005 and

2007 got a mean score of 2.09 and 2.03 respectively.

This is an indication that all graduates achieved grades comparable to

an above average level of performance. This also implies that apparently the

respondents were able to balance their school work because they obtained the

same level of academic rating in the three subject areas.

Problem No. 2: What is the level of performance in the Licensure

Examination of Education graduates in the following areas?

2.1 General Education

Table 12 shows the performance of education graduates in the

Licensure Examination for Teachers under the General Education component.


27

Table 12. Education Graduates Performance in General Education

Component of the Licensure Examination for Teachers (LET)

Rating Level Frequency Percentage

1.00 Excellent

1.25 Very Good

1.50 Very Good

1.75 Good

2.00 Good

2.25 Fair 12 5.29

2.50 Fair 35 15.42

2.75 Passing 54 23.79

3.00 Passing 94 41.41

Less than 3.00 Failed 32 14.10

TOTAL

227 100.00

Mean

3.1 Failed

It can be gleaned from the table that the student graduates of CED

failed in the General Education component of the LET. Out of the 227 takers,

only 12 scored a rating of 2.25 and interpreted as fair, which is only 5.29

percent of the distribution also interpreted as fair in the score of the 35 takers

whose scores fall under the rating 2.50 and the remaining percentage of the

distribution obtained passing and failed marks. Almost 65 percent of the

distribution obtained a passing score while 14.10 percent obtained a failed

rating on this category.

The failed result of this can be attributed to the fact that the contents

of this LET component were taken by the students during their first two years

in the university.


28

2.2 Professional Education

Table 13. Education Graduates Performance in Professional Education

of the Licensure Examination for Teachers (LET)


1.00 Excellent

1.25 Very Good

1.50 Very Good

1.75 Good

2.00 Good 10 4.41

2.25 Fair 17 7.49

2.50 Fair 70 30.84

2.75 Passing 60 26.43

3.00 Passing 60 26.43


TOTAL

227 100.00

Mean

2.77 Fair

Table 13 shows the performance of the student graduates in the

Professional Education of the Licensure Examination for Teachers.

It can be gleaned from the table that out of 227 respondents, 70

scored a rating of 2.50 and classified under the level of fair. Unlike in the

General Education component, 10 out of 227 respondents scored a rating of

2.00 or a level of Good. On the other hand, in spite of a good performance on

this LET component, there are still 10 takers who failed. Nevertheless, the

CED graduates have an improved performance on this category as it obtained

a mean score of 2.76 and can be interpreted as fair.

This result can be attributed to what the students who learned on their

professional education subjects are being put into practice in their In-campus

and Off-campus teaching subjects. This likewise confirms the philosophy of

Progressivism by John Dewey, which states there is no better way to

understand a thing than interacting with it.


29

2.3 Specialization

Table 14. Education Graduates Performance

in Specialization Component of LET


1 Excellent

1.25 Very Good

1.5 Very Good

1.75 Good 1 0.44

2 Good 5 2.20

2.25 Fair 14 6.17

2.5 Fair 43 18.94

2.75 Passing 61 26.87

3 Passing 71 31.28


TOTAL 227 100

Mean

3.05 Failed

Table 14 shows the performance of CED graduates in their

specialization subjects. Most of the respondents obtained a rating of 3.00 and

2.75 and interpreted as passing. Only one or only 0.44 percent in the

distribution obtained a score of 1.75 which is interpreted as good. Likewise,

interpreted as good are the scores of the 5 takers who obtained a score of 2,

and the 14.10 percent of the distribution obtained failing grades. The extreme

of distribution of scores resulted in a pull down of mean scores of CED

graduates on this component, which resulted to a failed interpretation.

This result implies the mismatch of the learning content prescribed by

CHED for the specialization of the teacher education curriculum and the table

of specification of the Board Exam for Teachers released by the Professional

Regulation Commission (PRC).


30

2.4 Overall Average

Table 15 presents the overall performance of the CED graduates in

the Licensure Examination for Teachers.

Table 15. Education Graduates Performance in LET


1 Excellent

1.25 Very Good

1.5 Very Good

1.75 Good

2 Good 5 2.20

2.25 Fair 6 2.64

2.5 Fair 47 20.70

2.75 Passing 65 28.63

3 Passing 104 45.81


TOTAL

227 100

Mean

2.78 Passing

The result implies that in spite of the very good passing percentage of

the College compared to the National Passing Percentage, the scores of

students in the said examination are still in the boundary of passing as shown

in its mean of 2.78. The result can also be attributed to the pull down effect of

scores because of the lower scores obtained in the General Education and

Professional Education components.

The result also shows that the mean score did not meet the standard

passing rate of at least 75% in the overall rating, contrasting with the

academic performance rating of the respondents. It can be observed that even

though respondents academically excelled in the three subject areas including

the overall GWA, it did not show on their rating on the board examination,


31

thus there is no consistency in the academic and licensure examination

performance.

This is contradictory to the study of Peckley (2000) as mentioned in

the study of Aragon (2012), where a fair level of performance in the

Criminology board examination in the different subjects was obtained but an

average over-all performance of the criminology graduates of the University.

Problem No. 3 What is the degree of relationship between the academic

grades (X) and the ratings in the subtests of the LET (Y)?

The results of the Licensure Examination reflect the foundation and

internal efficiency of the educational system that provided training prior to the

board examination.

3.1.a. General Education (Y1)

Table 16 shows the correlation between the academic grades and the

rating in the LET subtest, general education.

Table 16. Correlation of Academic Grades in the Three Areas and the

Ratings in the Subtests of LET, General Education

Academic

Performance

(X)

Pearson

r

Verbal

Interpretation

p-

value Interpretation

General Education 0.172 Slight

correlation 0.0047

With linear

relationship

Professional

Education 0.172

Slight

correlation 0.0047

With linear

relationship

Specialization 0.078 Slight

correlation 0.121

No linear

relationship

As shown in the table, all computed correlations, r = 0.172 for general

education and general education, r = 0.172 for professional education and

general education, and r = 0.078 for specialization and general education

indicate slight correlations. The general education and professional education

registered a p-value of 0.0047 which is lower than 0.05. Hence, it is indicative

that there is a linear relationship with the general education subtest of LET.


32

No linear relationship was established between the specialization and

general education, since the obtained p-value = 0.121 is greater than 0.05.

3.1.b. Professional Education (Y2)

Table 17 reveals the correlation between the academic grades of the

respondents and the rating in the LET subtest, professional education.

Table 17. Correlation of Academic Grades in the Three Areas and

Ratings in the Subtests of LET, Professional Education

Academic

Performance

(X)

Pearson

r

Verbal

Interpretation p-value Interpretation

General

Education 0.244

Slight high

correlation 0.0001

With linear

relationship

Professional

Education 0.122

Slight

correlation 0.033

With linear

relationship

Specialization 0 No correlation 0.5 No linear

relationship

It can be seen from the table that there is a slight high correlation

between the general education and the professional education as indicated by r

= 0.244 and p value of 0.0001 which is less than 0.05, hence, an indication of

positive relationship.

However, in terms of specialization, no correlation exist with the

professional education, r = 0, and no linear relationship with p-value of 0.5.

3.1.c. Specialization (Y3)

The relationship between the academic grades of the respondents and

their rating in the LET is shown in Table 18.


33

Table 18. Correlation of Academic Grades in the Three Areas and the

Ratings in the Subtests of LET, Specialization

Academic

Performance

(X)

Pearson

r

Verbal


General

Education 0.086

Slight

correlation 0.0098

With linear

relationship

Professional

Education 0 No correlation 0.5

No linear

relationship

Specialization -0.141 Slight

correlation 0.0169

With linear

relationship

As can be gleaned from the table, there is a slight correlation between

the general education and the specialization, with r = 0.086 and a p-value of

0.0098 which is less than 0.05. This indicates that there is a linear relationship

between the general education and the specialization.

3.2 Academic average grades in the three areas and the overall rating in the Licensure Examination for Teachers

Table 19. Correlation of Academic Average Grades in the

Three Areas and the Overall Rating in LET

Academic

Performance

(X)

Pearson

r

Verbal


General

Education 0.417

Moderate

correlation 2.89 x 10

-11 With linear

relationship

Professional

Education 0.208

Slight high

correlation 0.000813

With linear

relationship

Specialization 0.189 Slight

correlation 0.00213

With linear

relationship

The table shows the correlation between the overall rating in the LET

and General Education with r = 0.417, which indicates moderate correlation,

while the correlation between Professional Education and overall, and

Specialization and overall with r = 0.208 and r = -0.189, respectively, indicate


34

slight correlation. There is a linear relationship between the three academic

subjects and the overall rating of LET.

3.3 Overall average in the academic subjects and the overall rating in the Licensure Examination for Teachers.

Table 20 presents the relationship between the overall academic

average and the overall rating in the LET.

Table 20. Correlation of the Overall Average in the

Academic Subjects and the Overall Rating in LET

Academic

Performance

(X)

Pearson

r

Verbal


GWA 0.481 Moderate

correlation 7.582 x 10

-15 With linear

relationship

The overall academic average correlates moderately to the LET

overall rating indicating a direct substantial relationship. This means that the

better the performance of the graduates in the college academic subjects, the

better are their performance in the overall rating of LET.

The computed value of r = 0.481 establishes a linear relationship such

that a significant number of high general average in the academic subjects

corresponds to a significant number of high overall ratings in the LET.

The present findings that the academic average correlates positively

with the LET ratings coincide with the findings of Menecio (2002) where the

academic performance of accounting graduates of St. Louis University had a

positive relationship in the CPA board examination.

Balmeo (2003) referred to grade as concrete measure that quantifies

students level of learning. It also presents a clear picture on how far

students performance and achievement have reached a required standard. In

the study of Valencia (2000), it was concluded that the higher the grades of

the students the better their performance in mathematics and science.


35

The hypothesis that the overall academic performance of the

graduates, which is composed of the performance in the general education,

professional education and specialization has a moderate correlation with the

LET overall rating is confirmed.

Problem No.4: What can best predict the education graduates performance

in the Licensure Examination for Teachers?

Table 21 shows the predictors which may affect the performance of

the education graduates in the Licensure Examination for Teachers.

Table 21. The Multiple Regression Analysis on the Predictors

of Education Graduates Performance in the Licensure

Examination for Teachers

VARIABLES BETA T-VALUE SIGNIFICANCE

General Education

Grades .098 .071 .943

Professional

Education Grades .169 .114 .909

Specialization Grades .077 .052 .958

General Weighted

Average -.267 -.073 .942

R = .05 R2 = .002 F Ratio = .346 Constant = 2.716

It can be gleaned from the table that the set of predictors for the

performance in the LET has a very weak relationship to the performance of

the students in the said exam, as the computed R value is only .05. On the

other hand, when squaring the R value, it enables the researchers to determine

the amount of variation of the dependent variable from the set of predictors

wherein the computed R2 is only .002. Thus, it shows that there is only .2%

of the variation of Licensure Examination performance that could be

accounted for through the combined linear effects of the predictor variables.

Based on the value of R Square which is .002, the variables when

taken together, account for only .2 percent of the variance in the performance

of the graduates in the LET. The remaining percentage can be attributed to

other factors which are not used as predictors in this study such as the

programs on the review of the College, students physical, emotional and


36

mental conditions, the financial capability of the students family and family

background.

In spite of the very weak relationship, the computed coefficient still

gives a positive interpretation. It can be gleaned from the data below the table

that the beta score for the overall academic performance is -.267, which

means that in every one unit increase in this predictor (overall academic

performance) there will be a 2.67 increase in the overall Licensure

Examination Performance for Teachers. This might be confusing because of

the negative computed score that usually entails decrease effects, which are

not applicable with the scoring of this research where it uses the usual grading

system used in the tertiary where the lower the value the higher the grade.

Because all these predictors are more than the .05 level of

significance, the given predictors cannot be considered as predictors in

passing the LET.

These findings do not support the study by Rubio (1992), when she

stated that academic performance significantly relates with the Nursing

Licensure Examination performance. However, the results of the study

conform with the findings of Martinez, et.al. (1980), in the existence of a

correlation between academic achievement and their performance in the

Licensure Examination, hence, this study supports his claim that the academic

achievement is a good predictor of performance in the board exam. The study

shows that there will be an increase in the board exam performance in a unit

increase in the students academic performance based on the computed

coefficient value for academic performance.

On the other hand, the findings revealed in this study were supported

by the study of Aragon (2012), which indicates that a very good performance

in the academic subjects does not guarantee a passing performance in the

teachers board exam.


37

Summary of Findings

The following are the findings of this study:

1. The entry level of year 2006 showed a slightly better performance in the three component subjects of their curriculum as this group

obtained a mean score of 2.14. On the other, the entry level of 2005

and 2007 got a mean score of 2.09 and 2.03 respectively.

2. The result shows that the mean score did not meet the standard passing rate of at least 75% in the overall rating, in contrast with the

academic performance rating of the respondents.

3. The computed value of r = 0.481 establishes a linear relationship such that a significant number of high general average in the academic

subjects corresponds to a significant number of high overall ratings in

the LET.

4. The set of predictors for the performance in the Licensure Examination for Teachers have a very weak relationship to the

performance of the students in the said exam, as the computed R

value is only .05. While the computed coefficient gives a positive

interpretation, it can be gleaned from the data the beta score for the

overall academic performance is -.26700 and all the p-value for the

set of predictors are more than .05 level of significance.

Conclusion

Based on the aforementioned findings, the following conclusions are

drawn:

1. The College of Education graduates in general education, professional education, specialization and overall general weighted average are all

good that is comparable to above average level of performance.

2. The rating of the Teacher Education graduates in the Licensure Examination for Teachers failed in both General Education and

Specialization and a fair performance in the professional education


38

received a passing mark in the overall General Weighted Average in

the board exam.

3. The academic performance of the graduates has a slight positive influence on their performance in the LET.

4. The academic performance of the students is not a predictor of the LET performance rating.

Recommendations

Based on the conclusions, the following recommendations are

forwarded:

1. Since the Teacher Education Curriculum is more of memorization of theory, the Teacher Education Institution should provide

supplemental activities which will allow the students to apply the

theories learned in actual situation.

2. The students have to establish good study and working habits, which can be achieved by providing them with seminars along these aspects.

3. Considering the education graduates rating in the board examination, the school administrators should make an evaluation of the course

syllabi as per PRC specification. They must also review the sequence

and balance of the course content. Likewise, they should continue to

conduct comprehensive pre-board and review seminar.

4. Since the academic performance does not predict the performance in a board examination, teachers must be aware on the content of the

teacher education board exams prescribed by CHED and PRC. Also

they r must be strict and objective in giving grades.

5. A comprehensive examination has to be given on the students final year to determine their strengths and weaknesses.


39

6. The University has to look into the implementation of the selective and retention policy for students who would like to take teacher

education courses.

7. Further research and studies may be conducted using different predictors such as qualifications of faculty and methods or strategies

of teaching used which are factors that contribute to the examinees

academic and LET performance.


40

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