Level of Preparedness for LET Exam

LEVEL OF PREPAREDNESS OF THE
BACHELOR OF TECHNICAL-VOCATIONAL
TEACHERS EDUCATION FOR THE
LICENSURE EXAMINATION FOR
TEACHERS
JANNICA B. MAWALI
MILKY WAY P. MAMALIAS
GRACE Q. GORIEZA
WALTER T. RAVAL
PABLITO C. RESMA

Chapter I
PROBLEM AND ITS BACKGROUND

Introduction
The Licensure Examination for Teachers (LET) is
the assessment required of all applicants for professional
teacher registration under RA 7836. It is given once a
year at locations and dates set by the Board of
Professional Teachers (Attorneys of the Philippines,
2017).

According to the finding of the Bagadion
& Tullao (2018) study, licensure
examinations provide quality assurance
of education, promote professionalism
among teachers, and slightly improve
student outcomes. As a result, passing
the Licensure Examination for Teachers
(LET) indicates a high level of
education.

Every graduating student dreams of becoming a full-
pledged teacher. As a result, all necessary preparations
are required, not only for what the school can provide, but
also for the examinees' personal accountability.
Educators including all policy makers have called for
many preparations and they deeply linked this into
practice (Jenset et al., 2018). ). Every graduating student
dreams of becoming a full-pledged teacher. As a result,
all necessary preparations are required, not only for what
the school can provide, but also for the examinees'
personal accountability. Educators including all policy
makers have called for many preparations and they
deeply linked this into practice (Jenset et al., 2018).

•The i-Link CST was very pro-active in
preparing the BTVTEd graduates in the
LET exam since preparation for board
examinations must be done with great
care. As a result, several aspects such
as personal, environment, and
instruction were identified as
influential and assumed to be present
and practiced but not fully developed
among students or exam takers.

The first venture of the i-Link College of
Science and Technology, Incorporated (i-
Link CST) in the Licensure Examination for
Teachers in 2019-2020, had resulted to a
passing rate of 50%. In order to improve
this rating, the researchers were motivated
to conduct a study on determining the level
of preparedness of BTVTED students for
licensure examination in terms of personal
aspects, environmental aspects and
instructional aspects.

Statement of the Problem
1. What is the demographic profile of the respondents
in terms of:
• sex; and
• majorship?
2. What is the level of preparedness of the
bachelor of technical-vocational teachers
education students for the licensure examination
for teachers in terms of:
a. personal aspect;
b. environmental aspect; and
c. instructional aspect?

3. Is there a significant difference in the
level of preparedness of the bachelor
of technical-vocational teachers
education students for the licensure
examination for teachers when
grouped by sex?
4. Is there a significant difference in level of
preparedness of the bachelor of
technical-vocational teachers education
students for the licensure examination
for teachers when grouped by
majorship.

Hypothesis
•Ho1: There is no significant difference in the
level of preparedness of the bachelor of
technical-vocational teachers education students
for the licensure examination for teachers when
grouped by sex.
•Ho2: There is no significant difference in the in
level of preparedness of the bachelor of
technical-vocational teachers education students
for the licensure examination for teachers when
grouped by majorship.

SIGNIFICANCE OF THE STUDY
•Administration.
•Program Head.
•College Instructors.
•Students.
•Future researchers.

DEFINITION AND TERMS
•Level of Preparedness
•Board Examination
•Personal Aspect
•Environmental Aspect
•Instructional Aspect

Theoretical framework
This research is based on Edward Thorndike's Theory
(1898). Learning, according to Thorndike, is a
phenomena that involves the formation of connections
between one experience and another, which is referred
to as stimulus with response. The term "stimulus" refers
to a change in the external environment that serves as
a signal for the organism to react and act. Respond is
defined as conduct that is elicited by stimuli. It is known
from an experiment with a hungry cat kept in a cage
that in order to establish a relationship between
stimulus and response, the capacity to pick a valuable
response through trials and mistakes is required.

Consists of three primary laws:
• The first is the Law of Readiness, which states that a
learner must be prepared and in good physical shape
in order to succeed. This principle implies the
concentration and eagerness. Preparing to learn and
piquing their interest by demonstrating the worth or
purpose of reviewing is an opportunity for them to feel
confident about passing the LET. d in his studies.
• The second law is the Law of Exercise, which states
that the more a stimulus-response link is exercised, the
stronger it becomes. This philosophy entails striving for
perfection via motivation, endurance, and hard effort.
The ability to participate in constructive activity,
particularly the motivation or determination to review
sessions for a future objective and self-bitterness.

•The third is the Law of Effect,
responses that are closely followed
by satisfaction become strongly
connected to the event and are thus
more likely to recur when the
situation is repeated. As a result,
students are expected to develop
the capacity to apply previously
learned information in a variety of
settings.

Since then, this study was talking about the
preparation of the BTVTED students in taking
the LET in terms of personal, environment and
instructional aspects. It was very clear in the
theory of Thorndike that in dealing with
experience in education specially in preparing it
is very nice to use the 3 different Laws such Law
of Readiness, Law of Exercises, and Law of
effects. In this situation, in every Higher
Educational Institutions who are offering
Teacher-Educational courses, it could be the
best foundation of its institution to increase its
passing rate.

Conceptual Framework
The researchers used the Input-Process-Output or
also known as IPO model to elucidate the Conceptual
Framework of the study. The schematic diagram of
the conceptual framework is shown in figure 1. The
Input is the theory of Thorndike consisting the 3 Laws
namely Law of preparedness, Law of Exercise, and
Law of Effect. The process would be the LET
Preparation of the BTVTED in terms of personal,
environmental, and instructional aspects. And the
output would be the assessed level of preparedness
of BTVTED for the LET. In this framework, it is very
clear by showing how this study confirming the theory
of Thorndike.

Assessed level of
Preparedness of
the Bachelor of
Technical-
Vocational
Teachers for the
Licensure
Examination for
Teachers
Thorndike Theory
3 Laws
1. of Readiness
2. Law of Exercise
3. Law of Effect
LET Preparation of
BTVTED Students
1. Personal Aspect
2. Environmental
Aspect
3. Instructional
Aspect
Figure1.Schematic diagram of the study in level of preparedness of the
Bachelor of Technical-Vocational Teachers Education.

Scope and Limitation
This study focused on the level of
preparedness of the bachelor of
technical-vocational teachers education
students for the licensure examination for
teachers of i-Link College of Science and
Technology Incorporated in the school
year 2021-2022.

CHAPTER II
REVIEW OF RELATED
LITERATURE
Preparedness on Licensure Examination for
Teachers
A thorough preparation and preparedness is required
to pass a license test, since higher institutions are
focused on meeting the highest demand of the
community. According to Riney et al. (2006), passing
the Licensure Examination for Teachers (LET) is not a
straightforward task, and it takes a lot of time and
effort. When it comes to student performance, we will
always keep in mind that it is always influenced by
academic achievement.

•Personal Aspect
According Briones and Romero (2020),
preparation in taking board examinations
must be given careful attention. Hence,
there are several “personal factors” that
were seen as influential and assumed to
have been existing and practiced but not
totally developed among students or
exam takers. It involves their readiness
along with personal motivation, study
skills and habits, and time management.

•Environmental Aspect
The learning environment is defined as a variety
of physical places, settings, and cultures in
which students learn. Robinson (2021) backed
up the notion by claiming that the learning
environment is crucial to learning and has a
substantial impact on a student's academic
progress. As of today, schools should educate
students to survive in a changing world by
cultivating creative and imaginative citizens
capable of navigating an unpredictably volatile
labor market. Student perceptions and
satisfaction, according to Robinson (2021), are
indicators of learning quality and are linked to a
variety of outcomes.

•Instructional Aspect
According to the School Division of the
Association of American Publishers defined
instructional materials as "all products meant for
use by students and their instructors as a learning
resource and that assist learners in acquiring
information, abilities, or views, or in developing
cognitive processes" (Gustiani et al. 2017).
Textbooks, technology based resources, other
educational materials, and test are examples of
printed and non-printed instructional materials.

CHAPTER III
METHODOLOGY
Research Design
This study used a descriptive research design. It is
an appropriate choice since the goal is to determine
the level of preparedness of the bachelor of
technical-vocational teacher’s education students for
the licensure examination for teachers. It emphasized
the objective measurements and the statistical,
mathematical, or numerical analysis of data collected
through polls, questionnaires, and surveys, or by
manipulating pre-existing statistical data
using computational techniques. Quantitative
research design focuses on gathering numerical
data, and generalizing it across groups of people or
to explain a particular phenomenon. It will carefully
develop to ensure the results are valid and reliable.

Research Locale
The study will be conducted at i-Link College of
Science and Technology, Inc. located at Uptown
Crossing Poblacion 8, Midsayap, North
Cotabato.
Respondents of the Study
The respondents of this study were fourth year
BTVTED students of i-Link College of Science
and Technology Inc. in S.Y of 2020-2021 who
are willing to participate. These students had
already taken the review and mock board
examinations.

Instrument of the Study
The instrument of this study used a
researcher-made survey questionnaire with two
parts. Part I identified the demographic profile of
the respondents in terms of sex and majorship.
Part II determined the level of preparedness of the
bachelor of technical-vocational teachers
education students for the licensure examination
for teachers in terms of personal aspect,
environmental aspect, instructional aspect. The
scale used to measure the responses of the
respondents was 4 for always, 3 for often, 2 for
sometimes and 1 for never. The questionnaires
were submitted for validation and pilot testing.

Data Gathering Procedure
The researchers provided a
letter of permission to the program head of
CTTE to allow the researchers to gather
data from the fourth year BTVTED students.
Upon the approval, the survey questionnaire
was administered. Assent letter was signed
by the respondents for ethical consideration.

Statistical Treatment of Data
After collecting the questionnaires, the data
were encoded, tabulated, and analyzed. The
data were presented in tables to obtain the
frequency and percentage distribution intended
for the demographic profile of the respondents.
The weighted mean was used to measure the
level of preparedness using the scale of 4 with
a range of 3.25 - 4.00 for always, 3 with the
range of 2.50 - 3.24 for often, 2 with the range
of 1.75 – 2.49 for sometimes and 1 with the
range of 1.00 - 1.74 for never. The Welch t-Test
will be applied to test the hypotheses of the
study since the total numbers of samples were
not equal.

Ethical Consideration
This study is to determine the level of
preparedness of the Bachelor of Technical-
Vocational Teachers Education (BTVTED)
students for the licensure examination for teachers
(LET). The researchers will provide letter to the
program head of BTVTED department and to the
respondents. Upon the approval, the survey
questionnaire will be administered to the selected
respondents by observing minimum health
protocols. The researcher will respect the
respondent’s privacy and decision to withdraw
from the study. Also the data and result of this
study will be treated utmost confidentiality.

CHAPTER 4
RESULTS AND DISCUSSIONS
Table 1. Sex frequency and percentage Distribution of the
respondents
Sex Frequency Percentage
Male 6 21.43%
Female 22 78.57%
Total 28 100%
I. Demographic Profile
Sex

Table 2. Majorship frequency and percentage Distribution
of the respondents
Majorship Total no. of
Students
Frequency Percentage
CSS 20 15 53.57%
FSM 19 13 46.43%
total 39 28 100%

Table 3. The level of preparedness of the bachelor of
technical-vocational teachers education students for the
licensure examination for teachers in terms of Personal
Aspects
Mean Interpretation
I have the strong desire to achieve my
goals and excel academically so that I
could able to pass the LET exam.
3.8929 (Highest) Very high level of
preparedness
I feel confident about my note-taking
methods of all the instructors share to us.
3.4286 (lowest) Very high level of
preparedness
Grand Mean 3.70 Very high level of
preparedness
Scale Range Description Interpretation
4 3.25-4.00 Always Very high level of preparedness
3 3.3.242.50 Often High level of preparedness
2 1.75-2.49 Sometimes Moderate level of preparedness
1 1.00-1.74 Never Low level of preparedness

Table 4: The level of preparedness of the bachelor of technical-vocational
teachers education students for the licensure examination for teachers in
terms of Environmental Aspect
Environmental Aspects Mean Interpretations
The review room is away from the
noisy environment.
3.4643 (highest)
Very high level of preparedness
My academic performance during
the review increase because of
the support and positive attitude
given by my family.
3.4643 (highest)
The review room has air condition
and has proper ventilation.
2.7500 (lowest)
Grand Mean 3.21 Very high level of preparedness

Table 5: The level of preparedness of the bachelor of
technical-vocational teachers education students for the
licensure examination for teachers in terms of Instructional
Aspect
Instructional Aspects Mean Interpretation
The school provides printed review
materials to the reviewers.
3.7143 (highest) Very high level of
preparedness
The quality of printed materials holds
my attention and these focuses on my
studying.
3.2857(lowest) Very high level of
preparedness
Grand Mean 3.49 Very high level of
preparedness

Table 6: Test of difference between personal aspects and
the sex
Sex N Mean Std. Deviation
Male 6 3.8883 .13258
Femal 22 3.6573 .32196
Total 28 3.6573 .30529
Result of the Welch t-test
Statistica df2 Sig.
Welch 6.987 1 21.052 .015

Table 7: Test of difference between environmental aspects
and the sex
Female 6 3.4817 .39842
Male 22 3.1436 .51394
Total 28 3.31265 0.45618
Statistica df1 df2 Sig.
Welch 2.971 1 10.074 .115

Table 8: Test of difference between instructional aspects
and the sex
Male 6 3.9433 .10820
Female 22 3.3700 .34838
Total 28 3.4929 .39238
Welch 44.016 1 25.228 .000

Table 9: Test of difference between the level of preparedness
of BTVTED in LET and their sex
Male 6 3.7700 .16935
Female 22 3.3909 .34379
Total 28 3.4721 .34976
Welch 14.155 1 17.340 . 002

Table 10: Test of difference between the level of
preparedness of BTVTED in LET and their Majorship
Majorship N Mean Std. Deviation
CSS 15 3.3920 .35883
FSM 13 3.5646 .32822
Total 28 3.4721 .34976
Statistica df1 df2
Sig.
Welch 1.766 1 25.908
.195

CHAPTER 5
SUMMARY, CONCLUSION AND
RECOMMENDATIONS
This chapter presents the summary of findings, conclusion,
and recommendations based on the result of the data gathered.

Summary
• This study attempted to determine level of preparedness
of the BTVTED students for the LET. The respondents
are from BTVTED fourth year students specifically, CSS
and FSM students who are currently taking a review
session. The researchers prompted to determine the
respondents’ profile in terms of their sex and majorship.
The researcher’s prompted to determine the level of
preparedness of the BTVTED students for LET in terms
of personal aspect, environmental aspects and
instructional aspects. Moreover, the significant difference
in the level of preparedness when grouped according to
respondents’ sex and majorship.

The study generated two hypotheses to identify the
specific objectives to measure. The researchers used
stratified random probability sampling in this study. It
used the Welch’s Formula to get the sample size of
respondents’. The research instrument used a
researcher-made survey questionnaire validated by the
experts. Since there was a need to have a face-to-face
encounter, the researchers followed health and safety
protocols in meeting the respondents-observing face
masks, face shields, social distancing, and hand
washing with alcohol.

Findings
Based on the data presented, calculated, and analyzed the
following results found out.
• Most of the respondents were female that were CSS
students. The level of preparedness of the BTVTED students
for the LET in terms of personal aspects presented an
outcome of grand mean of 3.70 described as always and
interpreted as very high level of preparedness. Among the
statements “I have the strong desire to achieve my goals and
excel academically so that I could able to pass the LET exam”
acquired the highest mean of 3.8929 which was described as
always and interpreted as very high level of preparedness.
• The level of preparedness of the BTVTED students for the LET
in terms of environmental aspects presented an outcome of
grand mean of 3.21 described as always and interpreted as
high level of preparedness.

• The level of preparedness of the BTVTED students for the LET
in terms of instructional aspects presented an outcome of grand
mean of 3.49 described as always and interpreted as very high
level of preparedness.
• In the data collected, it revealed that there was statistically
significant difference in the indicators and the sex group of the
respondents; therefore the hypothesis stating that there is no
significant difference in the perception of the level of
preparedness of BTVTED students in LET when grouped
according to respondents’ sex was rejected. In the hypothesis
that there was statistically no significant difference in the
indicators and the majorship group of the respondents as well
as the hypothesis there is no significant difference in the
perception of the level of preparedness of the BTVTED
students in LET when grouped according to respondents’
majorship was accepted.

Conclusion
Based on the findings of the study, the
researchers concluded that the level of
preparedness of the BTVTED student for the LET
in terms of personal aspects, environmental
aspects and instructional aspects was very high
level of preparedness.

Recommendations
Based on the findings presented and discussed in
the study, the researchers recommended that:
1. The CTTE department should strengthen the in house
review programs for the better preparation of the
BTVTED students in taking Licensure Examination for
the Teachers to ensure the higher passing the rate of
the department.
2. The CTTE department should strengthen their
programs that focuses on the personal aspects,
environmental aspects and instructional aspects to
ensure their preparedness .

3. The department also should work hand on hand to
have the support of the family. Instructors, and
administrators of i-Link CST in the preparation of the
LET of the BTVTED students.
4. The future researchers can do more in-depth
research about the level of preparedness of BTVTED
students for the LET in a wider scope of respondents
in order to understand this topic.

Moreover, Bronfenbrenner’s Ecological System Theory stated that to study a child’s development
then, we must look not only at the child and her immediate environment, but also at the
interaction of the larger environment as well. Bronfenbrenner’s divided the person’s
environment into five different systems: the Microsystem, the Mesosystem, the Exosystem, the
Macrosystem and the Chronosystem. It quickly became very appealing and became accepted as a
useful framework for psychologist, sociologist and teachers to study child development that may
provide a holistic approach. This Theory strengthen the development between the ecological
systems in educational practice which teachers and parents should keep good communication
with each other and work together to benefit the child that may shape the child’s development
in a positive way. Teacher should also be understanding of the situations their student’s families
may be experiencing, including social and economics factor that are part of the various systems.
Likewise, the child must also be active in their learning, engaged both academically and socially.
They must work as a team with their peers and get involved in meaningful learning experiences
to enable positive development. This study was align to the Bronfenbrenner’s theory, creating a
positive school environment, through a school ethos valuing diversity has a positive effect on
student’s relationship within school. Incorporating this kind of school ethos influences those
within the development child’s ecological systems.
This theory is applicable in this study because in preparation for the LET, because family has a big
contribution in establishing a positive environment which can contribute to the students learning
and also support to pass the LET.

Level of Preparedness for LET Exam

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