In partial fulfillment of the degree in BEED-SPED.

1. FAR EASTERN UNIVERSITY-MANILA
INSTITUTE OF EDUCATION
MARCH 2014
THE PERFORMANCE OF FEU PRE-SERVICE SPED TEACHERS IN IE-FORMULATED
COMPREHENSIVE EXAMINATION AND ITS INFLUENCE
ON THE LICENSURE EXAMINATION FOR TEACHERS
Gana, Maria Stephanie A.
Remoroza, Jobelle F.
Dela Cruz, Jonh Nicko
Tesoro, Edward
ABSTRACT
The study is intended to primarily reveal the relationship of a comprehensive
examination constructed and administered by the Far Eastern University- Institute of Education
to the Licensure Examination for Teachers (LET). The researchers used the descriptive-
correlation method of research. The respondents, consisting of 19 LET and comprehensive
examination takers from the BEED- Special Education program were selected through
convenience sampling. Findings revealed that there is significant correlation between
performances in the two examinations. Results of the comprehensive examination can validly
predict performance in the LET.
I. INTRODUCTION
Quality education is the goal of every educational institution and one aspect that may
help in achieving this is to have effective teachers. Licensure test is one of the factors that
influence the overall quality of teacher effectiveness. For the researchers, this is a problem
because to take the licensure exam without insight or understanding means to take it with
mind and body, but not with heart. One aspect that the researchers want to determine is the
effect of taking a comprehensive examination before taking the licensure test.
A comprehensive examination imitates the actual examination which gives information
to students and administrators on whether or not the students are ready to take an external
examination. Moreover, it provides information on students’ areas of strengths and
weaknesses, and can serve as practice in taking tests under full examination conditions
(Montemayor, Elizabeth S., et. al.,2009).
Education is the foundation of the nations’ progress. But, if these teachers aren’t
committed and effective, even the best- designed curriculum will fail.
The researchers will determine the effects of the respondents’ performance ratings to
their board performance, whether it increases or decreases their motivation during their
professional examination. On the other hand, the researchers will also seek the importance of

2. FAR EASTERN UNIVERSITY-MANILA
INSTITUTE OF EDUCATION
MARCH 2014
the influences of having a practice in test-taking skills during the review classes of the
respondents when it is applied upon taking the licensure examination. Likewise, the researchers
will also determine the level of readiness of the research participants in taking the licensure
examination as it depicts their level of competency. Hence, determining these factors and/or
indicators that may affect the results of both the examinations will provide the researchers a
clearer perspective of the outcome of this study.
IE- Formulated Comprehensive Examination
A comprehensive examination imitates the actual examination which gives information
to students and administrators on whether or not the students are ready to take an external
examination. Moreover, it provides information on students’ areas of strengths and
weaknesses, and can serve as practice in taking tests under full examination conditions
(Montemayor, Elizabeth S., et. al.,2009). As used in this study, it is a mock board examination
formulated by the Institute of Education administered to graduating students.
The Problem
This study, thus, aims to determine if the performance of teacher education graduates
of FEU in the IE-formulated comprehensive examination has a significant effect to their
performance in the LET. As a result, it will find out if performance in the IE-formulated
comprehensive examination can validly forecast the result in the licensure examination.
II. METHODOLOGY
This study used the descriptive correlation method which is designed for the researchers to
gather information about present existing conditions needed on the chosen field of study.
The respondents of this study were the 19 Bachelor of Elementary Education major in
Special Education graduates of FEU- Institute of Education Batch 2013 who took both the
comprehensive examination and the Licensure Examination for Teachers last September 2013.
The research was conducted in the Institute of Education of Far Eastern University-
Manila where the researchers are studying.
The researchers used the FEU- BEED Batch 2013 results of both the Licensure
Examination for Teachers (LET) which was obtained from the Professional Regulation
Commission (PRC) and comprehensive examination which was obtained from the Institute of
Education.
Data were statistically treated using the Statistical Package for the Social Sciences,
Version 20 (SPSS, v.20).

3. FAR EASTERN UNIVERSITY-MANILA
INSTITUTE OF EDUCATION
MARCH 2014
III. RESULTS AND DISCUSSION
The influence of the mock examination on performance in the LET is gleaned from the
correlation values between the two variables. Simple regression analysis was conducted if the
correlations were found to be significant. Regression analysis was conducted to derive a
regression equation formula in predicting LET performance from performance in the
comprehensive examination.
Model Summary
Model R R Square Adjusted R Square Std. Error of the
Estimate
1 .797
a
.636 .617 4.62580
a. Predictors: (Constant), COMPREHENSIVE_EXAM
ANOVA
a
Model Sum of Squares df Mean Square F Sig.
1
Regression 746.390 1 746.390 34.881 .000b
Residual 427.961 20 21.398
Total 1174.351 21
Table 6. Linear Regression Model for Predicting Over-all Performances of the BEED
Graduates in the L.E.T. based on their Performance in the Comprehensive Examination
Model Unstandardized
Coefficients
Standardize
d
Coefficients
t Sig.
B Std. Error Beta
1
(Constant) 48.419 5.094 9.505 .000
COMPREHENSIVE_EX
AM
.595 .101 .797 5.906 .000
Table 6 reveals the computed correlation between the over-all performance of the BEED-
SPED graduates in the comprehensive examination and general average in the LET.
As shown, the comprehensive examination result and LET result has a high relationship and
it is evident on the value of r=.797. The r2
value of .636 is also very high; this shows that 63.6%
of the variability of the LET result is explained by comprehensive examination result.
The regression model is y = .595x + 48.419 (letting y = LET result; x = comprehensive exam
score). This implies that for every 1point increase in the comprehensive exam score there is a
corresponding increase of .595 in the general average LET rating.
a. Dependent Variable: LET_RESULT; b. Predictors: (Constant), COMPREHENSIVE_EXAM

4. FAR EASTERN UNIVERSITY-MANILA
INSTITUTE OF EDUCATION
MARCH 2014
Applying the formula, if an examinee gets an over-all percentile score of 50 in the
comprehensive examination (wherein 50% is the passing grade and if transmuted, it will be
equal to 75%), the predicted general average in the LET is 78.169.
IV. SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
The significant correlations and regression coefficients imply that the results of the
comprehensive examination constructed can validly predict performance in the LET of the
BEED-SPED graduates. It also revealed that the influence of the mock examination on the LET
cannot be underestimated.
There are many factors that could affect this probability to pass, still the institute or the
university must know what areas need to improve so as to help the students and increase their
knowledge, enhance their skills, and boost their motivation.
It can be concluded that performance in a comprehensive examination significantly
influences performance in an actual examination. Based on the findings generated in the study,
the following conclusions are hereby drawn:
1. The IE-formulated comprehensive examination is a valid predictor of performance in the
Licensure Examination for Teachers.
2. No review classes were provided for the graduating students who will take the licensure
examination though seminars were provided through the organizations of the institute.
3. The result of the Licensure Examination for Teachers for the year 2013 showed good
results though it also shows a declining trend from the year 2012.
4. No rewards have been given to the board passers.
5. A plan of action was designed to enhance the passing percentage in the Licensure
Examination for Teachers.

5. FAR EASTERN UNIVERSITY-MANILA
INSTITUTE OF EDUCATION
MARCH 2014
Recommendations
Based on the findings of the study, the following recommendations are offered:
1. To the Institute of Education, continue administering comprehensive examination to
graduating students and/or to those who graduated prior to LET taking;
2. To the Faculty, items in the comprehensive examination must be patterned to the
Table of Specifications of PRC, and major examination should be board-exam type so
as to prepare them for the licensure examination;
3. To the administration regular review sessions must be provided through the
institute for them to increase their probability of passing the board examination, full
support from the office/ administrators must be provided as well to increase
motivation and self- reliance;
4. To the curriculum developers, review classes for both comprehensive and licensure
examination should be included in the undergraduate curriculum if possible, or at
least be provided so as to prepare them for the licensure examination after
graduation;
5. To those who will perform poorly in the comprehensive examination, further review
sessions may be arranged in order to increase their probability of passing the
licensure examination; and
6. For future researchers, that they may conduct an extensive study gathering all the
respondents’ perspective regarding this matter.

6. FAR EASTERN UNIVERSITY-MANILA
INSTITUTE OF EDUCATION
MARCH 2014
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