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Chapter I
THE PROBLEM AND ITS BACKGROUND
INTRODUCTION
An educated manpower serves as a prime mover of the nation's economic
growth and sustainable development to the focus must be given to the quality
mentors/teachers at all levels of education. Licensure Examination for Teacher is
the examination given by the Professional Regulations Commission to all
graduates who wish become professional licensed teacher. IT is one of the
standard test from teaching program effectiveness and aside from standardizing
the teaching the said examination indicates the quality of teacher training
program of a particular institution.
Technological University of the Philippines offers of Bachelor of Science in
Industrial Education Technical Teaching in Education. Part of the curriculum of
the said program are Professional Industrial Education Subjects. Major Subjects
and General Education subjects that have a great effect on the perfomance of
the respondents in LET. Many professional teachers were produced by TUP
since College of Industrial Education was founded. The Tracer Study on the
Performance on the BSIE and BTTE graduate in the Licensure Examination for
Teacher April and October 2009, April and September 2010 and April &
September 2011 aims to trace the passers career status after passing the
examination. Identifying the factors that influenced the performance of graduates
in LET is one of the concerns of this research.
The passing rate of the respondents in terms of national passing will be
reveal on this research as well as the school performance of TUP in LET.
The findings of the study will serve as a "wake-up call" to both BSIE/BTEE
students and instructors to improve the quality of instruction.
Background of the Study
The Philippines prohibits any individual from practicing or offering to
service the teaching profession without having previously obtained a certificate of
registration and a valid professional license from the Professional Regulation
Commission (PRC) to ensure that the student teachers become competent
teachers. This is the main reason why the commission conducts the Licensure
Examination for Teachers (LET) to regulate the profession and to provide license
to deserving individuals who passed the LET.
The LET serves as an initial benhcmarker in determining the strength of
the teacher Education program particularly at the TUP. The tracers study the
performance of the BSIE/BTTE graduates in LET for the year 2009, 2010, 2011
instead to trace the status of the LET passers.
The employability of the graduates is also including in this study because
the researchers find it relevant in the study conducted.
The list of the top performing schools in the PRC board exam result dated
April and September 209, 2010 and 2011 were taken from the officer website of
the agency. To get the LET performance of each passer the researcher
personally went to the office of Educational Statistic Department to request the
results of the said years.
As BSIE students, it will come to a point that the researchers will also take
the said examination. Technological University of the Philippines produces LET
passers but in the entire history of the college of Industrial education none of the
passers become topnotchers. The researchers come up with this study to know
why TUP was not able to produce topnotchers. To be one of the top performing
schools on the said examination, there must be 50% passers graduates from the
school. According the official website of PRC TUP is not belonging to the top
performing school. The passing rate of the TUP base on the PRC is ranging to
31%- 37% only.
Statement of the Problem:
The study intends to trace the performance of the BSIE/BTTE graduates in the
Licensure Examination of 2009, 2010, 2011 September and March in terms of
their scores. The purpose of teachers of the study is to answer the following
questions:
1. What is the profile of the respondents in terms of:
a. Age
b. Gender
c. Year Graduated
d. Date Employee
e. Current job
f. Monthly income
2. What are the scores of BSIE-BTTE graduates in the Licensure Examination for
Teachers of 2009, 2010, 2011 (September and March)?
3. What mode of reviews they undergone before getting the exam?
4. What is the passing rate of the BSIE/BTTE LET passers in terms of national
passing rate?
5. What is the school performance of TUP in 2009, 2010 and 2011 LET?
6. Which of the following variables significantly influence the BSIE/BTTE
graduates' performance in LET?
Scope and Limitations
The researcher was limiting the study on the competencies acquired by
the Technological University of the Philippines LET passers during 2009-2011
examinations. The respondents of this study were graduated of Bachelor of
Science in Industrial Education and Bachelor of Technical Teaching Education.
Total numbers of the passers were 400 BSIE/ BTTE and the researcher's
target population was 100% of the population, taken as samples.
The dependent variable of the study is the performance of BSIE/BTTE
students in LET examination in terms of their scores.
The independent variables of the study are the graduate's profile, school
related factors and teaching specialization.
SIGNIFICANCE OF THE STUDY
This study will serve as the basis for the administration to evaluate the
content of the subjects, curriculum offerings, instruction, methods and
technologies and school facilities.
Likewise the administration will be able to look for remedial measures to
upgrade the areas where college students are found weak. In addition,
competencies acquired by the LET passers will give insights in evaluating test
results.
Finally, information provided in the investigation is guide to students who
are interested to take education courses.
CHAPTER II
CONCEPTUAL FRAMEWORK
This chapter presents the review of related literature and studies that have
bearing study using the key variables as point of sequence and reference. It also
includes the research framework, hypothesis, and definition of terms.
REVIEW OF RELATED LITERATURE AND STUDIES
According to Duque 1999, The quality of education in the country is low as
stipulated in research findings. This issue particularly on low quality education
poses more implications as one strives to deal with globalization, educational
reform, technological change and survival issue.
Licensure Examination for Teachers (LET).
Licensure means a restricted practice requiring a license, which gives a
"permission to practice." Such licenses are usually issued in order to regulate
some activity that is deemed to be dangerous or a threat to the person or the
public or which involves a high level of specialized skill. The danger and skill
elements inspire governments not to allow a free-for-all, but to regulate the
activity, and licensing is a well-established and convenient method of regulation.
Licensing includes such things as pilot and driving licenses, licenses to play
professional sports, etc. In the case of certain occupations and professions,
licensing is often granted through a professional body or a licensing board
composed of advanced practitioners who oversee the applications for licenses.
This often involves accredited training and examinations, but varies a great deal
for different activities and in different countries. Practicing without a license may
carry civil or criminal penalties.
TEACHERS
Teachers refers to all persons engaged in teaching at the elementary and
secondary levels, whether on fulltime or part-time basis, including industrial arts
or vocational teachers and all other persons performing supervisory and/ or
administrative functions in all schools in the aforesaid levels and qualified to
practice teaching under this Act.
This Act shall be known as the “Philippine Teachers Professionalization Act of
1994.” Cited by Professional Regulation Commission.
TRACER
One way to evaluate a curriculum is via tracer studies.
According to Kumar (1991, as cited in Zainab, A. N., Edzan, N. N., & Rahman, S.
S. A, 2004), tracer studies are recommended to be carried at least a year after
students have graduated.
While, Loughbridge (1990, as cited in Zainab, A. N., Edzan, N. N., & Rahman, S.
S. A, 2004) emphasized that in an ideal situation, the target graduates should not
be too long on the job so as to achieve an effective tracer feedback since it is
often difficult to remember courses taken up to 10 years previously.
Besides, reasons such as those who have changed addresses, changed jobs or
gone overseas may make it difficult in tracing the graduates as explained by
Zainab, A. N., Edzan, N. N., & Rahman, S. S. A. (2004) in their research.
Furthermore, they said that a number of those located or reached were not
willing to participate.
Curran & Greenwald (2006) emphasized that if graduates want an opportunity to
get their feet in the door and prove themselves, they will have to redefine for their
future employer what they have really learned after four years. Furthermore, they
mentioned that there is no shortage of ways to demonstrate transferable skills
through liberal arts education.
On the other hand, Camenson (2008) reiterated that today’s liberal arts majors
learn a wide range of skills with just as wide a range of applications. A variety of
studies, however, also show that the most important skill remains the ability to
communicate effectively. The ideal communications specialist might actually be
a generalist. With an understanding of how to penetrate public awareness, as
well as mold and respond to public opinion, communications can be public
relations. With the knowledge of how to reach and influence consumers,
communications can be advertising or publicity and promotion. Through the
techniques of writing and editing, communications can be journalism. With
problem-solving and group-management skills, communications can be
corporate troubleshooting or training.
With things becoming more uncertain in the Philippines, Moleke (2006)
explained a similar phenomenon in South Africa. He observed that some of the
South African graduates were voluntarily unemployed but majority of the
graduates were involuntarily unemployed. Most of them who experienced periods
of unemployment stated that they were unemployed because they could not find
any kind of job. And a big bulk of these graduates were in the natural sciences,
humanities and arts, and education.
Meanwhile, Wylie (2003) opined that graduates typically express open-
mindedness and willingness to learn and try new ideas, that seasoned
candidates sometimes have trouble with. They have an eagerness to prove
themselves, which can spur an entire organization on to the next level. They are
prepared for change, and embrace it, and are not jaded by past experiences in
the industry as more seasoned professionals can be. Nor, are they set in the
ways things should be done, as this is an entirely new experience for them. (p. 7)
Moreover, Wylie (2003) posited that the skills organizations look for in job
apllicants, including recent college graduates, differ from position to position. He
said that technical skills, or what some would call quantitative skills are a concern
or must be viewed with concern. However, interpersonal skills (or qualititative
skills) are of primary importance. And finally, communication skills, to round off
the top three categories of what one should look for when recruiting graduates.
The profile of the graduates is described in terms of:
AGE
As a factor affecting performance on the job had been cited in different literature
and studies. Pendaliday as cited by Alonzo (1988) found that age is significantly
related to work values of education and administrators particularly in
achievement and decision-making. He pointed out that the older the
administrator the more he values decision making involvement and achievement.
Other studies also showed that the older students take longer time to learn than
young students.
According to Charles Dicken Father Time is not always a hard parent, and,
though he tarries for none of his children, often lays his hand lightly upon those
who have used him well; making them old men and women inexorably enough,
but leaving their hearts and spirits young and in full vigour. With such people the
grey head is but the impression of the old fellow's hand in giving them his
blessing, and every wrinkle but a notch in the quiet calendar of a well-spent life.
In the central place of every heart there is a recording chamber. So long as it
receives a message of beauty, hope, cheer, and courage - so long are you
young. When the wires are all down and our heart is covered with the snow of
pessimism and the ice of cynicism, then, and only then, are you grown old. -By
Douglas MacArthur.
There are two barriers that often prevent communication between the young and
their elders. The first is middle-aged forgetfulness of the fact that they
themselves are no longer young. The second is youthful ignorance of the fact
that the middle aged are still alive cited Jessamyn West.
GENDER
Stephanie Coontz, writer and educator, explains in her data rich article, The Myth
of Male Decline(9.30.12), that women are doing better than they were decades
ago. At the same time, however, there still unassailable professional and
educational gaps relative to men. In a nutshell, women must work harder (e.g.,
more years in higher education) than men for similar payoffs. Men still enjoy what
has been referred to as the ‘patriarchal dividend’; the expectation and realization
that maleness and masculinity bestows long term benefits based on the
institutional structures that invisibly (and visibly) surround us.
As a research psychologist, I study the manifestations of power and power
strategies in social groups from an evolutionary perspective. Fairly recently and
from a decidedly non-evolutionary angle, my students and I have turned our
attention to social processes and institutional cues long understood by second
wave feminist scholars. These social processes, this research shows, effectively
keep women in their place just below men.
You've probably read the studies showing how as the proportion of women in an
occupational/professional category increases average earnings go down. Well
what happens when women become "winners" in that institution that legitimates
claims to the best positions in the work world: higher education? According
to Business Roundtable (June 2003), in 1999-2000, women received 133
bachelor's degrees for every 100 to men. A decade later, during the 2009-2010
school years, women are projected to receive 142 bachelor's degrees for every
100 for men.
These socially constructed gender roles are considered to be hierarchical and
characterized as a male-advantaged gender hierarchy (Wood & Eagly, 2002).
The activities men were involved in were often those that provided them with
more access to or control of resources and decision making power, rendering
men not only superior dispositional attributes via correspondence bias(Gilbert,
1998), but also higher status and authority as society progressed. The particular
pattern of the labor division within a certain society is a dynamic process and
determined by its specific economical and cultural characteristics. For instance,
in an industrial economy, the emphasis on physical strength in social activities
becomes less compared with that in a less advanced economy. In a low birth rate
society, women will be less confined to reproductive activities and thus more
likely to be involved in a wide range of social activities. The beliefs that people
hold about the sexes are derived from observations of the role performances of
men and women and thus reflect the sexual division of labor and gender
hierarchy of the society (Eagly et al., 2000).
In summary, social role theory “treats these differing distributions of women and
men into roles as the primary origin of sex-differentiated social behavior, their
impact on behavior is mediated by psychological and social processes” (Eagly,
1997), including “developmental and socialization processes, as well as by
processes involved in social interaction (e.g., expectancy confirmation) and self-
regulation” (Eagly et al., 2004).
CIVIL STATUS
A person’s civil status is his or her name, filiation and marital status. Acts of civil
status exist for birth, marriage and death. Since 1994, only civil status documents
issued by the Directeur de l’état civil are recognized by the law.
All human beings are born free and equal in dignity and rights. Everyone is
entitled to all the rights and freedoms set forth in the universal Declaration of
Human Rights, without distinction of any kind, such as race, creed, colour, sex,
language, religion, political or other opinion, national or social origin, property,
birth or other status. Everyone has the right to life, liberty and security of person
cited by —Principle 1, ICPD Programme of Action.
We all know that human rights cannot just be transplanted as external principles
into individuals or their communities. Human rights principles must be
internalized by each individual, women and men, and must be absorbed and
expressed in their own ways and within the positive aspects of their cultural
values and beliefs. In order for this to happen, women must believe in human
rights and must believe that these rights will protect them and not expose them in
a battle against the society. They do weigh the social costs of entering into
conflict as opposed to the benefits coming from the status quo. Women will claim
their rights if they know there is a support system that will protect them from the
reaction of their own communities. This support system should certainly include
some of those who hold the keys to the power structures—religious, community
and traditional leaders.—UNFPA Executive Director Thoraya A. Obaid.
SPECIALIZATION
Human cultures progress through a dance of specialization and integration. The
problem is that the human trait of abstract thinking has allowed our ability to
specialize to outpace our ability to integrate knowledge. Thus, we know more
and more details about nothing particularly relevant. Life becomes a game of
trivia played between people who don't have an intrinsic understanding of who, or
what, they are and who have little idea how larger social, scientific and cultural
systems operate.
All the "freedom" in the world cannot solve this problem, but rather leads to
greater confusion. Lack of freedom throws us into panic and again causes
confusion. We often seek grounding in religion or political movements, but the
price of suspending our disbelief is our relinquishment of authority to others no
more qualified than the rest of us. We cannot afford, in our globalized,
interdependent world, to turn over our otherwise intelligent minds to ideologies
and theologies. We cannot afford the divisiveness and arrogance inherent when
one believes that theirs is the only way, the "right" way, and that other paths are
"evil" or inferior even if they work very well.
If we declare our race to be HUMAN, our religion to be KINDNESS and our
nature to be A WONDERFUL SPECIES OF PRIMATES, we will gradually learn
to exercise rational control over our minds, our culture and our planet contributed
by Earon Davis.
For no continuity of social act is possible without a corresponding social status
and the many different kinds of act required in an industrial state, with its high
degree of specialization, make for corresponding classification of status stated by
Kenneth Burke.
School Related Factors
Curriculum. Have numerous definitions, which can be slightly confusing. In its
broadest sense, the word is used to refer to all courses offered at a school. This
is particularly true of schools at the university level, where the diversity of classes
might be an attractive point to a potential student.
In colleges, specific courses make up the individual’s curriculum, allowing a
student to obtain a degree or certification in a certain field. Usually an individual
will have to complete a certain amount of general education courses, and then
specialized courses within a chosen field. In this way, the plan is individualized to
the person’s desire for a certain type of expertise. Not following the prescribed
course of study may mean not obtaining a degree by Psychology Phd of Walden
University.
Administrative Support. Specialist is a senior administrative assistant who
supports one or several professionals for an organization. These professionals
ensure successful business operations by performing a variety of administrative
and clerical duties on a daily basis. This occupation was previously referred to as
a secretary, but as these roles continue to evolve, many organizations
recognized the importance of this occupation and reclassified the title by Lucy
Friend, eHow contributor.
SCHOOL FACILITIES
According to 34 [Title 34 – Education; Subtitle B -- Regulations of the Offices of
the Department of Education; Chapter IV -- Office of Vocational and Adult
Education, Department of Education; Part 222 -- Impact Aid Programs; Subpart
L -- Impact Aid Discretionary Construction Grant Program Under Section 8007(B)
of the Act; General], the term school facility means “a building used to provide
free public education, including instructional, resource, food service, and general
or administrative support areas, so long as they are a part of the facility.”
Part 400 -- Vocational and Applied Technology Education Programs -- General
Provisions], the term school facilities mean “classrooms and related facilities,
including initial equipment, and interests in lands on which the facilities are
constructed. The term does not include any facility intended primarily for events
for which admission is to be charged to the general public.”
This paper shows that the condition of school facilities has an important impact
on student performance and teacher effectiveness. In particular, research
demonstrates that comfortable classroom temperature and noise level are very
important to efficient student performance by Jennifer Landrum Hadden.
RESEARCH FRAMEWORK
This tracer study, with the findings of previous studies and
concepts in the related literature, is based on the assumptions that one of the
best means to measure the quality of teacher education program is through the
performance of graduates in the qualifying examination- Licensure Examination
for Teachers (LET); that graduates’ performance in LET could be influenced
namely, students’ factors which when associated with other variable, could be
considered significant in the performance of graduates in LET; that if the above
stated variables have greatly influenced graduates’ performance in other related
concepts. Conducting this research will confirm the existing relationship between
graduates’ performance in LET and the students factors.
Paradigm of the Study
Independent Variable
Profile of BSIE & BTTE graduates
a. Age
b. Gender
c. Year Graduated
e. Date Employed
f. Current job
g. Monthly income
Preparation of BSIE & BTTE graduates
a. Mode of Review
Dependent Variable
Performance of BSIE and BTTE
graduates in LET
DEFINITION OF TERMS
GENDER- is the sex of a person; in this study, this was measured on the
personal profile of respondents.
SOCIO-ECONOMIC STATUS – strategic position of the family in the society.
This will be based on the following: parent/s occupation/s, parent/s highest
educational attainment and family income.
AGE- it refers to the period as how long the respondents existed, a time in life.
CIVIL STATUS- it describes whether a respondent is single or married.
LET (LICENSURE EXAMINATION FOR TEACHERS)- This is the examination
given by the Professional Regulations Commission to all graduates of teacher
education courses/ programs who wish to become professional licensed
teachers.
PASSING RATE- This is the percentage of the teacher education graduates who
passed the LET or board exam given by the Professional Regulation
Commission. it is analyzed by determining the number of examinees who passed
and divided by the number of examinees who took the exam.
NATIONAL PASSING RATE-
PERFORMANCE- This is the output of an activity, program or any endeavor w/c
is measured according to some predetermined criteria or instruments. This also
refers to the passing rate in the LET.
PREPARATION FOR BOARD EXAM- this refers to school’s policy and practices
relative to taking the licensure examination like school based board exam review
and pre- board and linkages to other review centers as pre- requisite for
graduation.
PRC BOARD EXAM RANKING- this is the ranking of the top performing schools
with the number of examinees and the required percentage passing. Atleast 10
examinees and a minimum percentage rate of 80 percent. The ranking is
categorized 20, 50, 100 or more. The schools with the most number of
examinees who passed the board exams will be considered top performing
school here in the Philippines only.
BSIE PROGRAM- refers to the program designed to provide pre- service teacher
training for would- be- teachers of vocational education. A four year course
designed to produce effective technical vocational teachers in shop at tertiary
level.
TEACHING EXPERIENCE- this refers to the length of time or number of years a
BSIE & BTTE graduates has been teaching at teaching at the time of study.
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the discussion of the method of the study.
Population and samples, research instruments, procedures in gathering its data
and the statistical treatment applied in processing and analyzing the gathered
data.
Research Design
This is primarily a descriptive study wherein the independent variables
were analyzed for possible relation to the dependent variable. The descriptive
research design was used in this study, with documentary analysis,
questionnaire and interviews as the means of gathering data.
Population and Sampling Procedure
The respondents of this study were the graduates of BSIE and BTTE
program in Technological University of the Philippines – Manila, who took
Licensure Examination for Teachers from year 2009, 2010 and 2011. From
among the total graduates,400 responded to our approach using the social
networking sites and were used as research samples.
Research Instrument
With the nature of variables and the indicative data involved in this study,
the researchers used documentary analysis such as list of examinees of BSIE
and BTTE graduates who took LET from year 2009, 2010 and 2011,
questionnaire and interviews as the main tools from gathering data.
The researchers secured permission from the College of Industrial
Education Dean to allow us to request the statistical data on the said examination
to the Professional Regulatory Commission.
The questionnaire was validated by the researchers’ adviser in
Introduction to Research. To further ensure the validity of the questionnaire,
suggestions and recommendations for the improvement and refinement of the
inputs of the questions were solicited before it was administered to the
respondents.
Data Gathering Procedure
A letter of approval was sent to the president of Technological University
of the Philippines to allow the researchers to go out the campus and have an
access to the said commission. The researchers personally went to the office of
the president of the Technological University to have the sign of Dr. Olympio V.
Caparas (TUP President) The PRC is asking for the request letter noted by the
Dean of the College of Industrial Education and Department Head of
Professional Industrial Education before they start the process of researching the
data needed on the tracer study on the Performance of BSIE and BTTE
graduates of TUP- Manila from year 2009, 2010 and 2011. The researchers sent
the request letter to Dr. Helen D. Caparas (CIE Dean) noted by Dr. Cherrypyn
Barbacena (PIE Department Head). It took 15 working days to have the said
data. The complete list of LET examinees and their ratings on three areas of LET
(General Education, Professional Education and Major Subjects) of the institution
were obtained from the Education Statistical Department of PRC.
Distribution and administration of the questionnaire was done personally
by the researchers through Social networking site namely Facebook and through
the cooperative effort and assistance of friends, relatives and currently enrolled
students who have direct contact with the BSIE and BTTE graduates.
Networking sites such as Facebook and Yahoo mail was the bridge of the
researchers to contact the BSIE and BTTE graduates who are in different
locations.
CHAPTER IV
DATA PRESENTATION, ANALYSIS AND INTERPRETATION OF FINDINGS
This chapter presents the statistical findings of the study. Figures and
tables are interpreted following the order of the statement of the problem and the
hypothesis forth in the study.
Profile of Graduate-Respondents
To establish the personal profile of the respondents, descriptive statistics
was used through computation of frequency and percentage.
Variable Frequency Percentage
Civil Status
Single 29 94%
Married 3 6%
Gender
Female 17 55%
Male 14 45%
Age
21-25 25 82%
26-28 3 9%
29-40 3 9%
Monthly Income
10,000-19,999 12 39%
20,000-29,999 10 32%
30,000-49,000 1 3%
Table 1. Respondents Profile as a Civil Status, Gender, Age, and Family Income
CIVIL STATUS
94%
6%
SingleMarried
Figure 1. Percentage and distribution of respondents in terms of civil status
Based on figure 1, 29 BSIE and BTTE graduates or 94% of total number
of respondents are single, 3 BSIE and BTTE graduates or 6% of total number of
respondents are married.
GENDER
32%
68%
2009-2011
1
2
Male
Female
Figure 2. Frequency and percentage distribution of respondents in terms of
gender
Based on figure 2, 68% or 272 LET passers out of 400 BSIE and BTTE
graduates from the College of Industrial Education are female while 32% or 128
LET passers out of 400 are male. It shows that majority of the LET passers are
female.
41%
59%
2009
1
2
Female
Male
Figure 3. Frequency and percentage distribution of respondents in terms of gender
Based on figure 3, 59% or 83 LET passers out of 400 respondents from
the College of Industrial Education are female while 41% or 56 LET passers out
of 400 are male.
25%
75%
2010
1
2
Male
Female
Figure 4. Frequency and percentage distribution of respondents in terms of
gender
Based on figure 4, 75% or 85 LET passers out of 400 respondents from
the College of Industrial Education are female while 25% 0r 28 LET passers out
of 400 are male.
30%
70%
Gender 2011
1
2
Male
Female
Figure 5. Frequency and percentage distribution of respondents in terms of
gender
Based on figure 5, 70% or 104 LET passers out of 400 respondents from
the College of Industrial Education are female while 30% 0r 44 LET passers out
of 400 are male.
AGE
Figure 6. Frequency and percentage Distribution of Respondents in terms of age.
Based on figure 6, 25 BSIE and BTTE graduates or 82 % of the total
respondents are 21-25 years of age, 3 BSIE and BTTE graduates or 9% of the
total respondents are 26-28 years of age and 3 BSIE and BTTE graduates or 9%
of the total respondents are 29-40 years of age.
It shows that the modal age of BSIE and BTTE graduates who passed the
LET ranges from 21-25 years of age.
PERFORMANCE OF TUP-MANILAOCTOBER 2009 RESULTS OF LICENSURE EXAMINATION FOR TEACHERS
School
First timers Repeaters Overall performance
Pa
ssed
Fai
led
To
tal
%
Pa
ssed
Fai
led
To
tal
%
Pa
ssed
Fai
led
To
tal
%
Technological University of
the Philippines-
Manila
65 81146
45%
9 84 9310%
74 165 239 31%
April 2010 RESULTS OF LICENSURE EXAMINATION FOR TEACHERS
82%
9% 9%
21-25 yrs old26-28 yrs old20-40 yrs old
School
First timers Repeaters Overall performance
Pas
sed
Fai
led
To
tal
%
Pas
sed
Fai
led
To
tal
%
Pas
sed
Fai
led
To
tal
%
Technological University of
the Philippines-
Manila(April 2010)
40 35 7553%
21 80101
21%
61 115 176 35%
Technological University of
the Philippines-
Manila(September
2010)
40 87127
31.50% 14 76 90
15.56%
54 163 21724.88
%
April-September 2011 RESULTS OF LICENSURE EXAMINATION FOR TEACHERS
School
First timers Repeaters Overall performance
Pas
sed
Fai
led
To
tal %
Pas
sed
Fai
led
To
tal %
Pas
sed
Fai
led
To
tal %
Technological University
of the Philippines-
Manila(April 2011)
47 42 8952.81%
23 80103
22.33%
70122
19236.46
%
Technological University
of the Philippines-
Manila(September
2011)
64 87151
42.38%
19 92111
17.12%
83179
26231.68%
PERFORMANCE OF BSIE AND BTTE PASSERS IN LET IN TERMS OF
GENERAL EDUCATION, PROFESSIONAL EDUCATION AND MAJOR
EDUCATION SUBJECTS
77.5
77.6
77.7
77.8
77.9
78
78.1
78.278.09
78.12
77.73
Gen. PIE Major
Figure 7. Performance of BSIE and BTTE passers in LET in terms of General
subject, Professional Education subject and Major subject.
Based on figure 7, 61 passers got a 78.09% rating in general subject,
78.9% rating in professional education subject and 77.73% rating in major
subject.October 2009
April 2009
68
70
72
74
76
78
80 78.37
75.63
71.74
Gen. PIE Major
Figure 8. Performance of BSIE and BTTE passers in LET in terms of General subject, Professional Education subject and Major subject.
Based on figure 8, 61 passers got a 78.09% rating in general subject,
78.9% rating in professional education subject and 77.73% rating in major
subject.
It shows that in April 2009 LET graduates of BSIE and BTTE passers got
highest rating in general education subject and lowest rating in major subject.
75.5
76
76.5
77
77.5
78
78.5 78.14
76.6276.79
Gen. PIE Major
Figure 9. Frequency and distribution of respondents in terms of general, PIE, and
major subject
October 2009
Based on figure 9, 74 passers got a 78.14% rating in general subject,
76.62% rating in professional education subject and 76.79% rating in major
subject.
It shows that in October 2009 LET graduates of BSIE and BTTE passers
got highest rating in major subject and lowest rating in general education subject.
70
71
72
73
74
75
76
72.0772.39
75.26
Gen. PIE Major
Figure 10. Performance of BSIE and BTTE passers in LET in terms of General
subject, Professional Education subject and Major subject.
Based on figure 10, 61 passers got a 72.07% rating in general subject,
72.39% rating in professional education subject and 75.26% rating in major
subject.
April 2010
It shows that in April 2010 LET graduates of BSIE and BTTE passers got
highest rating in major subject and lowest rating in general education subject.
71.5
72
72.5
73
73.5
74
74.5
75
75.5
76
76.576.29
73.42
74.88
Gen. PIE Major
Figure 11. Performance of BSIE and BTTE passers in LET in terms of General
subject, Professional Education subject and Major subject.
Based on figure 11, 61 passers got a 72.07% rating in general
subject, 72.39% rating in professional education subject and 75.26% rating in
major subject. It shows that in September 2010 LET graduates of BSIE and
BTTE passers got highest rating in general education subject and lowest rating in
professional education subject.
74.5
75
75.5
76
76.5
77
75.37
76.93
76.7
Gen. PIE Major
April 2011
September 2010
Figure 12. Performance of BSIE and BTTE passers in LET in terms of General
subject, Professional Education subject and Major subject.
Based on figure 12, 70 passers got a 75.37% rating in general subject,
76.93% rating in professional education subject and 76.7% rating in major
subject.
It shows that in April 2011 LET graduates of BSIE and BTTE passers got
highest rating in professional education subject and lowest rating in general
education subject.
72
73
74
75
76
77
78
79
80
74.95 74.96
79.16
Gen. PIE Major
Figure13. Performance of BSIE and BTTE passers in LET in terms of General
subject, Professional Education subject and Major subject.
September 2011
Based on figure 13, 83 passers got a 74.95% rating in general subject,
74.96% rating in professional education subject and 79.16% rating in major
subject.
It shows that in September 2011 LET graduates of BSIE and BTTE
passers got highest rating in major subject and lowest rating in general education
subject.
BSIE AND BTTE GRADUATES OVERALL PERFORMANCE IN LET
IN TERMS OF GENERAL EDUCATION SUBJECT, PROFESSIONAL
INDUSTRIAL EDUCATION SUBJECT AND GENERAL EDUCATION
SUBJECT
65
66
67
68
69
70
71
72
73 71.92
68.15
72.56
Gen. PIE Major
Figure 14. Overall performance of BSIE and BTTE in LET in terms of General
subject, Professional Education subject and Major subject.
Base on figure 14, BSIE and BTTE graduates got an average of 71.92% in
general education subject, 68.15% in professional industrial education subject
and 72.56% in major subject.
April 2009
63
64
65
66
67
68
69
70
66.28
65.68
69.73
Gen. PIE Major
Figure 15. Overall performance of BSIE and BTTE in LET in terms of General
subject, Professional Education subject and Major subject.
Base on figure 15, BSIE and BTTE graduates got an average of 66.28% in
general education subject, 65.68% in professional industrial education subject
and 69.73% in major subject.
54
56
58
60
62
64
66
68
70
72
71.81
61.8961
Gen. PIE Major
Figure 16. Overall performance of BSIE and BTTE in LET in terms of General
subject, Professional Education subject and Major subject.
April 2010
October 2009
Base on figure 16, BSIE and BTTE graduates got an average of 71.81% in
general education subject, 61.89% in professional industrial education subject
and 61% in major subject.
Figure 17. Overall performance of BSIE and BTTE in LET in terms of General
subject, Professional Education subject and Major subject.
Base on figure 17, BSIE and BTTE graduates got an average of 66.28% in
general education subject, 65.68% in professional industrial education subject
and 69.73% in major subject.
Figure 18. Overall performance of BSIE and BTTE in LET in terms of General
subject, Professional Education subject and Major subject.
September 2010
63
64
65
66
67
68
69
70
66.28
65.68
69.73
Gen. PIE Major
67
68
69
70
71
72
73
69.19
72.98
69.97
Gen. PIE Major
April 2011
Base on figure 15, BSIE and BTTE graduates got an average of 69.19% in
general education subject, 72.98% in professional industrial education subject
and 69.97% in major subject.
65
65.5
66
66.5
67
67.5
68
68.5
69
69.5
70
68.95
66.69
69.8
Gen. PIE Major
Figure 19. Overall performance of BSIE and BTTE in LET in terms of General
subject, Professional Education subject and Major subject.
Base on figure 19, BSIE and BTTE graduates got an average of 68.95% in
general education subject, 66.69% in professional industrial education subject
and 69.8% in major subject.
September 2011
MODE OF REVIEW
48.38%51.61 %
IN- HOME REVIEWFORMAL REVIEW
Figure 20. Percentage of BSIE and BTTE graduates who undergone the in-home
and formal review.
Base on figure 20, 51.61% or 16 respondents took a formal review and
48.38% or 15 respondents have an in-home review only. It shows that majority of
the respondents took a formal review.
74.19%
25.81%
IN TEACHING PROFESSION
OTHER PROFESSION
Figure 21. Percentage of BSIE and BTTE LET passers who continue the teaching profession.
Based on figure 21, 74.19% of BSIE and BTTE LET passers pursue their
teaching profession after passing the said examination, 25.81% of BSIE and
BTTE LET passers did not pursue their teaching profession.
figure 22. percentage of TUP passing rate vs National passing rate
Based on figure 22, 26.84% is the national passing rate of Licensure
Examination for Teachers while 35.46% is the passing rate of BSIE and BTTE
graduates in TUP Manila . It shows that the passing rate in TUP Manila is higher
than the national passing rate.
0
5
10
15
20
25
30
21.45
29.26
Series1
Over all National passing rate in Phil.
Passing rate in TUP-M
figure 23. Percentage of TUP passing rate vs National passing rate
TUP passing rate vs National passing rate2010
TUP passing rate vs National passing rate2009
0
5
10
15
20
25
30
35
40
26.84
35.46
Series1
Over all National passing rate in Phil.
Passing rate in TUP-M
Based on figure 23, 21.45% is the national passing rate of Licensure
Examination for Teachers while 29.26% is the passing rate of BSIE and BTTE
graduates in TUP Manila . It shows that the passing rate in TUP Manila is higher
than the national passing rate.
figure 24. Percentage of TUP passing rate vs National passing rate
Based on figure 23, 28.87% is the national passing rate of Licensure
Examination for Teachers while 33.70% is the passing rate of BSIE and BTTE
graduates in TUP Manila. It shows that the passing rate in TUP Manila is higher
than the national passing rate.
TUP passing rate vs National passing rate2011
26
27
28
29
30
31
32
33
34
28.87
33.7
Series1
Over all National passing rate in Phil.
Passing rate in TUP-M
75 passers
72 passers
17 passers
9 passers
78 passers
8 passers
BTTEComEDIAESTHEArtEd
Figure 25. Frequency of BSIE and BTTE graduates in terms of major courses
Based on figure 25, 78 BSIE major in Home Economics graduates passed
the LET, 75 BSIE BTTE graduates passed the LET, 72 BSIE major in Computer
Education graduates passed the LET, 17 BSIE major in Industrial Arts graduates
passed the LET, 9 BSIE major in Electronics passed the LET and 8 BSIE major
in Art Education graduates passed the LET from years 2009-2011.
Chapter 5
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
This chapter presents the summary of findings, conclusions and the
corresponding recommendations of the member based on the analysis of date
gathered to provide objective answers to the specific problem posed in this study.
Summary of Findings
The population of the study consists of 400 BSIE and BTTE LET passers
on years 2009, 2010 and 2011. 65 graduates of BSIE and BTTE passed the LET
last April 2009 out of 153 takers, 74 graduates of BSIE and BTTE passed the
LET last October 2009 out of 239 takers , 61 graduates of BSIE and BTTE
passed the LET last April 2010 out of 176 takers, 54 graduates of BSIE and
BTTE passed the LET last September 2010 out of 217 takers, 70 graduates of
BSIE and BTTE passed the LET last April 2011 out of 192 takers and 83
graduates of BSIE and BTTE passed the LET last September 2011out of 262
takers. Based on the number of passers, 68% or 272 LET passers out of 400
BSIE and BTTE graduates from the College of Industrial Education are female
while 32% or 128 LET passers out of 400 are male. It shows that majority of the
LET passers are female.
Based on the number of respondents which is 31 BSIE and BTTE
graduates, 29 BSIE and BTTE graduates or 94% of total number of respondents
are single, 3 BSIE and BTTE graduates or 6% of total number of respondents are
married. In terms of age, 25 BSIE and BTTE graduates or 82 % of the total
respondents are 21-25 years of age, 3 BSIE and BTTE graduates or 9% of the
total respondents are 26-28 years of age and 3 BSIE and BTTE graduates or 9%
of the total respondents are 29-40 years of age.
Based on the data collected, 51.61% of respondents took a formal review and
48.38% respondents have an in-home review only. It shows that formal review is
an effective instrument to pass the LET. Most of the passers pursue their
teaching profession after passing the said examination.
Aside from that, TUP- Manila passing rate is always higher versus the
national passing rate of the Philippines in Licensure Examination for Teachers
from 2009-2011.
Conclusions
The findings of this investigation lead to the following conclusions:
1. Majority of the population of the BSIE and BTTE graduates who passed
the Licensure Examination or Teachers are female.
2. Every graduates of BSIE and BTTE has different ways to review the
subject taught in their program. In this study, according to the gathered
information from the respondents, most of the BSIE and BTTE graduates
who took the formal review or enrolled in review centers passed the
Licensure Examination for Teachers.
3. Based on the gathered information using the official website of
Professional Regulatory Commission, the passing rate of Technological
University of the Philippines- Manila is higher than the national passing
rate in LET.
4. The respondents serve as the resources that the researchers used in
order to come up with this analysis. Most of the BSIE and BTTE LET
passers pursue their teaching profession.
Recommendations
The statistical findings of this study yielded to the following
recommendations:
1. This study is a call for professional education teachers as well as major
subject teachers to review subject taught, update course syllabus, and
institute relevant changes that would improve the scores of graduates in
these areas of the Licensure Examination for Teachers.
2. For LET review, LET reviewers should be specialists or experts in their
fields of specialization. A mock licensure examination should be
developed which should be closely similar to the actual LET.
3. Graduating students of BSIE and BTTE students must hand an answer
sample tests and reviewers. An answering sample tests, complete with
answer sheets, it will serve as a practice for BSIE and BTTE graduates in
managing their time during the examination and in shading circles.
4. An orientation for graduating BTTE and BSIE students must have the
objective of familiarizing the graduating BTTE and BSIE graduates with
LET’s table of specifications and point system. The table of specifications,
as every teacher should know, identifies the topics covered by a test and
how much weight each topic is given.
Respondents
Gender
Age Q1 Q2 Q3 Q4 Q5 Ave.
1 2 29 2 2 1 2 2 1.8
2 2 26 2 1 2 1 2 1.6
3 2 27 2 1 2 1 1 1.4
4 2 26 2 1 2 1 1 1.4
5 2 25 1 1 1 1 2 1.2
6 2 23 1 1 2 1 2 1.4
7 1 22 1 1 1 1 1 1
8 1 22 1 1 1 1 1 1
9 1 22 2 1 1 1 1 1.2
10 2 23 2 1 2 1 1 1.4
11 2 25 2 1 1 2 1 1.4
12 2 23 2 1 1 2 1 1.4
13 2 23 2 1 1 2 1 1.4
14 2 35 2 1 1 2 2 1.6
15 2 31 2 1 1 2 2 1.6
16 1 22 2 1 1 2 1 1.4
17 1 24 2 1 1 2 1 1.4
18 1 21 2 1 1 2 1 1.4
19 1 23 1 1 1 2 1 1.2
20 1 24 1 1 1 2 1 1.2
21 1 25 1 2 1 1 2 1.4
22 1 24 2 2 1 1 2 1.6
23 1 23 2 2 1 2 1 1.6
24 1 24 1 2 1 1 1 1.2
25 2 24 2 2 2 1 2 1.8
26 1 23 2 1 1 2 1 1.4
27 1 22 2 1 2 1 1 1.4
28 1 24 2 1 1 2 1 1.4
29 1 24 2 1 1 2 1 1.4
30 2 22 2 2 1 1 2 1.6
31 2 22 2 2 1 2 1 1.6
32 1 23 2 1 1 1 1 1.2
Total 1.75 1.251.2187
5 1.51.312
5 1.40625
SD 0.193337
Z Value 158.2409
Q1- Q5 GENDER:
Legend: 1- YES 1- FEMALE
2- NO 2- MALE
Good day!
We found out that you’re a LET passer. Congratulations! May I request you to answer this questionnaire as part of our research entitles “Tracer Study on the Performance of BSIE/ BTTE graduates of TUP-Manila for the 2009, 2010 and 2011”. This questionnaire is designed to get your current status in life after passing the said examination. Information you will give will be kept confidential. Please do not leave any item unanswered. Thank you very much. Godbless!
Name: Year graduated:
Age: Monthly Income:
Gender:
Civil Status:
Date took LET:
What is your Rating in LET?
Are you a LET repeater?
Did you pursue your teaching career after passing the LET?
Where have you work? (Please indicate the date you hired)
What is your position?
Number of year in teaching profession before taking the LET:
I only had an in-home review for the preparation of LET?
Did you undergo any formal review for the preparation of LET?
If yes, indicate the review center
Did your family pursue you to take the LET?
Regine M. Bayles470 Bo. Bayanihan, Maricaban, Pasay CityMobile number: 09295937470Email Address: [email protected]
I am looking for a job where I can gain knowledge and upgrade my skills to the best to meet the company’s requirement and satisfaction.
October 2010- Present Yellow Cab Pizza Corp.NAIA Terminal 3
Cashier
Supervised Industrial Training ComElec- Pasay City
2009- Present Technological University of the PhilippinesErmita, Manila CityBSIE-Computer EducationUndergraduate
2005- 2009 Pasay City East High SchoolPasay City
Batch 2005 Marcela Marcelo Elementary SchoolPasay City
Objectives:
Educational Attainment:
Work Experience:
Communications -- Good written and verbal presentation skills. Use proper grammar and have a good speaking voice.
Profound knowledge of various computer applications Operation of office equipment: computer, printer Capacity to solve the problems pertaining to the computer programs
Age: 18 years old Nationality: Filipino
Date of Birth: July 24, 1993 Height: 5’2”
Gender: Female Weight: 130 lbs
Marital status: Single
Rea GarillosStore ManagerYellow Cab Pizza Corp. NAIA Terminal 309156586532
Raquel BesmanoPhysics TeacherPasay City East High School
Josephine J. PasamonProfessorCollege of Industrial EducationTechnological University of the Philippines09231032983
This is to certify that the above information is true and correct to the best of my knowledge.
Regine M. Bayles
Skills:
Personal Data:
Character References:
MYRNA ANIERDES BIROG : Blk 57, Lot 17 Casimiro Townhomes Deparo Rd.,
Caloocan City
: 09077731944
To be able to apply my knowledge and skills and be a part of your successful company in whatever position I may serve.
BSIE-Computer Education Technological University 2009-Present of the Philippines
Secondary Education Deparo High School March 2009
Caloocan City
Elementary Education Deparo High School, March 2005
Caloocan City
Have a good communication skills
EDUCATIONAL ATTAINMENT
SKILLS
OBJECTIVES
Computer Literate Application: MS Office, Adobe Photoshop, Corel Video Editing
Profound knowledge of various computer applications Can solve a problems pertaining to computer programs
1. TUP Chapter Climate Change- United Nation Youth Association of the Philippines
2. 1, 2, 3, 4, EDU-KA-DUDE ka ba?
3. Breast Care awareness seminar- Breast care study
Association of Computer Education Students (ACES)- Member
Date of Birth: October 20,1992 Civil Status: Single Citizenship: Filipino Language Spoken: English and Filipino Height: 5’4 Weight: 50kg Place of birth: Quezon City
SEMINARS ATTENDED
PERSONAL INFORMATION
AFFILIATIONS
Christian M. Dedel OIC-ManagerMang Inasal
Eton Ortigas Branch
09234685713
Joanna Marie Notada Hinduja, Outsourcing Corp.09333827977
Josephine J. Pasamon ProfessorCollege of Industrial Education
Technological University of the Philippines
09231032983
This is to certify that the above information is true and correct to the best of my knowledge.
Myrna Birog
REFERENCES
Nadine Roumiel D. Magsipoc
105 Manapat St., Tañong, Malabon City
09351336636
Career Objective: To be able to enhance skill and ability for the betterment of the company.
PERSONAL DATA
Birthday: October 20, 1992
Birthplace: Nueva Ecija
Age: 19
Civil Status: Single
Height: 5’5
Weight: 58 pounds
Gender: Female
EDUCATIONAL BACKGROUND
Primary Level
General de Jesus College 1998-2002
Nueva Ecija
Alua Elementary School 2002-2003
Nueva Ecija
Tañong Intergraded School former Tañong Elementary School (Main) 2003-2005
Malabon City
Secondary Level
Tañong National High School 2005-2006
Malabon City
Tertiary Level
Technological University of the Philippines (Manila)
2009-Present
Bachelor of Science in Industrial Education major in Computer
CHARACTER REFERENCE
Stephen Dale Louis De Guzman Karen Galicha
PUP Student TUP Student
09158044096 09997313910
PRINCESS DIANA B. CASTILLO#131 Tisa St. P-1 Sampaloc Site 2, Parañaque CityEmail Address: [email protected] Nos. 09269712041
Objective: To fit my capability in a dynamic organization that will take my advantage of my education and experience.
EDUCATIONAL BACKGROUND
Class Year Attended* Technological University of the Philippines 2009 – 2013 Ayala Blvd. Ermita, Manila Bachelor of Science in Industrial Education Major in Computer Education * Parañaque National Highschool 2005-2009
Dr. A Santos Kaytalise St. Parañaque City
*Sampaloc Site 2 Elementary School 1999-2005 P-5 Sampaloc Site 2, Parañaque City
SEMINARS
* EDUK-A-DUDE T.U.P IRTC Hall August 16, 2010
CURRICULAR ACTIVITIES College – Association of Computer Education Students (ACES) Technological University of the Philippines June 18, 2009 up to present
Theories of Personality Technological University of the Philippines August 2010
PERSONAL DATA
Age : 20 years oldDate of Birth : December 11, 1992Place of Birth : Quezon CityHeight : 4’11”Weight : 110 lbs. Sex : FemaleMarital Status : SingleCitizenship : FilipinoReligion : Christian
SPECIAL SKILLS • Proficiency in Microsoft office application.• Speaks Filipino and English.• Strong interpersonal relations.• Positive work attitude.• Interested in communicating with other people.• A responsible, goal-oriented, hardworking person and willing to learn more.
CHARACTER REFERENCE
Mecca Gabieta Contact no. 09301503121 Parañaque City
Gemma Santos Contact no. 09129812941 Parañaque City
I hereby certified that all information is true and correct.
Princess Diana B. Castillo
ROSE ANN U. SABADO2844 Uruguay St. Brgy. San Isidro Makati CityE-mail Add: [email protected] No.: 09196736670
PERSONAL DATA
Age : 19 years old Mother : BenildaSabadoDate of Birth : April 21, 1992 Occupation: HousewifePlace of Birth: Makati City Father: Robert SabadoHeight : 5’2 Occupation::Sale’s Owner of Brake bonding Weight : 44 kg Siblings: RezielSabadoSex : Female : JhonRonilSabadoMarital Status: SingleCitizenship : FilipinoReligion : Roman Catholic
EDUCATIONAL BACKGROUNDYear
AttendedPrimary : Hen. Pio Del Pilar Elementary School 1999-2005Secondary : Caditaan National High School 2005-2009Tertiary :Technological University of the Philippines 2009-2011
Manila City BSIE-ComEd 4th Year Level
SPECIAL SKILLS- Computer Literacy- SpeaksBicol, Bisaya , Filipino and English- A responsible, goal-oriented, hardworking person and willing
to learn more.- Strong interpersonal relations- Positive work attitude
Working Experience:
Excellent Star Maritime Center-OJT (encoder)Help Labs (marketing)Pasay City West High School (student teacher)
CHARACTERISTICS REFERENCES
Reziel U. SabadoAdmin Accounting Executive2844 Uruguay St., Brgy. San Isidro Makati CityCellphone #: 09166735344
Mr. Nonilon V. MaricatolTUP ProfessorCooperating Teacher
Mr. Paul EsberFormer President of ESMC
Rose Ann U. Sabado
Applicant