high school gpa

COLLEGE ADMISSION SCORES AND ACADEMIC

PERFORMANCE PREDICTING SUCCESS OF

LICENSURE EXAMINATION AMONG

PSYCHOLOGY GRADUATES IN

A TERTIARY EDUCATIONAL

INSTITUTION

Maureen Jean B. Lara, MAIC, Mpsy San Pedro College - Davao

Psychology both as a scientific and academic discipline has experienced a

tremendous growth since it was formally recognized as a field of scientific

inquiry.

Generally, when a psychologist provides services to either individuals or groups,

such as assessment, evaluation, and intervention, a certification will be needed

before one can render such services

The Philippines has taken great efforts in order to professionalize psychology

(RA 10029; PAP Certification) . Likewise, efforts have also been done to ensure

that the skills and competencies of psychology graduates are at par with

national and international standards (PQF, AQF)

PHILIPPINE PSYCHOLOGY ACT OF 2009 (RA 10029)

enacted on March 29, 2010.

Recognizes the practice of psychology in the Philippines, legalizing both

psychologists and psychometricians

October 28-29, 2014 (psychometricians)

Psychometricians: 1,290 passers out of 3,283 examinees, national

passing rate of 39.31%

San Pedro College: 19 out of 48 examinees passed the licensure

examination, with a college passing rate of 39.58%

RATIONALE

The identification of the factors which affect the performance in the

licensure examinations will be a research-based guide in the review

of the policies affecting the Psychology program such as on the

admission and retention policies, or the possibility of setting a

minimum grade point average that the students are expected to

maintain.

The study aimed to determine the predictors of the BLEPP result of the BS

Psychology graduates of San Pedro College during the AY 2014 – 2015.

Findings will serve as bases for a proposed action plan.

STATEMENT OF THE PROBLEM

1. What is the profile of the graduates in terms of:

a. Entrance examination result;

b. High School GPA;

c. Cumulative College GPA; and,

d. Psychology GPA?

2. What is the performance of the graduates in the BLEPP?

3. What predicts the BLEPP result of the graduates?

4. What action plan can be proposed based on the findings of the

study?

THEORETICAL FRAMEWORK

Adult Learning Theory by Malcolm Knowles (1984)

adults are motivated and self-directed, goal-oriented learners.

Adults need to be involved in their entire process of learning and are

more likely to be most interested in topics that are most relevant to their

personal and professional life.

College students need to be treated as adult learners and should be given

the opportunity to become problem-centered in their approach rather

than just content-based.

CONCEPTUAL FRAMEWORK

•Entrance test scores • Culture Fair • Aptitude • Culture Fair and Aptitude • Non-verbal and Mental Ability

•High School GPA

•Cumulative College GPA

•Psychology GPA

• Performance from BLEPP

1 = pass 2 = fail

Proposed Action Plan

METHODOLOGY

RESEARCH DESIGN

This research focused on how college admission scores and academic

performance are related to success in the licensure examination results.

PREDICTIVE CORRELATIONAL DESIGN

Logistic regression

CASES

48 graduates of Bachelor of Arts in Psychology who took the first

Board Licensure Examination for Psychometricians

Universal sampling

METHODOLOGY

INSTRUMENTS

Differential Aptitude Test (DAT)

measure an individual’s ability to acquire, through future training, some

specific set of skills

Culture Fair Intelligence Test (CFIT)

general mental ability ; Cattell

Raven’s Progressive Matrices (RPM)

general cognitive ability

Otis-Lennon Mental Ability Test (OLMAT)

group-administered test for measuring cognitive skills

METHODOLOGY

High School Grade Point Average (HS-GPA)

Cumulative Grade Point Average (C-GPA)

Psychology GPA (Psy-GPA)

Success in the Licensure Examination

RESULTS

What is the profile of the

graduates in terms of: a. Entrance examination

result;

b. High School GPA;

c. Cumulative College GPA;

and,

d. Psychology GPA?

Frequency Distribution of the Cases on

their Entrance Test Scores

Differential Aptitude Test

Description F %

High Average (HA) 2 18%

Average (A) 7 64%

Low Average (LA) 1 9%

Below Average 1 9%

Total 11

RESULTS



result;

b. High School GPA;


and,

d. Psychology GPA?

Frequency Distribution of the Cases on

their Entrance Test Scores

Culture Fair Intelligence Test (CFIT)

Description F %

Very Superior (VS) 2 6%

Superior (S) 2 6%

Above Average (AA) 8 24%


Average (A) 15 45%

Low Average (LA) 1 3%

Total 33

RESULTS



result;

b. High School GPA;


and,

d. Psychology GPA?

Frequency Distribution of the Cases on their Entrance

Test Scores

Otis-Lennon Mental Ability Test (OLMAT)

Description F %


Above Average (A) 1 50%

Total 2

Frequency Distribution of the Cases on their Entrance

Test Scores

Raven’s Progressive Matrices (RPM)

Description F %

Superior (S) 1 50%

Above Average (A) 1 50%

Total 2

RESULTS

What is the profile of the graduates in terms of: a. Entrance examination result;

b. High School GPA;

c. Cumulative College GPA; and,

d. Psychology GPA?

Table 1.2 Profile of the Respondents in terms of Grade Point

Averages

Mean SD

High School Grade Point Average (HS-GPA) 87.53 3.74

Psychology Grade Point Average (Psy-GPA) 85.22 2.25

Cumulative Grade PointAverage (CGPA) 85.61 2.83

What is the performance

of the graduates in the

BLEPP?

RESULTS

Table 2. Performance of the Graduates in the

BLEPP

N %

Passed 19 39.58%

Failed 29 60.42%

Total 48

National Passing Rate: 39.31%

RESULTS

What predicts the BLEPP result of the

graduates?

Table 3. Predictors of Psychology Board Examination Predictors P Interpretation

CGPA .654 Not significant

Psych GPA .204 Not significant

HS GPA .634 Not significant

Entrance Exam .710 Not significant

THE PROPOSED ACTION PLAN

ACTION PLAN

RATIONALE

This Action Plan is a result of a research conducted in order to

address the need to improve the licensure examination results

of the SPC graduates in the Bachelor of Science in Psychology. This is

intended to create a system-wide measure of improvement in order to

optimize the learning experience of the students while they are

enrolled in San Pedro College. The measures proposed in this action

plan is also designed to meet the skills and competencies as expected

in the Philippine Qualifications Framework and the ASEAN.

Plan of Action Specific Objectives

1 Administer the same battery of

examinations for all applicants for

the BS Psych Program

Establish a baseline of qualifications

necessary for admission into the BS

Psychology Program

2 Year Level Skills Assessment Provide an assessment tool for the

competencies of the students vis-a-vis the

program outcomes for Psychology Establish a measure for advancement of the

student to the next curricular level

ACTION PLAN


3 Implement an Outcomes-Based

Education

Align the BS Psychology Program with the

CHED’s mandate for a performance based

education

To meet the knowledge based required for

the Board Licensure Examination

Equip the students with the necessary

competencies to practice the profession

4 Psychology Aptitude Test Explore the possibility of creating an

aptitude test designed for students who

will be enrolling in the BS Psychology

Program in order to measure the level of

knowledge as well as the readiness to learn

and practice activities that are pertinent to

their students’ career as psychometricians.

ACTION PLAN


5 Development of Psychology Faculty

Line-up

Enhance the qualifications of the members

of the faculty of the Psychology Program

through further studies. Allow the faculty to further develop

themselves as competent practitioners in

the field in order to provide a wealth of

knowledge that the faculty can share to the

students

6 Conduct a Curriculum Review For continuous updating of the curriculum

to equip the students with the expected

competencies in the profession, both in the

national and international level

ACTION PLAN


7 Pre-program in Psychology for those

planning to enrol in the program

(Elkins, 2013)

A preparatory course which can be

embedded into the senior high school

curriculum in order to give the students

who plan to major in psychology or

behavioural sciences a rudimentary

knowledge necessary for the field

8 Increase in practicum hours with

students being exposed to different

settings

Intensification of the practicum program to

allow the students a greater opportunity to

apply the concepts learned in the

classroom into the real-life setting

9 Policies review Intensification of the practicum program to

allow the students a greater opportunity to

apply the concepts learned in the

classroom into the real-life setting

ACTION PLAN

[email protected]

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