Probing the Differences Caused by Cognitive Variables on LET Performance: An Embedded Mixed Method Study

Abstract

The purpose of this study is to probe the differences caused by selected cognitive variables such as entrance test scores (ETS) and grade point average (GPA) on the performance of the graduates in the Licensure Examination for Teachers (LET). It entailed a causalcomparative embedded mixed method research design. The study followed a cohort of 42 purposively sampled graduates of Bachelor of Elementary Education (BEEd), College of Education (CoEd), Mindanao State University (MSU), General Santos City (GSC). Descriptive statistics and inferential statistics were used to determine the differences in the LET performance when grouped according to arbitrary categories of the cognitive variables. A presentation of case narratives and thematic analysis was further used to explore the significant differences. The result disclosed that the ETS of the graduates grouped as passed and conditional cause a significant difference in the LET performance. It further uncovered that the GPA of the graduates grouped as high, average, and low causes a significant difference in the LET performance. The qualitative probes revealed themes such as access to review materials, metacognitive strategies, motivational experiences, and efficacy to succeed. These themes provide explanatory context to the differences in the performance of the graduates in the LET. The implications are further discussed in the study.

Predicting success in teacher education: Revisiting the influence of high school GPA, admission, and standardized test scores on academic and licensure performance

“…Studies on the predictors of teachers' licensure examination results in the Philippines were synthesized by Orlanda-Ventayen (2020). From the synthesis of the results of related articles, the variables arising as significant predictors were administrative, faculty, and student factors, attendance to review classes, and academic performance (Aquino & Balilla, 2015;Ferrer, Buted, & Ferrer;2015;Nool & Ladia, 2017;Quiambao, Baking, Buenviaje, Nuqui, & Cruz, 2015;Visco, 2015) Licensure examination performance was also linked with college academic performance of elementary education majors (Chan-Rabanal, 2016), and of both elementary and secondary education majors (Bellen, Abela, & Truya, 2018;Cahapay, 2020;Fontejon-Bonior & Dela Rama, 2018;Quiambao et al, 2015).…”

“…Of these studies, admission test scores, IQ scores, and HSGPA showed varying levels of associations with LET ratings. For instance, admission test scores were reported to cause significant differences in the graduates' licensure performance (Cahapay, 2020), or emerge as significant predictors of ratings in the same examination (Ferrer et al, 2015;Gerundo & Balagtas, 2014;Labastilla, 2017).…”

Pre-licensure examination as predictor of licensure examination for teachers result

“…There needs to be done other initiatives on the part of the students to prepare themselves prior to the actual licensure examinations. Literatures provided some predictors of passing the licensure examination for teachers such as academic achievement [17], attending LET review [18], mental ability [19], language proficiency [20], and field study course and internship [21], while on the part of the institution, studies suggest that teacher's personal and professional attribute [6], college admission test [22], metacognitive strategies [23] assessment procedures [24], and curriculum [25] are predictors of passing the LET.…”

Pre-Service Teachers’ Reflection Logs: Pieces of Evidence of Transformative Teaching and Emancipation

“…Various factors affecting licensure examination performance have to be considered such as college admission test (Balagtas & Gerundio, 2014;Bansiong, 2019;Cahapay, 2020;Callena et al, 2019;Dagdag et al, 2017;Pascua & Navalta, 2011;Ruben, 2014;Solis-Foronda, 2017), general scholastic aptitude (Bansiong, 2019), college grade point average (Amanonce & Maramag, 2020;Bansiong, 2019;Cahapay, 2020;Chan-Rabanal, 2016;Dagdag et al, 2017;Esmeralda & Perez-Espinosa, 2015;Ferrer et al, 2015;Kalaw, 2017;Pascua & Navalta, 2011;Solis-Foronda, 2017), mock board examination and competency summative test (Bansiong, 2019), teaching aptitude test (Visco, 2015), retention examination (Balanquit et al, 2018;Corpuz, et al, 2017), English proficiency (Kalaw, 2017;Pascua & Navalta, 2011), educational attainment, teaching experience and competence of faculty members Quiambao, 2015;Ruben, 2014), LET review classes (Albite, 2019;Aquino & Balilla, 2015;Ferrer et al, 2015;Mendoza, 2014;Tan, 2016;Visco, 2015), accreditation status (Galenzoga, 2016;Gutierrez, 2016;Rosales et al, 2014), and library facilities (Quiambao et al, 2015).…”