PERFORMANCE OF TEACHER EDUCATION GRADUATES, DMMMSU-NLUC, PHILIPPINES IN THE LICENSURE EXAMINATION CY 2011 TO 2013 PDF

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International Journal of Educational Science and Research (IJESR) ISSN(P): 2249-6947; ISSN(E): 2249-8052 Vol. 6, Issue 3, Jun 2016, 1-16 © TJPRC Pvt. Ltd. PERFORMANCE OF TEACHER EDUCATION GRADUATES, DMMMSU-NLUC, PHILIPPINES IN THE LICENSURE EXAMINATION CY 2011 TO 2013 VIRGINIA O RUDIO College of Edu...

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PERFORMANCE OF TEACHER EDUCATION GRADUATES, DMMMSU-NLUC, PHILIPPINES IN THE LICENSURE EXAMINATION CY 2011 TO 2013 TJPRC Publication

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Five-year Performance of t he Teacher Educat ion Graduat es in t he Licensure Examinat ion for Teachers Apler J . Bansiong BOARD EXAMINAT ION PERFORMANCE OF ILIGAN CAPIT OL COLLEGE T EACHER EDUCAT ION GRADUAT E… Ray Vincent E Araña

International Journal of Educational Science and Research (IJESR) ISSN(P): 2249-6947; ISSN(E): 2249-8052 Vol. 6, Issue 3, Jun 2016, 1-16 © TJPRC Pvt. Ltd.

PERFORMANCE OF TEACHER EDUCATION GRADUATES, DMMMSU-NLUC, PHILIPPINES IN THE LICENSURE EXAMINATION CY 2011 TO 2013 VIRGINIA O RUDIO College of Education DMMMSU-North La Union Campus, Bacnotan, La Union, Philippines ABSTRACT This study was undertaken to determine the performance of NLUC graduates in the LET Elementary and Secondary Level for CY 2011-2013 Specifically it aims to assess the characteristics of graduates in terms of graduaterelated (gender type of high school graduated from CAT performance scholarship grant academic performance and failed grades) and school-related (curriculum faculty teaching performance laboratories and library) It also seeks to find out the relationship of graduates’ academic performance and their performance in the LET The study utilized descriptive and correlation method and the respondents are the LET elementary and secondary level examinees for CY 2011 to 2013 Results showed that the LET performance for both elementary and secondary levels were moderately low to moderately high as compared with the national passing rate (elementary level: 2011-21 05%(NP-19 24%); 2012-36

2013-38 33%(NP-39 58%) Majority of the examinees were female with elementary level obtaining 89 58% while secondary level got 65 79% Most of the examinees came from general high school with only one coming from specialized high school In their CAT performance secondary level took overall median of 56 40% while elementary level obtained 49 30% Scholarship grants for elementary level registered 26 62% while secondary level took 30 22% In terms of their academic performance for general education professional education major subjects and GPA elementary

Original Article

66%(NP-45 87%); 2013-36 36%(NP-29 48 and secondary level: 2011-47 72%(NP-28 86%); 2012-48 33%(36 57%);

level took an overall median of 2 12 while the secondary level had 2 08 For failed grades elementary level registered 33 failures while secondary obtained 27 failures for the 3-year period Curricula for both programs had complied with the minimum standards set by CHED The teaching performance for both programs was evaluated as very satisfactory to outstanding for the 3-year period In-campus and off-campus laboratory facilities were complied except for HELE facilities and library manpower and facilities are fully complied based on minimum standards set by CHED On the overall findings there is a significant relationship between the academic performance of the graduates for both programs and their performance in the LET and the degree of correlation ranges to low moderate and high except for negligible correlation obtained in the general education/LET for secondary level Policy recommendations on CAT cut-off rating and comprehensive review for graduates are some interventions that deserve a second look KEYWORDS: Performance Licensure Examination

Received: Apr 20, 2016; Accepted: Apr 27, 2016; Published: May 03, 2016; Paper Id.: IJESRJUN20161

INTRODUCTION The licensure examination by design is a measure to determine one’s adequacy before one can practice a particular profession Hence the professional board exam establishes the newly graduate professional’s readiness www.tjprc.org

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to render safe and competent service to various clients and customers Policy makers in the country are taking a hard look at prospective teachers and the colleges that train them Anyone who seeks permanent certification to teach in elementary or secondary schools is required to achieve a qualifying score on a set of tests administered by the Professional Regulation Commission Institutions of Higher Learning must publicize individual results of the passing percentages and must also disclose the passing percentages for the certification tests in comparison to the other Colleges and Universities in the country In an academic setting it is the responsibility and accountability of the members in the academic system to ensure the success of its graduates Thus results of this study will hopefully be used for the improvement and enhancement of the teaching and learning process in professional education degree programs The results will serve as basis for teachers in formulating policy on improving the performance of passing in licensure examination Moreover the results of this study are important because they can assist decision-makers in the institutions of higher learning in setting the optimum admission requirements for entry into a teacher education program that balance access and success Furthermore the results can assist in the early identification of candidates who may be at risk of not passing the high stakes licensure test and in the planning of effective learning experiences that create the ability for them to be successful

OBJECTIVES This study aimed to determine the performance of DMMMSU-NLUC graduates in the Licensure Examination for Teachers CY 2011 to 2013 Specifically the study seeks to answer the following questions: What is the performance of DMMMSU-NLUC graduates in the Elementary and Secondary Level Licensure Examination for Teachers CY 2011 to 2013? What are the characteristics of the graduates categorized as: •

Graduate-related and

•

Gender •

Type of high school graduated from •

College Admission Test performance

•

Scholarship grant received

•

Academic performance in terms of

•

•

General education subjects

•

Professional education subjects

•

Major subjects and

•

GPA Failed grades obtained School-related in terms of Curriculum Faculty teaching performance

Impact Factor (JCC): 4.3912

NAAS Rating: 2.72

Performance of Teacher Education Graduates, DMMMSU-NLUC, Philippines in the Licensure Examination CY 2011 to 2013

•

•

Laboratories and

•

Library

3

Is there a significant relation between the performance of DMMMSU-NLUC Graduates in the Licensure Examination for Teachers Elementary and Secondary Level and their academic performance in terms of:

•

•

General education subjects;

•

Professional education subjects;

•

Major subjects; and

•

GPA

What policy recommendation may be proposed based from the results?

REVIEW OF LITERATURE Owen et al (1976) as cited by Neri (2009) suggests learning outcomes as the level of accomplishment in the learning tasks and the tasks are regarded as goals to be achieved The outcomes are indicators of whether or not the goals are met University of Minnesota researcher (Morrison 2002) has found that the widely used Student Admission Test (SAT) test is a valid predictor of success in college Using the technique of meta-analysis the researchers summarized previous research on how well the SAT predicts performance in college The team found the SAT predicts GPA during freshman year and later years in college as well as study habits persistence and degree attainment SAT scores also were related to scores on state nursing board exams; therefore said the researchers the SAT predicts success in entering the nursing profession The purpose of this research is to determine the predictors of success on teacher certification exams Research investigation was conducted by Burke (2008) to determine the data that are possible predictors of success on teacher certification exams in a relatively small urban college in New York that offers an undergraduate teacher education program Their recently revised program awards a Bachelor of Arts degree and fulfills the necessary requirements for four New York State certificates in education Findings revealed that the main predictor variable LAST (Liberal Arts and Sciences Test) scores were mostly strongly associated with SAT (Student Admission Test) followed by College GPA Of the main predictor variable Testing Theory and Practice (ATS-W) scores were mostly associated with SAT while High School GPA was not a strong predictor of future success on a teacher certification exam The results suggest otherwise on the question of whether the SAT reveals people who are simply good at taking tests If the SAT reflected test-taking skills it would not predict college success except to the extent those test-taking strategies help you in college Zeng et al (2002) in their study to identify predictor variables for pass/fail status on the Elementary Professional Development Examination for Certification of Educators in Texas (ExCET) for pre-service teachers at a university in South Texas Logistic regression was used to investigate the dependency between the predictors and the ExCET pass/fail rates The dependent variable the ExCET scores and the independent variables of Texas Academic Skills Program scores (TASP) American College Testing Program scores overall grade point average (GPA) Benchmark ExCET and ExCET were considered Results of the logistic regression analysis shows that ExCET pass/fail outcomes for elementary prewww.tjprc.org

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service teachers in the professional development area can be predicted with 71 7% accuracy by using the variables TASP reading scores and GPA scores at least for Hispanic students attending universities in South Texas On the other hand Herrington (2005) investigated the relationship between success on the Praxis II Principles of Learning and Teaching (PLT) a test of pedagogical knowledge and selected teacher candidate indicators in Midwestern University in the U S Predictor variables included standardized test scores indicators of verbal ability GPA transfer status enrollment status GPA in educational psychology and GPA in other courses required in the professional and pedagogical core Results from this study indicate that candidates who were successful on the Praxis II PLT presented stronger ACT and Praxis I Writing test scores at the time of admission than candidates who were not successful The data further indicate that verbal ability as reflected in ACT English score Praxis I Reading and Writing scores and GPA in English composition accounts for a significant amount of unique variance in Praxis II PLT scores Finally this study found a relationship between student performance in educational psychology classes and performance on the Praxis II PLT Neither transfer status nor enrollment status were found to be significantly related to scores on the Praxis II PLT licensure examination Muyong (2011) study was to determine the correlates of the licensure examination for teachers of the 2008 Teacher Education graduates of Southern Iloilo Polytechnic College –WVCST Miagao Campus Result showed that generally the 2008 teacher education graduates of the said Campus had “high” performance in the Licensure Examination for Teachers All variables-field of specialization teaching aptitude test performance grade point average in college and final grade in student teaching were significant predictors of the graduates’ performance in the licensure examination for teachers Moreover Yanto (2000) found out that that of the 212 BEED graduates in Camarines Norte State College considered in this study majority are female while the male are a minority with an average High School Scholastic Ratings 132 or 62% of them passed the Licensure Examination for Teachers and that they had higher grades in the different predictor variables including the General Average in Student Teaching than those who did not pass Thus the results revealed that the variables significant to the performance in Student Teaching are Instructional Skills (IS) Classroom Management (CM) and Personal Qualities and Attitudes (PQA) These factors determine Performance in Student Teaching up to 82%

METHODOLOGY Research Design The study employed the descriptive and correlation method Documentary analysis was used to determine the performance of DMMMSU-NLUC graduates in the Licensure Examination for Teachers and the characteristics of the graduates in terms of graduate-related such as gender type of high school graduated from CAT performance academic performance in terms of general education professional education major subjects and GPA and school-related such as curriculum faculty teaching performance laboratories and library Data Sources and Collection Data for licensure examination performance for elementary and secondary level were obtained from the Professional Regulation Commission in Sampaloc Manila Data for the graduate-related characteristics in terms of gender type of high school graduated from and academic performance were obtained from the Registrar’s Office of NLUC while Impact Factor (JCC): 4.3912

NAAS Rating: 2.72

Performance of Teacher Education Graduates, DMMMSU-NLUC, Philippines in the Licensure Examination CY 2011 to 2013

5

data on College Admission Test performance and scholarship grant received were obtained from the Guidance Office of NLUC Data for faculty teaching performance was taken from the Dean’s Office of the College of Education-NLUC while those for curriculum laboratories and library were lifted from the Regional Quality Assurance Team (RQUAT) survey results conducted by the MIS office of NLUC and Central Administration Data Analysis The specific problems of this study are categorized as descriptive and correlational Descriptive data were analyzed using frequency counts percentages and weighted mean Correlational data on the academic performance of the graduates in terms of general education professional education major subjects and GPA and their performance in the LET were analyzed using Pearson Product Moment correlation coefficient

DISCUSSION OF RESULTS AND FINDINGS Table 1: Performance of NLUC Graduates in the LET Elementary and Secondary Level for SY 2011 2012 & 2013 (1st Timers Only)

April 2011 Sept. 2011 March2012 Sept. 2012 March2013 Sept. 2013

Passed Elem Sec 0 1 8 5 0 1 11 7 0 2 11 4

Failed Elem Sec 2 1 11 6 0 1 4 8 2 3 4 11

Total Elem 2 19 0 15 2 15

Sec 2 11 2 15 5 15

% Passed Elem Sec 0 50 42.11 45.45 0 50 73.33 46.67 0 40 73.33 26.67

National Passing (%) Elem Sec 15.81 26.28 22.68 31.45 42.46 24.85 49.29 43.50 27.78 39.61 31.18 39.75

As presented in Table 1 in the elementary level there were only 2 takers in the April 2011 exam with passing rate of 0% which is way below the national passing rate of 15 81% For Sept 2011 exam out of the 19 takers 8 passed with passing rate of 22 68% For the March 2012 exam there were no takers while the national passing rate is 42 46% For the Sept 2012 exam out of the 15 takers 11 passed with a passing rate of 73 33% which is high enough compared to national passing rate of 49 29% For the March 2013 exam out of the 2 takers 2 failed with passing rate of 0% compared with national passing rate of 27 78% For Sept 2013 exam out of the 15 takers 11 passed with passing rate of 73 33% which more than 50% higher than the national passing rate of 31 18% For the secondary level there were only 2 takers in the April 2011 exam with passing rate of 50% which is much higher than the national passing rate of 26 28% For Sept 2011 exam out of the 11 takers 5 passed with passing rate of 45 45 which is higher than the national passing rate of 31 45% For the March 2012 exam there were 2 takers with a passing rate of 50% which is far higher than the national passing rate is 24 85% For the Sept 2012 exam out of the 15 takers 7 passed with a passing rate of 46 67% which is a little bit higher than the national passing rate of 43 50% For the March 2013 exam out of the 5 takers 3 failed with passing rate of 40% compared with national passing rate of 39 61% For Sept 2013 exam out of the 15 takers 4 passed with passing rate of 26 67% which is lower than the national passing rate of 39 75% It can be noted in the results that the performance of the elementary level examinees were slightly better than the secondary level examinees although the elementary level obtained 0% passing rate for April 2011 and March 2012 examinations

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Table 1a: Summary of the Overall Performance of NLUC Graduates in the LET Elementary and Secondary Level for SY 2011 2102 & 2013 (1st Timers Only) Year

Mean

Overall Performance (%) Elem Sec 0/2 (0) 1/2 (50) 8/19 5/11 (45.45) (42.11) (21.05) (47.72) 0/0 (0) 1/2 (50) 11/15 7/15 (46.67) (73.33) (36.66) (48.33)

March 2013

0/2 (0)

2/5 (40)

27.78

39.61

March 2013 Sept. 2013

0/2 (0) 11/15 (73.33) (36.66)

2/5 (40) 4/15 (26.67)

27.78 31.18

39.61 39.75

(33.33)

29.48

39.68

April 2011 Sept. 2011 Mean March 2012 Sept. 2012

Mean

National Passing (%) Elem Sec 15.81 26.28 22.68 31.45 19.24 42.46 49.29

28.86 24.85 43.50

45.87

36.67

The overall performance in the LET Elementary and Secondary Level for SY 2011 2012 & 2013 is summarized in Table 1a In the elementary level April and Sept 2011 exam the mean overall passing rate is 21 05% which is slightly higher than the mean national passing rate of 19 24% For March and Sept 2012 exam the mean overall passing rate is 36 66% which is lower than the mean national passing rate of 45 87% For the March and Sept 2013 exam the mean overall passing rate is 36 66% which is a little bit higher than the national passing rate of 29 48% In the secondary level April and Sept 2011 exam the mean overall passing rate is 47 72% which is higher than the mean national passing rate of 28 86% For March and Sept 2012 exam the mean overall passing rate is 48 33% which is slightly higher than the mean national passing rate of 34 17% For the March and Sept 2013 exam the mean overall passing rate is 33 33% which is a little bit lower than the mean national passing rate of 39 68% It can be noted in the summary table that there is 0% passing rates for April 2011 March 2012 and March 2013 takers and generally very few takers for these exam periods It could be due to less preparation of the examinees because they have just graduated from their respective programs On the other hand Sept 2011 2012 and 2013 examinees performed better because they have enough time to prepare and review Furthermore it can be observed in the summary table that the overall LET performance of the elementary level is better than the secondary level for the 3-year period Table 2. 1. 1: Gender of Elementary and Secondary LET Takers for SY 2011 2012 & 2013 April 2011

Sept 2011

March 2012

Sept 2012

March 2013

Sept 2013

0 2

3 16

no takers no takers

0 15

0 2

2 13

0 2

2 9

1 1

3...