A COMPARATIVE STUDY ON THE MOCK-LET PERFORMANCE

OF THE 2022 GRADUATES

An Action Research Paper Presented to the Faculty of the College of Education, Arts and
Sciences

University of Southern Philippines Foundation

Salinas Drive, Lahug, Cebu City

In Partial Fulfillment of the Requirements for the Degree of

Bachelor of Arts in English Language
Bachelor of Elementary Education

PRACTICUM

Diaz, Aubrey Jenne

Diamante, Nerian B.

Paradero, Jielyn I.

July 2022
 CHAPTER I

The Problem and Its Setting

Academic institutions are constantly concerned in a dynamic society with employing

competent teachers and instructors who can provide quality educational output. The need is met

by Teacher Education Institutions, which produce teachers capable of dealing with the challenges

of changing times. As a result, Teacher Education Institutions stay current on changes to ensure

that their programs meet the needs and concerns of educational institutions (Rabanal, 2016).

In the academic life of a teacher education, board examinations are used. Program to

evaluate graduates' skills and competencies in all subject areas, as well as how much they have

gained during their college careers Teachers held a high standard in this technologically advanced

twenty-first century world. As a result, colleges and universities must examine their teacher

education programs to determine whether changes are required to better prepare teachers for the

demands of 21st-century classrooms (Diamond, Reitzes, & Grob, 2010).

Educator licensing is intended to improve the quality of the teaching profession and to

keep, monitor, and upgrade that quality throughout their careers (USAID Teacher Education

Project, 2013). Professional regulatory offices in various countries around the world conduct

practitioner licensure examinations. For graduates of a controlled profession, passing the licensing

exam is a requirement for registration. Graduates who fail the licensure exam will be unable to

legally practice their trade (Refugio, 2017).

Robi (2017), investigated the performance of graduates in Ethiopia. The professional

licensing exam for teachers. According to the findings, college graduates with a higher cumulative

grade point average, which measures academic performance, also have higher professional
licensing exam results. In Ghana, Amenkwaa, Agyemang-Dankwah, and Bwateng (2015)

discovered that a student's academic performance could be a good predictor of their performance

on the licensure exam. Education graduates in the Philippines must pass the Board Licensure

Examination for Professional Teachers (BLEPT). BLEPT is one of the Philippines' most important

educational reforms. This was imposed by the Professional Regulation Commission (PRC) in

accordance with Republic Act 7836, also known as the Teacher Professionalization Act. Teachers

can be certified under the PRC under the "Professionalization Act for Teachers," which aims to

raise the standard of teaching and put it on par with other professions (Refugio, 2017). One of the

highlighted standards for teachers is passing the Licensure Examination for Teachers (LET). RA

7836 requires teacher education graduates to be qualified as professional teachers. This

standardized test is not only required for teaching, but it also ensures that primary school teachers

have the necessary competence and professional accountability (Amanonce and Maramag, 2020).

As an outcome, teacher education institutions (TEls) in the Philippines establish their

educational quality brand through the performance of their graduates on the LET (Gerundio and

Balatas, 2014). The LET is also an important criterion used by the Commission on Higher

Education (CHED) in granting TEls' curricular programs Center of Development (COD) and

Center of Excellence (COE) status (CHED, 2015). Furthermore, both local and international

accrediting bodies regard the institution's licensure examination performance as a key performance

indicator for quality assurance.

Despite these efforts by TEls, the Philippine Business for Education (PBEd), a non-

governmental organization that has been conducting research on LET performance of TEls across

the country since 2009, has found a dismal result. The average pass rate for teacher education

graduates has been 31% since 2009. PBEd also discovered that at least half of TEls score lower
than the national average passing rate. Telecommunications companies with a five-year track

record of poor performance were advised to close their doors their education programs for teachers

(Mateo, 2017).
Review of Literature and Studies

This section contains a review of the literature and studies on the Comparative Study of

MOCK-LET Performance of the 2022 Graduates.

Licensure Examination for Teachers (LET) is the assessment required of all applicants for

professional teacher registration under RA 7836. It is given twice a year at locations and times

determined by the Board of Professional Teachers. As one of the factors influencing the quality of

teachers and teaching in the country, a passing average performance in the LET is one of the

outcome indicators under the curriculum and instruction parameter of the new OBQA instrument

of AACCUP evaluation. Similarly, LET performance has been identified as one of the output

indicators in the Normative Financing Scheme in determining financial allocations to State

Universities and Colleges. Since 2005, normative funding has referred to the implementation of a

set of objectives, criteria, and norms designed to promote and reward quality instruction, research,

and extension services, as well as financial prudence and responsibility (DBM-CHED, 2004).

According to the most recent CHED statistics, there were 119,091 BEEd examinees in 2016. Only

35,395 people, or 29.72 percent, passed the LET for elementary school. In contrast, out of 144,588

BSEd examinees in the same year, only 49,966 (or 34.56 percent) passed the secondary level board

exam (CHED, 2017).

The Philippine government passed RA 7836, also known as the Teacher

Professionalization Act of 1994, in recognition of the critical role of teachers in nation building.

The purpose of the act is to encourage teacher development and professionalization, as well as to

supervise and regulate LET administered by the Philippine Regulatory Commission (PRC). The

PPST outlines the required skills and competencies of quality teachers, enabling them to cope with

the emerging global frameworks. The PPST basically aims to: 1) set the clear expectations of
teachers along well-defined career stages of professional development from beginning to

distinguished practice; 2) engage teachers to actively embrace a continuing effort in attaining

proficiency; and 3) apply a uniform measure to assess teacher performance, identify needs, and

provide support for professional development. (Briones, 2018) pointed out that the PPST will be

the basis for all learning and development programs for teachers to ensure that they are properly

equipped to effectively implement the K to 12.

Philippine Regulatory Commission (PRC) regulates and issues valid professional licenses

to education graduates who have passed the Licensure Examination for Teachers (PRC, 2000).

The Commission on Higher Education (CHED) monitors the performance of Teacher Education

Institutions (TEIs) as a partner agency to ensure competency and quality of instruction in the

Philippines. In response to CHED's mandate for quality education, academia must ensure the

effectiveness of their educational programs by analyzing board performance and the

determinants/predictors of success in the Licensure Examination for Teachers. It is worth noting

that most of the related studies mentioned above are aimed at this goal.

The Philippine Business for Education (PBED) carried out a study on the LET

Performances of Teacher Education Institutions in the Philippines from October 2009 to

September 2013. The findings revealed that the National Passing Rate for Elementary and

Secondary LET was 52 % and 56 %, respectively. Furthermore, 601 TEIs for elementary LET and

796 TEIs for secondary LET performed below their respective national passing rates, whereas 107

TEIs for elementary LET and 151 TEIs for secondary LET had at least 75% of their students pass

LET. The study also identified PNU Manila as the top performing TEI in Category A (with at least

1,000 takers), UP Diliman in Category B (500-999 takers), and DLSU in Category C. (250-499
takers). Furthermore, it was suggested that TEI programs that had consistently performed poorly

for the previous five years be closed.

Several studies have already been conducted in various TEIs across the country to improve

board exam performance. Quiambao, Baking, Buenviaje, Nuqui, and Cruz (2015), discovered that

teachers' educational attainment and length of service, quality of library and laboratory facilities,

students' intelligence quotient (IQ), and grade point average (GPA) were all very significant

predictors of LET passing; thus, these factors should be considered when developing policies to

improve LET performance.

Another study conducted at four state universities in Region I discovered that gender, high

school average grade, college entrance score, attendance to review class, and academic

performance were significant predictors of BSEd Science graduates passing the board exam

(Ferrer, Buted & Ferrer, 2015). Hena, Ballado, Dalucapas, Ubane, and Basierto (2014) discovered

that college Grade Point Average (GPA), Otis-Lennon School Ability Test (OLSAT) rating, and

English placement test passing all had a significant effect on LET performance at the University

of Northern Philippines.

Faltado's Three-Tiered Theory of LET Performance Enhancement, published in 2013,

asserts that performance in LET is predicted by three factors: admission and retention policy,

curriculum and instruction, and faculty competence. Cortez, Alipante, and Lajato (2017),

concentrated on the graduates' cognitive, emotional, and physical characteristics. Their research

found that the cognitive and emotional domains were significant predictors of LET passing; thus,

education graduates should consider their average grades and test anxiety before taking the board

exam.
 Figuerrez (2013), examined the LET Performance at the University of the Northern

Philippines. Her findings revealed that there were more examinees who received higher scores

than those who received lower scores, resulting in a negatively skewed distribution of LET scores

in general education, professional education, and specialization courses. Furthermore, the

examinees' scores had platykurtic distributions with extreme values. In the case of BEEd,

institutional passing rates were consistently higher than national passing rates, and specialization

is significantly related to LET performance. Furthermore, she stated that fresh graduates of teacher

education programs outperform those who took the LET at a later examination schedule.

The findings of Esmeralda and Espinosa (2015), in Carlos Hidalgo Memorial State College

revealed that the BEEd demonstrated greater confidence in academics, indicating the need to

improve the BSEd's academic preparations in general education and major subjects during pre-

service years. However, these findings contradicted the findings of Guanson and Marpa (2013) of

PNU, who claimed that graduates of secondary education perform better in the licensure

examination and LET takers struggle in the areas of professional education and major subjects.

Pachejo and Allaga (2013), discovered a linear relationship between overall LET ratings

and three academic courses such as general education, professional education courses, and

specialization in their study on academic predictors in LET performance of education graduates at

Rizal Technological University. Their findings were supported by a study conducted by Rabanal

in 2016 that examined the performance of BEEd graduates at the University of Northern

Philippines. Her research also revealed that academic achievements in general education,

professional education, and major courses were significantly related to the various test components

in the board examination. Garcia (2013) found a weak positive correlation between LET
performance and professional education courses, which differed slightly from the findings

mentioned above.

Corpuz et al. (2014), examined the LET performance of education graduates in TIP and

discovered that LET takers had the lowest score in their field of specialization, first-time takers

had a much higher passing percentage than repeaters, and the year or date of LET administration

had no bearing on the examinees' passing or failing.

Theoretical Background

The research is anchored on the Information Processing Theory by George Miller, who

claims that information is processed in stages. It also states that if the information is repeated and

linked to knowledge already in long-term memory, it will not fade from one's memory suddenly.

As a result, it would be kept (Hatague & Nabua 2019).

This is aided by Herman Ebbinghaus' Spaced Repetition Theory, which states that

information follows a forgetting curve when it is not used over time. However, forgetting can be

reset with repetition based on vigorous recall (Tabibian et al., 2019). According to Bruner (2001),

repetition of acquired information solidifies memory. Repetition can stimulate and improve

retention. If one is concerned about learning performance and retention, they should purposefully

incorporate repetitive interaction into courses and everyday teaching.

Conceptual Framework

This study aims to design an enhancement program to increase number of passers of the

College of Teacher Education, Arts and Sciences.

Figure 1 shows the flow of the research. The input will be the profile and MOCK-LET

Performance records of 2022 graduates in the College of Teacher Education, Arts, and Sciences

in the University of Southern Philippines Foundation. For the process, the researcher will collect

data for statistical treatment, analysis, and interpretation. The output of the research will be the

basis for designing the enhancement program.

 INPUT PROCESS OUTPUT

1.What is the profile of the

students in terms of:
1.1 Course; and
1.2 Specialization? Enhancement
2. What is the MOCK-LET Program
Data gathering
Performance of Bachelor of
Elementary Education Statistical Treatment
(BEED) students in:
(Simple Percentage, and
2.1 General Education T-test)
2.2 Professional Education
Analysis and
3.What is the MOCK-LET Interpretation of data
Performance of Bachelor of
Secondary Education
(BSED) students in:
3.1 General Education
3.2 Professional Education
4. Is there a significant
difference in MOCK-LET
Performance of the BEED
and BSED students in:
4.1 General Education
4.2 Professional Education

Figure 1. A Schematic Diagram of the Conceptual Framework of the Study

Statement of the Problem/Research Problem

This will examine the Comparative Study on the MOCK-LET Performance of the 2022

Graduates in University of Southern Philippines Foundation.

Specifically, this study seeks to answer the following questions.

1. What is the profile of the students in terms of:

1.1 Course; and

1.2 Specialization?

2. What is the MOCK-LET Performance of Bachelor of Elementary Education (BEED)

students in:

2.1 General Education

2.2 Professional Education

3. What is the MOCK-LET Performance of Bachelor of Secondary Education (BSED)

students in:

3.1 General Education

3.2 Professional Education

4. Is there a significant difference in MOCK-LET Performance of the BEED and BSED

students in:

4.1 General Education

4.2 Professional Education

5. Based on the findings what enhancement program can be proposed?

Significance of the Study

The outcomes of the study would help and benefit the following:

Dean - the data collected will provide the dean with information on the significant results of the

takers' 2020 PRC-LET performances.

Department of Teacher Education – The study’s findings could help the department prepare

and make sure that their students are ready and confident to take the licensure examination for

Teacher.

Teachers – the study results could serve as the basis to strengthen the teachers and teacher skills

and strategies in enhancing the academic performance level of the students in their general

education and professional education.

Teacher Education Students – the studies’ findings could help the students assess the level of

their academic performance before taking the licensure examination for Teacher.

Future Researchers – this study provides related data to the upcoming research about enhancing

the student level of performance in taking the licensure examination for Teachers.
Definition of Terms

To better understand the research conducted, here are the words defined to help understand

and clarify the work done in the study.

Comparative Study a study in which two (or more) curricular treatments were investigated over

a significant period (at least one semester, and more commonly an entire school year) and a

comparison of various curricular outcomes was examined using statistical tests was defined.

Licensure Examination for Teachers is a test of prospective teachers' overall knowledge and

proficiency in providing a credible structure.

LET Performance the result of the PRC – LET examination of the 2020 takers.

Professional Regulation Commission administers, implements, and enforces the country's

regulatory laws and policies governing the regulation and licensing of the various professions and

occupations under its jurisdiction, including the enhancement and maintenance of professional and

occupational standards and ethics, as well as the enforcement of related rules and regulations.

Bachelor of Elementary Education is a four-year program that provides academic and relevant

training for future elementary school teachers in grades 1–6 through general education,

professional education, and specialization courses.

Bachelor of Secondary Education is a four-year undergraduate program of the 2018 curriculum

designed to prepare future educators to teach at the secondary junior and/or senior high school

basic education level.

2022 Graduates the students in the College of Teacher Education, Arts, and Sciences.
 CHAPTER 2

Methodology

This study presents the research design, respondents, research locale, research instruments,

ethical consideration, data gathering, procedure, and statistical treatment.

Research Design

This study employed the descriptive correlational design of research to determine the

significant result of the 2022 graduates in the Department of Teacher Education of the University

of Southern Philippines Foundation between their MOCK-LET Performance. The findings of this

study served as the basis for the enhancement program.

Research Respondents

The respondents of this study were the 2022 Graduates of the Department of Teacher

Education, Arts, and Sciences of the University of Southern Philippines Foundation, Lahug

campus. There are total of 6 respondents, 3 students from the BSED and 3 students from BEED.

Research Locale

The study will be answered by the 2022 Graduates in the University of Southern

Philippines Foundation, Lahug campus.

Research Instrument

The study utilizes the data of the 2022 graduates of the Department of Teacher Education

in their MOCK– LET results. The researchers request these recorded data from the College of

Teacher Education, Arts, and Sciences.

Ethical Considerations

As this study utilized the record on the file of the 2022 graduates of the College of Teacher

Education, Arts and Sciences in their MOCK – LET Performance, specific issues are addressed

ensuring the data privacy of both the department and the respondents. Among the issues that were

considered include consent, confidentiality, and data protection.

Before getting the data from the College of Teacher Education, the researchers sent a letter

of consent to the dean of the College of Teacher Education, Arts, and Sciences to access the MOCK

– LET results of 2022 Teacher Education graduates. The researchers included in their letter of

consent the assurance that the data collected will be strictly confidential and will only be used for

the study.
Data Gathering Procedure

The researchers sent a letter of permission to the Dean of the College of Teacher Education,

Arts and Sciences requesting the approval to utilize the MOCK- LET performance record of 2022

graduates of the Department of the Teacher Education. After the request has been approved, the

researcher collaborated with the administrative assistant in collecting the data from the Department

of Teacher Education office. The data provided was under a code name to protect the privacy of

the respondents. The data collected was then tabulated for statistical treatment and interpretation

of results. After the data was tabulated, relevant conclusions and recommendations were made.

Statistical Treatment

The data collected will be subjected to statistical treatment with the help of the researchers’

statistician. The treatments that will be used are:

1. Simple percentage and

2. T-test.