thesis (final)

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.

http://www.answers.com/topic/practicing-without-a-license

http://www.answers.com/topic/professional-body

http://www.answers.com/topic/license

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

http://www.psychologytoday.com/basics/education

http://www.nytimes.com/2012/09/30/opinion/sunday/the-myth-of-male-decline.html?pagewanted=all&_r=0

http://www.nytimes.com/2012/09/30/opinion/sunday/the-myth-of-male-decline.html?pagewanted=all&_r=0

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

http://www.brtable.org/

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

http://www.etatcivil.gouv.qc.ca/

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


gender


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


gender


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


Pas

sed

Fai

led

To

tal

%

Pas

sed

Fai

led

To

tal

%

Pas

sed

Fai

led

To

tal

%


the Philippines-

Manila(April 2010)

40 35 7553%

21 80101

21%

61 115 176 35%


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


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.



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



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





subject.

April 2010


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



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





subject.


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


September 2011



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


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






54

56

58

60

62

64

66

68

70

72

71.81

61.8961

Gen. PIE Major



April 2010

October 2009



and 61% in 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




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






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


0

5

10

15

20

25

30

35

40

26.84

35.46

Series1





graduates in TUP Manila . It shows that the passing rate in TUP Manila is higher


figure 24. Percentage of TUP passing rate vs National passing rate



graduates in TUP Manila. It shows that the passing rate in TUP Manila is higher



26

27

28

29

30

31

32

33

34

28.87

33.7

Series1



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:

mailto:[email protected]

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

: [email protected]

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

mailto:[email protected]

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

[email protected]

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

thesis (final)

Documents