Contributing factors to the performance of pre-service physical science teachers in the Licensure Examination for Teachers (LET) in the Philippines

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Jayson A. Dela Fuente

Abstract

Introduction: The Licensure Examination for Teachers (LET) is a measurement of the quality and excellence of the Teacher Education Institutions (TEIs) the country has produced. Passing the licensure exam brings prestige not only to pre-service physical science teachers but also to the academic institution, as it projects the public the impression of producing quality graduates.


Purpose: The objective of the study is to determine the extent of the factors that contribute to the performance of pre-service physical science teachers in the licensure examination for teachers.


Methodology: The purposive sampling technique was used. Since there are only 34 takers on the Licensure Examination for Teachers (LET) in the year 2012, the author decided to utilize the total enumeration with 6 out of the total population being maximized in the reliability testing. A descriptive method of research design was employed to determine the extent of the contributing factors.


Results: The subsequent results revealed that, in terms of teacher and review class factors, it was rated as high extent. School facilities factor was rated moderately extent and student factor as very high extent. Referring to the significant difference in the extent of the factors on the performance of pre-service physical science teachers in the Licensure Examination for Teachers (LET), it was found that there is no significant difference among the factors.


Recommendations/Classroom Implications: The findings suggest that intensive review classes should be strengthened with a strong focus on the specialization and professional education subject areas as they contribute 40% each of the total result in the LET.

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How to Cite
Dela Fuente, J. A. (2021). Contributing factors to the performance of pre-service physical science teachers in the Licensure Examination for Teachers (LET) in the Philippines. Journal of Educational Research in Developing Areas, 2(2), 141-152. https://doi.org/10.47434/JEREDA/2.2.2021.141

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