FACTORS AFFECTING THE LET PERFORMANCE

OF EDUCATION STUDENTS

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A Research Proposal

Presented to PhD. Dr. Ma. Sarah Fatima Valencia

Methods of Research in Education Instructress

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In Partial Fulfillment in

Methods of Research in Education Subject

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by:

Michelle E. Nesnia

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February, 2021
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CHAPTER I

THE PROBLEM AND ITS BACKGROUND

INTRODUCTION

In today’s generation, education plays a vital role in shaping tomorrow’s leaders.

It is also essential part of life aside from oxygen, food, water, health, clothing and

housing. It serves as a requirement in order to fight the battle in this cruel world. That is

why we need teachers to help us to do so. “My teacher, my hero”. We often hear this

word because our teachers are the reason why we achieved our aspirations and

dreams in life. They are the ones who hone the student’s abilities and skills for them to

conquer the world on their own and be the agent of change for their future. They are the

reason why a student is motivated and inspired to pursue their passion and they are

one of those people who always believed that every child has the ability to change the

world on their own and have the audacity to exceed a child’s potential. But to be a

teacher in profession, you have to conquer first your battles, your weakness, and your

fears. To be a teacher, it should be your passion to teach not just because you are

forced to do so but it should be because you yourself wanted to teach every child to be

somebody with good morale and become an asset of our country. To be a teacher, just

like other profession they also have to study and graduate and most importantly, pass

the Licensure Examination for teachers also known as LET.

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The Licensure Exam for Teachers (LET) is a qualifying exam for all aspiring teachers.

There are separate exams, depending on what grade level you intend to teach. A

professional teacher license or teacher certification is the highest mark of professional

accomplishment that makes the teacher a member of a larger network of accomplished

educators shaping the profession. It demonstrates the equivalent of a four-year

education degree which shows that a teacher has met all standards required for the

profession and would elevate the educator to a truly learned profession (National Board

for Professional Teaching Standards, 2015). One of the main goals of an aspiring

teacher is to pass this licensure examination. But there are factors that affect the LET

performance of education students.

The researcher aims to determine the factors that affect the LET performance of

education students for the researcher believes that in order to pass the teachers

licensure exam, they should be able to know the difficulties they may face which affects

their performance during the exam. This research will give them awareness about

things to avoid and will give them insights about what can affect their performance in the

exam.

There is no magic in passing – solid training, broad experience and clear thinking are

all basic requirements. But a prescription for failure is a lack of preparation, which

includes not only knowledge but also understanding of what is expected by the

examinees (Glass, 2005).

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STATEMENT OF THE PROBLEM

This study aims to determine the factors affecting the LET performance of

education students.

Specifically, it seeks answers to the following questions:

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

1.1 name (optional);

1.2 gender;

1.3 course/year level;

1.4 specialization;

1.5 GPA;

1.5 category?

2. What are the factors that affect education students in their LET performance?

3. Is there a significance relationship between the education students’ academic

achievement and their performance in their field of specialization?

4. What is the extent of these factors that affect education students in their LET

performance?

5. What is the level of performance in education students’ LET performance?

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SIGNIFICANCE OF THE STUDY

This research aims to provide a valid data about the factors affecting the LET

performance of education students provide benefits to the following:

Government. It may inspire curriculum makers and implementers to do

everything to raise the students difficulties during the review. They may derive

significant information in terms of areas to be improved such as content areas to be

emphasized in the syllabi, books to be used, strategies and techniques, nature of the

assessment to be given, and the like;

Administration. The identification and provision of information on the actual

performance of the graduates may be very useful to the University’s administrative that

are seeking qualitative and quantitative information. Such will serve as based decisions

in establishing an action response in what needs to be done after and in formulation of

plans and policies with regard to what areas should be improved, revised,

supplemented, or strengthened

Faculty. The results will encourage teachers to give exact instructions to the

students on what to be assessed and evaluate for the improvement of their performance

on LET.

Students. The findings may also serve as the basis in the re- evaluation and re-

examination of the programs and policies relative to the development of the curriculum

so that the students will be in a better position in preparing themselves for the LET.
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Parents. The results of this study will help to encourage parents or guardians to

enroll their students in the college of education;

Researcher. This study helps the researchers determine the gaps or factors to be

met on LET so that they will be aware what will be performed during the exam.
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Scope and Delimitation of the Study

This study is focused and limited on the factors affecting the LET performance of

education students. Since it is not easy to pass the LET. It needs a lot of preparations,

training, reviews and etc. The study will focus on the extent of these factors and level of

performance in education students’ LET performance.

Definition of Terms

The following terms are defined operationally to express the simplest meaning

and to emphasize the word as used in this study.

Factors. These are circumstance, fact, or influence that contributes to the

performance in LET.

Education Students. The term designates to a student enrolled in either, BSED,

BEED curriculum.

Licensure Examination for Teachers (LET). This is a test of the overall

knowledge and proficiency of prospective teachers to provide a reliable structure, which

the practice of prospective teachers can be measured and proven, and it gives access

to continuing growth and development.

Professional Education. This is a type of education that is conducted for

education students in various professional fields that consist of updated knowledge and

other pertinent information that will serves as the foundation of the students to attain the

broader understanding of their chosen field. These are pre-requisite in the course of
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education. It includes Theory/Concepts, Methods, Strategies, and Field Studies that

consists of 57 units.

Specialization. This refers to the field of student’s course or their major subject

which focuses on a specific aspect of a broad topic. In BTHELE, it focuses on different

fields like, clothing textile and related arts, electricity, electronics, food technology, home

economics and livelihood education that consist of 183 units.

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THEORETICAL FRAMEWORK OF THE STUDY

The theoretical framework of this study is based on Wiener’s Attribution Theory

(Weiner, 1974) and Cronbach and Snow’s Aptitude Treatment Interaction Theory

(Cronbach & Snow, 1989). The Attribution Theory of Weiner outlines a method for

scrutinizing and understanding motivation and achievement in the academe, which is

appropriate for the study at hand. In the said model, the proponent outlined the

processes through which learners form causal beliefs (Weiner 1985, 2005). A basic

assumed principle of the model is that learners are affected factors found in the

environment (characteristics of the learner’s home or school environment) and by

personal factors (past experiences and stock knowledge). The above-mentioned factors

affect the types of beliefs or attributions that learners are possible to make.

On the other hand, according to the Aptitude-Treatment Interaction (ATI) theory,

there are some instructional strategies (treatments) which are more or less effective for

particular individuals or groups only depending upon their specific abilities. ATI suggests

that optimal learning can be achieved when the instruction is exactly matched to the

abilities of the learner. Weiner’s Attribution Theory outlines the identification of the

factors affecting the board examination performance of Tagoloan Community College.

Moreover, when these causal factors are identified and a causal model is thus created,

Cronbach and Snow’s Aptitude Treatment Interaction (ATI) Theory will guide in the

formulation of a review program that would ensure the success and best board

examination performance of Tagoloan Community College.

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The framework of the study is anchored on the premise that success or failure of

a student taking an examination, particularly a board or licensure examination depends

greatly on several factors as perceived by the reviewers and the reviewees and those

who have successfully passed the examination already.

Wiener’s Attribution Theory

Cronbach and Snow’s Aptitude Treatment Interaction Theory

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CONCEPTUAL FRAMEWORK OF THE STUDY

The theory of our study proposed that there are some factors that affect the

performance of education students in the Licensure Examination for Teachers. This

theory shows some obvious variables such as the number of months devoted by the

students in preparing for the Licensure Examination. The researcher can also imply that

the factors affecting their performance can also be the variables since a variable is any

aspect of a theory that can vary or change and is measurable. These variables can be

classified as independent variable ( IV ) the variable the researcher start with ( the input

variable ) and the dependent variable ( DV ) the variable the researcher end up with

( outcome variable.)

Let's start with the independent variable. The independent variable includes the

following which are also considered to be the factors affecting the performance of

students in the Licensure Examination for Teachers: Review opportunities, Review

preparations, Facilities, Competencies of teachers, Academic Achievement,

Competencies of reviewers, Curriculum, Teaching style of teachers and Adequacy of

knowledge in the Professional Education, General Education, and field of specialization

and the profile of the respondents in terms of name, gender, course/year level, field of

specialization, GPA and category where they are classified either they are first takers or

repeaters.

The dependent variable would be the actual performance of the student, extent

of these factors that affect education students in their LET performance, and level of

performance in education students’ LET performance in terms of in the examination

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Competencies of teachers, Competencies of reviewers, Curriculum, Teaching style of

teachers and Adequacy of knowledge in the Professional Education, General

Education, and field of specialization which are just some of the variables that

determine the success of the performance of the teacher education graduates in the

Licensure Examination for Teachers since it is important to have a strong background

knowledge that can be used when taking the exam. This can only be shaped well if the

teacher is competent and is able to attain his objectives in teaching by using a variety of

teaching styles.

Moreover, the number of hours they devoted in preparing for the Licensure

Examination is a variable that should be considered. It is helpful in tracing the cause

why some students failed to pass the examination. The researcher can perceive that

from this that they lack preparation. Universities and review center are the factors that

largely affect their board examination performance. On the other hand, the dependent

variable or the outcome variable is the performance of the students in the Licensure

Examination for Teachers. This variable is dependent on the independent variables

which were mentioned at the latter part of this. All of these potential explanations and

variables need to be addressed for the results of research to be valid.

The researcher could add addition variables, although adding more variable

would only make the study more complex. And it calls for a greater extent in

researching.
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Independent Variable Dependent

Variable
- Profile of the
- Extent of these Output
respondents in terms of:
factors that affect
 name (optional) education students
 gender in their LET - Improved
 course/year level performance performance on
 specialization LET of education
 GPA -Level of students
 Category performance in
education -Identify the factors
-Factors affecting the students’ LET that affect LET
LET performance of performance? performance
education students
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CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

RELATED LITERATURE AND STUDIES

This chapter deals with the review of related literature and studies which contains

information gathered from books and other periodicals, on-line sources and varied

unpublished materials that provided the researcher with the necessary background

knowledge to follow the study.

RELATED LITERATURE

LET LITERATURE

The Licensure Examination for Teachers (LET) is the assessment required

of all applicants for registration as professional teachers as mandated by RA 7836 (Act

to strengthen the regulation and supervision of the Practice of Teaching in the

Philippines and Prescribing a Licensure Examination for Teachers and for Other

Purposes). LET is currently the most numbered examinees being administered twice

a year in places and dates determined by the Board of Professional Teachers.

LET is composed of three test components: the General Education (GE

courses) comprised of the following subjects: English, Filipino, Mathematics, Science,

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Social Sciences, and Information and Communication Technology (ICT); the

professional education courses including Child and Adolescent Development,

Facilitating Learning, Principles of Teaching 1 and 2, Curriculum Development,

Developmental Reading, Assessment of Learning 1 and 2, Teaching Profession,

and Social Dimension of Education; and the different specialization courses in

English, Mathematics, Biological Science, Physical Science, Music, Arts and Physical

Education and Health (MAPEH), Technology and Livelihood Education (TLE), Social

Studies, and Computer Education. The examination for secondary levels consists

of these three (3) components, general education, professional education and field of

specialization; though, for elementary level, LET covers only the general education

and professional education courses. LET is a five and a half to nine-hour exam

for future elementary and secondary teachers respectively. The test items consist of

multiple choice types of questions with four (4) options.

Examinees from the elementary and secondary levels must obtain an average

rating of 75%, with no rating of 50% or below in any of the component subjects. In the

elementary level, 40% of the general rating comes from General Education and 60%

comes from Professional Education. In the Secondary level, 20% of the average rating

comes from General Education, 40 % from Professional Education And 40% from Field

of Specialization (retrieved from PRC website).

The latest CHED statistics revealed that there are 119,091 BEEd examinees in

2016. Out of this number, only 35,395 or 29.72% passed the LET for elementary level.

On the other hand, there are 144,588 BSEd examinees in the same year, only 49,966

or 34.56% successfully hurdled the board exam for secondary level (CHED, 2017).
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The Philippine Regulatory Commission (PRC) promulgates the registration and

issuance of valid professional license for education graduates who successfully

passed the Licensure Examination for Teachers (PRC, 2000). As a partner agency,

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

Education Institutions (TEI’s) to ensure competency and quality of instructions in the

Philippines. In response to CHED’s mandate for quality education, the academe

must assure the effectiveness of their educational programs offered through

analyzing the board performance and the determinants/ predictors for success in

Licensure Examination for Teachers.

RELATED STUDIES

LET PERFORMANCE

Figuerres (2013) analyzed the LET Performance of University of Northern

Philippines. Her findings showed that there were more examinees who garnered higher

scores compared with those who obtained lower scores exhibiting a negatively skewed

distributions of LET scores in general education, professional education and

specialization courses. Moreover, the examinees score exhibited platykurtic

distributions showing extreme scores. For BEEd, the institutional passing rates were

consistently higher than the national passing rates and specialization is

significantly correlated with LET performance. Furthermore, she expounded that fresh

graduates of the teacher education programs tend to perform higher in the LET than

those who took the LET at later examination schedule.

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The findings of Esmeralda and Espinosa (2015) in Carlos Hidalgo

Memorial State College revealed that the BEEd showed a greater confidence in

academics, indicating the need to enhance the level of academic preparations of the

BSEd in general education and major subjects during pre-service years. However,

these findings were in contradiction to the study made by Guanson and Marpa (2013)

of PNU who asserted that graduates in the secondary education perform better in

the licensure examination and LET takers find difficulty in the areas of

professional education and major subjects.

Rudio (2016) determined in her study the performance of NLUC graduates in

the LET from 2011 to 2013. In her study, majority of the respondent are female and

coming from general high school with entrance examination ranging from 49.30% to

56.40%. In her study, she found that the LET performance of their graduates was from

moderately low to moderately high when compared to the percentage of national

passage. Also, she pointed out there is a major connection between academic success

and performance of the LET takers. It was also revealed in the study that the level of

meaningful relationship for secondary LET takers ranges from low, moderate and high

except for negligible correlation in the general education.

Corpuz, et al (2014) analyzed the LET performance of education graduates in

TIP and noted that the LET takers obtained the lowest score in their field of

specialization, the first takers had a much higher passing percentage than the

repeaters, and the year or date of LET administration does not contribute to the passing

or failing of the examinees.

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LET PERFORMANCE PREDICTORS

Pachejo and Allaga (2013), in their study regarding academic predictors in

LET performance of education graduates in Rizal Technological University, found that

there is a linear relationship between the overall LET ratings and the three

academic courses such as general education, professional education courses and

specialization. Their findings was supported by the study conducted by Rabanal in

2016 who analyzed the performance of BEEd graduates in the University of Northern

Philippines. Her study likewise revealed that academic achievements in general

education, professional education and major courses were significantly related to the

different test components in the board examination. The findings of Garcia (2013),

deviated slightly from those mentioned above in professional education courses where

a weak positive correlation with LET performance was noted.

Quiambao and, al. (2015) carried out a report on predictors of the LET success

of Don Honorio Ventura Technical State University graduates. They found out that their

education graduates' LET output is significantly predicted by their faculty's academic

achievement and length of service, library and laboratory quality facilities, student IQ,

and grade point average.

Rabanal (2016) evaluated the success of 2013 graduates of the University of

Northern Philippines (UNP) with a Bachelor of Elementary Education (BEEd). It

determined the academic achievement along the components of the Licensure

Examination for Teachers (LET) in three subject components, such as general,

professional, and specialization and performance. Findings showed that the

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respondents showed good academic performance, most examinees passed the LET in

all of the components. The LET had a higher number of passers-by than non-passers.

Academic achievement is linked to LET success in a significant way. Educational

institutions should therefore continue to look for professional development ventures to

improve teaching competency and professional preparations. Thus, come out in the

success of board examination with quality output leading graduates towards

employment.
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CHAPTER III

RESEARCH METHODOLOGY

Research Design

The researchers will collect quantitative data by employing descriptive approach

through survey in the form of checklist questionnaire which aimed to analyze the factors

that affects Licensure Examination for Teachers (LET) performance of education

students.

Research Respondents

The respondents of this study are education students who have already

experienced taking the LET either BSEd or BEEd in any field of specialization.

Research Environment

The study is conducted at NORSU Bais Campus.

Research Instrument

The main tool in gathering the needed data is the questionnaire which includes

the profile, the factors that affects LET performance of education students, significance

relationship between the education students’ academic achievement and their

performance in their field of specialization, extent of these factors that affect education
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students in their LET performance and the level of performance in education students’

LET performance

1. Part I presents the data profile of the respondents of the study

2. Part 2 shows the task to be done by the respondents which is determining the

factors that affects LET performance of education students, significance relationship

between the education students’ academic achievement and their performance in their

field of specialization, extent of these factors that affect education students in their LET

performance and the level of performance in education students’ LET performance. The

given topic is suggested by the researcher. The respondents must follow the guidelines

indicated.

Data Collection Procedure

The data collection is done on the month of February, year Before administering

the questionnaire to education students of any field, the distribution of participants'

consent was given to those participants who were chosen to answer the survey and

were given an ample time to answer the questionnaire.

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BIBLIOGRAPHY

A. Published Studies

Antiojo, Ligaya P. (2017). “Performance of Education Graduates in the

Licensure Examination for Teachers (LET).PEOPLE: International
Journal of Social Sciences.” Volume 3 Issue 2, pp.1363-1384

CHED, 2004. Commission on Higher Education Order (CMO) No. 30, series
2004. “The revised teacher education curriculum.”

Corpuz B. B., Faltado III, R. F. & Mayordomo, J. L. (2014). “Performance of

education graduates in the licensure examination for teachers.”
PAFTE Research Journal, Quezon City, Philippines: Adriana Printing
Co., Inc.

Esmeralda, A.B., & Espinosa, J. P. (2015). “Teacher education teachers’

graduates’ performance as predictor of licensure examination for
results.”JPAIR Multidisciplinary Research, 21.
https://doi.org/10.7719/jpair.v21i1.330.

Figuerrez, O. B. (2013). “Analysis on the performance of University of

Northern Philippines in licensure examination for teachers.”
International Journal of Scientific and Research Publications, 6(1), 455-
461.

Garcia, G. (2013). “Academic performance as determinant to pass the

licensure examination for teachers.” JPAIR Institutional Research, 2,
69-75. doi:10.7719/irj.v2i1.258.

Guanson, T. P. & Marpa, E. P. (2013). “The Philippine Normal University

college admission test and college point average as predictors in the
performance in licensure examination for teachers.” Retrieved from
https://www.scribd.com/document/269955935/Predictor-Guazon

Medino, B. (2015). “BTHELE Graduates in EVSU Tacloban City.” Retrieved

From
https://www.slideshare.net/brailadamsmedino/officialthesis101?fbclid=IwA
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A8TmlPuWEUmx77RhbQJqmXdw

Pachejo, S. & Allaga, W. (2013). “Academic predictors of the licensure

examination for teachers’ performance of the Rizal Technological
University teacher education graduates.” International Journal of
 23

Educational Research and Technology, 4(4), 31-40.

Quiambao, D.T., Baking, E.G., Buenviaje, L.B., Nuqui, A.V., Cruz, R.C. (2015).
“Predictors of Board Exam Performance of the DHVTSU College of
Education Graduates.” Journal of Business & Management Studies.

Rabanal, G. C., (2016). “Academic achievement and LET performance

of the Bachelor of elementary education graduates, University of
Northern Philippines.” International Journal of Scientific and Research
Publications, 6(6), 455-461.

Rudio, Virginia O. (2016). “Performance of Teacher Education Graduates,

DMMMSU- Philippines in the Licensure Examination CY 2011 to
2013.” International Journal of Educational Science and Research, Vol. 6,
Issue 3, Jun 2016, 1-16.