Improving Licensure Exam Performance: The Impact of In-House Review Sessions for NDMU Pre-Service Teachers

Year 2024, Volume: 13 Issue: 3, 199 - 210, 31.12.2024

Skezeer John Paz , Ma. Magdalena Cobrador John Paul Pendon

Abstract

This study investigated the impact of In-house Licensure Examination for Teachers review sessions on the performance of pre-service teachers at Notre Dame of Marbel University. Employing a quantitative descriptive-correlational research design, the research analyzed the pre-test, post-test, and the Notre Dame Educational Association mock board test results to determine the efficacy of the review sessions in improving the licensure examination success of the pre-service teachers. The findings showed significant improvements in the performance of the pre-service teachers following the review sessions. Furthermore, the strong correlations between performance in the review sessions and mock board test results indicate that the review sessions serve as an effective preparatory tool for the actual licensure examination. This study underscores the importance of structured in-house review programs in enhancing the readiness of pre-service teachers for licensure examinations.

Keywords

in-house LET review, pre-service teachers, teacher education, licensure examination, educational enhancement programs

References

• Brown, A. (2018). Assessing learning gains: The efficacy of pre-tests and posttests in educational settings. Journal of Educational Research, 112(3), 213-228.
• Cabutotan, S. (2018). The correlation between in-house review and performance in licensure examination for teachers. Journal of Teacher Education Studies, 11(2), 134-148.
• Colicol, J., Puig, L., & Judan, M. (2022). Impact of in-house review sessions on the general education component performance of LET takers. Education Quarterly, 45(4), 289-301.
• Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.
• Dela Fuente, M. (2021). Contribution of review classes to the performance of physical sciences teachers in LET. Science Education Journal, 59(2), 117-130.
• Dotado-Maderazo, J.U., & Ercia, V.J. (2017). Correlates in the mock board Examination and Theoretical Phase of the Dentist Board Licensure Examination in one Private Academic Institution in the Philippines. Asia Pacific Journal of Multidisciplinary Research, 5, 57-64.
• Gibbons, C., Shamputa, I. C., Le, M., & McCloskey, R. (2023). Strategies Used in Canadian Nursing Programs to Prepare Students for NCLEX-RN® Licensure Exam. Healthcare (Basel, Switzerland), 11(4), 613. https://doi.org/10.3390/healthcare11040613
• Green, P., & Miller, S. (2017). Impact of structured review sessions on certification exam performance. Teacher Education Quarterly, 44(2), 45-60.
• Guskey, T. R., & Yoon, K. S. (2009). What works in professional development? Phi Delta Kappan, 90(7), 495-500.
• Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
• Hedges, L. V., & Olkin, I. (2014). Statistical methods for meta-analysis. Academic Press.
• Lambert, L., Walker, D., Zimmerman, D. P., Cooper, J. E., Lambert, M. D., Gardner, J., & Szabo, M. (2010). The constructivist leader. Teachers College Press.
• Lee, J. (2020). Correlation between review session performance and mock board test scores. Educational Measurement: Issues and Practice, 39(4), 22-29.
• Limin, P. (2019). Enhancement Program for Licensure Examination of Student-Teachers among Teacher Education Institutions: A Baseline for a Proposed Development Plan. Ascendens Asia Journal of Multidisciplinary Research Abstracts. 3(8).
• Mukhopadhyay, A., & Roy, S. (2018). Predictive validity of admission test scores and academic performance in selected teacher education institutions of West Bengal. Journal of Indian Education, 44(1), 79-96.
• Smith, L., & Johnson, R. (2019). Comparative analysis of certification readiness across teacher education programs. Journal of Teacher Education, 70(1), 90-104.
• Suriio, K. (2017). The effectiveness of review classes on students’ performance in licensure examinations. Educational Review, 29(3), 201-214.
• Walker, M., et al. (2016). The role of comprehensive review programs in improving certification exam pass rates. Teaching and Teacher Education, 58, 150-160.