System Admission Test and Licensure Examination for Teachers: The Case of Passed and Conditional Groups

Abstract

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.