A Phenomenological Study of TH Passers and NonPassers in The Licensure Examination For Teachers

Volume 5, Issue 8, August – 2020 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
A Phenomenological Study of th Passers and Non-

Passers in the Licensure Examination for Teachers
Binayao, Bernadette S., PhD Dales, Zita I., PhD
Bukidnon State University Bukidnon State University
Malaybalay City, Bukidnon, Philippines Malaybalay City, Bukidnon, Philippines
Abstract:- The delivery of quality education is gauge The Accrediting Agency of Chartered Colleges and
with the performance of the graduates in the licensure Universities in the Philippines (AACCUP) has considered
examination. In the field of education, the Licensure the LET as one of the factors that influence the quality of
Examination for Teachers (LET) is a tool which assesses teachers and teaching in the country. The performance in
the preparedness of teacher education graduate to LET has been also identified as one of the output indicators
practice the profession. This study explored the lived in the Normative Financing Scheme in determining the
experiences of the passers and non-passers in the financial allocations given to State Universities and Colleges
Licensure Examination for Teachers (LET) of the (DBM-CHED, 2004). The LET performance is also a
Bukidnon State University education graduates from significant criterion in the awarding of the Center of
the main campus, external centers, and the Certificate Development (COD) and Center of Excellence (COE) by
of Teaching who took the professional education units the Commission on Higher Education (CHED) to Higher
during the years 2016-2018. The experiences of the Education Institutions (HEIs) curricular programs. This is
LET-takers with the internal stakeholders and external the reason the HEIs are compelled and reinforced to strive
stakeholders were disclosed. The qualitative and demonstrate excellence in the licensure examination. In
phenomenological descriptive method of Creswell response to the reports about the deteriorating quality of
(2013) was used in this study. Interviews and focus teacher education graduates, as reflected in PRC-LET
group discussion were conducted to gather the data and results, the Commission on Higher Education (CHED) has
analyzed using Colaizzi (1978) as cited by Morrow and issued the “Revised Policies and Standards for
King (2015). The total participants of the study were the Undergraduate Teacher Education Curriculum”
36 LET-takers comprised the 18 passers and 18 non- (Memorandum Order No. 30, Series of 2004).
passers with two (2) sampled participants from each
group. There were six (6) emergent themes transpired Statistics retrieved from PRC (2019) showed that the
from the experiences of the passers and non-passers in LET performance of the education graduates of Bukidnon
LET with the internal stakeholders and the external State University (BukSU) for the last three years was below
stakeholders. These were engaging to self-directed the national passing percentage. The highest national
undertakings; demonstrating teaching credibility; passing rate for BEE was 30.18%, which was last
institutional commitment for quality education; September 2016, while the BSE was 48.03% for the
imparting kin-based social support; exhibiting September 2018 result. Further, the LET performance of the
capability and quality; and extending non-kin based BEE and BSE first-time takers averaged to 51% and 49.50%
social support. An intervention plan to address the in March 2018 and in September 2018, respectively. It
areas of concern of the non-passers was designed. showed that 50% of the first-time LET takers passed while
the other 50% were unsuccessful.
Keywords:- Phenomenology, Licensure Examination for
Teachers (LET), Passers, Non-Passers. It is alarming in the case of the repeaters that 84% of
BEE and 83% of BSE LET examinees pulled down the
I. INTRODUCTION national passing percentage of the university. Fortunately,
one of the first-time takers top the examination in the
Licensure examination is an essential requirement to September 2018 national result, which gives the university
practice one's profession. It is a primary standard to become the honor and the integrity to produce quality graduates. The
a recognized professional in her/his field of expertise. The university did not stop trying its best to deliver quality
Licensure Examination for Teachers (LET) is required for education; in fact, it yields topnotchers from the previous
every graduate of a teacher education course to practice the years 2004, 2010, 2017, 2018, and 2019.
teaching profession. More importantly, passing the LET
indicates a competitive edge over those who are non-LET It is noteworthy that the LET-takers had different
passers. Determinant to teachers' competence and safe job experiences as recipients of the college's initiatives and
performance is the LET performance. The teachers are intervention programs to prepare them for the exam.
regarded job-ready after passing the LET, as it confirms Moreover, they may have experienced other factors that
effectiveness and efficiency on the competencies of were contributory to their passing or failing the exam. Such
pedagogical content knowledge and skills that a teacher factors could be in the cognitive, psycho-emotional, social,
must possess. and physical preparations. Hence, this study explores the
experiences of the passers and non-passers in LET.
IJISRT20AUG828 www.ijisrt.com 1704

ISSN No:-2456-2165
 Framework of the Study This study also anchored on several theories and
This study was anchored on the Structural-Functional concept. One of which is the Self-Efficacy Theory of
Theory of Durkheim (1898) as cited by Sever (2012). He Bandura (1994), which originated from the Social Cognitive
sees society as a structure with interrelated parts designed to Theory of Learning. The theory emphasized that with self-
meet the biological and social needs of the individuals and efficacy, an individual accomplishes something and can be
work together to promote solidarity and stability. Education, useful in completing a given task or activity related to
as one of the social structures, gives shape to lives and has competency. The positive attitude towards studies is
social functions. It teaches every individual how to get along essential and inherent to most of the graduates of Bukidnon
with others and prepare them for societal roles. The teacher State University (BukSU). They are capable of reaching
education graduates as individuals in the society were their goal, which is to become a licensed professional
molded and prepared by BukSU to face the challenges of teacher. However, they need to be competent with the
LET and become a productive citizen of society as a future content knowledge and skills required for LET in order to
educator. The students, teachers, and the school as part of produce positive outcomes.
the society were described below by Sever (2012) based on
Durkheim’s theoretical perspective. Moreover, the Self-directed Learning Theory (SDL) of
Knowles (1975) as cited by Cottrell (2017) is a process in
The students are blank sheets, tabula rasa who are which individuals take the initiative to determine their
ready to be filled with common social goods by the agents learning needs, set learning goals, identify human and
or the teachers of society. These students referred to the material resources for learning, choose and implement
LET-takers, both the passers and non-passers. From the time appropriate learning strategies, and evaluate learning
they enrolled at BukSU, they were equipped with the outcomes. They take responsibility for, and control of, their
necessary competencies and skills for LET and ready to learning. Taking the licensure examination is a tedious and
become a worthy educator in the community where they challenging task. The BukSU graduates learned to set
belong. challenging goals and maintain a strong commitment to
achieving them. Passing the LET is an achievement; failing
The teachers are agents of legitimate knowledge is a challenge to increase and sustain their efforts to be
transmission. They are moral models and moral beings successful. They approach difficult or threatening situations
teaching societal goods. The teachers of BukSU play a with confidence that have control over them.
significant role in the academic success of students.
Furthermore, the school is a significant agency of The study was also backed up by the concept of
socialization, the only institutional place that teaches skills McCroskey et al. (2004) on the aspect of teachers’
and roles. It is a venue that paves the way to equal credibility, which is one of the most essential elements of
opportunity that facilitates the promotion of students’ teacher effectiveness. Myers and Bryant (2004) identified
standing in the social hierarchy. The BukSU administration, three dimensions of credibility; these were competence,
as the functional structure of the institution, provides character, and caring or goodwill. The instructor’s
students with the necessary skills and knowledge they need competence is conveyed through content expertise, which
to function on the broader society. affects the students, while the instructors’ credibility
influences student learning, behavior, and outcomes.
The Republic Act (RA) 7836 known as the Philippine Instructors are credible when there is an increase in
Teachers Professionalization Act of 1994 supported this motivation, affective learning, and cognitive learning among
study. The Professional Regulation Commission (PRC) students. The LET-takers observed different levels of
strengthened the supervision and regulation of the teaching credibility with their instructors that contribute to their LET
profession. The PRC then prescribed the Licensure performance.
Examination for Teachers (LET). Additionally, Article IV,
Section 27 of the same Act stipulates the teachers’ Further, Gottlieb (2007) strengthened the support
appointment to a teaching position in the government is to theory, which referred to the social resources provided to
obtain a valid certificate of registration and a valid any person in the context of formal support groups and
professional license from the Commission. informal helping relationships. These social supports have
four dimensions, namely: emotional, esteem, informational,
The performance of the graduates in LET entails the and instrumental.
collaborative efforts of both the internal and the external
stakeholders. These internal stakeholders include the LET- The emotional support displays the expression of love,
takers, administration, and the faculty. In contrast, the and empathy in the form of listening, talking things through,
external stakeholders were the family, resource persons and and the provision of moral support. Giving words of
other people who may be indirectly connected to the LET- encouragement and reassurance to boost confidence, to
taker. These people have a wide-range role in the motivate, and to help deal with the pressure are examples of
preparation of the students for LET, then to the performance esteem support. Whereas, the informational support includes
of the graduates in the exam. the provision of advice, feedback, constructive criticism,
and help with decision-making, while instrumental are the
tangible goods or services. The LET-takers were directly
and indirectly provided with these supports by the family,

ISSN No:-2456-2165
administration, and other stakeholders in varied forms. The As stated in the literature, most of the students prefer
kind of support received by each LET-taker depends on the using search engines instead of e-libraries. However,
degree of proximity in the social network. Brophy and Bawden (2005) compared Google as an internet
search engine with academic library resources in their study.
 Objectives of the Study Surprisingly, their finding proved that Google is superior for
This study explored the lived experiences of the coverage and accessibility, while library systems are
passers and non-passers in the Licensure Examination for superior for quality of results. It means that accuracy is
Teachers (LET) of the education graduates of Bukidnon similar for both systems. Hence, it is essential to use them
State University during the examination schedules in March together for proper coverage because they have many
and September of 2016-2018. unique items.
Specifically, it aimed to (1) uncover the experiences of Further, the NASEM (2019) indicated that most web
the passers and non-passers in Licensure Examination for navigational software systems include search engines that
Teachers (LET) with the Internal Stakeholders (i.e. LET- allow the user to find information or sites by topic area.
takers, instructors, and administration) and External Surfing for information on the Web needs to be done
Stakeholders (i.e. family, resource persons, and other carefully compared to a literature search for library
stakeholders (2) design an intervention plan to improve the references. The Web holds a massive probability in
performance of the graduates in the Licensure Examination providing access to information. However, much of the
for Teachers (LET). information available may not have been reviewed for
quality or reliability.
 Legal Bases of the Licensure Examination for Teachers
(LET) The study of Sahin et al. (2010) states that the Internet
The Licensure Examination for Teachers (LET) is a is a significant and indispensable source for students. With
mandatory appraisal of professional teachers. It is mandated this, the issue of whether the referenced source is
by RA 7836 to fortify the directive and supervision of the trustworthy and, or credible has also been raised. There is no
Practice of Teaching in the Philippines. It is also prescribing control over any specific piece of information published
a Licensure Examination for Teachers and Other Purposes. through the Web, in opposition to the scientific and
The LET examination for the elementary level includes the professional journals published by the scientific institutions,
General Education (GE) courses and the Professional business world, and the organizations known to the public.
Education courses, while the examination for the secondary Additionally, other journals and books issued by
levels comprises three (3) components, general education, commercial organizations do not have a control unit,
professional education, and field of specialization. including editors and referees. Accordingly, many of the
sites on the Internet enable anybody to submit any kind of
The examination consists of multiple-choice type of information that does not undergo monitoring. Further,
questions with four (4) alternatives that lasts from five and a many of the sites known as reliable have restricted access
half to nine hours. The elementary and secondary levels for commercial purposes or security requirements (IP
must attain an average rating of 75%, with no rating of 50% restriction, membership). Thus, this limits the accessibility
or below in the component subjects. For the elementary of students and denies them of these sites.
level, 40% of the general rating comes from General
Education, and 60% from the Professional Education. An Prior research ascertains that students could recall the
average rating of 20% from the General Education, 40% main ideas despite the text type, but they could recall key
from Professional Education, and 40% from Field of points connected to the main idea and other relevant
Specialization, for the Secondary level, (retrieved from PRC concepts when reading print better (Singer & Alexander,
website). 2016). Similarly, Jeong (2012) showed that higher quiz
scores indicate better comprehension in print-based texts.
 Experiences of the Passers and Non-Passers in the Students also reported that eye fatigue and strain were more
Licensure Examination for Teachers (LET) significant when reading e-texts. Further, Jabr (2013)
The National Academies of Sciences Engineering asserted that eye fatigue causes decrease in concentration. It
Medicine (NASEM) (2019) cited that the Internet is a high- can also be a barrier to successful e-text-based learning, as
speed electronic communication that links local, regional, screens strain the eyes and cause headaches.
and national networks. It allows individuals to access each
other's computers for speedy communication or information There were various studies conducted on the
retrieval. It means that students are no longer restricted from relationship between academic achievements to the LET
information, which was only supplied by textbooks and performance of the graduates in education. Pachejo and
printed materials in libraries before. Students can "search" Allaga (2013) studied the academic predictors of the
on the World Wide Web for articles on specific topics or education graduates in Rizal Technological University in the
topical compilations of materials for research. LET performance. They established that there is a direct
connection between the general LET scores and the three
academic courses, such as general education, professional
education courses, and specialization.

ISSN No:-2456-2165
Rabanal (2016) confirmed the findings in her study of Test-taking strategies are cognitive abilities that deal
the BEEd graduates in the University of Northern with any testing situations well independently of the
Philippines that achievements in the academic courses were knowledge of the test content. These are managing time
significantly related to the various test components in the effectively, surveying all questions before responding,
board examination. Contrarily, Garcia (2013) slightly dealing with difficult questions, dealing with multiple-
deviated from the results mentioned above in professional choice questions, and underlying keywords questions
education courses, which showed a weak positive (Dodeen, 2015).
correlation with LET performance.
Furthermore, these strategies aid students in
Education plays a crucial function in the development deciphering their knowledge from classroom learning
of the Philippine educational system. The English language (McLellan & Craig, 1989, as quoted by Dodeen, 2015).
as the second language in the country is very significant in Hence, students who acquire test-taking strategies or skills
education to become globally competitive. It is one of the progress in their academic performance, perk-up attitudes
considerable factors needed to achieve better LET toward tests, lower test anxiety, and achieve better.
performance. San Miguel (2006) disclosed that schools Sweetnam (2003) emphasized that even students who are
deepen their efforts in training students to effectively use familiar with the subject matter may do poorly in tests
English in their academic work and everyday life. It means because of a lack of test-taking skills.
that the ability to communicate effectively does not only
result to academic success but also translates into However, today’s teachers believe that drill-and-
professional and career success. practice exercises on necessary skills are not as important as
was previously thought. Drill and practice produce only rote
The proficiency in academic language influences the memorization. It means doing something in a routine and
LET performance. Zweirs (2004) explained academic responding automatically by memory without thought. The
language as the linguistic glue that holds the tanks, texts, drill-and-practice exercises, if properly conducted, help
and tests of school together. If students cannot use this glue students develop ease in the knowledge and skills they
well, their academic work is likely to fall apart. He further already understand (Heward, 2003).
defined academic language as a set of words and phrases
that describe the content-area, knowledge, and procedures. It Further, teachers deem drill and practice dull students’
expresses complex thinking process and abstract concepts creativity, but leads to an increased competence and
and creates cohesion and clarity in written and oral confidence with the subject matter or skills. Thereby,
discourse. Additionally, Krashen and Lee Brown (2006) providing students with the knowledge and tools with which
described that academic proficiency consists of two they can be creative. Brophy (1986), as cited by Heward
components, namely the knowledge of the academic (2003), concluded that the development of essential
language and knowledge of academic content or specific knowledge and skills necessitates large drill and practice to
subject matter. achieve automatic and faultless performance.
There were already several studies undertaken by Swanson and Sachse-Lee (2000) conducted a meta-
different TEI’s in the country to improve the performance in analysis on 85 academic intervention studies of students
the board examination. Quiambao et al. (2015) stressed that with learning disabilities. It revealed that the most
the teachers’ educational attainment and length of service, substantial effect was on interventions that included regular
the quality of library and laboratory facilities, the students’ drill, repetition, practice, and review. Also, it has shown that
intelligence quotient (IQ) and grade point average (GPA) when properly conducted, drill and practice is consistently
were a very significant set of predictors for passing the LET. an effective teaching method.
Hence, these factors should be given considerations in
developing policies for a better LET performance. However, Furthermore, a rapidly growing body of work suggests
the findings of Esmeralda and Espinosa (2015) in Carlos that time used in physical activity connects to a healthier
Hidalgo Memorial State College revealed that the BEEd body and mind (Hillman et al., 2008). It means that there is
showed greater confidence in academics, indicating the need a relationship between exercise and mental health. In this
to enhance the level of academic preparations of the BSEd regard, McGraw’s (2006) deemed that regular physical
in general education and significant subjects during pre- activities are effective in decreasing anxiety and stress.
service years. Steptoe Cox (1998), De Geus (1993), Abbot et al. (1990), as
cited by Nasiri (2015), affirmed that exercise and fitness and
Findings revealed that most of the respondents spent health programs are significant in maintaining good mental
three to four months to review for their exam in terms of health.
time management; in terms of memorization, mnemonics
was standard among the respondents. It also disclosed that Narimani (2000), Abolghasemi (2002), and McGraw
the majority took review sessions in private review centers. (2000) proved that female athletes, who performed regular
However, many considered group studies not useful physical activity, were less anxious than female non-
compared to reading books and other references. Also, most athletes. The higher mean of anxiety in the female non-
of the respondents preferred a quiet environment during athletes is evident in the present study, which is also
review and spent six to seven hours in rest and sleep. consistent with the results of the investigation mentioned

ISSN No:-2456-2165
above. Boni (2004) agreed that a healthy cardiovascular may feel less test anxiety and manage better with stress
system could be achieved by exercise. about exams.
Besides, Caviness (2009) described that the brain and The Philippines is the number one country in the world
body function as a data superhighway. The mind and body that believes in God the most. The Filipinos are like the
form a multifaceted system, like any other system, it must Hebrews who have a powerful faith in God. The majority of
be appropriately developed and well maintained with proper Filipinos practice their faith in different ways. In the 16th
nutrition. Hence, nutrition for both mental and physical century, the Spanish missionaries brought the Catholic Faith
health is exceedingly essential. to the Philippines. From then on, Catholicism lingers as a
fundamental part of the Philippine culture (Quintana, 2014).
Consequently, Ross (2010) postulated that nutrition
plays a vital role in proper physical and cognitive According to Clemente et al. (2008), Maka-Diyos is a
functioning. It affects energy levels, physical stamina, significant Filipino value. In 2001, a survey conducted in
mood, memory, mental clarity, and emotional and mental the Philippines by the World Values Survey and SWS
well-being. Furthermore, Wolfe and Burkman (2000) asserted that Filipinos are religious people. The survey
claimed that diet, exercise, and sleep have the potential to revealed that Filipinos believed in God; believe that people
alter brain health and mental function. Therefore, proper possess souls; get comfort and strength from religion; and
nutritional support is essential to allow the brain to function consider God to be very important in their lives (World
at its highest ability and to enhance learning. It shows the Values Survey, 2006).
necessity to take adequate nutrients from food, or the body
hampers learning. Accordingly, Filipinos practice their belief through
many significant events and spiritual devotions
Good nutrition affects the ability of the body to fight (Charentenay, 2020). The devotees’ substantial commitment
off diseases. Proper nutrition is more significant for those to particular holy rites is very significant. They believe that
who have frail immune systems (Chung et al., 2006). Lahey their real commitment is the condition for the answer to the
and Rosen (2010) stressed that nutrition affected learning grace or petition that guarantees a response from God.
and behavior. They further emphasized that diet influence
cognition and behavior in different ways. Significantly, one of the rights of the learners is to
receive relevant quality education primarily through
A positively oriented individual possesses a general competent instruction. Aljo and Tancinco (2016) mentioned
tendency to have a hopeful outlook (Alessandri, Caprara & various literatures to present substance and support on
Tisak, 2012a). Also, positive orientation is a pre- Faculty Performance and Students’ Academic Achievement
dispositional attribute, which consists three components, in the Licensure Examination for Teachers of Naval State
such as self-esteem, optimism, and life satisfaction as stated University. He further indicated that college teaching should
by Alessandri et al. (2012b). be handled by proficient teachers, who use a range of
techniques and promote a positive climate for learning.
Subsequently, self-esteem is an individuals' subjective Moreover, since the teaching skills required are developing,
evaluation of themselves, which can be both negative and continuous professional development of teachers is
positive (Baumeister, Campbell, Krueger & Vohs, 2003). imperative.
Optimism means looking at the future outcomes in life with
a positive view. In contrast, pessimism is having a negative The students’ achievement in the teaching and learning
outlook on future outcomes (Eichner, Kwon & Marcus, process is a result of the effort exerted by the teacher
2014). Conversely, life satisfaction refers to a subjective (Canlas, 2004). Therefore, the role of the teacher is held
evaluation of how satisfied an individual is with life vital to teacher effectiveness that correlates to students’
(Fredriksson & Corméry, 2015). Positive orientation theory achievement. Thus, the quality of teaching performance as
views self-esteem, optimism, and life satisfaction as a equated with teacher competence gauged on student
cognitive triad. It works as an inclination, intensifying well- achievement. However, Giglio (2009) pointed out that the
being in everyday life (Alessandri et al., 2012a). teacher is an important determinant of the student’s
achievement, but there was no direct connection between
Alessandri et al., (2012) specified Beck's negative the traditionally assumed measure of teacher effectiveness
cognitive triad, which refers to a negative view of the self, and student achievement over time. It encouraged them to
the world, and the future. Negative thoughts cause someone develop other ways to improve teaching.
to obtain feelings of depression that leads to dwindle well-
being (Beck & Alford, 2014). Contrarily, positive Wayne and Youngs (2002) revealed that parents,
orientation is beneficial for subjective well-being (Caprara, practitioners, and policymakers agree that the solution to
Steca, Alessandri, Abela & McWhinnie, 2010). improving education is positioning highly skilled and
efficient teachers in the classrooms. It also proves that
Generally, the role of positive orientation is for better teachers need practical sets of standards and assessments to
handling and coping with stressful events (Alessandri et al., warrant that teachers are well prepared and ready to teach,
2012a). Individual differences in test nervousness depend on especially the new ones.
how one handles it. If someone is positively oriented, he

ISSN No:-2456-2165
Further, Yarcia (2001) emphasized that the teacher is a The institutions devise mechanisms to identify and
part of the learning environment and that his teaching evaluate plans, programs, and activities to realize its
behavior affects the manner students observe the classroom commitment to quality education. The administration
climate. Although instructors cannot directly establish implements various means and supports for student learning,
friendship and apparent climate among students, teaching, and learning environment, and teaching
nevertheless teachers can offer a fundamental basis for a pedagogies.
social experience.
Also, Miyasaka (2000) discovered that there is an
Immediacy is often closely linked to credibility increase in examination result by reviewing the test-taking
practices. It builds psychological closeness, or a connection strategies using the previous licensure examinations and
between students and the teacher, which is part of the caring holding content review sessions. He further suggested to
and character elements of teacher credibility (Teven & make test-taking methodology as part of the college
Hanson, 2004). Further, Pogue and AhYun (2006) stressed curriculum. Hence, students enrolled in the program
that credibility and immediacy influenced student learning generate a genuine and significant learning experience.
and motivation. Thus, teachers need to be both experts of
content and to stimulate sincere interpersonal connections Similarly, studies looked into the training sessions on
with their students. Catt, Miller, and Schallenkamp (2007) test-taking to find out if the programs on licensure
claimed that effective teachers have the ability to foster examination results were effective. The method reviewed is
relationships and manage communication dynamics in the translate, eliminate, solve or substitute, and tricks (TEST).
classroom. Wall (2008) concluded that one’s participation in the TEST
program augments the teacher preparation examinations’
Furthermore, Cadiz (2010) and Buenafe (2010), found scores. Wall, Johnson, and Seymonds (2012) revealed that
out that the faculty in selected universities and colleges in introducing these strategies to students lessen nervousness
Cordillera Administrative Region and Data Center College in testing, while enhancing content knowledge and self-
of the Philippines (DCCP) manifest an outstanding level of worth.
professionalism. These faculty showcased their rationality,
responsibility, ethics, commitment, accountability, and Moreover, other tutoring sessions prove to help
creativity in their field of work. The level of performance of prepare students to pass the examinations. In one study, Mee
the faculty of DCCP is dependent on their professionalism. (2000) posited that there is provision of authentic test-taking
It proves that the students’ performance in the examination environment and content anticipated to be on the
is dependent on the teachers’ performance. examination for students. The experiences of the faculty
members as test takers guided them in the grounding of the
According to the researches of Nyangena (2011) and Praxis II content examination. The basis of the development
Pascua et al. (2013), the students’ performance in the of the program are the students’ experiences. Hence, those
licensure examination depends on the students’ college students enrolled in the tutoring program had an 88%
academic achievement. It emphasizes the importance of the passing rate on the first try, compared to the 77% passing
delivery of the curriculum to the students. It implies that rate of those students who did not enroll in the program.
dedication to effective and efficient instruction to facilitate
students' academic achievement should be observed among In another tutoring program for the Praxis I (Lonwell-
all faculty members. Grice et al., 2013), pre-tests and post-tests determined the
value of the tutoring sessions on student achievement.
The undergraduate students enrolled in a teacher However, the use of one 45-minute tutoring session was
preparation program must prepare for licensure useful only for those who had little to improve on. The
examinations in some way, as part of enrolment. The faculty tutoring sessions give limited information about student
members and preparation programs aid in preparing students success on examinations and student participation.
for success on the examinations lead to passing licensure Further, Visco (2015) stressed that review significantly
scores. Early exposure of students on test-taking strategies influence the final licensure examination. Exposure to in-
through forums, seminars, and classroom discussions shows house review or course audit is an essential preparation in
to improve understanding of the test and succeed in the taking the LET. Therefore, institutions are bound to provide
licensure exam. Childs, Ross and Jaciw (2002) also a comprehensive course audit for their students.
emphasized that the students’ exposure to the test
environment is beneficial to student success in a high-stakes Accordingly, the ineffective academic programs and
testing environment in-house review implemented by the academe decreased the
level of motivation of the student teachers to perceive better
Besides, exposing students to testing objectives and academic performance and high ratings of examination.
time-management strategies has led to further success on Curriculum misalignment, including failure to fulfill
high-stakes tests. Faculty members need to be proficient in educational training and mock examinations, were the
the content knowledge to achieve students’ passing problems encountered by the education graduates. Losing a
licensure scores, as well as the assessment tool used to quality educational system affects the academic, social, and
measure the student candidate preparation (Gulek, 2003). pedagogical learning of the examinees. It could result in loss

ISSN No:-2456-2165
of motivation, interest, and determination in their with the quality of teaching and learning activities to attain
examination (Pachejo & Allaga, 2013). the goals set.
Quiambao (2015), stressed that Mock Examinations or Many educational administrators and planners
Comprehensive Examination conducted by the universities highlighted the significance of school facilities. It is a means
in the Philippines traced the weakness of the examinees and for effective teaching and learning (Saiyida & Sidhu, 2012).
used to analyze their performance. The Bachelor of Science Similarly, Kocheny (2012) asserts that school facilities are
in Basic Education Graduates of the University of the vital factors to the enrolment of students in the school. He
Cordilleras underwent a LET mock examination. The further observes that through ample planning of school
College of Education Faculty established that the mock facilities, they can determine the type of instructional
examination provided a positive impact to the students’ materials teachers would need for effective instructions.
performance. It is therefore, recommended to continually
hold comprehensive or mock examinations for students In the view of Wright, Horn, and Sander (2007),
before taking the Licensure Examination for Teachers to teachers play a crucial role in education, for they influence
increase their probability of passing the board examination. student learning. The teacher is the interface of the
transmission of knowledge, values, and skills in the learning
Also, the administration provided support to the process. Students may have little progress academically if
teaching and learning environment. The school facilities are the teacher is ineffective.
one of the essential factors for quality education. These
include school building, library, laboratory, textbooks, Teacher qualifications also affect the teaching and
software and hardware of educational technology, and learning process as well as the student’s academic
others. Adequate school facilities aid students’ learning performance. Afe (2001) discoursed that whatever the
outcomes and achievement. profession, there is a need for training to create awareness
and advance profession, he further stressed that would
Omotunmise and Fredrick (n.d.) recognized that improve the level of competence.
facilities constitute a strategic factor in any organizational
functioning. He further stated that facilities are a major The Commission on Higher Education (CHED)
contributing factor to academic achievement, efficiency, and prescribes the system of regulation, policies, standards,
high productivity among students. A positive relationship procedures, criteria, and guidelines on the implementation
exists between the availability, adequacy, and relevance of of the reviews to the graduates of the Higher Education
facilities and students’ academic achievement as they can Institutions (HEIs). The standard was under the provisions
enhance the active teaching-learning process. of Republic Act No. 7722 or the Higher Education Act of
1994 and Executive Order 566
According to Building Educational Success Together
(BEST, 2005), it is the responsibility of every administrator Moreover, the CHED should adopt a policy to preserve
to ensure that every child has access to quality education. the right of the enrolees to any review centers that provide
They need to provide an educational setting suitable for quality outcomes and services in the licensure examinations.
teaching and learning. Also, it is necessary to implement It may avoid the deterioration of quality services and
educational policies that result in high quality performance. unethical practices which are detrimental to the enrollees in
Well planned and maintained school facilities can directly or these review centers. The HEIs have academic freedom
indirectly impact the teaching and learning process. where they are allowed to include or integrate into their
Effective facilities management, therefore, contributes to the curriculum review subjects with the corresponding credits as
success of every student in any school. a requirement for graduation.
Onwurah (2004) stressed that the school facilities play One of the significant concerns that the review centers
a critical function in the development of the three domains must consider is the availability and adequacy of highly and
of Bloom‘s Taxonomy of educational objectives, namely; ethically qualified experts. The qualifications of the
cognitive, affective, and psychomotor. Educational facilities reviewers, mentors, and teaching coaches is a master’s
developed the cognitive area of knowledge, abilities, and degree or at least five (5) years teaching experience or as a
skill, which are qualifications for academic achievement. reviewer. It ensures the review centers’ quality reputation
School facilities comprise of the school land and all the and integrity.
physical structures like the school building, the playgrounds,
the equipment, and other material resources provided in the Social support is one's perceptions of supportive
school for effective teaching and learning operations behaviors from individuals in a social network, specifically
(Onuorah, 2004). Moreover, Afolabi (2002) concurred with parents, teachers, classmates, close friends, and school.
Onwurah (2004) about the definition and importance of Closer relationships tend to create a more expensive types of
school facilities, which contribute to a positive learning support than casual acquaintances and offer more
environment and quality education for all students. Afolabi specialized support. The sources and types of support are
(2002) further stressed that the learning facilities available interconnected. The closer the relationship, the higher the
within an educational institution have a positive relationship correlation among the several types of support (Gottlieb &
Bergen, 2010).

ISSN No:-2456-2165
Besides, close ties with partners and other nuclear support provided buffer the influence of stress by
family members provide bonding to show support such as amplifying the coping efforts, which also decreases misery
listening, caregiving, and affection. The more distant, role- among students (Holahan et al., 1995; Lakey & Cohen,
defined ties provide bridging, specializing in practical 2000).
assistance and a variety of new information and advice
(Wuthnow, 2002). The support from family and friends In effect, the professors who provide a supportive and
reduce the students’ psychological problems (Calvete & encouraging environment help students to uphold the
Connor-Smith, 2006). Also, Villanova and Bownas (1984) motivation to realize success. Students also seek the advice
asserted that students cope with daily life pressure and of their peers concerning teacher licensure test-taking
lessen the load of academic workload. But they are strategies. Students who acknowledge their learning needs
susceptible to depression, stress, and anxiety without and seek support from trusted peers resulted in passing the
enough support from family and friends. examination. Seminars on test preparations have also
contributed to exam persistence and success (Baker-Doyle
Rosenfeld, Richman, and Bowen (2000) established & Petchauer, 2015).
that students with tremendous support from parents,
teachers, and friends had better grades compared to students The literature and studies mentioned above have
without support. It indicates a relationship between social provided insights into the present study. It gave the
support and GPA. However, some factors influence the researcher a clear understanding of the experiences of the
relationship between social support and academic passers and non-passers in the Licensure Examination for
performance. Teachers. Further, it also elucidates several contributory
factors of the future teachers’ LET performance. Examples
Furthermore, social support provides for the successful of these factors are self-related factors such as self-
management of stress and stressful events. It has positive preparation, well-being, and self-efficacy. It also clarifies
effects on both the mind and body and contributes to that the instructors’ teaching effectiveness is not the only
successful stress management. It also reduces psychological measure of credibility, but the character traits, and a loving
distress and promotes adjustments that counteract high- relationship with the students.
stress levels. People with little quantity of social support
accounts for higher instances of depression, anxiety, and The theory of social support made the researcher
mental disorders. For these people, stressful situations create realize its valuable impact on the performance of the LET-
higher amounts of panic, phobia, and disorder than for those takers. These supports are in varied forms coming from the
with high social support. Social support also bolsters administration, family, and other stakeholders. Furthermore,
physical health, which can counteract many adverse effects the law on the implementation of the review reinforced the
of stress (Boundless Psychology, 2012). findings of the study. It highlights the provision and
protection of the rights of the enrollees on quality review
Social support depicts psychological, physical, and sessions. Finally, several related studies were cited that
financial supports accessible and available in times of need confirm and negate the findings of the present study.
to give to an individual through social ties or a network of
family, friends, neighbors, and community members. It has II. METHODOLOGY
been explored how social support may enhance mental and
physical health. Individuals with rich social networks use  Research Locale
active coping mechanisms when dealing with stressful life This study was conducted at Bukidnon State
situations (Ozbay et al., 2007). University (BukSU) located in the heart of Malaybalay City,
Bukidnon, Philippines. BukSU is known for its mission to
Social support acts as a protective factor, which develop competitive professionals and committed to
decreases psychological problems among students, such as providing excellent instruction. The university has six
stress. This finding was supported by Dollete et al. (2004) colleges, one of which is the College of Education. It offers
that Wentzel (1998) also confirmed that social support Bachelor in Elementary Education (BEE), Bachelor in
provides a motivational influence on students’ performance. Secondary Education (BSE), Bachelor in Early Childhood
Further, Quomma and Greenberg (1994) supported the Education (BECE), and Bachelor in Physical Education-
findings that less social support leads to failure. School of Physical Education (BPE-SPE) respectively. The
Elementary Laboratory School (ELS) and Secondary
Furthermore, Nahid and Sarkis (1994) clarified that Laboratory School (SLS) catered these students during their
high level of anxiety, stress, and depression of college Field Study and Student Internship courses. Their
students result from low levels of support. Social support is pedagogical content knowledge and skills that they learned
one of the most crucial protective factors for students (Tao, in their general education, professional education, and
Dong, Pratt, Hunsberger, & Pancer, 2000). specialization courses are being applied and homed in the
laboratories under the supervision of the Supervising
Sources of support increase the possibility that an Instructors.
individual will depend on active problem solving and
information seeking. These help students deal with different
stressors and assist a positive adjustment process. The

ISSN No:-2456-2165
 Participants of the Study III. RESULTS AND DISCUSSION
There were a total of 36 participants of the study
consist of 18 passers and 18 non-passers who were  Experiences of the Passers and Non-Passers in the
purposively chosen and took the LET during the years 2016- Licensure Examination for Teachers (LET) as LET-taker
2018. They were from the main campus, external centers, Emergent Theme 1: Engaging to Self-directed
and Certificate of Teaching LET-takers who took 18-unit Undertakings
Professional Education subjects. The LET-takers both the passers and non-passers
carried out self-directed efforts in preparation for the LET.
 Data Gathering Tools Through the significant statements that the participants
There were two (2) researcher- made instruments used shared during the interviews, engaging to self-directed
in the study such as interview guide questions for the semi- undertakings emerged as a theme. There were four (4) sub-
structured interview and motive questions for the focus themes yielded from the emergent theme; these were
group discussion. Panel of experts validated the instruments acquisition of resources, taking responsibilities, applying
to ensure that they capture significant statements from the acquired competencies and study techniques, and
participants. At times, the researcher used additional follow- conditioning the self.
up or probing questions to clarify or expand the participants’
responses.  Sub-theme 1: Acquisition of Resources
The passer and non-passer participants did several
 Data Gathering Procedure means of acquiring resources for review and to equip
The researcher secured a letter of recommendation themselves with the competencies they needed for the LET
from the Dean of the College of Education of Bukidnon exam. True to all the groups, the most accessible means of
State University addressed to the university president for securing review materials is through the online sources. It
approval. The researcher personally conducted the has become a trend globally; however, the participants did
interviews to the participants and followed the ethical not screen the reliability of the sources or websites of the
processes. This was done in a place conducive for the materials they have downloaded. The evaluation of the
participants to freely express their thoughts, feelings, and sources and quality of the acquired information from the
experiences on Licensure Examination for Teachers (LET) internet is necessary.
as passers or non-passers.
In line with the National Academies of Sciences
 Data Analysis Engineering Medicine (2019), the internet is an international
The phenomenological process in data analysis of high-speed electronic communications network links which
Colaizzi (1978) as cited by Morrow and King (2015) was allow individuals to rapid access and retrieval of
used by the researcher following the processes: (1) the information but much of the information available has not
reading and re-reading of the transcribed interviews shared been reviewed for quality or reliability. Sahin et al. (2010),
by the participants; (2) the extraction of significant there is no control on any information published through the
statements from the transcript; (3) the formulation of web unlike the scientific and professional journals published
meanings on every significant statement after re-reading by the scientific institutions known to the public. Brophy
thoroughly the transcription; (4) the formulated meaning and Bawden (2005) compared Google as an internet search
was analyzed to determine and group its theme cluster and engine having superior coverage and accessibility while
emergent theme; (5) the identified emergent themes were academic library resources are superior for quality of
exhaustively defined and described, as uncovered the results; precision is similar for both systems.
phenomenon in the study; (6) the findings of the study were
validated by the participants to compare the descriptive The LET-takers also used compiled questionnaires
results constructed by the researcher with their experiences obtained from the review sessions; however, it was noted
and as a result, have finalized the descriptions of the that unlike the non-passers group, most of the passers used
phenomenon. reliable and updated printed review materials like books
published by known authors. In addition, some passer-
 Ethical Considerations participants preferred visual processing such as reading and
The researcher followed proper protocol in gathering making textbooks as very effective resources. This basic
the data. A letter of recommendation was secured from the finding is consistent with the research of Singer and
Dean of the College of Education of Bukidnon State Alexander (2016) showing that it is better to recall key
University addressed to the participants of the study. Then, points and other relevant concepts when reading in print.
the researcher met the participants and set the schedule in Jeong (2012) that better comprehension can be achieved in
the conduct of the study at a convenient time. In addition, print-based texts. In comparison, reading e-texts, which
the researcher requested the participants to sign the written cause eye fatigue and strain, may affect better performance.
informed consent before the conduct of the study. confirm Moreover, decreased concentration caused by eye fatigue
that you have the correct template for your paper size. This can be a barrier to successful e-text-based learning, as
template has been tailored for output on the A4 paper size. If screens can strain the eyes and cause headaches (Jabr,
you are using US letter-sized paper, please close this file and 2013).
download the file “MSW_USltr_format”.

ISSN No:-2456-2165
 Sub-theme 2: Taking Responsibilities  Sub-theme 3: Applying Acquired Competencies and
Some passers and non-passers in LET exhibited the Study Techniques
sense of responsibility or accountability in preparation for It was evident in the passer groups that varied test
the LET. All the participants from the passers and the non- taking skills and strategies were utilized even before in
passers groups attended their classes regularly. They preparation for the LET exam. They used drill exercises;
accomplished their tasks and complied with the they repeatedly answered the questionnaires for
requirements that were expected of them as students. They familiarizations and sometimes lead to memorization of the
all yearned to pass and be successful in LET and extended concepts and theories. However, among the non-passers
efforts in the preparations. It is interesting to note that the group, only one participant has mentioned on the use of
passers group had set their goal, maintained high grades, strategies during the LET review. The strategies in test-
determined, and persistent towards passing the LET. In taking help the LET-takers deal with the challenges of the
addition, they clarified concepts and ideas to their examinations. It eased their test anxieties because of their
instructors as the appropriate person who could shed light if ability to work well independently on the knowledge of the
they experienced misunderstandings to concepts and ideas. test content.
This analysis confirmed the findings of Pachejo and This analysis found evidence in Heward (2003) that
Allaga (2013), in their study regarding academic predictors development of basic knowledge and skills to the necessary
in LET performance of education graduates in Rizal levels of automatic and errorless performance require a great
Technological University. It found the linear relationship deal of drill and practice. In addition, Swanson and Sachse-
between the overall LET ratings and the performance of the Lee (2000) point out that drill and practice is a consistently
LET-takers in academic courses. Rabanal (2016) effective teaching method when properly conducted. A
strengthened these findings by analyzing the performance of similar pattern of result was obtained by Heward (2003) that
BEEd graduates in the University of Northern Philippines. drill-and-practice exercises if properly conducted help
Her study revealed that academic achievements in academic students develop fluency in the knowledge and skills they
courses were significantly related to the different test already understand. Dodeen (2015) identified indicators of
components in the board examination. The findings of developed test taking strategies like managing time
Garcia (2013) deviated slightly from those mentioned above effectively, surveying all questions before responding,
in professional education courses where it noted a weak dealing with difficult questions, dealing with multiple-
positive correlation with LET performance. choice questions, and underlying keyword questions. He
also claims that students who have developed test-taking
For the non-passers, there were some important strategies or skills will positively affect their testing
differences with the passers that were evident. They competency. Sweetnam (2003) supported the findings that
experienced difficulties in understanding the English even students who are familiar with the subject matter may
language and the theories. The inability to comprehend with do poorly in tests because of the lack of test-taking skills.
the English language leads to the lack of ability to grasp the
theories in education. This result ties well with the study of  Sub-theme 4: Conditioning the Self
San Miguel (2006), which emphasized that the use of As noted in the passers groups, more were mentioned
English language in the academic work and the ability to for the physical preparations compared to the non-passers
communicate effectively are not only essential to academic groups. Further, there was also the difference in the
success; it translates directly into professional and career consistency of the preparations of the two groups. The
success. Likewise, Zweirs (2004) associated academic passers group showed to have prepared physically more
language as the linguistic glue that holds the tanks, texts, regularly. The results led to similar conclusion of Hillman et
and tests of school together. If students cannot use this glue al. (2008), time spent or engaged in physical activity is
well, their academic work is likely to fall apart. To obtain related not only to a healthier body but also to a healthier
academic proficiency, it is essential to have the knowledge mind. It also stimulates brain function and cognition and
on academic language and knowledge on academic content may decrease anxieties and worries brought about by the
or specialized subject matter (Krashen & Lee Brown, 2006). upcoming LET. This result ties well with previous studies
cited by Nasiri (2015) and McGraw (2006) wherein regular
Moreover, the non-passers also expressed their physical activities are effective in reducing anxiety and
difficulty in the retention of learning and lack of focus in stress. Boni (2004) also believes that good psychological
academic responsibilities, divided focus between academic mood can be achieved by exercise.
and non-academic tasks, and inadequate preparation on his
academic. Quiambao, Baking, Buenviaje, Nuqui, and Cruz, The passers groups were more particular on having
(2015), one of the very significant set of predictors for healthy diet and well-balanced meals. On the contrary, most
passing LET were students’ intelligence quotient (IQ) and of the participants from the non-passers groups indicated no
grade point average (GPA). The findings of Esmeralda and change in their usual diet. Wolfe and Burkman (2000) that
Espinosa (2015) in Carlos Hidalgo Memorial State College diet, exercise, and sleep have the potential to alter brain
indicated the need to enhance the level of academic health and mental function. With proper nutritional support,
preparations in general education and major subjects to it allows the brain to function at its highest ability and to
perform better in LET. enhance learning. Likewise, Caviness (2009) revealed the
effect that nutrition has upon both mental and physical

ISSN No:-2456-2165
health is exceedingly important. Ross (2010) also the answer to the grace or petition that the devotee has been
postulated that nutrition affects energy levels, physical asking.
stamina, mood, memory, mental clarity, and emotional and
mental well-being. This finding was confirmed by Lahey  Experiences of the Passers and Non-Passers in the
and Rosen (2010), nutrition affects cognition and behavior Licensure Examination for Teachers (LET) with the
in many ways, which include the condition of not having Instructors
enough nutrition or the condition of the lack of certain Emergent Theme 2: Demonstrating Teaching Credibility
nutrients, while Chung et al. (2006) emphasized that As experienced by the LET-takers, different levels of
nutrition influences the body’s ability to fight off illnesses. credibility were observed with their instructors that
contribute to their LET performance. The emergent theme
The passers and non-passers were firm not to entertain emerged was the demonstration of the teaching credibility.
problems during their reviews to refrain from getting From the emergent theme, it generated two (2) sub-themes
stressed and worried. They uphold positivity and optimism, such as instructors’ teaching competence and character traits
life-study balanced, psychological readiness, have someone and the use of appropriate teaching strategies, medium of
as inspiration, maintain confidence, and self-trust. It can be instruction, and assessment practices.
observed from the non-passers groups to have tried to avoid
stress despite their problems. However, there were some  Sub-theme 1: Instructors’ Teaching Competence and
mixed feelings of having self-doubts, discouragement, Character Traits
inability to focus due to pressures, and feeling hopeful but In general, the instructors’ teaching competence and
complacent. The present findings confirmed Alessandri, character traits were described differently by the participants
Caprara, and Tisak’ (2012) assertion that an individual who based on their experiences with them. The LET-takers were
is positively oriented has a tendency to have a positive taught by instructors who have varied level of teaching
outlook in life. In addition, positive orientation is beneficial competence based on their teaching experience. The
for subjective well-being (Caprara, Steca, Alessandri, Abela participants from both the passer and the non-passers groups
& McWhinnie, 2010); and it contributes in handling and claimed that the more experienced the instructors in
coping better with stressful events (Alessandri et al., 2012a). teaching, the more competent they were in their teaching
An individual with a positive predisposition may experience performance.
less test anxiety because of more positive cognitions and
coping better with stress in relation to exams. In contrast, an Every student has the right to quality education
individual who possess negative thoughts is prone to through competent instruction. Wayne and Youngs (2002),
develop feelings of depression, which in turn leads to highly skilled and effective teachers are the key to improve
decreased well-being (Beck & Alford, 2014). education. The study of Aljo and Tancinco (2016) on
Faculty Performance and Students’ Academic Achievement
According to the participants, the most important in LET, that college teaching should be taught by competent
aspect that every LET-taker would never forget is to seek teachers, who use various techniques and fosters positive
God’s intervention. Most of the participants, sought spiritual climate for learning. Canlas (2004) emphasized that
guidance, sustained devotions, and prayer support. They teachers’ effectiveness correlates to students’ achievement.
believed that praying reduced the stress, nervousness, and It has always been regarded as the result of the effort exerted
pressures. They also assumed that in God’s perfect time and by the teacher in the teaching and learning process.
by His grace and blessings, they will pass the LET. The However, Giglio (2009) disproves the claim of Canlas
responses of all the groups both the passers and non-passers (2004), he pointed out in his study on the relationship
revealed the strong faith and belief in God. According to between teacher quality and student achievement that there
Quintana (2014) in his article on Filipino Faith in God was no direct connection between the traditionally assumed
Likens to the Hebrews, Filipinos have a very strong Faith in measure of teacher effectiveness and student achievement
God. It remained an integral part of the Filipinos’ culture over time. It encouraged them to develop other ways to
and way of life. improve teaching.
Likewise, Clemente et al. (2008) on his study on There were also some instructors who were observed
Revisiting the Kapwa Theory: Applying Alternative to have remarkable commitment to teaching. Some
Methodologies and Gaining New Insights described participants had been provided with extra help and time by
Filipinos of having high regards in religion and being maka- their instructors beyond their duty and with additional
Diyos The assertion that Filipinos are religious people was support through mentoring. Further, particularly from the
also supported by the World Values Survey (2006) passers groups, the willingness of some instructors to offer
conducted in the Philippines. The survey revealed that additional support to students provided an avenue for the
Filipinos believed in God, get comfort and strength from learning needs and difficulties of students to be catered.
religion, and consider God to be very important in their
lives. Further, Charentenay (2020) indicated that Filipinos It was pointed out by Yarcia (2001) that the teacher’s
practiced one’s own belief through spiritual devotions, teaching behavior affects the manner by which students
which involves the devotees’ physical commitment. They perceive the classroom climate where the instructors may
believe that their physical commitment is the condition for offer a vital firm base for social experience. Likewise,
Pogue and AhYun (2006) and Teven and Hanson (2004)

ISSN No:-2456-2165
linked non-verbal immediacy to credibility practices. They  Experiences of the Passers and Non-Passers in the
found out that both credibility and immediacy significantly Licensure Examination for Teachers (LET) with the
influenced student learning and motivation. The teachers are Administration
expected to be both experts of content and to engender Emergent Theme 3: Institutional Commitment for Quality
sincere interpersonal connections with their students. In the Education
same manner, Catt, Miller, and Schallenkamp (2007), the The participants experienced varied supports provided
most effective teachers are not only masters of content, but by the administration, may they be in the main campus,
also have the ability to foster relationships and manage external centers, and CT graduates. The emergent theme
communication dynamics in the classroom. developed from the LET-takers experiences with the
administration in preparation for the LET examination was
Further, the level of performance of the faculty is the institutional commitment for quality education. From the
dependent on their professionalism. The higher the level of emergent theme which emerged based on the experiences of
professionalism of the faculty, the higher is the performance both the passers and non-passers in LET, it generated three
of the students in examination. These include the teachers’ (3) sub- themes such as support to student learning, support
rationality, responsibility, ethics, commitment, to teaching and learning environment, and support to
accountability, and creativity according to Cadiz and pedagogy.
Buenafe (2010). The researches of Nyangena (2011) and
Pascua et al. (2013), emphasized the importance of the  Sub Theme 1: Support to Student Learning
delivery of the curriculum to the students, which implies The BukSU is committed to deliver quality education
that commitment to effective and efficient instruction to to the students. These were demonstrated by extending
facilitate students' academic achievement should be support for student learning. It was shared by all the
observed among all faculty members. participants from both the passer and non-passer groups that
there were various initiatives that the administration
 Sub-theme 2: Use of Appropriate Teaching Strategies, particularly the COE have conducted in preparation for the
Medium of Instruction, and Assessment Practices LET. The administration outsourced credible experts from
The connection between what is taught and how it is other prominent universities and review centers to enhance
taught is very significant in order to maximize student the LET performance of the graduates. They also conducted
learning. Based from the responses, all the participants had intensive review sessions but limited only to the main
experienced the different teaching strategies as students. campus and offered supplemental subjects like ED 139 and
They expressed how their instructors used appropriate 140. The English Intensive Training, pre-board exam, and
teaching strategies, medium of instruction, and assessment mock exam were also conducted where the participants
practices. Most of the participants were exposed to different found them very helpful.
teaching strategies appropriate to their needs such as
experiential, self-regulated, and collaborative learning It was presented by Miyasaka (2000) that allowing
strategies, feed backing, and reporting. Moreover, a few teacher candidates to review test-taking strategies, holding
instructors provided LET-patterned examinations as content review sessions, and embedding in the curriculum
assessment tools that enhanced test taking skills. However, the test-taking methodology have shown to increase success
as observed, proficiency in the use of language in teaching, on examinations. In one study performed by Wall (2008),
embedding practical applications to learning, and relating to the conduct of test-taking tutoring sessions increased scores
actual situations in teaching were highlighted. It was on teacher preparation examinations. Wall, Johnson, and
revealed that there were participants who experienced Seymonds (2012) presented translate, eliminate, solve or
limited understanding on theories and principles due to substitute, and tricks as T.E.S.T strategies to students that
English language constraints by certain instructors. helped them reduce testing anxiety while increasing content
knowledge and self-efficacy. In one study, Mee (2000)
As highlighted, the learning needs of students have to posited that providing students with an authentic content and
be prioritized in the use of different teaching strategies and test-taking environment had a higher chance of passing rate.
assessment tools. The findings of Childs, Ross and Jaciw
(2002) suggested that the instructors can help students In another tutoring program as proposed by Lonwell-
prepare for success on the examinations through teaching Grice et al. (2013), the use of pre- and post-test evaluations
them the needed competencies for the test and test-taking was an effective measure of student success and the use of
strategies may it be in a form of forums, workshops, and one 45-minute tutoring session proved to be useful for only
regular classroom discussions. Likewise, exposing students the students who had little to improve on. Further, Visco
to testing objectives and time-management strategies has led (2015) posed that licensure examination review also has a
them to further success on high-stakes tests. Gulek (2003) significant influence on LET which means that exposure to
stressed that instructors who are preparing students to in-house review or course audit is also essential preparation
achieve passing licensure scores must also be proficient in for taking the LET. On the other hand, institutions are bound
the content knowledge that will be assessed, as well as the to provide a comprehensive course audit for their students.
assessment tool used to measure teacher candidate
preparation.

ISSN No:-2456-2165
In relation to advocating licensure examinations’ complemented with the students’ interest and willingness to
effectiveness, Quiambao (2015) revealed that mock learn. It implies the collaborative efforts of the
examinations or comprehensive examination conducted by administration, instructors, and the students to achieve the
the universities in the Philippines traced the weakness of the goals.
examinees and have analyzed their performance. Through
undergoing mock examination in the L.E.T. and imitating Wright, Horn and Sander (1997) viewed teachers as
the actual examination, it was found out that respondents the most important factor that influence student learning.
gained positive impact in their LET performance. It was also They interface the transmission of knowledge, values, and
revealed by Pachejo and Allaga (2013) that losing the skills in the learning process. Regardless of the students’
quality of educational system, ineffective academic individual capability, the teacher may affect the students’
programs and in-house review, curriculum misalignment progress or academic achievement. In addition, the teacher’s
including failure to fulfill educational training and mock qualification affects the teaching and learning process and
examinations can largely affect the academic, social and the student’s academic performance. They need constant
pedagogical learning of the examinees. These result to loss training to create awareness and advance profession. He
of motivation, interest, and determination in the further stressed that such training would improve the level
examination. of teacher’s competence (Afe, 2001).
 Sub-theme 2: Support to Teaching and Learning  Experiences of the Passers and Non-Passers in the
Environment Licensure Examination for Teachers (LET) with the
The administration was also committed to give support Family
to teaching and learning environment. This was experienced Emergent Theme 5: Imparting Kin-based Social Support
by the participants through the approval of policies relevant The LET-taker passer and non-passer-participants
to LET such as enhancement program, pre-board received support from their family members. The emergent
examination, final coaching, and the additional subjects like theme from the LET-takers' experiences with their family in
Ed 139 and 140 which could contribute to the improved preparation for the LET examination was imparting kin-
performance in LET of the graduates. According to Building based social support. From the emergent theme, providing
Educational Success Together (BEST, 2005), implementing multi-faceted forms of support yielded as sub- theme.
educational policies that resulted in high quality, high
performance, and well designed and maintained school  Sub Theme 1: Providing Multi-faceted Forms of Support
facilities had a direct and indirect impact on the teaching The Filipinos are known to have close family ties. The
and learning process. close ties with the family members provide bonding and
intimate expressions of support, may it be tangible or
Also, the participants have expressed that they were intangible. These supports were unconditional wherein only
extended with quality and equipped school facilities by the the members of the family could provide. Both the passers
administration which helped them prepare for the LET. and non-passers were provided with multi-faceted forms of
These were computer laboratories, university library support in preparation for LET. These were emotional
equipped with books and with free internet connections. The supports like comforting words, moral and spiritual support,
findings of the study have similar pattern of result from warmth, and care. Additionally, they were also provided
various studies. The availability, adequacy, and relevance of with esteem support such as motivation, re-assurance, and
the school facilities impact efficiency, high productivity, and encouragement and instrumental support like the provision
academic achievement among students as they can enhance of financial assistance. The participants considered these
effective teaching and learning process (Omotunmise & supports as very important and helpful to them in facing the
Fredrick, 2016; Onuorah, 2004). Furthermore, Onwurah challenges of the LET.
(2004) stated that the school facilities play a crucial role in
the development of the cognitive area of knowledge, Moreover, the varied support coming from the loved
abilities and skill, which are prerequisites for academic ones were found to be an essential factor not just in passing
achievement. the LET, but most of all for the non-passers not to give up.
The support helped them to regain back their confidence,
 Sub-theme 3: Support to Pedagogy determination, and motivation to try harder the next time.
In order for the university to provide quality education, Social support is one's perceptions of supportive behaviors
the qualifications for the hiring of teachers are strictly from individuals in a social network like parents.
considered to ensure taking in proficient and competent
instructors. In support for LET, the instructors were also It has been found that the closer the relationship, the
sent to trainings and seminars to be abreast with the latest greater the correlation among the several types of support.
trends in teaching pedagogies, necessary for handling LET People, we feel close to are perceived to be repositories of
reviews. Similarly, the rest of the participants from the all types of support (Gottlieb & Bergen, 2010). In addition,
passers and non-passers groups generally expressed that as stated in Boundless Psychology (2012), social support
they have competent instructors who also attended different provides successful management of stress. It has positive
trainings and seminars for professional growth. The effects on both the mind and body and reduces
commitment of the university in the delivery of quality psychological distress. It was postulated that people with
education through its competent instructors is to be low amounts of social support reported to have higher

ISSN No:-2456-2165
instances of depression, anxiety, and mental disorders than quality reputations, and integrity of the review centers
those with high social support. Further, the result of the (CMO 30, series of 2007).
study affirmed the findings of Rosenfeld, Richman, and
Bowen (2000) that students with high level of support from  Experiences of the Passers and Non-Passers in the
parents had better grades compared to students without such Licensure Examination for Teachers (LET) with the
support. However, there may be other factors to consider Other Stakeholders
wherein social support may be related to academic Emergent Theme 6: Extending Non-Kin Based Social
performance for some students but not for others. Support
The emergent theme appeared from the experiences of
 Experiences of the Passers and Non-Passers in the the participants was extending non-kin based social support
Licensure Examination for Teachers (LET) with the while the sub-theme was the multi-dimensional forms of
Resource Persons support. These supports were esteem, emotional,
Emergent Theme 5: Exhibiting Capability and Quality informational, and instrumental.
The resource persons were the pool of experts of the
university, invited speakers from prominent universities and  Sub Theme 1: Multi-dimensional Forms of Support
review centers, and topnotchers in LET from the previous Based on the responses, all the groups received social
years. From their experiences, exhibiting capability and support coming from their friends, colleagues, co-workers,
quality emerged as a theme whereas; the credibility of the and instructors which they considered very much important
human resource came out as the sub-theme. in their journey during LET. These supports were in the
form of tangible assistance like review materials and
 Sub Theme 1: Credibility of Human Resource financial assistance from the barangay, appraisal, effective
In the implementation of the review sessions, there coping strategies, prayers, advice, and practical test-taking
were provisions established by the CHED to ensure its tips, and emotional. It helped them reduced the amount of
quality and to provide the enrolees with the competencies stress they experienced, elevated their confidence during the
required for the LET. The BukSU, as one of the exam and helped them cope better in dealing with stressful
implementers of the review sessions have complied with the situations. In the case of the non-passers, it also lifted their
provisions of CHED. There were adequate numbers of morale despite their failure and helped them to remain
invited qualified resource persons from the university, from positive.
other prestigious university, and review centers.
Support from family and friends have been found to
All the passers and the non-passers from the main reduce the impact of psychological problems among
campus attested on the credibility, expertise, and integrity of students (Calvete & Connor-Smith, 2006). It was found out
the resource persons. They introduced test taking strategies that it could help students to cope with everyday life stressor
like, rationalization, identifying key words context clues, and lighten the burden of academic workload. This finding
and simplifying complex ideas. Moreover, the resource was supported by Dollete et al. (2004) who found that social
persons presented and highlighted latest trends, current support could act as a protective factor that could decrease
issues, and evolving concepts. However, the participants psychological problems such as stress. It provides
experienced limited time with the experts. However, for the motivational influence on students’ performance; however,
external centers and the CT groups for both the passers and less social support would lead to failure. Lack of support
the non-passers, it was observed that not all attended the from friends and other persons may cause depression, stress
review sessions. However, those who enrolled at the review and anxiety. (Tao et al., 2000).
centers, they also conveyed that it was a productive review
because of the credibility of the resource persons. The Advice and encouragement from sources of support
utmost response was on the use of test-taking skills, which may also increase the likelihood that an individual will rely
the application greatly depended on the ability of the test- on active problem solving, information seeking, deal
takers. positively with various stressors. (Lakey & Cohen, 2000).
Further, it was emphasized by Baker-Doyle and Petchauer
The Commission on Higher Education (CHED) was (2015) that the instructors who provide a supportive and
directed to prescribe the system of regulation, policies, encouraging environment can help students to maintain
standards, procedures, criteria, and guidelines on the motivation and achieve academic success.
implementation of the reviews. It adopts a policy to preserve
and protect the right of the enrollees they may be provided  A Proposed Action Plan to Enhance the Performance in
with quality services and outcomes in the LET. Pursuant to the Licensure Examination for Teachers (LET)
Executive Order 566 on the Implementing Rules and The action plan was designed to address the areas of
Regulations Governing the Establishment and Operation of concern by the non-passers in the Licensure Examination for
Review Centers and similar entities in the Philippines, the Teachers (LET). This action plan is deemed necessary
review centers must consider the availability and adequacy because it will serve as a guide that provides different
of highly and ethical qualified experts. They should have at productive activities, which would help the non-passers as
least a master’s degree or have at least five (5) years well as the education students, instructors, administration
teaching professional experience or as a reviewer to ensure specifically the COE realizes its goal of maintaining the

ISSN No:-2456-2165
increasing passing rate of the university and in pursuit of To the participants from the main campus, external
excellence. centers, and certificate of teaching, for their warm
acceptance, willingness, and openness in providing the
It aimed to (1) to continuously advance the teaching researcher the necessary data and information.
performance of the instructors by providing them continuing
professional development that would strengthen and To my friends, relatives, and co-workers for they are
enhance their teaching strategies and mode of assessment my source of strength and inspiration who always shared
patterned to LET, and be updated with evolving concepts moral and spiritual support in my journey and to all those
and theories in education (instruction); (2) to conceptualize who extended their help not mentioned above, thank you so
an assessment tool that would be used as an evaluation much.
mechanism to all the activities employed for LET
(research); (3) to formulate an extension program that would REFERENCES
address the needs of the non-passers and decrease the
numbers of non-passers (extension); and (4) to develop [1]. G. Abbot AV, Peters RK and Volgel ME. (1990).
updated and aligned resource materials from the Table of Type u behavior and exercise: A follow-up study of
Specifications (TOS) published by the Philippine Regulation coronary patients. Journal of Psychosomatic Research.
Commission (PRC) (production). 34: 153-162.
[2]. Aboulghasemi A. 2002. Test Anxiety.
ACKNOWLEDGMENT Ardebil.nikamoz pub.
[3]. Alessandri, G., Caprara, G. V., & Tisak, J. (2012a).
The researcher expresses her gratitude to Almighty The unique contribution of positive orientation to
God and to the following persons who helped much for the optimal functioning: Further explorations.
success of this study: European Psychologist, 17(1), 44-54. doi:
10.1027/1016-9040/a000070.
Dr. Oscar B. Cabañelez, President, Bukidnon State [4]. Alessandri, G., Vecchione, M., Tisak, J., Deiana, G.,
University (BukSU), for his support in the Graduate Caria, S., & Caprara, G. V. (2012b). The utility of
Programs and for his encouragement and providing the positive orientation in predicting job performance and
BukSU faculty members the opportunity to enhance their organizational citizenship behaviors. Applied
professional growth and development. Psychology, 61(4),669-698.doi: 10.1111/j.1464-
0597.2012.00511.x
Dr. Estela C. Itaas, (former VPAA) for her motivation, [5]. Aljo, G.S., Tancinco, N.P. (2016). Faculty
wisdom, and brilliant ideas and Dr. Hazel Jean M. Abejuela, Performance and Students’ Academic Achievement in
Vice President for Academic Affairs (VPAA) being the Licensure Examination for Teachers of Naval
supportive of the Graduate Program. State University. College of Education, Naval State
University, Naval, Biliran, 6560 Philippines. IOSR
Dr. Zita I. Dales, my compassionate dissertation Journal of Research & Method in Education, Volume
adviser who never failed to extend her time, guidance, and 6, Issue 4 Ver. II, PP 01-10.
valuable ideas and for giving the all-out support in the www.iosrjournals.org
accomplishment of this paper. [6]. Bailey J. (2008). First steps in qualitative data
analysis: transcribing. Family Practice, 25, 127–131.
Dr. Mercidita S. Villamayor, Dr. Susan S. Olana, Dr. [7]. Baker-Doyle, K.J., Petchauer, E. (2015). Rumor has
Elvira B. Sumbalan, and Dr. Reynaldo T. Oton, the it: Investigating teacher licensure exam advice
dissertation committee, for their inspiring words, networks. Teacher Education Quarterly, 3-32.
constructive suggestions, and valuable ideas that helped the [8]. Baumeister, R. F., Campbell, J. D., Krueger, J. I., &
researcher a lot in the completion of this paper; Ms. Lolita Vohs, K. D. (2003). Does high self-esteem cause
A. Dulay, the secretary, who keeps every suggestion and better performance, interpersonal success, happiness,
recommendation accurate; or healthier lifestyles? Psychological Science,
14(3),1-44. doi: 10.1111/1529-1006.01431.
Dr. Manuel T. Caingcoy and Dr. Albert A. Villanca, [9]. Beck, A. T., & Alford, B. A. (2014). Depression:
for their insights and feedback throughout the research causes and treatments (2nd ed). Philadelphia:
proceedings and at the same time as inter-coders for making University of Pennsylvania Press. Retrieved
this paper reliable. from http://www.ebrary.com
[10]. Berk, L.E. (2000). Child Development (5th ed.).
Ms. Shaunell Mary J. Sayson and Ms. Lorelei C. Boston: Allyn and Bacon. 23-38.
Talose, for their assistance and dedicated involvement in [11]. Boni N. (2004). Exercise and physical fitness. Journal
every step throughout the process, this paper would have of Australasian Center for Policing Research, 10:
never been accomplished. 1-6.

ISSN No:-2456-2165
[12]. __________ Coping with and Managing Stress. [25]. De Geus. (1993). Regular exercise and aerobic fitness
Boundless Pschology. Retrieved on January 30, 2019. in relation to psychological make up and
Retrieved at: psychological stress reactivity. Psychosomatic
http://www.boundless.com//psychology/definition/cult Medicine, 55(4): 346-363.
ural-norms [26]. Denzin N. and Lincoln Y. (Eds.) (2000).
[13]. Bronfenbrenner, U. (1990). Discovering what families Handbook of Qualitative Research. London: Sage
do. In Rebuilding the Nest: A New Publication Inc.
Commitment to the American Family. Family Service [27]. Dodeen, H. (2015). Teaching Test-Taking Strategies:
America [website]. Importance and Techniques. Psychology Research,
http://www.montana.edu/www4h/process.html February 2015, Vol. 5, No. 2, 108-113.
[14]. Brophy, J. & Bawden, D. (2005). Is Google enough? [28]. Dowling, M. (2007). From Husserl to van Manen. A
Comparison of an internet search engine with review of different phenomenological approaches.
academiclibrary resources. Aslib Proceedings, 57, International Journal of Nursing Studies, 44, 131-142.
498-512. DOI: 10.1016/j.ijnurstu.2005.11.026.
[15]. Buenafe, Mario B. (2010). “Professionalism and [29]. Eichner, K. V., Kwon, P., & Marcus, D. K. (2014).
performance of the faculty and non-teaching Optimist or optimistic? A taxometric study of
personnel of data center college of the philippines”, optimism. Psychological Assessment, 26(3), 1056-
Unpublished Master’s Thesis, University of Northern 1061. doi: 10.1037/pas0000010
Philippines, Vigan, Ilocos Sur. [30]. Esmeralda, A.B., & Espinosa, J. P. (2015). Teacher
[16]. Cadiz, Lenaida. (2010). Professionalism and education graduates’ performance as predictor of
performance of the faculty-respondents in selected licensure examination for teachers’ results. JPAIR
universities and colleges in cordillera administrative Multidisciplinary Research, 21.
region, Unpublished doctoral dissertation, University https://doi.org/10.7719/jpair.v21i1.330.
of Northern Philippines, Vigan, Ilocos Sur. [31]. Fredriksson, M., & Corméry, S. W. (2015). Breaking
[17]. Caprara, G. V., Steca, P., Alessandri, G., Abela, J. R., down positive orientation to self-esteem,
& McWhinnie, C. M. (2010). Positive orientation: optimism and life satisfaction: what predicts test
Explorations on what is common to life satisfaction, anxiety? Psychology C, Springerlink. Örebro
self-esteem, and optimism. Epidemiologiae Psichiatria University.
Sociale, 19(1), 63–71. [32]. Freeman, N. P.M. (2011). Credibility and the
doi:10.1017/S1121189X00001615 professor: the juxtaposition of student
[18]. Caviness, K. (2009). Food for thought the importance perceptions and instructor beliefs. Department of
of nutrition for cognitive and physical well-being. Communication, University of Central Missouri.
Liberty University. Retrieved from
[19]. CHED, (2004). Commission on Higher Education https://pdfs.semanticscholar.org/8dba/04c0b8f4ee266
Order (CMO) No. 30, series 2004. “The revised 6d2f866ca9cce55b46ab00a.pdf
teacher education curriculum.” [33]. Garcia, G. (2013). Academic performance as
[20]. Chung, S., Hoerr, S., Levine, R., & Coleman, G. determinant to pass the licensure examination for
(2006). Processes underlying young women's teachers. JPAIR Institutional Research, 2, 69-75.
decisions to eat fruits and vegetables. Journal of doi:10.7719/irj.v2i1.258.
Human Nutrition & Dietetics, 19(4), 287-298. [34]. Giglio, Kate, (2009) Rand Education Publishing,
Retrieved September 30, 2007, from Academic Search Teacher Qualification and Student Achievement in
Premier database. Urban Schools, p.10
[21]. Clemente, J.A., Belleza, D., Yu, A., Catibog, E.V.D., [35]. Giorgi, A. (2009). The descriptive phenomenological
Solis, G., & Laguerta, J. (2008). Revisiting the Kapwa method in psychology: A modified Husserlian
Theory: Applying Alternative Methodologies and approach. Pittsburgh, PA: Duquesne University Press.
Gaining New Insights. Philippine Journal Of [36]. Gottlieb, B. H., and Bergen, A. E. (2010). Social
Psychology, Vol 41 No 2, pp. 1–32. support concepts and measures. Journal of
[22]. Colaizzi, P. F. (1978). Psychological research as the Psychosomatic Research, 69 (2010) 511–520.
phenomenologist views it. In R. S. Valle & M. King [37]. Heward, W. L., (2003). Ten faulty notions about
(Eds.), Existential phenomenological alternatives for teaching and learning that hinder the
psychology (pp. 48-71). New York, NY: Plenum. effectiveness of special education, Journal of
[23]. Creswell, J. W. (2007). Qualitative inquiry and Special Education Vol. 36/No. 4/2003.
research design: Choosing among five traditions. [38]. Hillman CH, Erickson KI, Kramer AF. Be smart,
Retrieved from exercise your heart: Exercise effects on brain and
https://www.researchgate.net/publication/286504139_ cognition. Nature Reviews Neuroscience. 2008;
Qualitative_Research_Method_-_Phenomenology 9(1):58–65.
[24]. De Charentenay, P. SJ (2020). A filipino practice of [39]. Jabr, F. (2013) ‘Why the brain prefers paper’,
faith. A Jesuit, Filipino, and Asian Ecclesiastical Scientific American, vol. 309, p. 48.
Faculty of Theologyi. Retrieved from [40]. Jeong, H. (2012) ‘A comparison of the influence of
https://www.lst.edu/community/article-archives/712- electronic books and paper books on reading
a-filipino-practice-of-faith-p-de-charentenay-sj

ISSN No:-2456-2165
comprehension, eye fatigue, and perception’, Licensure Examinations. Baraton Interdisciplinary
Electronic Library, vol. 30, pp. 390–408. Research Journal, 3(1), 11-21.
[41]. Krashen, S. & Lee Brown C. (2006). What is [56]. OECD. (2001b). Report on Hungary/OECD seminar
Academic Language Proficiency? on Managing Education for Lifelong Learning, 6-7
http://www.sdkrashen.com/articles/Krashen_Brown_ December 2001, Budapest.
ALP.pdf [57]. Ozbay, F., Johnson, D. C., Dimoulas, E., Morgan, C.
[42]. Lahey, M., Rosen, S. (2002). Dietary factors affection A., Charney, D., & Southwick, S. (2007). Social
learning behavior. Retrieved from support and resilience to stress: from neurobiology to
http://childrensdisabilities.info clinical practice. Psychiatry (Edgmont (Pa.:
[43]. Lonwell-Grice, R., Mcilheran, J., Schroeder, M., Township), 4(5), 35–40.
Scheele, S. (2013). The effect of tutoring on math [58]. Pachejo, S. & Allaga, W. (2013). Academic predictors
scores for the Praxis I exam. The Learning Assistance of the licensure examination for teachers’
Review. (18)1, p. 47-57. performance of the Rizal Technological University
[44]. Mack, N., Woodsong, C., Macqueen, K. M., Guest, teacher education graduates. International Journal of
G., Namey, E. (2005). Qualitative Research Methods: Educational Research and Technology, 4(4), 31-40.
A Data Collector’s Field Guide. Research Triangle [59]. Padilla-Diaz, M. (2006). Phenomenology in
Park, North Carolina 27709, USA. Retrieved from Educational Qualitative Research: Philosophy as
http://www.fhi.org Science or Philosophical Science?. International
[45]. Majeed, N. K. (2016). Parental social support: its role Journal of Educational Excellence, (2015) Vol. 1, No.
in upbringing of children. International Education & 2, 101-110.
Research Journal, E-ISSN No: 2454-9916 Volume 2, [60]. Pascua J. and Navalta, Jane D. (2011). Determinants
Issue 11. of L.E.T. perforamnce of the teacher education
[46]. Marshall, C. & Rossman, G. B. (2010). Designing graduates in a state university, Research Journal
Qualitative Research (5th ed.). Thousand Oaks, CA: College of Education (COED) Vol. 1 No.a , Nueva
Sage Publications. Ecija University of Science and Technology–
[47]. McCroskey, J. C., Valencic, K. M., & Richmond, V. Cabanatuan City , January-December 2006, ISSN
P. (2004). Toward a general model of instructional 1908-6962.
communication. Communication Quarterly, 52, 197- [61]. Philippine Teachers Professionalization Act of 1994
210. (Republic Act No. 7836) “An Act to Strengthen the
[48]. McGraw J. (2002). Life strategies for Teens. Simon & Regulation and Supervision of the Practice of
Schuster Adult polishing Group, New York. pp. 85- Teaching in the Philippines and Prescribing a
91. Licensure Examination for Teachers and for other
[49]. Mee, J. (2000). Statistical evaluation of the Purposes” Retrieved from
effectiveness of a preparatory study program for the http://www.chanrobles.com/ republicactno7836.htm
teacher certification examination in physical education [62]. Pilarta, Mae Amalia B. (2011). Status of public
at Southern Connecticut State University. secondary schools of abra, Unpublished doctoral
(Dissertation). dissertation, University of Northern Philippines,
[50]. Miyasaka, J.R. (2000). A framework for evaluating Vigan, Ilocos Sur.
the validity of test preparation practices. A paper [63]. Quiambao, D.T., Baking, E.G., Buenviaje, L.B.,
presented at the Annual Meeting of the Educational Nuqui, A.V., & Cruz, R.C. (2015). Predictors of
Research Association Retrieved from board exam performance of the DHVTSU college of
http://files.eric.ed.gov/fulltext/ED454256.pdf. education graduates. Journal of Business &
Retrieved on April 4, 2019. Management Studies, 1(1), 1- 4.
[51]. Morrow, R., Rodriguez, A. and King, N. (2015). [64]. Quintana, J. (2014). Filipino Faith in God Likens to
Colaizzi’s descriptive phenomenological method. The the Hebrews. Journalism for the soul. Retrieved
Psychologist, 28(8), 643-644. from http://journalismforthesoul.com/filipino-faith-
[52]. Myers, S. A., & Bryant, L. E. (2004). College god-likens-hebrews/
students’ perceptions of how instructors convey [65]. Rabanal, G. C., (2016). Academic achievement and
credibility. Qualitative Research Reports in LET performance of the bachelor of elementary
Communication, V, 22-27. education graduates, University of Northern
[53]. Narimani M. (2000). Examine Prevalence of test Philippines. International Journal of Scientific and
anxiety, and causes test anxiety and coping styles Research Publications, 6(6), 455-461.
among students. University of MohagheghArdabili. [66]. Rosenfeld, L. B., Richman, J. M., & Bowen, G. L.
[54]. Nasiri, R., Mirkhan, I., Jahanmahin, M., Khademi, Y. (2000). Social support networks and school outcomes:
(2015). Investigation the effect of regular physical The centrality of the teacher. Child and Adolescent
activity on test anxiety and procrastination in students. Social Work Journal, 17, 205-226.
Journal of Novel Applied Sciences, 4 (9): 981-986. [67]. Ross, A. (2010). Nutrition and its effects on academic
[55]. Nyangena, E., Getanda, A., & Ngugi, S. (2013). performance how can our schools improve? Northern
Factors influencing success of Bachelor of Science in Michigan Undersity.
Nursing graduates in nursing council of Kenya

ISSN No:-2456-2165
[68]. Sahin, Y.G., Balta, S., Ercan, T. (2010). The use of [82]. Wall, T.J., Johnson, B., Symonds, M.L. (2012).
internet resources by university students during their Preparing to the pass the physical education praxis-II
course projects elicitation: a case study. The Turkish examination: increasing teacher candidate test-
Online Journal of Educational Technology, April wiseness, self-efficacy, and content knowledge in the
2010, volume 9 Issue 2. era of accountability. Journal of Assessment and
[69]. San Miguel, J. (2006). Spoken english proficiency of Accountability in Educator Preparation. 2(1), p.
letran-calamba college students. Paper Presented to 36-47.
research and Development Department- [83]. Wojnar, D. M., & Swanson, K. M. (2007).
Letran Calamba. Phenomenology: An exploration. Journal of Holistic
[70]. Science Teaching Reconsidered: A Handbook. The Nursing, 25, 172-180. DOI:
National Academies of Sciences Engineering 10.1177/0898010106295172.
Medicine. National Academy Press, Washington D.C. [84]. Wolfe, P., Burkman, A., & Streng, K. (2000). The
(2019). Retrieved on December 20, 2019 at science of nutrition. Educational Leadership, March.
https://www.nap.edu/catalog/5287/science-teaching- [85]. World Values Survey (2006). Retrieved from
reconsidered-a-handbook. www.worldvaluessurvey.com on April 2, 2008.
[71]. Sever, M. (2012). A critical look at the theories of [86]. Wuthnow R. (2002). Religious involvement and
sociology of education. International Journal of status-bridging social capital. JSci Study Relig
Human Sciences [Online]. 9:1. Available: ;41:669–84.
http://www.insanbilimleri.com/en [87]. Zweirs, J. (2004). The third language of academic
[72]. Shosha, G. (2012). Employment of Colaizzi’s strategy english.
in descriptive phenomenology: A reflection of a http://www.makassed.org.lb/Article/the%20third20%l
researcher. European Scientific Journal, 8(27), 31–43. ang%20all.pdf
Retrieved from
http://eujournal.org/index.php/esj/article/view/588
[73]. Singer, L. M. & Alexander, P. A. (2016) ‘Reading
across mediums: effects of reading digital and print
texts on comprehension and calibration’, The Journal
of Experimental Education, vol. 85, no. 1, pp. 155–
172.
[74]. Spinelli, E. (2005). The interpreted world: An
introduction to phenomenological psychology.
Thousand Oaks, CA: Sage Publications, Ltd.
[75]. Steptoe A & Cox S. (1988). Acute effects of aerobic
exercise on mood. Health psychology, 7: 329-340.
[76]. Strayhorn, T. L. (2008). The Role of Schools,
Families, and Psychological Variables on Math
Achievement of Black High School Students. The
High School Journal, Volume 93, Number 4, Summer
2010, pp.177-194.
[77]. Structural-Functional Theory in Sociology: Definition
& Examples. (2015). Retrieved from
https://study.com/academy/lesson/structural-
functional-theory-in-sociology-definition-examples-
quiz.html.
[78]. Swanson, H. L., & Sachse-Lee, C. (2000). A meta-
analysis of single-subjectdesignintervention research
for students with LD. Journal of Learning Disabilities,
38, 114–136.
[79]. Sweetnam, K. R. (2003). Test-taking strategies and
student achievement. Retrieved from
http://www.cloquet.k12.mn.us/chu/class/fourth/ks/stra
tigies.htm
[80]. Visco, D. (2015). Predictors of performance in the
licensure examination for teachers of the graduates of
higher education institutions in Abra. International
Journal of Management Research and Business
Strategy, 4(1), 181-191.
[81]. Wall, T. (2008). Evaluation of the impact of
participation in the T.E.S.T examination preparation
program on elementary education teacher candidate
C-BASE and Praxis II performance (Dissertation).

A Phenomenological Study of TH Passers and NonPassers in The Licensure Examination For Teachers

Uploaded by

Copyright:

Available Formats

A Phenomenological Study of TH Passers and NonPassers in The Licensure Examination For Teachers

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

A Phenomenological Study of TH Passers and NonPassers in The Licensure Examination For Teachers

Uploaded by

Copyright:

Available Formats

Volume 5, Issue 8, August – 2020 International Journal of Innovative Science and Research Technology

A Phenomenological Study of th Passers and Non-

IJISRT20AUG828 www.ijisrt.com 1704

IJISRT20AUG828 www.ijisrt.com 1705

IJISRT20AUG828 www.ijisrt.com 1706

IJISRT20AUG828 www.ijisrt.com 1707

IJISRT20AUG828 www.ijisrt.com 1708

IJISRT20AUG828 www.ijisrt.com 1709

IJISRT20AUG828 www.ijisrt.com 1710

IJISRT20AUG828 www.ijisrt.com 1711

IJISRT20AUG828 www.ijisrt.com 1712

IJISRT20AUG828 www.ijisrt.com 1713

IJISRT20AUG828 www.ijisrt.com 1714

IJISRT20AUG828 www.ijisrt.com 1715

IJISRT20AUG828 www.ijisrt.com 1716

IJISRT20AUG828 www.ijisrt.com 1717

IJISRT20AUG828 www.ijisrt.com 1718

IJISRT20AUG828 www.ijisrt.com 1719

IJISRT20AUG828 www.ijisrt.com 1720

IJISRT20AUG828 www.ijisrt.com 1721

You might also like