Predictors of Licensure Examination for Teachers (LET) Performance

Solis-Foronda, Marisol

doi:10.1145/3134847.3134863

Cited by 6 publications

(4 citation statements)

References 8 publications

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“…Factors that influence the passing rate of licensure examinees were documented and established, yet research records were minimal. Some studies have been conducted to determine the predictors of passing a licensure exam, where the majority of the published research revealed a correlation between licensure examination results and the school's academic performance of the examinees [7][8] [9]. These documented studies indicated that licensure exam results had a subtle relationship to intelligence.…”

Section: Literature and Related Workmentioning

confidence: 99%

Growth Mindset and Grit as Predictors of Licensure Examination Results

Bibon¹

2022

IJSWPM

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Though intelligence is vital for passing a licensure examination, certain measures of personality were deemed equally important as intelligence. This quantitative study examined growth mindset and grit to determine its predictive role in licensure examination results across several fields of profession. Data were collected via an online survey to 1,157 participants through crowdsourcing of examinees who recently participated in the 2019-2020 licensure examinations. Findings revealed a low relationship between growth mindset and grit of passers and deemed as independent constructs for every field of profession, yet controlling the number of attempts until passing the exam revealed a high relationship of increasing levels of growth mindset and grit. Average passing scores were also found to be inversely related to growth mindset and grit with respect to the frequency of attempts. Dissonance was observed in failed examinees with high levels of growth mindset but cast poor grit levels. The study concluded that licensure examination passers used a growth mindset and grit as an advantage over their intelligent peers. Though intelligence is an important construct for passing a licensure examination, the current study testified that growth mindset and grit were personality features that also predict the likelihood of success and failure in licensure examinations, especially for examinees not gifted with superb levels of intelligence. It was recommended to probe into other personality measures hindering the development of grit despite the growing mindset.

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Section: Literature and Related Workmentioning

confidence: 99%

Growth Mindset and Grit as Predictors of Licensure Examination Results

Bibon¹

2022

IJSWPM

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“…A review of relevant researches conducted mostly in the domain of health sciences (Cook, Engelhard, Landry, & McCallum, 2015;Gresham, Thompson, Luedtke-Hoffman, & Tietze, 2015;Gullo, McCarthy, Shapiro, & Miller, 2015;Kidder, 2015;Moniyung, 2015;Ingrassia, 2016;Bayliss, Thomas, & Eifert-Mangine, 2017;Huhn & Parrott, 2017;Kaddoura, Flint, Van Dyke, Yang, & Chiang, 2017;Meiners & Rush, 2017;Pelton, 2017;Robi, 2017;Havrilla et al, 2018;Kume & Horbacewicz, 2018;Wolden, 2018;Oducado, Cendanã, & Belo-Delariarte, 2019) reports how linear combinations of different cognitive outcomes predict the performance of students in various licensure examinations. Furthermore, works particularly in the field of teacher education in the Philippines is likewise replete with predictive validity analyses (Pachejo & Allaga, 2013;Gerundio & Balagtas, 2014;Hena, Ballado, Dalucapas, Ubane, & Basierto, 2014;Tarun, Gerardo, & Tanguilig, 2014;Esmeralda & Espinosa, 2015;Quiambao, Baking, Buenviaje, Nuqui, & Cruz, 2015;Visco, 2015;Mayuga, 2016;Rabanal, 2016;Rudio, 2016;Dagdag, Sarmiento, Ibale, 2017;Dato-on, Ungui, Lepon, & Del Rosario, 2017;Labastilla, 2017;Solis-Foronda, 2017;Nool, Ladia, Corpuz, & Embesan, 2017;Bellen et al, 2018). The common result that ETS and GPA influence LET performance is no longer current.…”

Section: Literature Reviewmentioning

confidence: 99%

Probing the Differences Caused by Cognitive Variables on LET Performance: An Embedded Mixed Method Study

Cahapay

2020

IJLTER

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The purpose of this study is to probe the differences caused by selected cognitive variables such as entrance test scores (ETS) and grade point average (GPA) on the performance of the graduates in the Licensure Examination for Teachers (LET). It entailed a causalcomparative embedded mixed method research design. The study followed a cohort of 42 purposively sampled graduates of Bachelor of Elementary Education (BEEd), College of Education (CoEd), Mindanao State University (MSU), General Santos City (GSC). Descriptive statistics and inferential statistics were used to determine the differences in the LET performance when grouped according to arbitrary categories of the cognitive variables. A presentation of case narratives and thematic analysis was further used to explore the significant differences. The result disclosed that the ETS of the graduates grouped as passed and conditional cause a significant difference in the LET performance. It further uncovered that the GPA of the graduates grouped as high, average, and low causes a significant difference in the LET performance. The qualitative probes revealed themes such as access to review materials, metacognitive strategies, motivational experiences, and efficacy to succeed. These themes provide explanatory context to the differences in the performance of the graduates in the LET. The implications are further discussed in the study.

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“…Various factors affecting licensure examination performance have to be considered such as college admission test (Balagtas & Gerundio, 2014;Bansiong, 2019;Cahapay, 2020;Callena et al, 2019;Dagdag et al, 2017;Pascua & Navalta, 2011;Ruben, 2014;Solis-Foronda, 2017), general scholastic aptitude (Bansiong, 2019), college grade point average (Amanonce & Maramag, 2020;Bansiong, 2019;Cahapay, 2020;Chan-Rabanal, 2016;Dagdag et al, 2017;Esmeralda & Perez-Espinosa, 2015;Ferrer et al, 2015;Kalaw, 2017;Pascua & Navalta, 2011;Solis-Foronda, 2017), mock board examination and competency summative test (Bansiong, 2019), teaching aptitude test (Visco, 2015), retention examination (Balanquit et al, 2018;Corpuz, et al, 2017), English proficiency (Kalaw, 2017;Pascua & Navalta, 2011), educational attainment, teaching experience and competence of faculty members Quiambao, 2015;Ruben, 2014), LET review classes (Albite, 2019;Aquino & Balilla, 2015;Ferrer et al, 2015;Mendoza, 2014;Tan, 2016;Visco, 2015), accreditation status (Galenzoga, 2016;Gutierrez, 2016;Rosales et al, 2014), and library facilities (Quiambao et al, 2015).…”

Section: Implications To Teacher Trainingmentioning

confidence: 99%

Pre-Service Teachers’ Reflection Logs: Pieces of Evidence of Transformative Teaching and Emancipation

Mendoza

2020

IJHE

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With critical social design put into practice, this study described and investigated transformative teaching and emancipation pieces of evidence from 21 Music, Arts, Physical Education and Health (MAPEH) pre-service teachers. The participants’ reflection logs were analyzed, with Butin’s technical lens framework as a guide. Findings revealed that the pre-service teachers encountered challenges with the students, parents, cooperating teachers and principals, which turned out to be opportunities for pre-service teachers to exercise their decision-making skills. These participants’ springboard to transformative learning and emancipation, henceforth, were the teaching strategies, principles and learning activities they acquired from their instructors. Pre-service teachers realized they could explore epistemic change as a result of reflection and contemplation.

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Predictors of Licensure Examination for Teachers (LET) Performance

Cited by 6 publications

References 8 publications

Growth Mindset and Grit as Predictors of Licensure Examination Results

Growth Mindset and Grit as Predictors of Licensure Examination Results

Probing the Differences Caused by Cognitive Variables on LET Performance: An Embedded Mixed Method Study

Pre-Service Teachers’ Reflection Logs: Pieces of Evidence of Transformative Teaching and Emancipation

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