Predicting Performance of Graduates in the Licensure Examination through Path Analysis toward Curric

International Journal of Advance Study and Research Work (2581-5997)/ Volume 4/Issue1/January 2021

Predicting Performance of Graduates in the Licensure Examination through Path Analysis toward Curriculum Improvement Michelle G. Gabasa & Avelina R. Raqueño Graduate School, Centro Escolar University, Philippines Email Id: michelle_gabasa@yahoo.com DOI: 10.5281/zenodo.4459829 Abstract Passing the licensure examination which is administered and performed by the Professional Regulation Commission (PRC) is one of the biggest accomplishments of all board program graduates here in the Philippines. Similarly, graduates' licensing performance can reflect the quality and effectiveness of their respective institutions' instruction. The top priority of any Higher Education Institution (HEI) and State University and College (SUC) here in the Philippines is high performance in the board program licensing examinations conducted by the PRC. A number of passers in the Board Licensure Examination for Professional Teachers (BLEPT) have been produced by the Occidental Mindoro State College in recent years, but annual passing percentages are low compared to the national passing percentage. For this reason, the school is now challenged to deliver a desirable number of College of Teacher Education board passer graduates which is above the national passing rate.

This study determined which among the subject areas in the academic and comprehensive examination predict the licensure examination performance of the OMSC-CTE BSEd and BEEd graduates. To explain the academic, comprehensive, and licensure examination performances of the graduates, descriptive statistics such as weighted mean and standard deviation were used. The relationships among the variables were established using Pearson-Product Moment Correlation Coefficient and path analysis was utilized in designing mathematical models in predicting the licensure performance of the BSEd and BEEd graduates. The findings of this study disclosed that the generally weighted averages (GWAs) in general education, major courses, and comprehensive examination are significant predictors of the licensure examination performance of BSED graduates while GWAs in general education and comprehensive examination are the significant predictors of the licensure examination performance of BEEd graduates. Based on these results, it was proposed that a more intensive enhancement practice with comprehensive examination must be provided by the college since the comprehensive examination was found to be a significant predictor of the graduates’ licensure performance. The College of Teacher Education's curriculum must also be constantly improved and strengthened, especially in general education and major courses, as these subject areas are important predictors of BLEPT. Keywords: academic performance, comprehensive examination, licensure examination, path analysis

Introduction Licensure examinations are performed among practitioners by professional regulatory offices in different countries around the world. A prerequisite for registration is the passing of the licensing exam for a graduate of a regulated occupation. Graduates cannot legalize the practice of their profession unless they passed the licensure examination. For example, before they are being issued a certificate of registration by the Board for Professional Teachers and legally practice their profession, education graduates are expected to pass the Board Licensure Examination for Professional Teachers (BLEPT). One of the most important educational reforms implemented in the Philippines is BLEPT. This was enforced under the Professional Regulation Commission (PRC) based on Republic Act 7836, also known as the Professionalization Act for Teachers. The "Professionalization Act for Teachers" allows teachers to be certified under the PRC to increase the quality of the teaching profession and place it on a par with other occupations (Craig, 2017).

The top priority of any Higher Education Institution (HEI) and State College and University (SUC) here in the Philippines is high performance in licensure exams administered by the PRC. This is because of the distribution of funds from the Department of Budget and Management (DBM) by Normative Funding (NF), the accreditation of state-recognized accrediting organizations such as Accrediting Agency of Chartered Colleges and Universities in the Philippines (AACCUP), which caters to SUCs, and the suspension or termination of the program by the Commission on Higher Education (CHED).

Similarly, one of CHED’s concerns is increasing the standard of education offered by HEIs. It is stipulated in CMO no. 48 s.

1996 that HEIs must demonstrate an ongoing search for excellence and a dedication to relatively high teaching standards

11 © 2021, IJASRW, All right reserved http://www.ijasrw.com

International Journal of Advance Study and Research Work (2581-5997)/ Volume 4/Issue1/January 2021 through the quality of their educational programs, their students' outstanding achievements, and their graduates' outstanding results, especially in government examinations (CHED, 1996).

Occidental Mindoro State College (OMSC) being the only state college in the whole province of Occidental Mindoro is compelled to adhere to this requirement. The school offers board examination programs such as Bachelor of Secondary Education (BSEd) and Bachelor of Elementary Education (BEEd) among others.

In the previous years, the OMSC had produced several passers in the BLEPT but annual passing percentages are generally small relative to the national passing percentage. For this reason, the school is now challenged to deliver a desirable number of College of Teacher Education board passer graduates which is above the national passing rate.

Responding to the needs and mandate of CHED, OMSC initiated an intervention program and had been conducting such review programs through a pedagogical shift. The conduct of in-house reviews is viewed as one of the factors to alleviate the licensure performance of the institution. As per College Board Resolution No. 05, S. 2011, the course Enhancement Practices with Comprehensive Examinations is offered to all board programs of the OMSC and forms part of their curricula. This intervention aims to improve the passing rate of all board programs of the institution. The courses offered in the Enhancement Practices with Comprehensive Examination conforms to the respective Table of Specifications prescribed by the Professional Regulation Commission (PRC) for each board program. The course culminates with a comprehensive examination. The descriptive title of the course for CTE graduating students is Teacher Education Enhancement Practices with Comprehensive Examinations. This is a 6-unit refresher course of all general education, professional education, and major subjects of CTE students who have completed at least 85% of their required academic courses (OMSC-CBR, 2011). The researcher would like to determine whether or not this innovation is helpful and could predict the licensure examination performance of the two programs being considered in this study.

Hena et al. (2014), Barlis & Fajardo (2015), Rabanal (2016), and De Leon (2016) studies have shown that college academic success affects the performance of licensure examinations. These findings echoed the significance of the delivery of the curriculum to the students, according to Dagdag (2017).

Results of a lot of research that have been done on variables influencing the licensure examination have shown that licensure examination is greatly affected by gender, review classes, the average grade in their major subjects, academic performance, grade point average in high school, college entrance exam, and the like. By using mathematical models utilizing multiple regression analysis, these studies identified the variables that predict the licensure examination. None of these numerous studies showed the relationship of an academic, comprehensive examination, and licensure examination performances using path analysis. This is the primary gap that this study would want to address. This study determined the relationship and predictive validity of academic performance toward the comprehensive examination as well as the relationship and predictive validity of the academic performance and comprehensive examination toward the licensure examination using path analysis. Path analysis was developed by the geneticist Sewall Wright around 1918. It is a form of multiple statistical regression analysis used to test causal models by analyzing the links between a dependent variable and two or more independent variables (Crossman, 2019).

This study particularly determined which among the subject areas in the academic and comprehensive examination performances predict the licensure examination performance of the OMSC-CTE graduates. Results of this study will be used for the enrichment and improvement of the curriculum to give more emphasis on the subject areas being identified as common weak points of the graduates. The researcher sought to answer the following objectives: 1. Describe the academic, comprehensive examination, and licensure examination performances of the OMSC-CTE graduates in the BSEd and BEEd board programs.

2. Determine the relationships among the academic, comprehensive examination, and licensure examination performances of the graduates.

3. Determine the extent of the general education, professional education, and major courses in predicting the comprehensive and licensure exam results and the extent of comprehensive exam performance in predicting the licensure examination results.

4. Design mathematical models in predicting the OMSC- CTE graduates’ licensure examination performance using the general, professional, and major courses and comprehensive examination performances.

5. Evaluate the accuracy of the developed mathematical models.

Methods of Research This study involved the 288 BSEd and 711 BEEd graduates of the College of Teacher Education across three campuses of Occidental Mindoro State College (OMSC) during the academic year 2013-2014 to the academic year 2017-2018 who took the licensure examination for the first time after their graduation.

In gathering the data, the researcher secured the permission of the college campus registrars and college dean to be given access to the individual record of grades of the graduates. For the result of the licensure exams, the researcher requested the OMSC Enhanced Comprehensive Review and Examination Program (ECREP) coordinator to furnish her with a copy of the BLEPT result from the PRC. Likewise, the researcher also requested the scores of the graduates in their comprehensive exams from the ECREP office.

12 Š 2021, IJASRW, All right reserved http://www.ijasrw.com

International Journal of Advance Study and Research Work (2581-5997)/ Volume 4/Issue1/January 2021 This study employed the descriptive research design in describing the academic, comprehensive exam, and licensure exam performances of the graduates. Likewise, in determining the relationship and the extent of the academic and comprehensive exam with that of the licensure performance, the same research design was utilized. When the research aim is to define attributes, frequencies, trends, associations, and categories, descriptive research is an acceptable choice. It is beneficial because not much is understood about the subject or problem yet. One has to understand how, when, and where it happens before he or she can investigate why anything occurs (McCombes, 2019). More specifically, in predicting the licensing performance of the graduates, this study adopted the descriptive method because it is the most suitable method for collecting the data required in the design of the mathematical model.

Figures 1 and 2 depict the hypothesized models of the study. They illustrate the process involving the variables of this study which were the basis in designing a mathematical model through path analysis that can predict the licensure examination performance using the academic and comprehensive examination performances of the graduates in the different subject areas related to BLEPT.

Figure 1. Hypothesized Path Model of BSEd Program

Figure 2. Hypothesized Path Model of BEEd Program

Descriptive statistics such as weighted mean and standard deviation were used to describe the academic, comprehensive examination, and licensure examination performances of the subjects, as well as the extent of variation of the scores in the different subject areas. To establish the relationship among the academic, comprehensive examination, and licensure

13 Š 2021, IJASRW, All right reserved http://www.ijasrw.com

International Journal of Advance Study and Research Work (2581-5997)/ Volume 4/Issue1/January 2021 examination performances, Pearson-Product Moment Correlation Coefficient was utilized. In determining the extent of the predictor variables and in designing the mathematical equation models, path analysis using SPSS and AMOS software was utilized.

The path analysis assumptions should be taken into account and these are as follows: relationships should be linear; data should be nominal dichotomous, measurement interval or ratio level; error terms should not be correlated with any variable; terms of disturbance should not be correlated with endogenous variables; low multicollinearity is assumed; and the path model should not be under-identified, exactly identified or over-identified. In addition, Kline (1998) suggests that 20 times as many cases as parameters, and at least 200, should preferably be the sample size.

Finally, the Mean Average Percentage Error (MAPE) accuracy test was used to evaluate the accuracy level of the predicted variables in the evaluation of the established mathematical model.

Results and Discussion After analyzing and interpreting the data gathered, the following findings are hereby presented: 1. The BSEd graduates performed very satisfactorily in their general education courses performing best in Filipino and least in Science which was both verbally interpreted as “Very Satisfactory”. Likewise, they also performed very satisfactorily in their professional education courses having the highest mean grade in Practice Teaching (Superior) and the lowest mean grade in Developmental Reading (Very Satisfactory). Also, the Math, English, and Filipino majors showed a “Very Satisfactory” performance in all their major courses. It could also be deduced from the results that the BSEd graduates performed better in their major courses than in their general education and professional education courses. This finding implied that BSEd graduates are better prepared in their field of specializations. When it comes to the comprehensive examination, the performance of the BSEd graduates in general education and professional education is both fairly satisfactory and satisfactory in major courses. For the licensure examination, the BSEd graduates exhibited the satisfactory performance in general education and a fairly satisfactory performance both in professional and major courses. About the overall academic performance, the BSEd graduates performed fairly satisfactorily in the comprehensive examination but they performed satisfactorily in the licensure examination.

On the other hand, results indicated that the BEEd graduates performed very satisfactorily in their general education courses performing best in Filipino and least in Science which was both interpreted as “Very Satisfactory”. It was also revealed in the results that in all their professional education courses, Practice Teaching got the highest mean grade (Superior) while the lowest mean grade was in Principle of Teaching (Very Satisfactory). The overall result showed that the BEEd graduates performed very satisfactorily in their professional education courses. About the comprehensive examination, the performances of the BEEd graduates in general and professional education courses were both barely satisfactory. In the licensure examination, it was revealed that professional education had a higher mean compared to general education which meant that the graduates performed better in their professional education courses than in their general education courses. This result is in contrast with the BSEd licensure performance in which the BSEd graduates perform better in general education than in their professional education courses. About the overall performance, the BEEd graduates performed barely satisfactorily in the comprehensive and licensure examination.

Table 1. Relationships of Academic, Comprehensive Examination and Licensure Examination Performance Academic Performance Comprehensive Examination Performance Licensure Examination Performance BSED Pearson r V.I. P-value Remarks Pearson r V.I. P-value Remarks 1. General Education .480 Substantial .000 Significant .464 Substantial .000 Significant 2. Professional .393 Low .000 Significant .373 Low .000 Significant Education 3. Major courses .562 Substantial .000 Significant .469 Substantial .000 Significant BEED 1. General education .375 Low .000 Significant .302 Low .000 Significant 2. Professional .349 Low .000 Significant .238 Low .000 Significant Table 2. Relationship of Comprehensive Examination and Licensure Examination Performance Licensure Examination Pearson r V.I. P-value Comprehensive Examination of BSED 1. General Education .502 Substantial .000 2. Professional Education .602 Substantial .000 3. Major courses .364 Low .000 4. GWA .606 Marked .000 Comprehensive Examination of BEED 1. General education .397 Low .000 2. Professional .386 Low .000 3. GWA .434 Substantial .000

Remarks Significant Significant Significant Significant Significant Significant Significant

2. As seen in table 1, there was a low to a substantial degree of correlation between the academic performance of the BSEd and BEEd graduates and the result of their comprehensive and licensure examination. The highest correlation obtained

14 © 2021, IJASRW, All right reserved http://www.ijasrw.com

International Journal of Advance Study and Research Work (2581-5997)/ Volume 4/Issue1/January 2021 between the academic and comprehensive examination performance was in the major courses (r=.562) while the lowest correlation was in the professional courses (r=.349). On the other hand, the highest correlation obtained between the academic and licensure examination performance was in the major courses (r=.469) while the lowest correlation was noted in the professional courses (r=.238). Since all the p-values were less than .05 (p-value=.000), then all the correlations from low to substantial between the academic performance of the BSEd and BEEd graduates and the result of their comprehensive examination were found to be significant.

Similarly, as shown in table 2, there was a low to marked degree of correlation between the comprehensive examination performance of the BSEd and BEEd graduates and the result of their licensure examination. The highest correlation obtained between the comprehensive and licensure examination performance was in the General Weighted Average (GWA) of all the courses (r=.606) while the lowest correlation was in the major courses (r=.364). All the p-values are less than .05 (p-value=.000) indicating a significant correlation. Thus, results implied that the comprehensive examination performances of both the BSEd and BEEd graduates in general education, professional education, and major courses are very significantly related to their licensure examination performance.

Table 3. Path Analysis Results on the Extent of Academic and Comprehensive Examination Performances in Predicting the Licensure Examination Performance of BSEd and BEEd Graduates BSEd I.Vs.

D.Vs.

Gen Ed Prof Ed Compre Major Gen Ed Prof Ed Licensure Major Compre Exam ***=p-value <0.001

Estimates .279 -.066 .448 .189 -.064 .208 .444

BEEd Pvalue *** .322 *** .002 .300 *** ***

Notes S NS S S NS S S

R2 .36

.46

I.Vs.

D.Vs.

Gen Ed Prof Ed

Compre

Gen Ed Prof Ed Compre Exam

Licensure

Estimates .269 .164 .190 -.004 .447

Pvalue *** *** .*** .922 .***

Notes S S S NS S

R2 .16

.30

3. As exhibited in table 3, the BSEd graduates’ general weighted averages in their general education and major courses positively and significantly influence the general weighted average of their comprehensive examination. This finding indicated that the higher the grades in general education and major courses, the higher also are the scores in the comprehensive examination. On the other hand, professional education courses negatively and insignificantly affect the comprehensive examination which is an indication that the academic performance of BSEd graduates found in their GWA in professional education courses is not a significant predictor of comprehensive examination performance. Considering all the predictors of comprehensive examination performance, R-square was .36 which indicated that 36% of the variability of the comprehensive examination is explained by the predictors of the study. On the other hand, the BSEd graduates’ GWAs in their general education, major courses, and comprehensive examination had a significant and positive influence, with medium effect, on the GWA of their licensure examination while the GWA in professional education is not significant. From the given set of predictors, the amount of variation of the licensure examination performance, as supported by its GWA, is explained by the R2 value which was .46. This suggested that the linear effect of the predictor variables could be accounted for by a 46 percent difference in BLEPT results. It means, therefore, that other predictors can be applied to the remaining 54% of variances.

Furthermore, the BEEd graduates’ GWAs in their general and professional education courses have a positive medium effect on the general weighted average of their comprehensive examination. This finding signified that graduates with higher academic grades in general and professional education courses tend to have higher scores in a comprehensive examination. Results showed that the academic performance of graduates found in their GWA in general education and GWA in professional education are significant predictors of comprehensive examination performance. Results also showed that the determination coefficient after considering all the predictors of comprehensive examination performance was .16 indicating that 16 percent of the academic performance of BEEd graduates accounted for the variation in their performance in the comprehensive examination. Likewise, GWAs in the general education and comprehensive examination is positive and significant and had a medium effect on the GWA of the licensure examination while the GWA in professional education is negative and not significant. The findings indicated that the academic performance of BEEd graduates explained in their GWA in general education and the GWA in the comprehensive examination are predictors of licensure examination performance while GWA in professional education courses is not a significant predictor. Results have shown that the determination coefficient (R2) was .30 showing that the predictor variables account for 30 percent of the BEEd graduates’ BLEPT results.

4. Based on the standardized output models for the BSEd and BEEd, a mathematical model for each program has been developed.

15 © 2021, IJASRW, All right reserved http://www.ijasrw.com

International Journal of Advance Study and Research Work (2581-5997)/ Volume 4/Issue1/January 2021 For the BSEd program, the dependent variable considered was the Licensure Examination and the independent variables were the General Education Course (GEC), Professional Education Course (PEC), Major Course (MC), and Comprehensive Examination (CE). The mathematical equation model for the BSEd program was: Licensure Examination = .3132 * GEC – .0908 * PEC + .4080 * MC + .54 With a predicting power equal to 54 percent, every one unit increase in the graduates’ general weighted average in general education, professional education, and major course corresponds to a .3132 increase, .0809 decrease, and .4080 increase in the BLEPT performance consecutively. On the other hand, for the BEEd program, the dependent variable considered was the Licensure Examination while the independent variables were the General Education Course (GEC), Professional Education Course (PEC), and Comprehensive Examination (CE). The mathematical equation model for the BEEd program was: Licensure Examination = .3115 * GEC + .0720 * PEC + .70 With a predicting power of 70 percent, it is stated that for every one-unit increase in the generally weighted averages of the graduates in general education and professional education means .3115 and .0720 increase in the BLEPT performance respectively.

5. The Mean Absolute Percentage Error (MAPE) value for BSEd of 17.55 percent which is less than 20 percent indicated that in all occurrences, the designed BSEd mathematical model predictive value is good. On the other hand, the MAPE value for BEEd of 34.66 percent which is between 20-50 percent implied that the designed BEEd mathematical model has a fairly good predictive value which can be attributed to the less than 50 percent predicting capability of the model based on the R-squared obtained.

Conclusions Based on the findings, the following conclusions were drawn: 1. The BSEd graduates performed very satisfactorily in the academics defined in their general education, professional education, and major courses, fairly satisfactorily in the comprehensive examination and satisfactorily in the licensure examination. On the other hand, the BEEd graduates performed very satisfactorily in their academics, and barely satisfactory both in comprehensive and licensure examinations.

2. The academic performances of both the BSEd and BEEd graduates defined in their general education, professional education, and major courses are very significantly related to their comprehensive and licensure examination performances. Also, their comprehensive examination performance is significantly related to their licensure examination performance.

3. The generally weighted averages (GWAs) in general education, major courses, and comprehensive examination are significant predictors of the licensure examination performance of BSED graduates while GWAs in general education and comprehensive examination are the significant predictors of the licensure examination performance of BEEd graduates.

4. The designed mathematical model in predicting the licensure examination performance of BSEd graduates was: Licensure Examination = .3132 * GEC – .0908 * PEC + .4080 * MC + .54 On the other hand, the designed mathematical model in predicting the licensure examination of BEEd graduates was: Licensure Examination = .3115 * GEC + .0720 * PEC + .70 5. The designed BSEd mathematical model predictive value is good as indicated by a MAPE value less than 20 percent and the designed BEEd mathematical model has a fairly good predictive value with a MAPE value between 20-50 percent due to its low predicting capability.

References [1]. Abaya, Sheila A., Orig, Danzel Anerfee D., Montalbo (2016). Using Regression Analysis in the Identifying the Performance of Students in the Board Examination. University of the East, Caloocan, Philippines [2]. Acosta, Alexander S. and Acosta, Imee C. (2016) Does Teacher Licensure Matter? Basic Education Reform in the Philippine Education System. International Journal of Education. ISSN 1948-5476 , Vol. 8, No. 4. 73 http://ije.macrothink.org [3]. Antiojo, Ligaya P.(2017) Performance Of Education Graduates In The Licensure Examination For Teachers (Let). PEOPLE: International Journal of Social Sciences. Volume 3 Issue 2, pp.1363-1384 DOI-https://dx.doi.org/10.20319/pijss.2017.32.13631384.

[4]. Apare, Bernabe & Arcilla Jr, Felix. (2018). Academic Achievement in the Licensure Examination for Teachers of Education Graduates. 17. 30-41.

[5]. Arce, Shielamarie E. and Belen Josephine L.( 2011). The Pre- Board Examination Part of the In- House Reviews as Predictors of LET Results. Manuel S. Enverga University Foundation Research Studies

16 © 2021, IJASRW, All right reserved http://www.ijasrw.com

International Journal of Advance Study and Research Work (2581-5997)/ Volume 4/Issue1/January 2021 [6]. Baang, Milger A. (2014). Investigating the Macro Perspective Affecting the [7]. Passing Rate in Board Examinations: A Take –Off Point in Designin a Causal Model. International Journal of Learning , Teaching and Educating Research, Vol.15, No. 4 ,pp. 108-120 [8]. Bagadion, Anne Marie F. and Tullao, Tereso S. (2018). Content Analysis of Licensure Examination for Teachers : Traditional vs Non – Traditional Teacher Assessment. De La Salle University [9]. Bajeta, A.,Manalo, M., Montalbo, N., Vino, J.C. and Mojares, R. (2015).Performance in the Criminology Licensure Examination as Basis for Improvement of one Private School in the Philippines College of Criminal Justice, College of Criminology. Research Journal, Vol. 6,2015 1 ISSN: 2094-7631 Lyceum of the Philippines University, Batangas City, Philippines [10]. Barlis, J. &Fajardo, J. (2015). Predictors of performance of the Maritime Academy of Asia and the Pacific (MAAP) in the OIC Navigational Watch Licensure Examination. Journal of Shipping and Ocean Engineering, 5, 88-101. doi: 10.17265/21595879/2015.02.005 [11]. Barrera, D.J., Cagang, S. and Capistrano, D. (2013). Academic and admission variables as predictors of results in the Criminologist [12]. Licensure Examination. PRISM 2013 Vol. 18,No.1, pp.65-74.

[13]. Bautista, Robert John, and Ho, Howell. (2015) Factors Influencing Pre-Board Examination Scores Among Students Enrolled in Nursing Review Center in the Philipppines. Retrieved from https://www.researchgate.net/publication/281273431 [14]. Bellen, Joy A., Abela, Rosario P., and Truya , Rizalina D.(2018). Academic Achievement as Predictor in the Performance of Licensure Examination for Teachers. Asia Pacific Journal of Education, Arts and Sciences, Vol. 5 No. 1 pp. 77-81 CHED, 2004 Commission on Higher Education Order (CMO) No. 30, series of 2004. “The Revised Teacher Education Curriculum” [15]. Castañeda, J. (2013). CHED orders closure of 218 nursing schools [16]. ABS-CBN News. https://news.abs cbn.com/nation/06/07/13/ched-orders-closure-218-nursing schools. Posted at Jun 07 2013 12:00 PM | Updated as of Jun 08 2013 04:19 AM [17]. CMO No. 1 s. 2005, Revised Policies and Guidelines on Voluntary Accreditation in Aid of Quality and Excellence in Higher Education. Retrieved from https://ched.gov.ph/cmo-1-s-2005/ [18]. CMO No. 20 s. 2013, General Education Curriculum: Holistic Understandings, Intellectual and Civic Competencies. Retrieved from https://ched.gov.ph/wp-content/uploads/2017/10/CMO-No.20-s2013.pdf [19]. CMO No. 30 s. 2004, Revised Policies and Standards for Undergraduate Teacher education Curriculum. Retrieved from http://wbgfiles.worldbank.org/documents/hdn/ed/saber/supporting_doc/EAP/Teachers/Philippines/CMO%2030%20S.%202004teacher%20education%20policy.pdf [20]. CMO No. 48 s. 1996, Updated Standards and Guidelines for the Grant and/or Retention of University vis-à-vis Higher Education Institutions (HEIs). Retrieved from https://ched.gov.ph/cmo-48-s-1996/ [21]. CMO No. 74, s. 2017, Policies Standards and Guidelines for Bachelor of Elementary Education (BEEd). Retrieved from https://ched.gov.ph/wp-content/uploads/2017/11/CMO-No.-74-s.-2017.pdf [22]. CMO No. 75, s. 2017, Policies Standards and Guidelines for Bachelor of Secondary Education (BSEd). Retrieved from https://ched.gov.ph/wp-content/uploads/2017/11/CMO-No.-75-s.-2017.pdf [23]. Collado M.T., et.al. (2017). Academic Performance and Mental Ability of Students as Determinants in Passing the Licensure Examination for Teachers. 5th International School Conference. Home Archives, Vol. 5 no. 1 Abstract Proceedings.

[24]. Consad, H. & Tuquero (2015). Predictors of nursing graduates’performance in licensure examination. Research Gate. Thesis.

[25]. Palawan State University. Retrieved from http://www.finduniversity.ph/universities/isabela-stateuniversity san-mariano campus/ [26]. Craig, Refugio. (2017) Predictors of the Licensure Examination for Teachers: Proposed Regression Model 2 3. Negros Oriental State [27]. University. https://www.asian-efl-journal.com/monthly journals/2019-monthly-journals/volume-22-issue-2-2019/ [28]. Dagdag, Januard D.(2018).Predictors of Performance in the Licensure Examination for Agriculturists: Bases for a Proposed [29]. Plan of Action. Asia Pacific Journal of Multidisciplinary Research, Vol. 6, No. 2, pp. 113-120 [30]. Dagdag, Januard D., Sarmiento, Clarina S., and Ibale, Joanne Clementine. (2017) Examining the Factors of Licensure Examination for teachers Performance for Program Strategy Enhancement. Asia Pacific Journal of Multidisciplinary Research, Volume 5 No.4, pp. 34-39 [31]. De Leon, J. (2016). Academic and licensure examination performances of BSN graduates: Bases for curriculum enhancement.

International [32]. Journal of Educational Policy Research and Review, 3(4), 64-72.

[33]. Descargar, Andrea E. and Cardona, Roldan S.(2016). Developing an Enhancement Program in Mathematics Study Habits for Grade 7 Students in San Manuel, Isabela, Philippines. The Online Journal of Horizon in Education, Volume 6, Issue 4 [34]. DBM and CHED Joint Circular No. 2 s. 2004, Application of Normative Funding in the Allocation of Expenditures to State Universities and Colleges (SUCs) Starting FY 2005 and thereafter. Retrieved from https://www.dbm.gov.ph/wpcontent/uploads/2012/03/jc_2004-2_001.pdf [35]. Feltz, Deborah L., Chow, Graig M. and Hepler, Teri J.(2008). Path Analysis of Self- Efficacy and Dividing Performance Revisited.

Journal of Sport & Exercise Psychology, Volume 30, pp. 401-411 [36]. Gafoor, K. G and Kurukkan A., (2015) Paper presented In UGC Sponsored National Seminar on Pedagogy of Teacher EducationTrends and Challenges At Farook Training College, Kozhikode, Kerala [37]. Garcia, G. C. (2013) Academic performance as determinant to pass the Licensure Examination for Teachers. JPAIR Multidisciplinary Journal, 2(1), 69-75.

[38]. Hena, R., Ballado, R., Dalucapas, M., Ubane, S., & Basierto, R. (2014). Variates of the performance of teacher education graduates in the licensure examination for teachers (LET). International Journal of Interdisciplinary Research and Innovations, 2(4), 157-163 [39]. Hertz, N. & Chinn R. (2000). Licensure Examination. Retrieve from https://goo.gl/zJwbMi [40]. Hu, L. & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55.

17 © 2021, IJASRW, All right reserved http://www.ijasrw.com

International Journal of Advance Study and Research Work (2581-5997)/ Volume 4/Issue1/January 2021 [41]. Kirikkanat, B., & Kali Soyer, M. ( 2018). A Path Analysis model pertinent to undergraduates’ Academic Success: Examining Academic Confidence, Psychological Capital and Academic Coping Factors. European Journal of Educational research, Volume 7, Issue 1, pp.133-150.doi:10.12973/eu-jer.7.133 [42]. Kostohryz, Katie. (2016) The Doctoral Comprehensive Examination in Counselor Education: Faculty Members’ Perception of Its Purposes [43]. Laganao, E. (2017) In focus: College of Education Graduates Licensure Examination for Teachers (LET) Performance. Journal of Social Sciences & Humanities Research, Volume 3, Issue 1 [44]. Lewis, C.D. (1982). Industrial and business forecasting methods. London: Butterworths [45]. Lovat, T. J., & Smith, D. L. (2003). Curriculum: Action and reflection revised. Wentworth Falls: Social Science Press.

[46]. Montaño, Juan & Palmer, Alfonso & Sesé, Albert & Cajal, Berta. (2013). Using the R-MAPE index as a resistant measure of forecast accuracy. Psicothema. 25. 500-506. 10.7334/psicothema2013.23.

[47]. Montebon, Darryl Roy T.(2015) Student Teaching Enhancement Program (STEP) and Preservice Teachers Teaching Efficacy in Science. Doi:https://www.researchgate.net/publication/280234341 [48]. McCombes, S. (2019). Descriptive research. Retrieved from https://www.coursehero.com/file/45886463/Descriptiveresearchdocx/ [49]. Nool, Nelvin R. and Ladia, Matia Agnes P. (2017). Trend of Performance in the Licensure Examination of Teacher Education Institutions in Central Luzon, Philippines International Journal of Applied Engineering Research ISSN 0973-4562 Volume 12, Number 24 (2017) pp. 15734-15745 © Research India Publications. http://www.ripublication.com [50]. Ong, Marylou & Palompon, Daisy & Bañico, Lucia. (2012). Predictors of Nurses’ Licensure Examination Performance of Graduates in Cebu Normal University, Philippines. Asian Journal of Health. 2. 10.7828/ajoh.v2i1.122 [51]. Pachejo, S. & Allaga, W. (2013). Academic predictors of the licensure examination for teachers’ performance of the Rizal Technological University teacher education graduates. International Journal of Educational Research and Technology, 4(4), 31-40.

[52]. Palmer, A., Moreno, JJM, Abad, AS, Blesco, BC. (2013). Using the R-MAPE index as a resistant measure of forecast accuracy.

Psicothema, Vol. 25, No. 4, 500-506. (2013) doi: 10.7334/psicothema2013.23 [53]. Parinas, M., & Obrero, R. (2012). Relevance of the topics in the Criminologist Licensure Examination Review Program of the [54]. University of Northern Philippines. UNP Research Journal, 21(1), 96-109.

[55]. Pennell, Sheila. (2017). Exploring the Balance: A Path Analysis Examination of the Maintaining the Balance Model. University of Massachusetts Amherst [56]. Proceedings Journal Of Education, Psychology and Social Science.(2017) School Engagement and Retention Program for Tertiary Students: [57]. Basis for Proposed Enhancement Program. Research. Volume 4 Issue 1.

[58]. Quiambao, D.T., Baking, E.G., Buenviaje, L.B., Nuqui, A.V., Cruz, R.C. (2015). Predictors of Board Exam Performance of the DHVTSU College of Education Graduates. Journal of Business & Management Studies, 1(1). 1-4 [59]. Rabanal, Glenda Chan( 2016) Academic Achievement and LET Performance of the Bachelor of Elementary Education Graduates, University of Northern Philippines. International Journal of Scientific and Research Publications, Volume 6, Issue 6 [60]. R.A. No. 7722. Higher Education Act of 1994. Retrieved from https://www.scholaro.com/pro/countries/philippines/educationsystem [61]. R.A. No. 7836, 1994 Republic Act (R.A.) No. 7836 – “The Philippine Teachers Professionalization Act” (an act to strengthen the [62]. regulation and supervision of the practice of teaching in the Philippines and prescribing a licensure examination for teachers [63]. and for other purpose) [64]. Sconce C. and Howard J. (1994). Curriculum Evaluation – A New Approach. Nurse Educ Today. 1994 Aug;14(4):280-6.doi: 10.1016/0260-6917(94)90138-4.

[65]. Stage, Frances K., Carter, Hasani C. and Nora, Amaury(2010).Path Analysis: An Introduction and Analysis of Decade of Research.

The Journal Of Education Research. University of Houston [66]. Streiner, D.L., (2005). Finding Our Way: An Introduction to Path Analysis. Can J Psychiatry, Vol. 50. No.2 [67]. Stufflebeam, D. L., & Shinkfield, A. J. (2007). Evaluation theory, models and applications. San Francisco, CA: Jossey-Bass.

Retrieve from https://www.scirp.org/(S(i43dyn45teexjx455qlt3d2q))/reference/ReferencesPapers.aspx?ReferenceID=590961 [68]. Suhr, D. D. (2000). An investigation of mathematics and reading achievement of 5- through 14-year olds using latent growth curve methodology. Dissertation Abstracts International, A (Humanities and Social Sciences). Vol 60(12-A), 4323, US: Univ Microfilms International.

[69]. Tabachnick, B. G. & Fidell, L. S. (1996). Using multivariate statistics.New York: Harper Collins.

[70]. Tamayo, Adrian Mernilo, Investigating the Results: A Criminologists Licensure Exam Study (May 11, 2015). Available at SSRN: https://ssrn.com/abstract=2604903 or http://dx.doi.org/10.2139/ssrn.2604903 [71]. Tarun, Ivy M. (2017). Prediction Models for Licensure Examination Performance Using Data Mining Classifiers for Online Test and Discussion Support System. Asia Pacific Journal of Multidisciplinary Research, Vol. 5 No. 3 [72]. TeacherPH. (2017). PRC List of Equivalent Degrees for Teacher’s Examination (LET). Retrieved from https://www.teacherph.com/prc-list-of-equivalent-degrees-for-teacher-examination-let/ [73]. Terano, H.J.R. (2018). Regression Model of the Licensure Examination Performance of Electronics Engineering Graduates in a State College in the Philippines. Advances and Applications in Mathematical Sciences Volume 18, Issue 2, December 2018, Pages 197204 © 2018 Mili Publications [74]. Tobin, Kimberly and Gebo, Erika.(2008). Assessing the Student Learning and Departmental Effectiveness through an Undergraduate Comprehensive Exam.

Criminal Justice Studies, Volume 21, No.3, pp.

223-238.doi: 10.1080/14786010802355362.http://www.informaworld.com [75]. Visco, D. (2015). Predictors of performance in the licensure examination for teachers of the graduates of higher education institutions in Abra. International Journal of Management Research and Business Strategy, 4(1), 181-191.

18 © 2021, IJASRW, All right reserved http://www.ijasrw.com

International Journal of Advance Study and Research Work (2581-5997)/ Volume 4/Issue1/January 2021 [76]. Williams, E. (2017). Hearst Newspapers: What is the Meaning of Academic Performance? Retrieved from http://work.chron.com/meaning-academic-performance-17332.html [77]. York, T.T., Gibson. C, & Rankin, S. (2015). Practical Assessment and Research Evaluation: Defining and Measuring Academic Success. Retrieve from http://pareonline.net/getvn.asp?v=20&n=5

19 Š 2021, IJASRW, All right reserved http://www.ijasrw.com