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p-Index From 2021 - 2026
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All Journal EduLine: Journal of Education and Learning Innovation ARRUS Journal of Social Sciences and Humanities
Edullantes, Jocie Rose T.
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Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Predictors of Graduates’ Performance in the Licensure Examination for Teachers (LET) Dionio, Beverly B.; Dagpin, Aubrey Rachel R.; Cabillas, Alecjia Jean Quel B.; Edullantes, Jocie Rose T.; Baluyos, Genelyn R.
EduLine: Journal of Education and Learning Innovation Vol. 5 No. 1 (2025)
Publisher : PT ARRUS Intelektual Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.eduline3535

Abstract

Passing the Licensure Examination for Teachers (LET) demands thorough preparation due to its complexity. This study aimed to identify predictors of LET performance among College of Education graduates. Using a descriptive-correlational design, the researchers analyzed graduates' profiles, academic records, On-the-Job Training scores, and LET results through documentary analysis. Thirty-seven graduates were selected through purposive sampling. Statistical methods included mean, standard deviation, frequency, Percentage, Pearson correlation, and stepwise multiple regression analysis. The study found that graduates' school performance, particularly in teaching competencies, special demonstrations, internships, and General Weighted Average (GWA), was very good. LET performance was also strong in general education, professional education, and major subjects. Significant relationships were identified between LET performance and factors such as special demonstrations, internships, and GWA while teaching competencies had a less consistent impact. The study concluded that school performance, especially GWA, was a significant predictor of LET success in general education, major subjects, and overall performance. Enhancing pre-service academic performance through curriculum improvements, hands-on activities, and targeted support can boost LET outcomes.
The Implementation and Internalization of the PVMGOC in the Basic Education Department Lague, Annalou Marie; Edullantes, Jocie Rose T.; Emperado, Nileza J.; Baguia, Prinzylace Edz N.; Morilla, Hannah Lizbeth A.; Clarin, Analyn S.
ARRUS Journal of Social Sciences and Humanities Vol. 6 No. 2 (2026)
Publisher : PT ARRUS Intelektual Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/soshum3137

Abstract

The implementation of the university's philosophy, vision, mission, goals, objectives, and core values (PVMGOC) and student internalization highlight the crucial role these elements play in shaping student experiences and outcomes. This study examines the level of implementation and internalization of the university's philosophy, vision, mission, goals, objectives, and core values (PVMGOC) within the Basic Education Department in one of the institutions in Ozamis City. This study utilized descriptive- correlational design and was conducted on 416 students from the Basic Education department who were selected through stratified random sampling. A researcher-made questionnaire on the implementation and internalization of the PVMGOC was used to gather the data. Mean, Standard Deviation, and Pearson Product Moment Correlation Coefficient were the statistical tools used in the study to analyze the collected data. The results reveal that the university's level of implementation of the PVMGOC was very high, with students showing an equally high level of internalization of these values. Furthermore, the analysis found a highly significant relationship between the degree of implementation and the level of internalization among students. The findings suggest that the university’s effective implementation of its PVMGOC has led to a strong integration of these core elements into both institutional practices and student behavior, demonstrating how essential these principles are in shaping the academic and personal development of students.
Co-Authors Baguia, Prinzylace Edz N. Baluyos, Genelyn R. Cabillas, Alecjia Jean Quel B. Clarin, Analyn S. Dagpin, Aubrey Rachel R. Dionio, Beverly B. Emperado, Nileza J. Lague, Annalou Marie Morilla, Hannah Lizbeth A.