RANDWICKRESEARCHRANDWICKRESEARCH
Randwick International of Education and Linguistics Science JournalRandwick International of Education and Linguistics Science JournalThis study examines the Licensure Examination for Teachers (LEPT) performance of secondary test-takers from Father Saturnino Urios University (FSUU), distinguishing between education and non-education graduates. Covering four examination periods from January 2022 to March 2024, it employs a descriptive-correlational design using secondary data from the Professional Regulation Commission (PRC). Descriptive and inferential statistical methods, including T-tests, Pearsons correlation coefficient, and One-Way ANOVA, were used to analyze participation and performance patterns. Findings indicate that graduates from programs closely aligned with the Bachelor of Secondary Education (BSEd) curriculum and corresponding LEPT majors generally performed well. No significant differences were found between unit earners from Nursing and Accountancy compared to Teacher Education Program (TEP) takers. However, significant differences emerged in the performance of Business Administration and Computer Studies graduates compared to TEP takers. Time elapsed between graduation and taking the LEPT was shorter among passers, though no direct correlation was found between time since graduation and licensure performance. Instead, the time since completing the required 18 professional education units appeared more influential. Furthermore, no significant differences in LEPT performance were observed across the four examination periods, indicating stable performance trends. To improve licensure outcomes, the study suggests offering a Teacher Certificate Program, implementing early intervention programs, strengthening alumni support, and integrating a licensure review component into the curriculum, particularly for non-education graduates. These strategies aim to enhance test preparedness and support students in obtaining professional teaching certification.
The study concludes that graduates from programs aligned with the BSEd curriculum generally perform well on the LEPT.No significant differences were found between nursing and accountancy unit earners compared to TEP takers, but significant differences were observed for business administration and computer studies graduates.While shorter time elapsed between graduation and the LEPT was common among passers, no direct correlation was established between time since graduation and performance.rather, completion of the 18 professional education units appeared more influential.Finally, LEPT performance remained consistent across the four examined periods.
Further research should investigate the specific curricular elements within BSEd programs that contribute to higher LEPT performance, potentially through a comparative analysis of successful and less successful programs. Additionally, studies could explore the effectiveness of targeted interventions designed to address the specific knowledge gaps of non-education graduates, such as specialized review courses or mentorship programs. Finally, longitudinal studies tracking the long-term career trajectories of LEPT passers and non-passers could provide valuable insights into the real-world impact of licensure outcomes and inform future policy decisions. These investigations should consider the influence of factors like teaching experience, professional development opportunities, and school context on teacher effectiveness, ultimately contributing to a more comprehensive understanding of teacher quality and its impact on student learning.
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