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All Journal Integrated Science Education Journal Journal Evaluation in Education (JEE)
Avelino, Zydrick L
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Evaluating Science Readiness of Pre-Service Elementary Teachers Through Diagnostic Assessment and Parental Feedback: Implications for Teacher Education Avelino, Zydrick L
Integrated Science Education Journal Vol 6 No 3 (2025): September
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v6i3.2133

Abstract

Purpose of the study: This study aimed to measure the science education readiness of BEEd pre-service teachers through diagnostic assessments, gather parental feedback on curriculum implementation and available resources, and identify priority areas for improvement that will enhance licensure preparation, instructional quality, and stakeholder engagement in teacher education. Methodology: The study employed a census of BEEd pre-service teachers and their parents from Bataan Peninsula State University-Bagac Campus during Academic Year 2024–2025. Data were collected through a diagnostic test aligned with the Licensure Examination for Teachers (LET) science component, structured parental questionnaires, and a 4-point Likert-scale survey. Descriptive statistics were used to analyze the diagnostic test and survey responses, while thematic analysis was applied to the qualitative parental feedback. Main Findings: The diagnostic test results showed a low mean science score of 2.68 out of 10 among BEEd pre-service teachers. Parents reported satisfaction with curriculum relevance and teaching quality but expressed concerns about the adequacy of science resources, the consistency of academic updates, and the level of school–parent communication. Thematic analysis confirmed the need for improved instructional materials, strengthened stakeholder engagement, enhanced academic support systems, and the integration of culturally responsive and technology-based approaches in science education. Novelty/Originality of this Study: This study is distinct in combining diagnostic test results with parental feedback to evaluate the readiness of BEEd pre-service teachers in science education. While earlier works have mainly focused on student performance, this research highlights the importance of parental perspectives, curriculum evaluation, and innovative approaches.
Determinants of Failure and Resilience: A Holistic Analysis of Beed Graduates’ Experiences in the Licensure Examination for Professional Teachers Avelino, Zydrick L; Forbes, Jaime M; Tamaño, Josie Anne R; Belanio, Mark Hardby M
Journal Evaluation in Education (JEE) Vol 7 No 1 (2026): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i1.2251

Abstract

Purpose of the study: High failure rates in the Licensure Examination for Teachers (LET), particularly among Bachelor of Elementary Education graduates, present a persistent challenge to the Philippine education system. This study aimed to determine the interlocking personal, academic, and institutional factors influencing repeated failure and to develop a holistic LET Readiness Framework integrating cognitive, emotional, and contextual dimensions. Methodology: The study utilized a mixed-methods research design involving BEEd graduates. Quantitative data were analyzed using descriptive statistics and Spearman’s rho correlation via SPSS and Jamovi to examine the relationship between General Education and Professional Education performance. Qualitative data were gathered through semi-structured interviews and analyzed using the CAQDA tool, Quirkos, to identify thematic patterns in examinee experiences. Main Findings: The study concludes that repeated LET failure stems from a complex interplay of academic, emotional, and contextual experiences. Quantitative analysis confirmed that scores in the Professional Education component were consistently lower than those in General Education, reaffirming a critical academic weakness. Qualitative findings highlighted significant psycho-emotional challenges among examinees, including stress, self-doubt, and financial hardship. Participants' trajectories were also shaped by their internal coping mechanisms, their attributions for failure, and the availability of support systems. These factors were synthesized into a proposed LET Readiness Framework grounded in psychological theory. Novelty/Originality of this study: The research introduces a novel Holistic LET Readiness Framework that synthesizes Self-Efficacy, Attribution, and Self-Regulated Learning theories. It advances understanding by integrating academic, emotional, and institutional dimensions, offering a data-informed, human-centered model for teacher education institutions and policymakers.
Co-Authors Belanio, Mark Hardby M Forbes, Jaime M Tamaño, Josie Anne R