International Journal for Multidisciplinary Research (IJFMR)

E-ISSN: 2582-2160 ● Website: www.ijfmr.com ● Email: editor@ijfmr.com

Factors Affecting the Performance of a Higher

Education Institution in the Licensure
Examination for Teachers
Melry Joy L. Cabahug

Student, Graduate School of Education, Cebu Roosevelt Memorial Colleges

Abstract
Licensure Examination for Teachers (LET) is of utmost importance since it not only enhances and
develops the professional aspects of teacher education students but also serves as a key metric for gauging
the overall quality of education and the system as a whole. It has been the ultimate focus of tertiary education
institutions in the Philippines to meet the present demand of local and global parties and communities. As a
result, a variety of tactics are used to raise the prospect's chance of happening. This study aims to determine
the factors affecting the performance of Cebu Roosevelt Memorial Colleges in the Licensure Examination for
Teachers for the past two LET years 2019-2021. This study utilized the descriptive - predictive method of
research with the aid of binary logistic regression analysis and the use of secondary data and an adopted
questionnaire to determine the respondents’ profile, personal accountability factors, and graduates’ outcome
indicator in the Licensure Examination for Teachers. Results show that majority of the respondents were
females, 22 to 26 years old with BSED as their field of specification. It was found out that majority of the
respondents passed the Licensure examination. Moreover, the study showed that the respondents’ gender has
no significant relationship to the personal accountability factors in terms of cognitive, emotional, and physical.
It also revealed a no significant relationship to the fields of specialization among the respondents in terms of
cognitive, emotional, and physical. This study concluded that the profile of the respondents and their personal
accountability in terms of cognitive (GPA), emotional (Test anxiety), and physical (BMI) factors were
statistically insignificant in predicting the probability of passing the LET. Consequently, the disparity and
diversity of the personal accountability factors present an opportunity to improve the passing rate of the
graduates since more and varied factors were surfaced and seen in a new light. This aspired administrators,
deans, and teachers to take into account the other potential factors that may affect the board examination
performance and enables the institution to predict and act upon the aspects that need to be improved in order
to ensure a one hundred percent passing rate in the board examination.

Keywords: Licensure Examination for Teachers (LET), Binary Logistic Regression Analysis, Average
Grade, Test Anxiety, Body Mass Index

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Chapter 1
THE PROBLEM
Introduction
The licensure exam symbolizes professionalism that the government and the general public
acknowledge as leading the bar of excellence, conduct standards, and selection criteria (Cortez et al., 2017).
All applicants for registration as professional teachers must pass the Teachers’ Licensure Examination (LET),
which is required by Republic Act 7836, also referred to as the “Philippine Teachers Professionalization Act
of 1994.” Examinees must pass the exam that comprises general education (40%) and professional education
(60%) at the elementary level. The test covers general education (20%), professional education (40%), and
specialization (40%) at the secondary level. It verifies a person's abilities and allows graduates to practice
teaching. The Board of Professional Teachers determines the locations and dates for it once a year (Attorneys
of the Philippines, 2017). Passing the LET does describe the graduate's preparation. Passing the exam with a
75% passing rate could indicate that the graduate has the bare minimum of skills or that they are intellectually
capable and well-motivated.
Are the best Teacher Education Schools suffering from a lack of educational quality? According to
the Commission on Higher Education, teacher education ranks last in terms of passing licensure exams. From
2019 through 2021, it has regularly shown a highly alarming passing rate below the national standard. In
September 2019, it only passed 31.34 percent of elementary teachers and 39.68 percent of secondary teachers.
The passing percentage for elementary teachers was 27.28 percent in March 2019 and for secondary teachers
was 25.95 percent. The passing rate for elementary teachers was 55.96 percent and for secondary teachers
was 57.76 percent in the recently completed September 2021 examination.
Similarly, Baylan discovered that many TEIs struggled to achieve a 60% national passing level from
2008 to 2017 after studying the trajectory of LET performance of prominent TEIs throughout different areas
in the Philippines. Nool and Ladia also revealed that 110 TEIs in Central Luzon had poor LET performance
from 2009 to 2016. These figures show that TEI graduates lack the essential pedagogical conceptions and
skills to pass the BLEPT. The poor passing percentage of teacher education provides a grim picture of the
Philippines' quality of teacher education programs. A much-needed posture toward TEIs is required to ensure
that the national government's investment is not wasted.
While instructors and universities play an essential role in consolidating potential teachers' pedagogic
theories and skills, the importance of quality assurance procedures cannot be overstated. This is why
governmental regulatory bodies such as the Commission on Higher Education (CHED) and the Accrediting
Agency of Chartered Colleges and Universities in the Philippines (AACCUP) keep a close eye on state-run
tertiary schools. Apart from regulating and supervising, these government bodies encourage HEIs to apply
for voluntary accreditation, which has several advantages for the institution. However, there is a lack of
research on TEI performance in licensure exams that involves longitudinal investigation. Similarly, Cortez et
al. (2017) discovered that as students, graduates received an average of 87.33 percent but fared poorly in the
LET.
Moreover, according to Faltado (2014), the type of school one attends has no bearing on their ability
to pass the Teachers’ Licensure Examination. Another consideration for graduates is their test anxiety, which
negatively influences exam results (Cortez et al., 2017). Furthermore, BMI has been shown to influence

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academic achievement. Tabriz et al. (2015) study revealed that having a higher BMI is linked to a lower IQ
score. Nonetheless, no more research constructs a model for forecasting the likelihood of passing the LET
using the previously indicated parameters, namely average grade, test anxiety, and BMI.
A demonstrable inability to produce graduates with a good education who can pass the LET exists
(Cortez et al., 2017). The fact that graduates had excellent grades in school but low scores on the LET is
disturbing. The fundamental cause for this is variances in the graduates' ability to absorb and acquire
knowledge, which significantly impacts their ability to pass the licensure exam (Aquino & Balilla, 2015).
This type of test necessitates proper cognitive, emotional, and physical preparedness. As a result, this study
considered the LET-takers' mental, emotional, and physical states while forecasting their odds of passing the
exam. Several factors that influence licensing exam performance have already been investigated. However,
this study's researcher would want to research the application of binary logistic regression in examining
aspects such as education graduates' cognitive, emotional, and physical states that might best predict Cebu
Roosevelt Memorial Colleges graduates' success in the Teachers’ Licensure Examination.

Theoretical Framework
This study employs Wiener's Attribution Theory (Weiner, 1974) and Cronbach and Snow's Aptitude
Treatment Interaction Theory (Cronbach & Snow, 1989).
The attribution theory describes people's perceptions of their or others' efforts' success or failure
(Thoron & Bunch 2018). It is regarded as one of the most significant contemporary theories with academic
motivation implications. Because it stresses that students are primarily driven by the satisfying result of
feeling well about themselves, this concept integrates behavior modification. Self-efficacy and cognitive
theories are also included, highlighting the importance of learners' present self-perceptions in determining
how they view the achievement or failure of their current activities. As a result, they are likely to repeat the
same actions in the future.
Learners usually assess their success or failure in three ways: 1) internal or external, 2) stable or
unstable, and 3) controllable or uncontrollable.
When assessing attributions of a person, one must consider the individual's effect on the outcome, if
the locus of control is internal or external. The person’s locus of control, as defined by Rotter (1966) and
mentioned by Thoron & Bunch (2018), is the impact of a person on the attainment of a goal. A person’s locus
of control, according to Rotter, may be influenced from both the outside and the inside. An external locus of
control describes an unrelated outcome to the learner's actions. An internal locus of control occurs when a
result is strongly linked to the learner's actions. Internal locus of control learners believes they have control
over their future. A learner who relates success and failure to external events has an external locus of control.
Thoron and Bunch (2018) stated that competence, task difficulty, effort, and chance are the most prevalent
causal elements that lead to a learner's success or failure, in addition to an individual's internal or external
locus of control. The causal aspects of competence, task difficulty, effort, and chance may have various effects
on the result of an individual's conduct depending on the instructional environment. People with an internal
locus of control attribute their achievement and failure more frequently to their competence and effort. In
contrast, those with an external locus of control attribute their achievement and failure to task difficulty and

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chance more regularly. Consequently, a person's locus of control (external or internal) plays an essential role
in determining success in the classroom.
The stability of the cause of an outcome is examined in this study (Thoron & Bunch, 2018). According
to Heider and Rotter, each contributing element exhibits consistent stability throughout time. Resilience refers
to the consistency of the link between the causative factor and behavior outcome. The long-term relationship
between the causal part and the behavior is regarded as necessary for competence, and task difficulty is
dependent on it. The two causative elements differ in that competence is believed to be regulated inside,
whereas task difficulty is managed outside. Further, it is assumed that effort and chance are more unsteady,
which means that the intensity of the causal factor-behavior relationship varies depending on the actual action.
A possibility is considered to be controlled outside, whereas effort is contained inside.
The ability of an individual to influence the result of behavior is referred to as controllable or
uncontrollable behaviors (Thoron & Bunch 2018). Weiner claimed that an individual's behavior could be
controlled or uncontrolled. When a behavior is controlled, the individual influences the task or behavior's
result. Still, when behavior is rampant, the individual has little to no control over the task or behavior's end.
The locus of power and the stability of an individual's behavior affect the behavior's controllability.
According to attribution theory, the justifications that individuals manage to construct in explaining
success or failure can be studied in terms of three different types of features (Ong & Palompon, 2012):
1. Success or failure might be caused by internal or external factors. That is, professionals may be successful
or unsuccessful due to the circumstances that emanate inside themselves or within their environment.
2. Success or failure might be due to a stable or unstable reason. There is a common cause; the result will
undoubtedly be identical if the same action is observed again. There is a dangerous cause if the impact is
almost certainly disparate in another instance.
3. Success or failure has its source on the controllable or uncontrollable.
The controllable elements are those that can be changed if necessary. Uncontrollable factors are those
that are difficult to change. The primary assumption of attribution theory is that people’s interpretation of
their environment is a means of retaining a favorable self-concept. This means that the credit for their
achievements and failures is attributed to the things that make them feel as pleasant as feasible about
themselves. Generally, this implies that when students achieve academic success in an activity, they will want
to credit their achievement to their skills or endeavors; yet, when they fall short, they'll be looking to some
variables beyond their control to blame for their failures, such as poor teaching or bad luck. As it relates to
motivation, the core tenet of attribution theory is that the own judgment of a person and the attributions for
success or failure impact the level of endeavor that the individual puts forth in the future on that activity.
Students' examination results can be attributable to a variety of things.
The theory lays out a way for examining and comprehending motivation and achievement in academia,
which is relevant to the current research. The proponent of the concept detailed the procedures by which
learners form causal beliefs (Weiner, 2012). The model's primary premise is that learners are influenced by
both environmental (features of the student's home or educational setting) and personal elements (prior
knowledge and experience). The criteria, as mentioned earlier, influence the several kinds of ideas or
attributions that students might establish.

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Similarly, (Ellis, 2015) claims that students’ interpretations of their previous failures affect how they
view their forthcoming performances. If students feel their learning failure is attributable to internal
difficulties rather than external elements beyond their control, they will be more driven to change their
practices. Individuals can analyze life's occurrences logically and systematically investigate their social
domains, demonstrating that they can grasp and identify significant life events (Miñoza, 2016), such as board
exam preparation.
However, some instructional approaches (treatments) are approximately efficient for specific persons
or groups depending simply on their unique talents, according to the theory Aptitude-Treatment Interaction
(ATI). According to ATI, best learning occurs when teaching instructions align precisely with the student's
ability. Weiner's Attribution Theory explains how to identify the factors influencing board test results.
Furthermore, after these causal components have been discovered and a causative model has been developed,
Cronbach and Snow's Aptitude Treatment Interaction (ATI) theory will help create a review program that will
guarantee accomplishment and the most significant possible board test outcomes.
The study's concept is based on the idea that a student's success or failure on exams, specifically on
boards or licensing exams, is heavily influenced by numerous variables as recognized by the examiners,
reviewers, and the successful passers of the exam.
The study examined the possibility of employing the related status of the LET takers, such as cognitive
as measured by their Grade Point Average (X1), emotional as measured by test anxiety (X2), and physical
status as measured by BMI (X3), as factors in predicting LET passing rates. The study's theoretical
considerations were based on the following: the students' preservice education knowledge was closely
connected to their board performance, and test anxiety can disrupt study patterns, making it harder for students
to learn and recall what they need to know for the exam (Ong et al., 2012), and the belief that people of
average weight would perform better academically than those who were overweight (Atare & Nkangude,
2014).

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Figure 1. Schematic Diagram of the Theoretical Framework of the study.

The study's schematic diagram is shown in Figure 1. The student's cognitive, emotional, and physical
status are the explanatory factors. The LET result, whether passed or failed, is the response variable.

Statement of Problem
This study aimed to determine what factors influenced Cebu Roosevelt Memorial Colleges'
performance in the Licensure Examination for Teachers in the years 2019-2021. The findings were used to
develop a recommended action plan.
Specifically, it sought to answer the following research questions:
1. What is the profile of the respondents in terms of:
1.1 age;
1.2 gender; and
1.3 field of specialization?

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2. What is the level of personal accountability factors of the respondents in taking the Licensure Examination
for teachers in terms of:
2.1 cognitive;
2.2 emotional; and
2.3 physical?
3. What is the frequency of passers and flunkers in the Licensure Examination for Teachers?
4. Is there a significant difference between the profile of the respondents and their accountability factors?
5. Do personal accountability factors significantly predict respondents' performance in the Licensure
Examination for Teachers?
6. Based on the result, what action plan can be proposed?

Statement of Null Hypotheses

Ho1: There is no significant difference between the respondents' profile and personal accountability
factors.
Ho2: Personal accountability factors significantly predict respondents' performance in the Licensure
Examination for Teachers.

Significance of the Study

The study on the factors affecting a Higher Education Institution’s performance in the Licensure
Examination for Teachers would benefit the following group or individuals:
Administrators. Understanding the factors that influence teacher performance on the Licensure Examination
can help administrators address critical areas of concern in the education program. As the institution's primary
individual, they are responsible for designing and updating policies and procedures that are governed by the
standards set by the accrediting organization to which it belongs.
School. The efficacy of a school is frequently linked to the level of education it gives its students. The passing
score on the board examination is one of the indicators of an institution's excellence. The school should
consider more comprehensive training and upgrading that focuses on the indicated preparations and
contributory traits to create a common foundation for future graduates' effective performance on the board
test.
Teachers. Teachers have an essential part in an institution's overall performance. This will make them aware
of their roles and responsibilities to the College and their students as primary implementers of programs that
promote student learning outcomes that are responsive to community needs. It will motivate them to enhance
their skills to fulfill the school's high standards for an excellent education.
Students. Because students are the direct beneficiaries of the educational system, they will profit the most.
Having a "quality institution" with a range of programs will equip students to pass the board test, contribute
actively to national growth, and compete worldwide in education.
Researcher. The researcher in this study will be able to investigate how personal accountability, such as
cognitive, emotional, and physical status, impacts the LET takers' possibility of passing the exam. The
researcher's goal as a teacher is to contribute to the institution's overall effectiveness. This might be regarded

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as a satisfying assignment for the researcher because the real work of teaching will extend to delivering
various programs that will assist the LET takers in enhancing their attributes.
Future researchers. This research can be a springboard for future research by other academics interested in
the same topic. It might also aid future researchers in answering issues about personal responsibility variables
and educational outcome indicators and how they impact higher education institution performance.

Definition of Terms
According to Cresswell (2013), terms are operationally defined to comprehend their meaning entirely.
The concepts described operationally concerning understanding the theoretical framework and the importance
of the study are as follows.
Outcome Indicators refer to the distinct, observable, and measurable trait or change that will indicate
program completion. These contain results from the Teacher Licensure Examination, whether passed or
failed.
Personal Accountability Factors refers to the cognitive, emotional, and physical state of education graduates
that can best predict their success on the Licensure Examination for Teachers. It is used to forecast critical
life outcomes like schooling.
Profile of the Respondents is described as creating a shape of a person. This study relates to age, gender,
educational attainment, and professional training. This is done to identify the demographic data points of
respondents and to see if they meet all of the research's requirements, confirming their eligibility.
Proposed Intervention refers to a systematic set of actions to solve recognized issues, concerns, and
obstacles while achieving specific objectives. A problem is summarized, and a remedy is recommended in an
organizational development intervention proposal. It is required to develop essential components of school
intervention and adapt to the study's setting.

Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
Introduction
This study aimed to determine the factors affecting the performance of Cebu Roosevelt Memorial
Colleges in the Licensure Examination for Teachers. All associated international and local ideas, concepts,
and principles that assist the inquiry were reflected in the primary topics provided in this book. The
conclusions of this study help school administrators, supervisors, instructors, students, and researchers. This
chapter aids in gaining a clearer perspective on the issue under inquiry and familiarizing facts pertinent to the
current study, allowing for a systematic and collective picture of education students' learning environments.
The literature review begins with a discussion of the history of the Licensure Examination for
Teachers, followed by the importance of the Licensure Examination. Presented also are the literature reviews
of factors affecting the performance of Licensure Examination for Teachers, namely, cognitive, emotional,
physical, and educational. The study concludes with a discussion of the preparations of LET Topnotchers.
The ability of an institution to develop great professionals is the cornerstone of providing quality
education. The primary goal of teacher education is to prepare internationally competitive teachers who are
both competent and capable of permeating Philippine principles, ambitions, and traditions while also being

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adequately prepared with pedagogical knowledge and abilities. One of the most significant successes in one's
career is passing the Professional Regulation Commission (PRC) license exams. After passing the exam,
Teacher Education Institutions (TEI) graduates can pursue a teaching profession and enjoy the benefits of
becoming a teacher in schools. This test demonstrates the graduates' development, knowledge, qualifications,
and abilities in a particular field.

History of Licensure Examination for Teachers

It is a reality that all those who wish to pursue teaching as a vocation must get through the Licensure
Examination for Teachers, or LET. Yet, few people genuinely understand the LET, its aim, and its relevance
in the educational reform of the Philippines. On December 16, 1994, Republic Act 7836, also known as the
"Philippine Teachers Professionalization Act of 1994," was passed in the Philippines, putting LET into effect.
The law's passage did not imply that Filipino instructors were "unprofessional." It is a way of strengthening
and improving not only instructors but also quality education and its educational system. If teachers improved,
students would automatically come after the development of those who guide them (Velasco, 2013).
Before the Republic Act 7836, the National Board for Teachers (NBT) governed and controlled
education in the Philippines. Despite all attempts in 1994, it took almost two years after R.A. 7836 was
approved before the first LET test was given. In August 1996, the Board for Professional Teachers (BPT) and
the Professional Regulation Commission (PRC) jointly administered the inaugural LET test, totaling 97,560
participants. The examination for secondary teachers has three parts: general education, professional
education, and field of specialty, whereas, for elementary teachers, it has only two elements: general education
and professional education. English, Math, Filipino, Science, and Social Studies are examples of fundamental
subjects in general education. Curriculum Development, Early Childhood and Adolescent Development and
Education, Facilitating Learning, Teaching Profession, Principles of Teaching, Methods, and Strategies are
professional education subjects. Finally, the term "field of specialty" describes the subjects that secondary
teachers are required to instruct, such as Filipino, Social Studies, English, Mathematics, Biology, Chemistry,
Music, Art, Physical Education, and Health (MAPEH). Currently, there are 150 items in each of the three test
sections—150 for general education, 150 for professional education, and 150 for the field of specialty—and
each portion takes around three hours to complete (Velasco, 2013).

Importance of Licensure Examination

Licensure is necessary for any profession, such as law, medicine, or teaching, and it is the mark of a
professional (Aquino and Balilla, 2015). Many works have licensing systems to select people for their fields
and prohibit inept people from practicing. Licensure is a crucial component in ensuring the quality of the
teaching workforce. It offers a baseline for determining who has the necessary degree of competency to begin
practicing and who does not (Acosta and Acosta, 2016). It is one of the essential factors in the Philippines'
economic and social development, as instructors are the ones in charge of the students' development (Visco,
2015). As a result, the government has a role in regulating the prominence of the teaching profession by
requiring aspiring teachers to complete a licensing exam before entering the field (Pachejo & Allaga, 2013).
The Philippine Teachers Professionalization Act of 1994, commonly known as Republic Act 7836,
requires all primary education school teachers to get a teaching license. It tests knowledge of fundamental

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abilities, subject matter, and teaching methods (Acosta and Acosta, 2016). As a result, it is significantly more
critical for credentialed teachers' teaching skills to be acknowledged across the country because they have
met the profession's highest standards rather than simply obtaining a license to comply with its mandate
(National Board for Professional Teaching Standards, 2015).
The Teacher Licensure Examination ensures college instructors' readiness to adopt the improved
primary education curriculum and its projected impact (Acosta and Acosta, 2016). It is one of the variables
influencing the country's teacher and teaching quality; consequently, the current curriculum and instruction
standards result criterion is an average passing score in the LET. The purpose of the licensure exam results is
to distinguish between those qualified to enter the teaching profession based on the abilities and competencies
measured by the exam and those not. This is great since it restricts teachers' supply to only qualified ones.
According to a study by Bagadion and Tullao (2018), licensure examinations ensure educational quality,
encourage teacher professionalism, and improve student results.
Furthermore, teacher education students value it as part of their professional growth. It provides a
competitive edge over non-LET passers in addition to recognition and distinction (Aquino and Balilla, 2015).
As a result, a teacher-licensing scheme may and should provide the profession with a more significant identity
than the sum of its parts (Cordingley, 2014).
Most countries require instructors to complete a mandatory license exam before being regarded as
"highly qualified" and eligible for work as teachers, as well as being given the title of "professional teacher"
(Aquino and Balilla, 2015). Employers, clients, governments, and the general public all appreciate it as a mark
of dedication, skill, and quality (Kent, 2015). Similarly, the teacher licensing process in the United Kingdom
requires evidence of more extensive reading and research-informed practice; it should value the holistic
contribution that teachers make to the lives of children; it should provide an opportunity for teachers to begin
shaping and monitoring their professional standards; and it should be a source of professional pride for
teachers (Kidd, 2014). Furthermore, teachers are regarded as the most valuable resource in Australian schools.
Although foreign teachers are permitted to teach, they must meet specific educational and professional
standards. One is a teaching license in the country where teachers received their teaching credentials
(Education Services Australia, 2012). Similarly, the Philippines is one country that needs teachers to pass a
licensure exam. Republic Act 7836 increases the control and supervision of teaching in the Philippines and
requires a teacher licensure examination, among other things (Aquino and Balilla, 2015).
It takes a lot of time and effort to pass the teacher licensing exam or the LET, students' strong
performance, if not a 100% passing rate, is the ultimate goal of every Teacher Education Institution (TEI). As
a result, it necessitates thorough preparations for what the school can supply and the examinees' “personal
accountability” (Pachejo & Allaga, 2013).

Cognitive Factor in the Performance of Licensure Examination

Teachers have long sought out students' achievement performance once they attend college or
university because failing students waste personal and social time and the educational institution's resources
(Pregoner, 2020). Academic achievement, often known as academic success, refers to an individual's specific
achievement or outcome during their educational journey. A person's actual performance in meeting a
particular goal in their educational quest receives recognition and honor from the accomplished area (York,

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Gibson, & Rankin, 2015). "Academic accomplishment is significant in developing the greatest quality
graduates who will become excellent leaders and personnel for the country," according to an article referenced
by Mushtaq & Khan (2012).
Academic achievement has posed a significant challenge to educators. Intellectual accomplishment
becomes a means through which a country is known worldwide or becomes a stressor for educational
institutions seeking to better their academic prestige (Geronimo, 2014). Academic achievement resulted in a
greater probability of teacher licensure exam scores (Apare et al., 2018). As evidence, a study conducted by
Filipino researchers discovered that student’s achievement in academics such as General Education (English,
Mathematics, Filipino, Science, and Social Studies), Professional Education (English, Mathematics, Filipino,
Science, and Social Studies) and Specialization (English, Mathematics, Filipino, Science, Social Studies, and
Computer Education) functions as a reliable indicator of performance on board examinations (Pachejo and
Allaga, 2013).
The LET performance of teacher education graduates is strongly linked to their academic
accomplishment. The outcome suggests that a student's academic achievement encapsulates his degree of
board test preparedness. His five-year college experience, as quantified by his grade point average, is one of
the best predictors of his board exam performance. This demonstrates that students who want to pass the
board test should focus on their academic needs rather than extracurricular activities (Ong & Palompon,
2012). Overall, there was a good and robust link between the graduates' grade weighted average in college
and their performance on the licensure examination (Maramag & Amanonce, 2020). The greater the grade
point average (GPA), the better the predicted LET result (Faltado, 2014).

Emotional Factor in the Performance of Licensure Examination

Fear activates the amygdala, a brain area that keeps the body active and alive by shutting down higher-
order cognitive abilities, long-term memory, and our ability to accomplish a job. Students in this circumstance
learn the answers after the test, but not while taking it. Fearing an examination before or during it is natural
and might sometimes improve a student's performance. A student is unlikely to put out sufficient effort in
preparation or be sufficiently motivated when taking the exam if there is no encouragement or fear of failing.
As a result, he may not be able to reach his full potential. Thus, their nervousness about the test may interrupt
their preparation and produce enough anxiety during the trial to compromise performance (Pregoner, 2020).
Anxiety is a typical occurrence that contributes to poor academic performance among students
worldwide. An average amount of anxiety is vital in keeping individuals diligent and accountable for what
they have to achieve. It is an undeniable reality in human existence that influences an individual's
accomplishment in different scenarios (Dawood, 2016).
In recent years, one of the most extensive research fields has been tested anxiety and its many
manifestations. It is a type of anxiousness that shows out most dramatically during exams. Test anxiety has
been recognized as a two-factor construct consisting of the cognitive (commonly referred to as "worry") and
emotional (or affective) elements. The most prevalent explanation for the link between the two factors implies
that the cognitive component directly affects the students' test performance. In contrast, although connected
indirectly, the emotional element affects test performance (Dawood, 2016).

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The person may feel depressed because their behaviors are closely watched to be judged. This might
result in low self-esteem or poor academic achievement (Dawood, 2016). Introducing new information,
responsibilities, concepts, and attitudes can lead to anxiety and discontent. University students face difficulties
adapting to a unique setting that could alter daily routines and lifelong behaviors. To succeed at the best level
academically, there is also a considerable challenge and desire for success, which can negatively impact
student performance and cause tension, despair, and worry (Shamsuddin & Fadzil, 2013). Undergraduate
students are more likely to experience anxiety during examinations. Anxiety problems are becoming more
prevalent among students. Recent studies on stress and related subjects show that anxiety disorders are
common in American society. One of these fields is test anxiety. This type of worry usually harms students'
ability to take tests.
Additionally, their capacity to demonstrate mastery of the information in the course being evaluated
reduces, resulting in poor test performance, impacting test scores and total grades. Test anxiety is an adverse
reaction to being considered. It is a primary problem students worldwide face in their formal schooling.
Students who suffer from test anxiety are psychologically distressed and anxious in test scenarios. Having a
little worry throughout examinations can help pupils stay focused and learn. Anxiety will not aid a student's
performance; on the contrary, it can harm academic success (Dawood, 2016). A few mental health issues
students feel before a test include uneasiness, odd physical gestures, trouble focusing, sleeplessness,
exhaustion, muscular contractions, stomach cramps, and trembles (Porto, 2013). Such indicators affect student
life’s experience and professional development (Ebrahimi, M. & Khoshsima, H., 2014). According to
Dawood (2016), education students had approximately double the proportion of moderately high to high exam
anxiety compared to the general populace and students at high schools. These stressors may cause persistent
stress in students over time. A support and therapy method for managing and reducing anxiety is known as
progressive muscle relaxation. Religious or spiritual pursuits might help alleviate anxiety (Stanley, 2012).
According to Afolayan and Donald (2013), anxiety displayed as physical, mental, and behavioral
symptoms had a detrimental effect on the performance and exam outcomes of the students. According to
(Cortez et al., 2017), test anxiety can interfere with study habits, and students may have difficulties studying
and recalling the material they need for the exam. Extreme pressure might stifle performance. Therefore,
pupils may struggle to demonstrate their knowledge throughout the test (Miller, 2016). Their amount of test
anxiety has a negative influence on their exam performance. It impacts motivation, focus, and success since
it increases exam mistakes, causes issues recalling previously taught content, and inhibits efficient study.
When this component reaches a "very high" level, the LET taker has a lower chance of passing. As a result,
trying to pass the LET is linked to having an average to minimal degree of test anxiety (Cortez et al., 2017).
According to Duley et al., fear of failure is an avoidance-oriented success drive that energizes
performance behavior to avoid demonstrating insufficiency. However, fear and other unpleasant emotions
might get more potent when a learner avoids a learning setting. Although failure avoidant techniques differ
from one another, they always entail the fear of failure and the avoidance of strenuous effort in a learning
activity. According to Thompson, they are driven by the same impulse to defend poor or sensitive self-esteem
(Pregoner, 2020).

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Physical Factor in the Performance of Licensure Examination

BMI often influences academic achievement. It has been discovered by Tabriz (2015) that low IQ
scores are connected to having a significant BMI. An increase in neurotransmitters linked to exercise, such
as serotonin, may be responsible for improved academic performance. Increased psychomotor improvement,
enhanced cerebral blood circulation, high excitation, hormonal changes, physical changes, and increased self-
confidence are all possible learning aids.
Physical activity was linked to particular benefits in cognitive function, including arithmetic,
sharpness, and response time, according to a review of adult research (Franz and Feresu, 2013). Whatever the
reason, regular physical exercise is beneficial and may be linked to improved academic achievement. On the
other hand, in Nigeria, the association between BMI and academic performance, especially among college
students studying Physical Education, is expected that students with an average weight will perform better
academically than those who are overweight. It's feasible to believe that weight is endogenous to academic
success (Atare & Nkangude, 2014).

Educational Factor in the Performance of Licensure Examination

The quality of an institution's education is frequently assessed by the graduates it generates. Similarly,
the quality of graduates caused by a school is determined by their success on licensing exams (Ballado, 2014).
The term "quality" is essential in education since it simply refers to an institution's most outstanding level of
instruction. The ability of an institution to develop great professionals is the cornerstone of providing quality
education (Pregoner, 2020).
Educational considerations have an impact on graduates. The effectiveness of the education
respondents in the Licensure Examination for Teachers is influenced by the criteria such as entrance test,
degree program, English competency, and the passing percentage of the institution. Similarly, institutions
with a high passing rate influence the personality of examinees who pass the board test (Quiambao, 2015).
The elements that significantly determine their board examination performance include teaching aspects and
adopted in-house review policies undertaken by colleges and review centers (Duckor et al., 2014).
Mock Examinations are one of the predictors that affect Education Graduates' performance. The
performance of University of the Cordilleras Bachelor of Science in Basic Education graduates was
investigated through a mock test in the LET. Simulating the actual exam, the faculty of the College of
Education arranged the comprehensive exam, revealing that the said examination positively impacted
respondents' performance. It has been suggested that education graduates take extensive or simulated tests
regularly before taking the Licensure Examination for Teachers to boost their chances of passing the board
exam. Meanwhile, personal characteristics such as respondent’s profile, motivation level, gender, ethnicity,
and job aspirations are essential for Board Examination Performance. One of the main variables impacting
the Licensure Test for Teachers is the intellectual and emotional improvement of the education graduates with
high levels of desire, tenacity, persistence, and the institutions’ influence in passing the board test. According
to a survey done at State University, female respondents had a higher passing percentage on board
examinations, and the bulk of them was from the MAPEH major, which stands for Music, Arts, Physical
Education, and Health, with GPAs ranging from 2.00 to 2.25. Similarly, the institution’s high passing
percentage influences examinees’ personality who pass the board test (Quiambao, 2015).

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Preparations of LET Topnotchers

Participants discussed the standard variables they utilized or applied during their LET preparation.
Goal-setting and knowing oneself were among these factors, as interested in reading and overlearning the
material; being test-savvy and understanding the nature of the LET; early preparation while still a student of
education; and attendance at a LET review program, final coaching, and commitment. While still in the LET
preparation process, several participants stressed the importance of "understanding oneself," particularly one's
skills and limitations, having a study preference, and having the correct mindset.

Goal setting. Self-motivated participants stated that defining and basing a goal on one's capabilities is critical.
Taking the LET should be a 'one-shot' task for them. The participants were hopeful and pursued their
objectives with tenacity and a high level of introspection. However, even though they were all self-motivated
at the time, most set the aim of 'just passing' rather than 'topping' the board test. One participant verified this
by saying he only cared about passing the exam. He thought the things were 'simple' in general, but he didn't
think he could place them in the top ten. As this example shows, norm-referencing - or a performance measure
regarding an individual's place in a recognized group - is exhibited on ranking.
Another participant described how she pushed herself throughout evaluations to achieve a specific
percentage score. Knowing that 75 percent is the passing score on the LET, she explained how she established
a goal to earn 85 percent above 100 on all drills, whether it was extensive self-review or review at the review
center.
This conclusion supports Cortez, Alipante, and Lajato's 2017 study, which found that the emotional
domain, not simply the cognitive, might be a significant predictor of passing the LET. It's also worth noting
that just two of these seven pioneering top notchers were honor grads or cum laude in their respective cohorts.
This conclusion contradicts previous research that stated that a college's grade point average (GPA)
substantially impacted LET success (Hena & Ballado, 2014). However, according to the interviewed
participants, good goal-setting, including a purposeful attempt to learn more, can help with LET's success. As
a result, comprehensive preparation, particularly mindset, should be considered by education graduates as
they prepare for the board test.

Interest in reading. The study participants rated reading as an essential technique for learning and relearning
topics. Their determination prompted them to continue reading all the resources they had collected at college,
including review materials obtained from friends who had previously passed the LET. They found it
advantageous because reading those things was instructive, amusing, and relaxing when combined with their
specified goals. They underline, however, that reading as part of LET preparation must be deliberate. They
indicated they went beyond standard reading to overlearn the content by connecting concepts, synthesizing
information with a visual organizer, using schema, and practicing self-monitoring and comprehending. These
tactics are similar to those outlined by Hoyt in 1999: visualizing, identifying significance, inferring (prediction
and summary), and employing fix-up strategies. One of the participants expressed her love of reading. She
read the materials all day, believing that knowing the fundamental ideas and procedures and overlearning the
information is essential. She set an 18/20 score in Biology exercises. If she couldn't get it, she reviewed the

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content until she felt comfortable owning the information. In this case, Louis Pasteur correctly says that
"chance favors only the prepared intellect."
The participants' knowledge of their metacognitive skills and how they optimized the quality of their
reading time is seen in the example above. This desire for knowledge via reading aligns with the Philippine
Professional Standards for Teachers (PPST), particularly in their capacity to identify the relevance of topic
mastery and its connectivity within and beyond curricular areas (D.O. No. 42, 2017). Hence, reading must be
an essential part of LET candidates' preparation.

They were being test-wise. When taking the LET, participants used deductive tactics such as eliminating
possibilities and using content information from the stem or other information provided in the exam.
(Deductive tactics are part of Millman and Paulk's 1969 taxonomy of test-taking methods.) The terms 'always,'
'all,' and other determiners that are most likely erroneous replies in an item had been made known to the
participants. One participant claimed that the first step in answering multiple-choice questions was grasping
the question and knowing what it requested. Following that, you will be able to eliminate the alternatives you
believe are incorrect quickly. Of course, you must search the stem for crucial phrases and remember the topic
you met them in.
The above statement demonstrates test-wiseness. She managed and planned each item and aided the
examination participants. A thorough understanding of the underlying philosophy of test builders in crafting
situational test items became another participant's advantage. What's actual differs from ideal, and LET is
heavily influenced by the ideological viewpoint. She insisted on LET exam takers becoming 'idealistic' when
answering LET test items. It must be the best, especially on situational things; this is how you should select
the proper response.
As stated by the participant above, while answering classroom management-related test items, one
should have a solid understanding of what is 'ideal' and what is 'real,' especially concerning theory-based
situational things.
These graduates have also had the incredible pleasure of learning how LET-based exam questions,
particularly in Professional Education courses, are integrated into their summative assessment during their
pre-service training at the College. The practice has shown positive results. Knowing how to ace multiple-
choice tests has helped alleviate test anxiety before and during the board examination. Such test-wiseness
findings support Cortez, Alipante, and Lajato's (2017) assessment of teacher education graduates' cognitive,
affective, and physical components.

Early preparation. Nothing beats a well-prepared person. That was the LET top notchers' collective
epiphany; they realized that passing the LET was an achievement not just of the teacher education curriculum
but also their fundamental elementary and secondary education. Thus, when asked for advice from
prospective LET takers, they all agreed they should start studying early. Furthermore, the attendees
recommended people interested in becoming teachers begin looking for the LET as soon as possible. When
asked when they should start preparing for the LET, one participant stated that preparation should begin as
soon as they decide to take it. It should take place while you are still enrolled in the program. Another claimed

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that her practice began when she was still in elementary school, as though she was evaluating her learning
from elementary, high school, and college.
Such remarks demonstrate the need to prepare, not just for the LET timetable but also for several years
earlier. It's also worth noting that being prepared and taking the LET as a recent graduate can assist LET
takers in gaining confidence. Figuerres (2013) discovered that new graduates do better on the LET than those
who took the later schedule in a study she did on the University of Northern Philippines' teacher preparation
programs. A previous study found that graduates' age is inversely connected to their LET performance. As a
result, first-timers and recent graduates have a greater probability of passing the LET (Faltado, 2014).

Attending LET review program. The vast majority of research participants were registered through LET
review centers. One was registered in the University's mother college's in-house review facility (the College
of Education on USeP's Obrero campus), while the others attended private review facilities in Davao City.
When asked how attending a LET review program benefited exam takers, one participant stated that attending
review sessions is essential. Self-reliance is akin to doing whatever one wants and will lead to procrastination.
It takes a great deal of self-control. When one visits a review center, they are obligated to attend regularly.
Someone would monitor attendance, provide feedback (coaches), refresh the memory, and distribute
additional review materials.
Aside from following a rigorous schedule and reviewing the exam's ideas and concepts, another issue
a participant raises is that enrolling in a review center leads to mastery of tactics and strategies such as shading
and filling out the form. Briefing and mental conditioning certainly assist in this regard.
This finding backs up prior research on the elements that influence Education graduates' LET success.
Attendance in LET review was one of the characteristics mentioned, and Visco (2015) proved that licensing
exam review is a solid LET performance predictor. However, not everyone agrees: Dagdag, Sarmiento, and
Ibale (2017) said that course audit review and licensure examination are not significantly linked to all parts
of the LET.
Research has shown that these programs enhance test takers' chances of passing the board exam by
having in-house review facilities. In reality, TEIs set up their internal review centers. The University of the
Cordilleras is one of these TEIs. Mock board exams are part of the curriculum to identify examinees'
weaknesses and appraise their performance. Its College of Education staff held a comprehensive/mock board
test for its Bachelor of Science in Education graduates, simulating the actual exam, and discovered that replies
had a beneficial influence, as evidenced by an assessment of their performance. As a result, it was suggested
that graduates be given practice tests regularly before taking the LET (Albite, 2019).

Synthesis
The quality of its instructors mainly determines the effectiveness of a school system. The professors
evaluate students regardless of how noble the goals are or how efficient the management is. There is no more
critical issue than ensuring an adequate supply of the proper sort of individuals for the profession and
providing them with the greatest possible training. It is stressed that the TEI's multitude of standards, norms
and critical variables for an institution's performance reflects the public's concern for an excellent education.
In reality, one metric for determining an institution's performance is the number of thoroughly prepared, well-

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trained, and well-equipped graduates with the skills, knowledge, habits, and values required for successful
integration into society in general and the workplace in particular. The performance of graduates on the
licensure examination is another metric used to assess an institution's success (Pachejo and Allaga, 2013).
It is critical to determine what factors influence LET takers' success and how they are connected to
quality education. The loss of a quality education system significantly impacts examinees' intellectual,
sociological, and pedagogical education, leading to a loss of desire, enthusiasm, and zeal for their exams
(Pachejo and Allaga, 2013). As a result, as institutions continue to provide quality education, innovating
instruction practice, determining their cognitive, emotional, and physical status, and improving graduates'
performances serve as inputs for professional development.

Chapter 3
RESEARCH METHODOLOGY
This chapter discussed the study's research techniques, data collection processes, and participants. It
also highlighted the study's tools and statistical handling of the data.

Design
With secondary data and a questionnaire, this study used a descriptive-predictive research approach.
The predictive design was utilized to see any significant links between and among respondents' profiles,
personal accountability factors, and graduates' Licensure Examination for Teachers' outcome indicators. It
was also utilized to see if there was a link between the respondents' accountability factors and the outcome
indicators.

Environment
From February through June 2022, this research was carried out at the Cebu Roosevelt Memorial
Colleges. Cebu Roosevelt Memorial College is a private higher education school in Bogo City, Cebu. Teacher
Education, Arts and Sciences, Criminal Justice, Commerce, and Computer Studies are the five college units
that now offer undergraduate degrees. CRMC also has a Junior High School (JHS) and Senior High School
(SHS) division that offers ABM, GAS, STEM, and TVL - ICT and HE programs. The Commission on Higher
Education (CHED) and the Department of Education (DepEd) have recognized Cebu Roosevelt Memorial
Colleges and its programs. The Philippine Association of Colleges and Universities (PACU) has also
acknowledged the school. CRMC now has a total student population of 3,620, with 947 students in junior
high, 628 in senior high, and 2,045 in higher education. It employs 155 people, including 37 full-time college
professors, 13 elementary teachers, 34 high school teachers, 26 administrative personnel, 24 non-teaching
staff, and 22 part-timers.

Respondents
This study's respondents were education graduates of Cebu Roosevelt Memorial Colleges, Inc., Bogo
City, Cebu, who took the Licensure Examination for Teachers in September, March 2019, and September
2021. The convenient sampling strategy was utilized in this investigation. This research had 72 education
graduates as participants.

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Table 1. Distribution of Research Respondents

Program Respondents (N)
Elementary 32
Secondary 40
Total 72

Instruments
An adapted survey questionnaire was used to gather data on respondents’ profiles, accountability
factors, and outcome indicators (Spielberger, 1987). The questionnaire entitled, factors affecting the
performance of a Higher Education Institution in the Licensure Examination for Teachers (LET) are
composed of three parts.
Part I was used to gather information about the respondents' age, gender, and field of specialization.
Part II was used to collect the respondents’ accountability factors which consist of three areas that include
cognitive (GPA), emotional (Test Anxiety Questionnaire), and physical (BMI) factors. Part III was used to
collect respondents’ outcome indicators as to passed or failed.
Higher education professors and Cebu Roosevelt Memorial Colleges alumni were used to testing the
study instrument. The instrument's internal consistency and dependability were excellent with the Cronbach's
Alpha of 0.920.
The respondents assessed themselves in each category by ticking the column that best represents the
degree to which their level of anxiety manifested.

Data Gathering Procedure

The processes for data collection and statistical treatment were presented in this section. A letter was
submitted to the school president for authorization, and a separate letter was issued to the college deans and
principals after the approval of the school president. A letter of implied consent was provided to the responders
with the agreement of the college deans and principals.
With the support of college deans and administrators, the questionnaire was sent to the respondents or
disseminated via the Google Classroom platform. The item(s) in the instrument was carefully explained to
the participants, assuring them that their responses were utilized for the study and kept in strict confidence. A
semi-structured interview was conducted to validate respondents' perceptions and responses to the
questionnaire.

Data Analysis
The study employed the following statistical tools: Frequency Count and Percent were used to
summarize and evaluate the respondents' profiles; Weighted Mean and Ranking were used to summarize and
assess the test anxiety components. The mean ranges chosen were as follows:

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Test Anxiety Factor

Mean Ranges Description

2.35 - 3.00 Very Low

1.68 - 2.34 Moderate

1.00 – 1.67 Very High

The researchers employed binary regression to see if the respondents' personal accountability factors
predicted their success on the Licensure Examination for Teachers.

Ethical Considerations
A. Risk of this study to Participants
There were no recognized risks connected with taking part in this study. Participation was entirely
voluntary, and all information shared were kept in strict confidence. The survey questionnaires did not contain
any identifying information. The responders were informed about the whole study procedure. Respondents
were not forced to participate and were asked to be completely honest when completing the questions.

B. Content, Comprehension, and Documentation of Informed

Consent Participant Status
The participant's position was described as part of the consent, as is the distinction between study and
treatment. Teachers and students were the ones accountable for the school's performance as an institution
since they were important variables in the learning process and the heart of school instruction. The data
gathered as a result of their involvement in the study was a valuable tool for the researcher in addressing the
factors that influence the performance of graduates on the Teachers' Licensure Examination. The information
gathered from the respondents was solely for research purposes.

Study Goals
The goal of this study was to find out the factors that influence a Higher Education Institution's success
on the Teachers’ Licensure Examination. The findings of this study would provide a foundation for
administrators to assess graduates' personal accountability factors, which will aid in forecasting the outcome
of the Licensure Examination.

Type of Data
The type of data gathered was categorical. The profile and personal accountability components, as
well as the graduates' outcome indicators, were categorical data. Questionnaires were used to collect data. To
get the necessary data, the researcher submitted a letter to the school president, college deans, and principals
requesting permission to perform the study. Following approval, survey questions were sent to respondents

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through email, with responses being returned to the researcher's email account.

Sponsorship
Individuals or organizations that financed the study were known to the participants. Sponsors were
told that the researcher undertook this study as part of his or her degree requirements as well as for professional
development.

Participant Selection
The number of individuals/respondents required for this study was also part of the consent. Graduates
of Cebu Roosevelt Memorial Colleges who took the Licensure Examination for Teachers in September and
March 2019, and September 2021, utilizing a convenient sampling technique, were the target participants in
this study.

Potential Risk
Furthermore, the researcher would notify the respondents that their participation poses no danger and
that they are free to refuse to answer any questions with which they are uncomfortable. They could freely
respond to questionnaires.

Potential Benefits
This study was intended to be of great use to the respondents in providing the fundamental notion
regarding personal accountability factors and outcome indicators. These characteristics have been connected
to the graduates' academic and professional performance as well as the institutions. Furthermore, personal
accountability indicators were seen to be more informative, relevant, and accurate in assessing LET takers'
performance in relation to higher education goals. They're also better at producing data that may be utilized
to improve teaching and learning and generate better graduates.

Alternatives
Participants were informed that they have the option of withholding specific information or providing
more data that may be extremely beneficial in the research's conduct, depending on their desire or convenience
in participating in the study.

Compensation
The researcher highly appreciated the willingness and participation in this study. The responders were
told that the researcher expressed heartfelt thanks for their voluntary work and additional time.

Confidentiality Pledge
Participants were ensured that their personal information were kept confidential, as well as any
information obtained from the responders.

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Voluntary Consent
Furthermore, informed consent specified that the respondents' involvement would have no impact on
their personal or professional lives.

Right to Withdraw and Withhold Information

The right of respondents to withdraw and withhold particular information, even at the commencement
of the investigation, shall be incorporated in the informed consent with the guarantee that all information were
handled with the strictest confidentiality.

Contact Details
The researcher's information was also included in the permission form so that they may get to know
her better and prevent putting the participants at risk during the study at the school.

C. Authorization to Access Private Information

The study had obtained ethical clearance through writing authorization from the school president and
college deans, as well as written informed consent from the participating instructor. The researcher would
keep all of the collected information confidential.

D. Confidentiality Procedure
The survey questionnaire would not include any identifiers. All data were kept private and
confidential, and all surveys were retained in a secure location. In the release of the research result, the
researcher would not divulge the respondents' identities.

E. Debriefing, Communication and Referrals

After the respondents have completed the survey questions, the researcher would express her genuine
appreciation to them and describe her intention to undertake the study. Respondents were given the option to
remove their data because they are fully aware of the study's goal. Respondents were asked not to tell anyone
who could participate in the study about the technique used in the study because this could skew the results.
During the debriefing stage, the researcher would discuss the final report with the respondents. The
respondents were provided with a copy of the study should they wish to have one.

F. Conflict of Interest
There was no apparent conflict of interest in this study since the researcher's personal interests have
no impact on who, how, when, where, or why the study is undertaken. If other persons want to publish this
study work, it was agreed that the respondents' identity would be kept. If the research adviser requires
monetary concerns, the researcher would cooperate and adhere to the essential agreement to avoid a conflict
of interest. The criteria, terms and conditions, and legality of using the research study as a future reference
were included in an official research agreement.

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Inclusion Criteria
Only those who agreed to take part in the study were allowed to participate and answer the survey
questions.

Exclusion Criteria
Those with diseases and impairments, as well as those who were unable to participate, were excluded.
Those who did not consent would be excluded from the study.

Chapter 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presented the data collected in a manner provided by the research design. The
interpretation of the data showcased the results of the statistical analysis conducted from the data collected.
Related literature and studies were used to support the statistical results to strengthen the study's claim.

Profile of the Respondents

Table 2 manifested the profile of the respondents in terms of age, gender, and the field of specialization
they belong.
Table 2
Respondents' Profile
Profile Frequency Percentage
Age
22-26 53 73.6
27-31 13 18.1
32 and above 6 8.3
Gender
Male 9 12.5
Female 63 87.5
Specialization
BEED 32 44.4
BSED 40 55.6

Table 2 showed that the majority (53 or 73.6%) of the respondents were 22 to 26 years old, 13 or
18.1% were 27 to 31 years old, and 6 or 8.3% were 32 years old and above. This implied that most of the
respondents who participated in this study were 22-26 years old, representing the target age of the
respondents.
Regarding gender, 63 or 87.5% were females while 9 or 12.5% were males. Mainly the respondents
were female. Regarding the respondents’ field of specialization, 40 or 55.6% were BSED, and 32 or 44.4%

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were BEED. It can be observed that most of the respondents were females, 22 to 26 years old, with BSED as
their field of specification.

Personal Accountability Factors

Tables 3-5 presented the personal accountability factors of the respondents in terms of cognitive
(GPA), emotional (Test Anxiety Questionnaire), and physical (BMI).

Respondents’ Accountability Factors in Terms of Cognitive. Table 3 manifested the qualities of the
respondents that describe their accountability factors in terms of cognitive.
Table 3 showed that the respondents’ cognitive accountability falls within a 1.6 to 2.0 rating, with the
frequency of 60 comprising 83.3 percent of the respondents. It was followed by the rating of 2.1 to 2.5 at 12.5
percent and 1.1 to 1.5 at 2.8 percent. Table 3 also reflected a mean of 1.948, which can be inferred that most
of the respondents performed well during their four years in college. Their GPAs are high and notable. This
means that it could be an excellent predictor of outstanding performance in the LET exam, which affirms the
claim (Quiambao, 2015) that the college Grade Point Average (GPA) significantly affects performance in
LET.
However, this was refuted by the findings supported by the study of Aragon (2012), which indicated
that excellent performance in the academic subjects does not guarantee a passing performance in the teachers’
board exam (Pachejo & Allaga, 2013).

Table 3

Respondents' Level of Personal Accountability Factors in terms of Cognitive

Rating Equivalent Description Frequency Percentage
1.0 100 – 95 Excellent 0 0
1.1 - 1.5 94 – 90 Very Good 2 2.8
1.6 - 2.0 89 – 85 Good 60 83.3
2.1 - 2.5 84 – 80 Satisfactory 9 12.5
2.6 - 3.0 79 – 75 Passed 1 1.4
5.0 below 75 Failure 0 0
Total 72 100.0
Mean 1.948
Standard Deviation 0. 197

Moreover, the data implied the momentum that those students who got good ratings were eager and
consistent to take the Licensure Examination for Teachers. This alludes to the study conducted on the
University of Northern Philippines’ teacher education programs that fresh graduates tend to perform better in
the LET compared to those who took the later schedule (Figuerres, 2013). Further, the subjectivity of their

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academic performance evaluation has diminished in recent years, but it has not been excluded. It may not be
achievable to entirely remove subjectivity from the current evaluation methods (Alipio, 2020).

Respondents’ Accountability Factors in Terms of Emotional. Table 4 manifested the qualities of the
respondents that describe their accountability factors regarding emotions.
Table 4 showed the mean of 20 items and indicated that the study's respondents rated moderate in
emotional accountability. The table revealed that item nine (9) got the lowest rank with a weighted mean of
1.79, which is interpreted in the data as moderate, which means the respondents were not nervous. Also, items
(17) and (18) were respondents who found themselves thinking about the consequences of failing and feel
their heart beating very fast during necessary tests; this only means they are well-prepared for the test.
It also revealed that items number four (4), thirteen (13), and (16) sixteen got the highest rank with
weighted means of 2.13 and 2.11, which was interpreted in the data as moderate, which means that they
experienced freezing up and tense to get an upset stomach during necessary examinations and worry a great
deal before taking a critical analysis, this means that they can balance emotional disturbances with the end
goal of passing the tests.
The table also showed that all of the items are more likely close to each other from the first item down
to the last, which was interpreted as moderate with an overall mean of 1.97. This means that there was no
specific problem with the respondents’ level of personal accountability factors regarding emotional. It was
interpreted that the respondents were equal regarding their emotions in taking the test.
Moreover, there is a two-factor construct of test anxiety, consisting of the cognitive (often referred to
as “worry”) and emotional (or affective) components (Dawood, 2016). The prime view between these two
factors suggests that the cognitive part directly influences students' performance in exams. At the same time,
the emotionality component is associated but does not directly persuade test performance.
Based on the study by Neuderth et al. (2009), test anxiety can interfere with study habits, and students
may have difficulty learning and remembering what they need to know for the test. Too much concern may
block performances (Cortez, 2017). Therefore, students may have difficulty demonstrating their learning
during the test (Miller, 2016).
Table 4
Respondents' Level of Personal Accountability Factors in terms of
Emotional
Indicators Mean Description Rank
1. I feel confident and relaxed while taking tests 1.97 Moderate 11
2. While taking examinations I have an uneasy,
2.01 Moderate 8
upset feeling
3. Thinking about my grade in a course interferes
2.03 Moderate 6
with my work on tests
4. I freeze up on important exams 2.13 Moderate 1
5. During exams I find myself thinking about
2.01 Moderate 8
whether I’ll ever get through school

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6. The harder I work at taking a test, the more

1.97 Moderate 11
confused I get
7. Thoughts of doing poorly interfere with my
1.99 Moderate 10
concentration on tests
8. I feel very jittery when taking an important test 1.97 Moderate 11
9. Even when I’m well prepared for a test, I feel
1.79 Moderate 18
very nervous about it
10. I start feeling very uneasy just before getting a
1.96 Moderate 14
test paper back
11. During tests I feel very intense 1.93 Moderate 15
12. I wish examinations did not bother me so much 1.82 Moderate 17
13. During important tests I am so tense that my
2.13 Moderate 1
stomach gets upset
14. I seem to defeat myself while working on
2.10 Moderate 4
important test
15. I feel very panicky when I take an important test 2.07 Moderate 5
16. I worry a great deal before taking an important
2.11 Moderate 3
examination
17. During tests I find myself thinking about the
1.75 Moderate 20
consequences of failing
18. I feel my heart beating very fast during important
1.79 Moderate 18
tests
19. After an exam is over I try to stop worrying about
1.92 Moderate 16
it, but I just can’t
20. During examinations I get so nervous that I
2.03 Moderate 6
forget facts I really know
Total 1.97 Moderate

This is in line with the claim that the level of test anxiety was found to be statistically significant in
predicting the probability of passing the LET (Cortez, 2017).
Further, test anxiety is a psychological condition in which students experience extreme distress and
anxiety in test situations. A little anxiety during exams is required to help students get motivated and learn.
Mounting up so much anxiety will not allow the student to perform; instead, it will negatively influence the
performance during tests (Dawood, 2016). Hence, passing the LET is associated with obtaining a moderate
and deficient level of test anxiety (Cortez et al., 2017).

Respondents’ Accountability Factors in Terms of Physical. Table 5 manifested the qualities of the
respondents that describe their accountability factors in terms of physical.

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Table 5

Respondents' Level of Personal Accountability Factors in terms of Physical

BMI Frequency Percentage
Underweight 3 4.2
Normal Weight 59 81.9
Overweight 8 11.1
Class I obesity 0 0.0
Class II obesity 0 0.0
Class III obesity 2 2.8

Table 5 showed that the majority (59 or 81.9%) of the respondents were average weight, 8 or 11.1%
were overweight, 3 or 4.2% were underweight, and 2 or 2.8% were in class III obesity. This implied that most
of the respondents who took part in this study were an average weight representing the respondents' target
weight.
Moreover, a study conducted by Tabriz et al. (2015) shows that a lower IQ score is associated with
higher BMI. An increased academic achievement may be due to an increase in neurotransmitters related to
exercise, such as serotonin. Other potential mechanisms that may aid learning include accelerated
psychomotor development, increased cerebral blood flow, heightened arousal, changes in hormone levels,
body build, and increased self-esteem. Yet, the study on Physical and Health Education and Sports Courses
rejected that BMI is related to academic performance, so there is no basis for judging a student generally by
body mass profile (Atari and Nkangude, 2014). This means that the differences between the takers in terms
of physical appearance cannot predict their future performances in the LET exam.

Frequency of Passers and Flunkers in the Licensure Examination for Teachers

Table 6 manifested the frequency of passers and flunkers in the Licensure Examination for Teachers,
both BSED and BEED, where the respondents belong.

Table 6
Frequency of Passers and Flunkers in the Licensure Examination for Teachers

Frequency Percentage
Passed 50 69.4
Failed 22 30.6

Table 6 showed that most (50 or 69.4%) of the respondents passed the examination, whereas 22 or
30.6% failed. This implied that most of the respondents who took part in this study passed the Licensure
Examination for Teachers conducted in September and March 2019 and September 2021, respectively.

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Significant Difference in the Respondent's Level of Personal Accountability Factors in Terms of Age
Table 7 showed the significant difference in the respondents’ level of personal accountability factors
in age.
This means that the cognitive level differs across the ages (F=3.984;p<.05). This reflects the claim of
an early study on how inversely related age is to the LET performance of a graduate (Faltado, 2014). Hence,
first-takers or younger graduates have better chances of passing the LET.

Table 7
Significant Difference of the Respondents Level of Personal Accountability factors
in terms of Age
ANOVA
Cognitive
Sum of Mean
Squares Df Square F Sig.
Between Groups 1.436 2 .718 3.984 .023
Within Groups 12.439 69 .180
Total 13.875 71

Multiple Comparisons
Tables 7.1 to 7.3 compared the personal accountability factors, namely cognitive, emotional, and
physical, in terms of age using Dunnett T3 and ANOVA.

Table 7.1 Multiple Comparisons

Dependent
Variable: Cognitive
Dunnett T3
Mean 95% Confidence Interval
Difference Std. Lower
(I) age2 (I-J) Error Sig. Bound Upper Bound
22 – 26 27 – 31 -.29028 .15106 .195 -.6907 .1101
32 above .26101 .17570 .425 -.2952 .8172
27 – 31 22 – 26 .29028 .15106 .195 -.1101 .6907
32 above .55128 .21795 .074 -.0469 1.1494
32 above 22 – 26 -.26101 .17570 .425 -.8172 .2952
27 – 31 -.55128 .21795 .074 -1.1494 .0469

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Table 7.2 ANOVA

Emotional
Sum of Mean
Squares df Square F Sig.
Between Groups .897 2 .449 2.824 .066
Within Groups 10.962 69 .159
Total 11.860 71

This means that the emotional level showed no difference across the ages (F=2.824;p<.05).
Table 7. 3 ANOVA
Physical
Sum of Mean
Squares df Square F Sig.
Between Groups .179 2 .090 .153 .858
Within Groups 40.473 69 .587
Total 40.653 71

This means that the physical level showed no difference across the ages (F=0.153;p<.05)

Significant Difference of the Respondents Level of Personal Accountability factors in terms of Gender
Table 8 showed the significant difference of the respondents’ level of personal accountability factors
in terms of gender.
Table 8 revealed that the respondents’ gender had no significant relationship to the personal
accountability factors in terms of cognitive. This implied that gender is unlikely tied up to cognitive ability
of the respondents as prediction in their LET performance. Yet, the study of Quiambao, 2015 revealed that
gender serves as a strong determinant of board examination performance.

Table 8
Significant Difference of the Respondents Level of Personal Accountability factors in
terms of Gender

Mean P- Decision on Ho
Group Interpretation
Rank value ά = 0.05

Cognitive
Male 3.33 No Significant
0.132 Failed to Reject Ho
Female 3.1 Difference
Emotional
Male 2.15 No Significant
0.168 Failed to Reject Ho
Female 1.95 Difference

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Physical
Male 2.11 No Significant
0.771 Failed to Reject Ho
Female 2.19 Difference

Based on the study conducted in State University, female respondents achieved higher level of passing
rate in board examination. Moreover, it was also found out that gender had no significant effect to the personal
accountability factors of the respondents in terms of emotion. This signifies that gender has no meaningful
relationship among the respondents’ level of emotions. Further, a no significant effect was also interpreted
between gender and personal accountability factors in terms of physical.

Significant Difference of the Respondents Level of Personal Accountability factors in terms of

Specialization
Table 9 showed the significant difference of the respondents’ level of personal accountability factors
in terms of specialization.
Table 9
Significant Difference of the Respondents Level of Personal Accountability factors in
terms of Specialization

Decision on Ho
Group Mean Rank P-value Interpretation
ά = 0.05

Cognitive
BEED 3.219 Failed to Reject No Significant
0.108
BSED 3.05 Ho Difference
Emotional
BEED 2 Failed to Reject No Significant
0.628
BSED 1.95 Ho Difference
Physical
BEED 2.13 Failed to Reject No Significant
0.581
BSED 2.23 Ho Difference

Table 9 revealed that the respondents’ personal accountability factors in terms of cognitive had no
significant relationship to the fields of specialization (BEED or BSED) among the LET takers. This implied
that the level of the cognitive ability of the respondents was unlikely tied up to their fields of specialization as
prediction in their LET performance. This is tantamount to the study conducted by Apare, Arcilla, and Vasquez
that revealed GPA of BSEd graduates of Mountain View College in Bukidnon, Philippines as not significantly
related to their LET performance along field of specialization (Amanonce & Marmag, 2020). Moreover, it was
also found out that the respondents’ personal accountability factors in terms of emotional had no significant
effect to the fields of specialization (BEED or BSED) among the LET takers. This signifies that the emotion
of the respondents has no meaningful relationship to the respondents’ fields of specialization. Further, a no

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significant effect was also interpreted between the respondents’ personal accountability factors in terms of
physical and their fields of specialization.
Variables in the Equation

Table 10 Variables in the Equation

B S.E. Wald df Sig. Exp(B)
Step 0 Constant -.821 .256 10.297 1 .001 .429

The 0.429 was the predicted odds of personal accountability factors to the performance on the
Licensure Examination for Teachers. Since 21 of the subjects failed in the Licensure Examination for teachers
and 49 passed the Licensure examination, the observed odds was 21/49= 0.429.
Table 10.1 Omnibus Tests of Model Coefficients
Chi-
square df Sig.
Step 1 Step 1.979 3 .577
Block 1.979 3 .577
Model 1.979 3 .577
A Chi square value of 1.979 (df= 3), was not significant below 0.05. Adding the variables, cognitive,
emotional, and physical to the model has significantly increased our ability to predict the passing and failing
the Licensure Examination for Teachers.
Table 10.2 Model Summary
Cox & Snell R
Step -2 Log likelihood Square Nagelkerke R Square
a
1 86.653 .027 .038
a. Estimation terminated at iteration number 4 because parameter estimates changed by
less than .001.
The -2 Log Likelihood is 86.653 indicated that the model fits the dataset, thus it positively predicted
the result for the Licensure Examination for Teachers. The Cox and Snell R Square and Nagelkerke R Square,
explained the variation in the probability the students will fail in the Licensure Examination. The full model
explained that about 2.7 percent to 3.8 percent in the likelihood that the students will fail in the Licensure
Examination for Teachers.
Table 10.3 Hosmer and Lemeshow Test
Step Chi-square Df Sig.
1 6.319 8 .612

Table 10.3 showed the result of identifying the best model through the inferential goodness-of-fit test,
the Hosmer–Lemeshow test. The Hosmer-Lemeshow statistic indicated a poor fit if the p-value is less than

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0.05. Here, model obtained a p-value of 0.612 that is greater than 0.05. This indicated that the model fits the
data. This result only explains that model adequately fit the data.

Table 10.4 Classification Tablea

Predicted
Board Result Percentage
Observed Passed Failed Correct
Step 1 Board Result passed 49 1 98.0
failed 21 1 4.5
Overall Percentage 69.4
a. The cut value is .500
The performance of the full model, 4.5 % of the observed respondents who failed in the Licensure
Examination for Teachers were correctly predicted by the model.
Table 10.5 Variables in the Equation
95% C.I.for EXP(B)
B S.E. Wald Df Sig. Exp(B) Lower Upper
Step Cognitive .732 .572 1.633 1 .201 2.078 .677 6.383
a
1 Emotional .282 .637 .196 1 .658 1.326 .380 4.625
Physical .114 .329 .120 1 .729 1.121 .588 2.138
Constant -
2.336 2.835 1 .092 .020
3.933
a. Variable(s) entered on step 1: cognitive3, emotional3, physical3.
Table 10.5 showed the log of the odds of passing the Licensure Examination for Teachers is positively
related to the absolute value of cognitive, emotional as well as to the physical. In other words, for every
regress in the cognitive of the respondents, one expects a 0.732 increase in the log-odds of passing the LET
as emotional and physical held constant; if the respondent’s emotional increase by one unit it leads to the
increase of 0.282 in the log-odds of passing the LET as cognitive and physical held constant; and as the
respondent’s physical is increased by one unit it leads to the increase of 0.114 in the log-odds of passing the
LET as cognitive and emotion held constant. In this study, the full model equation takes the form as:
𝑝(𝑥)
ln(1−(𝑥) ) = β0 + β1X1+ β2X2+ β3X3 + ε
where: p (x) = the predicted probability of passing the LET
1 – p(x) = the predicted probability of failing the LET
β = the parameter of the logistic model
X1 = Cognitive
X2 = Emotional
X3 = Physical
ε = Error.

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This means that the cognitive accountability of the respondents played a signifant impact to the board
exam performance for it will give 0.732 increase in the log-odds of passing the LET compared to 0. 282 and
0.114 increase of physical and emotional. This particular finding concurs with the study of Cortez, Alipante
and Lajato in 2017 regarding how the cognitive domain could be a significant predictor in passing the LET
which affirms to the claim that college Grade Point Average (GPA) significantly affects performance in LET
(Quiambao, 2015).
This implied that students who had good grades in college tend to pass and attain a higher rating in
the LET while those who performed poorly in college more likely fail or obtain a lower rating in the LET
(Amanonce & Maramag, 2020).

PROPOSED ACTION PLAN

Improving Teacher Education Institution’s Policy Implementation and Strengthening Faculty
Professional Growth
Rationale
In the succeeding sections, a proposed plan of action consisting of an enhancement program on the
part of the school and faculty is presented.
A higher standard of performance of the instructional system and consequently, the performance of
the students in the licensure examinations reflects the institution’s efficiency, the quality of teachers, as well
as the intellectual capacity of the students that the school has cultivated in the span of time. This eventually
guarantees the efficiency and effectiveness of its graduate’s application of the things he or she has learned in
his or her chosen profession or career.
Given the poor performance of the institution in the previously held Licensure Examination for
Teachers. This of course is a worry for the administration, faculty, reviewers and reviewees of an institution.
Shown on the table on the next page is the outline of the action plan mentioned above. The focus of
this plan is to improve the school policy implementation and strengthen professional growth among teachers
with an end goal of improving the passing percentage in the LET. To achieve this, the school must put
premium on the following: conceptual basis in framing admission retention policy, intensive review programs
to the 3 main areas of the LET: Gen. Ed., Prof. Ed., and Specialization, and conceptual basis in framing pre-
board review mechanisms. While on the part of the faculty, it must put premium on the following: faculty
trainings and seminars, course outline with clear and visible PRC learning competencies, and an Outcomes-
Based Education Teaching Learning Plan of the faculty members in all subject areas.

Figure 2. Scheme of Implementation

CONCERNS, ACTIONS TO BE PERSONS TIME BUDGE DESIRED
ISSUES, GAPS TAKEN INVOLVED FRAM T (PhP) OUTCOMES
E

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On the part of
the school:

• Deficient • Conduct meetings to Administrator June 1, 8, 000 • Administrators

framing and enhance the framing of s 2022 and deans will
implementatio admission retention Deans be able to
n of admission policy and set Teachers create a
retention standards for its proper conceptual
policy implementation admission
• Lacks • Engage teachers in June 2- retention
intensive discussions/seminars to 3, 2022 policy and set
review intensify the review standards for
programs to programs in each main its proper
the 3 main area of LET implementatio
areas of the • Conduct June 6, n
LET: Gen. Ed., discussions/convention 2022 • Deans together
Prof. Ed., and s in implementing with the
Specialization standardize pre-board teachers will
• Inadequate review be able to
framing of pre- suffice
board review effective and
mechanisms efficient
programs that
will intensify
the 3 main
areas of the
LET
• Administrators
and deans will
be able to
implement
standardize
pre-board
review
mechanisms

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On the part of
the faculty:

• Insufficient • Encourage and support Deans June 7- 10, 000 • Teachers will
faculty teachers to attend local Teachers 9,2022 be able to grow
trainings and and global and develop
seminars trainings/seminars in professionally
• Lacks clear the pursuit of their • Teachers will
and visible professional growth June13, be able to
course outline • Request teachers to 2022 develop clear
with PRC research clear and and visible
Learning visible course outline course outlines
competencies with the inclusion of inclined with
• Failure of PRC’s Learning June14- the standards
requiring competencies 15, 2022 set by the
Outcomes- • Require teachers to Professional
Based submit an Outcomes- Regulation
Education Based Teaching Commission
Teaching Learning Plan in all of • Teachers will
Learning Plan their subject loads be able to
of the faculty create an
members in all Outcomes-
subject areas Based
Education
Teaching
Learning Plan
that will serve
as their guide
all throughout
the teaching-
learning
process

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CHAPTER 5
SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATIONS

Presented in this chapter were the synthesis of the present study and the major findings obtained from
the data. This chapter also presented the results of the study and the recommendations believed to provide
meaning to the findings of this research paper.

Summary and Findings

This study aimed to determine the factors affecting the performance of Cebu Roosevelt Memorial
Colleges in the Licensure Examination for Teachers for the past two LET years 2019-2021. The findings of
this study served as a basis that can be used by the administrators, deans, and teachers to measure the
graduates’ personal accountability factors that would be of great help in predicting the outcome of the
Licensure Examination.
In terms of the profile of the respondents, it was found out that majority of the respondents were
females, 22 to 26 years old with BSED as their field of specification. When it comes to the respondents’
personal accountability factors in terms of cognitive, the study showed that majority got a good rating during
their four years in college. As to the respondents personal accountability factors in terms of emotional, they
rated “moderate” which revealed an average level of test anxiety. Meanwhile, as to the respondents’ personal
accountability factors in terms of physical, the study showed that majority were normal weight.
The study further revealed that majority of the respondents with the frequency of 50 passed the
Licensure examination, whereas 22 of them failed. As to the respondents level of personal accountability
factors in terms of age, it revealed that the cognitive level differs across the ages, the emotional level shows
no difference across the ages, and the physical level shows no difference across the ages.
Moreover, the study showed that the respondents’ gender has no significant relationship to the personal
accountability factors in terms of cognitive, emotional, and physical. It also revealed a no significant
relationship to the fields of specialization among the respondents in terms of cognitive, emotional, and
physical.
Further, the study showed that the log of the odds of passing the Licensure Examination for Teachers
is positively related to the absolute value of cognitive, emotional as well as to the physical. In other words,
for every regress in the cognitive of the respondents one expects a 0.732 increase in the log-odds of passing
the LET as emotional and physical held constant; if the respondent’s emotional increase by one unit it leads
to the increase of 0.282 in the log-odds of passing the LET as cognitive and physical held constant; and as the
respondent’s physical is increased by one unit it leads to the increase of 0.114 in the log-odds of passing the
LET as cognitive and emotion held constant.
This means that the cognitive accountability of the respondents played a signifant impact to the board
exam performance for it will give 0.732 increase in the log-odds of passing the LET. It concurs to the study
of Cortez, Alipante and Lajato in 2017 regarding how the cognitive domain could be a significant predictor
in passing the LET and to the claim that college Grade Point Average (GPA) significantly affects performance
in LET (Quiambao, 2015). This implied that students who had good grades in college tend to pass and attain

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a higher rating in the LET while those who performed poorly in college more likely fail or obtain a lower
rating in the LET (Amanonce & Maramag, 2020).

Conclusions
Licensure examinations for teachers provide a valuable framework against which the teaching practice
can be measured and certified. Passing the Licensure Examination for Teachers bring prestige not only to the
passers or to their families but to the institution as well. Understanding why examinees pass or fail the board
examination is an excellent way of recognizing and avoiding the most common pitfalls and traps of the
examination. The personal accountability factors such as cognitive, emotional, and physical do not correlate
with the performance in the LET. But, it showed that the log of the odds of passing the Licensure Examination
for Teachers is positively related to the absolute value of cognitive, emotional as well as to the physical. This
means that the cognitive accountability of the respondents played a signifant impact to the board exam
performance for it will give 0.732 increase in the log-odds of passing the LET compared to 0. 282 and 0.114
increase of physical and emotional. Hence, the disparity and diversity of the personal accountability factors
present an opportunity to improve the passing rate of the graduates since more and varied factors were
surfaced and seen in a new light. This aspired administrators, deans, and teachers to take into account the
other potential factors that may affect the board examination performance and enables the institution to predict
and act upon the aspects that need to be improved in order to ensure a one hundred percent passing rate in the
board examination every time.

Recommendations
The following recommendations are hereby proposed based on the results of this study.
First, re-frame TEIs admission standard and retention policy: Most experts and researchers are
convinced that students’ academic achievement and performance could predict their board performance.
Some have pointed out the importance of admission and retention to student’s success in the licensure exam.
Thus, it is suggested that a stricter admission & retention policy should be implemented. On the admission
aspect, a National Teacher Admission Test [NTAT] across all TEIs could be introduced.
Moreover, revisit retention criteria and initiate a parallel retention policy that ensures only those who thrive
in teacher education programs are retained.
Second, cohesive and integrated faculty development [FD] program: Undeniably teachers contribute
to the success of students academic preparation and licensure success. Poor Faculty Development (FD) results
in poor organizational outcomes. With the presence of a clear institutional FD, it can translate into sustained
relevance and excellence in institutional outcomes. Hence, TEIs should capacitate their faculty members
through the development of a comprehensive FD plan geared towards enhancing research skills and
instructional competence.
Third, enhance TEIs curricular content: Within the context of relevance and inclusive development,
TEIs should continuously evaluate their curricula. While it is true that any curriculum content should be
ideally wholistic and systematic, it must also be crafted in a highly congruent with the CHED & PRC
competencies that the teacher candidate shall be tested. This would mean that HEIs have to institutionalize a

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rigorous process of enhancing and reviewing of their curricula to ensure sustained relevance, rigor, and
congruence through a strong academe-stakeholders-industry partnership.
Fourth, revisit governmental quality assurance [QA] framework and policy: The governmental
regulating bodies should therefore revisit QA framework by refining the quality indicators on the granting of
the institutional and the program accreditation for higher education. Since CHED is the sole governmental
agency responsible for monitoring and evaluation of the state-funded tertiary institutions, it must look into
the compliance of TEIs on their institutional and program accreditation.
Fifth, institutionalization of parallel mock examination: Studies have proven the importance of
institutional review programs to be a significant predictor of licensure passing. It is therefore imperative to
offer parallel pre-licensure examinations across all leading TEIs.
Finally, an adoption of the proposed action plan and a follow-up investigation to Table 10.5 is hereby
recommended as it showed the log of the odds of passing the Licensure Examination for Teachers is positively
related to the absolute value of cognitive, emotional, and physical. In other words, for every regress in the
cognitive of the respondents, one expects a 0.732 increase in the log-odds of passing the LET as emotional
and physical held constant; if the respondent’s emotional increase by one unit it leads to the increase of 0.282
in the log-odds of passing the LET as cognitive and physical held constant; and as the respondent’s physical
is increased by one unit it leads to the increase of 0.114 in the log-odds of passing the LET as cognitive and
emotion held constant. In this study, the full model equation takes the form as:
ln = β0 + β1X1+ β2X2+ β3X3 + ε
where: p (x) = the predicted probability of passing the LET
1 – p(x) = the predicted probability of failing the LET
β = the parameter of the logistic model
X1 = Cognitive
X2 = Emotional
X3 = Physical
ε = Error.
This means that the cognitive account of the respondents significantly impacted the board exam
performance, for it will give a 0.732 increase in the log-odds of passing the LET compared to 0. 282 and
0.114 growth of physical and emotional. This finding concurs with the study of Cortez, Alipante, and Lajato
in 2017 regarding how the cognitive domain could be a significant predictor in passing the LET, which affirms
the claim that college Grade Point Average (GPA) significantly affects performance in LET (Quiambao,
2015).
This implied that students who had good grades in college tended to pass and attain a higher rating in
the LET, while those who performed poorly in college were more likely to fail or obtain a lower rating in the
LET (Amanonce & Maramag, 2020).

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REFERENCES
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26. Maramag, A. and Amanonce, J. C. (2020). Licensure Examination Performance and Academic
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43. Tabriz, A. A., Sohrabi, M. R., Parsay, S., Abadi, A., Kiapour, N., Aliyari, M., and Roodaki, A. (2015).
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