Journal of Business & Management Studies

JBMS 03|Volume 1|Issue 1|2015

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Research Article
PREDICTORS OF BOARD EXAM PERFORMANCE OF THE
DHVTSU COLLEGE OF EDUCATION GRADUATES
Dolores T. Quiambao1, Enrique G. Baking1, Laura Miriam B. Buenviaje1,
Alvin V. Nuqui1, Reynaldo C. Cruz1
1Don Honorio Ventura Technological State University, Philippines
Correspondence should be addressed to DOLORES T. QUIAMBAO
Received March 10, 2015; Accepted March 26, 2015; Published March 31, 2015;
Copyright: © 2015 DOLORES T. QUIAMBAO et al. This is an open access
article distributed under the Creative
Commons Attribution License, which permits unrestricted use, distribution, and
reproduction in any medium,
provided the original work is properly cited.
Cite This Article: Quiambao, D.T., Baking, E.G., Buenviaje, L.B., Nuqui, A.V.,
Cruz, R.C. (2015). Predictors of
Board Exam Performance of the DHVTSU College of Education Graduates.
Journal of Business & Management
Studies, 1(1). 1-4
ABSTRACT
As the institution endlessly offer quality education, innovating instruction
practice and enhancing graduates’ performances
serve up as an input for professional development. The main concern of the study
is to determine the predictors of board
exam performance of education graduates at Don Honorio Ventura Technological
State University. Survey method and
extensive documentary analyses were utilized in gathering and interpreting the
data. Findings of the study revealed
teachers’ educational attainment, teachers’ length of service, quality of library
facilities, quality of laboratory facilities,
students’ intelligence quotient, and students’ grade point average formed a very
significant set of predictors for passing the
licensure examination for teachers. Hence, these factors are to be considered vital
in developing policies to further improve
the education graduates performance in the licensure examination.
KEY WORDS: Board examination, education graduates, predictors, descriptive
correlation, Don Honorio Ventura
Technological State University, College of Education, Bacolor Pampanga
Philippines
INTRODUCTION
As the institution endlessly offer quality education,
innovating instruction practice and enhancing graduates’
performances serve up as an input for professional
development (Pachejo and Allaga, 2013). In this case,
Republic Act 8981 or Philippine Regulatory Commission
(PRC) implements certificate of registration and valid
professional license specifically for passed education
graduates in Licensure Examination for Teachers (PRC,
2000). The agency monitors the performance of
universities and ensures the global competency and
modernization of teaching interventions by teachers in
Philippines and uplifts their performance for professional
strategy (Castillo et al, 2000), Garcia, 2010) and
(Figuerres, 2010).
In line with this, the academe assures the effectiveness of
their educational programs through analyzing determinants
of Education Graduates’ Performance in Licensure
Examination for Teachers. Based on the study conducted
by Pachejo and Allaga (2013) in Rizal Technological
University, Academic Performance of examinees in the
field of Specialization (Computer Education, English,
Filipino, Mathematics, Science and Social Studies),
General Education (Social Sciences, Mathematics,
Science, Filipino and English) and Professional Education,
serves as the key factor in their L.E.T. performance. Study
have been revealed that academic grades of the student
serves as the predictor in achieving 90% of passing rate for
2010 board examination.
Likewise, examinees in Southern Leyte State University –
San Juan from 2007-2010 have found the consistency of
students’ performance conducted by Garcia (2010). Also,
study conducted by Figuerres (2010) study for board
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examinees of University of Northern Philippines have
found that institutional passing rate were higher than
national passing rate of L.E.T elementary. It has been
recommended that performance of education graduates will
be improve through prioritizing PRC-LET competencies
and Commission on Higher Education, Department of
Education requirements, monitoring pre-service teaching
and learning processes and revising specialization courses.
With relation to advocating Licensure Examinations’
effectiveness, Mock Examinations or Comprehensive
Examination was conducted by the universities in the
Philippines to trace the weakness of the examinees and to
analyze their performance (Montemayor et al, 2009).
Bachelor of Science in Basic Education Graduates of
University of the Cordilleras have been studied through
undergoing mock examination in the L.E.T. Imitating the
actual examination, College of Education Faculty
organized the comprehensive examination and it has found
out that respondents gained positive impact of the said
examination in their performance. It has been
recommended to continually conduct comprehensive or
mock examinations to education graduates before taking
Licensure Examination for Teachers to increase their
probability in passing the board examination (Riney et al,
2006), (Tella, 2008) and (Xu and Ye, 2014).
On the other hand, profile of respondents, level of
motivation, gender, race and career preferences are
personal factors that serves as the strong determinants of
Board Examination Performance (Pascual and Navalta,
2011), (Goldhaber and Hansen, 2010) and (Pascua, 2011).
Mental and Psychological enhancement of education
graduates through high level of motivation, perseverance;
determination and influence by the institution to pass the
board examination have been shaped as one of the strong
factors affecting Licensure Examination for Teachers.
Based on the study conducted by Pascual and Navalta
(2011) in State University, female respondents achieved
higher level of passing rate in board examination and most
of them came from Music, Arts, Physical Education and
Health (MAPEH) major and examinees’ Grade Point
average ranged from 2.00-2.25. Likewise, institutions that
achieved high level of passing rate serves as the influential
factor in the personalities of examinees to pass the board
examination (Pascual and Navalta, 2011), (Goldhaber and
Hansen, 2010) and (Pascua, 2011).
However, several problems have been encountered by
institution providing quality performances for licensure
examination. Graduates with English Proficiency
decreased as the Elementary major graduates focused on
Filipino language (Pascua and Navalta, 2011). Also,
student teachers experienced lack of educational trainings,
shortages of resources, engaging with traditional teaching
interventions and loss of global competency to achieve
passing board examination (Pascua, 2011) and (Figuerres,
2010).
Also, ineffective academic programs and in-house review
implemented by the academe decreased the level of
motivation of the student teachers to perceived better
academic performance and high ratings of examination
(Riney et al, 2006). Curriculum misalignment including
failure to fulfill educational trainings and mock
examinations were the problems encountered by the
education graduates. Losing quality educational system
largely affects the academic, social and pedagogical
learning of the examinees resulting in to loss of motivation,
interest and determination in their examination (Pachejo
and Allaga, 2013).
LITERATURE REVIEW
Previous studies have indicated that, by and large,
performance of Education Graduates in Licensure
Examination for Teachers is shaped both by personal and
educational factors. As an evidence, a study conducted by
Filipino researches have been found that academic
performance in terms of Specialization (Computer
Education, English, Filipino, Mathematics, Science and
Social Studies), General Education (Social Sciences,
Mathematics, Science, Filipino and English) and
Professional Education serves as the strong predictor of
Board Examination Performance (Pascua and Navalta,
2011), (Pachejo and Allaga, 2013), (Garcia, 2010) and
(Figuerres, 2010). Also, Admission Test, Degree Course,
English Proficiency and Institutional Passing rate of
Education Graduates are the factors affecting with the
effectiveness of education respondents in Licensure
Examination for Teachers (Pascua, 2011), (Ogena et al,
2013) and (Wenglinsky, 2000). Teaching factors and
implemented policies of In-house review conducted by
universities and review center are the factors that largely
affect their board examination performance (Youngs et al,
2003), (Pecheone and Chung, 2006), (Duckor et al, 2014)
and (Wenglinsky, 2000).
Meanwhile, Mock Examinations defined as one of the
predictors that influenced the performance of Education
Graduates (Montemayor et al, 2009). Bachelor of Science
in Basic Education Graduates of University of the
Cordilleras have been studied through undergoing mock
examination in the L.E.T. Imitating the actual examination,
College of Education Faculty organized the comprehensive
examination and it has found out that respondents gained
positive impact of the said examination in their
performance. It has been recommended to continually
conduct comprehensive or mock examinations to education
graduates before taking Licensure Examination for
Teachers to increase their probability in passing the board
examination (Riney et al, 2006), (Tella, 2008) and (Xu and
Ye, 2014).
On the other hand, profile of respondents, level of
motivation, gender, race and career preferences are
personal factors that serves as the strong determinants of
Board Examination Performance (Pascual and Navalta,
2011), (Goldhaber and Hansen, 2010) and (Pascua, 2011).
Mental and Psychological enhancement of education
graduates through high level of motivation, perseverance;
determination and influence by the institution to pass the
board examination have been shaped as one of the strong
factors affecting Licensure Examination for Teachers.
Based on the study conducted by Pascual and Navalta
(2011) in State University, female respondents achieved
higher level of passing rate in board examination and most
of them came from Music, Arts, Physical Education and
Health (MAPEH) major and examinees’ Grade Point
average ranged from 2.00-2.25. Likewise, institutions that
Journal of Business & Management Studies
JBMS 03|Volume 1|Issue 1|2015
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achieved high level of passing rate serves as the influential
factor in the personalities of examinees to pass the board
examination (Pascual and Navalta, 2011), (Goldhaber and
Hansen, 2010) and (Pascua, 2011).
OBJECTIVE OF THE STUDY
The main objective of the study is to determine the
predictors of board exam performance of the DHVTSU
College of Education graduates.
METHODOLOGY OF THE STUDY
The researchers made use of the ex post facto research
method or causal comparative method since they
investigated accessible documents pertaining to the
academic performance and LET rating of the teacher
education graduates from 2011 to 2013. In addition,
correlational method was utilized in finding the influence
of teacher, school, and students’ factors affecting their
performance in the licensure examination for teachers.
Survey method was employed in determining the teachers’
educational attainment, teachers’ length of service, quality
of schools’ library facilities, as well as laboratory facilities.
The documentary analysis technique was the main tool in
gathering the students’ grade point average, intelligence
quotient, and LET performance. Data on the academic
performance of the graduates were obtained from the
registrars’ office of Don Honorio Ventura Technological
State University.As regards to the Licensure Examination
for Teachers data, the results were acquired from the
master list of examinees with their corresponding
performance rating at the Dean’s office as certified by the
Professional Regulation Commission (PRC).
The population of study comprised of teacher education
graduates of Don Honorio Ventura Technological State
University who passed the licensure examination for
teachers from 2011 to September 2013.
Correlation and regression analyses were primarily used in
determining the predictors of board exam performance of
education graduates at Don Honorio Ventura
Technological State University.
RESULTS AND DISCUSSION
Results of the regression in Table 1 revealed that the three
factors namely learning teachers’ length of service, quality
of library facilities, and students’ intelligence quotient
produced B coefficients of .224, .312, and .804 with
associated probability less than the significance level set at
.05. The findings indicate that for every unit increase in the
teachers’ length of service, quality of library facilities, and
students’ intelligence quotient could generate a .218
(teachers’ length of service), .336 (quality of library
facilities), and .458 (students’ intelligence quotient)
increases in the performance of Education graduates in the
board examination. The factors “teachers’ educational
attainment”, “quality of laboratory facilities and “students’
grade point average” also contribute to the students’
performance in board examination but not to a significant
extent. The obtained F-ration of 3.671 which was found
significant at .05 alpha indicates that the teachers’
educational attainment, teachers’ length of service, quality
of library facilities, quality of laboratory facilities, students’
intelligence quotient, and students’ grade point average
formed a very significant set of predictors for passing the
licensure examination for teachers (LET).
Table 1: Regression Analysis of the Factors Affecting the Board Exam
Performance of the DHVTSU College of Education
Graduates
Variables Unstandardized
Coefficients
Standardized
Coefficient
T
P-value
B S.E Beta
(Constant) 1.107 .238 4.658 .000
Teachers’ educational
attainment
.154 .100 .169 1.544 .125
Teachers’ length of service .224 .094 .218 2.379 .019
Library facilities .312 .073 .336 4.307 .000
Laboratory facilities .870 .686 .321 1.267 .216
Students’ IQ .804 .894 .458 .899 .000
Students’ GPA .068 .057 .093 1.185 .238
R-squared – .812
F – 3.671
p-value - .022
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JBMS 03|Volume 1|Issue 1|2015
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alpha - 0.05
The findings of the study revealed that it is vital that
teacher, school, and student factors are studied very well so
that graduates’ will surely make it in the board examination
for teachers. The amount and quality of education an
education graduate receives is a logical place to start for
determining teachers’ LET performance.
The present findings indicated that the academic average
correlates positively with the ratings of LET coincides with
the findings of Menecio (2002) that the academic
performance of accounting graduates of St. Louis
University had a positive relationship in the CPA board
examination. Balmeo (2003) referred to grade as concrete
measure that quantifies student’s level of learning. It also
presents a clear picture on how far student’s performance
and achievement have reached a required standard.
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