Licensure Examination for Teachers' Performance of Northern Iloilo State University - Main Campus Bachelor of Elementary Education Graduates (2019-2024)

Teaching is an effective and powerful instrument to influence the future. Hence, to be a teacher is an honor and responsibility. This study determined and described the overall performance in the Licensure Examination for Teachers (LET) of the College of Education (CEd) graduates over the past eight years. The subject of the study were the graduates of Bachelor of Secondary Education (BSEd) and Bachelor of Elementary Education (BEEd) who took the LET immediately after their graduation. Further, LET results of the different field of specialization were compared with each other and with the national passing percentage. Findings showed that more than 50 per cent of the college's total BEEd and BSEd graduates took their LET right after graduation from 2010 to 2017. In general, the overall LET performance of the BSEd and BEEd graduates improved with a marginal decline for the BSEd in 2014, while the BEEd declined dramatically in 2011. The study also found that the BSEd passing percentage for the last eight years were consistently higher by at least 39% against the national passing rate. On the other hand, the BEEd passing percentages were consistently higher by at least 25.32% against the national passing rate for the past eight consecutive years. The study findings can be used as the basis for the creation of the faculty and the curriculum. In addition, future work can focus on various factors influencing the performance of students in the Licensure Examination for Teachers.

This study was conducted to look into the degree of relationship between the academic achievement of the Bachelor of Elementary Education (BEEd) major in General Education graduates from the Mindanao State University-Maigo School of Arts and Trades (MSU-MSAT) and their performance in the Licensure Examination for Teachers (LET). Specifically, performances in the general and professional education components of the above variables as well as the cumulative grade-point average (CGPA) of these graduates and their LET final ratings were correlated. The study used descriptive-correlational method. Documentary analysis was the main tool employed in gathering data. Pearson Product-Moment Coefficient of Correlation (rxy) was used to determine the degree of relationship between the two variables while t distribution (t) was utilized to test the statistical significance of the correlation coefficients. It was disclosed that majority of the graduates had good academic achievement. LET passing percentage was high, and most of the graduates obtained a satisfactory rating. Correlation with regard to general education was descriptively low. Correlations as to professional education, and between CGPA and LET final ratings were equally moderate. However, results of the tests on the significance of the correlation coefficients pointed out substantial dependence of LET ratings upon the graduates’ academic achievement. This means that academic achievement is a good LET determinant suggesting that BEEd major in General Education curriculum should be properly implemented and monitored to meet efficiently and effectively its learning standards, and produce quality and LET-ready graduates.

Passing the Licensure Examination for Teachers (LET) is an indication of quality education offered by Teacher Education Institutions (TEI’s) in the country. In response to the call for academic excellence, this study analyzed the results of the performance of Bachelor of Secondary Education (BSEd) and Bachelor of Elementary Education (BEEd) graduates of Cavite State University Naic in LET from 2013 to 2015 through documentary analysis and descriptive-correlational research. Analysis of the LET Performance revealed that the institutions’ passing percentage in terms of number of passers, on the average, is above the LET National Passing Percentage for both the secondary and elementary education graduates. LET takers recorded the highest average ratings in general education followed by professional courses while the lowest was attained by the BSEd takers in major courses. English major recorded the highest average ratings, followed by Math major, while Biological Science major lagged behind. The LET performance of the first takers exceeds those of the repeaters. Possible interventions were suggested to strengthen instructions and enhance LET Performance. It is likewise recommended to study the predictors of LET Performance in the future researches.

Licensure Examination for Teachers (LET) is a standardized examination given to qualified graduates who wish to engage in the teaching profession in both elementary and secondary level. The examination is administered by the Professional Regulatory Commission twice in a year and set the passing percentage to 75%. The study employed a descriptive method of research in determining the LET performances of Education and non-Education graduates of Jose Rizal Memorial State University-Tampilisan Campus (JRMSU-TC). LET results coming from the Professional Regulatory Commission (PRC) were considered as the main data of the study. The present study considered 281 Elementary Education takers broken down into 168 BEED graduates and 113 non Education graduates, and 235 Secondary Education takers classified according to 75 BSED graduates, 127 Professional Education Certificate (PEC) graduates, and 33 non-College of Education (CED) graduates. The statistical measures used in the study were frequency count and percentage. The salient features were as follows: The Bachelor of Elementary Education (BEED) first takers performed well in the LET but combining their results with the repeaters, and non-education graduates, results barely surpass the national passing percentage. In the case of the Bachelor of Secondary Education (BSED), overall results indicated low performance in the LET or below the national passing percentage. Based on the findings of the study it was recommended to review the policies of the College of Education particularly on the entry and retention policies, faculty commitment, and the conduct of review classes and mock board.

This study examines the success rates of Bachelor of Elementary Education (BEEd) graduates from Sultan Kudarat State University (SKSU) – Kalamansig Campus in the Licensure Examination for Teachers (LET). This study utilized the descriptive-comparative research design that compares two variables to describe the differences. The study's respondents were the Bachelor of Elementary Education (BEEd) graduates of Sultan Kudarat State University – Kalamansig Campus who took the Licensure Examination for Teachers (LET) for elementary level from 2018 – 2023. The respondents were selected using the purposive sampling method, with 185 respondents. The data were analyzed using the t-test for paired samples, and the Statistical Package for Social Science (SPSS) was used to analyze the t-test. The study compares the overall passing percentage with national averages and analyzes the General Education and Professional Education scores. The findings indicate fluctuating performance, with BEED graduates performing better in General Education than in Professional Education. Despite a higher mean passing percentage than the national average, the study highlights the need for continuous improvement in curriculum and teaching strategies to enhance LET outcomes. The impact of the COVID-19 pandemic on exam preparation and administration is also discussed. Recommendations are provided for educational stakeholders to adopt innovative teaching methods and improve faculty development to increase licensure examination success rates

The study analyzes the performance trends in the Licensure Examination for Teachers (LET) among Bachelor of Elementary Education (BEEd) graduates from Sultan Kudarat State University – Kalamansig Campus from 2018 to 2023. A descriptive-comparative research design was employed to statistically measure the objectives of the study. Data were obtained from the Professional Regulation Commission (PRC). The study’s respondents are 73 first-timers and 112 repeaters. A total of 185 BEEd examinees were the respondents of the study. Also, the study utilized frequency and percentage counts, z-scores, and p-values to compare the performance and test for significant differences. The results revealed that the performance trends among the BEEd graduates was fluctuating. Performance of first-timers are higher than repeaters in most periods, with institutional passing rates below national passing rates. Notably, exceptional performances were recorded during the March 2019, June 2022, and October 2022 examination periods, where institutional passing rates surpassed national passing rates. The study identifies several factors influencing LET performance, including academic preparation, review sessions, and external disruptions such as the COVID-19 pandemic, which impacted the consistency and preparation of examinees. The data suggest that while first-timers showed relatively strong performance, repeaters faced significant challenges, underscoring the need for targeted support systems to enhance their preparedness and outcomes. The findings highlight the critical importance of continuous monitoring and strategic interventions to improve LET performance. Implementing effective support mechanisms for repeaters, improving academic and review processes, and addressing external factors are essential steps toward enhancing the quality of teacher education.

This study examined the predictive relationship between General Weighted Average (GWA) and performance in the Licensure Examination for Teachers (LET) among Bachelor of Elementary Education (BEED) graduates of Davao Oriental State University – Cateel Campus. Recognizing GWA as a key indicator of academic achievement, the research aimed to determine whether undergraduate academic performance could significantly predict licensure outcomes. Utilizing a correlational research design and employing complete enumeration of BEED graduates from the 2022 and 2023 cohorts, the study used descriptive statistics, Pearson’s correlation, and simple linear regression to analyze secondary data obtained from institutional records. Findings revealed a strong positive association between academic performance and LET outcomes, indicating that graduates with better GWAs were more likely to achieve higher licensure exam scores. These results emphasize the importance of sustained academic performance in building foundational knowledge for licensure success. While GWA emerged as a significant predictor, the study acknowledges that other factors—such as student motivation, test preparation, and support systems—may also influence LET results. The findings offer practical insights for students, educators, administrators, and policymakers in enhancing teacher education programs and licensure preparation efforts. This study addresses a gap in institutional research and contributes to evidence-based strategies for improving academic and professional outcomes among future educators.

A vast body of studies has a propensity towards considering system admission test (SAT) scores as one collective variable that influences the licensure examination performance. The current article revisits this research area and further takes a step forward in analysing the influence of SAT score grouped into two categories as passed and conditional. This study is a comparative analysis of the Licensure Examination for Teachers (LET) performance according to SAT groups of a cohort of 86 elementary education graduates from the Bachelor of Elementary Education (BEEd) Department at the College of Education (CoEd), Mindanao State University, General Santos City (MSU GSC), Philippines. The Mann-Whitney U Test was mainly used as a statistical tool. The results showed that the majority of the students with passed SAT scores obtained a good level of LET performance and those with conditional SAT scores attained a fair level of LET performance. It was further revealed that there is a statistically significant difference in the LET performance of the students with passed and conditional SAT scores. Based on these pieces of evidence, this current research presents three essential instructional accommodations that may be considered to improve the future LET trajectory of the students. The recommendation for future research is also offered.

Teacher education institutions (TEIs) in the Philippines establish their brand of educational quality through their graduates’ performance in the Licensure Examination for Teachers (LET). It is, therefore, necessary for TEIs to align instructional delivery with the competencies in the LET. Thus, this study was undertaken to correlate academic achievement and licensure examination performance of teacher education graduates. Academic achievement is the graduates’ grade weighted average in college and pre-board examination results. The respondents were 1,017 graduates of Bachelor of Secondary Education and Bachelor of Elementary Education in a state university in Cagayan Province, Philippines. The study revealed a significant and strong correlation between the graduates’ grade weighted average in college and LET performance. This is an indication of the effective evaluation procedure of the university since the teachers’ assessment concurs with the graduates’ performance in the LET. A significant relationship was also established between the graduates’ performance in the pre board examination and LET albeit with a weak correlation. This study recommends the development of mechanisms in improving the conduct of pre-board examination review programs in the university. Further validation of the assessment tools used in the pre-board examination is likewise suggested.

Abstract: The research study is about Policies, Practices of Teacher Education Institutions (TEIs) in the province of Nueva Ecija, Philippines and the Performance of their Graduates in the Licensure Examination for Teachers (LET). The respondents are deans/head, teachers, and teacher education graduates or passers of the 12 respondent TEIs. The study was conducted within the first semester of the Academic Year 2018–2019. Descriptive research design was used in the study with quantitative and qualitative method. The 12 TEIs were identified through purposive sampling technique while the teachers and education graduates were thru simple random sampling. Questionnaires and interview guide were utilized as the main data gathering instruments. Based on the findings of the study, the following were drawn conclusions: TEIs are cognizant that admission, retention, and LET preparation policies are important academic guidelines or procedures. Equally, TEIs are mindful that academic policies are vital means to establish and maintain quality instruction to BEEd students; Most TEIs failed to address their academic problems considering that their BEEd LET results were below the national passing rate during 10 consecutive examinations from years 2013-2017. Also, the Commission on Higher Education failed to observe or impose its policies concerning the persistent below national passing rate performance of TEIs in BEEd LET. TEIs’ admission, retention, and LET preparation policies are big contributory factors towards a healthier LET performance for BEEd; and TEIs recognize the importance of achieving BEEd LET result that is above the national passing rate through the various practices they implement. Similarly, TEIs are aware of the possible legal and business consequences in case they failed in every examination. Lastly, TEIs are mindful that LET performance of their graduates is a measure or indicator of quality academic practices and processes. Based on the conclusions of the study, the following are the recommendations: Implementation of Academic Policies, Creation of Distinct Academic Policies, Regular Revisiting of Curricula, and Institutionalization of LET Preparation Programs.

Higher education institutions are expected to provide quality and relevant education at present. For this reason, a study that aims to determine the performance of their graduates in the licensure examinations offered by the states must be conducted. This study will conduct a correlational analysis of the licensure examination for Arellano University teachers of 2018 education graduates. This study utilized the correlation research method. Documentary analysis was used as a technique for gathering the data. Six (6) BEED graduates and nineteen (19) BSED graduates were selected for this study. Their rating in the licensure examination for teachers and academic performance in courses such as professional education, course assessment 1, course assessment 2, and practice teaching were correlated. BSED graduates performed better in the 2018 Licensure Examination for Teachers than BEED graduates. BEED graduates perform below the passing rank in all the components of LET. The study’s findings revealed that both the BEED and BSED graduates performed below the passing rating required by PRC in the professional education component of the test. The academic performance of the BEED graduate did not redound and translate to their successful performance in the Licensure Examination for Teachers. On the other hand, the academic performance of the BEED graduates was confirmed in the results of the LET. The BSED graduates performed better, as revealed in their academic performance than their BEED counterparts. BEED graduates’ academic performance in course assessment 2 concurred with the result of their LET performance in professional education, while their academic performance in the three subjects’ professional education, course assessment 1, and practice teaching did not redound to their performance in the LET. The BSED graduates’ academic performance reflected their performance in the LET. With these findings, it was recommended that both programs be revisited and thoroughly reviewed in terms of instruction and assessment to ensure that these are aligned with the competencies tested in the LET. Intensive preparation and training of the BEED students must also be done. Lastly, the severe participation of the students in intensive training in preparation for the LET must be ensured to help them become more prepared and confident to take the test in the future.

This study aimed to examine the trend of performance of De La Salle Lipa (DLSL) education graduates in the Licensure Examination for Teachers (LET). Quantitative trend analysis employed on the data collected from records officially released by the Professional Regulation Commission (PRC) for the years 2011 to 2015 revealed that the performance of both elementary and secondary education passers were significantly higher than the national passing rates and showed a significant relationship between the graduates’ English proficiency and their LET- General Education performance. When grouped according to their profile, there were significant differences in the education graduates’ performance in terms of the year LET was taken, their GPA, and results of English Proficiency and Culture Fair Intelligence Tests but not in terms of their field of specialization. These results were considered in proposing a syllabus incorporating the strategies to further improve the program offerings of the Education Department particularly in terms of curriculum development, recruitment and selection of qualified students, continuous professional training for faculty, and more intensified LET review for the education graduates. Findings of the study showed that DLSL is eligible to qualify as a Center of Development in Teacher Education in the area of instructional quality.

The successful passing of the Licensure Examination for Teachers (LET) by secondary education graduates is one of the core priorities of Tertiary Education Institutions (TEIs) in the Philippines, as they work to address the increasing demands of the teaching workforce and produce highly qualified educators. However, few studies have attempted to create a model to predict the probability of passing LET. In this study, a quantitative approach using a predictive-correlational design was used to analyze the correlations between areas of academic achievement and LET performance among Bachelor of Secondary Education (BSEd) graduates at a government-funded university in the Leyte province. This study also investigated the role of academic achievement in predicting BSEd graduates’ licensure examination performances. Using total enumeration sampling, 225 BSEd graduates’ academic achievement records and LET performances were considered. The results revealed significant correlations between the areas of academic achievement and licensure examination performance among BSEd graduates. Meanwhile, achievements in professional education courses followed by general education courses were the most significant predictors of LET performance. This result implies that BSEd graduates aiming to excel in LET should prioritize strong performance in their professional and general education courses during their studies, as it could significantly impact LET outcomes.

This study was conducted to determine the academic performance and predictors of the licensure examination for teachers of the Bachelor of Elementary Education (BEED) of Ilocos Sur Polytechnic State College Sta Maria Campus, Philippines, during four consecutive years from 2016 to 2019. This descriptive correlational study involved 299 student takers who took the yearly September Licensure Examination for Teachers (LET). Documentary analysis was used to identify the academic performance in general and professional education courses/subjects from the official transcript of records and the results of the licensure examination for teachers requested by the institution from the Professional Regulation Commission (PRC). Findings revealed that academic performance in general and professional education courses was "very good." A relationship existed between academic performance in general and professional education courses and LET results. General education courses/subjects such as English, Math, Science, and Social Studies and professional education courses/subjects like Theory and Concepts and Methods/strategies were predictors of the licensure examination. However, English is the best predictor. Generally, students performed well in their academics. The higher the academic grades, the better chance of passing the licensure examination. The institutional LET passing percentage is consistently higher than the national passing percentage. The repeaters dragged the national passing percentage down. The overall performance of the graduates during their licensure examination is dependent on how the college equipped the students in taking the said examination.

This study employed a predictive correlational design to investigate the extent to which the performance of mathematics teacher graduates in both professional and specialization courses predicts their outcomes in the Licensure Examination for Teachers (LET). Seventy-seven (77) respondents were identified through selection criteria and power analysis. The study's findings revealed that college course performance aligned with LET outcomes. Moreover, the results indicated a distinct emphasis on intellectual skills in general education and practical skills in professional education. Procedural fluency and problem-solving skills were highlighted in specialization, particularly in mathematics content courses. The study established a correlation between college course grades and LET performance, emphasizing the significance of specific courses. Recommendations include aligning instructional practices with LET competencies, enhancing curriculum emphasis, developing outcomes-based learning activities, introducing LET-type comprehensive examinations in general, professional, and specialization courses after 3rd year in the college to enhance retention and mentoring policies, implementing regression models for predictive analysis, and providing targeted professional development specially for teachers handling courses that are significant predictors of LET performance in professional and specialization, focusing on refining instructional practices and aligning them with the competencies emphasised in the LET. A confirmatory study is suggested to validate the identified causal relationships between the students’ college course performance and LET performance and assess the effectiveness of the recommended regression models.