PREDICTING LICENSURE EXAMINATION

FOR PROFESSIONAL TEACHERS GRADUATES:

A REGRESSION ANALYSIS

A DISSERTATION PROPOSAL
Presented to
the faculty of the graduate school
Negros Oriental State University
Main Campus 1, Dumaguete City

In Partial Fulfillment
of the Requirements for the Degree
Doctor of Philosophy in Mathematics Education

by
JUN KLEIN J. TEVES
June 2023
 CHAPTER I: INTRODUCTION

1.1 Background of the Research

Here in the Philippines, licensure exams for professional teachers are conducted by the

Professional Regulation Commission (PRC). These exams are designed to assess the knowledge

and skills of individuals who have completed a teacher education program and are seeking to

become licensed teachers. Passing a licensure exam is a requirement for obtaining a teaching

license in the Philippines. This means that individuals who wish to become professional teachers

must take and pass the licensure exam to be eligible for a teaching position. The licensure exam

for professional teachers typically covers subjects such as general education, professional

education, and the area of specialization. For example, an individual who has completed a

program in math education would be required to take the licensure exam for professional math

teachers. Overall, the licensure exam for professional teachers is an important step in the process

of becoming a licensed teacher in the Philippines. It ensures that teachers have the necessary

knowledge and skills to effectively educate students and contribute to the development of the

education system.

Negros Oriental State University (NORSU) offers Bachelor of Elementary education and

Bachelor of Secondary Education in which after graduation the students are encouraged to take

the licensure examination for professional teachers (LEPT). It also offers Bachelor of Science in

Mathematics (BS Math, BS in Mathematics) with 18 education units. From their website it stated

that “A bachelor's degree in education or its equivalent with a major and minor and the degrees

which shall be considered equivalent; must have to take at least 18 units in Professional

Education, or a bachelor's degree in arts and sciences with at least ten units in professional

2
education”. Which led the BS in Mathematics graduate to take the same exam as the BSED

major in Mathematics. The goal for this research is to determine the predictor of the result of the

licensure examination for professional teachers (LEPT).

According to Refugio (2017), verbal comprehension, verbal reasoning, figural reasoning,

quantitative reasoning, overall entry competence, general education and professional education

in coursework, and general education, professional education, and field of specialization in the

LEPT review, are some of the predictors or independent variables that interact to determine

LEPT performance. Refugio (2017) added that the overall competence (overall rating of the

Admission Test) had the strongest unique contribution in explaining LEPT performance, when

the variance explained by all other predictor variables in the model is controlled for. However,

professional education is the least reliable predictor factor.

Teachers who excelled on LEPT also performed well in their specialized subject,

indicating that expertise in a subject area is vital for LEPT success. In the research of Bellen,

Truya and Abela (2018), it stated that for BEED college GPA has a significant bearing to LEPT

performance, while for the BSED College GPA for their specialization predicted their LEPT

performance. Teacher education institutions must strictly screen upcoming enrollees considering

85 and up the general average for the better LEPT performance rating by an institution. Faculty

related factor is also a predictor in LEPT performance and faculties must be equipped with

knowledge, skills and values that could be a vital factor in producing competitive and high

caliber teachers in the teaching industry and the school administrators could play a pivotal role as

well (Ventayen, C. 2020).

3
1.2 Statement of the Problem

The problems of this research are aimed to answer the following questions in particular

1. What is the profile of Bachelor of Science in Mathematics and Bachelor of Secondary

Education Major in Mathematics graduates in terms of:

1.1 Age graduated;

1.2 Sex;

1.3 Year graduated;

1.4 Elementary Institution;

1.4.1 Public School

1.4.2 Private School

1.5 High School Institution

1.5.1 Public School

1.5.2 Private School

2. What is the academic performance of the graduates in terms of:

2.1 General Percentage Average (GPA) in Mathematics Subjects;

2.2 General Percentage Average (GPA) in General Education;

2.3 General Percentage Average (GPA) in Electives (Education Subjects); and

2.4 Overall General Percentage Average (GPA)?

3. What is the entry competence of the student according to the result of:

3.1 NORSU entrance exam (OLSAT)?

4. What is their LEPT performance in the following areas:

4.1 general education,

4
 4.2 professional education,

4.3 field of specialization; and

4.4 Overall rating?

5. Is there a significant relationship between the students’ entry competence and academic

performance of the students?

6. Is there a significant relationship between the students’ academic performance and LEPT

performance of the students?

7. Is there a significant relationship between the students’ entry competence and LEPT

performance?

8. What regression model can be developed from these outcomes?

1.4 Research Hypothesis

Ho1: There is no significant relationship between students’ entry competence and academic

performance.

Ha1: There is significant relationship between students’ entry competence and academic

performance.

Ho2: There is no significant relationship between the students’ academic performance and LEPT

performance of the students.

Ha2: There is significant relationship between the students’ academic performance and LEPT

performance of the students.

Ho3: There is a significant relationship between the students’ entry competence and LEPT

performance.

5
Ha3: There is no a significant relationship between the students’ entry competence and LEPT

performance.

1.3 Theoretical Framework

Theory of Academic Performance

The theory of Performance (ToP) develops and relates six foundational concepts to form

a framework that can be used to explain performance as well as performance improvements. To

perform is to produce valued results. A performer can be individual or a group of people

engaging in a collaborative effort. Developing performance is a journey, and level of

performance describes location in the journey. Current level of performance depends holistically

on 6 components; context, level of knowledge, levels of skills, level of identity, personal factors

and fixed factors. Three axioms are proposed for effective performance improvements. These

involve a performer’s mindset, immersion in an enriching environment and engagement in

reflective practice Elger (2007).

The theory of performance is a challenge to educators: by improving our own

performance, we empower ourselves to help others learn and grow. Performance is closely

related to learning for understanding Wiske (1998). Higher academic performance produces

results that lead to an increase in academic quality. This process creates an environment where

performance exceeds the expectations of the academic community stakeholders Balogun, O. S.,

Olaleye, S. A., and Ibidoja, O. J. (2020).

The main goal of this study was to determine the regression equation of the result of the

licensure examination for teachers for BS in mathematics graduates of Negros Oriental State

University Academic Performance. This refers to the grades in General Education, Field of

6
Specialization: Mathematics, Electives: Education Subjects and overall general percentage

average of their undergraduate program and also entry level competence which the result of

English entrance exam and NORSU entrance exam. According to Amanonce and Maramag

(2020) the academic achievement of teacher education graduates is significantly correlated to

their performance. There is a positive and strong correlation between the graduates’ grade

weighted average in college and their licensure examination performance, they added.

Holistic TEI Theory and Three – Tiered Theory on LET Performance Enhancement.

The Holistic TEI theory and three – tiered theory on LET performance enhancement was

developed by Faltado (2014). The main goal of Faltado’s research is that the type of school is not

a factor in passing the Licensure Examination for Professional Teachers. The Holistic TEI theory

states that in order for a teacher education institution to perform better in a licensure

examination, it must have a holistic package. This means that teacher education institutions must

improve and further enhance its status with respect to admission and retention policy, curriculum

and instruction, faculty competence, research and extension, physical plant and facilities,

administration and school culture. The second theory is the Three – Tiered Theory on LET

Performance Enhancement which states that the performance in the Licensure Examination for

Professional Teachers is predicted by three aspects, the admission and retention policy,

curriculum and instruction and faculty competence.

1.4 Conceptual Framework

The conceptual framework for this study shows the following:

• Academic performance with GPA on general education subjects, electives

(education subjects) and Major subjects (Field of specialization: Mathematics)

7
 and Entry competence which is the result of NORSU entrance exam (OLSAT) are

directly correlated for both programs.

• Academic performance and NORSU entrance exam are considered a significant

predictor of LEPT performance. Graduates who have performed well during their

academic days in the university would likely to pass the LEPT.

Bachelor of Secondary Education

Bachelor of Mathematics Major in Mathematics
Graduates SY 2012 – 2022 Graduates SY 2012 – 2022

B. Academic Performance: A. Academic Performance:

a. GPA General Education a. GPA General Education
b. GPA Major Subjects b. GPA Major Subjects
c. GPA Elective c. GPA Elective
(education subjects) (education subjects)

C. Entry Competence: B. Entry Competence:

a. NORSU Entrance a. NORSU Entrance
Exam (OLSAT) Exam (OLSAT)

LEPT Performance
a. General Education
b. Professional Education
c. Field of Specialization

REGRESSION
MODEL

8
1.5 Significance of the Research

This research is significant to:

Students. To help students in prioritizing which aspect of the component should receive their

attention and to keep them informed of their academic achievement.

Teachers. This study would lead the teachers to improve their capability to teach and assess

students since the result of this study will also help them know the least and the best predictor of

the LEPT exam. Also, this could help teachers make decisions regarding test preparations.

Institution. This study would prompt the school to perform community outreach in order to tell

people about the accuracy of the LEPT results using the data collected while they were still

students.

Education policymakers. The results of this study might guide decisions about licensure exams

and teacher training programs. Policymakers might decide how to best assist and educate future

teachers by identifying the factors that predict success on the professional teacher licensing test.

Employers. The results of this study may be helpful to employers trying to hire new instructors.

Employers might more accurately evaluate the capabilities of job seekers and make

knowledgeable hiring decisions by studying the factors that predict success on the licensure

exam.

Society. In the long run, the importance of this research is determined by how it could affect

society at large, including the educational system. The growth and development of any society

depend heavily on the preparation and qualification of teachers, who play a crucial role in

forming the minds and destinies of young people.

9
Future Research. Future studies on the professional teacher licensing test might build on the

findings of this research. To test if the same factors still hold true, researchers may, for instance,

rerun the study at other institutions or with different topic areas.

1.6 The Limitation of the Research

The present study is a research on regression analysis, particularly on finding the

regression model of students who took the board exam for teachers. The subject that will be

studied in this research are the Bachelor of Science in Mathematics and Bachelor of Secondary

Education Major in Mathematics students from Negros Oriental State University (Main Campus

1, Bayawan Campus and Bais Campuses 1 & 2) who took the LEPT from 2012 – 2022. The

graduates from SY 2022 – 2023 onwards will serve as a trial to check the accuracy of the result

of this study.

1.7 Review of Related Literature

The assessment of the quality of the teacher education curriculum and the quality of

instruction by the graduates is a way to determine the degree of correspondence of the different

core subjects to the respective components of the LEPT. Having exposed to the contents of the

LEPT, the graduates who took the licensure exam had a better view of the contribution of the

different courses towards success in the LEPT. The realization that the attainment of the course

objectives of the general education, professional and major components of the Teacher

Education curriculum; being able to discuss enough of the supposed topics covered within the

semester, having used instructional materials and assessment tools with established reliability

and validity with LEPT measured competencies and relevance of the instructional tasks and

course requirements to the teacher education courses, all of these lead to the success in the

10
licensure examination. Thus, results confirm the theory that the quality of the curriculum is

reflective of the quality of instruction provided among students (Angeles, 2020).

The academic achievement of teacher education graduates is significantly correlated to

their performance in the LEPT. As a whole, as positive and strong correlation was proved

between the graduates’ grade weighted average in college and their licensure examination

performance. This is evidence of the effective delivery of instruction and sound evaluation

procedures in the university since the teachers’ assessment coincides with the graduates’

performance in the LEPT. There is a weak correlation between the graduates’ pre-board

examination results and licensure examination performance (Amanonce J.T and Marama, A. M,

2020).

Teacher education institutions must strictly screen upcoming enrollees considering 85

and up the general average for the better LEPT performance rating by an institution. Faculty

related factor is also a predictor in LEPT performance and faculties must be equipped with

knowledge, skills and values that could be a vital factor in producing competitive and high

caliber teachers in the teaching industry and the school administrators could play a pivotal role as

well (Ventayen, C. 2020).

According to Bañez, S. E. and Pardo C. (2016) “Most of the respondents graduated in

public high schools and a great majority of them attended LEPT review”. Also, those

respondents with high achievement in professional education subjects, attended LEPT review

and with high College Admission Test have better overall LEPT performance and along general

education and professional education components, while those respondents with higher

achievement in general education subjects have better performance in the specialization aspects.

11
 In College of Education of Liceo de Cagayan University, passing percentage for both

BSE and BEED graduates have increase gradually and consistently higher than the national

passing percentages from 2011 to 2014 and found out that the general weighted average (GWA)

and pre-board LEPT review performance of the said graduates have significant correlation to

LEPT performance. Also, general weighted average and pre-board result can significantly

predict the outcome of licensure examination for teachers (Puertos, J., 2015) and there is a

correlation between academic achievement and their performance in the Licensure Examination

(Allaga, W. and Pachejo, S., 2013).

Research conducted by Jay-cen Tamayo Amanonce and Ariel M. Maramag (2020) states

that the academic achievement of teacher education graduates is significantly correlated to their

performance in the LEPT. In their research, a positive and strong correlation was proven between

the graduate’s grade weighted average in college and their licensure examination performance.

According to them, the students perform well because of the effective delivery of instruction and

evaluation procedure in the university since teacher’s assessment coincides with the graduate’s

performance in the LEPT. Also, there is a weak correlation between pre-board examination

results and the licensure examination performance.

Craig (2017) states that the LEPT performance is an interplay of several predictor or

independent variables, including the following: Verbal Comprehension, Verbal Reasoning,

Figural Reasoning, Quantitative Reasoning, Overall Entry Competence, General Education and

Professional Education in coursework and General Education, Professional Education and Field

of Specialization in the LEPT review. According to Craig (2017) the overall competence (overall

rating of the Admission Test) had the strongest unique contribution in explaining LEPT

12
performance, when the variance explained by all other predictor variables in the model is

controlled for. However, the weakest predictor variable is professional education.

The three predictor variables CEA (college entrance exam), HSAT (High School

Average) and EGSLCE jointly better in predicting college students’ academic performance as

measured by first year CGPA (Cumulative Grade Point Average) than any one predictor alone

variable does (Takele, S. 2017). The researcher also stated that of the three predictor variables

HSAT was found the best statistically significant predictor of teacher’s education college

academic performance as measure by first year CGPA.

The study by Valencia (2020) found that HS Grade, IQ, Spelling, and Mechanical

Reasoning have a significant impact on the LEPT rating of students, and that identifying these

factors at the on-set of qualifying future teachers will help to increase the percentage of LEPT

passers. In Belen, J., Truya, T., and Abela, R., (2018) results, it shows that for this set of

graduates, academic success in college does build a connection to performance on the teacher

licensing exams. This study found that college academic achievement predicts licensure

performance for teachers, while specialization predicts BSED group's licensure performance.

In the study of Cadao-Esperal (2018), the researcher attempted to determine the

correlates of academic performance of the students enrolled in the five programs in College of

Arts and Sciences. The researcher found four good predictor of academic performance two of

which are cognitive variables consisting of OLSAT score and Admission test; one personality

variable which is the level of Conscientiousness and the last is environmental factor which is

identified as family variables.

13
Research Methodology

1.8 Research Design

This type of study uses documentary analysis and regression analysis. Documentary

analysis is a form of qualitative research that uses a systematic procedure to analyze

documentary evidence and answer specific research questions (sk.sagepub.com). This research

design is deemed appropriate because the study uses the data from documents like transcript of

records, entrance exam results and PRC LEPT results. And by using simple regression analysis

which tests the relationship of those data and multiple linear regression to predict the outcome of

LEPT.

1.9 Research Environment

Negros Oriental State University (NORSU) Main Campus I located at Kagawasan Avenue,

Dumaguete City and NORSU Main Campus II located at Brgy. Bajumpandan Dumaguete City

the only state university in the Province of Negros Oriental. It has seven external campuses

around the province namely: Bayawan-Sta. Catalina Campus, Siaton Campus, Bais Campus I

and II, Pamplona Campus, Guihulngan Campus and Mabinay Campus. NORSU Main Campus I

and II is composed of 10 different College departments we have; College of Agriculture,

Forestry and Fisheries (CAFF), College of Arts and Sciences (CAS), College of Business and

Administration (CBA), College of Engineering and Architecture (CEA), College of

Technological Education (CIT), College of Criminal Justice Education (CCJE), College of

Nursing, Pharmacy and Allied Health Sciences (CNPHAS) and College of Teacher Education

(CTE) which offers several undergraduate degrees. College of Law which offers Bachelor of

Laws and Graduate School which offers Masteral and Doctorate degree.

14
1.10 Research Respondents

This research will be using all the Bachelor of Science in Mathematics and Bachelor of

Secondary Education Major in Mathematics graduate who took the LEPT from S.Y. 2011 – 2012

up to S.Y. 2021 – 2022 from NORSU main Campus 1, NORSU Bayawan Campus and NORSU

Bais Campuses 1 & 2. The school registrar will assist the researcher in identifying the number of

students who graduated in the degree from S.Y. 2003 – 2004 up to S.Y. 2020 – 2021.

1.11 Research Instrument

The main instrument the researcher will use in gathering data is using the existing data

such as:

• Transcript of Records (NORSU Main Campus Registrar)

• NORSU Entrance Exam result (NORSU CARE Center)

• Licensure Exam for Teachers Exam Result (PRC)

1.12 Data gathering procedure

To determine the total population i.e., the number Bachelor of Science in Mathematics

graduate of Main Campus 1 and Bachelor of Secondary Education Major in Mathematics from

the academic year 2012 – 2022, a letter will be issued to the registrar’s office. After determining

the number of BS Mathematics graduates and Bachelor of Secondary Education Major in

Mathematics, the researcher will then use the following to get the existing data of:

• Transcript of Records (TOR) – the researcher will ask permission from the student by

issuing a letter asking for permission and authorization to use their grades from their

15
 TOR, then write a letter to the University Registrar attaching the authorization to get a

copy of those grades.

• NORSU Entrance Exam Result – After determining the BS Math graduate who took and

passed the LEPT. The researcher will then write a letter to NORSU University registrar

asking for a permission for the scores of the said BS Math graduates, then write a letter to

CARE Center Director with the attached letter from the registrar asking the scores of the

said BS Math graduates.

• PRC LEPT Results – after determining the BS Math graduate who took and passed the

LEPT exam. Write a letter to PRC requesting the result of all BS in Mathematics of

NORSU – Main Campus 1 from academic year 2011 – 2012 up to academic year 2021 –

2022 and BSED Major in Mathematics graduate of NORSU – Main Campus I, NORSU –

Bayawan Campus and NORSU – Bais Campuses 1 & 2 from academic year 2011 – 2012

up to academic year 2021 – 2022.

To avoid unwanted loss of the data, the researchers will save it in a google drive where the

researcher have access to the data.

1.13 Statistical Treatment of the Data

In this research, the researcher will be using descriptive and inferential statistics in order

to describe and interpret the data. Specifically, the following statistical tool will be used:

• Frequency tables – will be used to show the distribution of the demographic profile of the

BS Mathematics and BSED Major in Mathematics graduates.

• Average – will be used to get the average of the data sets.

Formula:

16
 ∑𝑥
𝜇=
𝑁

where;

𝜇 – population mean

∑𝑥 – sum of each value in the population

N – Number of values in the population

• Pearson correlation coefficient – is used to get the relationship of the dependent variable

and the independent variable

𝑛∑𝑥𝑦−(∑𝑥)(∑𝑦)
Formula: 𝑟 =
√[𝑛∑𝑥 2 −(∑𝑥)2 ][𝑛∑𝑦 2 −(∑𝑦)2]

where;

𝑟 = Pearson correlation coefficient

𝑥 and 𝑦 – the individual observation of the two variables

𝑛 – the number of bivariate observations

• Simple Linear Regression – is a statistical method that allows us to summarize and study

relationships between two continuous variables.

Simple Linear Regression Model

𝑦 = 𝛽0 + 𝛽1 𝑥 + 𝜀

where;

𝑦 – is the predicted value of the dependent variable (𝑦) for any given value of the

independent variable (𝑥)

𝑥 – is the independent variable

𝛽0 – is the intercept, the predicted value of 𝑦 when 𝑥 is 0.

𝛽1 – is the regression coefficient

17
 𝜀 – is the error of the estimate

• Multiple Linear Regression – is used to estimate the relationship between two or more

independent variables and one dependent variable. You can use multiple linear regression

when you want to know: (1) How strong the relationship is between two or more

independent variables and one dependent variable and (2) the value of the dependent

variable at a certain value of independent variables.

Multiple Linear Regression Model

𝑦 = 𝛽0 + 𝛽1 𝑋1 + 𝛽2 𝑋2 + ⋯ + 𝛽𝑛 𝑋𝑛 + 𝜀

where;

𝑦 – is the predicted value of the dependent variable

𝛽0 – is the y-intercept (value of y when all other parameters are set to 0)

𝛽1 𝑋1 – the regression coefficient (𝛽1 ) of the first independent variable (𝑋1 )

𝛽𝑛 𝑋𝑛 – the regression coefficient of the last variable

𝜀 – model error.

Operational Definition of Terms

Academic performance – refers to the grade of student in general education subjects, major

subjects and electives (education subjects)

Entry Level Competence – refers to the scores/rating of the students during their entry in the

university i.e. the scores/ratings of and NORSU Entrance Exam.

18
General education subjects – refers to the core subjects like Filipino, English, Math, Science and

Social Science/Studies.

Professional Education – refers to the subject related to the teaching profession like

Developmental Reading, Principles of Teaching, Facilitating Learning, Assessment,

Child and Adolescent Development, Methods and Strategies, Curriculum Development,

and Teaching Profession.

Field of Specialization: Mathematics – refers to the subject related to teaching mathematics that

BS in mathematics have in their curriculum i.e. Algebra, Plane and Solid Geometry,

Trigonometry, Probability and Statistics, Calculus 1 and 2, Modern Geometry, Linear

algebra, Abstract algebra.

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https://www.scribbr.com/statistics/pearson-correlation-coefficient/

Websites:
https://www.prc.gov.ph/requirements/teacher

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