Öz
Proje Numarası
N/A
Kaynakça
- Abao, E. L., Petancio, J. M., Sanchez, J. M., & Sumalinog, G. G. (2023). Performance of beginning teachers in the licensure examination for teachers: A national study. Frontiers in Education. https://doi.org/10.3389/feduc.2023.1240658
- Aggabao, N. T. (2023). The implication of licensing of secondary mathematics teachers in policy making in the National. Journal for Educators, Teachers, and Trainers, 14(1), 191–201. https://doi.org/10.47750/jett.2023.14.01.017
- Agustyaningrun, N., Sari, R. N., Abadi, A. M., & Mahmudi, A. (2021). Dominant factors that cause students’ difficulties in learning abstract algebra: A case study at a university in Indonesia. International Journal of Instruction, 14(1), 847–866. https://doi.org/10.29333/iji.2021.14151a
- Alova, C. A. R. (2021). Performance of College of Education graduates in the licensure examination for teachers: A descriptive study. Academia Letters, Article 4087. https://doi.org/10.20935/AL4087
- Amanonce, J. T., & Maramag, A. M. (2020). Licensure examination performance and academic achievement of teacher education graduates. International Journal of Evaluation and Research in Education, 9(3), 510–516. https://doi.org/10.11591/ijere.v9i3.20614
- Balinario, J. C., Ofqueria, M. G. M., & Arca, L. B. (2023). Predictors of licensure examination for teachers’ performance. International Research Journal of Science, Technology, Education, and Management, 3(2), 117–128. https://doi.org/10.5281/zenodo.8139696
- Bellen, J., Rosario, A., & National Heroina, T. (2018). Academic achievement as a predictor in the performance of licensure examination for teachers. Asia Pacific Journal of Education, Arts, and Sciences, 5(1). https://ssrn.com/abstract=4541033
- Borghans, L., Golsteyn, B. H., Heckman, J. J., & Humphries, J. E. (2016). What grades and achievement tests measure. IZA Discussion Paper No. 10356. https://docs.iza.org/dp10356.pdf
- Cadosales, M. N., Sanchez, J. M., Cordova, M. E., Merin, J. A., & Augusto, W. S. Jr. (2023). Exploring the predictive influence of licensure examination results for beginning teachers’ performance: The case of the National. Frontiers in Education, 1–10. https://doi.org/10.3389/feduc.2023.1252368
- Commission on Higher Education [CHED]. (2017). Policies, standards, and guidelines for Bachelor of Secondary Education (CHED Memorandum No. 75). https://ched.gov.ph/wp-content/uploads/2017/11/CMO-No.-75-s.-2017.pdf
- Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE.
- Fives, H., & DiDonato-Barnes, N. (2019). Classroom test construction: The power of a table of specification. Practical Assessment, Research, and Evaluation, 18(3), 1–7. https://doi.org/10.7275/cztt-7109
- Kin, T. M., Omar, A. K., Musa, K., & Ghouri, A. M. (2022). Leading teaching and learning in the era of Education 4.0: The relationship between perceived teacher competencies and teacher attitudes toward change. Asian Journal of University Education, 18(1), 67–80. https://doi.org/10.24191/ajue.v18i1.17171
- Malaluan, N. E. (2017). Licensure examination for teachers performance of BatStateU graduates for the last five years. Worldwide Journal of Multidisciplinary Research and Development, 3(3), 41–46. https://wwjmrd.com/archive/2017/3/189/licensure-examination-for-teachers-let-performance-of-batstateu-graduates-for-the-last-five-years
- Matthews, M. S., & Farmer, J. L. (2008). Factors affecting the Algebra I achievement of academically talented learners. Journal of Advanced Academics, 19, 472–501. https://files.eric.ed.gov/fulltext/EJ810758.pdf
- Memon, M. A., Ting, H., Cheah, J. H., Thurasamya, R., Chuah, F., & Cham, T. H. (2020). Sample size for survey research: Review and recommendations. Journal of Applied Structural Equation Modeling, 4(2), i–xx. https://jasemjournal.com/wp-content/uploads/2020/08/Memon-et-al_JASEM_-Editorial_V4_Iss2_June2020.pdf
- Navida, G. S., & Cocal, C. J. (2022). Predictors of BSEd mathematics licensure examination for teachers (LET) of one ASEAN state university. International Journal of Scientific and Management Research, 5(3), 23–31. https://doi.org/10.37502/IJSMR.2022.5303
- Philippine Institute for Development Studies [PIDS]. (2023). 12-year data track poor training of PH teachers. https://www.pids.gov.ph/details/news/in-the-news/12-year-data-track-poor-training-of-ph-teachers
- Professional Regulation Commission [PRC]. (2022). LET coverage: Licensure exam for teachers 2022. https://www.prcboard.com/coverage-of-exam-let-licensure-exam-for-teachers
- Professional Regulation Commission [PRC]. (2023). Enhanced table of specification. https://www.teachpinas.com/enhanced-table-of-specification-for-let-new-tos
- Star, J. R., Caronongan, P., Foegen, A., Furgeson, J., Keating, B., Larson, M. R., Lyskawa, J., McCallum, W. G., Porath, J., & Zbiek, R. M. (2015). Teaching strategies for improving algebra knowledge in middle and high school students (NCEE 2014-4333). National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. http://whatworks.ed.gov
- Teacher Education Council [TEC]. (2022). Excellence in teacher education act. https://tec.deped.gov.ph/about/about-2
- United Nations Development Programme [UNDP]. (2024). Quality education. https://www.undp.org/sustainable-development-goals/quality-education
- Yauney, J. M. (2022). K-12 CS teacher licensing in the US. Proceedings of the 53rd ACM Technical Symposium on Computer Science Education, 2, 1171. https://doi.org/10.1145/3478432.3499202
Predicting Licensure Examination for Teachers (LET) Outcomes: A Regression Analysis of Mathematics Teacher Graduates' Course Performance and LET Results
Öz
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.
Anahtar Kelimeler
Licensure Examination for Teachers (LET) Mathematics graduates Predictors Professional Education Specialization
Etik Beyan
The present study adheres to the guidelines and ethical standards. All data collected were handled with utmost confidentiality and coded anonymously.
Destekleyen Kurum
Bicol State College of Applied Sciences and Technology (BISCAST)
Proje Numarası
N/A
Teşekkür
Gratitude to the BISCAST Administration, Vice-President for the Academic Affairs Office, Research, Extension, and Production Office, and College of Education who supported the study. The author acknowledges the contribution of the research respondents.
Kaynakça
- Abao, E. L., Petancio, J. M., Sanchez, J. M., & Sumalinog, G. G. (2023). Performance of beginning teachers in the licensure examination for teachers: A national study. Frontiers in Education. https://doi.org/10.3389/feduc.2023.1240658
- Aggabao, N. T. (2023). The implication of licensing of secondary mathematics teachers in policy making in the National. Journal for Educators, Teachers, and Trainers, 14(1), 191–201. https://doi.org/10.47750/jett.2023.14.01.017
- Agustyaningrun, N., Sari, R. N., Abadi, A. M., & Mahmudi, A. (2021). Dominant factors that cause students’ difficulties in learning abstract algebra: A case study at a university in Indonesia. International Journal of Instruction, 14(1), 847–866. https://doi.org/10.29333/iji.2021.14151a
- Alova, C. A. R. (2021). Performance of College of Education graduates in the licensure examination for teachers: A descriptive study. Academia Letters, Article 4087. https://doi.org/10.20935/AL4087
- Amanonce, J. T., & Maramag, A. M. (2020). Licensure examination performance and academic achievement of teacher education graduates. International Journal of Evaluation and Research in Education, 9(3), 510–516. https://doi.org/10.11591/ijere.v9i3.20614
- Balinario, J. C., Ofqueria, M. G. M., & Arca, L. B. (2023). Predictors of licensure examination for teachers’ performance. International Research Journal of Science, Technology, Education, and Management, 3(2), 117–128. https://doi.org/10.5281/zenodo.8139696
- Bellen, J., Rosario, A., & National Heroina, T. (2018). Academic achievement as a predictor in the performance of licensure examination for teachers. Asia Pacific Journal of Education, Arts, and Sciences, 5(1). https://ssrn.com/abstract=4541033
- Borghans, L., Golsteyn, B. H., Heckman, J. J., & Humphries, J. E. (2016). What grades and achievement tests measure. IZA Discussion Paper No. 10356. https://docs.iza.org/dp10356.pdf
- Cadosales, M. N., Sanchez, J. M., Cordova, M. E., Merin, J. A., & Augusto, W. S. Jr. (2023). Exploring the predictive influence of licensure examination results for beginning teachers’ performance: The case of the National. Frontiers in Education, 1–10. https://doi.org/10.3389/feduc.2023.1252368
- Commission on Higher Education [CHED]. (2017). Policies, standards, and guidelines for Bachelor of Secondary Education (CHED Memorandum No. 75). https://ched.gov.ph/wp-content/uploads/2017/11/CMO-No.-75-s.-2017.pdf
- Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE.
- Fives, H., & DiDonato-Barnes, N. (2019). Classroom test construction: The power of a table of specification. Practical Assessment, Research, and Evaluation, 18(3), 1–7. https://doi.org/10.7275/cztt-7109
- Kin, T. M., Omar, A. K., Musa, K., & Ghouri, A. M. (2022). Leading teaching and learning in the era of Education 4.0: The relationship between perceived teacher competencies and teacher attitudes toward change. Asian Journal of University Education, 18(1), 67–80. https://doi.org/10.24191/ajue.v18i1.17171
- Malaluan, N. E. (2017). Licensure examination for teachers performance of BatStateU graduates for the last five years. Worldwide Journal of Multidisciplinary Research and Development, 3(3), 41–46. https://wwjmrd.com/archive/2017/3/189/licensure-examination-for-teachers-let-performance-of-batstateu-graduates-for-the-last-five-years
- Matthews, M. S., & Farmer, J. L. (2008). Factors affecting the Algebra I achievement of academically talented learners. Journal of Advanced Academics, 19, 472–501. https://files.eric.ed.gov/fulltext/EJ810758.pdf
- Memon, M. A., Ting, H., Cheah, J. H., Thurasamya, R., Chuah, F., & Cham, T. H. (2020). Sample size for survey research: Review and recommendations. Journal of Applied Structural Equation Modeling, 4(2), i–xx. https://jasemjournal.com/wp-content/uploads/2020/08/Memon-et-al_JASEM_-Editorial_V4_Iss2_June2020.pdf
- Navida, G. S., & Cocal, C. J. (2022). Predictors of BSEd mathematics licensure examination for teachers (LET) of one ASEAN state university. International Journal of Scientific and Management Research, 5(3), 23–31. https://doi.org/10.37502/IJSMR.2022.5303
- Philippine Institute for Development Studies [PIDS]. (2023). 12-year data track poor training of PH teachers. https://www.pids.gov.ph/details/news/in-the-news/12-year-data-track-poor-training-of-ph-teachers
- Professional Regulation Commission [PRC]. (2022). LET coverage: Licensure exam for teachers 2022. https://www.prcboard.com/coverage-of-exam-let-licensure-exam-for-teachers
- Professional Regulation Commission [PRC]. (2023). Enhanced table of specification. https://www.teachpinas.com/enhanced-table-of-specification-for-let-new-tos
- Star, J. R., Caronongan, P., Foegen, A., Furgeson, J., Keating, B., Larson, M. R., Lyskawa, J., McCallum, W. G., Porath, J., & Zbiek, R. M. (2015). Teaching strategies for improving algebra knowledge in middle and high school students (NCEE 2014-4333). National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. http://whatworks.ed.gov
- Teacher Education Council [TEC]. (2022). Excellence in teacher education act. https://tec.deped.gov.ph/about/about-2
- United Nations Development Programme [UNDP]. (2024). Quality education. https://www.undp.org/sustainable-development-goals/quality-education
- Yauney, J. M. (2022). K-12 CS teacher licensing in the US. Proceedings of the 53rd ACM Technical Symposium on Computer Science Education, 2, 1171. https://doi.org/10.1145/3478432.3499202
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Eğitimde Liderlik, Yükseköğretim Yönetimi, Yükseköğretimde Kalite Güvencesi |
| Bölüm | Research Articles |
| Yazarlar | |
| Proje Numarası | N/A |
| Erken Görünüm Tarihi | 26 Haziran 2025 |
| Yayımlanma Tarihi | 1 Temmuz 2025 |
| Gönderilme Tarihi | 5 Şubat 2025 |
| Kabul Tarihi | 28 Mart 2025 |
| Yayımlandığı Sayı | Yıl 2025 Cilt: 12 Sayı: 4 |
