Escolar Documentos
Profissional Documentos
Cultura Documentos
Salvacion J. Pachejo
University Vice President
For Student Services
Wendelyn A. Allaga
University Faculty
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 nationbuilding 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
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Date of
Examination
1997
1998
1999
2000
2001
2002
2003
2004
2005
2006
INSTITUTIONAL
NATIONAL
No. of
Examinees
No. of
Passers
Percent
Passed
Passing
Percentage
163
222
223
330
374
425
477
550
613
484
51
74
82
137
137
170
140
133
154
143
31.29
33.33
36.77
41.52
36.63
40.00
29.35
24.18
25.12
29.55
33.31
29.31
34.90
35.90
34.93
36.52
26.40
27.15
25.93
32.46
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INSTITUTIONAL
NATIONAL
No. of
Examinees
No. of
Passers
Percent
Passed
Passing
Percentage
2007
First Takers
Repeaters
515
291
224
126
103
23
24.47
35.4
10.27
29.12
2008
First Timers
Repeaters
461
311
150
143
117
26
31.02
37.62
17.33
35.34
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.
Table 3. Institutional and National Passing Percentage
of the LET from 2009 to 2010
INSTITUTIONAL
NATIONAL
Date of
Examination
Apr-09
First Takers
Repeaters
Oct-09
First Takers
Repeaters
No. of
Examinees
178
65
113
266
131
135
No. of
Passers
58
36
22
79
70
9
Percent
Passed
32.58
55.38
19.47
29.7
53.44
6.67
Passing
Percentage
24.68
Apr-10
First Takers
Repeaters
215
105
110
87
67
20
40.47
63.81
18.18
23.32
Sep-10
First Takers
Repeaters
167
66
101
50
43
7
29.94
65.15
6.93
25.86
28.2
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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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Independent
Variable
Dependent
Variable
Performance in
the following
areas:
Performance in
the Licensure
Examination for
Teachers
-Gen Ed
- Prof Ed
- Specialization
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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General Education,
Professional Education,
Specialization Subjects,
General Weighted Average?
General Education,
Professional Education,
Specialization Subjects,
Over-all Average ?
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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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Methodology
The researchers employed the ex post facto research method or causal
comparative method since they analyzed existing documents pertaining to the
academic performance and the teacher education graduates in LET ratings
from 2009 to 2011. According to Gay (1976), ex post facto means from after
the fact, a study in, which the researcher attempts to determine the cause, or
reason, for existing differences in the behavior or status of groups of
individuals.
Kerlinger (1973) also defines ex post facto as systematic empirical
inquiry in which the scientist does not have direct control of independent
variables because their manifestations have already occurred or because they
are inherently not manipulative. Inferences about relations among variables
are made without direct intervention from concomitant variation of
independent and dependent variables.
Correlational method was also used in finding the degree of
relationship of the graduates performance in general education, professional
education, and specialization subjects to their performance in the Licensure
Examination for teachers. The method was treated as the foundational
structure for prediction. Borg (1983) said that predictions through the use of
correlational techniques are based on the assumption that at least some of the
factors that lead to the behavior to be predicted are present and measurable at
the same time the prediction was made.
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No. of Passers
87
90
50
227
Percent
38.0
40.0
22.0
100.0
Frequency
52
175
227
Percent
23.0
77.0
100.0
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Frequency
8
69
34
39
25
52
227
Total
4.0
30.0
15.0
17.0
11.0
23.0
100.0
Descriptive Rating
Excellent
Very Good
Very Good
Good
Good
Fair
Fair
Passing
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75 77
Below 75
3.00
Below 3.00
Passing
Poor
(G x W )
N
G = subject grade
W = number of units per subject
N = total number of units
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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:
Interpretation
Slight correlation, Almost
negligible relationship
0.21 0.40
0.41 0.60
0.61 0.80
High correlation,
marked relationship
0.81 1.00
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0 = intercept or constant
1 = measure in change in the dependent variable
with respect to general education
2 = measure in change in the dependent variable
with respect to professional education
3 = measure in change in the dependent variable
with respect to specialization
4 = measure in change in the dependent variable
with respect to over-all GWA
X1 = predictor in general education
X 2 = predictor in professional education
X 3 = predictor in specialization
X 4 = predictor in over-all GWA
Mean
1.93
2.4
2.05
22
Verbal
Interpretation
Good
Fair
Good
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Filipino
English
OVERALL
2.06
2.16
2.12
Good
Good
Good
Mean
Verbal
Interpretation
1.73
Good
2.43
Fair
2.22
2.17
Fair
Good
2.06
Good
2.30
Fair
2.56
Fair
2.06
Good
2.36
Fair
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2.04
Good
1.90
Good
1.90
1.62
2.43
2.13
Good
Good
Fair
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
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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
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Specialization
Overall
Good
Professional
Education
SY 2005 - 2006 to
2008 - 2009
SY 2006 - 2007 to
2009 - 2010
SY 2007 - 2008 to
2010 - 2011
General
Education
Academic Year
Verbal
Interpretation
General
Weighted
Average
2.14
2.12
2.03
2.09
2.12
2.27
2.02
2.14
2.09
2.01
1.99
2.03
Good
2.12
2.13
2.01
2.09
Good
Good
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Level
Excellent
Very Good
Very Good
Good
Good
Fair
Fair
Passing
Passing
Failed
TOTAL
Mean
Frequency
Percentage
12
35
54
94
32
227
3.1
5.29
15.42
23.79
41.41
14.10
100.00
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.
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Level
Frequency Percentage
1.00
1.25
1.50
1.75
2.00
Excellent
Very Good
Very Good
Good
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
Failed
10
4.41
TOTAL
227
100.00
Mean
2.77
Fair
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2.3 Specialization
Table 14. Education Graduates Performance
in Specialization Component of LET
Rating
Level
Frequency Percentage
Excellent
1.25
Very Good
1.5
Very Good
1.75
Good
0.44
Good
2.20
2.25
Fair
14
6.17
2.5
Fair
43
18.94
2.75
Passing
61
26.87
Passing
71
31.28
Failed
32
14.10
TOTAL
227
100
Mean
3.05
Failed
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Level
Frequency Percentage
Excellent
1.25
Very Good
1.5
Very Good
1.75
Good
Good
2.20
2.25
Fair
2.64
2.5
Fair
47
20.70
2.75
Passing
65
28.63
Passing
104
45.81
Failed
0.00
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,
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(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
General Education
0.172
Professional
Education
0.172
Specialization
0.078
Verbal
Interpretation
Slight
correlation
Slight
correlation
Slight
correlation
pvalue
0.0047
0.0047
0.121
Interpretation
With linear
relationship
With linear
relationship
No linear
relationship
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Pearson
r
0.244
0.122
0
Verbal
Interpretation
Slight high
correlation
Slight
correlation
No correlation
p-value
0.0001
0.033
0.5
Interpretation
With linear
relationship
With linear
relationship
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.
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Table 18. Correlation of Academic Grades in the Three Areas and the
Ratings in the Subtests of LET, Specialization
Academic
Performance
(X)
General
Education
Professional
Education
Specialization
Pearson
r
Verbal
Interpretation
p-value
0.086
Slight
correlation
0.0098
No correlation
0.5
-0.141
Slight
correlation
0.0169
Interpretation
With linear
relationship
No linear
relationship
With linear
relationship
Pearson
r
0.417
0.208
0.189
Verbal
Interpretation
Moderate
correlation
Slight high
correlation
Slight
correlation
p-value
2.89 x 10-11
0.000813
0.00213
Interpretation
With linear
relationship
With linear
relationship
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
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Pearson
r
GWA
0.481
Verbal
Interpretation
Moderate
correlation
p-value
Interpretation
7.582 x 10-15
With linear
relationship
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General Education
Grades
Professional
Education Grades
Specialization Grades
General Weighted
Average
R = .05
R2 = .002
BETA
T-VALUE
SIGNIFICANCE
.098
.071
.943
.169
.114
.909
.077
.052
.958
-.267
-.073
.942
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
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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.
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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
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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.
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