FAR EASTERN UNIVERSITY-MANILA
INSTITUTE OF EDUCATION
MARCH 2014
THE PERFORMANCE OF FEU PRE-SERVICE SPED TEACHERS IN IE-FOR...
FAR EASTERN UNIVERSITY-MANILA
INSTITUTE OF EDUCATION
MARCH 2014
the influences of having a practice in test-taking skills ...
FAR EASTERN UNIVERSITY-MANILA
INSTITUTE OF EDUCATION
MARCH 2014
III. RESULTS AND DISCUSSION
The influence of the mock exam...
FAR EASTERN UNIVERSITY-MANILA
INSTITUTE OF EDUCATION
MARCH 2014
Applying the formula, if an examinee gets an over-all perc...
FAR EASTERN UNIVERSITY-MANILA
INSTITUTE OF EDUCATION
MARCH 2014
Recommendations
Based on the findings of the study, the fo...
FAR EASTERN UNIVERSITY-MANILA
INSTITUTE OF EDUCATION
MARCH 2014
REFERENCES
Aquino, G. (2004). Effective teaching (3rd
ed)....
FAR EASTERN UNIVERSITY-MANILA
INSTITUTE OF EDUCATION
MARCH 2014
Kus, Zafer (2011). The Content Analysis of the News in the...
FAR EASTERN UNIVERSITY-MANILA
INSTITUTE OF EDUCATION
MARCH 2014
Tuncer, Gaye, Semra Sungur, Ceren Tekkaya, and Hamide Erte...
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The Performance of FEU Pre-Service SPED Teachers in IE-Formulated Comprehensive Examination and Its Influence to Licensure Examination for Teachers

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The Performance of FEU Pre-Service SPED Teachers in IE-Formulated Comprehensive Examination and Its Influence to Licensure Examination for Teachers

  1. 1. FAR EASTERN UNIVERSITY-MANILA INSTITUTE OF EDUCATION MARCH 2014 THE PERFORMANCE OF FEU PRE-SERVICE SPED TEACHERS IN IE-FORMULATED COMPREHENSIVE EXAMINATION AND ITS INFLUENCE ON THE LICENSURE EXAMINATION FOR TEACHERS Gana, Maria Stephanie A. Remoroza, Jobelle F. Dela Cruz, Jonh Nicko Tesoro, Edward ABSTRACT The study is intended to primarily reveal the relationship of a comprehensive examination constructed and administered by the Far Eastern University- Institute of Education to the Licensure Examination for Teachers (LET). The researchers used the descriptive- correlation method of research. The respondents, consisting of 19 LET and comprehensive examination takers from the BEED- Special Education program were selected through convenience sampling. Findings revealed that there is significant correlation between performances in the two examinations. Results of the comprehensive examination can validly predict performance in the LET. I. INTRODUCTION Quality education is the goal of every educational institution and one aspect that may help in achieving this is to have effective teachers. Licensure test is one of the factors that influence the overall quality of teacher effectiveness. For the researchers, this is a problem because to take the licensure exam without insight or understanding means to take it with mind and body, but not with heart. One aspect that the researchers want to determine is the effect of taking a comprehensive examination before taking the licensure test. A comprehensive examination imitates the actual examination which gives information to students and administrators on whether or not the students are ready to take an external examination. Moreover, it provides information on students’ areas of strengths and weaknesses, and can serve as practice in taking tests under full examination conditions (Montemayor, Elizabeth S., et. al.,2009). Education is the foundation of the nations’ progress. But, if these teachers aren’t committed and effective, even the best- designed curriculum will fail. The researchers will determine the effects of the respondents’ performance ratings to their board performance, whether it increases or decreases their motivation during their professional examination. On the other hand, the researchers will also seek the importance of
  2. 2. FAR EASTERN UNIVERSITY-MANILA INSTITUTE OF EDUCATION MARCH 2014 the influences of having a practice in test-taking skills during the review classes of the respondents when it is applied upon taking the licensure examination. Likewise, the researchers will also determine the level of readiness of the research participants in taking the licensure examination as it depicts their level of competency. Hence, determining these factors and/or indicators that may affect the results of both the examinations will provide the researchers a clearer perspective of the outcome of this study. IE- Formulated Comprehensive Examination A comprehensive examination imitates the actual examination which gives information to students and administrators on whether or not the students are ready to take an external examination. Moreover, it provides information on students’ areas of strengths and weaknesses, and can serve as practice in taking tests under full examination conditions (Montemayor, Elizabeth S., et. al.,2009). As used in this study, it is a mock board examination formulated by the Institute of Education administered to graduating students. The Problem This study, thus, aims to determine if the performance of teacher education graduates of FEU in the IE-formulated comprehensive examination has a significant effect to their performance in the LET. As a result, it will find out if performance in the IE-formulated comprehensive examination can validly forecast the result in the licensure examination. II. METHODOLOGY This study used the descriptive correlation method which is designed for the researchers to gather information about present existing conditions needed on the chosen field of study. The respondents of this study were the 19 Bachelor of Elementary Education major in Special Education graduates of FEU- Institute of Education Batch 2013 who took both the comprehensive examination and the Licensure Examination for Teachers last September 2013. The research was conducted in the Institute of Education of Far Eastern University- Manila where the researchers are studying. The researchers used the FEU- BEED Batch 2013 results of both the Licensure Examination for Teachers (LET) which was obtained from the Professional Regulation Commission (PRC) and comprehensive examination which was obtained from the Institute of Education. Data were statistically treated using the Statistical Package for the Social Sciences, Version 20 (SPSS, v.20).
  3. 3. FAR EASTERN UNIVERSITY-MANILA INSTITUTE OF EDUCATION MARCH 2014 III. RESULTS AND DISCUSSION The influence of the mock examination on performance in the LET is gleaned from the correlation values between the two variables. Simple regression analysis was conducted if the correlations were found to be significant. Regression analysis was conducted to derive a regression equation formula in predicting LET performance from performance in the comprehensive examination. Model Summary Model R R Square Adjusted R Square Std. Error of the Estimate 1 .797 a .636 .617 4.62580 a. Predictors: (Constant), COMPREHENSIVE_EXAM ANOVA a Model Sum of Squares df Mean Square F Sig. 1 Regression 746.390 1 746.390 34.881 .000b Residual 427.961 20 21.398 Total 1174.351 21 Table 6. Linear Regression Model for Predicting Over-all Performances of the BEED Graduates in the L.E.T. based on their Performance in the Comprehensive Examination Model Unstandardized Coefficients Standardize d Coefficients t Sig. B Std. Error Beta 1 (Constant) 48.419 5.094 9.505 .000 COMPREHENSIVE_EX AM .595 .101 .797 5.906 .000 Table 6 reveals the computed correlation between the over-all performance of the BEED- SPED graduates in the comprehensive examination and general average in the LET. As shown, the comprehensive examination result and LET result has a high relationship and it is evident on the value of r=.797. The r2 value of .636 is also very high; this shows that 63.6% of the variability of the LET result is explained by comprehensive examination result. The regression model is y = .595x + 48.419 (letting y = LET result; x = comprehensive exam score). This implies that for every 1point increase in the comprehensive exam score there is a corresponding increase of .595 in the general average LET rating. a. Dependent Variable: LET_RESULT; b. Predictors: (Constant), COMPREHENSIVE_EXAM
  4. 4. FAR EASTERN UNIVERSITY-MANILA INSTITUTE OF EDUCATION MARCH 2014 Applying the formula, if an examinee gets an over-all percentile score of 50 in the comprehensive examination (wherein 50% is the passing grade and if transmuted, it will be equal to 75%), the predicted general average in the LET is 78.169. IV. SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS The significant correlations and regression coefficients imply that the results of the comprehensive examination constructed can validly predict performance in the LET of the BEED-SPED graduates. It also revealed that the influence of the mock examination on the LET cannot be underestimated. There are many factors that could affect this probability to pass, still the institute or the university must know what areas need to improve so as to help the students and increase their knowledge, enhance their skills, and boost their motivation. It can be concluded that performance in a comprehensive examination significantly influences performance in an actual examination. Based on the findings generated in the study, the following conclusions are hereby drawn: 1. The IE-formulated comprehensive examination is a valid predictor of performance in the Licensure Examination for Teachers. 2. No review classes were provided for the graduating students who will take the licensure examination though seminars were provided through the organizations of the institute. 3. The result of the Licensure Examination for Teachers for the year 2013 showed good results though it also shows a declining trend from the year 2012. 4. No rewards have been given to the board passers. 5. A plan of action was designed to enhance the passing percentage in the Licensure Examination for Teachers.
  5. 5. FAR EASTERN UNIVERSITY-MANILA INSTITUTE OF EDUCATION MARCH 2014 Recommendations Based on the findings of the study, the following recommendations are offered: 1. To the Institute of Education, continue administering comprehensive examination to graduating students and/or to those who graduated prior to LET taking; 2. To the Faculty, items in the comprehensive examination must be patterned to the Table of Specifications of PRC, and major examination should be board-exam type so as to prepare them for the licensure examination; 3. To the administration regular review sessions must be provided through the institute for them to increase their probability of passing the board examination, full support from the office/ administrators must be provided as well to increase motivation and self- reliance; 4. To the curriculum developers, review classes for both comprehensive and licensure examination should be included in the undergraduate curriculum if possible, or at least be provided so as to prepare them for the licensure examination after graduation; 5. To those who will perform poorly in the comprehensive examination, further review sessions may be arranged in order to increase their probability of passing the licensure examination; and 6. For future researchers, that they may conduct an extensive study gathering all the respondents’ perspective regarding this matter.
  6. 6. FAR EASTERN UNIVERSITY-MANILA INSTITUTE OF EDUCATION MARCH 2014 REFERENCES Aquino, G. (2004). Effective teaching (3rd ed). Mandaluyong City: National Bookstore. Arce, Sheilamarie E., Josephine L. Belen (2011). The Pre-Board Examination Part of the In-house Reviews as predictor of LET Results. Manuel S. Enverga University Foundation. Vol.13,No.1. Barrientos, Eva Maria Corazon S., Dominador S. Garin,Ph.D. (2008). Readiness and Competencies of Students in Teacher Education Institutions of the Cordillera Administrative Region. Research Journal, Vol.16. Bilbao, P. (2006).The Teaching Profession. Metro Manila: Lorimar Teaching Co. Brigman, Greg, Chari Campbell, Ph.D. (2007). Helping Students Improve Academic Achievement and School Success Behavior. Florida Atlantic University. Boca, Raton. Vol.7,No.2. Davis, B.G. (1999). Quizzes, tests, and exams. Retrieved August 1, 2008 from: http://honolulu.hawaii,edu/intranet/committees/FacDevCom/guidebk/teachtip/quizzes .htm. Espino, Nely G., Dr. Ma. Fe. V. Roman, and Dr. Glenda C. Magno (2011). The Academic Performance, Licensure Examination for Teachers Results from 2004- 2008 and Work Performance of BSED Graduates: An Analysis. Bataan Peninsula State University. Balanga City, Bataan. Evans, Paul, Leigh B. Goodson, Susan I. Schoffman (2003). Relationship between Academic Achievement and Student Performance on the Comprehensive Osteopathic Medical Licensure Examination- USA level 2. JAOA. Vol.103, No.7. Examination Entry (n.d.). Retrieved August 22, 2008 from: http://www.examentry.co.uk/4.html. Gitomer, Drew H., Andrew S. Latham, and Robert Ziomek (1999). The Academic Quality of Prospective Teachers: The Impact of Admission and Licensure Testing. Teaching and Learning Research Report Series. Educational Testing Service. Goe, Laura et al. (2008). Approaches to Evaluating Teacher Effectiveness: A Research Synthesis. National Comprehensive Center for Teacher Quality. Guarino, Cassandra, Lucresia Santibanez, Glenn Daley, and Dominic Brewer (2004). A Review of Related Literature on Teacher Recruitment and Retention. RAND Corporation. Hilario,I. (2003). Factors influencing the LET performance of teacher education Institutions in the Cordillera Administrative Region. Unpublished dissertation, Saint Louis University, Baguio City.
  7. 7. FAR EASTERN UNIVERSITY-MANILA INSTITUTE OF EDUCATION MARCH 2014 Kus, Zafer (2011). The Content Analysis of the News in the National Papers Concerning the Renewed Primary Curriculum. Educational Sciences: Theory and Practices. Ahi Erran University. Montemayor, Elizabeth S., Chona C. Roxas, and Vilma L. Panayon (2009). Mock Examination: It’s Influence on the Performance in the Licensure Examination for Teachers. University of the Cordilleras Research Journal. Vol.1 Issue: 3. Manalo, Myla and Marie Kristine Joy M. Obligar, Correlation of the LPU-Batangas Mock Board Examination and Customs Broker Licensure Examination for Academic Year 2008-2010. Proceeding of the Global Summit on Education 2013 (e-ISBN 978-967-11768-0-1) 11-12 March 2013, Kuala Lumpur. Montil, Luz A. (2001). Perceived Competencies by the Licensure Examination for Teacher Passers of PNU-AC. Philippine Normal University- Agusan Campus. Agusan del Sur. National Council for Accreditation of Teacher Education. What Makes a Teacher Effective? : A Summary of Key Research Findings on Teacher Preparation. Pascua, Juanita B., Jane D. Navalta (2011). Determinants of the LET Performance of the Teacher Education Graduates in a State University. National Peer Reviewed Journal. College of Teacher Education, Nueva Vizcaya State University. Vol.6. Salandanan, G. (2001). Teacher education journal. Quezon City: Katha Publishing. Ricote, E. (2008). A comprehensive licensure examination for teachers Reviewer. Quezon City: Katha Publishing. Riney, Mark R. et al. (2006). National Implications: Teacher Education Students Perceptions of State Licensure Requirements and Pedagogical Training. National Forum of Teacher Education Journal. Vol.16,No.3. Sax, Gilbert (1980). Principles of Educational and Psychological Measurement and Evaluation (2nd Ed.). California: Wadsworth Publishing Co. Salieu, J. (2008). Why students do poorly in examinations. Retrieved August 28, 2008 from: Search Software Quality.com. Retrieved September 3, 2008 from: http://searchsoftwarequality.techtarget.com/sDefinition/0,,sid92_ gci1245920.00.html. Sykes, Gary, Tom Bird, Mary Kennedy (2010). Teacher Education: Its Problems and Some Prospects. Journal of Teacher Education. American Association of Colleges for Teacher Education. 61:464.
  8. 8. FAR EASTERN UNIVERSITY-MANILA INSTITUTE OF EDUCATION MARCH 2014 Tuncer, Gaye, Semra Sungur, Ceren Tekkaya, and Hamide Ertejinar (2007). A Comparative Study on Pre- Service Teachers and Elementary Students Attitudes Towards the Environment. International Research in Geographical and Environmental Education. Vol.16, No. 2. Wenglinsky, Harold (2000). Teaching the Teachers: Different Settings, Different Results. Educational Testing Service. Wilson, Kenneth M. (1983). A Review on Research on the Prediction of Academic Performance after the Freshman Year. College Board Report No.83-2. Write, Grover J. (2002). Scientifically Based Research on Teacher Quality: Research on Teacher Preparation and Professional Development. White House Conference on Preparing Tomorrow’s Teachers. Zhao, Yong (2010). Preparing Globally Competitive Teachers: A New Imperative for Teacher Education. Journal of Teacher Education. American Association of Colleges for Teacher Education. 61:422

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