I Submitted 9/29/2022 I Accepted 6/13/2023 I Revised 11/25/2023

Perceived Factors on the Performance of Graduates in the

Licensure Examination

Donnie M. Tulud
University of Southern Mindanao
dmtulud@usm.edu.ph
ORCID No. 0000-0002-6435-572X

Mirasol O. Verona
University of Southern Mindanao
ORCID No. 0009-0006-9001-1660

Ronel A. Naringahon
University of Southern Mindanao
ORCID No 0009-0005-4362-140X

Abstract

Passing the licensure examination indicates the quality of education offered by an institution.
A country requires this to its graduates to ascertain the effectiveness of jobs and employment
that are vital to a country’s development. This study investigated factors affecting students’
performance in the licensure examination at one university in Mindanao, Philippines. The study
employed a descriptive-survey research design utilizing Perceived Causes of Academic Failure
Inventory (PCAFI) to help pinpoint factors and causes that contributed to the performance
of graduates during the board examination. Results of the study showed that problems with
the learning environment, specifically on “Many things to memorize,” and problems with
the content examination, specifically on “Examination was very stressful,” were identified as
the key factors of their performance in the licensure examination. The study recommended
intervention programs and mechanisms in improving the conduct of board examination review
programs in the university, which primarily address reducing test anxiety while improving
test-taking skills and study strategies. It further recommended conducting studies using other
designs and variables to ensure a more comprehensive understanding of results relative to
students’ performance in the licensure examination.

Keywords: Perceived factors, licensure examination, performance, learning environment,

content examination

INTRODUCTION
Licensure examination administered by the Professional Regulation Commission (PRC) under
Republic Act No. 6506 is among the highest achievements graduates can attain in their chosen careers.
Passing the licensure examination substantiates their knowledge, progress, skills, qualifications, and
intellectual capacity in their preferred profession. Figuerres (2013) and Stewart et al., (2004) revealed
that the performance of graduates in the licensure examinations of the Professional Regulations
Commission (PRC) is one gauge of the educational quality they received in the period that they
remained in the threshold of the school. Bautista and Dicang (2007) even reinforced that it is an
evaluation of four-year college learning of the students in their specific fields.

However, graduates often regard passing the licensure examination as a tedious deliberation. The
study of Aquino and Balilla (2015) explained that it is primarily due to the differences in the ability of
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 Asia Pacific Journal of Social and Behavioral Sciences Volume 21 2023

the graduates to learn and acquire knowledge that crucially affect their chances of passing the licensure
examination. An apparent dismal performance in the licensure examination performance of graduates
in this university in southern Philippines further confirmed these travails in the Licensure Examination.
From 2016 up to 2018, the performance of graduates from programs that require licensure examinations
was below the national passing rate. Out of 47 licensure examinations, this University failed to surpass
the national passing rate 30 times. These results posit risk in the standards of the University as a Level
4 accredited university. There are years that the university passing rate was higher than the national
passing rate, and the total number of takers was a combination of first-timers and retakers; however,
a large number of non-passers is noticeable, which is quite alarming as factors predictive of success
in the licensure examination over which the examinees can exercise an amount of control are often
overlooked by the institution to proliferate performance in the licensure examination.

A number of scholars have studied several measures that best predict students’ success. Some
authors claim that students’ high school grade point average (HSGPA) predict their ability to be
successful (DeBerard et al., 2004; Geiser & Santelices, 2007; Hall, 2001; Hall et al., 2008; Stupinsky
et al., 2007; Atkinson & Geiser, 2009; Lotkowski et al., 2004; Geiser & Studley, 2004). Other authors
argue that standardized test scores are the best predictors of students’ success (Astin, 1993; Schmitt et
al., 2009; Sparkman et al., 2012; Sternberg, 2010). Moreover, APA (1993, 1997), as cited in Stupinksy
et al. (2008) and Zins et al., (2004), suggested students’ ability to think as a predictive factor of success.
Other scholars also identified other alternative measures, such as creativity, motivation, persistence,
academic goals, emotional intelligence, and other non-cognitive measures as possible success
predictors (Beck & Davidson, 2001; DeBerard et al., 2004; Parker et al., 2005; Astin, 1993; Sparkman
et al., 2012; Parker & Duffy, 2005).

Although these claims, all products of empirical studies, reveal viable measurements for success,
limited predictors of achievement in licensure examination are found within the literature, and whether
these variables also predict the performance of graduates in the licensure examination is unknown.
The current study, therefore, contributed to filling this gap in the literature by focusing on predictors
beyond what the literature includes regarding students’ performance in the Licensure Examination.
The results of the study would provide meaningful information to various educational stakeholders by
understanding which factors best predict the performance of graduates in licensure exams. Likewise,
this research endeavor would provide a prospect for developing interventions and policies for better
licensure performance of programs at this University.

Thus, the researchers deemed it indispensable to conduct an institutional study to determine

perceived factors of the performance of graduates of in the Licensure Examination. These factors
are vital for exceptional performance in board examinations since the university is among the more
established government institutions in the nation, would invite more and better enrollees, and contribute
to its vision of quality education.

Research Objective

This study investigated factors affecting students’ performance in the Licensure Examination.
Specifically, it aimed to determine perceived factors that may contribute to their achievement, such
as teacher’s behavior, teaching methods, lack of commitment to study, problems with the learning
environment, problems with subject content and examinations, psychological problems of student,
future concerns related to the chosen field of study, and problems of time management.

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Perceived Factors on the Performance of Graduates in the Licensure Examination

Theoretical Framework

This study is seen from the perspective of Pavlov’s classical conditioning theory, which
explicates how behavior is altered through the association of stimuli. It highlights that ideal learning
performance may be shaped by designing a favorable environment for learning. As evident in
educational institutions, they can produce quality services for their students to achieve a high licensure
examination passing rate. On the other hand, the stance of operant conditioning claims that behavior can
be modified through contingencies of reinforcement. Hence, to encourage learners to pass a licensure
examination, schools are encouraged to give incentives or rewards.

Thorndike’s laws of learning can also explain a student’s performance in a licensure examination.
In his law of readiness, he asserted that individuals who are not ready to learn have difficulty learning,
while academically prepared individuals attain satisfactory performance in school. With this premise,
chances are high that graduates who are more prepared during their licensure examination will most
likely perform well in the licensure examination. More so, the law of exercise claims practice makes
learning efficient. This means that students who practice more may most likely master the learning and
show better proficiency. As evident in the Licensure Examination, examinees who are more exposed
and involved in various academic preparations such as reviews will perform better than those who
are not. Also, the law substantiates that satisfaction as a result of learning strengthens learning, which
means that individuals who received more satisfactory remarks in the course of learning are more
likely to be motivated to do well in the examination.

As can be gleaned from the theories mentioned, it is conceptualized in this study that several
factors may have a bearing on the Licensure Examination performance of courses with licensure
examinations such as academic performance, for instance. Hence, the result of this study may be utilized
to assess and improve areas of instruction and other student services that predict their performance in
the Licensure Examination. This may also pave the way in reviewing the relevance of strict admission
policy whereby scores of the students in the entrance examination can be correlated to their licensure
examination performance. Hence, the University can provide an exam with well-established predictive
validity to monitor and control its passing rate. The result of this study may also serve as a basis to
determine the efficiency and quality of the licensure examination review offered by the University.

The assessment results of all these factors of licensure exam performance as a whole can
facilitate the University regarding the extent to which it needs to improve the performance of its
clientele in the examination. Therefore, analyzing the factors that influenced the performance of the
graduates in the licensure examination is of high importance. Areas of the campus services affecting
the performance of the graduates can be traced and incorporated in formulating policies to improve
their performances and increase their chances of passing the examination.

METHODOLOGY

Research Design

The study utilized a descriptive survey method to carry out its objectives. Data were collected
through an adopted standardized questionnaire from the study of Aysan (1996) titled Perceived Causes
of Academic Failure Inventory (PCAFI) that identified eight subgroups of factors: teacher’s behavior,
teaching methods, lack of commitment to study, problems with the learning environment, problems
with subject content and examinations, psychological problems of the students, future concerns related
to the chosen field of study, and problems of time management. The researcher obtained data by
converting the traditional paper-pencil questionnaire into a Google form link and sending it to the

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 Asia Pacific Journal of Social and Behavioral Sciences Volume 21 2023

respondents’ social media accounts. The alumni of the programs BS Agricultural and BioSystems
Engineering (BSABE), BS Agriculture (BSA), and BS Chemistry (BSChem) in this University, who
took and passed the Licensure Examination from 2016 to 2018, served as the respondents of the study.

Area of the Study

The researchers collected and analyzed data at one university in southern Philippines. They sent
a Google link along with the letter of consent and questionnaire to the personal social media accounts
of the respondents for them to answer since the study was conducted during the COVID-19 pandemic.

Data Collection Procedure

The study utilized a survey questionnaire to identify the predictors of the graduates’ performance
in the licensure examinations. The standard questionnaire titled Perceived Causes of Academic Failure
Inventory (PCAFI) identified eight factors: teacher’s behavior, teaching methods, lack of commitment
to study, problems with learning environment, problems with subject content and examinations,
psychological problems of student, future concerns related to the chosen field of study, and problems
of time management. The researchers sent a Google link form of the questionnaire to the respondents
since face-to-face contact was discouraged due to the pandemic.

Respondents of the Study

The list of the students who took the licensure examinations for their respective degrees was
secured to identify the respondents. They were chosen through the following criteria: 1.) They should
be bonafide graduates of the University, and 2.) They must have passed the board of examination in the
years 2015, 2016, 2017, and 2018.

Ethical Consideration

The ethical considerations were utilized and observed properly during the study. The dignity,
concealment, and privacy of the respondents were always safeguarded at all times. The safety of the
respondents’ participation was not at risk or harmed.
All respondents were given informed consent attached to the Google form link before being
included in the research process. Each respondent was required to provide a personal acknowledgment,
consent, and an indication of his/her willingness to participate in the study. The purpose of the informed
consent letter was to introduce the research effort, provide contact information, articulate the study’s
intent, request voluntary participation by the respondents, and identify the anticipated information
that they were expected to provide. Personal assurance of committed participation, prompt scheduling
of the conduct of the study, and personal contact diminished attrition and non-responsiveness, and
ensured adequate participation to achieve the desired result.
The informed consent letter articulated the procedural steps to maintain privacy, confidentiality,
and the non-attribution of individual responses. The informed consent letter declared that the
respondents’ background information would remain confidential and would not be released without
prior expressed personal approval. Restricted access was based upon a need-to-know to protect and
secure information to maintain confidentiality and anonymity, and ensure that all responses were
secured from inappropriate disclosure to enhance reliability and validity of provided data.
Statistical Analysis

The study used descriptive statistics such as frequency count and overall mean to determine the
factors that were perceived to be predictive of the Licensure Examination performance of the takers.

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Perceived Factors on the Performance of Graduates in the Licensure Examination

It further used the three-point Likert scale to identify the extent or level of indicators in predicting the
respondents’ performance in licensure examinations.

Sampling Technique

The researchers selected the respondents using a non-probability sampling method through
convenience sampling. They posted a web survey through a Google link on the official media page
and group chats where browsers chose whether to participate in the survey or not. Consequently, 100
respondents for BS Agricultural and BioSystems Engineering, 120 for BS Agriculture, and 50 for BS
Chemistry responded to the link, which provided 270 total respondents.

RESULTS AND DISCUSSION

Table 1
Perceived Factors on the Performance of Graduates in the Licensure Examination in Terms of Teacher
Factor

Teacher factor Mean Interpretation

The teacher’s attitude is usually negative. 1.43 Disagree
Teachers are not democratic. 1.24 Disagree
There is no consistency between what they say and what they do. 1.33 Disagree
Teachers are very authoritarian. 1.52 Not Sure
Teachers disregard me. 1.43 Disagree
The teachers do not treat people equally. 1.76 Not sure
The teachers do not understand. 1.43 Disagree
Teachers do not provide me with the material I need. 1.24 Disagree
The exam questions are related to the details, but they don’t 1.38 Disagree
capture the essence of the material
Overall Mean 1.42 Disagree
Legend:
1.0-1.49- Disagree
1.50-2.49- Not Sure
2.50-3.0- Agree

The results of the study revealed that the respondents disagreed that Teacher’s attitude is usually
negative (1.43); Teachers are not democratic (1.24); There is no consistency between what they say
and what they do (1.33); Teachers disregard me (1.43); The teachers are not understanding (1.43),
Teachers do not provide me with the materials I need ( 1.24); and, The exam questions are related to
the details but they do not capture the essence of the material (1.38). Nevertheless, they are not sure
that Teachers are very authoritarian (1.52), and do not treat people equally (1.76).
Their responses on Teacher Factor gained an overall mean of 1.42, qualitatively described
as disagree. The respondents disagreed that teacher factors can determine their performance in the
national Licensure Examination. The finding implies that their professors possess good characteristics/
attitudes towards teaching, and they received sufficient input from them during their four years of
stay at the University. It further implies that the respondents consider their professors to impact their
academic and lifelong successes substantially.

This finding conforms to Kosoko-Oyedeko (2008), who said that positive teacher-attitudes
may contribute to forming positive student attitudes and raise academic performance. If the teacher’s

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attitude towards teaching is unfavorable, this may negatively affect student achievement. The study of
Yarcia (2001) even reinforced that the teacher’s teaching behavior affects how students perceive the
classroom climate.
Although teachers cannot directly establish friendship and a clear climate among students,
they can offer a strong, firm base for a social experience. Aaronson et al. (2007) seconded this finding,
for they found strong effects of teachers on student achievement when they looked at teacher quality
and student achievement in Chicago. In addition, Koedel and Betts (2007) strengthened the previous
findings when they used the added gains model to examine student achievement of elementary students
in San Diego and found that, like several other studies, teacher quality is a significant predictor of
student achievement. However, teacher qualifications such as experience, quality of undergraduate
college, education level, and college major have little effect on student achievement. Finally, the
teacher’s positive or negative attitude in communication with students and in how she/he reflects
this, direct their lives, has a positive or negative effect on the attitude shown toward themselves or
the public in general, affecting the development of the ability to communicate, research, and create
(Ataunal, 2003).

Table 2
Perceived Factors on the Performance of Graduates in the Licensure Examination in Terms of Teaching
Method

Teaching Method Mean Interpretation

Teachers do not lecture well. 1.19 Disagree
The teachers come to the classroom unprepared. 1.19 Disagree
Teachers lecture unwillingly. 1.19 Disagree
Teachers don’t relate the different topics of the course to each other. 1.43 Disagree
Teachers can’t give examples for his/her lecture. 1.28 Disagree
The voice of teachers is very monotonous. 1.38 Disagree

Teachers don’t relate the subject matter to other discipline. 1.43 Disagree

Teachers can’t simplify the lecture. 1.33 Disagree

The teachers don’t take my level of understanding into consideration. 1.57 Not Sure
Legend:
1.0-1.49- Disagree
1.50-2.49- Not Sure
2.50-3.0- Agree

As reflected in Table 2, the respondents disagreed with the indicators that Teachers do not lecture
well (1.19), Teachers coming to the classroom are unprepared (1.19), Teachers lecture unwillingly
(1.19); Teachers do not relate the different topics of the course to each other (1.43); Teachers cannot
give examples for his/her lecture (1.28); The voice of teachers is very monotonous (1.43); Teachers
do not relate the subject matter to other disciplines (1.43); and, Teachers cannot simplify the lecture
(1.33). Nevertheless, they are not sure about the indicator The teachers do not consider the level of
understanding, with a mean of 1.53.

Generally, the overall mean of 1.33 revealed that the respondents disagreed that teaching
methods are not contributory factors to their performance in the Licensure Examination. The finding

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Perceived Factors on the Performance of Graduates in the Licensure Examination

implies that the teachers utilize practical and suitable methods in teaching concepts and information
necessary for taking the licensure examination. This finding is congruent with what Adunola (2011)
explained: teaching methods should fit the subject matter to yield desirable changes. Bharadwaj and
Pal (2011) expounded that teaching methods work effectively mainly if they suit learners’ needs since
every learner interprets and responds to questions uniquely.

Table 3
Perceived Factors on the Performance of Graduates in the Licensure Examination in Terms of Lack of
Commitment to Study

Lack of Commitment To Study Mean Interpretation

I am not interested in the subject. 1.28 Disagree
I concentrate on other things during the lectures. 1.52 Not sure
I can’t concentrate in the classroom. 1.47 Disagree
I don’t like listening to the lectures. 1.57 Not sure
I don’t like to study. 1.33 Disagree
I don’t study systematically. 1 62 Not Sure
I do not come prepared for my classes. 1.00 Disagree
I do not like this school. 1.00 Disagree
I cannot make the best use of my time while studying. 1.57 Not Sure
I prefer to have fun. 2.05 Not Sure
I am not able to absorb the information. 1.47 Disagree
Overall Mean 1.44 Disagree
Legend:
1.0-1.49- Disagree
1.50-2.49- Not Sure
2.50-3.0- Agree

The results show that the respondents disagreed that they are not interested in the subject (1.28);
They cannot concentrate in the classroom (147); They do not like to study (1.33); They do not come
prepared for their classes (1.0); They do not like this school (1.0); and, They are not able to absorb the
information (1.47). The respondents are not sure that they do not study systematically (1.62); They
concentrate on other things during lectures (1.52); They do not like listening to lectures (1.57); They
cannot make the best use of time while studying (1.57); and, They prefer to have fun (2.05).

The overall mean of 1.44 revealed that the respondents disagreed that lack of commitment
to study does not affect their Licensure Examination performance. The result implies that students
have an increased drive and motivation to study and review their subjects as they prepare for the
national Licensure Examination. The result conforms with Masgoret and Gardner (2003), who said that
motivated learners have goal-directed behavior like expending effort, being persistent and attentive to
the task, and using strategies to achieve goals. Duckworth et al. (2007) also said that people with less
raw ability but grander stamina, perseverance, and capacity for hard work are likely to succeed more
than those who are talented but have little skill to make goals and keep focused on attaining them.

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Table 4
Perceived Factors on the Performance of Graduates in the Licensure Examination in Terms of Problems
with Learning Environment

Problems with Learning Environment Mean Interpretation

Education is not practicum-oriented. 1.38 Disagree
There is not enough reference material for the practicum courses. 1.76 Not sure
I find it difficult to find material for my studies. 1.62 Not Sure
Audio-visual material is not widely used. 1.67 Not Sure
Due to the high cost of books, I don’t read enough. 1.47 Disagree
The questions in the examinations are not based on the interpretation of 1.43 Disagree
the subjects.
The subject matters are not framed in a satisfactory way. 1.43 Disagree
There aren’t enough courses related to my major. 1.28 Disagree
There is no orientation towards research. 1.48 Disagree
The subject matter is not related to real-life experiences. 1.24 Disagree
I can’t use my creativity in the classroom. 1.19 Disagree
There are too many things to memorize. 2.67 Agree
There are not enough reference books in the library. 1.33 Disagree
The same subjects are being lectured over and over again. 1.33 Disagree
The assessment criteria for the success of the student is mainly based on 1.90 Not Sure
examinations.
There is not enough discussion done by the students after the lecture. 2.04 Not Sure
Overall Mean 1.58 Not Sure
Legend:
1.0-1.49- Disagree
1.50-2.49- Not Sure
2.50-3.0- Agree

The respondents agreed on one indicator that there are too many things to memorize, with a
mean of 2.67.

The result indicates further that the respondents disagreed that Education is not practicum-
oriented (1.38); Due to the high cost of books, they do not read enough (1.47); The questions in the
examinations are not based on interpretation of the subjects (1.43); The subject matters are not framed
in a satisfactory way (1.43); There are not enough courses related to their major (1.28); There is no
orientation towards research (1.48); The subject matter is not related to real-life experiences (1.24);
They cannot use their creativeness in the classroom (1.19); There are not enough reference books in the
library (1.33), and, The same subjects are being lectured over and over again (1.33). Nevertheless, the
respondents are not sure that there are not enough reference materials for the practicum courses (1.76);
They find it difficult to find material for their studies (1.62); Audio-visual material is not widely used
(1.67); The assessment criteria for the success of the student is mainly based on examinations (1.90);
and, There is not enough discussion done by the students after the lecture (2.04).

The overall mean of 1.58 generally means that the respondents were not sure that Problems
with Learning Environment determine their performance in the Licensure Examination. This result
indicates that Problems with the Learning Environment may not be a contributory factor to their
achievement in the Licensure Examination, which means respondents during the review may normally
encounter challenges as far as learning environment is concerned since the review for the Licensure

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Perceived Factors on the Performance of Graduates in the Licensure Examination

Examination is conducted in a short term. This phenomenon runs parallel to the study of Li (2012),
which revealed that effort could only be regarded as an indirect factor but not a necessary factor in
bridging the relationship between attitude, self-efficacy, and academic achievement.

Hence, taken singly the indicators on this Factor, the result revealed that the respondents
perceived that the indicator There are too many things to memorize, determine their performance in
the licensure examination, implies that taking the board examination is primarily a test of memory.
This means that students had attention and retention issues on the topics they were reviewing.

Their performance could have been better if they possess better memory retention since it is
a requirement in all subject areas particularly in absorbing concepts, facts, and figures. The test of
memory results to a level of stress which reduces learning. The study of Cortez et al. (2017) supported
the results for they revealed that cognitive and emotional domains were significant predictors of
passing LET; thus, graduates should consider their average grades and test anxiety before taking the
board examination.

Table 5
Perceived Factors on the Performance of Graduates in the Licensure Examination in Terms of Problems
with Content Subject and Examination
Problems with Content Subject and Examination Mean Interpretation
The course is very difficult for me. 2.14 Not Sure
The intellectual level of the lectures exceeds my capacity of understanding. 1.90 Not sure
I need a lot of time to study for this subject. 2.48 Not Sure
Usually, the questions that are asked on the examinations are the ones that we 1.90 Not Sure
haven’t covered.
I can’t understand the lecture. 1.48 Disagree
I don’t remember the things I studied during the examinations. 1.48 Not Sure
The length of time to prepare for the examinations is very short. 2.05 Not Sure
The length of time for the examinations is not enough. 1.95 Not Sure
Examinations are very stressful. 2.29 Agree
I cannot compete with my friends who come from various institutions. 1.52 Not Sure
I don’t know how to study systematically. 1.62 Not Sure
The questions on the exams are not clear enough. 1.29 Not Sure
Overall Mean 1.84 Not Sure
Legend:
1.0-1.49- Disagree
1.50-2.49- Not Sure
2.50-3.0- Agree

Results show that the respondents agreed that examinations are very stressful, with a mean of
2.63.
Moreover, the result indicates that the respondents responded Not sure that the course is very
difficult for them (2.14); The intellectual level of the lectures exceeds their capacity of understanding
(1.90); They need a lot of time to study for this subject (2.48); Usually the questions that are asked on
the examinations are the ones that they have not covered (1.90); They do not remember the things they
studied during the examinations (1.48); The length of time to prepare for the examinations is very short
(2.5); The length of time for the examinations is not enough (1.95); They cannot compete with friends
who come from various institutions (1.52); They do not know how to study systematically (1.62); and,
The questions on the exams are not clear enough (1.29).

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 Asia Pacific Journal of Social and Behavioral Sciences Volume 21 2023

The respondents disagreed on the indicator They cannot understand the lecture, with a mean
of 1.48. The overall mean of 1.84 generally revealed that the respondents are Not Sure of Problems
with Content Subject and Examination as predictive factors of their performance in the Licensure
Examination. If taken separately from the indicators in this Factor, the result revealed that indicator
Examinations are stressful tend to have been a contributory factor to the Licensure Examination
performance of the respondents. The result implies that examinations can bring a level of stress and
burnout. When stress is perceived negatively or excessively, it leads to anxiety and ultimately affects
performance. The result further implies that the respondents had the highest stress and anxiety before
they took the licensure examination; hence, they could not perform well during the examination. This
result is similar to the study of Cortez et al. (2017) on the Binary Logistic Model on Factors Affecting
the Result of Licensure Examination for Teachers (LET), which revealed that as the test anxiety goes
to a very high level, and the LET taker is less likely to pass the LET. Hence, passing the LET is
associated with obtaining a moderate and deficient level of test anxiety. To conclude, academic average
grades and test anxiety are concerns to be addressed to pass the Licensure Examination for Teachers.
Moreover, Lee and Larson (2000), and Verma and Gupta (1990) explained that intense stress before
and during examinations has consequences for mental health and somatic symptoms. They elaborated
that due to high examination stress, students spent less time socializing in passive and active leisure,
which may further magnify the effects of examination stress.

Table 6

Perceived Factors on the Performance of Graduates in the Licensure Examination in Terms of

Psychological Factor

Psychological Factor Mean Interpretation

I can’t solve my personal problems. 1.19 Disagree
The relations with my friends are not satisfactory. 1.14 Disagree
I’m never sure of myself when it comes to being successful. 1.62 Not Sure
I’m not encouraged to participate in class. 1.24 Disagree
I don’t have any close friends. 1.09 Disagree
I feel I’m far away from my family. 1.24 Disagree
I haven’t been able to adapt to the big city. 1.28 Disagree
I can’t communicate with the teacher. 1.19 Disagree
Overall Mean 1.25 Disagree
Legend:
1.0-1.49- Disagree
1.50-2.49- Not Sure
2.50-3. Agree

As presented in the Table 6, the result indicates that the respondents disagreed that they cannot
solve their personal problems (1.19); The relations with their friends are not satisfactory (1.14); They
are not encouraged to participate in class (1.24); They do not have any close friends (1.09); They feel
they are far away from their family (1.24); They have not been able to adapt to the big city (1.28);
and, They cannot communicate with the teacher (1.19). They were certain that They are never sure of
themselves when it comes to being successful (1.62). In this Factor, the overall mean of 1.25 with a
verbal description of disagree generally means that the respondents disagree that psychological factors
have nothing to do with their performance in the Licensure Examination. The result implies that the
psychological domain of the students does not strongly correlate with their academic performance,
just like in licensure examinations. Bonis et al. (2007) said that other psychological factors that are
associated with unsuccessful results in licensure examinations are the following: bad study habits,
difficulty in setting priorities, below-average test-taking skills, and lack of knowledge of how to
prepare.
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Perceived Factors on the Performance of Graduates in the Licensure Examination

Table 7

Perceived Factors on the Performance of Graduates in the Licensure Examination in Terms of Future
Concerns Related to the Chosen Field of Study

Future Concerns Related with Chosen Field of Study Mean Interpretation

I won’t be able to obtain an honorable status in the society after my 1.71 Not Sure
graduation.
I’m worried about my future. 1.90 Not Sure
There’s no guarantee for me to find a job after graduation. 1.86 Not Sure
I won’t be able to obtain a high economic status after graduation. 1.62 Not Sure
Overall Mean 1.78 Not sure
Legend:
1.0-1.49- Disagree
1.50-2.49- Not Sure
2.50-3.0- Agree

As presented in Table 7, the result indicates that the respondents responded not sure that They
will not be able to obtain an honorable status in the society after their graduation (1.71); They are
worried about their future (1.90); There is no guarantee for them to find a job after graduation (1.86);
and, They will not be able to obtain a high economic status after graduation (1.62). In this Factor, the
overall mean of 1.78 generally means that the respondents are not sure if the factor of Future Concerns
Related to the Chosen Field of Study contributed to their performance in the Licensure Examination.
The result implies that the respondents are certainly not regretful of their chosen field of study and are
not bothered by what the future can offer them. This suggests that students have set goals for their
reviews and exams as their short-term goals without taking into account the future of their careers.
This result confirms the study by Yusuff (2018), which revealed that personalized goal setting and
study planning significantly improve continuous engagement with learning, focus on academic goals,
and academic performance.

Table 8
Perceived Factors on the Performance of Graduates in the Licensure Examination in Terms of Time
Management

Time Management Mean Interpretation

I don’t have enough time to prepared for the examinations. 1.81 Not Sure
I have to work off-campus to make money. 1.43 Disagree
There is no time for fun. 1.48 Disagree
I am not able to work on my lessons except during class. 1.43 Disagree
Overall Mean 1.54 Not Sure
Legend:
1.0-1.49- Disagree
1.50-2.49- Not Sure
2.50-3.0- Agree

As presented in Table 8, the result indicates that the respondents were not sure that they have
enough time to prepare for the examinations (1.81), while they disagreed that they have to work off-
campus to make money (1.43). There is no time for fun (1.48), and They are not able to work on their
lessons except during class (1.43).

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 Asia Pacific Journal of Social and Behavioral Sciences Volume 21 2023

The overall mean of 1.54 in this factor generally means that the respondents are Not Sure if the
factor Time Management contributed to their performance in the Licensure Examination. The result
suggests that the respondents are somehow aware of setting goals in studying and the value of using
time management before and during the licensure examination. This is similar to the idea of Krause
and Coates (2008) which claimed that the capacity to manage time successfully is the foundation of
students developing good study habits and successful strategies. Kearns and Gardiner (2007) even
expounded that skills in time management have positive impact on student learning and outcomes.

CONCLUSION AND RECOMMENDATION

Results showed that among the perceived factors of the respondents’ performance in the
Licensure Examination based on the survey questionnaire, the primary contributory factors are the
problems with the learning environment, specifically indicator There are too many things to memorize,
with a mean of 2.67, and problems with content examination, specifically indicator Examinations are
very stressful, with a mean of 2.29. As a whole, these factors were believed to be the reasons that may
predominantly contribute to their performance in the Licensure Examination. This result calls for a
comprehensive appraisal of the approaches, teaching and learning methods, practices, and assessment
tools utilized in the conduct of the Licensure Examination review in the University.

On a realistic note, this study obtained essential findings that shall guide and enlighten the
University in formulating intervention programs and mechanisms that will focus on reducing test
anxiety while improving test-taking skills and study strategies for a population of prospective test
takers. The study revealed that students suffer from test anxiety and memory retention; thus, the
University may create an intervention that can reduce levels of test anxiety in students, which can be
in the form of relaxation techniques and anxiety education with the aid of a psychotherapist to improve
the performance of the graduates in the licensure examinations.

However, the study posits some limitations. The study is only a descriptive survey in nature;
therefore, future researchers may consider a correlational design or a qualitative study. They can also
consider possible correlates and other qualitative methods, such as triangulation in the form of personal
interviews and Focus Group Discussions for a more in-depth analysis of the results.

CONFLICT OF INTEREST STATEMENT

The authors declare no conflict of interest.

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