Academic predictors of the licensure examination for teachers performance of the University of the cordilleras BSED-Mathematics graduates

Abstract

The spectacular success of schools is manifested by the outcomes - graduates who are fully prepared, well trained, and well-equipped with the skills, knowledge, habits, and values essential for their integration to the society in general and to the world of work in particular. The University of the Cordilleras, being an institution that offers teacher education program, assumes primary responsibility of advancing the intellectual development of the students through academic curriculum and programs which are measured against academic performance, pitted against other institutions, placed alongside community's expectations, and challenged by personal aspirations. Whatever point of view is taken, the ability of the school to be perceived well by the community is a function of the kind of students it produces as reflected in the graduates' performance in the licensure examinations which serve the purpose of measuring the end results of the components in the educational milieu: instruction, teachers, and students. It is in this mainstream that the researcher wanted to delve in if the academic training as defined by their grades in college correlate with and predict their performance in the Licensure Examination for Teachers. The study dealt on the LET performance of the BSEd-Mathematics graduates of the University of the Cordilleras. Specifically, it looked into the academic performance and LET performance of the graduates. It also attempted to find out whether the academic grades of the graduates in the three areas of the BSEd-Mathematics curriculum correlate with and predict their LET ratings. The research method used was primarily ex-post facto. Correlation was also resorted to in order to determine the degree of relationship between the independent variables and performance. The data on the academic performance were secured from the Registrar's Office based on their official transcript of records. The data on the LET performance of the graduates who took the LET in August 2004 to August 2006 were taken from the master list of the Office of the Vice -President for Academic Affairs as certified by the PRC. The gathered data were statistically treated using frequency count, percentage, mean, standard deviation, Pearson product moment correlation coefficient, coefficient of determination (r2), partial r, ANOVA, and simple and multiple regressions. The following are the findings of this research: 1. Level of Academic Performance of the BSEd-Mathematics 1.1. The graduates performed better in professional education and general education with above average performance as compared to the average performance in major subjects. 1.2. The overall academic average of the graduates was above average. 2. Level of Performance of the BSEd-Mathematics Graduates in the LET 2.1. Amongst the three subtests, the graduates registered the highest academic performance in professional education. The respondents, on the other hand, had the least academic performance in major. Graduates' ratings had the least standard deviation showing more homogeneity in the general education component, while the most heterogeneous performance is in the major area. 2.2. Taken as a whole, the poor performance of the graduates clustered towards the mean. 3. Correlation of the Grades in the Academic Subjects and the Ratings in the LET 3.1.a. Positive moderate and significant correlations existed between the academic grades in general education, professional education, and major and the rating in the LET subtest, general education. 3.1.b. Positive moderate and significant correlations were noted between the academic grades in general education, professional education, and major and the rating in the LET subtest, professional education. 3.1.c. A positive high and significant correlation existed between the academic grades of the graduates in major subjects and that of the rating in the LET subtest, major. Positive moderate and significant correlations were gleaned between the academic grades in professional education and general education and the rating in the LET subtest, major. 3.2. A positive high and significant correlation existed between the academic grades of the graduates in major and that of the LET overall rating. Positive moderate and significant correlations were gleaned between the academic grades in professional education and general education and the LET overall rating. 3.3. A positive moderate and significant correlation was noted between the overall academic average and the LET overall rating. 4. Predictive Values of the Academic Subjects on the LET It was noted that the overall academic average strongly predicts the overall average of the LET. Taken singly, the results were as follows: Professional education exhibited the test predictive ability in relation to the general education and professional education components of LET. On the other hand, major had the highest predictive ability in relation to the major component of LET. Further, major had the greatest predictive ability in relation to the overall rating of the graduates in LET. Taken in combination, the results showed that the academic subjects, major and professional education had the best predictive ability in relation to the overall rating of the graduates in the LET. Based on the findings, the following conclusions are drawn: 1. The graduates' performances in general education, professional education, and the overall academic average are better than their performance in the major subjects. 2. The graduates' performances in the board examination are satisfactory in general education and professional education components, while not satisfactory in major and LET overall rating. 3. The academic performance of the graduates had a significant positive influence on their performance in LET. 4. In the overall assessment, the academic performance in the three subject areas is a valid predictor and has direct relationship with the performance in LET. Based on the findings and conclusions, the following are recommended: 1. The average performance in major subjects brings so much desire in improving the graduates' academic performance along this area. a. the students have to be taught how to enjoy maximum mastery of the irreducible minimum by focusing on what is essential. With this, students can identify and learn key concepts on their own and the learning process becomes more meaningful. b. the students have to establish good study and working habits which can be achieved by providing them with seminars along these aspects. In as much that mathematics is learned by doing problems and concepts appear in a spiral fashion, students have to allot extra time in solving problems and keep up with the instructors. c. emphasis on analysis and comprehension on mathematical problems has to be strengthened alongside of equipping the students with solving abilities. This can be reinforced by allotting more time questioning answers and processes rather than answering questions. Teaching them the different strategies in solving problems may aid them in developing their mathematical ability. d. solid background on the fundamental principles and concepts in Mathematics has to be achieved by banking on to definitions and theories and re-examination of the course content in the BSEd-Mathematics curriculum. 2. There is a great need to improve the level of LET performance of the BSEd-Mathematics graduates. a. comprehensive examination has to be given on their last year to determine strengths and weaknesses of the students. The problems to be given are a simulation of the problems given in the actual board examination. A board committee may be created composed of selected faculty and alumni to help prospective examinees for the examination. b. Re-evaluation of the course syllabi as per PRC specification and inclusion of recent trends and developments have to be done. c. internship program be enriched with seminars plus a guided and monitored pre-board review and preparation be implemented. d. benchmark with the top and high performing teacher education institutions to determine their best practices. 3. In view of the significant correlations amongst the variables, it is recommended that: a. emphasis on active learning where students are trained to "learn how to learn" and become independent users of knowledge be strengthened. b. congruence between academic preparation and LET performance has to be improved by a continuous re-examination and re-study of course syllabi of the board courses in the teacher education curriculum. Closer integration amongst the three disciplines that cuts across subject matters may be considered. c. a continuous study may be done on why the performance on the LET subtest; general education, did not show the strongest correlation with their academic average in the same area. 4. In view of the findings that academic performance is a valid predictor of graduates' performance in the LET, it is recommended that: a. instructors have to give more emphasis on topics that equip the graduates with the necessary skills to meet the standards and required competencies of the LET. b. cross validation of the formulated regression equation to strengthen the validity of the predictors that forecast performance in the LET and using more respondents may be done. 5. Other recommendations a. Further research and studies may be conducted which include: a.1. perception of the graduates on how their academic preparation affected their LET performance with regard to curriculum and instruction. a.2. factors that contribute to the examinees academic and LET performance. a.3. predictive study with academic performance as the predictor and the performance in the LET as the predicted variable amongst BSEd graduates of different fields and BEEd graduates. b. The university has to look into the implementation of a selective and retention policy for students who would like to take teacher education courses not only in the field of Mathematics but also in other areas. C. Instructors have to have a systematic and continuous evaluation of their students' achievement. Constant evaluation will lead to understanding of students' difficulties and will guide instructors to give remedial measures.