INFLUENTIAL FACTORS IN LET PERFORMANCE: EVIDENCE – BASED

IMPLICATIONS FOR ENHANCEMENNT

A Research Paper
Presented to the Faculty of
Bachelor of Elementary Education
CEBU TECHNOLOGICAL UNIVERSITY
Daanbantayan Campus
Agujo, Daanbantayan, Cebu

In Partial Fulfillment
of the Requirements for the Subject
RES 3219-RESEARCH IN EDUCATION

NAMES OF RESEARCHERS
Crishelle Joy Abenasa
Argelyn Bejoc
Lourine Bianca Beloria
Dacelle Bohol
Janice Chavez
Nelia Comedia
Rachell Conchas
Roselyn Conel
Reyna Marie Dapat
Katrina May Dignos
Jhaniel Gilbuena
Arnel Monteclar
Rodilyn Puna
Frezelen Rubio
Eden Senoy
Ruffa Mae Sioc
Jean Tonacao

SEPTEMBER 2024
 APPROVAL SHEET

This Research Proposal entitled “INFLUENTIAL FACTORS IN LET

PERFORMANCE: EVIDENCE – BASED IMPLICATIONS FOR
ENHANCEMENT” prepared and submitted by Crishelle Joy Abenasa, Argelyn
Bejoc, Lourine Bianca Beloria, Dacelle Bohol, Janice Chavez, Nelia
Comedia, Rachell Conchas, Roselyn Conel, Reyna Marie Dapat, Katrina
May Dignos, Jhaniel Gilbuena, Arnel Monteclar, Rodilyn Punay, Frezelen
Rubio, Eden Senoy, Ruffa Mae Sioc,and Jean Tonacao in partial of the
requirements for the course (Second Sem Course) has been examined and is
recommended for acceptance and approval for Design Hearing.

RESEARCH ADVISORY COMMITTEE

VIVIAN M. ARREGLO, Dev. Ed. D

Chairman

NAME OF ADVISER TSEREYL N. VERDIDA, Ph. D

Adviser Member

ROWENA P. DATO-ON, Ph. D SHIELAMAE P. CASIA, MAEd

Member Member

Approved by the Committee on ORAL EXAMINATION with the grade of ______.

PANEL OF EXAMINERS

VIVIAN M. ARREGLO, Dev. Ed. D

Chairman

NAME OF ADVISER TSEREYL N. VERDIDA, Ph. D

Adviser Member

ROWENA P. DATO-ON, Ph. D SHIELAMAE P. CASIA, MAEd

Member Member

Accepted and approved in partial fulfillment of the requirements for the

course RES 4120/MC 20 Research in Education 2.
Date of Design Hearing : __________
Remarks:
RUBEN M. UNGUI, Ph. D

ii
 Campus Director

ABSTRACT

Title : INFLUENTIAL FACTORS IN LET PERFORMANCE:

EVIDENCE–BASED IMPLICATIONS FOR ENHANCEMENNT

Researchers : CRISHELLE JOY ABENASA, ARGELYN BEJOC, LOURINE

BIANCA BELORIA, DACELLE BOHOL, JANICE CHAVEZ, NELIA
COMEDIA, RACHELL CONCHAS, ROSELYN CONEL, REYNA
MARIE DAPAT, KATRINA MAY DIGNOS, JHANIEL GILBUENA,
ARNEL MONTECLAR, RODIYLYN PUNAY, FREZELEN RUBIO,
EDEN SENOY, RUFFA MAE SIOC, JEAN TONACAO

Degree : BACHELOR OF ELEMENTARY EDUCATION

School : CEBU TECHNOLOGICAL UNIVERSITY

DAANBANTAYAN CAMPUS

Adviser :

Year Completed : 2024

This study determined the influential factors in the Licensure Examination for

Teachers (LET) performance of Cebu Technological University (CTU)

Daanbantayan Campus BEED takers in the Academic Year 2019-2023. Using a

descriptive method, the research aimed to identify the factors that contribute to

iii
LET success and to provide recommendations for enhancing performance. The

findings revealed that several factors significantly influence LET outcomes,

including timely exam preparation, attending review programs, and educational

attainment such as Master’s and Doctoral degrees. Motivation, confidence, and

various forms of support from parents also played a crucial role. On the other

hand, factors such as access to technology, instructional resources, and a non-

conducive home environment for study had less influence on LET performance,

ranking lower in importance. These findings suggest that targeted interventions,

such as improving access to practice materials and mock exams, and creating a

better home environment for study, are necessary to enhance LET performance.

By identifying these influential factors, this research serves as a valuable

resource for aspiring educators and stakeholders in the education sector. It

highlights the importance of taking the LET soon after graduation and suggests

that personal motivation, educational background, and parental support are key

to success in the LET, thus offering implications for improving teacher education

and performance in the CTU Daanbantayan context and beyond.

iv
 ACKNOWLEDGMENT

This work was only possible with the people who offered their time and

patience in sharing their wisdom and effort in making this study possible. In line

with this matter, we would like to express our sincerest gratitude to the following

individuals whom we are truly indebted:

To Dr. Tsereyl N. Verdida, thank you for your unwavering support,

guidance, and invaluable insights. Your expertise, patience and dedication were

instrumental in making this study possible. We are truly grateful for your

mentorship and the conducive learning environment you fostered.

To our research instructor, Ma’am Shielamae P. Casia, who allocated

their expertise in giving us recommendations, ideas, and inspiration in the

process of making our study.

To our classmates who undoubtedly shared their knowledge, advise, and

camaraderie made this journey meaningful.

To our respondents, who willingly shared their time to provide the needed

data for the completion our research.

Finally, we would like to express our heartfelt thanks to our parents and

siblings whose love and support are with us all the time, and most of all, to our

Almighty Father who immeasurably blessed us with His love, grace, guidance,

v
spirit, wisdom, and skills that without these, we would not be able to finish this

paper.

To all who contributed to the success of this study, we offer our sincere

thanks.

Researchers

vi
 DEDICATION

This study is entirely dedicated to our loving family, who have always

supported us in our academic pursuits and encouraged us to never give up on

our dreams.

To our dear friends, who have stood by our side through the highs and

lows of our research journey and have always been there to offer a listening ear

and a shoulder to lean on.

To our esteemed classmates, who have challenged us to think critically

and have contributed invaluable insights and perspectives to our research.

Moreover, this research is dedicated to the teachers who are behind in making

this research possible through guiding the researcher to complete this study.

Also, this study is dedicated to the school, which gives the researcher the

opportunity the opportunity to nurture, test, and build this study.

And to Almighty God, who has guided us every step of the way and has

blessed us with the strength and wisdom to persevere through the challenges of

this process.

This research paper is dedicated to all of you, for without your love,

support, and encouragement, it would not have been possible.

vii
 Researchers

TABLE OF CONTENTS

Do not use dots.

TITLE PAGE (indicate page here)

APPROVAL SHEET

ABSTRACT

ACKNOWLEDGMENT

DEDICATION

TABLE OF CONTENTS

LIST OF TABLES

LIST OF FIGURES

CHAPTER PAGE

1 THE PROBLEM AND ITS SCOPE (indicate)

INTRODUCTION

Rationale of the Study

Theoretical Background of the Study

THE PROBLEM

Statement of the Problem

Significance of the Study

METHODOLOGY

Design

Flow of the Study

viii
 Environment

Respondents

Instrument

Data Gathering Procedure

Treatment of Data

Scoring Procedure

DEFINITION OF TERMS

2 REVIEW OF RELATED LITERATURES AND STUDIES

BIBLIOGRAPHY

APPENDICES

A. Transmittal Letter

B. Research Questionnaire

CURRICULUM VITAE

ix
 LIST OF TABLES

Table Title Page

1. Respondents of the study

1.1 Respondents of the study in terms of sex

1.2 Respondents of the study in term of LET status

2. Profile of Respondents in terms of General Average

2.1 First Timer General Average

2.2 Repeaters General Average

3. Profile of Respondents in terms of number of attempts in taking

the board exam

4. Profile of Respondents in terms of number of attempts in taking

the board exam

5. Profile of Respondents in terms of enrollment/ attendance in

review programs

6. Extent to Influence the Five Factors (Teacher, Institution,

Curriculum, Personal and Home or Support System)

6.1 Extent to Influence Teacher Factors

6.2 Extent to Influence Institutional Factors

6.3 Extent to Influence Curriculum Factors

6.4 Extent to Influence Personal Factors

6.5 Extent to Influence Home and Support System Factor

x
 7. Summary of Findings

8.

LIST OF FIGURES

Do not use dots.

Figure Title Page

1. Theoretical Framework of the Study (indicate)

2. Flow of the Study

3. Map of the Study

xi
xii
 Chapter 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale of the Study

The Licensure Examination for Teachers (LET) is essential in the

teaching profession, as it guarantees that students are taught quality education

by fully trained educators. Hence, as evidence for all that researchers have said

earlier is the Licensure Examination for Teachers (LET) administered by (the

Professional Regulation Commission (PRC) to ensure only the qualified

individual is the one entering the teaching profession. The 1994 Philippine

Teachers Professionalization Act, more popularly known as Republic Act 7836

(An Act to Strengthen the Regulation and Supervision of the Practice of Teaching

in the Philippines and Prescribing a Licensure Examination for Teachers and for

Other Purposes), requires all those engaged in teaching to be licensed teachers.

In research by Antiojo, 2017; the LET is a measure of the kind of high standard

training that higher education institutions offer Teacher Education (TE) in the

country. Bagadion and Tullao (2018) pointed out that the licensure examination is

one of the most important curricula with broad objectives to sustain quality

educational attainment, upgrade the teacher's profession, and enhance the

learners’ academic achievements. This licensing process will narrow the people

who want to be a teacher by sorting the passers of the examination that touches

the skills and competency that one has to have to be a teacher. LET is also the

most vital instrumentality in the assessment of would-be teachers within the

1
profession. Moreover, victory in LET goes a long way in saying something about

the capabilities of prospective educators but still is not devoid of a very significant

role to play in enhancing the implementation of education in schools in the

Philippines.

From a global perspective, teacher registration is a measure that can help

to regulate the influx of qualified teachers. In countries such as Australia,

Indonesia, Pakistan, United States, and England, Hong Kong, Singapore,

Netherlands, Japan, and other countries, any person who is teaching or leading

any children should register to teach or possess an alternative authorization to

teach if he or she is teaching or leading in schools. A teaching license or

teaching certificate is an attestation given by a government agency that states

that LET takers are capable of teaching school-age learners in that province

state or country. Problems encountered in the licensing exams as highlighted by

Davies et al. (2018) are that licensure exams as such lead to additional costs

necessary for anyone desiring to become a teacher. On one hand, licensure

exams proceed with several costs such as exam fees and investment in terms of

effort and time yet they are linked with a high failure rate and mere uncertainty of

getting a teaching job.

To become a public-school teacher in the Asian context, particularly in

Japan, one has to undergo two main processes. The first activity is to graduate

from a Ministry-approved university teacher preparation program. The second

step is to acquire the Teaching certificate or License for a specific school level,

2
which can be either primary, lower secondary, or upper secondary school. The

Teaching certificate or license will also be tailored for teaching a particular

subject. In Thailand, the corresponding process of becoming a teacher is by

graduating with a degree in Bachelor of Education or a related field. The second

step is to become a teacher by acquiring a professional teaching license. The

license allows the candidate to teach at any level, meaning from primary school

to secondary school. Notably, the similarities in the process of acquiring the

license for teachers in these two countries are marked. Both countries ensure

that the candidate undergoes required scrutiny, based on examination and

training to ensure that he or she meets the required qualifications to teach.

Passing the licensure exam was one of several indicators in the Philippines

of the capabilities of educators to produce quality instruction. One of the

indicators in teacher education is the Licensure Examination of Teachers (LET).

Teachers will not be teachers they have a bachelor's degree and must pass the

LET at the same time. Test takers need to clear the General Education (40%)

and the Professional Education (60%) elementary level exams. As per the

Professional Regulation Commission (PRC), the percentage of elementary

teachers who passed the Licensure Examination for Teachers (LET) in 2019 was

28,973 out of 92,440 examinees (31.34%); in 2021, 4,883 out of 8,726

examinees (55.96%); and in 2022, 10,039 out of 20,567 examinees (48.81%).

Elementary teachers passed the September 2023 LET with a passing

percentage of 23,782 out of 50,593 (47.01%). In all, 54.22% of candidates failed

3
the in 2019–2023, while 45.78% passed overall. Owing to the Covid-19

epidemic, 2020 was left out.

In the context of Cebu, LET results are highly impacted by several

variables, including socioeconomic status, the quality of schooling obtained, and

psychological traits like test anxiety and motivation. In addition, cultural norms,

the availability of resources like technology and study materials, and support

networks from both families and educational institutions all have a significant

impact on how well-prepared future educators are in Cebu. Stakeholders can

make an effective contribution to the development of education standards in the

region with targeted measures that address these complex factors.

In CTU Daanbantayan Campus the performance in Licensure Examination

for Teachers (LET) few board passers passed the LET. From March 2019 to

March 2023, the total number of takers who passed the LET was 81, and the

total passing percentage was 43.09% while the total numbers of takers who

failed the LET was 107, and the total percentage was 56.91%. Moreover, the

percentage of passers issued by PRC from 2019–2023 of CTU Daanbantayan

graduates, which only had a percentage below 50%, is not entirely positive as it

reflects the quality of various variables that affect the performance of LET takers.

The researchers aim to determine the various factors that influence the

performance of LET takers, drawing on evidence-based and empirical findings.

By identifying the influential factors, researchers hope to provide valuable

recommendations from implications that deduced the performance of LET takers

4
based on the researchers' findings of this study. The researchers' goal is to

empower teacher candidates to excel in their LET examination and receive the

license that serves as their identity as professional teachers fit for the profession.

Theoretical Background

UNDERLYING THEORIES ON INFLUENCIAL FACTORS OF LET

PERFORMANCE

Self-Efficacy Theory by Albert

Bandura

posits that individuals with high self-efficacy

Cognitive Load Theory (CLT)

how the human mind processes and retains

information

Social Cognitive Theory

individuals' behavior and performance are

influenced by the interplay of personal
factors, environmental factors, and cognitive
processes

Krashen’s Affective Filter

Hypothesis

reflect candidates' knowledge, skills, and

abilities without being unduly influenced by
emotional factors

Watson’s Theory of Learning

5
 holds that people’s behavior is learned by
interacting with external environment
stimuli.

Education Production Theory

states the relationship between school

and school output

Interdisciplinary Curriculum Theory

emphasizes practical and democratic

approaches to education

Tyler’s Rational Model

desired learning goals and offers a

structure for creating and putting the
curriculum into action

Constructivist Theory

learning is something you do actively,

where you create your own knowledge
and understanding

Family Systems Theory

focuses on the interconnected nature of

families

Ecological Systems Theory

proposes that individuals are influenced

by a series of environmental systems
Attachment Theory

the importance of early childhood relationships in shaping

later development and interpersonal relationships

6
 Figure 1. Theoretical Framework

Theoretical Background

This study is anchored in twelve theories, namely: Self-Efficacy Theory by

Albert Bandura, Cognitive Load Theory (CLT), Social Cognitive Theory,

Krashen’s Affective Filter Hypothesis, Watson’s Theory of Learning, Education

Production Theory, Interdisciplinary Curriculum Theory, Tyler’s Rational Model,

Constructivist Theory, Family Systems Theory, Ecological Systems Theory, and

Attachment Theory.

Albert Bandura's Self-Efficacy Theory plays a significant role in understanding

a teacher's performance on the Licensure Examination for Teachers (LET). The

theory posits that individuals with high self-efficacy, or a strong belief in their own

abilities, are more likely to tackle challenges head-on, develop a deeper interest

in their tasks, and recover quickly from setbacks. When applied to teachers

preparing for the LET, those with high self-efficacy would likely approach the

exam as a challenge to overcome, engage more deeply with their study

materials, and demonstrate resilience in the face of difficult topics or poor

practice test results. They could also show a greater commitment to their exam

preparation, spending more time studying and employing effective strategies. To

bolster self-efficacy, teachers could be encouraged to set and achieve small,

manageable study goals, seek mentorship from those who have successfully

passed the LET, use positive self-talk, and manage stress effectively. However,

7
it's crucial to remember that while self-efficacy can contribute to academic

success, it's not the only factor at play. Other elements such as the quality of

instruction, access to resources, and external support systems also play a

significant role in a teacher's LET performance.

Cognitive Load Theory (CLT) is a psychological theory that focuses on how the

human mind processes and retains information. It was developed by John

Sweller in the 1980s and has since become a prominent framework in

educational psychology and instructional design. According to CLT, the human

cognitive system has limited capacity, and when learning new information,

individuals experience cognitive load, which refers to the mental effort required to

process and understand that information. Cognitive load can be divided into three

types intrinsic load, extraneous load, germane load. The goal of CLT is to

optimize learning by managing cognitive load effectively. Here are a few

strategies based on CLT principles: reduce extraneous load, manage intrinsic

load, promote germane load. CLT provides a valuable framework for studying the

influential factors in LET performance. By understanding how cognitive load

impacts learning, researchers can propose evidence-based implications to

optimize instructional design, practice strategies, feedback mechanisms, and

metacognitive skills. This knowledge can contribute to improving LET preparation

and performance outcomes.

Social Cognitive Theory, proposed by Albert Bandura, suggests that

individuals' behavior and performance are influenced by the interplay of personal

8
factors, environmental factors, and cognitive processes. In the context of

Influential Factors in LET Performance, several principles of Social Cognitive

Theory can be applied. The five principles of Social Cognitive theory include

observational learning, self-efficacy, goal setting, self-regulation and outcomes

expectations. By considering these principles of Social Cognitive Theory,

educators and candidates can design interventions and strategies that promote

observational learning, enhance self-efficacy, set meaningful goals, foster self-

regulation, and cultivate positive outcome expectations. These principles can

contribute to improved LET performance by addressing the cognitive,

motivational, and environmental factors that influence candidates' preparation

and examination outcomes.

Affective Filter Hypothesis in licensing examinations is very important, as

emotional factors such as test anxiety can significantly impact candidates'

performance. Exam designers may implement strategies to mitigate test anxiety,

such as providing clear instructions, offering practice opportunities, and creating

a supportive testing environment. By addressing the affective dimensions of

assessment, exam developers can ensure that licensing examinations accurately

reflect candidates' knowledge, skills, and abilities without being unduly influenced

by emotional factors.

Watson’s Theory of Learning: According to the theorist, the explanation of

learning, understanding of brain and its functioning is very essential. This theory

holds that people’s behaviour is learned by interacting with external environment

9
stimuli. Emphasis is laid on providing conducive environment in school for

efficient and permanent learning. Sufficient practice and exercise are necessary

to make the bondages between S-R (stimulus-response) permanent. This theory

has relationship with the current study because academic and social integration

affects students’ persistence and achievement in colleges.

Education Production Theory states the relationship between school inputs

(such as school facilities) and school output (such as academic achievement)

(Bowles, 1970). Moreover, the theory is relevant to the study such that the study

is intended to investigate the influence of school facilities on academic

achievement whereby school facilities are inputs and academic achievement is

output in education context.

Interdisciplinary Curriculum: The curriculum plays a crucial role in the

assessment of teachers' performance in licensure examinations. Curriculum

theory encompasses essential dimensions such as goals or objectives, content,

methods, and evaluation, all of which influence teaching practices and student

outcomes. John Dewey's Interdisciplinary Curriculum Theory, a significant aspect

of curriculum theory, emphasizes practical and democratic approaches to

education. Dewey's theory directly challenges traditional educational systems by

advocating for curricula that promote exploration and inquiry-based learning. In

this context, teachers are seen as facilitators who guide students in investigating

their surroundings and making connections between different fields of study. The

focus shifts from rote memorization to active engagement and problem-solving

10
skills development.The role of the teacher, according to Dewey, is to assess

students' interests and natural tendencies, creating a curriculum that aligns with

their unique preferences and abilities. This approach encourages personalized

learning experiences and fosters a sense of ownership and motivation among

students.In the Licensure Examinations for Teachers, the curriculum theory

serves as a benchmark for evaluating educators' performance. Teachers are

assessed based on their ability to design and implement curriculum that is

relevant, engaging, and conducive to student-centered learning. This includes

demonstrating proficiency in setting clear learning objectives, selecting

appropriate content and instructional methods, and utilizing effective assessment

strategies to measure student progress and achievement. Furthermore, the

curriculum theory informs teachers' pedagogical practices, encouraging them to

create dynamic learning environments that promote critical thinking,

collaboration, and real-world application of knowledge. By incorporating

interdisciplinary approaches and prioritizing student-centered learning, teachers

can demonstrate their competence and effectiveness in facilitating meaningful

educational experiences for their students, as evaluated in licensure

examinations for teachers' performance.

Tyler's Rational Model: This model is all about creating clear goals, designing

the right learning activities, and checking how well students are doing. "Basic

Principles of Curriculum and Instruction" is a publication by Ralph W. Tyler. It

highlights the need to match the curriculum with the desired learning goals and

offers a structure for creating and putting the curriculum into action. It also

11
highlights the importance of considering the needs of learners and the societal

context in curriculum design.

Constructivist Theory: This theory says that learning is something you do

actively, where you create your own knowledge and understanding. In a

constructivist curriculum, you get to do hands-on activities, solve problems, and

explore things on your own to learn. The curriculum is like the heart of education,

where teachers and students share their learning experiences. Everything else in

the education system, like how students are tested, how teachers are trained,

what materials are used, and how schools are run, should come from the

curriculum. According to Jonassen (1991), there are three main steps in

developing the curriculum: analyzing, designing, and evaluating.

Family Systems Theory (Bowen, 1978): This theory focuses on the

interconnected nature of families and how family dynamics can influence

individual behavior and development. For LET preparation, a supportive and

cohesive family environment can provide crucial emotional backing,

encouragement, and necessary resources for effective studying. Conversely, a

dysfunctional family marked by conflict or instability can hinder an individual's

ability to focus and perform well on the exam. The eight principles of Family

Systems Theory include triangles, differentiation of self, nuclear family emotional

process, family projection process, multigenerational transmission process,

emotional cutoff, sibling position, and societal emotional process.

12
Ecological Systems Theory (Bronfenbrenner, 1979): This theory proposes

that individuals are influenced by a series of environmental systems, nested

within one another. These systems include the microsystem (immediate

environment like family), mesosystem (interactions between microsystems),

exosystem (external environments indirectly influencing individuals),

macrosystem (cultural values and norms), and chronosystem (life events and

transitions throughout a person's life). In the context of LET preparation, the

family serves as a crucial microsystem that can either facilitate or hinder

academic success. Factors such as parental involvement in education,

availability of study resources at home, and family attitudes toward academic

achievement all play a role in an individual's readiness for the exam.

Attachment Theory (Bowlby, 1969): This theory highlights the importance of

early childhood relationships, particularly with caregivers, in shaping later

development and interpersonal relationships. A secure attachment to caregivers

during childhood can foster a sense of confidence and emotional stability, which

may translate into better academic performance and more effective coping

strategies during stressful situations, such as preparing for and taking the LET.

Attachment theory identifies four patterns of attachment: secure, avoidant,

resistant, and disorganized.

13
 THE PROBLEM

Statement of the Problem

This research sought to determine the influential factors in LET

performance of Cebu Technological University Daanbantayan Campus BEEd

takers in the Academic Year 2019-2024.

Specifically, it seeks to address the following questions:

1. What is the profile of the BEED LET takers performance in terms of:
a. General Average
b. Length of time between graduation and examination
c. number of attempts in taking the board exam
d. enrollment/attendance in review programs
2. To what extent do the identified contributing factors influence the LET
performance?
a. Teacher
b. Institution
c. Curriculum
d. Personal
e. Home or Support System
3. Based on the findings, what implications can be deduced to improve
LET performance?

Significance of the Study

14
The results of this study will benefit the following:
Government. It will motivate and encourage them to implement essential

information in terms of areas to be improved such as content areas to be

emphasized in syllabi, books to be used, strategies and techniques, and nature

of the assessment given. All of these are to raise the student's difficulties during

the review and to be well prepared for actual performance in LET.

School Administrators. It enables them to find ways or establish an action with

regards to what areas should be improved, revised, or strengthened that would

help students in preparing the LET.

Teachers. The results of this study will encourage teachers to provide students

with clear instructions and strategies in teaching to help students learn and

improve their performance in LET.

Students. The findings of this study may serve as a basis for practicing and

preparing themselves early for the future LET exam.

Parents. This research will help parents or guardians to support and motivate

their students in preparing for the LET.

Researchers. This study helps the researchers to identify the influential factors

in LET performance so that they will be informed of what will be expected during

the exam.

Future Researchers. This research will serve as a resource material that will

guide and be used as a reference for future researchers whose study is in

connection to Influential Factors in LET Performance: Evidence-Based

Implications.

15
Readers. This study would increase the awareness of each reader about the

influential factors in LET.

RESEARCH METHODOLOGY

Design

The researchers utilized the descriptive method design of the study to

recognize the Factors that Influence the Licensure Examination for Teachers

(LET) Performance of LET takers of Cebu Technological University -

Daanbantayan Campus from the years 2019, 2021, 2022, 2023 and 2024.

Flow of the Study

This study aims to determine the various factors that influence the

performance of BEED LET takers. The researchers collected profile data of the

BEED LET takers performance, including the General average, Length of time

between graduation and examination, number of attempts in taking the board

exam, enrollment/attendance in review program. To identify the contributing

factors influence the BEED LET Performance, the researchers use seven (7)

factors such as teachers, institution, curriculum, personal, home and support

system. Data was collected through Survey questionnaires, and statistical

Analysis and interpretation.The researchers suggest that further research is

needed to identify additional factors and provide alternative recommendations to

enhance and improve the overall performance of LET takers.

16
 INPUT

1. Profile of the BEED LET takers performance in terms of:

 General Average

 Length of time between graduation and examination

 Number of attempts in taking the board exam

 Enrollment/ attendance in review programs

2. Contributing factors influence the LET performance:

PROCESS

Collection and Analysis of Data through:

1. Survey Questionnaires;

2. Statistical Analysis and Interpretation

OUTPUT

Recommendations for the Improvement of LET performance

17
 Figure 2

Flow of the Study

Environment

The research was conducted at Cebu Technological University of

Daanbantayan Campus, nestled along the coast of Daanbantayan, the

community is renowned for its stunning beaches and thriving fishing industry,

located in the Barangay Agujo, Municipality of , in Province of Cebu.

Approximately about 129 kilometers away from Cebu City, the campus boasts a

rich history as the Philippines' oldest fishery school. Established in 1948 by the

Provincial Board through Resolution No. 500, it holds a legacy of pioneering in

fisheries education.

The study will focus on 145 Bachelor of Elementary Education (BEEd)

alumni from the academic years 2018-2019 to 2022-2023. Of these, specifically

those who have graduated from the Teacher Education program and have taken

the Licensure Examination for Teachers (LET) both passers and non-passers,

only 98 graduates participated in the study. And data analysis revealed that the

participants are diverse in terms of their geographical origins, hailing from various

communities within Daanbantayan, with some participating from abroad and

other areas within Region 7.

This research analyzes the perspectives of 98 Bachelor of Elementary

Education alumni who have completed the Licensure Examination for Teachers,

18
focusing on the specific setting of Cebu Technological University of

Daanbantayan Campus, situated in a coastal town known for its expertise in

fisheries education. By comparing the experiences of both passer and non-

passer takers, this research seeks to illuminate the effectiveness of the Bachelor

of Elementary Education program and the specific challenges encountered by

the graduates. For the visualization of the research locale, the location map of

the research environment is shown in Figure 3.

19
 Figure 3

Map of the Study

Respondents

The subjects/ respondents of the study were first-timers and repeaters

LET takers. Both passers and non-passers participated in the study. A list issued

by the Office of Education was the researcher’s reference for the identification

and addresses of CTU Daanbantayan graduates of BEEd from S.Y. 2020- 2018

to 2022- 2023. Out of 145 graduates, there are 98 respondents participated in

the study. The participants were based on PRC issued list of LET takers from

September 2019 to May 2024. In the year 2019, there were 36 participants, 34

among these passers and 2 non-passers. In the year, 2021 there were 5

participants, and all of these respondents were passers. In the year 2022, there

were 28 participants, 23 among these passers and 5 non-passers. In 2023, there

were 19 participants, and 15 among these passers and 4 non-passers. This year

2024, there were 10 respondents, and 6 among these passers and 4 non-

passers. From 2019 to 2024 except the year 2020 have a total of 8 males and 90

females.

Table 1. Respondents of the Study

Table 1.1: Respondents of the Study in terms of Sex.
N = 98
Year Sex Total

20
 Male Female
2019 2 34 36

2021 3 2 5

2022 3 25 28

2023 0 19 19

2024 0 10 10

TOTAL 8 90 98

Table 1.2: Respondents of the Study in terms of LET Status.

Year Number of LET Numbers of LET Non- Total Number of LET
Passers (BEED) Passers (BEED) Takers
2019 34 2 36

2021 5 0 5

2022 23 5 28

2023 15 4 19

2024 6 4 10

TOTAL 83 15 98

Instrument

This study employed a researcher’s survey questionnaire through the use

of Google Forms and printed questionnaires in collecting data. The questionnaire

was composed of matrix questions aimed at determining the influential factor in

LET performance. The profile of the respondents is also included.

The adviser evaluated and approved the researchers’ questions, ensuring

that they were all matched with the statement of the problems and were not

harmful to the respondents. The survey questionnaire includes questions that

answered the study’s objectives.

21
Data Gathering Procedure

The researchers used closed-ended questions to gather the data.

Questionnaires were given to the respondents through Google Forms and in

person. The researchers personally messaged the respondents for their honest

and credible answers. Before the questionnaires were distributed, the

researchers explained the importance of their answers for the research. The

researchers used graphs to determine how many percent and how many

respondents answered the questions. Lastly, the researchers organize the

information and data gathered.

Treatment of Data

The statistical treatment of the data immediately followed after the data

gathering. The researchers utilized the following statistical tools which are

percentage and frequency computation, weighted mean and average weighted

mean. Percentage was used to present the percentage of the number of

attempts answered by the respondent’s, weighted mean was used to measure

the responses of the factors that influence the LET performance and average

weighted mean was used to determine its general description.

Scoring Procedure

The table shows the level of interpretation where a score of 4.21 to 5.00 is

interpreted as Very High Extent, indicating that the factor has a profound and significant

impact on performance, strongly contributing to success. A score of 3.41 to 4.20 is

classified as High Extent, meaning the factor has a substantial influence and plays an

important role in achieving success. When the score falls between 2.61 to 3.40, it is

22
interpreted as Moderate Extent, suggesting that the factor has a moderate influence,

contributing to success but less significantly than other factors. A score of 1.81 to 2.60

reflects a Low Extent, meaning the factor has a limited influence, playing only a minor

role in success. Lastly, a score of 1.00 to 1.80 is interpreted as Very Low Extent,

indicating that the factor has minimal influence, with little to no impact on success.

Mean Score Interpretation Verbal Description

4.21- 5.00 Very High Extent This factor has a profound and
demonstrably significant
impact on LET performance.
Evidence strongly suggests
that it plays a critical role in
determining success.
3.42- 4.20 High Extent Verbal Description: This factor
has a substantial and
noticeable influence on LET
performance. Evidence
indicates that it is a key
contributor to success.
2.61- 3.40 Moderately Extent This factor has a moderate
and discernible influence on
LET performance. Evidence
suggests that it plays a role in
success, but its impact may be
less pronounced than other
factors.

1.81- 2.60 Low Extent This factor has a limited and

less noticeable influence on
LET performance. Evidence
suggests that it may play a
minor role in success, but its
impact is not as significant as
other factors.

23
 1.00- 1.80 Very Low Extent This factor has a minimal and
negligible influence on LET
performance. Evidence
suggests that it has little to no
impact on success.

DEFINITION OF TERMS

According to Cresswell (2013), terms are operationally defined to

comprehend their meaning entirely. The concepts described operationally

concerning understanding the theoretical framework and the importance of the

study are as follows.

Enhancement - refers to making something better or improving the performance

outcomes of candidates taking the Licensure Examination for Teachers (LET).

Evidence-based – refers to the data results of the performance of the 2019-

2024 LET takers given by the Professional Regulation Commission (PRC).

Implication – is either negative or positive outcomes of findings in a research

study

Influential Factors – refer to the various elements that significantly affect a LET

taker's performance in the Licensure Examination.

Greatest Influential Factors – are the ones that have the most significant

impact on the LET taker’s success in the Licensure Examination for Teachers.

24
The General Average – refers to the overall performance or mean score

achieved by the LET takers both passers and non-passers.

Least influential Factors – are those that have minimal impact on the LET

examination results.

Length of Time – is how long the teacher candidate takes the board exam

between graduation and examination.

Licensure Examination for Teachers (LET) – a standardized test that

individuals need to pass to become licensed educators.

Number of Attempts – refers to how many times the takers tried to pass the

examination to obtain the necessary teaching license.

25
 ETHICAL CONSIDERATIONS

The purpose of the study was to identify the variables that affected LET

performance the most and the least. The study was carried out in accordance

with the Data Privacy Act of 2012 (R.A. 10173) and the National Ethical

Guidelines 2017 for research involving human participants. During the study,

only minimal risk was involved in the procedure; the researchers conducted an

online and paper survey and assumed an expedited type of review. Participants

were selected based on the availability of the respondents and the year of the

LET taken by the respondents, which specifically identified a Licensure

Examination for Teacher (LET) takers of Cebu Technological University

Daanbantayan Campus passers or non-passers.

The informed consent form prepared by the researchers was encoded in

English and specified that the respondents were not under improper influence to

participate in the study and that confidentiality and privacy of information would

26
be observed during and after the study. The participants answered the online

survey questionnaires in their free time. The online survey process ensured that

the use of offensive, discriminatory, or other inappropriate language was

avoided. To ensure careful observation of this, the participants were properly

informed of the entire online survey process, the confidentiality and

anonymization of data after they answered the online and paper questionnaires,

and their right to withdraw as participants from the research. Additionally, having

the option to withdraw guaranteed the complete erasure of any records

pertaining to research subjects' involvement. Apart from that, the researchers

promised to follow the scientific norm while analyzing data and discussing

findings, as well as to credit other authors' contributions, as shown in the

References section. There was no inherent or possible conflict of interest that

could have influenced the study's findings, the researchers added.

Management of Data

The study adhered to Republic Act No. 10173, otherwise known as the

Data Privacy Act, which is designed to protect all forms of information, whether

private, personal, or sensitive. It is meant to cover both natural and juridical

persons involved in the processing of personal information. The data were kept

confidential by the researchers. After the data were analyzed, the researchers

deleted the transcripts. The lead researcher ensured that the processed data

sets had no direct identifiers. A copy of the final research was stored on a flash

drive to ensure long-term access for the research community under secure

conditions. Each researcher had a copy as a backup in case of errors in

27
accessing the data. The lead researcher ensured that only the researchers in the

group had copies, and they were not disseminated to others. The researchers

ensured that all collected data remained private to protect the rights of the

respondents. If the data were no longer needed, the lead researcher led the

deletion of all gathered data to safeguard the rights of all respondents involved in

this study.

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

One of the most important doors into the teaching profession is the Licensure

Examination for Teachers (LET), which requires candidates to have a thorough

awareness of all the variables that affect their performance. This section includes

pertinent studies and literature from both domestic and international sources.

Teacher Factor

The teacher licensing test (LET) is considered a crucial achievement for

all aspiring educators seeking certification. It's important and rewarding. The

quality of education provided by the Teacher Education Institution (TEI) is

reflected in the success rate on this test. Teachers are essential to every

student's educational experience, but they are especially important to those who

28
want to become teachers. They have a significant impact on many facets of

students' experiences, ultimately assisting them in reaching their objective of

earning teaching licenses. Teachers must guarantee that students receive a

high-quality education and give them outstanding instruction. The primary

component of achieving academic success is the fundamental role that teachers

play in shaping and nurturing capable graduates. For this reason, it is imperative

to ensure that there are enough teachers who meet expectations, exhibit a

resolute commitment to their duties, and are proficient in the use of modern

educational resources (Lagcao et al., 2023). A teacher's expertise, methods of

instruction, resources, and assessments all play a part in how well students

perform on the teacher licensing exam.

Teacher’s Knowledge and Competence

The knowledge and competence of the teacher play a crucial role in

helping students in their LET performance. It should align with the curriculum,

with a deep understanding of the content or subject matter. Teachers who have a

solid foundation of knowledge and are experts in their respective fields can

effectively impart knowledge and provide students with accurate and

comprehensive instruction. As a result, students benefit from a strong foundation

in the subject matter and increased comprehension. As proves in the study of

Delos Angeles, 2020, a strong general education curriculum and subject-matter

expertise among general education course instructors are essential for students

to pass the exam. The study stressed that teachers who possess a deep

29
understanding of their subject matter and deliver high-quality content in their

teaching can positively impact students' performance in the licensure

examination (LET). However, the CMO No. 30. Since 2004, there have been

concerns about the declining quality of teacher education graduates, as

evidenced by their performance in the Professional Regulation Commission

(PRC)-LET results. It has been observed that, on average, teacher education

graduates have weak foundational skills in communication, literacy, and higher-

order thinking.

Teaching Strategies and Methods

Another important component that significantly affects passing the LET

is teaching tactics and approaches. Students who actively participate in the

learning process have better understanding and memory retention, which can

enhance their success on the LET. One crucial tactic that educators use to

encourage student participation, teamwork, and support one another is

cooperative learning. For students who want to become teachers, this method is

especially important since it trains them to be capable teachers who can design

inclusive and engaging learning environments. In line with the results of Anwar et

al. in 2020, cooperative learning significantly boosts students' academic

achievement, according to Reinhard's research in 2021. Furthermore, as

demonstrated by Sunita et al. in 2019, cooperative learning benefits students

30
with learning difficulties as well as high achievers and students at all

achievement levels. The study by Cadino and Dela Cruz, 2020, which found that

four instructional strategies—including cooperative learning—have a significant

effect on academic performance, will bolster this. This emphasizes how crucial it

is for educators to understand the various learning styles and requirements of

their pupils. Teachers can create a more interesting and productive learning

environment by customizing their instructional approaches to match these

interests. In the end, this can result in better academic achievement for the

students.

A study conducted in 2022 at the University of Sukkur, Sindh,

Pakistan, and the University of Eastern Finland by Channa and Sahito (2022)

highlights the significance of effective teaching strategies and pedagogical

competencies in fostering student success. It also highlights the necessity for

educators to continually enhance their pedagogical expertise and modify their

methods of instruction in order to meet the diverse learning needs of their

students. By doing this, they can increase their influence over students' academic

performance and overall educational outcomes. According to Delos Angeles

(2019), the teacher is often regarded as the cornerstone of education, as they

have the most significant influence on a student's learning and development

outside of the home. Teachers who have clear goals actively pursue learning and

employ various strategies to achieve positive outcomes. By using various

methods and strategies, teachers can accommodate the different learning needs

of their students. Hence, they can grasp the concepts more effectively. Research

31
studies indicate that these graduates also have inadequate content knowledge in

their subject areas and lack the necessary teaching skills. This is particularly

relevant to teachers who do not possess strong pedagogical competence.

Teachers who lack a solid foundation in pedagogical knowledge may struggle to

effectively communicate and engage students in higher-order thinking.

Additionally, their limited content knowledge may hinder their ability to deliver

quality instruction. Therefore, it is crucial for teacher education institutions to

prioritize the development of pedagogical competence among aspiring teachers.

By enhancing the training and support provided to these teachers, they can

acquire the necessary skills and knowledge to improve their teaching abilities

and positively impact student learning outcomes (Malaluan, 2017).

Instructional Materials

Differentiated instruction, a teaching approach that acknowledges and

caters to the various interests, learning requirements, and readiness levels of

pupils, will therefore be implemented. In order to assist students, prepare for and

pass the licensing examination, teachers can use differentiated teaching to

customize their lesson plans to each student's unique needs. Teachers' ability to

teach and students' comprehension of the course material were found to be

improved by the implementation of differentiated instruction. According to the

findings of Reyes and Villegas's (2018) study, faculty members and BEED

students both believed that the incorporation of differentiated instruction would

32
enhance academic achievement and better prepare them for the Licensure

Examination for Teachers ("LET").

The positive views expressed by BEED students highlight the impact of

differentiated instruction in improving their overall readiness for the LET and their

ability to apply their knowledge in a teaching context. On the other hand, the

study of Dela Rosa and Vargas (2021) found that only experiential and hands-on

methods showed a significant correlation with the scores of the BSED graduate

samples. This highlights the importance of teachers incorporating practical,

hands-on experiences into their teaching practices to support student learning

and improve exam performance. On the contrary, in an experimental study

conducted by Sansing (2001) to enhance college students' reading

comprehension achievement, it was found that the utilization of different teaching

methods did not yield any significant differences in student learning. Similar

findings were also observed by Chuchoysuwarn (1999) and Saludez (1999) in

their respective studies. These authors discovered that the application of diverse

teaching methods did not exhibit any significant correlation with students'

performance. The findings suggest that the effectiveness of various teaching

methods may not have a substantial impact on students' learning outcomes in

the context of reading comprehension. It implies that simply employing different

teaching approaches may not necessarily lead to significant improvements in

student performance. To effectively improve students' reading comprehension

skills, educators need to take into account additional aspects and instructional

methodologies. They are committed to providing their students with pertinent

33
knowledge and have experience as teachers. Students' performance on the

Licensure Examination for Teachers (LET) can be greatly influenced by the

instructional materials that teachers choose to employ. Certain teaching

resources have been shown to improve students' performance. Students are

given a thorough and organized overview of the topics covered in the LET by

well-written textbooks and pertinent reference materials. Students can better

understand complex information and draw connections between various

concepts with the use of visual aids like charts, graphs, and infographics.

Multimedia resources, including educational videos and interactive simulations,

can also enhance students' engagement and understanding of LET topics, as

this proves in the study of Dela Cruz and Bemarda (2018), which examined how

instructional materials contribute to enhancing student learning in science

classes in the Philippines. The results of their research indicate that the effective

utilization of high-quality instructional materials, including multimedia resources

and hands-on learning materials, has a substantial impact on student

engagement, comprehension, and academic achievement.

The effectiveness of pre-service teachers in the Philippines on the

Licensure Examination for Teachers (LET) has been found to be significantly

influenced by the availability and quality of instructional materials utilized in

teacher education programs. Students' success on the Licensure Examination for

Teachers (LET) can be greatly influenced by the teachers' selection of teaching

materials. The quality and accessibility of the teaching resources faculty

members in the Bachelor of Elementary Education (BEED) program use have a

34
significant impact on their students' performance on the Licensure Examination

for Teachers (LET), according to research done by Cabellas and Tons (2020).

According to the study, enhancing BEED students' readiness and performance

on the LET requires the efficient integration of well-crafted and pertinent

educational materials. As a result, the intelligence, adaptability, ingenuity, and

educational background of teachers are essential for knowledge transfer and

building strong relationships with pupils. It is critical to inspire pupils and improve

their academic achievement.

Various Assessments

To track students' development and assess their learning, teachers must

provide a variety of evaluations. Assessment methods include formative

assessment, project-based assessment, individual tasks, group projects or

presentations, and self-or peer assessment. When taken as a whole, these

assessment techniques improve students' performance on the LET by

encouraging participation, critical thinking, teamwork, and the acquisition of

crucial abilities and information needed to pass the test. An additional resource

that helps students become acquainted with the structure, subject matter, and

degree of difficulty of the test is the LET practice tests and review books. These

would make it easier for pupils to pinpoint their areas of strength and weakness

so they could concentrate their study efforts and achieve better. For students to

gain a deep understanding of the subjects and develop a lifelong love of learning,

teachers should use a variety of successful teaching tactics, effective

35
instructional materials, assessment strategies, and highly significant knowledge

and competence. In order to guarantee that every student has equal access to

education, they should exhibit competence, commitment, and the flexibility to

modify their teaching style.

Institutional Factor

Institutional factors refer to the characteristics and elements that shape the

functioning and behavior of institutions within a society or organization.

Institutional factors include support programs or requirements that an institution

sets as standards, practices, or criteria for student participation to meet the

conditions as established for graduation. In relation to this, Damien (2010)

claimed that school institutional factors tend to be the space interpretation and

physical expression of the school examination performance of students.

Considering the relationship between academic resources and students'

academic performance, teacher's qualification and adequate facilities are the

determinants of assessing academic performance of students.

School Environment

School environment is another aspect factor because obtaining a decent

education depends heavily on a positive school environment, it may also have an

impact on students' academic achievement. A positive atmosphere can boost a

person's self-esteem and overall growth, whereas a negative environment can

depress a person and leave them with little hope for the future. In support of this,

Mark (2002) stated that conducive to effective teaching and learning are settings

36
that are tidy, peaceful, safe, cozy, and healthy. He asserts that unhealthy indoor

air quality causes illnesses in both instructors and kids, and that ill teachers and

students cannot function as well as balanced ones. The atmosphere that children

experience at school has a significant impact on their general development and

self-esteem. It can be either favorable or negative. A pleasant atmosphere can

be influenced by a well-kept and attractive school environment. Students may

develop a feeling of pride and community as a result, which will improve the

learning environment. The likelihood of students actively participating in their

studies and aiming for academic success is higher when they feel at ease and

motivated by their environment.

The quality of an institution's education is frequently assessed by the

graduates it generates. Similarly, the quality of graduates caused by a school is

determined by their success on licensing exams (Ballado, 2014). The term

"quality" is essential in education since it simply refers to an institution's most

outstanding level of instruction. The ability of an institution to develop great

professionals is the cornerstone of providing quality education (Pregoner, 2020).

Educational considerations have an impact on graduates. The effectiveness of

the education respondents in the Licensure Examination for Teachers is

influenced by the criteria such as entrance test, degree program, English

competency, and the passing percentage of the institution. Similarly, institutions

with a high passing rate influence the personality of examinees who pass the

board test (Quiambao, 2015). The elements that significantly determine their

37
board examination performance include teaching aspects and adopted in-house

review policies undertaken by colleges and review centers (Duckor et al., 2014).

School Facilities

According to Modell's study, the major factor indicated by the respondents

to be influential was lack of enough school facilities. Students, teachers and the

entire administration of an institution rely on the available facilities and with its

adequacy there tends to conflict within an organization since each element

requires its service throughout the time within the environment. Gacutan (2017)

examined the impact of school facilities on LET performance among education

graduates. The study found that factors such as the availability of instructional

materials, technology-equipped classrooms, and comfortable learning

environments significantly contributed to higher LET scores. Furthermore, the

study highlighted the importance of modern facilities in preparing BEED students

for the demands of the LET.

Mendioro (2020) conducted a study on the relationship between school

facilities and the academic performance of education graduates in LET. The

findings indicated that facilities such as well-equipped libraries, science

laboratories, and computer rooms positively influenced students' LET

performance. Additionally, the study emphasized the role of school

administrators in ensuring the maintenance and improvement of facilities to

support students' academic success. Similarly, Ramos (2015) investigated the

association between school facilities and LET performance, focusing on the

38
perceptions of BEED graduates. The study revealed that graduates perceived

modern and well-maintained facilities as essential for effective learning and LET

preparation. Moreover, graduates who had access to quality facilities reported

higher confidence levels and better performance in the LET.

Velasco and De Castro (2016) investigated the impact of school facilities on

LET performance in the context of student satisfaction. The study found that

students who were satisfied with their school facilities were more likely to perform

well on the LET. Factors such as cleanliness, comfort, and functionality of

facilities were cited as significant contributors to overall satisfaction and

academic success.

These studies collectively underscore the importance of school facilities as

institutional factors that influence the LET performance of BEED students in the

Philippines. Adequate, modern, and well-maintained facilities play a crucial role

in providing students with the resources, environment, and support necessary for

academic success and LET preparation.

In the context of quality education, it has been imperative to improve the

quality of teaching in the Philippines to bring about changes that in turn speeded

up the pace of events and added more color to the quality of human living. In the

field of education, however, this global shift has been scarcely perceptible

especially to the typical student goals because changes in quality education have

not been as fast and dramatic as in other fields. This being the case, the school

has to struggle to strengthen the programs to promote the demands of the

39
outside world. As a result, demands to examine the teaching capabilities of each

qualified teacher is a must today to increase and improve the percentage of

passers in every Teacher Education Institution in the country. To create a new

vision of the learning institution and to have a technological development of its

facilities that could lead to the major changes in the way that teachers teach and

the students learn effectively.

Curriculum Factor

The curriculum plays an important role in the performance of the BEEd

graduates in the Licensure Examination for Teachers (LET). It serves as the

blueprint for learning, outlining the content to be taught, the methods of

instruction, and the means of evaluation. The curriculum's quality and relevance

can significantly impact the LET performance. There are several recent studies

that examine the relationship between curriculum factors and LET performance,

providing an insight on the key consideration for curriculum development and

implementation.

Curriculum and Quality of Instruction

The Philippine Teachers Professionalization Act of 1994 (RA 7863) serves

as the framework for the professionalization of basic education teachers in the

Philippines. The Act mandates that everyone who works in education—including

teaching, supervising, and administering—pass the Teacher Licensure

Examination. Additionally, a new curriculum for teacher education was

introduced, which includes a set of competencies that define the pre-service

40
teachers' professional and personal development, in order to make pre-service

training more responsive to the quick changes in society.

As per Gibson, Boyle et al. (2015), two of the four factors of teaching

quality are curriculum and instructional aspects. These two criteria' combined

effect reflects how well the graduates performed on the state-conducted board

examination. Yanto (2000) and Azurin (2008) found that a meticulously designed

curriculum can lead to improved performance on the LET, particularly in general

education subjects. This implies that a well-structured curriculum can equip

graduates with the necessary knowledge and skills to excel in these areas. A

well-constructed curriculum facilitates communication between educators and

students (Olamo et al., 2019). Clear learning objectives and a well-defined scope

within the curriculum ensure all parties involved understand the content to be

mastered and the desired outcomes. Pak et al. (2020) emphasize that while a

strong curriculum forms the foundation, its effectiveness ultimately hinges on

implementation. Factors like adherence to the curriculum framework, resource

availability within the institution, and the quality of instruction all play a role in

maximizing the curriculum's impact on LET performance. Faltado (2011)

highlights the significance of effective curriculum implementation and instruction

in achieving success on the LET. This suggests that a well-designed curriculum

delivered by competent teachers significantly improves teacher education

graduates' chances of passing the licensure exam.

41
 According to Delos Angeles (2019), the curriculum and quality of

instructions has a great impact on LET performance, it highlights the importance

of relevance and well-structured curriculum in preparing prospective teachers for

licensure exams. It emphasizes that the curriculum factors have an impact on

graduates' LET performance and that students learn best when the curriculum

and instruction align with their individual needs. This study found that the

satisfactory performance in the licensure examination is a result of a quality

curriculum and relevant instructional experiences and learning opportunities

offered during graduates’ academic stint at the university. Specifically, factors

influential to the success in the Licensure Examination for Teachers are quality of

the General Education curriculum and relevance of assessment in both general

and professional courses.

The core of the educational process is the curriculum and instruction,

according to Delos Angeles. The content that teachers teach and the knowledge

that students acquire, as well as the instructional strategies that teachers employ,

are where real educational progress occurs.

Pre-Board Test and Comprehensive Examination

A pre-board test is administered before final board examinations to

assess students' readiness, typically covering the entire syllabus and conducted

under exam conditions. Its primary purpose is to simulate the actual examination

experience, provide students with feedback on their strengths and weaknesses,

and guide their study efforts. On the other hand, a comprehensive examination,

42
which covers a wide range of topics studied throughout the course or academic

programme and carries significant weight in terms of assessment and

accreditation, evaluates students' mastery of the subject or programme as a

whole. The mock tests, however, serve as training tools to help students

familiarize themselves with the format, content and timing of forthcoming

examinations which provide a reference for improving their study plan.

The pre-board test constructed by the faculty of the college of education is

also one of the valid predictors of performance in the LET (Fiscal and Roman,

2022). Based on the findings of their study pre-board examinations can validly

predict performance in the LET. Likewise, the pre-board test constructed by the

faculty of the college of education is a valid predictor of performance in the LET.

In addition, the college is satisfactory in terms of providing competencies to the

students specifically in the area of general education. Similarly, the relevance of

comprehensive examination in predicting LET performance has been studied by

Gabasa & Raqueño (2021), who also highlighted the need for more intensive

enhancement practice since comprehensive examination was found to be a

significant predictor of the graduates' licensure performance. The findings of the

study emphasizes that the comprehensive examination performance is

related to the licensure examination performance of the takers. A

comprehensive examination has to be given on the student’s final year to

determine their strength and weaknesses (Allaga, 2019).

Review Sessions and Taking Mock Exams

43
 A study by Jocson and Vizconde (2019) investigated the factors that

affect the performance of education graduates in the Philippine Licensure

Examination for Teachers (LET). The study found that attending review sessions,

taking mock exams, and studying with others were significant predictors of LET

performance. This supports the findings that students strongly agree on attending

review sessions and going with people who inspire and motivate them to study

hard. This study aimed to investigate the level of preparedness and confidence of

third- and fourth-year education students in taking the Licensure Examination for

Teachers (LET) and its relationship to their commitment to taking the exam.

Results showed that the respondents strongly agreed to attend review sessions,

go with people who motivate them, and push through despite difficulties. They

also had positive attitudes toward learning, note-taking, and self-evaluation.

Moreover, a significant relationship between confidence and commitment was

found. These findings suggest that educators can enhance student preparedness

and commitment to taking the LET by providing review sessions and support

from peers and significant others. Additionally, promoting a growth mindset that

views failures as opportunities for growth and learning may improve student

confidence in taking licensure exams.

In-House Review

The study of Cabutotan (2019), focused on the correlation between

their performance in the in-house review and their LET. And the findings

showed that the two variables take high degree, thus strong correlation,

44
at .01 level of significance. It was revealed that the pre-service teachers’

performance in their in-house review determines their licensure performance as

well. The in-house review plays an important role in the performance of the BEEd

takers in LET.

The strongest factor affecting the LET performance as perceived by the

graduates was the In and Off-Campus pre-service education while the weakest

was the Facilities and Resources (Igcasama et al.,2021). The respondent’s

mother's educational attainment, course, GPA, and entrance examination are

significant predictors of LET performance (Balinario et al., 2023). The study

revealed that the respondents with older age, married civil status, non-BSED

course, and lower grade point average are more likely to have a lower

performance in Licensure Examination for teacher, likewise, respondents with

younger age, single civil status, and BSED Graduate and higher point grade

average are more likely to have a higher performance in the Teachers Licensure

Examination.

Overall, the studies mentioned above highlight how important curriculum

factors are in determining how well-prepared students are for the LET. By

understanding how the curriculum factors influence the LET performance,

educators and policymakers can make informed decisions to enhance the

effectiveness of teacher preparation programs and improve overall educational

quality.

Personal Factor

45
 The term “personal factor” describes the unique qualities of individuals that

influence examinees behavior. Lifestyle, character qualities, motives, attitudes,

and perceptions are some of these factors (Admin 2021). It is important to pay

close attention to preparation when taking board exams. Thus, a number of

“personal factors” were considered significant and presumed to have existed and

been utilized but not fully established among students. Personal factors

encompass a series of characteristics, including psychological attributes,

cognitive abilities, and personality traits. Psychological factors such as

motivation, self-efficacy, and test anxiety play pivotal roles in determining

candidates' readiness and performance on the exam.

Academic Achievement

In the study of Amanonce and Maramag (2020), they evaluate the

relationship between graduate teacher education students' licensure exam

performance and their academic achievement. The study emphasizes the

importance of effective delivery of instruction, sound evaluation procedures and

teachers’ assessment since it impacts with the graduates’ performance in the

LET. In the study of Valle and Brobo (2022) study analyzed the LET results using

a documentary and correlational method. It highlights the inverse relationship

between their performance on the LET and their GWA and Mechanics grade. As

a result, passing the licensing exam is not assured despite the graduates'

outstanding academic achievement and Mechanics LET rating. In order to get

graduates ready for the licensing exam, it may be necessary to implement an

46
enhancement and rigorous review program that focuses on the primary subject

areas and general education.

Study Habits

According to Aristotle, habit is what we repeatedly do. Habits plays a

significant role in human’s life. Having good habits will lead to an effective life

while bad will may lead to failures. In Education, study habit means usual or

regular learner’s ways of exercising and practicing their abilities for learning.

Good study habits are the gateways of knowledge and wisdom. Study habits are

the behaviors in preparing for test and learning academic material. According to

Menzel, cited by Rana and Kausar (2011), failure among students is not the

reason of individual’s ability but because of having poor study skills. In preparing

LET examination, study habit is useful to enhance cognitive readiness and to

ensure good performance in taking board exam. Even from educational point of

view, study habits play an important role for students to achieve better and higher

goals. Shon (1987) discussed that the effective study habits support teacher

candidates in achieving success on licensure exams. According Weinstein,

Husman, and Dierking (2000), study skills training programs enhance the

effective study habits and academic performance. Topping (1996) believe that

the peer tutoring programs are the effective practices to enhance learning

outcomes and also suggest to the teacher candidates must engage in reflective

practices such as journaling or self-assessment to improve their study habits and

LET performance.

47
Home and Support System

Home and family are one of the influential factors that shape student

readiness and success in taking the LET. Studies have underscored the crucial

role of family support, parental involvement, and family responsibilities in

candidates' LET preparation journey. Family support is a crucial factor in a

teacher's preparation and performance in the Licensure Examination for

Teachers (LET) in the Philippines. It manifests in various forms, all of which

contribute to the teacher's overall readiness and confidence. Emotional support

from the family, for instance, can help manage stress and boost the teacher's

self-belief. This could be through words of encouragement, understanding, and

providing a listening ear during challenging times. Thus, the role of family support

in a student's LET performance is multifaceted and invaluable, fostering an

environment conducive to success.

Family Support

The study by Smith, J., & Johnson, K (2014), explores the influence of

family support on the academic achievement and readiness of prospective

teachers, particularly in the context of preparing for licensure examinations. Their

findings revealed a strong correlation between the level of family support and

candidates' academic performance, particularly in licensure examination

readiness. Participants who reported higher levels of familial encouragement,

emotional support, and conducive study environments demonstrated greater

preparedness and confidence in navigating the challenges of licensure

48
examinations, such as the Licensure Examination for Teachers (LET). Moreover,

the pivotal role of familial relationships in shaping candidates' attitudes, values,

and study habits, underscores the significance of home and family environments

as foundational pillars for academic success in teacher education. These findings

underscore the critical importance of integrating family support mechanisms into

teacher preparation programs and licensure examination strategies, thereby

optimizing candidates' readiness and performance outcomes.

The study of Steinberg and Darling (2004) emphasizes that students'

success is not just about academics but also about the support they receive from

those around them. Given the significance of family support, it's clear that the

performance of LET takers is greatly influenced by their families. In the context of

the Licensure Examination for Teachers (LET), this study's insights are

particularly relevant. The LET is not just a test of academic knowledge but also a

measure of candidates' readiness to become effective educators. Success in the

LET requires a combination of content mastery, critical thinking skills, and the

ability to apply pedagogical principles effectively.

As highlighted by Robles (2016), when needed, others can offer concrete

assistance in the form of various circumstances and emotional support. This

support can encompass material assistance, including financial aid or access to

educational resources, as well as informational guidance on effective study

strategies. Additionally, instrumental support may involve practical assistance

with organizing study groups or providing transportation to review classes.

49
Equally important is emotional support, which involves offering empathy,

encouragement, and validation to bolster candidates' confidence and resilience

during the demanding process of exam preparation. Social support from family,

friends, mentors, and peers further contributes to candidates' sense of belonging

and motivation.

Building on the concept of family support, the study by Wang & Eccles

(2012) explores the mediating role of self-efficacy in the relationship between

family support and academic performance. Self-efficacy refers to one's belief in

their ability to succeed. This study suggests that family support can positively

influence self-efficacy, which in turn, impacts academic performance. High self-

efficacy can boost confidence and motivation during LET preparation, leading to

better outcomes. In the context of LET preparation, family encouragement,

emotional support, and a positive learning environment can contribute to a

candidate's belief in their ability to succeed on the exam. This heightened self-

efficacy can translate into stronger motivation to study, better focus during review

sessions, and ultimately, improved performance on the LET. The study of Hill

and Tyson (2009), like Wang & Eccles (2012), emphasizes the long-term

influence of family support. Family support plays a crucial role in students'

academic success, especially since parents are often their first teachers. The

support they offer significantly influences their child's learning and development,

impacting their educational outcomes. By showing genuine interest in their

children's academic progress and expressing confidence in their abilities to

succeed in the LET, parents can act as powerful motivators. This encouragement

50
inspires children to persevere in their studies and remain committed to their

goals.

Home and family Environment

The home and family environment play a crucial role in a student's

performance in the Licensure Examination for Teachers (LET) in the Philippines.

The home environment refers to the physical space where the student resides

and studies, while the family environment encompasses the dynamics, support,

and relationships within the family unit.

In terms of the home environment, it is important for students to have a quiet

and well-equipped study space that allows for concentration and focus. A

comfortable and organized study area can contribute to a conducive learning

environment, free from distractions. Adequate access to study materials, such as

textbooks, reference books, and online resources, is also essential in supporting

the student's preparation for the LET.

The family environment plays a significant role in shaping a student's LET

performance. Emotional support from family members, such as parents or

siblings, can have a profound impact on the student's motivation and self-belief.

Encouragement, understanding, and positive reinforcement from family members

can help alleviate stress and anxiety, boosting the student's confidence in their

abilities. According to Steinberg and Darling (2004), the students’ success is not

just about academics but also about the support they receive from those around

them.

51
 In Younas et al. (2020) study, they investigate the influence of home

environment on student’s LET performance. Their studied results indicated a

weak positive correlation between home environment and student’s performance.

They recommend on their study that is very important for the parents at home to

develop their self- understanding, feelings, emotions and sentiments in order to

transmit the thoughtfulness and understanding towards their children. It shows

from their study that the more the parents can comprehend their feelings and

emotions towards their children, the children can better manage their emotional

and intellectual personality. The researcher found out that if the students raised

in loving, caring, secure, consistent, and stable home environment have a

greater probability of developing well in socially, psychologically, physically,

emotionally and morally.

The importance of a conducive study environment shows that students

perform better when their home settings provide stability and minimize

distractions. However, a poor home environment can hinder academic focus,

even when emotional support is present (Fan et al., 2022)

Time Factor

The length of time between graduation and examination in LET (Licensure

Examination for Teachers) performance can impact preparation, retention of

knowledge, and readiness. A shorter gap may indicate recent familiarity with

academic material, while a longer gap might require more extensive review to

refresh knowledge. Additionally, factors like professional experience and ongoing

52
professional development could influence performance regardless of the time

elapsed since graduation.

The time gap between graduation and the date of the licensure

examination is very crucial. First time LET takers are usually fresh graduates and

they can still recall and remember the principles and concepts they studied in

their pre-service education upon taking LET a few months after graduation. On

the other hand, repeaters tend to forget the principles and concepts they had

learned during the pre-service education if they take the licensure exam several

years after graduation. In the study of Anania B. Aquino and Leolanda A. Balilla,

majority of respondents intended to take the Licensure Examination for Teachers

the soonest time possible. In preparation for the examination, most respondents

would review either in a review center or would rather do it on their own. The

respondents believed that their knowledge is still fresh which would give them a

better chance of passing the licensure examination.

Plasus, Maria Mojena G., and Jennifer T. Diamante (2020) revealed that

the graduates' LEFT performance was significantly influenced by their scores in

the pre- and post-mock board examinations, employment, the length of time

between graduation and examination, number of attempts in taking the board

examination, and the number of the subject areas passed in the licensure exam.

Kummer (2022) showed that lengthier exams led to better performance on

assessment items shared between conditions, possibly lending support to the

spreading activation theory. It also led to greater performance on the final exam,

53
lending support to the testing effect in creative problem solving. Schraw and

Dennison (1994) discuss that the relationship between time management skills

and teacher effectiveness can provide a broader context for understanding their

impact on LET performance.

Therefore, it is a common observation among TEI's that repeaters pull

down the Institutional Passing Percentage (IPP) in LET. First takers got higher

chances of passing LET than the repeaters. It is highly recommended that an

intervention should be done among the repeaters, e.g., a review class for them to

be facilitated by the Teacher Education Department (TED) of the campus.

Chapter 3

54
 PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter is concerned with data presentation, of the findings

obtained through the study. The findings are presented in tabular form after being

analyzed. The interpretation phase contextualizes the findings, drawing

connections to existing knowledge and offering implications for the research field.

Table 2: Profile of respondents in terms of General Average

Table 2.1: First Timer General Average

YEAR 2019 2021 2022
Table
MONTH 2.2: Repeaters General
SEPTEMBER SEPTEMBER AverageJANUARY MARCH OCTOBER

YEAR 2019 2022 2023

SUBJEC PROF-ED GEN-ED PROF-ED GEN-ED PROF-ED GEN-ED PROF-ED GEN-ED PROF-ED GEN-ED
TS
MONT MARCH SEPTEMBER MARCH JUNE OCTOBER MARCH
H

SUBJ 75.82 GEN- 85.75

AVERAG PROF- PROF-ED 83.05
GEN-ED 82.05
PROF-ED 83.67
GEN-ED 79.67
PROF-ED 82
GEN-ED PROF-ED 76 GEN- 83
PROF- 83
GEN-ED
E
ECTS ED ED ED ED

TOTAL 80.78 82.55 81.67 79.6 83

AVER
AVE. 78.09 81.09 73 87 79 8.4 76 73.25 75.32 76.10 64.33 60.66
AGE

TOTA 79.59 80 79.7 74.66 75.75 65.5

L
AVE,

Table 2.1 indicates the first-time general average of LET takers in 2019,

2021, and 2022. The table shows the average passing score, implying that the

takers performed well. Table 2.2 also shows a general average of repeaters for

years 2019, 2022, and 2023. It shows the poor performance of repeaters on

board examinations.

Therefore, the two tables reveal opposing performances. The findings

indicate that first-timers have a greater chance of passing the LET exam than

repeaters. The researchers believe that the table 3 provides further information

55
on the implication of this result, which shows the explanation for why first-timers

have a better chance of passing than repeaters.

Table 3: Profile of respondents in terms of length of time between

Graduation and Examination

Year Length of time between graduation and first time examination

0-6 months 6 months -1 year 1-2 years 2- 3 years 4 years or more
2019 31 1 3 0 1

2021 0 4 1 0 0

2022 11 1 6 3 7

2023 5 5 5 3 1

2024 3 4 2 0 1

TOTAL 50 15 17 6 10

According to the results, which are consistent with those of Anania B.

Aquino and Leolanda A. Balilla (2015), most respondents want to take the

Teacher Licensure Examination as soon as feasible because they think their

knowledge will be more relevant and increase their chances of passing the test.

Furthermore, Figuerres (2013) showed that recent graduates do better on the

LET than people who take it later, suggesting a gradual reduction in test-related

knowledge that is easily available. This is consistent with Antipolo's (2017)

finding that first-time LET takers passed the exam at a higher rate than

repeaters, which supports the idea that recent knowledge is related to exam

achievement. According to the study of Zussette Aplaon and Jerome Hernandez

(2024), the LET performance of graduates from March 2017 to September 2019

indicates that there were more passers during the September exams, with a

56
higher number of first-time takers compared to repeaters, suggesting that most

LET takers performed well during their initial attempt.

The findings are inconsistent with the study of Kummer (2022), which

showed that lengthier exams led to better performance on assessment items

shared between conditions. Talavera and Jose (2020) discuss how extended

review periods significantly improve pass rates, emphasizing that more time

allows for thorough coverage of all subjects and repeated practice, leading to

better retention and understanding. Similarly, Dela Cruz (2019) identifies that

consistent and prolonged study habits are strong predictors of success in the

LET, underscoring the importance of starting early and maintaining a regular

study schedule. Additionally, Malinao (2021) highlights that structured review

programs spread over a longer period are more effective in improving

performance compared to shorter, more intense review sessions, suggesting that

review programs should be designed to last several months to ensure thorough

preparation.

Table 4: Profile of respondents in terms of number of attempts in taking the

board exam
Year Number of attempts in taking the Board Examination
Once Twice Thrice Fourth Fifth or more

2019 25 7 2 2 0

2021 4 1 0 0 0

2022 5 8 5 5 5

57
 2023 11 3 0 0 5

2024 9 0 0 0 1

TOTAL 54 19 7 7 11

Based on the table, the most frequent number of attempts to take the

LET exam is once. It shows that the majority (57%) of LET takers passed on their

first attempt. However, a significant portion (43%) required multiple tries,

highlighting the multifaceted nature of LET performance. Dela Cruz et al. explore

various influences beyond academic knowledge, including the quality of pre-

service education experiences and test anxiety. Pascual and Navalta (2011)

identify exam difficulty and specialization as factors, with subjects like

Professional Education having historically higher passing rates. Teacher

education programs could implement strategies to manage test anxiety and

improve field experiences, while examination boards might consider subject-

specific adjustments or targeted review programs. Therefore, LET applicants who

need to retake the exam should concentrate on specializations with lower

passing scores. This shows the need for specialized support programs for

particular courses, which might be provided by independent review centers or

teacher education programs. The success in taking the LET can further improve

by tackling these subject-specific difficulties.

Table 5: Profile of respondents in terms of enrollment/attendance in review

programs

YEAR Enrollment/attendance in review programs

58
 YES NO

2019 25 11

2021 4 1

2022 12 16

2023 10 9

2024 6 4

TOTAL 57 41

Based on the table presented, 57 out of 98 respondents attended in

Review center. While 41 respondents didn't attend a review center. A study by

Jocson and Vizconde (2019) found that attending LET review sessions, taking

mock exams and studying can be beneficial to LET Performance. These could

help enhance students' preparedness and commitment to taking the LET by

providing review sessions. Similarly, studies by Corpuz et al. (2021) support

review programs. Their findings suggest participation, along with academic

performance and self-confidence, positively impacts LET outcomes. However,

other studies present contrasting findings. For instance, a study by Santos and

Villasis (2018) found no significant difference in LET pass rates between review

center attendees and independent learners. This suggests that factors like

academic background and individual learning styles might be more influential for

some students. Therefore, the decision to attend a review center is an individual

choice. While some students benefit from the structure and support offered,

others may excel through independent study or alternative review methods.

59
Table 6: Extent to Influence the five factors (Teacher, Institution,
Curriculum, Personal, and Home or Support System)

Table 6.1: Extent to Influence Teacher Factors

Item Parameters Very High High Modera Low Very WM DI Rank
Numb Extent Extent te Extent Low
er Extent Exten
t
5 4 3 2 1
1. Delivers accurate and updated 47 44 6 1 0 4.24 VHE 7
content knowledge
understandably or clearly and
with mastery of the topic
2. Uses appropriate and varied 45 41 10 2 0 4.32 VHE 6
teaching approaches, methods
and strategies that facilitate
learning
3. Creates a situation that 42 50 5 1 0 4.36 VHE 3
encourages/sustains the learner’s
interest in the subject matter and
use of the higher-order thinking
skills.
4. Addresses students’ questions 40 51 6 1 0 4.33 VHE 5
and concerns willingly and
cordially
5. Prepares and utilizes instructional 43 44 10 1 0 4.32 VHE 6
materials appropriate to the
learners and to the subject matter
6. Prepares formative and 50 42 4 1 1 4.42 VHE 2
summative authentic
assessments for learning.
7. Offers help to a student when a 34 51 11 2 0 4.19 HE 8
concept or problem is difficult.
8. Provides feedback on learning 43 46 8 1 0 4.34 VHE 4
tasks or exams that specifies
areas for improvement
9. The instructor’s educational 51 40 6 1 0 4.44 VHE 1
qualifications / attainment
( Masteral / Doctoral degrees)
Average Weighted Mean 4.33 VHE

Table 6.2 shows the extent of the influence of the teacher factor. The

parameter “the instructor’s educational qualifications or attainment (master's or

doctoral degrees)” got the highest rating of 4.44, rank 1, interpreted as very high

extent. These findings agree with those of Cunnien et al. (2009) and Raelin et al.

(2015), who found a positive correlation between educational attainment and

self-efficacy, meaning individuals with higher degrees exhibit greater confidence

in their abilities. This aligns with the potential for increased earning potential

60
associated with master's and doctoral degrees, as reported by Ballou and

Podgursky (2000), though they note variations based on the field. Even within

specific professions, like education, research suggests advantages. Knapp et al.

(1990) found that students with teachers holding master's degrees exhibited

improved performance compared to those with bachelor's degrees.However, the

least extent in the teacher factor is “Offers help to a student when a concept or

problem is difficult,” with a weighted mean of 4.19, ranking 8, interpreted as a

high extent. This implies that some teachers lack the willingness to help students

with difficulties in learning or solving concepts and problems. The result suggests

that although teachers have master’s or doctoral degrees that show higher

abilities for the profession, it still needs a teacher to be helpful, especially for

those students who have a hard time or trouble learning.

Table 6.2: Extent to Influence Institutional Factors

Item Parameters Very High High Modera Low Very WM DI Rank
Numb Extent Extent te Extent Low
er Extent Exten
t
5 4 3 2 1
1. Availability of updated books, 34 45 19 0 0 4.15 HE 4
references and other instructional
resources or materials.
2. Access or availability of computer 28 41 22 7 0 3.92 HE 9
and internet services or
technology laboratory
3. Institution’s rigorous academic 36 51 11 0 0 4.26 VHE 1
standards including school’s
admission and retention policies
4. School’s instructional practices 29 55 12 0 2 4.13 HE 5
including curricular, co-curricular
and extra-curricular activities
5. Provision of opportunities for LET 38 42 17 1 0 4.21 VHE 3
exam preparation such as review
sessions, study groups,
workshops, quiz bee, etc.
6. The ambiance of the classroom 26 49 20 1 2 3.98 HE 8
to include class ventilation and
lights.
7. The allocation of sufficient funds 20 59 19 0 0 4.01 HE 7
to improving educational quality
and institutional efficacy
8. Benchmarking activities with top- 25 54 18 0 1 4.04 HE 6
performing schools
9. School’s reputation and 34 52 12 0 0 4.22 VHE 2

61
 accreditation status fostering a
culture of academic excellence
Average Weighted Mean 4.1 HE

Table 6.2 shows that the most significant factor is the institution’s rigorous

academic standards, including the school’s admission and retention policies, with

a mean average of 4.26, indicating a very high extent. This aligns with Agboola et

al.’s (2022) study, which revealed a significant relationship between the

academic performances of students admitted through criteria-based policies and

their retention. This suggests that maintaining and enhancing academic

standards is crucial for the good performance of future LET takers.

However, the table also shows that the factor with the least extent, with a

weighted mean of 3.92 or moderately extent, ranked 9th, is the access to or

availability of computer and internet services or technology laboratories. This

finding is consistent with Mendoza et al.’s (2014) study, which discovered that a

lack of facilities limits student learning. Similarly, Pascale Hajal and Wessam

Chibani (2021) revealed that most private schools in Lebanon are not fully

equipped, which negatively impacts student learning outcomes. Gacutan (2017)

indicated that technology-equipped classrooms significantly contribute to higher

LET scores. Mendioro (2020) found that facilities such as well-equipped libraries,

science laboratories, and computer rooms positively influence students’ LET

performance. The work environment, which includes school facilities and school

climate as part of school effectiveness in general, affects teachers’ performance

(Rachman, 2021). Sabit (2019) revealed that inadequate school facilities

62
contribute to low student achievement in competitions. Jaminal (2019) found that

the availability of school facilities impacts the motivation and satisfaction of both

students and teachers, emphasizing the importance of a safe and conducive

learning environment. These results suggest that even though schools have

retention policies, students may struggle to support their learning if schools or

universities lack adequate facilities, including computers and internet services.

Therefore, it is recommended to prioritize the availability of these resources to

enhance student learning outcomes.

Table 6.3: Extent to Influence Curriculum Factors

Item Parameters Very High High Moderat Low Very WM DI Rank
Numbe Extent Extent e Extent Extent Low
r Exten
t
5 4 3 2 1

1. The comprehensive (breadth & 36 47 15 0 0 4.21 VHE 6

depth) coverage of the curriculum
covering all essential topics and
competencies in the Licensure
Exam for Teachers (LET).
2. The alignment of the curriculum 35 50 13 0 0 4.22 VHE 5
with the content and format of the
LET
3. The integration of theoretical 41 48 8 1 0 4.32 VHE 1
knowledge with practical teaching
skills or field study applications
4. The emphasis on the alignment of 36 53 9 0 0 4.28 VHE 2
LET competencies with the
teacher pedagogy or teaching
methods
5. The appropriateness of 29 54 14 1 0 4.13 HE 8
instructional resources or
materials used
6. The emphasis on the alignment of 36 50 11 1 0 4.23 VHE 4
LET competences with the
teacher’s assessment strategies
and tasks.
7. The conduct of a comprehensive 38 47 12 1 0 4.24 VHE 3
exam or a qualifying exam after
each academic year
8. The relevance of subject or 34 54 8 1 1 4.21 VHE 6
course requirements/
assignments
9. The integration of the review class 37 47 12 2 0 4.21 VHE 6
in the curriculum
10. The provision of sufficient practice 34 45 17 2 0 4.13 HE 8
or review materials for LET and
conduct of mock exams.
11. The difficulty level of the 37 45 13 3 0 4.18 HE 7
questions in LET

63
 Overall Weighted Mean 4.21 VHE

The table shows that the integration of theoretical knowledge with practical

teaching skills or field study applications has a higher influence on LET

performance. While the appropriateness of instructional resources or materials

used the provision of sufficient practice or review materials for LET and the

conduct of mock exams have less influence on the LET performance.

Two studies support these findings. A 2021 study by Cabahug found that

participation in in- and off-campus pre-service education, which integrates theory

with practical experiences, was perceived by graduates as the strongest factor

influencing their LET results. This aligns with another 2020 study by Pascual and

Atienza, which emphasizes the significance of field study courses and internship

training influence LET performance. These findings suggest that simply

memorizing theories isn't enough. By actively applying their knowledge in real

classroom settings, aspiring teachers develop the practical skills and confidence

needed to excel on the LET.

On the other hand, the availability of instructional resources and practice

materials, while important, appears to have a less significant impact on LET

performance according to the data. This doesn't invalidate their value entirely but

rather suggests that a strong curriculum design that prioritizes the application of

theory may be a more fundamental factor for success. The same can be said for

the provision of practice or review materials and the conduct of mock exams.

64
While these can be helpful tools for self-assessment and reinforcement, strong

foundational knowledge seems to be a more important element.

Table 6.4: Extent to Influence Personal Factors

Item Parameters Very High High Modera Low Very WM DI Rank
Numbe Extent Extent te Extent Low
r Extent Exten
t
5 4 3 2 1

1. Regular attendance and 52 36 9 1 0 4.42 VHE 2

participation in classes.
2. Effective and efficient study 47 41 8 2 0 4.36 VHE 5
strategies and techniques
3. Resources used (study notes, 53 33 10 2 0 4.4 VHE 4
reading or review materials) in
preparing for the LET exam
4. Length of time devoted to 40 40 15 3 0 4.17 HE 8
studying on a regular basis
5. Degree of preparation (physically 49 34 12 3 0 4.32 VHE 7
and mentally) for the LET exam
6. Ability to manage stress and keep 44 44 9 1 0 4.34 VHE 6
focused during the LET exam
7. Motivation, discipline and 53 34 10 1 0 4.45 VHE 1
confidence to pass the exam
8. Ability to manage the allotted time 52 35 10 1 0 4.41 VHE 3
for the LET exam
9. Attendance or enrollment to 42 31 15 3 7 4 HE 9
review centers on one’s choice
Average Weighted Mean 4.32 VHE

Table 6.4 shows the extent of influence of personal factors. Rank 1 is

parameter 7 with a weighted mean of 4.45, which is "Motivation, discipline, and

confidence to pass the exam." This implies that a student's desire to succeed,

ability to stay focused, and belief in their abilities can greatly impact their

performance, as these qualities create a positive and productive mindset that

leads to better exam outcomes. According to Wijaya and Sandi (2020),

motivation has been shown to have a positive impact on academic performance,

including LET results. High levels of motivation correlate with better preparation

and study habits, as also supported by Claver et al. (2022), who found that

academic motivation and self-discipline enhance success in challenging exams.

65
 However, the least significant factor is "Attendance or enrollment in review

centers by choice." The decision to enroll in review centers can reflect a

candidate's commitment to passing the LET. Those who actively seek additional

resources often demonstrate higher motivation and discipline, crucial for success

(Pascua & Navalta, 2011). The results suggest supporting LET takers by

providing scholarships to enroll in review centers, as financial instability may

prevent some from attending. As a result, some students prioritize daily living

needs over enrolling in review centers, opting for self-study instead. Table 5

supports the finding that enrolling in review centers is an effective strategy for

increasing the likelihood of passing the board exam for teachers.

Table 6.5: Extent to Influence Home and Support System Factor

Item Parameters Very High High Moderat Low Very WM DI Rank

Numbe Extent Extent e Extent Extent Low
r Exten
t
5 4 3 2 1

1. Family responsibilities (such as 41 41 13 2 1 4.04 HE 4

house chores, care for siblings)
and financial concerns
2. Home environment is not 21 46 24 6 1 3.81 HE 5
conducive for study or review
3. Varied forms of support from 46 41 8 0 3 4.3 VHE 1
parents and significant others
4. A stable and positive family life or 40 41 14 1 2 4.17 HE 3
status
5. Family expectations and values 42 45 8 1 2 4.26 VHE 2
given to education
Average Weighted Mean 4.12 HE

Table 6.5 shows the extent of influence of home and support system

factors. The indicator “Varied forms of support from parents and significant

others” received the highest weighted mean of 4.30, ranking 1st. This is

consistent with Steinberg and Darling (2004), that students' success is not just

66
about academics but also about the support they receive from those around

them. Furthermore, Robles (2016), showed that when needed, others can offer

concrete assistance in the form of various circumstances and emotional support.

In addition to that, in Younas et al. (2020), recommended on their study that is

very important for the parents at home to develop their self- understanding,

feelings, emotions and sentiments in order to transmit the thoughtfulness and

understanding towards their children. It shows from their study that the more the

parents can comprehend their feelings and emotions towards their children, the

children can better manage their emotional and intellectual personality. This

suggests that respondents benefit greatly from the support provided by their

parents and significant others, emphasizing the importance of emotional and

practical backing in their academic journey.

On the other hand, the lowest-rated parameter is “Home environment is

not conducive for study or review” with a weighted mean of 3.81, interpreted as

“High Extent.” This finding is critical, as it suggests that some students may

struggle not because of a lack of ability, but due to an unfavorable environment

that hampers concentration. It's essential to address these factors, ensuring that

all students have access to a dedicated, distraction-free space for study to

ensure that they will succeed in taking the LET.

Chapter 4

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS

67
Table 7: Summary of Findings
FACTORS General Weighted Average Description RANK
Interpretation

Teacher 4.33 VHE 1

Institution 4.1 HE 5

Curriculum 4.21 VHE 3

Personal 4.32 VHE 2

Home and Support System 4.12 HE 4

Overall Weighted Average 4.22 VHE

Table 7 shows the summary of findings of respondents’ ratings of five

(5) factors (teacher, institution, curriculum, personal, and home and support

system). This summary shows the most influential and least influential factors.

The most influential factor among five (5) factors is the teacher factor with a

general average of 4.33, rank 1. This result shows teacher has the most extent

that influence on the performance of LET takers. And the factor with the lowest

rank is an institutional factor with a 4.1 general average, rank of 5. The results

show the same description interpretation which is “Very High Extent” except the

two factors, the institutional and home and support system factors interpreted as

“High Extent”. The overall rating given by respondents is 4.22 or Very High

Extent. The findings simply show that all factors have a very high extent to

influence the LET performance of takers. Though the overall rating is very high

extent it should be noted that it has yet to improve the two factors (institution and

home and support system) if it aims for a very high extent hence, a better

performance of graduates for their future LET examination.

68
Conclusion

Enhancing LET Performance Implications

It is important to take the board exam soon after graduation. It is beneficial

to attend review programs over self-study for exam preparation. The factors

greatly influencing LET performance include educational attainment, school

admission and retention, theoretical knowledge integration, motivation,

confidence, and parental support. The less influential factors include assistance,

access to computers, internet services, technology laboratories, appropriate

instructional resources, sufficient practice materials, conducting mock exams,

attending review centers, and conducive home environments.

Recommendations

The researchers would like to recommend the following:

 Enrolling in a thorough review program designed to meet their needs may

significantly improve the chances of first-time candidates passing the

Licensure Examination for Teachers as soon as possible after graduation.

 Researchers recommend that educators focus on enhancing their teaching

methods, subject mastery, and classroom management skills to positively

impact LET takers' performance.

 The study found that factors such as teacher, institution, curriculum,

personal, home, support system, and time significantly improved the

performance of LET takers. However, the researchers suggest that further

69
research is needed to identify additional factors and provide alternative

recommendations to enhance the overall performance of LET takers.

70
BIBLIOGRAPHY

71
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74
APPENDICES

75
 Appendix A

TRANSMITTAL LETTER

May 13, 2024

Dear Ms./Mr.:

Warmest Greetings!
We, the researchers from BEED 3C of the Cebu Technological University
Daanbantayan Campus, are currently conducting a study titled “Influential
Factors on LET Performance: Evidence-Based Implications for Enhancement”.
The said undertaking will inquire into the perception of the BEED LET takers on
the factors that influence their examination. This endeavor will be pursued in the
hope of providing valuable recommendations from implications that deduced the
performance of LET takers.

In view of this, we would like to respectfully request from you to allow us to have
you as one of our participants and to conduct a survey with you on a date and
time that is most convenient to you.

Rest assured that your identity will be highly kept confidential and all information
collected will be used solely for research purposes.

Thank you so much and God bless!

Very respectfully yours,

Crishelle Joy Abenasa Reyna Marie Dapat

Student Researcher Student Researcher

76
 Appendix B

RESEARCH QUESTIONNAIRE

INFLUENTIAL FACTORS ON LET PERFORMANCE: EVIDENCE-BASED

IMPLICATIONS FOR ENHANCEMENT
SURVEY QUESTIONNAIRE

Dear LET Takers,

This LET study is asking your valuable inputs regarding your beliefs on the
elements that may have influence the LET results. Please take a moment to
reflect on your experiences and perceptions regarding these influential factors,
and select the extent to which you believe each factor affects licensure exam
results, ranging from Very High Extent to Very Low Extent.
Check the column provided that corresponds to your response.

Thank you for your kind participation and rest assured that your responses
will be treated with the utmost confidentiality.

The Researchers

______________________________________________________________

PART I: Profile of the Respondents

Name (optional): ____________________________________________

Sex : Male ⃞ Female ⃞

Year the Examination was last taken:___________

Exam Status : Passer ⃞ Non-Passer ⃞

Length of time between graduation and first time examination:

77
0-6 months ⃞ 6-1 year ⃞ ⃞
2-3 years ⃞ ⃞
1-2 years
4 years or more

Number of attempts in taking the Board Examination:

Once ⃞ Twice ⃞ Thrice ⃞ Fourth ⃞ Fifth or more ⃞

Did you attend any review program for LET preparation after graduation?

Yes ⃞ No ⃞

PART II: Contributing Factors to the Performance of the Licensure

Examination for Teachers

Direction: Read each statement below and using the scale check the
appropriate box that corresponds to your rating.

Numerical Rating Mean Score Range Description Interpretation

5 5.00- 4.50 Very High Extent
4 4.49- 3.50 High Extent
3 3.49- 2.50 Moderate Extent
2 2.49- 1.50 Low Extent
1 1.49- 1.00 Very Low Extent

TEACHER FACTOR

To what extent do the following Extent / Degree of Influence

TEACHER FACTOR statements
Very High Moderate Low Very
influence or affect your LET performance Extent
High Extent Extent Low
or result. Extent (4)
(3)
(2) Extent
(5) (1)

1. Delivers accurate and updated content

knowledge understandably or clearly
and with mastery of the topic

2. Uses appropriate and varied teaching

approaches, methods and strategies
that facilitate learning

78
3. Creates a situation that
encourages/sustains the learner’s
interest in the subject matter and use
of the higher-order thinking skills.

4. Addresses students’ questions and

concerns willingly and cordially

5. Prepares and utilizes instructional

materials appropriate to the learners
and to the subject matter

6. Prepares formative and summative

authentic assessments for learning.

7. Offers help to a student when a

concept or problem is difficult.

8. Provides feedback on learning tasks

or exams that specifies areas for
improvement

9. The instructor’s educational

qualifications / attainment ( Masteral /
Doctoral degrees)

Others, please specify:__________________________________________

To what extent do the following

INSTITUTIONAL FACTOR statements Extent / Degree of Influence
influence or affect your LET performance
or result.
______________________________________

1. Availability of updated books, Very High Moderate Low Very

Extent
references and other instructional High Extent Extent Low
(3)
Extent (4) (2) Extent
resources or materials.
(5) (1)

2. Access or availability of computer and

internet services or technology
laboratory

3. Institution’s rigorous academic

standards including school’s
admission and retention policies

79
4. School’s instructional practices
including curricular, co-curricular and
extra-curricular activities

5. Provision of opportunities for LET

exam preparation such as review
sessions, study groups, workshops,
quiz bee, etc.

6. The ambiance of the classroom to

include class ventilation and lights.

7. The allocation of sufficient funds to

improving educational quality and
institutional efficacy

8. Benchmarking activities with top-

performing schools

9. School’s reputation and accreditation

status fostering a culture of academic
excellence

Others, please specify:___________________________________________

Extent / Degree of Influence

To what extent do the following
Very High Moderate Low Very
CURRICULUM FACTOR statements Extent
High Extent Extent Low
influence or affect your LET performance or Extent (4)
(3)
(2) Extent
result. (5) (1)

1. The comprehensive ( breadth & depth)

coverage of the curriculum covering all
essential topics and competencies in
the Licensure Exam for Teachers
(LET).

2. The alignment of the curriculum with

the content and format of the LET

3. The integration of theoretical

knowledge with practical teaching
skills or field study applications

4. The emphasis on the alignment of LET

competencies with the teacher
pedagogy or teaching methods

80
5. The appropriateness of instructional
resources or materials used

6. The emphasis on the alignment of LET

competences with the teacher’s
assessment strategies and tasks.

7. The conduct of a comprehensive

exam or a qualifying exam after each
academic year

8. The relevance of subject or course

requirements/ assignments

9. The integration of the review class in

the curriculum

10. The provision of sufficient practice or

review materials for LET and conduct
of mock exams.

11. The difficulty level of the questions in

LET

Others, please specify:___________________________________________

To what extent do the following PERSONAL Extent / Degree of Influence

FACTOR statements influence or affect your
Very High Moderate Low Very
LET performance or result. Extent
High Extent Extent Low
(3)
Extent (4) (2) Extent
(5) (1)

1. Regular attendance and participation

in classes.

2. Effective and efficient study strategies

and techniques

3. Resources used (study notes, reading

or review materials) in preparing for
the LET exam

4. Length of time devoted to studying on

a regular basis

5. Degree of preparation (physically and

mentally) for the LET exam

81
6. Ability to manage stress and keep
focused during the LET exam

7. Motivation, discipline and confidence

to pass the exam

8. Ability to manage the allotted time for

the LET exam

9. Attendance or enrollment to review

centers on one’s choice

Others, please specify:_______________________________________

To what extent do the following HOME or Extent / Degree of Influence

SUPPORT SYSTEM FACTOR statements
influence or affect your LET performance or Very High Moderate Low Very
result. High Extent Extent
Extent Low
(3)
(4) (2)
Extent Extent
(5) (1)

1. Family responsibilities (such as house

chores, care for siblings) and financial
concerns

2. Home environment is not conducive

for study or review

3. Varied forms of support from parents

and significant others

4. A stable and positive family life or

status

5. Family expectations and values given

to education

Others, please specify: __________________________________________

1. Does your institution adequately prepare you for the LET exam? Why? Why not?

______________________________________________________________________
______________________________________________________________________

82
______________________________________________________________________
__________________________________________________________

2. Was or were there any particular teaching methods or strategies of your teacher
that have significantly helped you in your LET exam?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
__________________________________________________________

3. What would you suggest to better prepare or support students in their taking of the Let
exam?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_______________________________________________________

4. From your personal experience, which of the factors under studied –

curriculum, institution, teacher, personal and home or support system has the
most extent of influence? Please describe or specify further as to the ways it
affect your performance.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________

Thank you!

83
 CURRICULUM VITAE

CURRICULUM VITAE

ABENASA, CRISHELLE JOY

BATERIA, DAANBANTAYAN, CEBU

Mobile: 09099916853

84
Email Address: [email protected]
________________________________________________________________

PERSONAL INFORMATION

Date Of Birth: June 07, 1999

Place Of Birth: Bateria, Daanbantayan, Cebu

Citizenship: Filipino

Gender: Female

Civil Status: Single

Father: Micheal Cortezano

Mother: Hermilita Abenasa

ACADEMIC BACKGROUND

Bachelor of Elementary Education

CEBU TECHNOLOGICAL UNIVERSITY - Daanbantayan Campus
Agujo, Daanbantayan, Cebu
Year : 2024-2025

Bateria National High School

Year: 2019-2020

Bateria Elementary School

Year: 2009- 2015
CURRICULUM VITAE

BEJOC, ARGELYN N.

LOGON, DAANBANTAYAN, CEBU

Mobile: 09948892189

85
Email Address: [email protected]

________________________________________________________________

PERSONAL INFORMATION

Date Of Birth: June 25 2001

Place Of Birth: Logon, Daanbantayan, Cebu

Citizenship: Filipino

Gender: Female

Civil Status: Single

Father: Richard M. Arriesgado

Mother: Josephine Bejoc

ACADEMIC BACKGROUND

Bachelor of Elementary Education

CEBU TECHNOLOGICAL UNIVERSITY - Daanbantayan Campus
Agujo, Daanbantayan, Cebu
Year : 2024-2025

Logon National High School

Year: 2019-2021

Logon Elementary School

Year: 2009- 2015
CURRICULUM VITAE

BELORIA, LOURINE C.

CARNAZA, DAANBANTAYAN, CEBU

Mobile: 09912404805

86
Email Address: [email protected]
________________________________________________________________

PERSONAL INFORMATION

Date Of Birth: September 28, 2001

Place Of Birth: Carnaza, Daanbantayan, Cebu

Citizenship: Filipino

Gender: Female

Civil Status: Single

Father: Cleo D. Beloria

Mother: Mary Jane D. Beloria

ACADEMIC BACKGROUND

Bachelor of Elementary Education

CEBU TECHNOLOGICAL UNIVERSITY - Daanbantayan Campus
Agujo, Daanbantayan, Cebu
Year : 2024-2025

Carnaza National High School

Year: 2019-2020
\
Carnaza Elementary School
Year: 2009- 2015

CURRICULUM VITAE

BOHOL, DACELLE R.

LOGON, DAANBANTAYAN, CEBU

Mobile: 09560379939

87
Email Address: [email protected]

________________________________________________________________
PERSONAL INFORMATION
Date Of Birth: March 06, 2002

Place Of Birth: Logon, Daanbantayan, Cebu

Citizenship: Filipino

Gender: Female

Civil Status: Single

Father: Damaso C. Bohol Jr.

Mother: Elisa R. Bohol

ACADEMIC BACKGROUND

Bachelor of Elementary Education

CEBU TECHNOLOGICAL UNIVERSITY - Daanbantayan Campus
Agujo, Daanbantayan, Cebu
Year : 2024-2025

Logon National High School

Year: 2019-2021

Logon Elementary School

Year: 2009- 2015

CURRICULUM VITAE

CHAVEZ, JANICE D.

TAGASA, BITOON DAANBANTAYAN CEBU

Mobile:09169287401

Email Address: [email protected]

________________________________________________________________

88
PERSONAL INFORMATION
Date Of Birth: April 15, 2002

Place Of Birth: Bitoon Daanbantayan Cebu

Citizenship: Filipino

Gender: Female

Civil Status: Single

Father: Christopher Chavez Sr.

Mother: Ritchell Chavez

ACADEMIC BACKGROUND

Bachelor of Elementary Education

CEBU TECHNOLOGICAL UNIVERSITY - Daanbantayan Campus
Agujo, Daanbantayan, Cebu
Year : 2024-2025

Daanbantayan National High School

Year: 2015:2019

Daanbantayan Central School

Year: 2009- 2015

CURRICULUM VITAE

COMEDIA, NELIA R.

MALINGIN, BOGO CITY, CEBU

Mobile: 09108201991

Email Address: [email protected]

________________________________________________________________

89
PERSONAL INFORMATION

Date Of Birth: April 06, 2002

Place Of Birth: Luy-a, Medellin, Cebu

Citizenship: Filipino

Gender: Female

Civil Status: Single

Father: Placido M. Comedia

Mother: Remedios R. Comedia

ACADEMIC BACKGROUND

Bachelor of Elementary Education

CEBU TECHNOLOGICAL UNIVERSITY - Daanbantayan Campus
Agujo, Daanbantayan, Cebu
Year : 2024-2025

Felipe R. Verallo Memorial Foundation Inc.

Year: 2019- 2021

Banban Elementary School

Year: 2009- 2015

CURRICULUM VITAE

CONCHAS, RACHELL

BAKHAWAN, DAANBANTAYAN, CEBU

Mobile: 09616334790

Email Address: [email protected]

________________________________________________________________

90
PERSONAL INFORMATION

Date Of Birth: July 23, 2001

Place Of Birth: Daanbantayan, Cebu

Citizenship: Filipino

Gender: Female

Civil Status: Single

Father: Danilo Conchas

Mother: Ligaya Conchas

ACADEMIC BACKGROUND

Bachelor of Elementary Education

CEBU TECHNOLOGICAL UNIVERSITY - Daanbantayan Campus
Agujo, Daanbantayan, Cebu
Year : 2024-2025

Bakhawan National High School

Year: 2019- 2021

Pangadlawan Elementary School

Year: 2009- 2015

CURRICULUM VITAE

CONEL, ROSELYN C.

CARNAZA, DAANBANTAYAN, CEBU

Mobile: 09632109627

91
Email Address: [email protected]
________________________________________________________________
PERSONAL INFORMATION

Date Of Birth: May 26, 2003

Place Of Birth: Carnaza, Daanbantayan, Cebu

Citizenship: Filipino

Gender: Female

Civil Status: Single

Father: Rolando Conel Sr.

Mother: Arlene Conel

ACADEMIC BACKGROUND

Bachelor of Elementary Education

CEBU TECHNOLOGICAL UNIVERSITY - Daanbantayan Campus
Agujo, Daanbantayan, Cebu
Year : 2024-2025

Carnaza National High School

Year: 2015-2020

Carnaza Elementary School

Year: 2009- 2015

CURRICULUM VITAE

DAPAT, REYNA MARIE V.

BAGAY, DAANBANTAYAN, CEBU

Mobile: 09350055391

92
Email Address: [email protected]
________________________________________________________________
PERSONAL INFORMATION

Date Of Birth: October 2, 2002

Place Of Birth: Daanbantayan

Citizenship: Filipino

Gender: Female

Civil Status: Single

Father: Renante Dapat

Mother: Veronica Dapat

ACADEMIC BACKGROUND

Bachelor of Elementary Education

CEBU TECHNOLOGICAL UNIVERSITY - Daanbantayan Campus
Agujo, Daanbantayan, Cebu
Year : 2024-2025

University of Cebu Main Campus

Year: 2019-2021

Bagay Elementary School

Year: 2009-2015
CURRICULUM VITAE

DIGNOS, KATRINA MAY G.

GAIRAN, BOGO CITY, CEBU

Mobile: 09753172263

93
Email Address: [email protected]
________________________________________________________________

PERSONAL INFORMATION

Date Of Birth: May 28, 2003

Place Of Birth: Luy-a Medellin

Citizenship: Filipino

Gender: Female

Civil Status: Single

Father: Rodrigo B. Dignos

Mother: Jocelyn G. Dignos

ACADEMIC BACKGROUND

Bachelor of Elementary Education

CEBU TECHNOLOGICAL UNIVERSITY - Daanbantayan Campus
Agujo, Daanbantayan, Cebu
Year : 2024-2025

Argawanon Integrated School

Year: 2019- 2021

Looc Elementary School

Year: 2009- 2015

CURRICULUM VITAE

GILBUENA, JHANIEL P.

ALINSU-OB BAGAY DAANBANTAYAN CEBU

Mobile: 0936 482 9497

94
Email Address: [email protected]
________________________________________________________________
PERSONAL INFORMATION

Date Of Birth: February 1, 2003

Place Of Birth: Alinsu-ob, Bagay Daanbantayan Cebu

Citizenship: Filipino

Gender: Female

Civil Status: Single

Father: Arniel Dela Cruz

Mother: Jonah Dela Cruz

ACADEMIC BACKGROUND

Bachelor of Elementary Education

CEBU TECHNOLOGICAL UNIVERSITY - Daanbantayan Campus
Agujo, Daanbantayan, Cebu
Year : 2024-2025

Dover Academic Center for Excellence

Year: 2019- 2021

Tominjao Elementary School

Year: 2009- 2015

CURRICULUM VITAE

PUNAY, RODILYN R.

BITOON, CANG-OYAO, DAANBANTAYAN CEBU

Mobile: 09325570563

Email Address: [email protected]

95
________________________________________________________________
PERSONAL INFORMATION

Date Of Birth: November 15, 2002

Place Of Birth: Fuente, Mamplasan Biñan Laguna

Citizenship: Filipino

Gender: Female

Civil Status: Single

Father: Romeo S. Punay

Mother: Edilberta R. Punay

ACADEMIC BACKGROUND

Bachelor of Elementary Education

CEBU TECHNOLOGICAL UNIVERSITY - Daanbantayan Campus
Agujo, Daanbantayan, Cebu
Year : 2024-2025

Paypay National High School

Year: 2020-2021

Lanao Elementary School

Year: 2014-2015

CURRICULUM VITAE

RUBIO, FREZELEN S.

PAJO DAANBANTAYAN, CEBU

Mobile: 0905-845-3526

96
Email Address: [email protected]
________________________________________________________________
PERSONAL INFORMATION

Date Of Birth: March 15, 2002

Place Of Birth: Daanbantayan

Citizenship: Filipino

Gender: Female

Civil Status: Single

Father: Efren T. Rubio

Mother: Leah S. Rubio

ACADEMIC BACKGROUND

Bachelor of Elementary Education

CEBU TECHNOLOGICAL UNIVERSITY - Daanbantayan Campus
Agujo, Daanbantayan, Cebu
Year : 2024-2025

Daanbantayan National High School

Year: 2019-2021

Lanao Integrated School

Year: 2009-2015

CURRICULUM VITAE

SENOY, EDEN S.

MALINGIN, DAANBANTAYAN, CEBU

Mobile: 09275105096

97
Email Address: [email protected]
________________________________________________________________
PERSONAL INFORMATION

Date Of Birth: May 29,2003

Place Of Birth: Malingin Daanbantayan Cebu

Citizenship: Filipino

Gender: Female

Civil Status: Single

Father: Eden Lanurias Son

Mother: Bebelinda Dosdos Senoy

ACADEMIC BACKGROUND

Bachelor of Elementary Education

CEBU TECHNOLOGICAL UNIVERSITY - Daanbantayan Campus
Agujo, Daanbantayan, Cebu
Year : 2024-2025

Malingin National High School

Year: 2014-2021

Malingin Elementary School

Year: 2009-2015

CURRICULUM VITAE

SIOC, RUFFA MAE

BITOON, DAANBANTAYAN, CEBU

Mobile: 09363765431

98
Email Address: [email protected]
________________________________________________________________
PERSONAL INFORMATION

Date Of Birth: July 31, 2002

Place Of Birth: Marikina City

Citizenship: Filipino

Gender: Female

Civil Status: Single

Father: Tirso C. Conde

Mother: Luzviminda S. Conde

ACADEMIC BACKGROUND

Bachelor of Elementary Education

CEBU TECHNOLOGICAL UNIVERSITY - Daanbantayan Campus
Agujo, Daanbantayan, Cebu
Year : 2024-2025

Daanbantayan National High School

Year: 2015 - 2019

Daanbantayan Central School

Year: 2009 – 2015

CURRICULUM VITAE

TOÑACAO, JEAN M.

ALINSU-OB, BAGAY, DAANBANTAYAN, CEBU

Mobile: 09186567825

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Email Address: [email protected]
________________________________________________________________
PERSONAL INFORMATION

Date Of Birth: January ,28 2002

Place Of Birth: Malbago, Daanbantayan, Cebu

Citizenship: Filipino

Gender: Female

Civil Status: Single

Father: Rogelio T. Toñacao

Mother: Perla M. Toñacao

ACADEMIC BACKGROUND

Bachelor of Elementary Education

CEBU TECHNOLOGICAL UNIVERSITY - Daanbantayan Campus
Agujo, Daanbantayan, Cebu
Year : 2024-2025

Calape, National High School

Year: 2015 - 2019

Tominjao Elementary School

Year: 2009 - 2015

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