Trend of De La Salle Lipa Education Graduates’ Performance in the Licensure Examination for Teachers (LET) from 2011 to 2015

Abstract

This study aimed to examine the trend of performance of De La Salle Lipa (DLSL) education graduates in the Licensure Examination for Teachers (LET). Quantitative trend analysis employed on the data collected from records officially released by the Professional Regulation Commission (PRC) for the years 2011 to 2015 revealed that the performance of both elementary and secondary education passers were significantly higher than the national passing rates and showed a significant relationship between the graduates’ English proficiency and their LET- General Education performance. When grouped according to their profile, there were significant differences in the education graduates’ performance in terms of the year LET was taken, their GPA, and results of English Proficiency and Culture Fair Intelligence Tests but not in terms of their field of specialization. These results were considered in proposing a syllabus incorporating the strategies to further improve the program offerings of the Education Department particularly in terms of curriculum development, recruitment and selection of qualified students, continuous professional training for faculty, and more intensified LET review for the education graduates. Findings of the study showed that DLSL is eligible to qualify as a Center of Development in Teacher Education in the area of instructional quality.

Licensure examination performance and academic achievement of teacher education graduates

“…Moreover, the profile of the graduates such as gender [13], age [14], high school average [13,14], and intelligence quotient [10] was also established as a determinant of LET performance. Scores of the graduates in other tests such as admission examination [13], Otis-Lennon School Ability Test (OLSAT), English proficiency test [15], and Culture Fair Intelligence Test [16] were significantly associated to licensure examination performance. Administrative and supervisory aspects such as human relations, linkages, and support services were proven as predictors [12] as well.…”

Pre-licensure examination as predictor of licensure examination for teachers result

“…There needs to be done other initiatives on the part of the students to prepare themselves prior to the actual licensure examinations. Literatures provided some predictors of passing the licensure examination for teachers such as academic achievement [17], attending LET review [18], mental ability [19], language proficiency [20], and field study course and internship [21], while on the part of the institution, studies suggest that teacher's personal and professional attribute [6], college admission test [22], metacognitive strategies [23] assessment procedures [24], and curriculum [25] are predictors of passing the LET.…”

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

“…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).…”