PREDICTORS OF PERFORMANCE IN BOARD LICENSURE

EXAMINATION FOR TEACHERS

In partial fulfillment of the requirements in our program

Bachelor of Secondary Education

CARLO P. MANABAT

ERIZZA MAE A. PAGOSO

JESSICA MAE C. SALAZAR

February 2020
 ABSTRACT

The purpose of this study is to examine the predictors including study habits, motivation,

study attitudes as well as academic performance concerning the Board Licensure Examination

for Teachers performance of Bachelor of Secondary Education graduates. Participants were 31

Bachelor of Secondary Education graduates of Our Lady of the Sacred Heart College of

Guimba, Inc. Partial least square- structural equation modelling was used to measure the direct

and indirect effects of the structural model. Results revealed that respondents have a high level

of study habits and attitudes while low level in terms of motivation. Results of the analysis

confirmed that study habits were significantly related to academic performance. Therefore, when

the respondents continue their study habits, they can attain a good academic performance.

Additionally, it was revealed that study attitudes as well as academic performance significantly

predict the Board Licensure Examination for Teachers performance. The mediation analysis

showed that academic performance act as a mediator on the relationship between study habits

and Board Licensure Examination for Teachers performance. This indicates that poor study

habits can cause poor performance in Board Licensure Examination for Teachers. Limitations

and recommendations were also discussed in the research.

 Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Educators play a vital role in the teaching – learning process. The importance of teachers

has been seen all through the years as teachers bring great impact to the future of every

individual. Undoubtedly, the strength of an educational system lies upon the hands of the quality

of its educators.

The role of a teacher is comprised of academic, pedagogical and social roles. Academic

role includes teaching, counselling and supervisory roles. Furthermore, teachers serve as

facilitators of learning, who are involved in motivating students to learn, and creating a

conducive environment for learning to take place.

However, before becoming a professional educator, aspiring teachers face many

challenges along the journey to be developed and prepared for the teaching – learning

environment. Aside from dealing with diverse learners, integrating curriculum with 21 st century

learning skills, development and growth in Information Communications Technology (ICT), and

creating an effective pedagogy in teaching, one of the major challenges being faced by aspiring

teacher is to pass the Board Licensure Examination for Teachers. Teacher education is one of the

courses that require a board examination along with accountancy, engineering, and nursing.
 With this, the Republic Act 7836 or also known as the Philippine Teacher

Professionalization Act of 1984 established a licensure examination for the aspiring educators as

it defines Licensure Examination for Teachers (LET), now known as Board Licensure

Examination for Teachers (BLET), as one way of improving and strengthening the educational

system of the country to be globally competitive. On April 21, 2004, certain sections of R.A.

7836 was amended, it is called the Republic Act 9293.

Licensure examination is considered important by teacher education students in their

professional development. A professional teacher license or teacher certification is the highest

mark of professional accomplishment that makes the teacher a member of a larger network of

accomplished educators shaping the profession (Acosta & Acosta, 2016). LET assesses the depth

of understanding of a particular student and how well would he be able to teach when given the

opportunity.

Board Licensure Examination for Teachers is currently the most numbered examinees

being administered twice a year in places and dates determined by the Board of Professional

Teachers. It included three test components for Bachelor of Secondary Education including the

general education, professional education and field of specialization. The general education

includes the following subjects: English, Filipino, Mathematics, Science, Social Sciences, and

Information and Communication Technology (ICT). On the other hand, the Child and

Adolescent Development, Facilitating Learning, Principles of Teaching 1 and 2, Curriculum

Development, Developmental Reading, Assessment of Learning 1 and 2, Teaching Profession,

and Social Dimension of Education is included in the professional education. The field of

specialization comprised of English, Mathematics, Biological Science, Physical Science, Music,

Arts and Physical Education and Health (MAPEH), Technology and Livelihood Education

(TLE), Social Studies, and Computer Education. While the BLET of BSED consists of 3

components, the Bachelor of Elementary Education, BLET only consists of two tests: general

education and professional education. Because of that, every teacher education graduate is

required to take the Board Licensure Examination for Teachers (BLET) in order to practice the

profession. Those who passed the board examination will not only gain honour and will also

have competitive edge over those who are non-BLET passer.

The examiner’s rating for BSED should be at least 75% with no rating of 50% in any

subjects to be qualified to pass the board examination. Over the years, the results of the said

examination reflected how the educators performed and execute what they learn. In 2014, the

national passing rate of LET for secondary education was 34.40%. In the next two years it was

decreased into 31.63% (2015) and 33.78% (2016). However, in 2017 it was remarkably

increased into 46.37% as well as in 2018 wherein the passing rate went to 48.03%

Over the years, researchers have been interested on identifying predictors of LET

performance. The studies that were being conducted revealed the predictors that may affect the

BLET performance of an examiner. According to Kennedy (1992), a predictor variable is a

variable that is being used to predict some other variable or outcome. Predictor variable is often

confused with independent variable. Though these terms are often used interchangeably, they

actually refer to two different concepts. Predictor variable and independent variable are both
similar in that they are used to observe how they affect some other variable or outcome. The

main difference is that independent variables can be used to determine if one variable is the

cause of changes in another, whereas predictor variables cannot.

Several studies pointed how study habits greatly predict the LET performance of the

examiner. (Bentil et. al, 2018, Cardelle-Elawar and Nevein, 2003; Crede and Kuncel, 2008;

Nagaraju, 2004; & Nuthana and Yenagi, 2009)

Crede and Kuncel (2008) and Nuthana and Yenagi (2009), revealed that study habits

impact the academic performance of the students. Moreover, if the students have better note –

taking and reading skills, the better they perform academically which also have directly

relationship to their performance during board examination. Logically, good study habit is an

effective keen on intellectual competence, and relevant activities deliberately directed to

construct knowledge and develop skills to achieve their goals.

It was also emphasized by some researchers that study attitudes predict the LET result.

Students with positive attitude of learning, correlate with their academic success. (Aquino, 2011;

Mendezabal, 2013; & Sarwar et. al, 2010)

As Mendezabal (2013) confirmed that in pursuing academic success, one must not only

possess cognitive skills but also sound study habits and attitudes. A significant correlation

between students’ study habits and attitudes and their performance in licensure examinations was
clearly shown in their study. Thus, to be able to perform well in the board examination, students

should also improve their study habits and attitudes.

Level of motivation is a personal predictor of academic performance (Pascual and

Navalta, 2011). It is clearly mentioned by Yu (2011) in his study that motivation has been

identified as one of the factors that influence the students’ academic performance. Aside from

cognitive skills, motivation also plays an important role in determining the GPA of the students.

Gupta and Mili (2016), results indicated that significant relationship existed between motivation

and academic achievement of the students. Hence, it implies that the higher motivation a student

possess, the higher will be academic achievement, thus, a lower level of motivation, the lower

will the academic performance.

On the other hand, overall academic performance including the general education,

professional education, and field of specialization can predict the board examination

performance (Baking et. al 2015; Figuerres, 2013; Garcia, 2010; Montebon, 2005; Pachejo and

Allaga, 2013; Pascua and Navalta, 2011; Rabanal, 2011; & Salundaguit, 2009). The research of

Rabanal (2011) indicated how these factors would greatly affect the teacher education

performance. Hereafter implies that the general point average (Figuerres, 2013) is one of the

major predictors in passing the Licensure Examination for Teachers.

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 LET

performance.

Based on the related literature and studies mentioned above, number of researchers said that

there are some predictors in passing the Licensure Examination for Teachers. Other researchers

said that, Study Habits and Attitudes directly predict the BLET performance; some said that the

academic performance can also predict the LET result. But there’s no studies claiming academic

performance predicts the effect of study habits, motivation and study attitudes towards LET

performance.

The researcher identified a methodological gap in the prior research. There is a lack of

structural equation modelling research designs in the predictors of BLET performance. This

prompted the researchers of this present study to conduct an investigation about the predictors of

the secondary teacher education graduates of Our Lady of the Sacred Heart College of Guimba,

Inc. which it aims to help the institution as well the future examiners to improve their LBET

performance through path analysis.

STATEMENT OF THE PROBLEM

This study shows the variety of predictors concerning the Board Licensure Examination for

Teachers (BLET) performance. The purpose of the study is to propose a structural model that

will portray the predictors that influence the Licensure Examination for Teachers performance of

the Secondary Education graduates of Our Lady of the Sacred Heart College of Guimba, Inc.

Specifically; it shall seek to answer the following questions:

1. How may the respondents be described in terms of:

a. Study Habits

b. Study Attitudes

c. Motivation

2. Do the following variables predict BLET performance:

a. Study Habits?

b. Study Attitudes

c. Academic Performance?

3. Does academic performance predicts the effects of the following variables to BLET

performance:

a. Study Habits?

b. Motivation?

c. Study Attitudes?
HYPOTHESIS DEVELOPMENT

Various studies have identified that Study Habit, Attitudes and Motivation greatly predict

the Academic Performance of an examiner. On the other hand, some researchers also found that

the Academic Performance positively predicts the BLET performance of an examiner. But no

studies have identified how academic performance mediates the effects of Study Habits,

Attitude, and Motivation to BLET. Therefore, the researchers hypothesize that:

H1: Study Habits, Attitudes, and Motivation positively predicts the Academic performance

H2: Study habits, study attitudes, academic performance greatly predict BLET performance.

H3: Academic performance predicts the effects of study habits, motivation and study attitudes to

BLET performance.

Conceptual Framework:

Study
Habits
Board Licensure
Examination
Academic
Motivation For
Performance
Teachers
Performance

Study
Attitudes

Figure 1.1. Predictors of Board Licensure Examination for Teachers (LET) Performance
 Figure 1.1 shows the conceptual framework of the study. The variables under

consideration are study habits, attitude, motivation, and academic performance as predictors of

Board Licensure Examination for Teachers.

A predictor variable is a variable that is being used to predict some other variable or

outcome (Kennedy, 1992).

Study habits indicate the degree on which the students engage themselves in regular and

appropriate studying routines that is conducive for a student to learn. Nneji (2002) states that

study habits are learning tendencies that allows the students to learn and explore on their own. It

contributes significantly in the development of knowledge and perceptual capacities. Hence,

study habits tell a person how much he will learn and how far he wants to discover on his own.

Study attitudes refer to the student’s optimism towards a specific act of studying and in

achieving a broader set of their goals. According Mendezabal (2013), study attitudes refer to as

the student’s optimism towards a specific act of studying and in achieving a broader set of their

goals, can also influence academic performance. Significant aspect of student’s attitudes towards

learning is the capacity of an individual to see what has to learn.

Motivation , as described by Robert Dubin (1970) , is the complex set of forces that

moves the person to action, and continues him in the course of action already initiated. For

McFarland (1974), motivation refers to the way in which urges, drives, desires, aspirations, and

strivings or needs direct, control or explain the behaviour of human beings. As claimed by
Buford et. al (1995), it is a predisposition to behave in a purposive manner to achieve specific,

unmet needs.

Academic performance is defined by the students general point average (Williams, 2018).

Academic performance refers to the extent to which a student achieved his/her short – term or

long – term educational goals. It measures the students’ achievement across various academic

subjects in which teachers and education officials typically assess by means of classroom

performance, graduation rates and results from standardized tests.

As can be seen, the framework suggests that the respondent’s study habits and attitudes

and academic performance can directly predict BLET performance. It can be noted that academic

performance predicts the effects of study habits, motivation and study attitudes to BLET

performance as well as how academic performance and performance in mock examination

mediate the effects of the study habits, motivation and study attitudes to BLET performance.

Study habits as revealed by some researchers (Bentil et. al, 2018, Cardelle-Elawar and

Nevein, 2003; Crede and Kuncel, 2008; Nagaraju, 2004; & Nuthana and Yenagi, 2009) is

predictor in passing the board examination. In the study of Crede and Kuncel (2008) and

Nuthana and Yenagi (2009), it emphasized that study habits impact the academic performance of

the students. Moreover, if the students have better note – taking and reading skills, the better they

perform academically which also have directly relationship to their performance during board

examination.
 Study attitudes predict the BLET performance. (Aquino, 2011; Mendezabal, 2013; &

Sarwar et. al, 2010) . According to Mendezabal (2013), to be able to improve LET performance,

one must have a positive attitude towards learning. Sarwar et. al (2010), exposed in their study

that student’s attitude has a direct relationship towards academic success implying that a student

with positive learning approach can perform better. Thus, to be able to perform well in the board

examination, students should also improve study attitudes.

Motivation as mentioned by Yu (2011) in his study, have been identified as one of the

factors that influence the students’ academic performance. Aside from cognitive skills,

motivation also plays an important role in determining the GPA of the students. In a present

study of Gupta and Mili (2016), results indicated that significant relationship existed between

motivation and academic achievement of the students. Hence, it implies that the higher

motivation a student possess, the higher will be academic achievement, thus, a lower level of

motivation, the lower will the academic performance.

On the other hand, a study revealed that there was a significant relationship in the

academic performance of and LET results (Salundaguit, 2009) and by means of Somer’s d,

positive correlation was revealed with this factor indicating that if an examinee excel

academically, then there is a higher chance that they pass the board examination. According to

Pascua and Navalta (2011), if the examiner has a higher GPA, the higher expectation in the LET

performance will be, hence, a student should have a higher the higher the General Point Average,

the higher the expected LET performance. However, in the study conducted in Rizal Technology
University by Allaga (2013), implied that a weak relationship between Let performance of the

graduates and their academic performance.

SCOPE AND DELIMINATION

Initially, this study focuses on the given variables as factor that can affect the Board

Licensure Examination Performance of the Teacher Education graduates. This study was

composed of 38 Bachelor of Secondary Education graduates of OLSHCO from the different field

of specialization in Our Lady of the Sacred Heart College of Guimba, Inc.

SIGNIFICANCE OF THE STUDY

This study will benefit the following:

 Administration of the School. This study will benefit the administration of the school to

engage the students in activities that will enhance their motivation, study habits, attitudes

towards a good GPA for improving their BLET performance. This will also improve the

school in developing teachers’ education, thus preparing globally – competitive teachers

in the future.

 Teacher Education students. This study will benefit teacher education students to be

able to understand the factors that affect their Board Licensure Examination for Teacher

performance. With this, they will be able to improve and strengthen the factors to pass
 board examination. Information being collected will help in the coming up of the

strategies to students who are just enrolled on college as well as the former ones. Teacher

education student can also be given a chance to strengthen their weaknesses in the factors

that would affect their board exam. Should these variables significantly predict ratings in

the BLET, most likely BSED students would do their best in those variables so as to get a

license to teach.

 Future Researchers. This study will help the future researcher by using the findings of

the study for further research specifically related to the factors that affect the Board

Licensure Examination for Teachers performance of the students.

Definition of Terms:

In this study, the researchers used these terms to clarify the unfamiliar words for the readers.

 Predictors refer to the determinants or factors which can affect or influence the results of

the BLET.

 Non Cognitive Predictors are skills related to motivations, integrity, and interpersonal

interaction.

 Cognitive Predictors refers to the thinking processes and mental procedures involved in

the learning process.

 Study Habits indicate the degree on which the students engage themselves in regular and

appropriate studying routines that is conducive for a student to learn. In this study, the
 researchers used this as the variable that directly predicts academic performance and

Board Licensure Examination for Teachers performance.

 Study Attitudes refer to the student’s optimism towards a specific act of studying and in

achieving a broader set of their goals. In this study, the researchers used this as the

variable that directly predicts academic performance and the Board Licensure

Examination for Teachers performance.

 Motivation refers to the way in which urges, drives, desires, aspirations, and strivings or

needs direct, control or explain the behaviour of human beings. In this study, the

researchers used this as the variable that mediated by academic performance and mock

examination to predict the BLET performance.

 Academic Performance refers to the measurement of the final grade earned in a course

or year. In this study, the researcher used to predict the Board Licensure Examination for

Teachers performance.

 Board Licensure Examination for Teachers is a qualifying examination for all aspiring

teachers. In this study, the researcher used this as dependent variable which measured by

the other independent variable and factors.

 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the literature and studies which indicate and show some of the ideas

and conclusions of the past studies about the predictors (cognitive and non-cognitive) of the

Board Licensure Examination for Teachers. This chapter helps us in familiarizing information

that is relative to the current study.

Licensure examination is considered important by teacher education students in their

professional development. A Professional Teacher License or Teacher Certification is the highest

mark of professional accomplishment that makes the teacher a member of a larger network of

accomplished educators shaping the profession [ CITATION Aco161 \l 2057 ] . LET assesses the

depth of understanding of a particular student and how well would he be able to teach when

given the opportunity.

The Republic Act 7863 or also known as the Philippine Teacher Professionalization Act

of 1984 established a licensure examination for the aspiring educators as it defines Board

Licensure Examination for Teachers (BLET) as one way of improving and strengthening the

educational system of the country to be globally competitive. On April 21, 2004, certain sections

of R.A. 7836 was amended, it is called the Republic Act 9293. BLET formerly known as

Licensure Examination for Teachers (LET) and Philippine Board Exam for Teachers (PBET) of

the Professional Regulation Commission (PRC), measures the extent of knowledge acquired by

teacher education graduates. This examination is the answer to the government’s requirements to
teacher education graduates which is stipulated in Republic Act No. 7836 otherwise known as

the Philippine Teachers’ Professionalization Act of 1994. It clearly requires that no teacher shall

practice teaching profession without having obtained a teaching license from the PRC [ CITATION

Lag17 \l 2057 ]. The government is continuously checking the quality of graduates through this

licensure examination. Specifically, the Teacher Education Institutions (TEIs) have exerted

efforts to ensure that their graduates will surely perform well in the Board Licensure

Examination for Teachers (BLET) given by the Philippine Regulations Commission (PRC) twice

a year for prospective teachers.

Several works pointed out how cognitive factors predict the academic performance of a

student. However, in recent studies, some researchers found out that non – cognitive factor such

as Study Habits, Attitudes and Motivation can also be a good predictor of academic success.

Non-cognitive Predictors

Researchers firmly believe that non – cognitive factors and skills are equally or even

more important than cognitive aspects in educative process. According to Barrett (2014), non –

cognitive predictors should be taken seriously. Some identified non – cognitive predictors

include attitudes, abilities, self – concept, self – efficacy, anxiety, coping strategies, motivation,

perseverance, confidence, etc.

 In a literature review by Nagaraju (2004), Study Habits and Attitudes are two of the main

factors that predict the academic performance. These greatly influence the potential of the learner

to excel in his/her class.

Nneji (2002) states that Study Habits are learning tendencies that allow the students to

learn and explore on their own. It contributes significantly in the development of knowledge and

perceptual capacities. Hence, Study Habits tell a person how much he will learn and how far he

wants to discover on his own.

This was also supported by Cardelle-Elawar and Nevein (2003), who emphasized that

Study Habits are another application of knowledge and individual’s intelligence and skills to

accomplish the given task. Logically, good study habit is an effective keen on intellectual

competence, and relevant activities deliberately directed to construct knowledge and develop

skills to achieve their goals.

Fielden (2004), claims that if a student executes a good study habits, there is a higher

possibility that students will be engaged in critical thinking, selecting, analyzing, and

synthesizing. If a students’ objective is to enhance the educational competence, they must use an

effective strategy to learn. According to Menzel as cited by Rana and Kausar (2011), students

fail not because they lack in cognitive skills but because they have inadequate study attitude. As

much study habit is important for higher academic achievement of students, as much it is

important for their fruitful use of leisure time.

 Additionally, the work of Issa et. al (2012), has drawn the attention to the fact that

reading activities everyday will engage the students improve their studying skills and academic

performance.

This finding is supported by the study of Crede and Kuncel (2008) and Nuthana and

Yenagi (2009), which revealed that study habits impact the academic performance of the

students. Moreover, if the students have better note – taking and reading skills, the better they

perform academically which also have directly relationship to their performance during board

examination. On the other hand, if the student lacks of study habits skill, therefore, the student

will have poor academic performance.

In a mixed sequential exploratory approach study entitled, Study Habits of Students:

Keys to Good Academic Performance in Public Junior High Schools in the Ekumfi District of

Ghana conducted by Bentil et. al (2018), it revealed that study habits among the Junior High

School predict their good academic performance. With this study, it exposes how significant

study habits are towards academic performance.

In another study conducted by Rabia et. al (2017), entitled A Study on Study Habits and

Academic Performance of Students, results showed that effective study habits such as reading

textbooks before coming to the class and studying alone can be a great way to improve studies,

and improve performance, doing their assignments on time, making some planned schedule for

the tasks and goals, and jotting down notes during class discussion can shape them in having a

better academic performance.

 Along with Study Habits, Study Attitudes, which Mendezabal (2013) referred to, as the

student’s optimism towards a specific act of studying and in achieving a broader set of their

goals, can also predict the academic performance. Significant aspect of student’s attitudes

toward learning is the capacity of an individual to see what has to learn.

Students with positive attitude of learning, correlate with their academic success. For

instance, Sarwar et. al (2010), exposed in their study that student’s attitude has a direct

relationship towards academic success implying that a student with positive learning approach

can perform better.

A study conducted by Aquino (2011), suggested that favorable attitudes most noted were

students utilizing their vacant hour so as to reduce evening work; taking few minutes to review

answers before passing their examination paper, working hard to make a good grade even if they

don’t like the subject, studying three or more hours per day outside of class, organizing their

work at the beginning of their study to utilize the time most effectively, giving special attention

to neatness on reports and assignments and other work to be turned in among others.

Despite of the importance of these non – cognitive factors contributing to the academic

success, the educational institutions seem to pay little attention in understanding these factors

(Baquiran, 2011).
 Similarly, a great deal of research provides evidence, that Study Habits and Study

Attitudes are both significant variables, which predict the licensure examination performance of

students.

The result of the study of Mendezabal (2013), confirmed that in pursuing academic

success, one must not only possess cognitive skills, but also sound study habits and attitudes. A

significant correlation between students’ study habits and attitudes and their performance in

licensure examinations wer clearly shown in their study. Thus, to be able to perform well in the

board examination, students should also improve their study habits and attitudes.

Recent findings also pointed out that motivation, as described by Robert Dubin (1970) is

the complex set of forces that moves the person to action, and continues him in the course of

action already initiated. For McFarland (1974), Motivation refers to the way in which urges,

drives, desires, aspirations, and strivings or needs direct, and control or explain the behaviour of

human beings. As claimed by Buford et. al (1995), it is a predisposition to behave in a purposive

manner to achieve specific, unmet needs.

Although cognitive skills can greatly contribute in passing the examination, studies

showed that the differences of individuals can also be an advantage in becoming a professional

educator. Levels of motivation may vary among individuals. There are students who are more

motivated and there are some who are not really into the examination performance.
 It is clearly mentioned by Yu (2011) in his study that motivation has been identified as

one of the factors that predicts the students’ academic performance. Aside from cognitive skills,

motivation also plays an important role in determining the GPA of the students.

In a literature review of Srivastava (2018), positive motivation takes place when

individual’s efforts are directed towards his achievement of goals. This kind of motivation

increases the level of performance and a sense of cooperation and generates a feeling of

belongingness and happiness. On the other hand, negative motivation results from the use of

force, pressure, fear or threat. This fear of punishment prompts the person to work hard and

achieve the goals. However, it is realized that negative motivation is not desirable to motivate the

employees.

As the academic demands on students become greater (both in school and at home),

figuring out what motivates and engages students is essential (Toshalis & Nakkula, 2012, p. 29).

Some students find that their level of motivation is not adequate enough to guide them towards

academic success.

(Cortez, Alipante, & Lajato, 2017), focused on the cognitive, emotional, and physical

aspects of the graduates. Their study revealed that the cognitive and emotional domains were

significant predictors in passing LET. Ineffective academic programs and in-house review

implemented by the academe decreased the level of motivation of the student teachers to

perceive better academic performance and high ratings of examination (Riney, Thomas,
Williams, & Kelley, 2006). (KÖSEOĞLU, 2014), found that there is a statistically significant

difference between male and female students in academic motivation.

In relation to this, the study of Sikhwari (2014), found out that females have higher

motivation scores than males. It contradicts the findings of Desai (1979) and Hirunval (1980),

where males were found to have higher academic motivation than females. While Krishnamurthy

(2000), found that sex is not a predicting factor in academic achievement motivation.

In a present study of Gupta and Mili (2016), results indicated that significant relationship

existed between motivation and academic achievement of the students. Hence, it implies that the

higher motivation a student possesses, the higher academic achievement will be thus, a lower

level of motivation, the lower academic performance will the.

The findings of the study are in accordance with the earlier results of Kumar (2013),

Sikhwari (2014), and Momanyi et. al (2015), on the influence of motivation to academic success.

While the students have high academic motivation, they concentrate more in the classroom.

Having a better study habits, and putting forth more effort are more persistent, and as a result

they perform better in the exam. Likewise, the results of the study conducted by Srivastava

(2018), clearly showed a greater degree of impact of motivation on student’s overall performance

and growth.
Cognitive Predictors

Cognitive predictors refer to characteristics of the person that affect performance and

learning. These predictors serve to modulate performance such that it may improve or decline.

These predictors involve cognitive functions like attention, memory, and reasoning (Danili &

Reid, 2006). Performance on various activities of daily living has been found to be affected by

these predictors.

Academic Performance refers to the extent to which a student achieved his/her short –

term or long – term educational goals. This is very important because this will reflect on how

dedicate and passionate they are in learning, especially to the field they chose.

Montebon (2005) found out in his study that the academic performance can greatly

predict their LET performance. According to Quiambao, Baking, Buenviaje, et. al (2015), the

overall academic performance including the general education, professional education, and field

of specialization can greatly predict the board examination performance. The research of

Rabanal (2011) indicated how these factors would greatly predict the teacher education

performance. Hereafter , (Figuerres, 2013), implies that the general point average is one of the

major predictors in passing the Licensure Examination for Teachers.

 Several evidences in the 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).

Pascua and Navalta (2011), emphasized if the examiner has a higher GPA, the higher

expectation in the LET performance will be. Hence, a student should have a higher General Point

Average, the higher the expected LET performance.

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 predictor in their LET performance.

Pascual and Navalta (2011), emphasized, in their studies that, the female respondent of

their study showed a higher passing rate in the examination and most of them are from MAPEH

majors. This served as another predictor in passing the board examination. Institutions with

higher passing rate, will influence the personalities and determinations of their students who will

likely pass the board examination.

 There was a significant relationship in the academic performance and LET results

(Salundaguit, 2009) and by means of Somer’s d, positive correlation was revealed with this

factor indicating that if an examinee excels academically, then there is a higher chance that they

pass the board examination. In contrast to this, the study conducted in Rizal Technology

University by Allaga (2013), implied that there is a weak relationship between Let performance

of the graduates and their academic performance.

As the result of the study of Castillo (2011) disclosed that the academic achievement of

the graduates in General Education subjects was found to be the best predictor of the success of

the BSEd graduates in LET.

There are rough roads to take before becoming a professional educator. The challenges in

passing the BLET may not be that easy but knowing these predictors that may affect the result of

one’s performance in BLET is really helpful for the aspiring educators to know their strengths

and weaknesses to overcome in preparing for this matter. Being an educator is not easy but it is

one of the most fulfilling and noble professions.

 Chapter 3

METHODOLOGY

In this chapter, it is clearly defining the research methods used to conduct the study. The

research design, research locale, sources of data sampling technique, data gathering tools, and

data gathering procedures are presented.

Research Locale

The study was conducted at Our Lady of the Sacred Heart College of Guimba, Inc.

formerly known as Our Lady of the Sacred Heart Academy (OLSHA). Our Lady of the Sacred

Heart College (OLSHCO) is a private Catholic Educational Institution located at Afan Salvador

Street within the compound of the Catholic Church of Guimba, Nueva Ecija. Currently, it offers

Pre-school, Elementary, Secondary (Junior and Senior High School) and tertiary education

which includes Bachelor of Elementary Education, Bachelor of Secondary Education, Bachelor

of Hospitality and Management, Bachelor of Hotel Restaurant and Management, Bachelor of

Science in Information Technology and Bachelor of Science in Office Administration. It also

offers Teaching Certificate Program and Associate in Computer Technology.

One of the major courses is the Education Program. Every year, the graduates of

Bachelor of Elementary Education and Bachelor of Secondary Education, participate in the

Licensure Examination for Teachers. For the past four years, it can be noted that the ratings of

the BSED passers were excellent. In 2013, the passing rate for BSED students was 39.61% and
all of the examiners from OLSHCO passed the examination. In 2014, they had an overall rating

of 50.00% from the national ratings of 34.40%. Last 2015, from 31.63% national passing rate,

their performance escalated into 41.67%. In 2016, it can be observed that the rating of BSEd

graduates from OLSHCO decreased almost 3%. From the national rating of 33.78%, they had an

overall performance of 30.43%. The same happened in 2017, wherein the national passing rating

46.37% was not met by the overall performance of the LET takers with only 29.63%. But last

2018, the examiners got a rating of 58.33% above from the national rating of 48.03%.

Research Design

Structural Equation Modelling (SEM) was used to analyze the structural relationships

between measured variables. For the analysis of the model, instead of covariance-based

structural equation modelling, a variance-based or component based which is Partial Least

Square (PLS) Approach was adopted in this study. PLS-based has several key advantages over

covariance-based SEM, including the following:

1. It always yields a solution even in complex models.

2. It is used for theory development and prediction.

3. It does not require variables to meet parametric analysis criteria, such as

multivariate normality and large sample sizes.

 WarpPLS 6.0 was used for analysis of relationships among the variables. The main

features of warpPLS 6.0 are:

1. It estimates p-values for path coefficients automatically and hence, significance

can be easily established.

2. It estimates model fit indices to assess if the data is well presented by the model.

3. It enables evaluation of measurement model as well as structural model.

4. It calculates Variance Inflation Factor (VIF) coefficients which affect the p-

values.

5. It pre-processes the data before SEM analysis and hence makes it easy to correct

problems with the data.

Respondents/Participants

The target population included for this research were the Bachelor of Secondary

Education graduates of the Academic Year 2017 – 2018 of OLSCHO.

Sources of Data

In this study, 31 secondary college students of Our Lady of the Sacred Heart College of

Guimba, Inc. were respondents in this study. Their information and answers on the survey were

essential in this study. The researcher asked for their General Weighted Average from the

registrar to satisfy the required information. The information and answers were maintained

confidentially for academic purposes.

Data Gathering Tools

In the preparation of the instrument, the requirements in designing a good data collection

must be consider. To provide and gather information, the researchers formulated questionnaires.

The questionnaires included Study Habits, Attitude and Motivation. The survey questionnaire

prepared by the researchers was based on the idea of the other studies from the reliable sources.

It was based on the standardized questionnaire tool of Michael, Michael, and Zimmerman

published in 1972 entitled, Study Attitudes and Methods Survey (SAMS), a self – report

inventory. The researchers paraphrased the some questions that will measure the variables under

consideration. The researchers also used a 4 – Likert Scale.

Validity and reliability of the instrument had been tested and administered among

selected Teacher Education students at Our Lady of the Sacred Heart College of Guimba, Inc. A

referral letter was endorsed to the Guidance Office to validate the questionnaires prepared by the

researchers.

A Likert 4-point Scale Method was employed for the measurement of the questionnaire,

ranging from “strongly agree” (SA), through “agree” (A), “disagree” (DA) and “strongly

disagree” (SD). A four (4) to one (1) score was given according to the extent of agreement and

disagreement. Four points indicate strongly agreed and one point indicates strongly disagreed.
Interpreting Each Scale

Study Habits

A high score on this scale suggests that the respondent has developed study habits that

allow you to complete assignments efficiently, and take exams successfully. The respondent is

systematic and organized; make efficient use of study time, which often allows him or her to

concentrate on other enjoyable activities. A low score on this scale may indicate that the

respondent may have not learned effective study skills and may spend extra time completing

assignments due to poor organization or ineffective study methods.

Motivation

If the respondent scored high on this scale, the respondent probably has a strong desire to

succeed in school and is willing to devote the time and energy needed to achieve his/her goals.

This sort of drive is generally accompanied by a desire to conform to the expectations of parents

and teachers. Students with a strong motivation usually earn the highest grades they are capable

of earning. Students with scores on the low end of this scale tend to be unwilling or unable to put

a great deal of effort into schoolwork and may receive grades well below their capabilities.

Study Attitudes

A high score on this scale suggests that the respondent likes learning new things and

doing school work. The respondent probably enjoys reading, writing, solving problems, and

demonstrating his/her knowledge to teachers and peers. Students who scored high on this scale
tend to earn good grades. Low scores on this scale may indicate lack of interest in school.

Students with low scores may be mainly interested in activities outside the school, and may

dislike spending time on school work.

Data Gathering Procedures

In conducting the study, the researchers created a suitable survey questionnaire

comprised of 60 survey questions involving Motivation, Study Habits and Study Attitudes. The

researchers created an approval letter for the General Point Average to the Registrar and the

Dean of the college as well as for conducting research and a letter for the respondents from

Secondary College Department Student. Upon the approval of the letters, the copies were

distributed to the 31 secondary college students in college department. The results of the survey

were used as a basis for the given predictors and if the variable influences the performance of the

secondary college education on Licensure Examination for Teachers.

The responses to the questionnaire by the college secondary education students of the

Our Lady of the Sacred Heart College of Guimba Inc. were statistically analysed with the data

requirement of the study. This was based in the questionnaires 4 – strongly agree, 3 – agree, 2 –

disagree and 1 – strongly disagree. In addition to this, the general Point Average (GPA) of the

students was taken from the Registrar.

Determination of Sample size

In order to determine the sufficiency of the sample size requirement of PLS-SEM we use

the statistical software WarpPLS 6.0. There are two (2) ways to estimate the sufficiency of the

sample size using WarpPLS 6.0 namely the inverse-square root and Gamma-exponential

methods (Kock & Hadaya, 2018). In order to determine the sufficiency of the sample size

requirement there are three things to consider: minimum absolute significant path coefficient,

significance level, and power level.

Figure 3.1. Results of the inverse square root and gamma exponential methods

With a minimum absolute significant path coefficient of 0.46, significance level of 0.05,

and power level of 0.95, the inverse-square root method suggested 52 samples while Gamma-

exponential method suggested 34 samples (see Figure 3.1).

Reliability Analysis

Reliability analysis was conducted to determine the internal consistency of the

item in the scales study habits, motivation, and study attitudes. Reliability tells the researchers

the extent to which an item, scale, test, etc., would provide consistent result if it were

administered again under similar circumstances. The reliability analysis gives the researchers

what is called Cronbach’s alpha which is an estimate of a scale’s internal consistency. It is based

on item covariances, quantifies the homogeneity of items that make up a scale. The Cronbach’s

alpha value ranges from 0 to 1, with α ≥0.80 and α ≥0.90 commonly described, respectively, as

good and excellent levels of internal consistency [ CITATION Lov13 \l 1033 ].

Table 3.1 Reliability Analysis for the scales Study Habits, Motivation and Study Attitudes

Scale Cronbach’s Alpha No. of Items

Study Habits 0.871 20
Motivation 0.824 20
Study Attitudes 0.906 20

The table 3.1 shows the reliability analysis of questions measured on Likert scale gave a

Cronbach’s Alpha of 0.825 for motivation, 0.871 for study habits, and 0.906 for study attitudes

which is greater than 0.070, showing high internal consistency reliability according to DeVellis,

(2012) and Lovelace & Brickman, (2013).

 CHAPTER 4

PRESENTATION AND ANALYSIS OF DATA

In this chapter, it presents the analysis and results based on the data gathered by

the researchers.

Descriptives

The respondent consisted of 31 Bachelor of Secondary Education graduates of the

Academic Year 2017 – 2018 of OLSCHO wherein 6 (19.4%) of the respondents were male and

25 (80.6%) were female.

Table 4.1. Student’s Level of Study Habits, Motivation, and Study Attitudes

N Mean Interpretation
Study Habits 31 3.258 High
Motivation 31 2.882 Low
Study Attitudes 31 3.0517 High

Table 4.1 indicated descriptive measures of students’ level of study habits, motivation,

and study attitudes. The mean of all respondents’ level of study habits is 3.258 implying that

respondents has developed study habits that make them as an efficinet students. On the other

hand, the mean of the respondent’s level of study attitudes is 3.0517 indicating that they have

positive attitude towards learning. Meanwhile, the mean of respondents’ level of motivation is

2.882 revealed that respondents tend to be unwilling or unable to put a great deal of effort into

schoolwork.

Structural Model Assessment

 To test our hypotheses, PLS-SEM was used to determine the influence of our

hypothesized causal factors study habits, motivation, study attitudes and academic performance

towards the Board Licensure Examination for Teachers.

Figure 4.1. Predictors of Board Licensure Examination for Teacher (BLEPT) Performance

Model Fit and Quality Indices

To prove whether the model was fit, it was required that the p – value of the Average

path coefficient (APC) and Average R – squared (ARS) are less than 0.05 and Average block

VIF (AVIF) is acceptable if it is less than 5. The values gathered proved that the model fit. (Ned

Kock, 2009).

Table 4.2. Model Fit and Quality Indices

 Indices Coefficients
APC 0.313, p=0.013
ARS 0.497, p<0.001
AARS 0.441, p<0.001
AVIF 1.263
AFVIF 1.780
Tenenhaus GoF 0.521
APC = average path coefficients; ARS = average r-squared; AARS= average adjusted r-
squared; AVIF = average block variance inflation factor; AFVIF = average full collinearity VIF

Table 4.2 displays the model fit and quality indices. In the study of Kock, 2017, he

emphasized that the coefficients of average path coefficients (APC), average r-squared (ARS),

and average adjusted r-squared (AARS) must have p –values equal to or lower than 0.05 to

assess the fit of the structural model. As can be seen in the table, the p-value of APC, ARS, and

AARS are below 0.05 that inidcates our model fits the data.

Along with the these, average block variance inflation factor (AVIF) and average full

collinearity VIF (AFVIF) must also be considered to assess wether the indices are within

acceptable ranges. According to Kock & Lynn, (2012), the coefficient of average block variance

inflation factor (AVIF) and average full collinearity VIF (AFVIF) are ideally be equal to or

lower than 3.3 or a more acceptable criterion is average block variance inflation factor (AVIF)

and average full collinearity VIF (AFVIF) must be equal to or lower than 5.0. Since the average

block variance inflation factor (AVIF) and average full collinearity VIF (AFVIF) are less than

3.3 and 5.0, both indices are within the acceptable ranges.

The table also shows the Tenenhaus good of fit (GoF) which was developed as an

overall measure of model fit for PLS-SEM. The following criteria are used to explain the power
of the structural model (Wetzels, Odekerhen-Schroder, & Van Oppen, 2009): small if the value

is greater than or equal to 0.1; medium if it is greater than or equal to 0.25; and large if the value

is greater than or equal to 0.36. In the table shown, the Tenenhaus GoF = 0.521 signifies that the

explanatory power of the structural model is large.

On the other hand, to examine the strength of the measurement model, reliability and

validity tests were conducted. Reliability refers to how dependently or consistently a test

measures a characteristic. According to Kock, 2017, a measure is said to have high reliability if it

produces similar results under consistent conditions.

Table 4.3 Convergent Validity, and Reliability Measures

Construct No. of Factor Loading AVE CR CA

Items
Study Habits 20 -0.210 – 0.782 0.246 0.829 0.785
Motivation 20 -0.032 – 0.815 0.224 0.819 0.764
Study Attitudes 20 -0.163 – 0.670 0.269 0.840 0.803

Table 4.3 displays the convergent validity, and reliability measures. Cronbach’s Alpha

(CA) and composite reliability (CR) should be evaluated. As stated by Kock and Lynn, 2012, the

criterion for the coefficient of CA and CR should be equal to or greater than 0.70. Based on the

Table 3, the latent variables study habits, motivation and study attitudes are highly reliable and

within the acceptable thresholds for convergent validity.

With regard to validity measurement, the convergent and discrimant validity were

conducted. To establish convergent validity, the researcher needs to show that the measures
ehich should be realted are in reality related. The assessment of convergent valifity includes the

evaluation of the loadings of each item for every latent variable. As reported by Hair, Black,

Babin, & Anderson, (2009) and Kock, (2014), p – values for each loading must be equal to or

greater than 0.05.

Meanwhile, in establishing discriminant validity, the researcher needs to show that the

measures that should not be related are in reality not related. Discriminant validity would ensure

that, in a study, the non – overlappig factors do not overlap. Furthermore, assessment of

discriminat validity of the measuremne model includes evaluation of the values of the average

variance extracted. The values of the AVEs must be equal to or greater than 0.5 (Fornell &

Larcker, 1981; Kock & Lynn, 2012). As seen in Table 3, the coefficients of AVE for all latent

variables are not accepted in validity.

So therefore, it implies removing some items in each latent variable. From 20 items in

Study Habits, the researchers will remove items 1, 2, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 15, and 17.

For Motivation, the researchers will remove ten items: 2, 3, 7, 8, 9, 10, 11, 13, 14, 15, 16, 17, 18,

19, and 20. In Study Attitudes, the researchers will remove items The items mentioned above

will be removed from the scale since the p – values of some questions are greater than 0.05, and

the loading value is less than 0.5. Since we remove some items, we will perform the SEM

analysis again.

Table 4.4 Model Fit and Quality Indices

Indices Coefficients
 APC 0.307, p=0.014
ARS 0.494, p<0.001
AARS 0.438, p<0.001
AVIF 1.174
AFVIF 1.614
Tenenhaus GoF 0.598

Table 4.4 displays the model fit and quality indices after the items were removed. The p-

value of APC, ARS, and AARS are below 0.05 that inidcates our model fits the data.With

AVIF= 1.174 and AFVIF = 1.614, both indices are within the acceptable ranges. As can be seen,

in terms of Tenenhaus good of fit (GoF) = 0.598, signifies that the explanatory power of the

structural model is large.

Table 4.5. Convergent Validity, and Reliability Measures

Construct No. of Factor Loading AVE CR CA

Items
Study Habits 6 0.587 – 0.827 0.545 0.855 0.786
Motivation 5 0.590 – 0.797 0.542 0.875 0.828
Study Attitudes 6 0.614 – 0.798 0.533 0.871 0.822

Table 4.5 displays the convergent validity, and reliability measures. As can be seen in the

table, the coefficients of CA and CR as shown in Table 4, the latent variables study habits,

motivation and study attitudes are highly reliable and the latent variables are within the

acceptable thresholds for convergent validity. It can also be noted in the table that the

coefficients of AVE for all latent variables satisfied the acceptable validity.

Table 4.6. Discriminant Validity

 SHABS MOT SATT
SHABS 0.736
MOT 0.504 0.738
SATT 0.388 0.245 0.730
SHABS= study habits; MOT = motivation; SATT = study attitudes

Table 4.6 displays the discriminant validity. The diagonal values must be greater than any

of the values to their left in the same row (Kock, 2017). Thus, the results in Table 6 indicate that

the measures used in the study have discriminant validity. The discriminant validity assesses the

correlations among variables with square roots of AVE coefficient (Kock, 2017; Lacap, 2019). In

order to indicate whether measures used in the study have discriminant validity the diagonal

values must be greater than any of the values to their left in the same row (Kock, 2017). As can

be seen in table 4 the diagonal values are greater than any of the values to their left. Thus, the

measure used in this study have discriminant validity.

Model Result
 Figure 4.2. PLS-SEM Output for the Direct Influence of Study Habits, Motivation and

Study Attitudes towards Aacademic Performance and Indirect Effects of the Predictors

Towards BLEPT performance mediated by Academic Performance

Figure 4.2 illustrates the direct and inidirect effects of the PLS path model. The

standardized regression coefficients or also known as beta coefficients or beta weights, are the

estimates resulting from a regression analysis that have been standardized so that the variances of

dependent and independent variables are 1. Therefore, it refers to how many standard deviations

as dependent variable will change, per standard deviation increase in the predictor variable. As

can be seen in the figure above, the beta coefficient between motivation and academic

performance is insignificant (β=0.13 , p=0.47 ¿ as well as study attitudes towards academic

performance ( β=0.22 , p=0.09), and study habits towards Boards Licensure Examination for

Teachers ( β=0.14 , p=0.21). However, there is a significant and positive relationship between

study habits and academic performance ( β=0.38 , p<0.001) Additionally, study attitudes

towards Board Licensure Examination for Teachers ( β=−0.35 , p=0.001 ) has significant and
negative relationship as well as the academic performance and Board Licensure Examination for

Teachers ( β=−0.73 , p<0.001).

The coefficient of determination or simply the r-squared (R 2) was also shown in the PLS

path model (see Figure 3). The R2 coefficients are the variance percentage in the latent variable

that is explained by the latent variables that are hypothesized to affect it (Kock, 2017). The R 2

coefficients of 0.24 and 0.74 reflect the predictive accuracy of the exogenous variable on

endogenous variable/s.

Direct and Indirect Effect

Table 4.7 Direct and Indirect Effects

Β SE p-value f2
Direct Effects
SHAB→ACAD 0.385 0.149 0.007 0.171
MOT→ACAD 0.013 0.168 0.472 0.001
SATT→ACAD 0.224 0.161 0.092 0.074
SHAB→BLET 0.145 0.168 0.214 0.069
-0.350 0.151 0.014 0.102
SATT→BLET
ACAD→BLET -0.734 0.125 <0.001 0.573

Indirect Effects
SHAB→ACAD→BLET -0.282 0.110 0.008 0.145
MOT→ACAD→BLET -0.009 0.126 0.417 0.001
SATT→ACAD→BLET -0.164 0.117 0.086 0.048
SHAB= study habits; MOT = motivation; SATT = study attitudes; BLET= Board Licensure
Examination for Teachers
Direct Effects

As can be seen, study habits predicts the academic performance postively ¿) and the

effect size is small (Cohen’s f2 = 0.171) while study attitudes has significant and negative

relationship towards the respondent’s performance to Board Licensure Examination for Teachers

¿) with the effect size of small (Cohen’s f2 = 0.102). It also revealed that academic performance

significantly predicts the Board Licensure Examination for Teachers performance

( β=−0.734 , p< 0.001 )with the effect size of large (Cohen’s f2 = 0.573). It can also be seen in the

table that motivation and academic perfromance ( β=0.13 , p=0.472), study attitudes and

academic perfromance ( β=0.224 , p=0.092) as well as study habits towards Board Licensure

Examination for Teachers performance ( β=0.145 , p=0.214) do not have significant

relationship.

Indirect Effects

Table 4.7 also shows the indirect effects of the model. The findings indicated that

academic performance does not mediate the relationship between motivation and Board

Licensure Examination for Teachers ( β=−0.009 , p=0.417). It also revealed that academic

performance does not mediate the relationship of study attitudes towards Board Licensure

Examination for Teachers ( β=−0.164 , p=0.086). However, the indirect effect of academic

performance on the relationship between study habits and Board Licensure Examination for

Teachers performance is statistically significant (β=-0.731, p=0.10). This suggests that academic

performance mediates the relationship between study habits and Board Licensure Examination

for Teachers performance with small mediating effect (Cohen’s f2= 0.145).
Final Path Model

After conducting a series of path analyses,both significant and insignificant

coefficient values of the exogenous and endogenous variables were observed. Predictors which

do not have causal relationship towards Board Licensure Examination for Teachers were

removed from the final path model of the study. Overall, the predictor variables have been able

to explain for 73% of the variance in Board Licensure Examination for Teachers.

Figure 4.5. Final Path Model of the Predictors of Board Licensure Examination for

Teachers Performance

Figure 4.5 revealed the final path model of the study after conducting the analysis. As can

be seen in the figure, the predictor, motivation, was removed in the model.
 CHAPTER 5

FINDINGS, DISCUSSION, AND RECOMMENDATIONS

In this chapter, it presents the finding, conclusions and recommendations based on

the data investigated in the previous chapter.

Findings:

This study shows the variety of predictors concerning the Board Licensure Examination

for Teachers (BLET) performance. The purpose of the study is to propose a structural model that

will portray the predictors that influence the Licensure Examination for Teachers performance of

the Secondary Education graduates of Our Lady of the Sacred Heart College of Guimba, Inc.

1. Generally, the Bachelor of Secondary Education graduates of OLSHCO revealed high

level of study habits (overall mean = 3.258) as well as study attitudes (overall mean =

3.0517). However, the respondents showed a low level in terms of motivation with

overall mean of 2.882.

2. In terms of the direct effects among the predictors presented, it was revealed that study

habits predicts the academic performance postively ¿) and the effect size is small

(Cohen’s f2 = 0.171) while study attitudes has significant and negative relationship

towards the respondent’s performance to Board Licensure Examination for Teachers ¿)

with the effect size of small (Cohen’s f2 = 0.102). It also revealed that academic

performance significantly predicts the Board Licensure Examination for Teachers

performance ( β=−0.734 , p< 0.001 )with the effect size of large (Cohen’s f2 = 0.573). It
 can also be seen in the table that motivation and academic perfromance

( β=0.13 , p=0.472), study attitudes and academic perfromance ( β=0.224 , p=0.092) as

well as study habits towards Board Licensure Examination for Teachers performance

( β=0.145 , p=0.214) do not have significant relationship.

3. As to indirect effects, findings indicated that academic performance does not mediate the

relationship between motivation and Board Licensure Examination for Teachers (β=-

0.009,p=0.417). It also revealed that academic performance does not mediate the

relationship of study attitudes towards Board Licensure Examination for Teachers (β=-

0.164,p=0.086). However, the indirect effect of academic performance on the relationship

between study habits and Board Licensure Examination for Teachers performance is

statistically significant (β=-0.731, p=0.10). This suggests that academic performance

mediates the relationship between study habits and Board Licensure Examination for

Teachers performance with small mediating effect (Cohen’s f2= 0.145).

4. Lastly, the predictor variables have been able to explain for 73% of the variance in Board

Licensure Examination for Teachers.

Discussion

The result revealed that study habits have a direct effect on the student’s academic

performance at 0.007 significant level. The data showed that the way the students study affects

his academic performance implying that the better study habits, the higher GPA or good

academic performance a student will have and vice versa. As Nneji, (2002) stated that Study

Habits are learning tendencies that allow the students to learn and explore on their own. It

contributes significantly in the development of knowledge and perceptual capacities. Hence,

Study Habits tell a person how much he will learn and how far he wants to discover on his own

which was also supported by Cardelle-Elawar and Nevein (2003), who emphasized that Study

Habits are another application of knowledge and individual’s intelligence and skills to

accomplish the given task. Logically, good study habit is an effective keen on intellectual

competence, and relevant activities deliberately directed to construct knowledge and develop

skills to achieve their goals. How a student takes his or her studies greatly determines his/her

level of academic performance. The level of preparation and learning strategies developed and

employed consciously by students, go a long way to find influence their level of academic

performance (Ebele and Olufu, 2017).

The result also confirmed that academic performance significantly predicts the Board

Licensure Examination for Teachers. It supported the findings of (Montebon, 2005; Quaiambao,

Baking, Buenviaje, et.al, 2015; Figuerres, 2013; Pascua and Navalta, 2011; Salundaguit, 2009; &

Castillo, 2011). The overall academic performance would greatly predict the teacher education

performance. The result showed negative correlation between the two factors which in

agreement with the previous studies of Allaga (2013) implying that there is a weak relationship
between BLET performance of the graduates and their academic performance. Hereafter, if the

respondents have poor academic performance will lead to poor BLET performance.

The findings revealed that study attitudes greatly predict the Board Licensure

Examination for Teachers implying that to be able to improve LET performance, one must have

a positive attitude towards learning (Aquino, 2011; Mendezabal, 2013) Thus, to be able to

perform well in the board examination, students should also improve study attitudes.

However, recent finding contradicts the notion that motivation predicts the academic

performance of the student. As stated by Yu (2011) in his study that motivation has been

identified as one of the factors that predict the students’ academic performance. Aside from

cognitive skills, motivation also plays an important role in determining the GPA of the students.

The present study revealed that motivation does not significantly related to academic

performance.

Additionally, the result also noted that study attitudes towards academic performance do

not have significant relationship contrary to the study of Sarwar, et.al (2010) which suggested

that positive attitude of learning correlate with their academic success.

The present study also explore mediating factors that predicts the Board Licensure

Examination for Teachers performance. Findings of the study revealed that academic

performance act as a mediator on the relationship between study habits and Board Licensure

Examination for Teachers performance. The higher level of study habits, the better performance

in academic that leads to a good perfromance in Board Licensure Examination for Teachers.
Recommendations

The present study concerning the predictors of performance in Board Licensure

Examination for Teachers offers a new perspective on the relationship among the predictors on

BLET. The researchers have developed several conclusions based upon the data gathered in this

study. The findings revealed that study habits have a direct effect on the student’s academic

performance indicating the way the students study affects his academic performance implying

that the better study habits, the higher GPA or good academic performance a student will have

and vice versa. It also confirmed that academic performance significantly predicts the Board

Licensure Examination for Teachers, which implies if the respondents have poor academic

performance will lead to poor BLET performance. Additionally, the result showed significance

between study attitudes and BLET performance; thus, to be able to perform well in the board

examination, students should also improve study attitudes. Academic performance also acts as a

mediator between study habits and BLET performance.

Therefore, it is significant for the school administration to consider the following findings

in engaging the students that will enhance their study habits and attitudes towards a good GPA

for improving their BLET performance. Hence, it will also improve the school in developing

teachers’ education, preparing them to be globally competitive teachers.

We also recommend pursue similar study that consist of a larger number of respondents,

or additional hypothesized causal factors and hopefully even more comprehensive studies about

factors that influence mathematics achievement of the students. Also, future researcher may seek

for more predictors that can affect the Board Licensure Examination performance for Teachers.
INSTRUMENT

Survey Questionnaire for Motivation, Study Habits and Study Attitudes

Motivation refers to the way in which urges, drives, desires, aspirations, and strivings or needs direct,
control or explain the behaviour of human beings. (McFarland, 1974).

Study habits indicate the degree on which the students engage themselves in regular and appropriate
studying routines that is conducive for a student to learn.

Study attitudes refer to the student’s optimism towards a specific act of studying and in achieving a
broader set of their goals.

The following questions ask about your motivation for learning when you are still in college. Remember
there are no right or wrong answers; just answer as accurately as possible. Use the scale below to answer
the questions.

1 – Strongly Disagree 2 – Disagree 3 – Agree 4 – Strongly Agree

Item/Statement 1 2 3 4
1. I enjoy things that challenge me.
2. I learn the topics through strategies that I understand the most.
3. I often think that I perform less during examination than others.
4. I integrate the things I learn to other subject/situation.
5. I have excellent performance in every subject.
6. I am able to understand even the most complex topics.
7. I am grade conscious and I care about my overall academic performance.
8. I believe that if I work hard, and used my abilities, I will be more successful in
achieving my goals.
9. I think of having better grades than others.
10. I put my extent effort in learning and working with my goals.
11. One of the most satisfying things for me is to enjoy even the most difficult
lesson in this course.
12. I enjoy the subject and discussion.
13. I feel confident that I will pass every time I take examination.
14. I want to excel in different things to make my family and friends proud of me.
15. I am encouraged to study because of my peer’s influence.
16. I think the course material in this class is useful for me to learn.
17. I do more than what is expecting from me.
18. I am highly motivated to succeed on my goals.
19. I can handle tasks smoothly.
20. I believe in myself that I can do whatever task will be given to me.
 Item/Statement 1 2 3 4
21. I study daily.
22. I set time for my studies.
23. I am making my assignment every day.
24. I take break in between for a prolonged time of studying.
25. I try to write down whatever teacher teaches in the class.
26. I can’t focus at the time of the study.
27. I answer practice questions before examination.
28. I spend more time in different subjects.
29. I am very observant in reviewing before exam.
30. I prefer doing task in group rather than doing it individually.
31. I usually compare my grades to other after the results are declared.
32. I complete my homework assignments on time.
33. I seek for help when I don’t understand anything.
34. I am doing an advance reading of our lessons.
35. I don’t want to be late/absent in class.
36. I usually do advance reading before the lesson is discussed in the class.
37. I record my test, quiz, and even activity results.
38. I keep my works in each subject carefully and arranged in some planned order.
39. I make a review schedule during examination.
40. I do proper planning on the things I should done first, second, third, etc.
41. I am happy going to school.
42. I am a good learner.
43. I have the courage to keep trying even if learning is difficult.
44. For me, mistake, is a good thing to improve myself.
45. I keep on trying until I see improvement.
46. I have fun time in learning at school.
47. I focus on thing that gets my interest.
48. I make sure I discover new things in every lesson.
49. To me, lessons are not too hard and not too easy.
50. At school, I learn how to be safe in difficult situations.
51. I am active to recite during class discussion.
52. When I started to study, I keep on going until I fully understand the topic.
53. I catch up with the lessons I missed.
54. I feel sad when getting lower score in examination.
55. It is easy for me to understand complex topics.
56. I find it easy to have a study schedule.
57. I listen attentively during class discussion.
58. I feel confident in my study methods.
59. I study the lesson even if I don’t like the subject.
60. I can concentrate well while I’m studying.
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 ACKNOWLEDGEMENT

The researchers would like to express whole – hearted gratefulness to the following people who

were able to give their willingness to help, for their unwavering and undying support,

To DR. RUBELYN M. ESPERON, who gives us words of encouragment to motivate us

in every challenges we are facing,

To MR. ARSENIO P. GARDOCE JR., who let us savor our unquenchable thirst of knowledge

and who fill our extreme breath of understanding, your approach towards your commitment is

truly exceptional. For knowing this, you made us realized and recognized the endurance and

competitiveness you have fostered in me.

To MR. GEORGE KEVIN N. TOMAS, our thesis adviser, who supported us from the

very beginning of this journey, for his help and the times he render during the data gathering part

of the undertaking.

To MS. EDEN ANN MARIZ B. RATCHO, for her guidance, encouragement and

inspiring words to motivate me to develop and become effective teacher.

 To MRS. WILMARIE T. ASTELERO and MS. PRINCESS ANN D. CALINA, for

their unwavering support and for helping us in gathering the data needed in this study.

And especially, to BATCH 2017 – 2018 BACHELOR OF SECONDARY EDUCATION

GRADUATES who contributed their time and effort in this study.

Above all, to ALMIGHTY GOD, for giving us the chance to live and love; for giving me
strength and wisdom; and for sending His Holy Spirit to guide and lead us.

The Researchers