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M   &| *& : To identify the

sources of variance in the LET scores
of PNU BEED and BSED graduates.
M  | *& 
::
 | *& 

1. What is the profile of the

respondents in terms of the
following admissions variables?
a. type of high school attended;
b. location of high school attended;
c. high school GPA;
d. PNU Admissions Test (PNUAT)
overall score; and
e. scores in the PNUAT subtests
(^

 ; ; Socio-
Socio-Cultural,
Economics and Political Issues;
Science; Mathematics;   

;     ^  ;

; ;
Usage and Effective Expression;
Reading Comprehension; and
Teaching Situations Inventory)
6. What is the profile of the
respondents in terms of the following
academic variables?
a. grade obtained in Student Teaching
(Educ. 11);
b. average scholastic ratings in
General Education;
c. average scholastic ratings in
Professional Education;
d. average scholastic ratings in
Specialization/Majorship courses;and
e. college GPA?
º. What is the respondents¶ level of
performance in the LET?
4. How is the respondents¶ LET
performance correlated with the
admissions and academic
variables?
5. Among the admissions and
academic variables, which are the
best predictors of LET
performance?
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D Descriptive
Descriptive--Correlational Research
Method

M *&
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D type of high school attended
D location of high school attended
D high school GPA
D PNUAT overall score
D scores in the PNUAT subtests
(^

 ;; Socio-
Socio-Cultural,
Economics and Political Issues;
Science; Mathematics;   

:     ^  :

: :
Usage and Effective Expression;
Reading Comprehension; and
Teaching Situations Inventory)
D grade incurred in Student Teaching
D average scholastic ratings in the
General Education
D average scholastic ratings in the
Professional Education

D average scholastic ratings in the

Specialization/Majorship course

D college GPA
 &
M  
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, ïffice of the Registrar
- ïffice of Student Affairs and
Student Services (ïSASS)
- Center for Research and
Development in Education
(CREDE)

&  
Both descriptive and inferential statistical
tools were utilized in the analysis of data.
- frequencies and percentages were
computed for the categorical data such
as type of high school attended and
location of high school attended;

- means and standard deviations were

obtained for the interval data, i.e. PNUAT
over--all and sub-
over sub-test scores, LET ratings,
and high school and college GPAs;
- Pearson¶s correlation analysis for the
correlation matrix between the
independent and dependent variables;

- stepwise regression analysis to identify

the significant predictors of LET
performance
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M Type of High School Attended

M Rocation of High School Attended
M High School GPA
M The PNU Admissions Test Version µ95
M reans, rean % Scores and Standard
Deviations of the BEED Sample by
PNUAT Components
M reans, rean % Scores and Standard
Deviations of the BSED Sample by
PNUAT Components
 | &   "
  

 
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M reans and Standard Deviation of the

BEED Sample by Academic Variables
M reans and Standard Deviation of the
BSED Sample by Academic Variables
M espondents¶ Revel of Performance in
the RET
M reans and Standard Deviations in the
RET by Component and Program
 Correlation Coefficients of RET
Performance with Admissions and College
Variables by Program
Regression Analysis for the BEED Sample
M The variables that were found to be the best
predictors of BEED sample LET general average
were General Education GPA and PNUAT Sub-Sub-test

score.
  
score

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Statistics Associated with the Variables Included in

the Multiple Regression Equation
Regression Analysis for the BSED Sample
mive predictors came out: GPA,
out: General Education GPA,
score in the PNUAT Sub-
Sub-test      ^  ,
, PNUAT
total Score
Score,, PNUAT Sub-
Sub-test Mathematics score and
Specialization GPA

a Predictors: (Constant), GENED GPA

b Predictors: (Constant), GENED GPA, PNUATPK
c Predictors: (Constant), GENED GPA, PNUATPK, PNNUATTS
d Predictors: (Constant), GENED GPA, PNUATPK, PNUATTS, PNUATM
e Predictors: (Constant), GENED, PNUATPKPNUATTS, PNUATM, SPEC
 Statistics Associated with the Variables
ncluded in the rultiple egression Equation

Thus, this equation was extracted!

extracted!
+ 1  2 *343 2*545 2*646 2 *747 2*848
' 1 ,6398 2 :3;33;3443 å :5<;
5<;445 2 :376
3764
46 2 :755
755447
2 :89<
89<448
 &
 

1.PNU
1. PNU clienteles are mostly graduates from the
public high schools
schools.. This finding seems to
support the conclusions of previous studies -
that those who enter the teaching profession
are economically disadvantaged.
disadvantaged.
Geographical location of high school attended
6.Geographical
6.
is a factor in the BSED examinees´
examinees´ LET
performance..
performance BSED respondents who
graduated from high schools located in the
urban areas performed better in the LET
compared to those who graduated from high
schools situated in partially urban and rural
areas..
areas
º. The sample of this study seems to disprove
the general notion that students electing
teaching as their career are less academically
inclined.. As expected given the admissions
inclined
policies of the University, the sample were
above average in terms of high school
performance as measured by high school
GPA and performed well in the University¶s
Admissions Test.
Test. Also, their scholastic
performance in college was above average.
average.
4. General Education GPA had the highest
correlation with LET performance in both
programs.. Thus, it also turned out to be the
programs
best predictor of both BEED and BSED
sample¶s LET performance
performance..
5. The combined predictors for both programs
only accounted for approximately 65 % of
65%
the variance in the LET General Averages.
Averages.
There is a need to identify other variables
that could explain for the bigger
unaccounted proportion of variance.
variance.
 "    

1. The GPA in the General Education component of

the curriculum was proven to be a reliable
indicator of LET performance
performance.. As such, PNU
management must see to it that the quality of
the teaching-
teaching-learning processes in the general
education courses be sustained and intensely
reinforced to achieve better and higher
performance of its graduates in the licensing
examination..
examination

6. TEIs like PNU must take a strong position to be

involved in the drawing up of a Table of
Specifications for the LET so that a congruency
between what is taught in the pre- pre-service
teacher training and what is measured in the
LET may be ensured and achieved.
achieved.
º. PNU must strive to improve the quality of its
graduates´´ performance in the LET and in the
graduates
different components of said licensing
examination and not just focus its efforts
towards increasing or attaining the goal of
100%
100 % ïPR in the LET for all its programs
programs..

4. To establish its predictive power on LET

performance, the present version of the PNUAT
may be subjected to the same parametric
analysis done in this study and be revised
anew, as may be warranted by the findings.
findings.
The University selection policies may include
admittance of applicants whose PNUAT scores
indicate high or, at the minimal level, passing
LET scores
scores..
5. A comparative study on LET takers who
graduated from high schools located in urban
and rural areas may be conducted.
conducted. The present
study found out that those who graduated from
high schools located in urban areas performed
better in the LET.
LET. It would be useful to explain
this phenomenon
phenomenon..

6. This researcher or other researchers can dig in

deeper into the data gathered in this study by
looking into the results by year.
year. It would be
interesting to know the differences or
similarities, if there are, in the trends of results
by year.
year.
ü. Similar studies should be undertaken to identify
other variables that could explain the bigger
unaccounted proportion of variance in the LET
performance..
performance These variables may be on
review opportunities, IQ, attitudes, values and
interest of students, qualifications of teachers,
and teaching-
teaching-learning processes.
processes. It is also
strongly recommended that data be gathered
prior to student-
student-respondents¶ graduation.
graduation.