BOARD PERFORMANCE AND PREPARATION INTERVENTIONS AMONG THE TEACHER PJAEE, 17 (1) (2020)

BOARD PERFORMANCE AND PREPARATION INTERVENTIONS AMONG

THE TEACHER EDUCATION GRADUATES IN EASTERN RIZAL

Julieta ST. Fulgado

University of Rizal System, Pililla Campus

juleistfulgado.jstf@gmail.com

Julieta ST. Fulgado. Board Performance and Preparation Interventions among the Teacher Education
Graduates in Eastern Rizal. – PalArch’s Journal of Archaeology of Egypt/Egyptology 17(1), 317-330.
ISSN 1567-214X

Keywords: Professional teachers, Licensure examination, BLEPT Non-passers, BLEPT repeaters, Non-
passers.

ABSTRACT
This research aimed to assess teacher education graduates' performance over five consecutive years against the
national passing rate. It was noticed that the repeaters were outperformed by first-time BEED and BSE takers.
Repeaters had contributed under the national passing-rate outcomes of the takers. The College of Education
emphasized that when taking the BLEPT, the implementation of the Competency Building Course and the pre-board
examination requirements contribute to their exposure.

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INTRODUCTION
The licensure exam for teachers implemented in the Philippines is an important reform in
teacher education institutions. This was based upon Act 7836 of the Professional
Regulation Commission (PRC). Requiring teachers to be eligible to follow the URS aims
to improve the teaching profession's standard (The Refuge, 2017). All offers of HEIs and
academic courses and degrees are required and allowed to be registered, supervised, and
regulated by establishing CHED, RA No. 7722. This mandate brings with it the
responsibility to ensure conformity with CHED 's rules, requirements, and guidelines
(CHED Completion Report 2010-2016).

This makes each SUC conduct thorough monitoring of the performance of BLEPT. One
of the factors influencing the quality of teachers and teaching in the country is the
licensing examination. It is an average passing result in LET, one of the outcome metrics
under the curriculum and instruction parameter of the latest AACCUP evaluation OBQA
instrument. Performance in LET was described as one of the indicators of production
within the Normative Financing Scheme. (CHED-DBM, 2004).

Even the students' performance in BLEPT will improve the college and university level
of PBB as a whole. It is necessary to trace the roots of what might make the passage rate
higher than that of the present. It is also assumed that the outcome will form the basis for
the BLEPT study's future setup to resolve identified areas of weakness. This points to the
need to identify the graduates who contributed to the low rate of passage and increasing
basic components of the examination they found passable. It can also serve as a way of
evaluating how the areas are being taught.

Objectives

This study aimed to identify the performance of the passers and non-passers on Board
Licensure Examination for Professional Teachers in five consecutive years. The results
were compared with the national passing rate in terms of First Time Takers, Repeaters,
Non-Passers, and Repeaters. The study identified the following questions: What are the
best practices that the takers think contributed to their success in passing the LET? What
were the problems encountered by the Non- Passers? What can these takers share as the
best practices that help the graduates to pass the board examination?

Review of related literature and studies

Teacher education graduates who pass the Licensure Test are tangible proof of the
teacher education institutions' excellence instilled into them. Hundreds of thousands of
teacher-education graduates are taking the BLEPT annually. However, it has been a trend
that only about one-fourth of the examinees make it to the test, meaning that one way or
another, they do not have enough training for the test. The board review also explains the
teaching methods models, instruction, and tools they are exposed to during their college
days (Angrist & Guryan, 2008).

Data from Philippine Business for Education (2014) showed that most teacher education
institutions had not achieved passing rates for national test-takers. Around half of the test
takers and even less than half passed the licensure review when it comes to taking.

Botengan, Bansioing, and Kudan (2018) evaluated their graduates' 5-year performance
and discovered that the college achievement scores surpassed their national passing rates.
Higher passing rates have been recorded for Early Childhood Education (BEE-ECED)
and Biological Sciences (BSE-Bio Sci). Percentage passage rates have been the highest in
technical education and the lowest in the specialization.

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Forms occur in which first-time takers and repeaters were added to prepare for the exam.
They faced constraints, however, such as the problems of the Naval State University
teacher education graduates. The results of a bad or passed licensure examination would
also be received by several who may have passed or have weak classroom success (Aljo
and Tancingo, 2016). The admission and retention strategy, curriculum, and teaching and
competency of the facility predict the teacher education program's performance in the
licensing test (Faltado, 2014). This study aimed to understand the weak and strong role in
the implementation of programs by the College of Education and to listen directly from
the takers to the best practices that the college offers to improve the test results.

Assessments would limit the supply of teachers to only those who are eligible. This is
similar to what the Department of Education was doing when they began accepting
applications and rating applicants (Brown, 2001). The test aims at distinguishing between
the abilities measured by the test and those not eligible to enter the classroom.

According to Castro (2006), for the last three years since 2010, the national average
passing rate is 28.71 percent. The national passing rate is 41.08 percent in the 2012
BLEPT. There are clear signs that teacher education institutions are not producing
qualified teachers, it says. Many schools have developed and implemented
comprehensive school improvement plans, but they are short of achieving their success.

In the speech of former President Fidel Ramos, as he was signing R.A. 7836, he believed
that 'the legislation requiring the professionalization of teaching is important not only
because it transfers teachers' licenses to the Professional Regulations Board, but mainly
because it recognizes the need to improve teachers' competences in clear and
unambiguous terms (Montil, 2001). According to research from Espino et al. (2011), their
academic performance during their training years and the licensing test outcome may also
have a very strong connection to the results of the work.

In his study, Diosnisio (2015) revealed that BLEPT performance could be improved by
modifying the curriculum. Administrators should ensure that the syllabi and review
materials of teachers are updated under the CHED memorandum order. The
competencies set out in the national competencies are complied with. Marpa (2014)
disclosed that in the Licensing Examination, the Philippine Standard University
Admission Test and College Grade Point Average significantly predicted graduates'
success. Changes in facilities, procedures, employee results, teaching abilities, academic
achievements, entry, and retention policies will soon be viewed about the licensing test
(Antiojo, 2017).

The researcher assumes that, whatever the status of the programs they have completed,
the graduates can pass or fail in the licensing test. First, identifying participants' initial
stage should be addressed to assist the repeaters, primarily reflecting on the atmosphere
they found intimidating and possible weakness. This may be a small aspect to look at, but
the influence of addressing individual needs may lead to improving results.

CONCEPTUAL FRAMEWORK
The framework demonstrates the procedure that begins for five consecutive years with
the collected data as feedback covering the graduates' licensure test outcomes.
Documents from which relevant data were collected were requested to classify the output
by major area and test components. This is to assess the components the exam graduates
found difficult. To supplement the findings of the study, interviews were initiated face-to-
face and via social media. As to the possible reasons behind the reflected results, this
provided considerable support. The last box also contains the performance, which aims to
improve the status of the licensure review. The arrow from the last box that goes to the
first figure containing the input data indicates that the question responses have been
fulfilled.

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Figure 1: Conceptual Framework of the study

METHODOLOGY
This study used the comprehensive approach of documentary review of the licensure
exam results and a face-to-face interview, centered community discussion, and online
interview. The evaluation test components were analyzed in which the results discussed
the need for changes in some areas, leading to a better performance of the licensing
examination.

RESULTS AND DISCUSSION

What is the level of Performance in the Board for the Licensure Examination for
Teachers of the teacher education graduates in Pililla Campus for the last five (5) years
as compared with the national passing rate in terms of First-Time Takers, Repeaters, and
Overall performance?

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Table 1: The Level of Performance in the Licensure Examination of the Bachelor in

Elementary Education Graduates in Pililla Campus for the last Five Years as compared
with the National Passing Rate

Table 1 reveals that first-time takers did not make it in January 2014, and the outcome of
the repeaters' performance in August 2014 was also poor. Out of ten test schedules,
repeaters only exceeded the national passing mark three times. The number is so tiny, but
the effect on the overall outcome is immense, that the need to assist these retakers is of
great importance along with this study. Most of them graduated from the old program
when CBC and pre-board were not available yet. Some believed that they had a memory
gap as they were pre-occupied with so many items as they had graduated for so long. The
principle that the examination for elementary teachers is more complicated than the
examination for secondary teachers is considered valid by the participants who testified
that it could lead to their failure. The data showed that most teacher education institutions
did not meet the national test-taker passing rates.

As shown in Table 2, graduates received the aforementioned passing rate in the overall
result against the national passing rate in six out of ten examination schedules.
Competency Building Course, formally included in the URS teacher education
curriculum, comprises teachers who promote the study. Students will be subjected to test
courses, mock-up exams, and pre-board assessments that most possibly led to the board
examination outcome. In 2008, a research study investigating the factors associated with
academic success was published by McGann and Thompson. Their findings from the
study showed that mentoring of faculty could lead to NCLEX-RN success. This
observation relates to Building on Evidence: Strategies promoting the success of
NCLEX.

This study aims to guide them to the review's essence covering the new curriculum that
was not present at college during their days. These students tend to be unwilling to take
the exams after they have failed because of the standard of professional education,
backed up by their interview remarks. First-time takers tend to have a higher percentage
to move on the first take from the result.

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Table 2: The Level of Performance in the Licensure Examination of the Bachelor

Secondary Education Graduates in Pililla Campus for the last Five Years as compared
with the National Passing Rate
First National
Examination Time Passing
Schedule Takers VI Repeaters VI Over-all VI Rate
September
2018
69.07% APR 25.93% BPR 53.64% APR 48.03%
March 2018
46.43% APR 24.71% BPR 30.09 APR 29.91%
September
2017
52.07% APR 23.53% BPR 43.60% BPR 46.37%
March 2017
51.72% APR 3.77% BPR 20.73% BPR 25.46%
September
2016
47.06% APR 3.45% BPR 31.25% BPR 33.78%
March 2016
50.00% APR 6.25% BPR 11.11% BPR 28.39%
September
2015
64.44% APR 16.22% BPR 42.68% APR 41.75%
March 2015
61.54% APR 17.39% BPR 33.33% APR 31.64%
January 2014
76.92% APR 20.00% BPR 33.96% APR 28.41%
August 2014
63.16% APR 9.30% BPR 34.57% APR 34.41%

What is the level of performance of the First Time Takers in the following test
components like General Education Subjects, Professional Education Subjects, and
Major Subject?

Table 3: The Level of Performance of the BEED First Time Takers with respect to Test
components
Year Month Subj. 1 Subj. 2 Gen. Ave.
Mean VI Mean VI Mean VI
January 74.00 F 75.00 P 77.10 P
2014
August 78.63 P 77.13 P 77.73 P
March 76.58 P 77.32 P 77.02 P
2015
Sept 77.60 P 76.00 P 76.64 P
March 76.50 P 76.50 P 76.50 P
2016
Sept 73.50 F 72.75 73.05 F
March 76.43 P 79.00 P 77.97 P
2017
Sept 75.50 P 78.50 P 77.30 P
March 75.17 P 78.67 P 77.33 P
2018 Sept 76.60 P 80.90 P 79.18 P
76.04 77.14

For the first time in January 2014, no-one had passed the takers. According to a
university study, subject 1 seemed to encounter trouble with the 2014 takers (Antiojo,
2014). The passing rate below indicates the difficulty of the test components on the said
test scheduled for September. This is particularly true for the BEED since they are
expected to study all areas in general education components for which they seem to have
difficulty. Interviewees claim they have concerns about general education because the

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content is too broad (Rabanal, 2016). After all, even though they rely on their stored
knowledge, they could not predict what will happen in the examination. The overall
average rating was 73.56 percent for the time under study, suggesting that their takers and
current research takers have almost identical performance in subject one (1).

Table 4: The Level of Performance of the BSE First Time Takers with respect to Test
Components
Subj. 1 Subj. 2 Subj. 3 Gen. Ave.
Year Month Subject Mean VI Mean VI Mean VI Mean VI
Social Studies 72.50 F 72.50 F
MAPEH 69.00 F 69.00 F
Jan
Supplemental 73.00 F 74.00 F 73.50 F
English 74.00 F 72.50 F 72.58 F
2014
Filipino 71.00 F 69.50 F 69.75 F
MAPEH 72.00 F 70.00 F 71.00 F
Aug
Supplemental 71.00 F 71.50 F 71.25 F
English 73.00 F 72.33 F 71.00 F 71.67 F
MAPEH 71.33 F 73.00 F 72.17 F
March P
Supplemental 77.50 P 72.00 F 75.00
Filipino 74.00 F 74.00 F
2015
Social Studies 73.00 F 73.00 F 71.50 F 72.17 F
Sept MAPEH 72.00 F 72.00 F
Supplemental 73.00 F 73.00 F 69.67 F 70.72 F
English 56.00 F 70.67 F 68.17 F
2016 Filipino 70.00 F F 70.00 F
Social Studies 72.00 F 78.00 P 75.00 P
MAPEH 70.00 F F 70.00 F
March
Supplemental 69.00 F 69.00 F
Mathematics 71.00 F 71.00 F
English 72.00 F 72.00 F
Filipino 80.00 P 80.00 P
Sept. Social Studies 72.00 F 72.00 F
Supplemental 68.00 F 66.25 F 69.00 69.17 F
Filipino 73.00 F 73.00 F
Social Studies 73.00 F 73.00 F
March Supplemental 71.50 F 71.50 F
English 71.50 F 71.50 F
Filipino 72.40 F 72.40 F
2017 Social Studies 74.00 F 70.00 F 72.00 F
MAPEH 73.00 F 73.00 F
Sept
Supplemental 74.00 F 74.00 F
Science 69.00 F 69.00 F
English 69.20 F 69.20 F
Filipino 72.00 F 72.00 F 72.38 F
Social Studies 72.25 F 72.25 F
2018 March
Supplemental 71.00 F 71.00 F
English 71.50 71.50 F
Filipino 71.50 F 71.50 F
Social Studies 72.75 F 72.75 F
Sept MAPEH 74.00 F 71.60 F 71.60 F
Supplemental 72.67 F 72.67 F
English 72.00 FF 70.83 F 70.75 F

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The table shows that First-time takers' performance at the College of Education Pililla
Campus was consistent with being above passive levels. To measure educational
programs' academic standards, the Higher Education Institutions (HEIs) board test results
are used both private and public. First-takers in their major was given the lowest rating in
General Education and Professional Education, resulting in a low passage rate. In 2017
and 2018, according to the 2016 evaluation schedules, the first time takers notice
difficulties in both Technological and Key Themes. The findings are comparable to a
study conducted by Botengan, Bansiong, and Kudan (2018) at Benguet State University.
The first-time taker and new graduates had consistently outperformed the repeaters and
the old graduate takers.

It can also be deduced that graduates with a major in social sciences, Philippines,
Chemistry, Math, MAPEH, and supplementary or graduates who earned units with a low
level of professional education sorted by field of specialization. Graduates Majoring in
English and supplementary completers had trouble getting to grips with the main topic
while MAPEH and Filipino had a problem with general education.

What is the level of performance of the First Time Takers and Repeaters in the following
test components like General Education Subjects, Professional Education Subjects, and
Major Subject?

Table 5: The Level of Performance of the BEED Repeaters with respect to Test
Components
Year Month Subj. 1 Subj. 2 Gen. Ave.
Mean VI Mean VI Mean VI
2014 Jan 66.33 F 66.21 F 66.36 F
Aug 66.50 F 61.30 F 63.78 F
2015 Mar 63.08 F 64.79 F 64.96 F
Sept 61.17 F 61.52 F 62.23 F
2016 Mar 62.58 F 60.80 F 63.36 F
Sept 63.95 F 65.33 F 65.66 F
2017 Mar 61.00 F 64.93 F 65.11 F
Sept 62.14 F 61.19 F 62.36 F
2018 Mar 65.33 F 63.44 F 66.32 F
Sept. 59.00 F 60.25 F 62.35 F
63.10 F 62.97 F 64.24 F

Table 5 shows that out of ten (10) exam schedules, seven (7) were below the passing rate.
Repeaters found that dealing with the curriculum change was difficult, covering changing
trends, strategies, teaching structure, set-up, and technique. Students who would have
chosen not to take assessments must unexpectedly make adjustments to the exams'
standard, and they tend to become repeaters. The quality of BEED exams appears to be
more challenging than examinations for secondary teacher education. Due to the exam
content's difficulty, the National Council on Teacher Quality (2019), most elementary
teachers fail in the United States. Most elementary teachers fail the Practice Licensing
Exam, especially in Washington. The data and observation are similar to the licensing
examination in the United States Practice Licensing specifically in Washington.

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Table 6: The Level of Performance of BSE Repeaters with respect to Test Components

Based on the table, BSE Filipino repeaters are more BSE-Filipino takers, followed by
BSE MAPEH, Social Studies, and English repeaters. The overall average of BSEd
students in basic education was 31.48 percent. 26.60 percent in the main course was
25.74 percent in technical education (Aljo and Tancingo, 2016). There has been a low
passing rate for the repeaters in the three subjects, as shown in their overall mean of
11.10. The same result highlights that BSA-takers found the two test components
(professional and key subjects) challenging.

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Table 6.a: The Level of Performance of BSE Repeaters with respect Test Components

Table 6.a was taken from the table on the previous page with summarizing scores per test
components.

BSE Filipino and Social Studies, BSE MAPEH, Supplementary Completers are the most
repeaters when ranked. The admission and retention policy is one of the predictors of
performance in the teacher education programme's Licensure examination. It may mean
that the major choices may not primarily be the choices of the graduates. Everything they
said about major and professional education has been challenging from the interview,

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says Faltado (2014). The code used to submit belongs to HEI, where, he says, they have
completed their undergraduate program. It is necessary to demonstrate the principle that
the admission and. The retention strategy might have a relationship at this institution with
the LET production of graduates.

Face-to-face and online interviews with graduates were conducted to collect answers.
They collected and summarized common responses and listed them according to the
answers.

Which subjects do takers perceive themselves as strong in the Licensure examination?

Why?

• Ranked 1 from the answers gathered considered subject 1 (General Education) area
for the reasons summarized;

There is not much memorization required. Most of the questions are ordinary. Critics are
everywhere, like books in primary and secondary schools. Many queries are common.
Only this part is famous. This is stock information only. During our school days, we
answered the questions and those we got regularly.

• Some referred to Title 2 (Professional Education) and said:

Books by NCBTS on FS helped a lot. A big help in responding is pre-service and in-
service preparation.

• Topic 3 (Main area) has been claimed by few students for the following reasons:

During the undergraduate time, hard learning in the main subjects helped a lot in
understanding Reading.

Which subjects do takers perceive themselves as weak in the Licensure examination?

Why?

• Subject 2 (Professional Education)

It requires careful consideration of the given circumstances. The time allocation seemed
so short to finish the study.

• Subject 3 ( Major area)

Some questions were unfamiliar, and during college days, some were not taken up.

• Subject 1 ( General Education)

The topics were too general and randomly selected.

Which areas should be strengthened in the LET Reviews?

• For Subject 2 (Professional Education)

For analysis, more situational questions should be given. Experience in assessing the
choices and choosing the correct answers should be given.

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• For Subject 3 ( Major area)

Review centers concentrate only in the fields of general education and professional
education. In major subjects, up-to-date words need to be included.

• For Subject 1 ( General Education)

Current events should be highlighted.

Which areas should be strengthened in the implementation of the CBC and Pre-board
examination?

• For Subject 2 (Professional Education)

There should be more practice test for the situational analysis. Techniques analyze the
choices that should be taught. Reviewers should be in line with the PRC standard.

• For Subject 3 ( Major area)

Provide learners with more vocabulary or teach vocabulary enrichment strategies in

English. For the analysis materials, find more references. Time-pressured tests for
familiarity should be realistic.

• For Subject 1 ( General Education)

Updated reviewers should be provided

What are the best practices which you think contributed to your success in passing the
LET?

To do the self-examination, use CBC materials and photocopied reviewers and

inexpensive review books from shops. Responding to online testing practices; responding
to a list.

What were the problems encountered by the Non-passers?

Hectic timetable due to work. Lack of self-confidence knowing that the contents of the
exams could vary from what they were learning. Too much pressure, the next attempt
could turn out to have failed.

What can you share as the best practices of the College that help the students to pass the
board examination?

Providing LET style assessments such as coloring the sheets of responses. Through
review centers providing free reviews, students are subject to mock-up exams.

SUMMARY AND CONCLUSIONS

BSE Filipino, MAPEH, Social Studies, English, Supplemental Completers, Science, and
Math graduates are repeaters. First-time takers and repeaters indicated that the General
Education region appears to be their asset, despite having deficits in Professional
Education and major areas. Most of them were then interested in self-review and peer
review and enrolment in review centers. Since they were no longer familiar with the new
LET material as they were products of the old curriculum, repeaters who are unemployed
lack faith and lack confidence.

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To do the self-review, Takers used the assets used in the CBC. They've photocopied
reviewers from stores and cheap reviewer books. They replied to online sample events,
reacted every day to a selection of target items. To ensure they passed the LET, they
participated in review centers. Everyone agrees that the CBC and Pre-board Assessment
were conducted through the college activities, which led to their success in passing the
LET, providing LET style tests such as shading the answer sheets.

IMPLICATIONS AND RECOMMENDATIONS

The administration is challenged to improve further the graduates' LET results and those
still at the undergraduate stage. Establish linkages or benchmarks with other universities
regarding the practices of their LET preparation graduates. Offer the repeaters they would
use in research classes and the retooling/refresher program a possible discount. Offer an
improvement program to overcome the major and general education challenges. Evaluate
the supplementary programme offer, such as subjecting additional takers to entry and
retention policies. Build a seminar-workshop on LET-type test-building exams
specifically for general education and major subjects. Incorporate LET style tests into
term assessments to familiarize students with the assessment format and improve their
Math and English skills. The findings show that repeaters have affected the licensing
exam outcome, of which most of these students are graduates.

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