Evaluation of University Review Program for Teachers’ Licensure Examination: A Transformative Mixed Methods Study Using Bourdieu-Scheerens Framework

Abstract

Guided by the Bourdieu-Scheerens framework, this study uses transformative mixed methods exploratory sequential design to evaluate the “LET Intensive Review,” a university program for the Licensure Examination for Teachers (LET). The review program is regarded as an input, a means for achieving an output. While analysis includes the context, inputs, process, and outputs in education function, close attention is given to processes to elucidate contributing factors in the LET outcomes. Ethnography as the primary research design was used to explore pre-service teachers' (PSTs) experiences in the review, deploying the Bourdieusian framework in the analysis. In support of the qualitative findings, a descriptive research design was employed. The Mann-Whitney U Test and the Independent Samples t-test were performed to analyze the university passing percentage ratings in the LET elementary and secondary levels for first-timers before and during the conduct of the review. Integrative analysis of the qualitative and quantitative results followed to draw the mixed methods research findings. This evaluation reveals that the LET Intensive Review is effective, and the faculty agency and the administrator agency play a big part in the process. Most of the LET elementary level first-timers who took the review obtained significantly higher LET ratings than those from the previous batches who had not gone through the review. Financial constraints, weak basic education foundation, majorship, and low motivation affected the PSTs’ performance and education quality. The educational policy implications related to the urban-rural divide are also presented in this study.