The document discusses a study conducted to determine the level of preparedness of Bachelor of Technical-Vocational Teachers Education (BTVTED) students for the Licensure Examination for Teachers (LET) in the Philippines. It examines preparedness in terms of personal, environmental, and instructional aspects based on Edward Thorndike's learning theory. A survey was administered to BTVTED students which found an overall very high level of preparedness across all aspects. Statistical analysis revealed a significant difference in personal aspect preparedness between male and female students, but no significant difference based on major. The study aims to help improve pass rates on the LET.
Competency-Based Approach: the Problematical of Assessment of Learning in Phy...inventionjournals
For year, the educational systems in many countries everywhere in the world have been urging teachers to coach their students to foster competences basing on complex problem solving. As lot of country, Benin has not kept away that move. Unfortunately the adequate implementation of the competency based approach in Bénin has been running their education policy smoothly. The evaluations have kept on being designed similarly to the ones in the objective based programs. In this context that this study aims to evaluate the problematical of assessment of learning in physical, chemistry and technology science in our secondary schools under the guidance of the competency-based-approach. This has brought us to raise the following question: haven’t the incoherencies noticed in the implementation of the Competency-based Approach impacted the evaluation process negatively? To answer that question we have: carried out investigations to get the opinion of two hundred teachers including inspectors, subject advisors, subject supervisors posted in Benin; analysed the content of some summative tests designed ; proposed two evaluation cases as models. Therefore, we can answer the previously raised question by stating that the incoherencies noticed in the implementation of the Competency-based Approach have impacted the evaluation process in SPCT negatively.
perspective chapter-performance based assessment through IBL.pdfAyshaAlShamsi11
Due to the COVID-19 pandemic, students were suddenly required to complete
their assessments online. Higher education (HE) institutions and instructors likewise
were suddenly forced to ensure competency achievement among students online. At
many (HE) institutions, competency-based learning is mandatory. Approaching online
assessment through online competency-based performance assessment is crucial to
achieving institutions’ expectations. Online competency-based performance assessment
is challenging; however, the use of an inquiry-based learning (IBL) allows teachers and
students to involve themselves at a deeper level of instruction through differentiated
activities. The assessment procedure through IBL implies an alternative view of instructors when designing their assessment, learning, and achievement of the learning objectives. The proposed conceptual framework involves a combination of competency-based
learning principles, performance assessment, and IBL. In the initial stage, it is proposed
to design differentiated IBL activities following the task description, considering the
required competencies to be achieved. The final stage is tackling it as an assessment
framework that focuses on performance for final summative purposes.
Essential Elements for Optimising the Pedagogical FrameworkAJHSSR Journal
Pedagogy links theories and beliefs about teaching and learning to teaching practice in a
consistent and coherent way. The two broad concepts of teaching and learning have the clearest lines moving to
pedagogical applications. To achieve these values, effective teaching must be practiced by having teachers and
students work together. Educators must use various teaching methods in order for the students to have the
interest to learn and motivated to participate in class. The study aims to achieving an educational pedagogical
framework build on educational practice and experiences taken into consideration the feedback and feedforward
obtaining by the students during the course study and after the graduation. To sum up, the framework is
a continuous process that should be regularly reviewed and monitored. Staff/student liaison encourages the
mechanism of Feedback and feed-forward by obtaining students` feedback and communicating action taken in
response to feedback. To ensure validity and enable reliability of assessments, teaching objectives, modules and
learning outcomes must be analysed to establish the most appropriate assessment and feedback methods. The
HEI should encourage opportunities for staff to build good links with industry, government and employers so
that staff can contribute their knowledge to relevant partners in business and industry to benefit from the
opportunities of continuing professional development.
Formative Assessment as an Essential Competence of University Teachersiosrjce
: In the framework of a competency-based education, teachers require to acquire previously the
formative assessment as a fundamental task to develop an educational process of higher quality. In this article
the complexity of the educational act is analyzed from a socio-cultural approach, presenting the theoretical
bases that support a continuous and ongoing evaluation of student performance. It is highlighted the role of
teachers in order to help students to achieve their learning objectives and it is promoted a comprehensive
evaluation, where self-assessment, peer assessment and hetero assessment are essential stages for feedback of
the teaching-learning-processes. The evaluation will be useful when strengths and weaknesses of the
educational process could be determined holistically, to consolidate and transfer strengths to other areas or
contexts overcoming weaknesses and shortcomings in time, before the end of the semester. It is recommended
that university teachers develop the competence of formative assessment so that they are in a position to redirect
scientific discourse to a scenario in which the educational process unfolds. For this, the teacher needs to
assume its role as a mediator of knowledge, so that the course contents are understood and assimilated by the
student.
The Effect of Certification on the Teachers Consumption Lifestyle at SMA Nege...ijtsrd
in the past teachers have not received good attention from the government so that the learning and teaching process cannot be expected by the quality of education.In the teaching and learning process the teacher cannot provide good teaching because the teacher is still thinking about his difficult life where for daily needs it is still very difficult.then the government realized the difficulties of the teachers life so that it began to improve the lives of teachers by providing professional allowances called professional certification.This research was conducted at SMA Negeri 5 Mandau which has received teacher certification as many as 11 people and as a whole were used as respondents and research samples.The results of the study explain that lifestyle changes caused by teacher certification at SMA Negeri 5 Mandau are less influential with 25, 74 Edward Alezandro Lbn. Raja | Mitha "The Effect of Certification on the Teacher's Consumption Lifestyle at SMA Negeri 5 Mandau" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-6 , October 2022, URL: https://www.ijtsrd.com/papers/ijtsrd51846.pdf Paper URL: https://www.ijtsrd.com/other-scientific-research-area/other/51846/the-effect-of-certification-on-the-teachers-consumption-lifestyle-at-sma-negeri-5-mandau/edward-alezandro-lbn-raja
Competency-Based Approach: the Problematical of Assessment of Learning in Phy...inventionjournals
For year, the educational systems in many countries everywhere in the world have been urging teachers to coach their students to foster competences basing on complex problem solving. As lot of country, Benin has not kept away that move. Unfortunately the adequate implementation of the competency based approach in Bénin has been running their education policy smoothly. The evaluations have kept on being designed similarly to the ones in the objective based programs. In this context that this study aims to evaluate the problematical of assessment of learning in physical, chemistry and technology science in our secondary schools under the guidance of the competency-based-approach. This has brought us to raise the following question: haven’t the incoherencies noticed in the implementation of the Competency-based Approach impacted the evaluation process negatively? To answer that question we have: carried out investigations to get the opinion of two hundred teachers including inspectors, subject advisors, subject supervisors posted in Benin; analysed the content of some summative tests designed ; proposed two evaluation cases as models. Therefore, we can answer the previously raised question by stating that the incoherencies noticed in the implementation of the Competency-based Approach have impacted the evaluation process in SPCT negatively.
perspective chapter-performance based assessment through IBL.pdfAyshaAlShamsi11
Due to the COVID-19 pandemic, students were suddenly required to complete
their assessments online. Higher education (HE) institutions and instructors likewise
were suddenly forced to ensure competency achievement among students online. At
many (HE) institutions, competency-based learning is mandatory. Approaching online
assessment through online competency-based performance assessment is crucial to
achieving institutions’ expectations. Online competency-based performance assessment
is challenging; however, the use of an inquiry-based learning (IBL) allows teachers and
students to involve themselves at a deeper level of instruction through differentiated
activities. The assessment procedure through IBL implies an alternative view of instructors when designing their assessment, learning, and achievement of the learning objectives. The proposed conceptual framework involves a combination of competency-based
learning principles, performance assessment, and IBL. In the initial stage, it is proposed
to design differentiated IBL activities following the task description, considering the
required competencies to be achieved. The final stage is tackling it as an assessment
framework that focuses on performance for final summative purposes.
Essential Elements for Optimising the Pedagogical FrameworkAJHSSR Journal
Pedagogy links theories and beliefs about teaching and learning to teaching practice in a
consistent and coherent way. The two broad concepts of teaching and learning have the clearest lines moving to
pedagogical applications. To achieve these values, effective teaching must be practiced by having teachers and
students work together. Educators must use various teaching methods in order for the students to have the
interest to learn and motivated to participate in class. The study aims to achieving an educational pedagogical
framework build on educational practice and experiences taken into consideration the feedback and feedforward
obtaining by the students during the course study and after the graduation. To sum up, the framework is
a continuous process that should be regularly reviewed and monitored. Staff/student liaison encourages the
mechanism of Feedback and feed-forward by obtaining students` feedback and communicating action taken in
response to feedback. To ensure validity and enable reliability of assessments, teaching objectives, modules and
learning outcomes must be analysed to establish the most appropriate assessment and feedback methods. The
HEI should encourage opportunities for staff to build good links with industry, government and employers so
that staff can contribute their knowledge to relevant partners in business and industry to benefit from the
opportunities of continuing professional development.
Formative Assessment as an Essential Competence of University Teachersiosrjce
: In the framework of a competency-based education, teachers require to acquire previously the
formative assessment as a fundamental task to develop an educational process of higher quality. In this article
the complexity of the educational act is analyzed from a socio-cultural approach, presenting the theoretical
bases that support a continuous and ongoing evaluation of student performance. It is highlighted the role of
teachers in order to help students to achieve their learning objectives and it is promoted a comprehensive
evaluation, where self-assessment, peer assessment and hetero assessment are essential stages for feedback of
the teaching-learning-processes. The evaluation will be useful when strengths and weaknesses of the
educational process could be determined holistically, to consolidate and transfer strengths to other areas or
contexts overcoming weaknesses and shortcomings in time, before the end of the semester. It is recommended
that university teachers develop the competence of formative assessment so that they are in a position to redirect
scientific discourse to a scenario in which the educational process unfolds. For this, the teacher needs to
assume its role as a mediator of knowledge, so that the course contents are understood and assimilated by the
student.
The Effect of Certification on the Teachers Consumption Lifestyle at SMA Nege...ijtsrd
in the past teachers have not received good attention from the government so that the learning and teaching process cannot be expected by the quality of education.In the teaching and learning process the teacher cannot provide good teaching because the teacher is still thinking about his difficult life where for daily needs it is still very difficult.then the government realized the difficulties of the teachers life so that it began to improve the lives of teachers by providing professional allowances called professional certification.This research was conducted at SMA Negeri 5 Mandau which has received teacher certification as many as 11 people and as a whole were used as respondents and research samples.The results of the study explain that lifestyle changes caused by teacher certification at SMA Negeri 5 Mandau are less influential with 25, 74 Edward Alezandro Lbn. Raja | Mitha "The Effect of Certification on the Teacher's Consumption Lifestyle at SMA Negeri 5 Mandau" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-6 , October 2022, URL: https://www.ijtsrd.com/papers/ijtsrd51846.pdf Paper URL: https://www.ijtsrd.com/other-scientific-research-area/other/51846/the-effect-of-certification-on-the-teachers-consumption-lifestyle-at-sma-negeri-5-mandau/edward-alezandro-lbn-raja
This Power Point that was created to walk people through the steps of becoming a teacher in the state of Pennsylvania. Not only could this be informational for a new teacher, but also for those who are looking to move from their Level I certification to their Level II Certification.
Describes what you need to do to become a teacher in the state of Pennsylvania. Could be used for new teachers as well as those who are taking classes to earn their Level II Certificate.
Establishing Trust Between School Teachers and University Facultynoblex1
The professional development school initiatives show the greatest promise in school reform due to collaborative efforts in teacher preparation. Educators in both public schools and in universities must work together in the preparation of teachers who are culturally, socially and instructionally responsive to student diversity. This lofty preparation aim begins with selecting the most promising teacher candidates for admittance into the program. The author describes an admissions procedure that has proven to be not only efficient and effective, but reflects the collaborative values of the program.
For over a decade, advocates of educational reform have supported professional development schools (PDSs) as a way for school and university partners to promote simultaneous renewal of both institutions. PDS aims are now commonplace: (a) provide exemplary education for preservice teachers, (b) support continuing professional development of experienced teachers, (c) engage in the renewal of curriculum and instruction, and (d) involve schools and universities in collaborative research.
Essential to these aims is the collaborative process. Establishing trust, recognizing cultural differences, and breaking perceived roles between school teachers and university faculty are key if partnerships are to be anything more than traditional in nature. University instructors, including teacher educators, are entering into cooperative working ventures with more frequency than ever before. Critical to the successful attainment of any partnership project are the people involved and the common commitment to program quality and coherence. In the ongoing process of developing, nurturing, and maintaining partnerships, one can expect to confront both predictable and unforeseen obstacles. Sharing information on program structures and systems will help advance the development of university and K-12 partnerships. The purpose of this article is twofold: (a) to describe, and (b) to analyze an admissions procedure, which reflects the values of the program and efficiently and effectively promotes the involvement of K-12 personnel in what is traditionally a university decision. To this end, we briefly discuss the history of this partnership and the key values that drive our work. Next, we elaborate on the admissions process and how it reflects those values in linking the university and schools. In taking stock of where we have made progress and where we have not, we examine the perceptions of major stakeholders in this process. We conclude with a discussion of recommendations to others considering similar efforts.
Source: https://ebookschoice.com/establishing-trust-between-school-teachers-and-university-faculty/
The study investigated the relationship between workload and lecturers’ job satisfaction in Adekunle Ajasin University, Akungba Akoko, Ondo State. The descriptive research design of the survey type was employed. The sample of the study was 105 lecturers selected using multi-stage sampling technique across three faculties. Two research questions and three hypotheses were formulated to guide the study. A researcher-made questionnaire titled “Workload and Lecturers’ Job Satisfaction Questionnaire (WLJSQ)” was used to elicit information from the respondents. The instrument was validated by experts in Test and Measurement and the test re-test method was used for test reliability which yielded a reliability coefficient of 0.72. The findings of this study revealed: lecturers found conducting research, processing of results, marking of examination scripts and supervision of undergraduate projects most demanding and that lecturers’ job satisfaction was low in relations with the workload. Also, there is a significant relationship between marking of examination scripts and lecturers’ job satisfaction, supervision of research work and lecturers’ job satisfaction and there is a significant relationship between number of courses allocated and lecturers’ job satisfaction. It is hereby recommended that more lecturers should be recruited particularly in faculties with high student population in order to reduce excessive workload, while the number of students to be allocated to lecturers for project supervision should be reduced and the services of assistant lecturers should be employed to assist in the area of marking of scripts and supervision of undergraduate projects.
Licensure System of Education Professionals: A Case Study in the UAEijejournal
Teachers are the most critical factor in students' learning among all school-level aspects. Many countries including the United Arab Emirates (UAE) introduced licensure systems to ensure that the teaching profession as well as other educational professions are governed by professional standards and practitioners of education are meeting these standards. In this paper, we address the Educational Professions Licensure system implemented by the Ministry of Education (MOE) in the UAE in terms of its design, components, implementation tools, processes, and challenges. This paper highlights the foundations of the licensure system along with the procedure of licensing education professionals and it demonstrates the implementation of education licensure national tests. In addition, it explains the challenges of introducing the licensure system along with the future plans.
Educational Negligence
Taya Hervey-McNutt
Strayer University
EDU: 599 Capstone
Dr. Joe Canada
May 18, 2022
Educational Negligence
The key to success has always been associated with education in America. Needless to
say that any elements that negatively impact education are handled with great urgency and
seriousness. Among the many issues facing education that negatively influences students is
educational negligence. “A legal definition of educational malpractice is yet to be codified, but
the term can be assumed to involve professional negligence or the failure to provide services that
can reasonably be expected (1).” Not only can a child's school life get negatively impacted by
educational negligence, but also the learner's future ambitions and career preference. Educational
negligence is a serious problem that can take several forms, from a failure to provide an
acceptable standard of teaching to ignoring non-attendance or not catering to special educational
needs.
The Connection Between Educational Negligence and Diversity
In a study done in South Korea, numerous culturally and linguistically diverse teenagers
had been subjected to maltreatment resulting in many students choosing to drop out. Child
neglect, peer relationships, student-teacher interactions, and dropping out of school all increased
linearly over time, according to the result of the research study (2). This evidence supports the
argument that neglecting a child has a direct and long-term effect on peer connections and
student-teacher relationships, as well as an increased risk of dropping out of school. It was
observed that positive peer relationships and student-teacher relationships have a direct effect on
the chance of dropping out of school. Both peer interactions and student-teacher ties mediated
the relationship between school neglect and dropout on a cross-sectional basis.
As depicted in the findings of this research, among a diverse student population, creating
positive relationships with peers and teachers every year could reduce the negative effect that
neglect can have in leading a student to drop out of school (2).
How Ethical Standards Relate to Educational Negligence
School administrators must provide a solid foundation for success that is built on the
abilities of teachers and other professionals who interact with students ethically. When making
decisions, effective school administrators balance the demands of children and their own
personnel. In order to accomplish this, a healthy energy balance between current activity and the
building of unity must be maintained by responding equally to the diverse demands of students
and teachers. According to the aforementioned argument, a school administration, including
instructors, that fails to fulfill its obligation to ensure that students' needs are met violates ethical
standards.
Problems Related to Educational Negligence
Carelessness in education is related to a variety of issues, one of which is cha ...
Since 2010, the authors have been on the faculty of a HBCU located i.pdfhimanshukausik409
Since 2010, the authors have been on the faculty of a HBCU located in Georgia. The authors are
the only full-time faculty, thus are responsible for teaching all accounting courses. The failure
rate has average thirty-five (35%) percent. Failure is defined as a student receiving a grade of
“D”, “F” or “W” in an accounting course. This failure rate was unacceptable, thus a search begin
to explore ways of reducing this rate without compromising the academic integrity required to
prepare students to become an accountant. This study explores a new teaching model designed to
improve students’ technical competencies while increasing their critical thinking skills. What
adjustments to a classroom lesson plan and teaching strategy are useful to improve interpersonal
communication, creativity, reasoning and analytical abilities? Does improvements in
interpersonal communication, creativity, reasoning and analytical abilities require abandoning
the traditional teaching model? Critical thinking includes analyzing, conceptualizing, reasoning
and evaluating. Research finds that these skills can be developed in learners if teaching strategies
evolve beyond memorization (Reinstein,2008). Accounting graduates are expected to possess a
healthy dose of critical thinking skills. This study explores a teaching model reflective of
cognitive thinking. Cognitive teaching increases the need to compare, contrast, group, and
memorize relevant accounting concepts. The literature argues that students have considerable
difficulty in solving accounting problems that are slightly different than those presented in the
classroom, even though the same concepts are being covered. The Pathways Commission has
called for improvements in accounting curriculum and teaching techniques (Bloom, 2013). The
quality of future accountants will be shaped by a need for improvement in critical thinking skills.
The purpose of this paper is to convey the authors’ result of using the ABCs of accounting
teaching model. SIGNIFICANCE OF THE PROBLEM The accounting profession requires more
creativity and innovative thinking in order to be competitive. Much of the literature argues that
teaching models that require students to memorize accounting rules and procedures fail to
cultivate critical thinking in problem solving. The Bedford Committee (1986) asserts that the
traditional accounting lectures fail to stimulate creativity and innovative thinking. Thus student
are not educational ready to enter the profession. The Pathway’s Commission finds that
accounting programs are overly invested in outmoded models. Bloom (2013) finds that students
increasingly exhibit difficulty solving complex accounting problems. The goal of teaching
should always embrace a pedagogy designed to discover a higher order of thinking. Higher order
critical thinking can be achieved if the teaching approach gets it right. Such is the pursuit of this
study. The five step process for developing higher level critical thinking skills.
INTERNSHIP ASSESSMENT AND EVALUATION IN HIGHER EDUCATIONIJITE
With the increased pressure on higher education institutions to review and improve their practice in the area of students’ learning outcomes as part of quality assurance efforts, this paper aims to propose a approach to internships’ learning outcome evaluation. Internship or work-integrated learning provides students with the opportunity to apply their theoretical knowledge to relevant experiences in workplace settings. It is an essential requirement in many higher education undergraduate programs where students integrate their learning through a combination of academic and work-related activities. While
proving the benefits of practical training seems redundant, very few efforts were made with regards to its evaluation and the evaluation of its learning outcomes. Academic research and quality assurance systems
seem to neglect this rather essential component of undergraduate education. Moreover, accreditation
standards show little emphasis on internships’ evaluation and performance assessment when those topics are at the heart of quality assurance when it comes to assessing theoretical courses. This paper demonstrates the worldwide lack of models and assessment methods of practical learning and suggests a
multidimensional and practical approach based on both a qualitative and quantitative study using performance measurements to assess students’ outcomes following an internship and proposes corrective measures accordingly. The purpose being to close the gap between students’ skills and the job market requirements for a better preparedness of graduates.
INTERNSHIP ASSESSMENT AND EVALUATION IN HIGHER EDUCATIONIJITE
With the increased pressure on higher education institutions to review and improve their practice in the area of students’ learning outcomes as part of quality assurance efforts, this paper aims to propose a systematic approach to internships’ learning outcome evaluation. Internship or work-integrated learning provides students with the opportunity to apply their theoretical knowledge to relevant experiences in workplace settings. It is an essential requirement in many higher education undergraduate programs where students integrate their learning through a combination of academic and work-related activities. While proving the benefits of practical training seems redundant, very few efforts were made with regards to its evaluation and the evaluation of its learning outcomes. Academic research and quality assurance systems seem to neglect this rather essential component of undergraduate education. Moreover, accreditation standards show little emphasis on internships’ evaluation and performance assessment when those topics are at the heart of quality assurance when it comes to assessing theoretical courses. This paper demonstrates the worldwide lack of models and assessment methods of practical learning and suggests a multidimensional and practical approach based on both a qualitative and quantitative study using performance measurements to assess students’ outcomes following an internship and proposes corrective measures accordingly. The purpose being to close the gap between students’ skills and the job market requirements for a better preparedness of graduates.
New Explore Careers and College Majors 2024.pdfDr. Mary Askew
Explore Careers and College Majors is a new online, interactive, self-guided career, major and college planning system.
The career system works on all devices!
For more Information, go to https://bit.ly/3SW5w8W
Resumes, Cover Letters, and Applying OnlineBruce Bennett
This webinar showcases resume styles and the elements that go into building your resume. Every job application requires unique skills, and this session will show you how to improve your resume to match the jobs to which you are applying. Additionally, we will discuss cover letters and learn about ideas to include. Every job application requires unique skills so learn ways to give you the best chance of success when applying for a new position. Learn how to take advantage of all the features when uploading a job application to a company’s applicant tracking system.
This Power Point that was created to walk people through the steps of becoming a teacher in the state of Pennsylvania. Not only could this be informational for a new teacher, but also for those who are looking to move from their Level I certification to their Level II Certification.
Describes what you need to do to become a teacher in the state of Pennsylvania. Could be used for new teachers as well as those who are taking classes to earn their Level II Certificate.
Establishing Trust Between School Teachers and University Facultynoblex1
The professional development school initiatives show the greatest promise in school reform due to collaborative efforts in teacher preparation. Educators in both public schools and in universities must work together in the preparation of teachers who are culturally, socially and instructionally responsive to student diversity. This lofty preparation aim begins with selecting the most promising teacher candidates for admittance into the program. The author describes an admissions procedure that has proven to be not only efficient and effective, but reflects the collaborative values of the program.
For over a decade, advocates of educational reform have supported professional development schools (PDSs) as a way for school and university partners to promote simultaneous renewal of both institutions. PDS aims are now commonplace: (a) provide exemplary education for preservice teachers, (b) support continuing professional development of experienced teachers, (c) engage in the renewal of curriculum and instruction, and (d) involve schools and universities in collaborative research.
Essential to these aims is the collaborative process. Establishing trust, recognizing cultural differences, and breaking perceived roles between school teachers and university faculty are key if partnerships are to be anything more than traditional in nature. University instructors, including teacher educators, are entering into cooperative working ventures with more frequency than ever before. Critical to the successful attainment of any partnership project are the people involved and the common commitment to program quality and coherence. In the ongoing process of developing, nurturing, and maintaining partnerships, one can expect to confront both predictable and unforeseen obstacles. Sharing information on program structures and systems will help advance the development of university and K-12 partnerships. The purpose of this article is twofold: (a) to describe, and (b) to analyze an admissions procedure, which reflects the values of the program and efficiently and effectively promotes the involvement of K-12 personnel in what is traditionally a university decision. To this end, we briefly discuss the history of this partnership and the key values that drive our work. Next, we elaborate on the admissions process and how it reflects those values in linking the university and schools. In taking stock of where we have made progress and where we have not, we examine the perceptions of major stakeholders in this process. We conclude with a discussion of recommendations to others considering similar efforts.
Source: https://ebookschoice.com/establishing-trust-between-school-teachers-and-university-faculty/
The study investigated the relationship between workload and lecturers’ job satisfaction in Adekunle Ajasin University, Akungba Akoko, Ondo State. The descriptive research design of the survey type was employed. The sample of the study was 105 lecturers selected using multi-stage sampling technique across three faculties. Two research questions and three hypotheses were formulated to guide the study. A researcher-made questionnaire titled “Workload and Lecturers’ Job Satisfaction Questionnaire (WLJSQ)” was used to elicit information from the respondents. The instrument was validated by experts in Test and Measurement and the test re-test method was used for test reliability which yielded a reliability coefficient of 0.72. The findings of this study revealed: lecturers found conducting research, processing of results, marking of examination scripts and supervision of undergraduate projects most demanding and that lecturers’ job satisfaction was low in relations with the workload. Also, there is a significant relationship between marking of examination scripts and lecturers’ job satisfaction, supervision of research work and lecturers’ job satisfaction and there is a significant relationship between number of courses allocated and lecturers’ job satisfaction. It is hereby recommended that more lecturers should be recruited particularly in faculties with high student population in order to reduce excessive workload, while the number of students to be allocated to lecturers for project supervision should be reduced and the services of assistant lecturers should be employed to assist in the area of marking of scripts and supervision of undergraduate projects.
Licensure System of Education Professionals: A Case Study in the UAEijejournal
Teachers are the most critical factor in students' learning among all school-level aspects. Many countries including the United Arab Emirates (UAE) introduced licensure systems to ensure that the teaching profession as well as other educational professions are governed by professional standards and practitioners of education are meeting these standards. In this paper, we address the Educational Professions Licensure system implemented by the Ministry of Education (MOE) in the UAE in terms of its design, components, implementation tools, processes, and challenges. This paper highlights the foundations of the licensure system along with the procedure of licensing education professionals and it demonstrates the implementation of education licensure national tests. In addition, it explains the challenges of introducing the licensure system along with the future plans.
Educational Negligence
Taya Hervey-McNutt
Strayer University
EDU: 599 Capstone
Dr. Joe Canada
May 18, 2022
Educational Negligence
The key to success has always been associated with education in America. Needless to
say that any elements that negatively impact education are handled with great urgency and
seriousness. Among the many issues facing education that negatively influences students is
educational negligence. “A legal definition of educational malpractice is yet to be codified, but
the term can be assumed to involve professional negligence or the failure to provide services that
can reasonably be expected (1).” Not only can a child's school life get negatively impacted by
educational negligence, but also the learner's future ambitions and career preference. Educational
negligence is a serious problem that can take several forms, from a failure to provide an
acceptable standard of teaching to ignoring non-attendance or not catering to special educational
needs.
The Connection Between Educational Negligence and Diversity
In a study done in South Korea, numerous culturally and linguistically diverse teenagers
had been subjected to maltreatment resulting in many students choosing to drop out. Child
neglect, peer relationships, student-teacher interactions, and dropping out of school all increased
linearly over time, according to the result of the research study (2). This evidence supports the
argument that neglecting a child has a direct and long-term effect on peer connections and
student-teacher relationships, as well as an increased risk of dropping out of school. It was
observed that positive peer relationships and student-teacher relationships have a direct effect on
the chance of dropping out of school. Both peer interactions and student-teacher ties mediated
the relationship between school neglect and dropout on a cross-sectional basis.
As depicted in the findings of this research, among a diverse student population, creating
positive relationships with peers and teachers every year could reduce the negative effect that
neglect can have in leading a student to drop out of school (2).
How Ethical Standards Relate to Educational Negligence
School administrators must provide a solid foundation for success that is built on the
abilities of teachers and other professionals who interact with students ethically. When making
decisions, effective school administrators balance the demands of children and their own
personnel. In order to accomplish this, a healthy energy balance between current activity and the
building of unity must be maintained by responding equally to the diverse demands of students
and teachers. According to the aforementioned argument, a school administration, including
instructors, that fails to fulfill its obligation to ensure that students' needs are met violates ethical
standards.
Problems Related to Educational Negligence
Carelessness in education is related to a variety of issues, one of which is cha ...
Since 2010, the authors have been on the faculty of a HBCU located i.pdfhimanshukausik409
Since 2010, the authors have been on the faculty of a HBCU located in Georgia. The authors are
the only full-time faculty, thus are responsible for teaching all accounting courses. The failure
rate has average thirty-five (35%) percent. Failure is defined as a student receiving a grade of
“D”, “F” or “W” in an accounting course. This failure rate was unacceptable, thus a search begin
to explore ways of reducing this rate without compromising the academic integrity required to
prepare students to become an accountant. This study explores a new teaching model designed to
improve students’ technical competencies while increasing their critical thinking skills. What
adjustments to a classroom lesson plan and teaching strategy are useful to improve interpersonal
communication, creativity, reasoning and analytical abilities? Does improvements in
interpersonal communication, creativity, reasoning and analytical abilities require abandoning
the traditional teaching model? Critical thinking includes analyzing, conceptualizing, reasoning
and evaluating. Research finds that these skills can be developed in learners if teaching strategies
evolve beyond memorization (Reinstein,2008). Accounting graduates are expected to possess a
healthy dose of critical thinking skills. This study explores a teaching model reflective of
cognitive thinking. Cognitive teaching increases the need to compare, contrast, group, and
memorize relevant accounting concepts. The literature argues that students have considerable
difficulty in solving accounting problems that are slightly different than those presented in the
classroom, even though the same concepts are being covered. The Pathways Commission has
called for improvements in accounting curriculum and teaching techniques (Bloom, 2013). The
quality of future accountants will be shaped by a need for improvement in critical thinking skills.
The purpose of this paper is to convey the authors’ result of using the ABCs of accounting
teaching model. SIGNIFICANCE OF THE PROBLEM The accounting profession requires more
creativity and innovative thinking in order to be competitive. Much of the literature argues that
teaching models that require students to memorize accounting rules and procedures fail to
cultivate critical thinking in problem solving. The Bedford Committee (1986) asserts that the
traditional accounting lectures fail to stimulate creativity and innovative thinking. Thus student
are not educational ready to enter the profession. The Pathway’s Commission finds that
accounting programs are overly invested in outmoded models. Bloom (2013) finds that students
increasingly exhibit difficulty solving complex accounting problems. The goal of teaching
should always embrace a pedagogy designed to discover a higher order of thinking. Higher order
critical thinking can be achieved if the teaching approach gets it right. Such is the pursuit of this
study. The five step process for developing higher level critical thinking skills.
INTERNSHIP ASSESSMENT AND EVALUATION IN HIGHER EDUCATIONIJITE
With the increased pressure on higher education institutions to review and improve their practice in the area of students’ learning outcomes as part of quality assurance efforts, this paper aims to propose a approach to internships’ learning outcome evaluation. Internship or work-integrated learning provides students with the opportunity to apply their theoretical knowledge to relevant experiences in workplace settings. It is an essential requirement in many higher education undergraduate programs where students integrate their learning through a combination of academic and work-related activities. While
proving the benefits of practical training seems redundant, very few efforts were made with regards to its evaluation and the evaluation of its learning outcomes. Academic research and quality assurance systems
seem to neglect this rather essential component of undergraduate education. Moreover, accreditation
standards show little emphasis on internships’ evaluation and performance assessment when those topics are at the heart of quality assurance when it comes to assessing theoretical courses. This paper demonstrates the worldwide lack of models and assessment methods of practical learning and suggests a
multidimensional and practical approach based on both a qualitative and quantitative study using performance measurements to assess students’ outcomes following an internship and proposes corrective measures accordingly. The purpose being to close the gap between students’ skills and the job market requirements for a better preparedness of graduates.
INTERNSHIP ASSESSMENT AND EVALUATION IN HIGHER EDUCATIONIJITE
With the increased pressure on higher education institutions to review and improve their practice in the area of students’ learning outcomes as part of quality assurance efforts, this paper aims to propose a systematic approach to internships’ learning outcome evaluation. Internship or work-integrated learning provides students with the opportunity to apply their theoretical knowledge to relevant experiences in workplace settings. It is an essential requirement in many higher education undergraduate programs where students integrate their learning through a combination of academic and work-related activities. While proving the benefits of practical training seems redundant, very few efforts were made with regards to its evaluation and the evaluation of its learning outcomes. Academic research and quality assurance systems seem to neglect this rather essential component of undergraduate education. Moreover, accreditation standards show little emphasis on internships’ evaluation and performance assessment when those topics are at the heart of quality assurance when it comes to assessing theoretical courses. This paper demonstrates the worldwide lack of models and assessment methods of practical learning and suggests a multidimensional and practical approach based on both a qualitative and quantitative study using performance measurements to assess students’ outcomes following an internship and proposes corrective measures accordingly. The purpose being to close the gap between students’ skills and the job market requirements for a better preparedness of graduates.
New Explore Careers and College Majors 2024.pdfDr. Mary Askew
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Resumes, Cover Letters, and Applying OnlineBruce Bennett
This webinar showcases resume styles and the elements that go into building your resume. Every job application requires unique skills, and this session will show you how to improve your resume to match the jobs to which you are applying. Additionally, we will discuss cover letters and learn about ideas to include. Every job application requires unique skills so learn ways to give you the best chance of success when applying for a new position. Learn how to take advantage of all the features when uploading a job application to a company’s applicant tracking system.
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Exploring Career Paths in Cybersecurity for Technical CommunicatorsBen Woelk, CISSP, CPTC
Brief overview of career options in cybersecurity for technical communicators. Includes discussion of my career path, certification options, NICE and NIST resources.
Exploring Career Paths in Cybersecurity for Technical Communicators
powerpoint.pptx
1.
2. 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
4. 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).
5. 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.
6. 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).
7. •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.
8. 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.
9. 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?
10. 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.
11. 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.
12. SIGNIFICANCE OF THE STUDY
•Administration.
•Program Head.
•College Instructors.
•Students.
•Future researchers.
13. DEFINITION AND TERMS
•Level of Preparedness
•Board Examination
•Personal Aspect
•Environmental Aspect
•Instructional Aspect
14. 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.
15. 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.
16. •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.
17. 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.
18. 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.
19. 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.
20. 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.
21. 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.
22. •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.
23. •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.
24. •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.
25. 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.
26. 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.
27. 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.
28. 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.
29. 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.
30. 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.
31. 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
32. 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%
33. 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
34. 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)
Very high level of preparedness
The review room has air condition
and has proper ventilation.
2.7500 (lowest)
Very high level of preparedness
Grand Mean 3.21 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
35. 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
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
36. 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
37. Table 7: Test of difference between environmental aspects
and the sex
Sex N Mean Std. Deviation
Female 6 3.4817 .39842
Male 22 3.1436 .51394
Total 28 3.31265 0.45618
Result of the Welch t-test
Statistica df1 df2 Sig.
Welch 2.971 1 10.074 .115
38. Table 8: Test of difference between instructional aspects
and the sex
Sex N Mean Std. Deviation
Male 6 3.9433 .10820
Female 22 3.3700 .34838
Total 28 3.4929 .39238
Result of the Welch t-test
Statistica df1 df2 Sig.
Welch 44.016 1 25.228 .000
39. Table 9: Test of difference between the level of preparedness
of BTVTED in LET and their sex
Sex N Mean Std. Deviation
Male 6 3.7700 .16935
Female 22 3.3909 .34379
Total 28 3.4721 .34976
Result of the Welch t-test
Statistica df1 df2 Sig.
Welch 14.155 1 17.340 . 002
40. 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
Result of the Welch t-test
Statistica df1 df2
Sig.
Welch 1.766 1 25.908
.195
41. CHAPTER 5
SUMMARY, CONCLUSION AND
RECOMMENDATIONS
This chapter presents the summary of findings, conclusion,
and recommendations based on the result of the data gathered.
42. 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.
43. 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.
44. 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.
45. • 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.
46. 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.
47. 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 .
48. 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.
49. 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.