ii

ACKNOWLEDGEMENT
The success of this study required the help of various individuals. Without
them, we may have not met our objectives in doing this study. We want to give
gratitude to the following people for their help and support:
To our adviser, Mr. Rizaldy Garcia, for guiding us with his expertise in
research. His personal experiences and insights gave fruitful meaning toward
interpreting the results of this study.
To our evaluators, Prof. Lester Abaratigue and Dr. Virgilio Benito for their
insightful comments, encouragement and patience shown to us.
To Dr. Arlene Grace C. Diaz, Dean of RTU-College of Education, for helping
us obtain necessary data and sources needed for this study.
Our beloved parents, for their moral support, financial support and inspiration
in finishing the study from the beginning to end. Our friends, who had extended their
support, love, understanding and helping hand.
Our thesis instructor, Dr. Magno Quendangan, who was always there during
the process of this study giving some advices and ideas to accomplish this thesis.
And lastly, to our Almighty Father who gave us knowledge, wisdom, strength
and guidance to overcome every obstacle we had encountered.
F.L.E II
R.A.V.G
L.T.P
M.L.D.R
B.D.Y

iii
ABSTRACT

Title: The Correlation of RTU Pre-board Examination and 2013 Licensure

Examination for Teachers

Researchers:
Ecalne, Falconeri L., II
Gonzales, Rose Ann V.
Potane, Lilibeth T.
Ramos, Ma. Leonora D.
Yecyec, Bia Lenamie D.

Adviser:

Prof. Rizaldy Garcia

This study sought to find out The Correlation of RTU Pre-board

Examination and 2013 Licensure Examination for Teachers. The researchers
used correlational descriptive research design; it is simply aims to determine the
relationship between two variables, as well as how strongly these variables relate to
one another. The overall respondents are 126 graduates.

Based on the data gathered, tabulated and interpreted, the following findings
were revealed:

iv
1. The level of performance of the RTU Education graduates in both the Pre-board
examination and September 2013 LET exam is described as below national
passing percentage (in general education and professional education subjects
only).
2. The computed value of r= +0.23 and r= +0.30 establishes a little/negligible
positive linear correlation such that an average value of LET examination
changes only slightly (only occasionally) in response to changes in the Pre-board
examination.
3. There is a weak but significant correlation between the performance in the Preboard examination and Licensure Examination for Teachers (LET) at the 0.05
level of significance.
4. The simple regression analysis shows that as the performance rating in the Preboard examination increases, there is also an increase in the LET performance
of the examinees. A regression model was designed to predict the passing
percentage in the Licensure Examination for Teachers (LET).

The following conclusions were hereby drawn:

1. The Pre-board examination conducted by RTU was not effective enough in terms
of assessing the students learning particularly on the General Education and
Professional Education. But still, the respondents have improved their
performances in the result of LET.

v
2. Though the relationship of the pre-board examination and LET settled a
little/negligible positive linear correlation, it still has a corresponding value
although little in the reflection of LET performance of the graduates.
3. The result in the pre-board examination has a weak but significant correlation to
LET performance of the graduates.
4. There is a directly proportional relationship as the pre-board examination result
increases, theres also an increase in the performance in LET of the examinees.

On the basis of the findings and conclusions, the following recommendations

were formed:
1. To the College of Education, continue administering Pre-board examination to
graduating students and/or to those who graduated prior to LET taking.
2. Since there is only a slight increase in the performance of the examinees in both
the Pre-board and LET, respectively, there is a need to consider several options
in improving performance e.g. the items in the Pre-board examination must be
patterned to the Table of Specifications of PRC; major examination should be
board-exam type so as to prepare them for the licensure examination; and, such.
3.

To those who will perform poorly in the Pre-board examination, further review
sessions may be arranged in order to increase their probability of passing the
licensure examination;

4. The proposed regression model may be used to predict the LET exam
performance of the RTU Secondary Education graduates.

vi
5. Future researchers may replicate this study to include other sets of predictor
variables not used or cited in this study. Replication of this study may also be
conducted in the same setting to find changes of findings and conclusions over
time so as to strengthen or refute the findings of this study.

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TABLE OF CONTENTS
PAGE
APPROVAL SHEET ......................................................................................................i
ACKNOWLEDGEMENT...............................................................................................ii
THESIS ABSTRACT ...................................................................................................iii
TABLE OF CONTENTS .............................................................................................vii
LIST OF TABLES .........................................................................................................x
LIST OF FIGURES ......................................................................................................x

CHAPTER
I. THE PROBLEM AND ITS BACKGROUND
Introduction ............................................................................................................1
Statement of the Problem ......................................................................................4
Hypothesis .............................................................................................................5
Scope and Delimitation ..........................................................................................5
Significance of the Study .......................................................................................5
Definition of Terms .................................................................................................6
Theoretical Framework ..........................................................................................8

viii
II. REVIEW OF RELATED LITERATURE AND STUDIES
Quality Education .................................................................................................10
The New Teacher Education Curriculum..............................................................10
The Licensure Examination for Teachers (LET)...................................................12
Factors Affecting the LET Performance ...............................................................14
Intervention Measures..........................................................................................16
Synthesis ..............................................................................................................27
III. RESEARCH METHODOLOGY
Research Method .................................................................................................31
Descriptions of Respondents................................................................................32
Population.............................................................................................................33
Data Gathering Procedure....................................................................................33
Statistical Treatment of Data.................................................................................34
III. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
Performance in the Pre-Board Examination and Licensure Examination............38
Correlation of Pre-board Examination and LET Ratings......................................42
Relationship between Pre-board Examination and Performance in the LET.......44
Linear Regression Models for Predicting the LET performance...........................46

ix
III. SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
Findings ................................................................................................................49
Conclusions ..........................................................................................................50
Recommendations ...............................................................................................50
BIBLIOGRAPHY
APPENDICES
CURRICULUM VITAE

x
LIST OF TABLES

TABLE

PAGE

1.1 Performances of RTU Education Graduates in General Education Area of the

Pre-board Examination and LET Examination...........................................................38
1.2 Performances of RTU Education Graduates in Professional Education Area of
the Pre-board Examination and LET Examination.....................................................40
2 Correlation of Pre-board Examination and the ratings in the subtests of the LET
Examination ...............................................................................................................42
3 Relationship between Pre-board Examination and Performance in the LET.......44
4.1 Linear Regression Model for Predicting Performance in the Gen Ed Area of the
LET based on Pre-board Performance of Education graduates ...............................47
4.2 Linear Regression Model for Predicting Performance in the Prof Ed Area of the
LET based on Pre-board Performance of Education graduates................................47

LIST OF FIGURE
FIGURE

PAGE

Research Paradigm......................................................................................................9