A Case Study of Topnotchers' Preparations and Contributory Attributes in Passing the Licensure Examination for Teachers

Abstract

This paper explores the Licensure Examination for Teachers (LET) experience of Bachelor in Elementary Education (BEEd) topnotchers of the University of Southeastern Philippines (USeP) Tagum-Mabini. This qualitative single case study sought to determine topnotchers preparations and attributes deemed contributory to successful topping of the LET. Data were obtained through interviews from the seven (7) purposively sampled participants who were the pioneering batches of LET topnotchers in the BEEd program, covering years 2011-2015. Semi-structured in-depth interviews (IDIs) were conducted to gather results for an information-rich case study. Qualitative data analysis was applied identifying emergent categories and themes based on participants quotes excerpted from interview transcripts. Findings indicate that BEEd topnotchers preparations consisted of the following: goal setting and knowing oneself; interest in reading and overlearning the material; being test-wise and understanding the nature of the LET; and attending a LET review program and committing to it. Five strong contributory attributes were also revealed such as: having metacognitive test-taking skill; strong faith in God; good support system; solid foundation in college; and active participation in a study group. Majority of them expressed their College (the College of Teacher Education and Technology) contribution and influence to their success through competency-based instruction, quality faculty and LET-type assessment. More intensive and extensive training and enhancement which focuses on the identified preparations and contributory attributes may be targeted to produce a common ground for effective teaching-learning practice for future graduates.

Admission Criteria as Predictors of Licensure Performances among Graduates of a State University in the Philippine Cordillera Administrative Region

“…Further studies concluded that admission and retention policies, curriculum and teaching, and faculty competence are substantially connected with the performance of the teacher education program on the licensure examination complementing the findings of the study (Amanonce and Maramag, 2020). As a result, it is important to investigate the university's admissions practices because a higher HSGPA and entrance score correlates with better licensure achievement (Albite, 2019).…”

Practices and Readiness of Pamantasan Ng Cabuyao Education Graduates in Licensure Examination: Basis for Action Plan Examination for Teachers

“…The mock examination practice conducted by school administrators should be valid, reliable, and balanced (Davis, 1999). A test can be considered valid if the results are significantly useful in making decisions regarding student achievement, and a test has predictive validity if it can estimate how an individual performs a given criteria or task (Albite, 2019).…”

Factors Affecting the Performance of a Higher Education Institution in the Licensure Examination for Teachers

“…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).…”