he Criminologist Licensure examination is one of the 43 annual board exams conducted by the Philippine

Regulatory Commission (PRC). This exam screens aspiring criminologists in the country based on the
standards written in the Republic Act No. 11131 or the Philippine Criminology Profession Act of 2018.

OBJECTIVES OF THE STUDY This study analyzed the correlation of the performance of the Dentistry
graduates of the LPU – Batangas in the theoretical phase of the dentist licensure examination and the
mock board written proficiency examination for the year 2010-2013. Findings of the study served as a
basis to propose necessary enhancement for the improvement of the performance in the licensure
examination of the graduates. METHODS Research Design This study used a descriptive-correlational
type of research to assess the relationship between the mock board examination and the dentist
licensure examination of the graduates. Descriptive survey method is appropriate for data derived from
simple observational situation, whether these are actually physically observed through the use of a
questionnaire or poll techniques [2].

Subjects The participants of this study are the 37 graduates of LPU College of Dentistry from 2009 to
2013.

Procedure

A letter of request to conduct the study was submitted to the dean of LPU College of Dentistry to use
the records of the mock board examination results and the dentist board examination result per subject.
Documentary analysis was utilized to obtain the primary data needed for the study in terms of mock
board examination and the dentist licensure examination results per subject of the graduates of 2009-
2013 in the theoretical phase.

Data Analysis

The data gathered were tallied, encoded and interpreted using descriptive statistics which include
frequency distribution ranking and Pearson product moment correlation to test the relationship
between the mock board and DLE in the theoretical phase.

Fish DE, Radfar-Baublitz LS, Choi H, Felsenthal G: Correlation of standardized testing results with success
on the 2001 American Board of Physical Medicine and Rehabilitation part 1 board certificate
examination. Am J Phys Med Rehabil 2003;82:686–691.

Objective To determine if standardized testing results and other factors correlate with success on the
2001 American Board of Physical Medicine and Rehabilitation part 1 board certification examination
(POE).

Design An anonymous two-part survey was distributed to 302 senior resident physicians in the American
College of Graduate Medicine Education–accredited physical medicine and rehabilitation training
programs in the United States deemed eligible for the 2001 POE.
Results A total of 94 of 302 distributed surveys (31.1%) were returned; 86 met the inclusion criteria (81
passes and five failures). A significant correlation was found between both quartile ranking on the Self
Assessment Examination and United States Medical Licensing Examination (USMLE) passage on the first
attempt with POE quartile rank (P < 0.01). Other factors, such as number of hours of faculty-led didactics
per week, textbook use, and participation in formal board review courses did not correlate with POE
quartile ranking.

Conclusion Residents who were successful on previous standardized tests scored well on the POE.
Quartile ranking on Self Assessment Examination and USMLE or National Board of Osteopathic Medical
Examiners success was found to correlate significantly with POE quartile rank. This information may be
helpful for future POE preparation and prospective candidate selection for physical medicine and
rehabilitation.

Fish, D. E., Radfar-Baublitz, L., Choi, H., & Felsenthal, G. (2003). Correlation of standardized testing
results with success on the 2001 American Board of Physical Medicine and Rehabilitation Part 1 Board
Certificate Examination. American journal of physical medicine & rehabilitation, 82(9), 686-691.

Year and Degree

2002, Master of Science, Ohio State University, Allied Medical Professions.

Abstract

Numerous studies have been published exploring reliable variables to predict success within dental
hygiene programs and on subsequent National Board Dental Hygiene Examination (NBDHE). Variables
include demographics, American College Testing (ACT), Scholastic Aptitude Test (SAT), high school grade
point average (GPA), Dental Hygiene Aptitude test, college science GPA, mock examinations, college
grades in sociology, general psychology, nutrition and anatomy as some possible predictors of pass/fail
status on the NBDHE. However, no studies were found using data collected since the NBDHE format
changed in 1998 to investigate if traditional predictors persevere.

The objective of this study was to examine the relationship between pre¬admission requirements, the
cumulative dental hygiene GPA (CDHY GPA), basic college science requirements, the site of academic
preparation and the NBDHE score. Data from the academic records of the 133 graduates of the dental
hygiene program of The Ohio State University from 1998 through 2002 were entered into an Excel
spreadsheet under identification numbers. Demographic information for the description of the subjects,
course transfer data, course grades in program prerequisites, course grades in basic science
requirement, CDHY GPA and NBDHE scores were entered. Data were imported into the Statistical
Package for the Social Sciences (SPSS) for analysis and summarized using frequencies, percentage, and
means. Specific research questions were answered using Pearson's r correlations, regression analysis
and analysis of variance (ANOVA) with a pre-determined level of significance at .05.
Results indicate the existing prerequisites for the dental hygiene program remain strong predictors for
success. However, a stronger correlation was noted between Human Nutrition and the CDHY GPA. Thus
admission committees should consider rearranging its position within the curriculum to a pre-admission
requirement to add more validity to predictors. Other core science courses completed while in the
program, Anatomy, Physiology and Microbiology also rendered a moderately strong correlation to the
CDHY GPA. Regression analysis verifies Human Nutrition to be the greatest predictor of the CDHY GPA
with Anatomy, Biology and Chemistry 1 following in descending order. The single greatest predictor for
success on the NBDHE was the student’s CDHY GPA. Consistency in site of science preparation also
revealed a positive correlation to the CDHY GPA and NBDHE. Regression analyses of the variables that
account for NBDHE performance were the CDHY GPA and the prerequisite 3-science GPA. However,
coefficients of regression show them to be moderately weak predictors.

Stewart, C. M., Bates, R. E., Smith, G. E., & Young, L. (2006). Impact of gender on dental state licensure
examination performance. Journal of dental education, 70(5), 525-530.

Background and Purpose. Successful completion of the National Physical Therapy Examination (NPTE) is
a requirement for entry into professional practice. Physical therapist education programs assess a
variety of information about enrolled students, including demographic, academic, and clinical
performance factors. The purpose of this study was to determine which factors are related to NPTE
score.

Subjects. Data were analyzed from 92 alumni of the professional (entry-level) Master of Physical
Therapy program at The University of Scranton (graduating classes 2001, 2002, and 2003).

Methods. Pearson correlation analyses were conducted for the following variables: age at graduation,
professional grade point average (PGPA), comprehensive exam (CE) score, Physical Therapy Clinical
Performance Instrument (CPI) score, and NPTE score. Multiple regression analysis was performed to
develop an equation for prediction of NPTE score from comprehensive exam score and professional
grade point average.

Results. Of the variables studied, CE score (R = .617, P < .001) and PGPA (R = .604, P < .001) were most
correlated with NPTE score. Age at graduation and CPI score showed insignificant correlations with NPTE
score. Comprehensive exam score and PGPA could be used to estimate NPTE score. The equation
explained 47% of the variance in NPTE scores.

Discussion and Conclusion. Of the factors studied, CE score and PGPA were most closely related to NPTE
score. It seems likely that these factors assess the same dimension(s) of professional physical therapist
practice as the NPTE. Perhaps it is time for the physical therapist profession to consider the
development of a standardized comprehensive examination.
Kosmahl, E. M. (2005). Factors related to physical therapist license examination scores. Journal of
Physical Therapy Education, 19(2), 52-56.

Abstract

A Mock Board is available through the American Dental Association to any student or dental hygiene
program as a study aid for the Dental Hygiene National Board Examination (DHNBE). The purpose of this
study was to evaluate the usefulness of this Mock Board as a learning activity to help students gain
familiarity with the question formats and the overall board exam experience. A sensitivity-specificity
model was applied to validate the Mock Board's accuracy in identifying students who would pass or fail
the DHNBE. A survey was conducted to assess students' opinions of the Mock Board experience. The
Mock Board accurately identified success or failure on the DHNBE for 75 percent of the participants.
However, the Mock Board's sensitivity was much better than its specificity. A majority of students
reported the Mock Board motivated them to study and prepared them well for the national board
experience. Comments showed, however, that students did not feel the Mock Board experience was as
intense as taking the DHNBE. Findings indicate the Mock Board can be a valid and effective addition to
board preparation activities. Dental hygiene faculty members are urged to consider incorporating the
Mock Board experience with more traditional methods of coaching in preparing students for the DHNBE

Dadian, T., Guerink, K., Olney, C., & Littlefield, J. (2002). The effectiveness of a Mock Board experience
in coaching students for the Dental Hygiene National Board Examination. Journal of Dental
Education, 66(5), 643-648.

ABSTRACT As the institution endlessly offer quality education, innovating instruction practice and
enhancing graduates’ performances serve up as an input for professional development. The main
concern of the study is to determine the predictors of board exam performance of education graduates
at Don Honorio Ventura Technological State University. Survey method and extensive documentary
analyses were utilized in gathering and interpreting the data. Findings of the study revealed teachers’
educational attainment, teachers’ length of service, quality of library facilities, quality of laboratory
facilities, students’ intelligence quotient, and students’ grade point average formed a very significant set
of predictors for passing the licensure examination for teachers. Hence, these factors are to be
considered vital in developing policies to further improve the education graduates performance in the
licensure examination. KEY WORDS: Board examination, education graduates, predictors, descriptive
correlation, Don Honorio Ventura Technological State University, College of Education, Bacolor
Pampanga Philippines INTRODUCTION As the institution endlessly offer quality education, innovating
instruction practice and enhancing graduates’ performances serve up as an input for professional
development (Pachejo and Allaga, 2013). In this case, Republic Act 8981 or Philippine Regulatory
Commission (PRC) implements certificate of registration and valid professional license specifically for
passed education graduates in Licensure Examination for Teachers (PRC, 2000). The agency monitors the
performance of universities and ensures the global competency and modernization of teaching
interventions by teachers in Philippines and uplifts their performance for professional strategy (Castillo
et al, 2000), Garcia, 2010) and (Figuerres, 2010). In line with this, the academe assures the effectiveness
of their educational programs through analyzing determinants of Education Graduates’ Performance in
Licensure Examination for Teachers. Based on the study conducted by Pachejo and Allaga (2013) in Rizal
Technological University, Academic Performance of examinees in the field of Specialization (Computer
Education, English, Filipino, Mathematics, Science and Social Studies), General Education (Social
Sciences, Mathematics, Science, Filipino and English) and Professional Education, serves as the key
factor in their L.E.T. performance. Study have been revealed that academic grades of the student serves
as the predictor in achieving 90% of passing rate for 2010 board examination. Likewise, examinees in
Southern Leyte State University – San Juan from 2007-2010 have found the consistency of students’
performance conducted by Garcia (2010). Also, study conducted by Figuerres (2010) study for board
www.advancejournals.org Open Access Scientific Publisher Journal of Business & Management Studies
JBMS 03|Volume 1|Issue 1|2015 2 examinees of University of Northern Philippines have found that
institutional passing rate were higher than national passing rate of L.E.T elementary. It has been
recommended that performance of education graduates will be improve through prioritizing PRC-LET
competencies and Commission on Higher Education, Department of Education requirements,
monitoring pre-service teaching and learning processes and revising specialization courses. With relation
to advocating Licensure Examinations’ effectiveness, Mock Examinations or Comprehensive Examination
was conducted by the universities in the Philippines to trace the weakness of the examinees and to
analyze their performance (Montemayor et al, 2009). Bachelor of Science in Basic Education Graduates
of University of the Cordilleras have been studied through undergoing mock examination in the L.E.T.
Imitating the actual examination, College of Education Faculty organized the comprehensive
examination and it has found out that respondents gained positive impact of the said examination in
their performance. It has been recommended to continually conduct comprehensive or mock
examinations to education graduates before taking Licensure Examination for Teachers to increase their
probability in passing the board examination (Riney et al, 2006), (Tella, 2008) and (Xu and Ye, 2014). On
the other hand, profile of respondents, level of motivation, gender, race and career preferences are
personal factors that serves as the strong determinants of Board Examination Performance (Pascual and
Navalta, 2011), (Goldhaber and Hansen, 2010) and (Pascua, 2011). Mental and Psychological
enhancement of education graduates through high level of motivation, perseverance; determination
and influence by the institution to pass the board examination have been shaped as one of the strong
factors affecting Licensure Examination for Teachers. Based on the study conducted by Pascual and
Navalta (2011) in State University, female respondents achieved higher level of passing rate in board
examination and most of them came from Music, Arts, Physical Education and Health (MAPEH) major
and examinees’ Grade Point average ranged from 2.00-2.25. Likewise, institutions that achieved high
level of passing rate serves as the influential factor in the personalities of examinees to pass the board
examination (Pascual and Navalta, 2011), (Goldhaber and Hansen, 2010) and (Pascua, 2011). However,
several problems have been encountered by institution providing quality performances for licensure
examination. Graduates with English Proficiency decreased as the Elementary major graduates focused
on Filipino language (Pascua and Navalta, 2011). Also, student teachers experienced lack of educational
trainings, shortages of resources, engaging with traditional teaching interventions and loss of global
competency to achieve passing board examination (Pascua, 2011) and (Figuerres, 2010). Also,
ineffective academic programs and in-house review implemented by the academe decreased the level
of motivation of the student teachers to perceived better academic performance and high ratings of
examination (Riney et al, 2006). Curriculum misalignment including failure to fulfill educational trainings
and mock examinations were the problems encountered by the education graduates. Losing quality
educational system largely affects the academic, social and pedagogical learning of the examinees
resulting in to loss of motivation, interest and determination in their examination (Pachejo and Allaga,
2013). LITERATURE REVIEW Previous studies have indicated that, by and large, performance of
Education Graduates in Licensure Examination for Teachers is shaped both by personal and educational
factors. As an evidence, a study conducted by Filipino researches have been found that academic
performance in terms of Specialization (Computer Education, English, Filipino, Mathematics, Science and
Social Studies), General Education (Social Sciences, Mathematics, Science, Filipino and English) and
Professional Education serves as the strong predictor of Board Examination Performance (Pascua and
Navalta, 2011), (Pachejo and Allaga, 2013), (Garcia, 2010) and (Figuerres, 2010). Also, Admission Test,
Degree Course, English Proficiency and Institutional Passing rate of Education Graduates are the factors
affecting with the effectiveness of education respondents in Licensure Examination for Teachers
(Pascua, 2011), (Ogena et al, 2013) and (Wenglinsky, 2000). Teaching factors and implemented policies
of In-house review conducted by universities and review center are the factors that largely affect their
board examination performance (Youngs et al, 2003), (Pecheone and Chung, 2006), (Duckor et al, 2014)
and (Wenglinsky, 2000). Meanwhile, Mock Examinations defined as one of the predictors that
influenced the performance of Education Graduates (Montemayor et al, 2009). Bachelor of Science in
Basic Education Graduates of University of the Cordilleras have been studied through undergoing mock
examination in the L.E.T. Imitating the actual examination, College of Education Faculty organized the
comprehensive examination and it has found out that respondents gained positive impact of the said
examination in their performance. It has been recommended to continually conduct comprehensive or
mock examinations to education graduates before taking Licensure Examination for Teachers to increase
their probability in passing the board examination (Riney et al, 2006), (Tella, 2008) and (Xu and Ye,
2014). On the other hand, profile of respondents, level of motivation, gender, race and career
preferences are personal factors that serves as the strong determinants of Board Examination
Performance (Pascual and Navalta, 2011), (Goldhaber and Hansen, 2010) and (Pascua, 2011). Mental
and Psychological enhancement of education graduates through high level of motivation, perseverance;
determination and influence by the institution to pass the board examination have been shaped as one
of the strong factors affecting Licensure Examination for Teachers. Based on the study conducted by
Pascual and Navalta (2011) in State University, female respondents achieved higher level of passing rate
in board examination and most of them came from Music, Arts, Physical Education and Health (MAPEH)
major and examinees’ Grade Point average ranged from 2.00-2.25. Likewise, institutions that Journal of
Business & Management Studies JBMS 03|Volume 1|Issue 1|2015 3 achieved high level of passing rate
serves as the influential factor in the personalities of examinees to pass the board examination (Pascual
and Navalta, 2011), (Goldhaber and Hansen, 2010) and (Pascua, 2011). OBJECTIVE OF THE STUDY The
main objective of the study is to determine the predictors of board exam performance of the DHVTSU
College of Education graduates. METHODOLOGY OF THE STUDY The researchers made use of the ex post
facto research method or causal comparative method since they investigated accessible documents
pertaining to the academic performance and LET rating of the teacher education graduates from 2011 to
2013. In addition, correlational method was utilized in finding the influence of teacher, school, and
students’ factors affecting their performance in the licensure examination for teachers. Survey method
was employed in determining the teachers’ educational attainment, teachers’ length of service, quality
of schools’ library facilities, as well as laboratory facilities. The documentary analysis technique was the
main tool in gathering the students’ grade point average, intelligence quotient, and LET performance.
Data on the academic performance of the graduates were obtained from the registrars’ office of Don
Honorio Ventura Technological State University.As regards to the Licensure Examination for Teachers
data, the results were acquired from the master list of examinees with their corresponding performance
rating at the Dean’s office as certified by the Professional Regulation Commission (PRC). The population
of study comprised of teacher education graduates of Don Honorio Ventura Technological State
University who passed the licensure examination for teachers from 2011 to September 2013.
Correlation and regression analyses were primarily used in determining the predictors of board exam
performance of education graduates at Don Honorio Ventura Technological State University. RESULTS
AND DISCUSSION Results of the regression in Table 1 revealed that the three factors namely learning
teachers’ length of service, quality of library facilities, and students’ intelligence quotient produced B
coefficients of .224, .312, and .804 with associated probability less than the significance level set at .05.
The findings indicate that for every unit increase in the teachers’ length of service, quality of library
facilities, and students’ intelligence quotient could generate a .218 (teachers’ length of service), .336
(quality of library facilities), and .458 (students’ intelligence quotient) increases in the performance of
Education graduates in the board examination. The factors “teachers’ educational attainment”, “quality
of laboratory facilities and “students’ grade point average” also contribute to the students’ performance
in board examination but not to a significant extent. The obtained F-ration of 3.671 which was found
significant at .05 alpha indicates that the teachers’ educational attainment, teachers’ length of service,
quality of library facilities, quality of laboratory facilities, students’ intelligence quotient, and students’
grade point average formed a very significant set of predictors for passing the licensure examination for
teachers (LET).

Quiambao, D. T., Baking, E. G., Buenviaje, L. B., Nuqui, A. V., & Cruz, R. C. (2015). Predictors of board
exam performance of the DHVTSU college of education graduates. Journal of Business & Management
Studies, 1(1), 1-4.

Evaluating the effectiveness of a mock oral

educational program
Author links open overlay panelLaura E.FischerMD, MSaMaraSnyderMAbSarah
A.SullivanPhDbEugene F.FoleyMDbJacob A.GreenbergMD, EdMb
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https://doi.org/10.1016/j.jss.2016.06.088Get rights and content

Abstract
Background

To obtain board certification, the American Board of Surgery requires graduates

of general surgery training programs to pass both the written qualifying examination
(QE) and the oral certifying examination (CE). In 2015, the pass rates for the QE and
CE were 80% and 77%, respectively. In the 2011-2012 academic year, the University
of Wisconsin instituted a mandatory, faculty-led, monthly CE preparation educational
program (CE prep) as a supplement to their existing annual mock oral examination.
We hypothesized that the implementation of these sessions would improve the first-
time pass rate for residents taking the ABS CE at our institution. Secondary outcomes
studied were QE pass rate, correlation with American Board of Surgery In-Training
Examination (ABSITE) and mock oral examination scores, cost, and type of study
materials used, perception of examination difficulty, and applicant preparedness.

Methods

A sixteen question survey was sent to 57 of 59 residents who attended the University
of Wisconsin between the years of 2007 and 2015. Email addresses for two former
residents could not be located. De-identified data for the ABSITE and first-time pass
rates for the QE and CE examination were retrospectively collected and analyzed
along with survey results. Statistical analysis was performed using SPSS version 22
(IBM Corp., Armonk, NY). P values < 0.05 were considered significant.

Results

Survey response rate was 77.2%. Of the residents who have attempted the CE, first-
time pass rate was 76.0% (19 of 25) before the implementation of the formal CE Prep
and 100% (22 of 22) after (P = 0.025). Absolute ABSITE score, and mock oral annual
examination grades were significantly improved after the CE Prep was initiated
(P values < 0.001 and 0.003, respectively), however, ABSITE percentile was not
significantly different (P = 0.415). ABSITE raw score and percentile, as well as mock
oral annual examination scores were significantly associated with passing the QE
(0.032, 0.027, and 0.020, respectively), whereas mock oral annual examination scores
alone were associated with passing the CE (P = 0.001). Survey results showed that
residents perceived the CE to be easier than the annual mock oral after the institution
of the CE prep course (P = 0.036), however, there was no difference in their
perception of preparedness. Overall, applicants felt extremely prepared for the CE
(4.70 ± 0.5, Likert scale 1-5).

Conclusions

Formal educational programs instituted during residency can improve resident

performance on the ABS certifying examination. The institution of a formal, faculty-
led monthly CE preparation educational program at the University of Wisconsin has
significantly improved the first-time pass rate for the ABS CE. Mock oral annual
examination scores were also significantly improved. Furthermore, ABSITE scores
correlate with QE pass rates, and mock oral annual examination scores correlate with
pass rates for both QE and CE.
Fischer, L. E., Snyder, M., Sullivan, S. A., Foley, E. F., & Greenberg, J. A. (2016). Evaluating the
effectiveness of a mock oral educational program. Journal of Surgical Research, 205(2), 305-311.

Relationship between academic scores and

performance on national qualified
examination for registered professional
nurses (NQEX-RPN)
Author links open overlay panelRose S.JLinRN, MHA, MHPEd, LecturerBill K.PFungMD, MHPEd,
MMedStatJui-KuoHsiaoMPE, LecturerHsiao-FenLoRN, MSN, Lecturer
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https://doi.org/10.1016/S0260-6917(03)00073-XGet rights and content

Abstract
Purpose. The purpose of this study is to identify the relationship between the
academic scores of school subjects and the performance in national qualified
examination for registered professional nurses (NQEX-RPN).
 Methods. One hundred and seventy-seven graduates of the two-year Associate Degree
in Nursing at one of the junior college of nursing in Taipei, Taiwan were included in
this study. Information of student academic records and NQEX-RPN results were
reviewed. The data were entered into the statistical software (JMP-IN 3.2.1, SAS
Institute Inc.) for analysis.
Results. (1) In total, 34 subjects (16 nursing subjects and 18 non-nursing subjects)
were included in this two-year nursing curriculum. Nine nursing subjects were
statistical significant and were positively related with the performance in NQEX-
RPN. (2) Year 1 grade point average (GPA) of nursing subjects was significantly
correlated with the performance in NQEX-RPN but not Year 2 GPA. (3) The
performance of two subjects in NQEX-RPN, namely Fundamental Nursing and
Psychiatric–Community Nursing, were not significantly correlated with their related
school subjects.
Conclusion. The academic scores in only half of the nursing subjects were found to be
weakly associated with the performance in NQEX-RPN, although the association was
statistically significant. Also, performance in NQEX-RPN was not associated with the
final year GPA. Thus, the nursing curriculum and teaching contents may need to be
redesigned in order to match with NQEX-RPN
Lin, R. S., Fung, B. K., Hsiao, J. K., & Lo, H. F. (2003). Relationship between academic scores and
performance on national qualified examination for registered professional nurses (NQEX-RPN). Nurse
Education Today, 23(7), 492-497.

Abstract
Many dental schools consider the successful completion of a state or regional dental licensure
examination as one of the significant benchmarks for assessing effectiveness of the curriculum. At
the University of Florida College of Dentistry (UFCD), performance on the state dental licensure
examination is monitored and compared with senior year mock board performance and clinical
productivity to identify factors that may contribute to state board "pass" rates. A retrospective
analysis was conducted of "first-time" performance on the Florida Dental Licensure Exam for
graduates from classes 1996 to 2003. Using ANOVA, licensure exam performance data was
analyzed and compared with performance on the senior mock board exam and clinical productivity,
determined by numbers of procedures completed in each discipline. Significant relationships were
noted between four of thirteen aspects of mock board performance and clinical productivity data and
performance on the Florida Dental Licensure Exam. First, a significant relationship (p<0.05) was
found between passing the senior mock board fixed prosthodontic preparation and successful
completion of that procedure on the state licensure exam. Second, a significant relationship (p<0.05)
was noted between the clinical (patient-based) Class II amalgam on the senior mock board and
passing that procedure on the state licensure exam. Third, a significant relationship was noted
(p<0.05) between the number of Class IV clinical composite procedures completed during dental
school and passing the licensure exam Class IV manikin composite procedure. Fourth, there was a
significant relationship (p<0.01) between the number of clinical Class II amalgam procedures
completed during the junior and senior years and passing the state licensure exam clinical amalgam
procedure. No significance was found between the remaining five mock board procedures (Class II
composites, Class IV composites, pin amalgams, endodontic, and periodontal scaling/root planing)
and performance on the like procedures on the licensure exam. Likewise, no significance was found
between the remaining four productivity measures (numbers of Class II composites, endodontic
teeth treated, crowns and abutments completed, and quadrants of periodontal scaling/root planing)
and performance of these procedures on the state licensure exam.

Stewart, C. M., Bates, R. E., & Smith, G. E. (2004). Does performance on school-administered mock
boards predict performance on a dental licensure exam?. Journal of dental education, 68(4), 426-432.

Mock examination as a formative assessments criterion also acts as a fallback in case of a need to
predict early university intake, or investigate any suspicions or malpractice in the final examinations.
Mock therefore as an assessment tool, must meet the guidelines on examination procedures to
ensure reliability. The study was conducted with the objectives of determining whether the mock
examinations are reliable enough in terms of quality assurance indicators for use in predicting the
results of the Kenya Certificate of Secondary Education examinations (KCSE). The research used
the survey design with questionnaire as the research tool. The questionnaire was administered to a
population sample of 65 secondary schools that represented all the categories and quantitative and
qualitative analysis done. The study found that the quality assurance indicators that guide
examinations are practiced in most schools during the preparation and administering of mock
examinations. The research further found that there is high positive correlation (0.949) between the
mock and KCSE examinations results. The study concluded that mock examinations are reliable but
there is need to harmonize the structures for setting, moderation and invigilation to make it more
stringent.

Andala, H. O., Digolo, O., & Kamande, M. (2014). Reliability of Mock Examinations for Prediction of the
Kenya Certificate of Secondary Examination (KCSE) Results.

Abstract

Research on the effectiveness of clinical mock boards for future oral health professionals is conflicting
and limited. Despite this, U.S. dental hygiene programs rely on clinical mock board experiences as
essential components for preparing students for their clinical board examinations. Differences in
programs’ mock board characteristics may relate to board exam outcomes. The validity and reliability of
mock boards can be questioned when deviations from exam criteria and procedures are made and
grading mechanisms are not consistent. The aim of this study was to determine which mock board
characteristics were critical in preparing students by exploring the relationships between programs’
dental hygiene, local anesthesia, and restorative mock boards and their 2013–14 candidates’
performance on the corresponding three Western Regional Examining Board (WREB) licensure exams.
Of the 23 U.S. dental hygiene education programs in four states invited to participate, 15 agreed to do
so, and 13 consented to have WREB provide their programs’ test result data. The mock board
coordinators provided data on characteristics of their programs’ mock boards with an online
questionnaire distributed in 2014. Scores calculated from the responses were compared to performance
of the programs’ candidates on the corresponding WREB exam. Of the 45 questionnaires (on three
exams each x 15 programs), 33 were completed (73.3%). Significant relationships were found between
candidates’ WREB exam results and the mock boards’ intensity scores, remediation, multiple
experiences, and examiner calibration scores. The results of this study provide fundamental information
about mock board characteristics that may assist educators in facilitating experiences to more
effectively prepare students for these high-stakes exams.

Martin, V. M., Rogo, E. J., Hodges, K. O., Piland, N. F., & Popp, S. E. O. (2017). The Relationship
Between Mock Boards and Clinical Board Examinations in Dental Hygiene Education. Journal of dental
education, 81(1), 54-64.

Abstract

The study aims to determine the correlation of the LPU-Batangas Mock Board Examination and Customs
Broker Licensure Examination for Academic Year 2008- 2010. The researchers used a retrospective study
where documentary analysis in gathering the data was more appropriate. The respondents of the study
were the graduates of LPU-Batangas who took both the mock board and customs broker licensure
examination from 2008 to 2010. The results revealed that majority of the performances of the students
in Mock Board Examination for the academic year 2008 to 2010 are in a declining trend. Moreover, the
results of Customs Broker Licensure Examination for the academic year 2008 to 2010 showed good
performances and Mock Board Examination is not a predictor in the performance of the customs
graduates in Customs Broker Licensure Examination. In this regard, a plan of action was designed to
enhance the passing percentage in the Customs Broker Licensure Examination. Considering the
conclusions presented, the researchers highly recommended that the mock board examination
questionnaires may undergo a pre and post item analysis.

Manalo, M. C. CORRELATION OF THE LPU-BATANGAS MOCK BOARD EXAMINATION AND

CUSTOMS BROKER LICENSURE EXAMINATION FOR ACADEMIC YEAR 2008-2010.
The Pre-Board Examination Part of the
In-House Reviews as Predictor of LET
Results
Shielamarie E. Arce | Josephine L. Belen

Abstract:
The study is intended to reveal the relationship of an In-House review conducted by the College of

Education to the results of the Licensure Examination for Teachers. The researchers used the

descriptive-correlational method of research. The respondents, consisting of 20 LET takers each

from the BSEd and BEEd programs were purposely selected. The researchers used two groups of

LET takers, September 2009 and April 2010 takers. The study revealed that there is a significant

correlation between the pre-board and LET results both in the general and professional courses.

This result only shows that the ratings obtained by the respondents in the pre-board examination can

validly predict their performance in the Licensure Examination for Teachers.

Arce, S. E., & Belen, J. L. (2011). The pre-board examination part of the in-house reviews as predictor of
LET results. MSEUF Research Studies, 13(1), 1-1.

CORRELATES OF NURSE LICENSURE

EXAMINATION (NLE): AN ANALYSIS OF
BALIUAG UNIVERSITY BSN
GRADUATES’ PERFORMANCE
Ma Lorna A. Ignacio | Elizabeth V. Bantique | Teresita SM Dela Pena
Abstract:
The Nursing Licensure Examination (NLE) review classes are offered to nursing graduates to serve

as a refresher course of the accumulated knowledge from the major subjects in the nurse’s

undergraduate curriculum. It has been theorized that the graduate’s performance in the mock board

nursing examination (the simulation of the actual NLE), generally taken after the NLE review

classes, and their general weighted average (GWA) upon graduation, could form a reliable basis for

predicting the student’s performance in the NLE. It is this correlation that this research looked into.

The researchers utilized a descriptive correlational research design, where the results of the mock

board examination and the GWA of the graduates were correlated with their actual performance in

the NLE. The respondents of the study constituted Batch 2014 of BSN graduates who completed the

requirements for the NLE and had taken the mock board examination. The required basic research

data for the study were collected from the records of the College of Nursing of the Baliuag

University. The results revealed that there was a significant correlation between the student’s GWA

obtained in college and their performance in the NLE. The results of the mock board examination

also turned out to be useful in predicting the graduates’ performance in the actual NLE. The findings

of the study provided the basis for the recommendation of the researchers that the parents should

encourage their children to exert more efforts in their undergraduate studies which will enable them

to successfully hurdle the nursing licensure examinations. The faculty members, for their part,

should not only motivate and guide their students to better prepare them for taking the NLE, but

continue to provide them with quality education to adequately equip them to engage in the

competitive practice of their profession. In more specific terms, the research revealedthat the

students need to obtain a general weighted average of 2.25 and better in their academic courses, to

ensure a higher chance of passing the NLE.

Pengson, R. (2010). Nurse Licensure Examination (NLE) Performance of Baliuag Universit Graduates
from 2004-2007 in Relation to their Academic Achievement. Harvest, 6(1), 1-1.

The Relationship Between Mock Boards and Clinical

Board Examinations in Dental Hygiene Education.
Martin VM1, Rogo EJ2, Hodges KO1, Piland NF1, Osborn Popp SE1.

Author information
Abstract
Research on the effectiveness of clinical mock boards for future oral health professionals is
conflicting and limited. Despite this, U.S. dental hygiene programs rely on clinical mock board
experiences as essential components for preparing students for their clinical board examinations.
Differences in programs' mock board characteristics may relate to board exam outcomes. The
validity and reliability of mock boards can be questioned when deviations from exam criteria and
procedures are made and grading mechanisms are not consistent. The aim of this study was to
determine which mock board characteristics were critical in preparing students by exploring the
relationships between programs' dental hygiene, local anesthesia, and restorative mock boards and
their 2013-14 candidates' performance on the corresponding three Western Regional Examining
Board (WREB) licensure exams. Of the 23 U.S. dental hygiene education programs in four states
invited to participate, 15 agreed to do so, and 13 consented to have WREB provide their programs'
test result data. The mock board coordinators provided data on characteristics of their programs'
mock boards with an online questionnaire distributed in 2014. Scores calculated from the responses
were compared to performance of the programs' candidates on the corresponding WREB exam. Of
the 45 questionnaires (on three exams each x 15 programs), 33 were completed (73.3%). Significant
relationships were found between candidates' WREB exam results and the mock boards' intensity
scores, remediation, multiple experiences, and examiner calibration scores. The results of this study
provide fundamental information about mock board characteristics that may assist educators in
facilitating experiences to more effectively prepare students for these high-stakes exams.
KEYWORDS:
assessment; dental hygiene; dental hygiene education; dental hygienists; educational
measurement; licensure; mock boards; program evaluation
Martin, V. M., Rogo, E. J., Hodges, K. O., Piland, N. F., & Popp, S. E. O. (2017). The Relationship
Between Mock Boards and Clinical Board Examinations in Dental Hygiene Education. Journal of dental
education, 81(1), 54-64.

Perception of Graduates in Their Educational Experience and Readiness to Take the Criminology
Licensure Examination JUN C. VILLARMIA http://orcid.org/0000-0002-7919-3225
villarmiajun@gmail.com Saint Michael College of Caraga, Philippines Gunning Fog Index: 16.78 •
Originality: 99% • Grammar Check: 99% Flesch Reading Ease: 25.06 • Plagiarism: 1% ABSTRACT
Academic exercises and practical training are provided for the students as part of the prestige
preparation of the school. The research aimed to draw the perceptions of students on their
expectations, quality of teaching, roles and responsibilities, and confidence to take the licensure
examination for criminologists. The researcher used the qualitative method of focused-group discussion
in drawing out the perception of students on their expectations, quality of teaching, role and
responsibilities, and confidence to take the board exam. This study focused on the expectations of the
12 graduating students of the criminology program of Saint Michael College of Caraga, pioneering batch
2016. Based on the results, it can be concluded that the pioneering class was satisfied in their fouryear
course as most of their expectations were realized during their studies. Respondents are also prepared
for any jobs related to their course that will be offered as they acquired most of the basic duties and
responsibilities. However, enhancement review is not sufficient for them to pass the board exam. Thus,
a regular review program will help them prepare to become licensed criminologists KEYWORDS
Perception, educational experience, readiness, licensure examination, qualitative research design,
Philippines SMCC Higher Education Research Journal ISSN Print: 2449-4402 · ISSN Online: 2467-6322
Volume 5 · August 2018 Peer Reviewed Journal 191 INTRODUCTION Pioneering class of every program
marks history in every institution. Academic exercises and practical training are provided for the
students as part of the prestige preparation of the school. This is indispensable for board courses such
as criminology program. Also, performance in the board examination determines the quality of the
services and training that were received by the students (Stewart, Bates, & Smith, 2004). As a result,
these performances distinguish one academic institution from the other (Dadian, Guerink, Olney, &
Littlefield, 2002). In Pakistan, school rivalry and increase in student’s enrollment are reasons why
academic institutions are providing an environment which satisfies the expectations of learners
(Hameed & Amjad 2011). In a competitive environment, institutions that are providing excellent
education and students’ friendly environment can survive (Candaliza-Gutierrez, 2013). In the Philippines,
producing equipped graduates who can lead in the industry of their choice are challenges among
academic institutions. Tamayo (2015) found that large requirements during academic preparation
among criminology graduates lead to a comparative advantage in taking the licensure examination for
criminologists. As a profession, becoming a criminologist requires passing the licensure examination (De
Vaney Olvey, Hogg, & Counts, 2002). This examination covers six areas or subjects including law
enforcement administration, criminal jurisprudence, procedure and evidence, criminalistics, correctional
administration, crime detection and investigation, criminal sociology, ethics, and human relations. An
examinee must have a general average of at least seventy-five percent and no grade below 50%. Thus,
the researcher wanted to determine the effects of the enhancement review in criminology on the
achievement of mastery of learning in preparation for licensure examination for criminologists

VILLARMIA, J. (2018). Perception of Graduates in Their Educational Experience and Readiness to Take
the Criminology Licensure Examination. SMCC Higher Education Research Journal, 5.

ABSTRACT One of the pressing concerns of the College of Education of the Rizal Technological University
is the passing percentage of its graduates in the Licensure Examination for Teachers; thus, the
researchers made this study to determine if the academic grades of the students are a predictor of their
performance in the boar examination. With this study, findings revealed that when the board
 performance is correlated with the three components of the academic subjects there is a moderate
correlation with the general education, while the correlation between professional education and
specialization showed indicate slight correlation, thus, there is a linear relationship between the three
academic subjects and the overall rating of LET. Likewise, it discloses that there is a very weak
relationship to the performance of the students in the said exam and their academic grades. It also
shows that there is a slight variation of Licensure Examination performance that could be accounted for
through the combined linear effects of the predictor variables.However, in spite the very weak
relationship, the computed coefficient gives a positive interpretation that in every one unit increase in
the predictors there will be an increase in the overall Licensure Examination Performance for Teachers.

Philippines, M. M. (2013). Academic predictors of the licensure examination for teachers’ performance of
the Rizal Technological University teacher education graduates. Int. J. Eud. Res. Technol: Volume, 4, 31-
40.

Academic Performance as Determinant to Pass the

Licensure Examination for Teachers
 Gary C. GarciaSouthern Leyte State University-San Juan Campus Southern Leytehttp://orcid.org/0000-0001-
6528-2967
DOI: https://doi.org/10.7719/irj.v2i1.258

Abstract

Guided by the institution’s vision and mission, the researcher observed the consistency of the
students’ performance during and after their studies. It also determined if relationships between
examinees’ academic performance and their Licensure Examination for Teachers’ (LET) rating in
Professional Education and Field of Specialization are significant. The study used the descriptive
design. Respondents were PRC (LET) examinees of Southern Leyte State University – San Juan from
2007-2010. Board ratings were requested from PRC, academic records were asked from the registrar.
The researcher used Mean and Percentages in describing the performance, Pearson Product Moment
Coefficient Correlation in determining the significant of the relationship between academic and LET
rating. A total of 39 out of 58 Examinees in four consecutive years are women. Data imply that
women are more dominant than men in the field of education in terms of numbers. The correlation
coefficient between examinee’s academic performance and licensure examination rating is very high
 in the Field of Specialization subjects, weak positive correlation in the Professional Education
subjects. However, correlation in examinees academic and Licensure Examination for Teachers rating
in general is moderately significant. Academic performance (grade average) of examinees gives no
assurance (not a determinant) on passing PRC (LET) examination.

Garcia, G. C. (2013). Academic performance as determinant to pass the licensure examination for
teachers. JPAIR Institutional Research, 2(1), 69-75.

Fractal Dimension Analysis of Pre-Board and Licensure

Examination Results of Teacher Education Graduates
 Adriel Gurnot RomanLaguna State Polytechnic University
Keywords: Fractals, Non-Parametric, Pre-LET, LET, Teacher Education
Abstract

This study aimed to analyze the Fractal Dimensions of pre-and licensure examination results of
teacher education graduates of one State University in the Philippines to find the strengths and
weaknesses for possible intervention programs. In this study, the descriptive-correlation method of
research was utilized. Data of 2132 graduates were requested in the Office of the Professional
Regulation Commission (PRC) through the consent of the University President. Triangulation of the
result was done through unstructured interview to the dean and associate deans of the different
campuses of College of Teacher Education in the State University. Fractal dimensions among the ten
consecutive licensure examinations were utilized. Results of the study showed that fluctuations on
the pre-licensure examination performance significantly influence the fluctuations on the actual
licensure performance. Also it was found that the higher the diversity on the performance in the pre-
licensure examination, the more compressed is the performance in the actual licensure
examination. Based on the result, it was recommended to study further the status of Licensure
examination result of the universities and analyze possible predictors of fluctuations.

Roman, A. G. (2018). Fractal Dimension Analysis of Pre-Board and Licensure Examination Results of
Teacher Education Graduates. Asian Journal of Multidisciplinary Studies, 1(2).