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Abstract
This study analyzed the licensure examination for teachers (LET) performance of the
Bachelor of Secondary Education (BSEd)-Biological and Physical Science Graduates in the
University of Northern Philippines. Utilizing the descriptive-correlational method, it involved
the BSEd graduates major in Physical and Biological Sciences, School Years 2012-2013 to
2014-2015. The study employed documentary analysis of records of the graduates. Mean,
analysis of variance, and multiple regression were used to analyze the data. Results showed
that most of the respondents had graduated in public high schools and a great majority
of them attended LET review. Their performance in the College Admission Test (CAT) is
almost equally distributed from very good, good and passing, and nearly all of them obtained
a passing mark in the Teaching Aptitude Test (TAT). The overall LET performance of the
respondents is above the National Passing Percentage in general education, professional
and major subjects. Respondents’ LET performance in 2015 is significantly higher than their
performance in 2014. The performance of the LET takers in general education is higher
in 2015 than in 2014. The respondents with high achievement in professional education
subjects attended LET review and with high College Admission Test have better overall
LET performance along general education and professional education components. The
respondents with higher achievement in general education subjects have better performance
in the specialization aspects. The institution may implement higher cut-off score in the College
Admission Test. The college may conduct activities related to the licensure examination to
prepare thoroughly the LET takers.
Keywords: College admission test; Teaching aptitude test; Attendance in LET review; Academic
achievement
critical need for quality education becomes Teachers Professionalization Act of 1994” on
even more pronounced in the context of December 16, 1994. The enactment of the
growing complexity of the roles of educational law did not mean that the teachers in the
institutions as they operate in response to Philippines were not “professional”. Rather it
the evolving shift like social systems and is a means to strengthen and improve not just
structure. the teachers, but also the quality of education
In order to accelerate the transformation and the whole educational system in general.
process to “world-class” universities, a few By improving the teachers, results will be
governments – China, France, Germany, optimized because the students will naturally
Japan, Russia and Spain, for example – follow the steps of those who lead those
have launched the so-called “excellence (Teaching principles, 2013).
initiatives”, consisting of additional funding Studies were conducted to evaluate the
to boost the performance of their university performance pre-service teachers’ and
sector (Salmi,2016). Likewise, the Philippine follow-up graduates, enable the institutions
government provided initiatives such as: to appraise the curricular offerings and come
additional budget was given to education up with plans that will certainly equip the
sector. The aforementioned country students with the best possible training suited
implemented the K-12 program which to maximise their contributions to the society.
required that only qualified teachers will teach In evaluating teacher’s competence and
to attain quality education. Attaining quality performance of students, there is a need to
education has been the long obsession measure the outcomes.
of all agencies concerned as well as the Rabanal (2016) found out that teacher
individual teachers, parents and school education graduate respondents failed to
administrators. Numerous programs that achieve the passing rate in the Licensure
have been instituted in the 1980s like Examination for Teachers. The respondents
Program for Decentralization of Elementary performed above the national percentage of
Education (PRODED) and Secondary passing. LET performance was significantly
Education Development Program (SEDP) related to fourth year high school average
were implemented to improve the instructional grades, high school graduated from, residence
skills of teachers in the elementary and while studying, and field of specialization
secondary levels, respectively. Others, and only parents’ occupation did not yield
included the BEC, RBEC and then, the K-12 significant relationship. On the other hand,
Basic Education Curriculum that took effect in academic achievement of the respondents
School Year 2011-2012 for the Kindergarten in general Education, professional education,
and 2012-2013 in the Secondary. Excellence, and major courses significantly correlates with
as the target of educational institutions the LET performance.
requires high educational standards which James and Dan (2015) studied the
include outcomes of expected learners. effectiveness of teachers certified by the
However, to achieve quality and excellence, National (U.S.A) Board for Professional
certain elements must be considered. Quality Teaching Standards (NBPTS) in Washington
education is the fruit of quality teaching and State, which has one of the largest populations
quality supervision (Brusoni, 2014) of National Board Certified Teachers (NBCTs)
Licensure Examination for Teachers is one in the nation. Based on value-added models
way of improving the educational system of in math and reading, they found out that
a country. This act of professionalizing the NBPTS certified teachers are about 0.01-0.05
teacher profession was implemented in the student standard deviations more effective
Philippines through the enactment of Republic than non-NBCTS with similar levels of
Act 7836 or otherwise known as the “Philippine experience. Certification effects vary by
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Bañez & Pardo JEHRD Vol. 4, 2016
subject, grade level, and certification type, updated and adequate knowledge in their field
with greater effects for middle school math of specialization. Students under this program
certificates. They claimed that teachers are trained to develop the right attitude towards
who pass the assessment are more teaching. The program also provides students
effective than those who fail, but that the with the knowledge and basic skills necessary
underlying NBPTS assessment score predicts to conduct action research works.
student achievement. Esmeralda and This study is anchored to recognize that
Espinosa (2015) determined the extent of education plays a critical role in producing
implementation of the Teacher Education the experts needed to revitalize research in
Performance of Carlos Hilado Memorial State the country as well as the bulk of research
College (CHMSC) in relation to the academic outputs needed for development, education
achievement and performance of graduates and policy formulation. Hence, there is a need
in the LET. Their findings revealed that the to strengthen programs in priority disciplines.
Teacher Education Program of CHMSC Promising HEIs with the capacity or reputation
was well implemented. The Bachelor in to undertake research on these disciplines
Elementary Education (BEED) group showed shall be targeted for technical and financial
greater confidence in academics, indicating assistance. (Angeles, 2009)
the need to enhance the level of academic
The researchers observed that not all
preparation of the BSED group underscoring
the Science majors pass the Licensure
general education and major subjects during
Examination for Teachers, since they are
pre-service years. It further revealed that
both faculty members of CTE and teach the
a significant relationship existed between
major subjects though limited because of their
the LET performance and the academic
administrative functions they both decided to
achievement of the BEED graduates. This
study deeper the LET results of the Science
means that the teacher graduates’ academic
majors so that they could recommend better
performance is a significant predictor in the
ways of improving LET performance of the
LET.
students.
The Bachelor of Secondary Education
(BSEd) is a four-year program consisting of The success and prestige of a university lie
general education, professional education, in its ability to produce quality graduates who
and seven major fields of specialization. are able to pass the Licensure Examination
Professional courses as well as major field for Teachers (LET). The Accrediting Agency
of specialization courses start in the second of Chartered Colleges and Universities in
year and thread through the development of the Philippines (AACCUP) suggested that
competencies up to the fourth year level. The analysis of Licensure performance of a
Bachelor of Secondary Education program specific course be done to trace the weak and
provides an intensive field study program strong points of the students so that teachers
and practicum that will develop and improve and administrators may be able to help the
teaching skills from the first year level to students improve for greater results and better
ensure basic competencies required of a quality of graduates.
future teacher. Thus, the program is structured It is on this matter that the quality
to meet the needs of professional educators of Education is reflected, although the
for secondary schools in the Philippines. performance of an examinee depends
Its objective is to produce competent and more on his intellectual ability, all other
effective teachers in the secondary level. The factors should be considered. Therefore, an
program also integrates theories and practices evaluation of the LET performance of the
in order to provide the students not only with BSED Physical and Biological Science majors
the necessary pedagogical skills but also with is indeed significant.
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Bañez & Pardo JEHRD Vol. 4, 2016
Figure 1. The Conceptual Paradigm shows the relationship between the profile of the respondents and
their LET performance.
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Bañez & Pardo JEHRD Vol. 4, 2016
Table 1. Respondent’s Profile on HS Graduated from, LET Review, CAT] & TAT.
2012-2013 2013-2014 2014-2015 As A Whole
Profile PS BS PS BS PS BS
f % f % f % f % f % f % % f
Type of High School Graduated from
Public 7 77.78 12 85.71 5 100 11 84.62 10 90.91 13 100 58 89.23
Private 2 22.22 2 14.29 - - 2 15.38 1 9.09 - - 7 10.77
Total 9 100 14 100 5 100 13 100 11 100 13 100 65 100
Attendance in LET Review
Yes 9 100 6 42.86 3 60 11 84.62 10 90.91 12 92.31 51 78.46
No - - 8 57.14 2 40 2 15.38 1 9.09 1 7.69 14 21.54
Total 9 100 14 100 5 100 13 100 11 100 13 100 65 100
College Admission Test
Passed 9 100 14 100 5 100 13 100 11 100 13 100 65 100
Average 82.22
Teaching Aptitude Test
33 and
9 100 14 100 5 100 13 100 10 90.91 13 100 64 98.46
above/Passed
30-32/Low
- - - - - - - - 1 9.09 - - 1 1.54
Passed
Total 9 100 14 100 5 100 13 100 11 100 13 100 65 100
Average 49.02
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Table 2. Level of Academic Achievement of the Respondents for the Past Three Years
2012-2013 2013-2014 2014-2015
Subjects PS BS PS BS PS BS Overall
X̄ X̄ X̄ X̄ X̄
General Education Subjects 1.98 2.08 2.05 2.18 1.91 2.06 2.04
Professional Subjects 1.95 2.04 2.03 2.17 1.85 1.94 2
Major Subjects 1.59 1.84 1.78 2.03 1.82 1.95 1.84
As a Whole 1.84 1.99 1.95 2.13 1.86 1.98 1.96
Norms:
Point Score Numerical Average
1.00 97-100
1.25 94-96
1.5 91-93
1.75 88-90
2.0 85-87
2.25 82-84
Table 2 reveals that on the overall, the Level of LET Performance of the
respondents obtained 1.96 academic Respondents from SY 2012-2013 to
achievements for the past three years. 2014-2015
Taken singly the subjects, their academic
achievement is highest along major subjects As to the LET performance, the respondents
( =1.84) followed by professional subjects obtained an Above the National Passing
( =2.00), and lowest in general education Percentage (NPP) of 77.83 from 2013 to 2015.
subjects ( =2.04). They attained an average of 79.95 percent
performance in general education subjects,
The above findings conform to Bañez (2002)
77.51 percent in professional subjects and
who found that BSE graduates of CTE from
77.09 percent along major subjects which
SY 1995-1996 to 1999-2000 have very good
are all above the NPP. This means that the
academic performances in major subjects (
respondents performed highest in general
=1.97) and professional subjects ( =2.00) but
education subjects, followed by professional
good only in general education subjects (
subjects and lowest in major subjects and
=2.19). On the other hand, it slightly opposes
consistently higher than the NPP.
the findings of Rabanal (2011) who found that
The Physical Science major respondents
in both UNP campuses, teacher education
tend to have higher LET performance along
graduate respondents achieved “Good” level
GE subjects than the Biological Science major
of academic performance and Galapon, et
in the past three years (79.33 vs 79.07; 89.40
al. (2012) who found that the academic
vs 74; 85.64 vs. 82.04). The low performance
performance of BSIE graduates is only at
of the respondents in 2014 is accounted for
satisfactory level (2.15).
having 30.77Similar trend is manifested in the
It is worth noting that, the Physical Science LET performance of the respondents along
majors consistently obtained a higher Professional Education Subjects with mean
academic achievement than the Biological ratings of 79.42, 78.26 and 73.69 in 2015,
Science majors in the past three years as 2013 and 2014 respectively, with a slight edge
manifested by the overall mean ratings of of the Physical Science majors compared to
1.84 vs. 1.99 in 2012-2013, 1.95 vs. 2.13 in the Biological Science majors.
2013-2014, and 1.86 vs. 1.98 in 2014-2015. On the contrary, along the Specialization
This suggests that the Physical Science major components of the LET, the Physical Science
respondents consistently obtained a better
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Bañez & Pardo
Table 3. Level of LET Performance of the Respondents for the Past Three Years
General Education Professional Education Major As a Descriptive
Year/Major N Subjects Subjects Subjects Whole Rating DR
% % % % % % % %
X̄ X̄ X̄ X̄
Passer Failure Passer Failure Passer Failure Passer Failure
2013
PS 9 79.33 77.78 22.22 78.33 77.78 22.22 75.44 66.67 33.33 77.38 77.78 22.22 Above NPP
BS 14 79.07 50 14.29 77.21 78.57 21.43 78.79 71.43 28.57 78.21 85.71 14.29 Above NPP
As a Whole 23 79.17 30.43 82.61 77.65 78.26 21.74 77.48 69.57 30.43 77.89 82.61 17.39 Above NPP
2014
125
respondents have lower performance than the the respondents obtained highest LET
Biological Science majors (75.44 vs. 78.79; performance in General Education (84.04) in
74.60 vs 75; 75.09 vs 81.15) in the past 2015, followed by 79.17 in 2013, and lowest
three years, but the mean ratings in each in 2014 (76.70). In the professional education
year remained highest in 2015 and lowest subject component of the LET, the F-ratio
in 2014. This means that the respondents of 2.892 shows that the performances of
met the greatest difficulty in the major subject the respondents in the past three years are
components of the LET. As a whole, the not significant at .05 level. This means that
LET performance of the respondents in the the LET performances of the respondents in
past three years is highest along General professional education subjects for the past
Education subjects (79.95), followed by major three years are almost the same as supported
subjects (77.51), and lowest in the major by the overall passing mean ratings of 77.65
subjects (77.09). Likewise, the respondents in 2013, 76.65 in 2014 and 79.42 in 2015.
who took the LET in 2015 performed highest Likewise, in the major subjects’ component
(79.89), followed by 2013 takers (77.89), of the LET, the F-ratio of 1.523, indicates that
and lowest in 2014 (75.52). The above the performances of the respondents are not
LET performance of the respondents are all significant at .05 level or are almost the same
above the national passing percentage (except as backed up by the overall passing mean
that of Biological Science in 2014) released ratings of 77.48 in 2013, 74.80 in 2014 and
by the PRC and the Board for Professional 79.93 in 2015
Teachers (BPT) on November 23, 2013 On the contrary, in Table 4, the overall
which showed that only 25,755 secondary LET performance of the respondents in the
teachers out of 64,792 examinees (39.75 past three years is significant at .05 level
percent) successfully passed, while 26,767 as manifested by the F-ratio of 4.210. This
secondary teachers out of 77,803 examinees means that the overall LET performances of
(34.40%) successfully passed the Licensure the respondents in the past three years are
Examination for Teachers (L.E.T.) given last varied as supported by the mean ratings of
August 17, 2014, and in September 2015, 77.89 in 2013, 75.52 in 2014 and 79.89 in
34,010 secondary teachers out of 81,463 2015.
examinees (41.75%) successfully passed the Since the ANOVA on LET performance in
Licensure Examination for Teachers (L.E.T.) terms of general subjects and overall yielded
given last September 27, 2015. The results significant result, the data was further tested
are similar with that of Figuerres (2013) to Scheffe Multiple Comparison Procedure
The above finding conforms to Rabanal Test to determine which pair of means is
(2016) who found out that teacher education significantly different.
graduate respondents performed above the There is a significant difference in the LET
national percentage of passing. performance of the respondents in General
Education subjects between 2013 and 2015,
Comparing the LET performance of and 2014 and 2015 as manifested from the
the respondents from 2013 to 2015 mean differences of 4.86775 and 8.54167.
This means that the LET performance of
As seen in Table 4, along General Education the respondents along general education is
subjects, the F-ratio of 12.435 is significant better in 2015 than the performance of the
at .05 level. This result implies that the respondents in 2013, and in 2014. This is
LET performances in General Education of supported by the previous findings of the study
the respondents during the three periods that the performance of the respondents is
tested are varied. This result is supported highest along general education subjects in
from the previous finding of this study that 2015 followed by 2013 and lowest in 2014.
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Bañez & Pardo JEHRD Vol. 4, 2016
Table 4. Analysis of Variance (ANOVA) for Significant Differences in LET Performance of the
Respondents from 2013 to 2015
Sum of Mean
Source of Variations df F Sig.
Squares Square
General Between Groups 772.099 2 386.049 12.435 p<.05
Education Within Groups 1924.763 62 31.045
Subjects Total 2696.862 64
Professional Between Groups 222.084 2 111.042 2.892 p>.05
Education Within Groups 2380.162 62 38.39
Subjects Total 2602.246 64
Major Subjects Between Groups 130.304 2 65.152 1.523 p>.05
Within Groups 2653.142 62 42.793
Total 2783.446 64
Overall Between Groups 252.987 2 126.494 4.21 p<.05
Within Groups 1862.791 62 30.045
Total 2115.778 64
Table 5. Scheffe Test for Significant Difference between Group Means in LET Performance of
the Respondents in the Past Three Years.
Multiple Mean Difference
Subjects Sig.
Comparisons (I-J)
I J
2013 2014 3.67391 p¿.05
2015 -4.86775* p<.05
2014 2013 -3.6739 p>.05
General Education Subjects
2015 -8.54167* p<.05
2015 2013 4.86775* p<.05
2014 8.54167* p<.05
2013 2014 2.8744 p¿.05
2015 -1.7645 p>.05
2014 2013 -2.8744 p>.05
Professional Education Subjects
2015 -4.6389 p>.05
2015 2013 1.76449 p>.05
2014 4.63889 p>.05
2013 2014 2.58937 p¿.05
2015 -0.8967 p>.05
2014 2013 -2.5894 p>.05
Major Subjects
2015 -3.4861 p>.05
2015 2013 0.89674 p>.05
2014 3.48611 p>.05
2013 2014 2.92029 p>.05
2015 -2.038 p> .05
2014 2013 -2.9203 p>.05
Overall
2015 -4.95833* p<.05
2015 2013 2.03804 p>.05
2014 4.95833* p<.05
Legend: *. The mean difference is significant at the 0.05 level.
On the overall LET performance of the of -4.95833. This means that the overall LET
respondents, there is a significant difference performance of the respondents in 2015 is
between 2014 and 2015 with mean difference significantly different from the performance of
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Bañez & Pardo JEHRD Vol. 4, 2016
Table 6. Regression Analysis for Variables Predicting LET Performance along General
Education Subjects.
Model Variables Beta t Sig. t Sig. R2 4 D R2
1 0.748 0.56 0.56
Achievement in Professional
-0.748 -8.957 0
Education subjects
2 0.774 599 0.039
Achievement in Professional
-0.713 -8.723 0
Education subjects
Attendance in LET review 0.201 2.456 0.017
3 0.796 0.633 0.034
Achievement in Professional
-0.648 -7.762 0
Education subjects
Attendance in LET review 0.224 2.825 0.006
College Admission Test 0.195 2.368 0.021
respondents who took the LET in 2014. This is significantly influenced by their profile
conforms to the previous finding of the study (R=.748, Sig F=.000) along achievement in
that the respondents who took the 2015 LET professional education subjects (β= -.748,
performed better than the respondents who sig t = .000). This means that the higher
took it in 2014. the achievement in professional education
On the other hand, there is no significant subjects, the higher is the performance in the
difference between the performance of general education component of the LET. The
the respondents in professional education corresponding linear equation for predicting
subjects and major subjects in 2013 and 2014, the Y, therefore, Y=124.77-.748 (Profed).
2013 and 2015, and 2014 and 2015. This The R2 value of .560 implies that 56 percent
implies that more or less, the performances of of the variance of the dependent variable
the respondents in the year mentioned have is explained by the independent variables
the same level. considered in the analysis, and 44 percent is
The above findings is supported by Pardo attributed to other factors not included in the
and Tactay (2013) who found that as a study.
whole, the respondents have almost equal Model 2 shows that when achievement in
performance in General Education (X=76.35) professional education subjects (β=-.713) and
and Professional Education (X=76.69) attendance in LET review (β=.201) are taken
components of the LET. as a whole, tend to significantly influence
the LET performance of the respondents
Significant influence of the along General Education (R=.774, F sig
respondents’ profile on their LET =.000). This entails that the respondents
performance with higher achievement in professional
education subjects and attended the LET
Multiple regression analysis was conducted review performed better in the General
with LET performance along general Education component of the LET.
education, professional education and It is also evident that 59.9 percent of the
major subjects as the dependent variables variance of the GE component of LET is
and profile as the independent variables. explained by the achievement in professional
Results as presented in Tables 6-9. education subjects and attendance in the LET
In model 1, the LET Performance of review. Model 3 shows that when achievement
the respondents in General Education in professional education subjects (β=-.648),
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Bañez & Pardo JEHRD Vol. 4, 2016
Table 7. Multiple Regression Analysis for Variables Predicting LET Performance along Major
Subjects.
Model Variables Beta t Sig. t R R2 4D R2
1 0.649 0.422 0.422
Achievement in Professional
-0.649 -6.775 0
Education subjects
2 0.694 0.481 0.06
Achievement in Professional
-0.605 -6.509 0
Education subjects
Attendance in LET review 0.248 2.667 0.01
3 0.726 0.527 0.046
Achievement in Professional
-0.53 -5.588 0
Education subjects
Attendance in LET review 0.276 3.055 0.003
College Admission Test 0.227 2.43 0.018
Table 8. Multiple Regression Analysis for Variables Predicting LET Performance along
Professional Education Subjects .
Model Variables Beta t Sig. t R R2 4D R2
.484 .234 .234
Achievement in General
1 -.649 -6.775 .000
Education subjects
attendance in LET review (β=.224), and component. The R2 value of .422 this variable
CAT (β=.195) are taken as a whole, tend to account for 42.2percent of the variance.
significantly influence the LET performance Model 2 presents that achievement in
of the respondents along General Education professional education subjects (β= -.605)
(R=.776, F sig =.000). This implies that and attendance in LET review (β= .248)
the respondents with higher achievement in significantly influenced the LET performance
professional education subjects, attended of the respondents along Professional
the LET review, and obtained higher CAT Education (R=.694, F sig =.000). This means
tend to have higher performance in the that the respondents with higher achievement
General Education component of the LET. in professional education subjects and
It is also evident that 63.3 percent of the attended the LET review performed better
variance of the GE component of LET in the professional Education component of
is explained by these three independent the LET. The R2 value of .481 implies that
variables. This observation could be 48 percent of the variance of the dependent
explained by the equation Y = 87.015-19.384 variable is explained by the independent
(Professional Education)+3.517 (LET variables considered in the analysis, and
attendance)+.352(CAT). 52 percent is attributed to other factors not
Table 7 shows that the profile of the included in the study.
respondents (R= .649, Sig F=.000) on Model 3 shows that when achievement in
achievement in professional education professional education subjects (β=-.530),
subjects (β= -.649) significantly influenced attendance in LET review (β=.276), and CAT
their LET performance in Professional (β=.227) are taken as a whole, most likely to
Education. This suggests that the higher is significantly influence the LET performance of
the grade in professional education subjects the respondents along Professional Education
the higher is the LET performance in the same (R=.726, F sig =.000). This implies that the
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Bañez & Pardo JEHRD Vol. 4, 2016
Table 9. Multiple Regression Analysis for Variables Predicting the Overall LET Performance.
Model Variables Beta t Sig. t R R2 4D R2
1 0.669 0.447 0.447
Achievement in Professional
-0.669 -7.142 0
Education subjects
2 0.696 0.484 0.037
Achievement in Professional
-0.606 -6.314 0
Education subjects
College Admission Test 0.202 2.102 0.04
3 0.728 0.53 0.045
Achievement in Professional
-0.558 -5.909 0
Education subjects
College Admission Test 0.23 2.473 0.016
Attendance in LET review 0.218 2.429 0.018
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