Predictive validity of selected measures of BEED graduates for first-time performance in the licensure examination for teachers

Cahapay, Michael B.; Toquero, Cathy Mae Dabi

doi:10.33902/jpsp.202212383

Cited by 1 publication

(2 citation statements)

References 9 publications

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“…Furthermore, the results in this study negate the findings of previous studies, which found that enrolling in a review center significantly increases the probability of an examinee passing the licensure exam (Bansiong, 2019;Fiscal & Roman, 2022). In addition, the findings in this study also negate the findings from another study which found that the type of examinee impacts the licensure examination results (Cahapay & Toquero, 2022).…”

Section: First Binomial Logistic Regression Analysis Modelcontrasting

confidence: 63%

“…The review mode in preparation for taking the exam (self-review or enrolling in review centers) is found to significantly predict licensure examination results, such that enrolling at a review center significantly increases the probability of examinees passing licensure examinations (Fiscal & Roman, 2022). Examinee type (first taker or retaker) also significantly influences licensure examination performance (Cahapay & Toquero, 2022). Undergraduate academic performance has also been widely studied in various licensure examination contexts, especially the performance in professional courses, have been found to be a significant predictor of licensure examination performance in various professions (Dayaday, 2018;Alipio, 2020;Amanonce & Maramag, 2020;Cahapay, 2021;Gabasa & Raqueño, 2021;Ibarrientos, 2022;Salcedo et al, 2021;Somosot et al, 2022).…”

Section: Framework Of the Studymentioning

confidence: 98%

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Academic Predictors of Performance in the Board Licensure Examination for Psychometricians

Pangngay

Merza

Almojuela

2023

PSSJ

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In relation to the adherence of Higher Education Institutions (HEIs) offering undergraduate psychology programs to excellent standards of education as translated in the Board Licensure Examination for Psychometricians (BLEP), this study aimed to analyze the predictors of BLEP performance as inputs to curriculum and instruction quality assurance. This study employed a descriptive-quantitative design and collected data using an online survey and data mining. Results from one private-sectarian HEI show that general academic performance – specifically in Theories of Personality, Abnormal Psychology, Industrial Psychology, and Dynamic Psychology courses – were significant predictors of BLEP performance, suggesting that better undergraduate academic performance leads to better BLEP performance. These results highlight the need for enhancing the curriculum and instruction in response to the demands of various regulatory and quality assurance bodies in ensuring that the mandate of HEIs to produce high-quality professionals is achieved through a curriculum-based course audit for review classes and intensified instruction.

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Section: First Binomial Logistic Regression Analysis Modelcontrasting

confidence: 63%