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Chapter 1 PROBLEM AND SCOPE Rationale Of The Study Parents, rich or poor, though obliged, want to educate their

children from preparatory classes till college, as, according to them, it is the greatest treasure that they can leave to their offsprings. Just like other parents in the world, the parents of Medellin feel the same way to their children. This longing was felt by the

community and so a feasibility study on establishing a community college was carried out. With the blessing of the Heavenly Father, the dreamt community college was established as Cebu Normal University Medellin Campus on June 2008. On its first year, education courses, BSEd and BEEd, were offered. Many would-be students hushed and enrolled. Observation has it that while the students are studying, semester by semester, their enrollment declines. Reasons were heard as

financial constraints, lack of interest, and failure in the subjects taken.

It is good to get on the bottom line of their retention, but it is better to focus on the performance of the cream of the crop, those who have successfully succeeded to the senior year. As education students, their greatest hurdle is not to graduate from the program. It is rather, to pass the Licensure Examination for Teachers (LET). The performance of these pioneering education students will then give feedback on both theirs, and the schools in providing instruction. 2012 Cebu Normal University Main Campus, as observed by PRC, always produce quality education graduates as reflected in the LET exam results. The University even had a 3 rd rank passer. This even more triggered the Medellin Campus education students in their coming LET performance. It was in this background that this study was conceived so as to assess their performance as the basis for some proposals for enhancement. Theoretical Background The educational arena has certain concerns and issues which cannot be neglected and are considered herein. Theoretically, this study focuses on the idea that the teacher education program in the . 15 April

University has a gargantuan concern on the performance of its pioneer graduates in the Licensure Examination for Teachers (LET). The legal foundation of education in the country . Republic Act Number (R. A. No.) 7836 OF 1994: Teachers Professionalization mandatory for people Act of Known as the Philippine the Act made it

1994,

LICENSURE EXAMINATION FOR TEACHERS

Students Attitudes, Aptitudes, and Study Habits


Teachers Qualification and Techniques

Administrative Support

Parents Socio-Economic Status

PROPOSALS FOR AN ENHANCED LET PERFORMANCE

Figure 1. Conceptual Framework pursuing a career in teaching to take the licensure examinations that are administered and regulated by the Professional Regulatory Commission (http://alexmoises.tripod.com/mind-and-soul/id51.html). The LET performance of the teacher education graduates . More often than not, the LET performance of the education graduates being low would be attributed to the students themselves, who could be the direct ones to be blamed on the said performance. Then, there would be the parents, who would also be held responsible for their childrens poor performance in schools. Much more, there would also be the teachers who would share the brunt of the blame, they, being charged as the culprit for the substandard performance of the students that the educational system is producing, as they themselves would be in-charge with the direct instruction in the schools (Garcia, 2011). Aptitudes are the innate tendencies of the learners that provide the impetus for them to learn in a particular chosen field of study. It is very important to understand the special abilities of the students and

match them with potential career fields. The career would be much more rewarding if it would challenge to their abilities and interests. If a student would have a great deal of interest in an area but had little natural ability, he or she would not be capable of performing the tasks competently. Likewise, if he or she would have the ability to perform but had little interest in an area, he or she would likely be unhappy with that career. Both the interest and the natural ability of every

learner must go hand in hand, as each of them complements the other (http://www. gifted.uconn.edu/siegle/conferences/sie). To identify what a student brings to the task regardless of the specific curriculum that has already been designed; an aptitude test must be administered. The difference between aptitude and

achievement tests is spelled in a matter of degree. Some aptitude and achievement tests resemble the same. As a matter of fact, the higher a student goes in the different levels of education, the more the content of aptitude tests look like that of achievement tests. This is because the knowledge that a student has already accumulated in some previous academic experiences is a good forecaster of success at advanced levels. Research has it that individually administered aptitude tests have qualities, as herein specified, as follows:

1.

Aptitude tests are excellent predictors of future scholastic achievements.

2. They provide ways of comparing a childs performance with that of the other children in the same situation. 3. They provide a profile of strengths and weaknesses. 4. They assess differences among individuals. 5. They have uncovered hidden talents in some children; thus, improving their educational opportunities. 6. They are valuable tools for working with handicapped children. In addition, group aptitude tests, usually given as a part of a group achievement battery of tests, can be given quickly and inexpensively to a large number of children. Children who obtain

extreme scores can be easily identified to receive further specialized attention. Aptitude tests are valuable in making programs and

curricula decisions. They can also be used for grouping students as long as the grouping is flexible (Garcia, 2011). Attitudes as the totality of those states that lead to or point toward some particular activity of the organism (North, 1932) play an important role on how the students perform in the schools in all levels. The attitude is, therefore, the dynamic element in human behavior, the motive for activity." For Lumley (1928) an attitude is "a susceptibility to certain kinds of stimuli and readiness to respond repeatedly in a

given waywhich are possible toward our world and the parts of it which impinge upon us." Confucius, in a saying, tells us that attitude is a mental awareness. A very intelligent student may fail in an exam if the student thinks so. Likewise, an average student may pass the exam if he thinks of it. failure. Study skills or study strategies are approaches applied to learning. They are generally critical to success in school, are It is therefore mental awareness which defines success from

considered essential for acquiring good grades, and are useful for learning throughout one's life. There is an array of study skills, which may tackle the process of organizing and taking in new information, retaining information, or dealing with assessments. They

include mnemonics, which aid the retention of lists of information, effective reading and concentration techniques, as well as

efficient notetaking. support network,

While often left up to the student and their study skills are increasingly taught at High

School and University level.

A number of books and websites are

available, from works on specific techniques such as Tony Buzan's books on mind-mapping, to general guides to successful study such as those by Stella Cottrell. More broadly, any skill which boosts a

person's ability to study and pass exams can be termed a study skill,

and this could include time management and motivational techniques. Study Skills are discrete techniques that can be learned, usually in a short time, and applied to all or most fields of study. They must

therefore be distinguished from strategies that are specific to a particular field of study e.g. music or technology, and from abilities inherent in the student, such as aspects of intelligence or learning style (http://en.wikipedia.org/wiki/Study_skills). To keep them on track with their studies, the students must develop a genuine interest in intellectual activities that can foster concentrated study and research. good study habits. How study habits affect the teacher education graduates performance. Study habits are ways of students in studying, doing the homework activities, and researching. These ways become better as the students pass the ladder of formal education. Successful students have good study habits. They apply the habits that are indicated hereunder to all of their classes In other words, they should have

(http://homeworktips .about.com/od/studymethods/tp/studyhabits.htm), indicated herein. 1. Write down every assignment. The most logical place to write down your assignments is in a planner, but you might prefer to keep a to-do list in a simple notebook or in your cell as adapted, as

phone note pad. It doesn't really matter what tool you use, but it is absolutely essential to your success to write down every single assignment, due date, test date, and task.

2.

Remember to bring your homework to school. It sounds simple enough, but many F's come from students forgetting to bring a perfectly good paper to school with them. Does your homework have a home? Is there a special place where you always put your paperwork each night? To avoid forgetting your homework, you must establish a strong homework routine with a special homework station where you work each night. Then you must get in the habit of putting your homework where it belongs right after you finish it, whether this is in a special folder on your desk or in your backpack. Communicate with your teacher. Every successful relationship is built upon clear communication. A studentteacher relationship is no different. Miscommunication is another one of those factors that can cause bad grades, despite good efforts on your part. At the end of the day, make sure you understand every assignment that's expected of you. Imagine getting a bad grade on a 5-page paper because you didn't understand the difference between an expository essay and a personal essay. Be sure to ask questions and find out what format you should use when you write a paper or what type of questions might appear on your history exam. The more questions you ask, the more prepared you'll be. keep your assignments and your thoughts organized. You may select a single color for each class (like science or history) and use that color for your folder, your highlighters, your sticky notes, and your pens. You'll be surprised to discover how much strong organization skills can change your life! Color-coding is also a tool to use when conducting research. For example, you should always keep several colors of sticky flags on hand when you're reading a book for school. Assign a specific color the every topic of interest. Place a flag on a page containing information you will need to study or to cite. It works like magic!

3.

4. Organize with color. Devise your own color-coding system to

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5.

Establish a study zone at home. Take the time to assess your individual style and your real needs and plan for the perfect study place. After all, if you cant concentrate, you certainly cant expect to learn very well. Students are different. Some need a completely quiet room free from interruptions when they study, but others actually study better listening to quiet music in the background or taking several breaks. Find a place to study that fits your specific personality and learning style. Then stock your study space with school supplies that will help you avoid last-minute emergencies. to study for test days, right? But there are other things you should consider in addition to the actual material that the test will cover. What if you show up for test day and the room is freezing cold? For many students, this would cause enough of a distraction to interrupt concentration. That leads to bad choices and bad answers. Plan ahead for heat or cold by layering your clothing. And what happens when you spend so much time on one essay question that you don't have enough time to finish the exam? Another way to prepare for test day is to take a watch and be mindful of time management.

6. Prepare yourself for test days. You know that it's important

7.

Know your dominant learning style. Many students will struggle in a subject without understanding why. Sometimes this is because students don't understand how to study in a way that matches their brain style. Auditory learners are those who learn best through hearing things. Visual learners retain more information when they use visual aids, and tactile learners benefit by doing hands-on projects. Every student should examine and evaluate their habits and their natural tendencies and decide how they might be able to improve their study habits by tapping into their personal strengths. notes that really help when it comes to studying. If youre visual person, you should make as many doodles on your paper as you can. Useful doodles, that is. As soon as you realize that once topic relates to another, comes before another, is the opposite of another, or has any kind of connection to anotherdraw a

8. Take fabulous notes. There are a few tricks to taking fabulous

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picture that makes sense to you. Sometimes the information will not sink in until and unless you see it in an image. There are also certain code words to look out for in a lecture that can indicate that your teacher is giving you the relevance or the context of an event. Learn to recognize key words and phrases that your teacher deems important.

9. Conquer procrastination. When you put things off a lot, you

end up putting things off until it's too late from time to time. It's that simple. When you procrastinate, you take the chance that nothing will go wrong at the last minute--but in the real world, things do go wrong. So how can you battle the urge to put things off? Start with trying to recognize that a feisty little voice that lives inside every one of us. It tells us it would be more fun to play a game, eat, or watch TV when we know better. Dont fall for it!

10. Take care of yourself. Some of your personal habits might be affecting your grades. Are you feeling tired, achy, or bored when it comes to homework time? You can change your grades by practicing a few healthy homework habits. Change the way you feel by taking better care of your mind and your body. For example, between text messaging, Sony PlayStations, Xbox, Internet surfing, and computer writing, students are using their hand muscles in all new ways, and they're growing increasingly susceptible to the hazards of repetitive stress injury. Find out how to avoid pain in your hands and neck by changing the way you sit at your computer. The place of study is one factor that must be given importance. This should be secured to be conducive for learning. It is then the

obligation of the parents and the school to provide them a quality place to study. The licensure examination or other academic performances of the students and/or graduates as affected by teachers educational qualifications and teaching

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methodologies could be deduced herein. The quality of education is directly proportional to the quality of instruction in the classrooms. It is a fact that the academic qualifications, knowledge of the subject matter, competence and skills of teaching, and the commitment of the teachers have effective impact on the teaching learning process, as specified in the National Education Policy of 1998-2010. Quality

improvement in education depends upon the proper training of the teachers. The teachers cannot play any of their roles in the classrooms with the learners effectively and efficiently unless they are properly trained. Teaching is an art. It can be refined by training and practice. The availability of competent teachers is central in the reconstruction of the educational system toward the quest for good quality students and consequently, well-academically-equipped graduates who are to man the world of work later (http://www. language.com). Methods are the tools of the teachers for reaching the set goals and objectives. The effective teachers have a multiplicity of methods at the disposal and must be prepared to select the ones that are to be most effective in leading the learners to a desired behavior. Educational methods that are sometimes called techniques are ways and means that are adopted by the teachers to direct the learners activities toward an objective. It is, therefore, a process of cognitive, affective, and psychomotor development that aims to mould the

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learners toward some total contribution to the development for the self and the community, most particularly, on good performances in the schools or in examinations (http://findarticles.com/p/articles/mi-mOFR). The importance of administrative support and licensure examinations review classes could be perused as indicated herein. In a relevant literature, administrative support has been

identified as a significant predictor of the teachers job satisfaction while job satisfaction is the most significant predictor of their intent to stay in teaching. Both ways are considered important aspects toward a good students academic performance. The path analysis also

confirms that perceived administrative support mediates the effect of teaching experience, perceived students behavior and teachers satisfaction with their salary relative to both their job satisfaction and intent to stay in the teaching profession

(http://scholar/lib.vt.edu/theses/available/etd-09102008-214736). On the parents socio-economic status as a factor affecting students academic achievement, research continues to link lower SES to lower academic achievement and slower rates of academic progress as compared with higher socio-economic status communities (http://www.apa.org/pi/ses/resources/publications/factsheet-educatio n.aspx). Children from low-SES environments acquire language skills

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more slowly, exhibit delayed letter recognition and phonological awareness, and are at risk for reading difficulties (Aikens & Barbarin, 2008). Children with higher SES backgrounds were more likely to be proficient on tasks of addition, subtraction, ordinal sequencing, and math word problems than children with lower SES backgrounds (Coley, 2002). Students from low-SES schools entered high school 3.3 grade levels behind students from higher SES schools. In addition, students from the low-SES groups learned less over 4 years than children from higher SES groups, graduating 4.3 grade levels behind those of higher SES groups (Palardy, 2008). In 2007, the high school dropout rate

among persons 16- 24 years old was highest in low-income families (16.7%) as compared to high-income families (3.2%) (National Center for Education Statistics, 2008). LITERATURE BACKGROUND Could be seen herein would be some related literature and studies citations that were considered of some direct or indirect relevance on the study. Related Literature. Every piece of ongoing research needs to be connected with the work already done, to attain an overall relevance and purpose. This review of literature thus becomes a link between the research proposed and the studies already done.

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Education is the process of learning and knowing , which is not restricted to our school text-books. It is a holistic process and

continues through our life. Even the regular happenings and events around us educate us, in one or the other way. It would not be an

exaggeration to say that the existence of human beings is fruitless without education. An educated person has the ability to change the world, as he/she is brimming with confidence and assured of making the right moves. The article dwells on the importance of education in our lives. Read on to know what meaning it holds for all of us. Education makes a worthy contribution to our lives, by making us responsible citizens. We get to know our history and culture through education and imbibe those values. expands our horizon. Education opens our mind and

It enables us to understand our duties as a

citizen and encourages us to follow them. There is no denying the fact that an educated person is a better citizen. Education is futuristic in character, in so far that it ensures that the one who receives good education gets a secure future. Our

productivity is increased by acquiring new skills and talents through education. We find ourselves in the most competitive jobs, courtesy the right training and education. The importance of education is

evident by the dizzy heights we achieve in life.

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The significance of education, for a great part, lies in its ability to open new vistas for us. It expands our outlook and teaches us to be tolerant towards other views. An educated person will find it easier to understand a different point of view than the one who is uneducated. Education broadens our mental landscape and is the way forward to greater enlightenment - the ultimate goal of every human in life. Awareness is a virtue in itself, given that the lack of awareness is lamented everywhere. Education spreads awareness, informing us

about our rights and the services that we can access. On the most basic notes, it teaches us to differentiate between right and wrong. For most part of our lives, we falter in dichotomizing right and wrong, but the right education gives us the right answers. Decision making is an integral part of our life. We have to take decisions throughout our lives and sometimes, decision making can be a very tough and challenging process. It can leave us perplexed and often wondering, as to what is the right choice. Education is

significant, because it enable us to take the right decisions and prevents losses. An educated person is a confident person. Education fosters a positive outlook and allows us to believe in ourselves. Self-belief is the most wanted trait in a human being and education leads us towards relying on ourselves, making us believe that we are ready to take on

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the

world

(http://lifestyle.iloveindia.com/lounge/importance-of-

education-5523.html). Throughout most of the twentieth century, teacher education licensure examinations have evolved. In the United States, the

licensure examination was controlled by teacher education programs of colleges and universities. Graduates of these programs were

considered qualified to teach and were granted teacher licensure by their respective state departments of education (Darling-Hammond, 1999). However, with the publication A Nation at Risk: The Imperative for Educational Reform (1983) by the National Commission of Educational Excellence, the American public began to question the effectiveness of American public schools and called for educational reforms as advocated in this influential report. In reaction to A Nation at Risk, many states began to require more standardized testing for public school students and for candidates of teacher licensure to increase measures of accountability. In spite of state requirements,

some school districts still hired and retained teachers who had not passed examinations mandated by their respective state departments of education (http://www.nationalforum .com/Electronic%20Journal

%20Volumes/Riney,%20Mark%20Teacher%20Education%20Students %20Perceptions%20of%20State%20Licensure.pdf.pdf).

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However, the recent No Child Left Behind Act of 2001 requires a highly qualified teacher in all classrooms in the United States, and state departments of education are more accountable to ensure anyone hired as a teacher has completed state requirements for licensure before they actually teach in public schools. Consequently, most states require teacher education students to pass mandated state examinations before they are considered highly qualified and eligible for employment as teachers. Recent polls show the vast

majority of parents and the general public support reforms to hire and retain qualified teachers who are knowledgeable about content, learning theory, and methods because they believe teachers are the most critical factor for improving American schools (Educational Testing Service, 2002). In the Philippines, a collegial body called the National Board for Teachers created and enforced the taking of the Professional Board Examination for Teachers (PBET), specifying among other indications, its rules and regulations, as mandated (P.D. No. 1006). To substantiate the move, further, so as to improve the quality of teacher applicants to man the entire educational system and prepare for total promotion, development, and professionalization, another law repealed or superseded the provisions of the Teachers

Professionalization Decree of 1976 or P.D. No. 1006. This law has been

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known as the Philippine Teachers Professionalization Act of 1994. was signed on December 16, 1994 to institute the LET.

It

It was a

replacement of the PBET and transferred the authority of the conduct of such a national teaching profession qualifying examination from the Civil Service Commission to the Professional Regulation Commission (PRC). On the teachers and their art of teaching , expository concepts could be gleaned herein. Becoming an effective teacher can be quite painful and exhausting, taking years of trial and error. In The Art of Teaching, writer and critic Jay Parini looks back over his own decades of trials, errors, and triumphs, in an intimate memoir that brims with humor, encouragement, and hard-won wisdom about the teacher's craft. Teaching is more than a job. It's a responsibilityone of the greatest responsibilities in civilized society. mysteries of the world to us. Teachers lay bare the

They train our minds to explore, to

question, to investigate, to discover. They ensure that knowledge is not lost or forgotten but is instead passed on to future generations. And they shape our lives in limitless ways, both inside and outside of the classroom. But teaching is no easy task. It's an art form; one that requires craft, sensitivity, creativity, and intelligence. Whether your

classroom consists of 3 students or 300, it's important to be as

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effective and successful a teacher as possible, both for the education of your students and for your own professional and personal growth (http://www.thegreatcourses.com/tgc/courses/course_detail.aspx? cid=2044). It is from this idea that the teachers are classified as follows: highly qualified teacher, effective teacher, and good teacher. To be a highly qualified teacher (http://www.marylandpublic schools.org/MSDE/programs/esea/docs/TQ_Regulations/general_definiti on.htm), one (including early childhood and elementary) must exhibit the herein indicated qualifications:
1.

Hold at least a bachelors degree from a regionally accredited institution of higher education (IHE); Hold a valid Standard Professional Certificate or Advanced Professional Certificate or Resident Teacher Certificate in the subject area they are teaching; and Satisfy the requirements associated with specific teaching levels and experience listed below. Regarding the hiring of teachers by levels , the early

2.

3.

childhood/elementary teacher hired after January 8, 2002, in addition to the above general highly qualified requirements, the teachers must demonstrate content knowledge and pedagogy

competency by passing state tests that assess subject knowledge and teaching skills in reading, writing, math, and other areas of basic early childhood or elementary school curriculum.

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As for the middle or secondary teacher hired after January 8, 2002, in addition to the above general highly qualified specified requirements, the teacher must demonstrate a high level of

competency in each of the core academic subjects in which he/she is teaching by: 1. Passing the applicable state content test in each of the core academic subjects in which the teacher is teaching, OR 2. Completing an academic major or course work equivalent to a major (30 credit hours from a regionally accredited institution with 50 per cent of the course work at the upper division level), a graduate degree, or an advanced certification (issued by the National Board for Professional Teaching Standards and/or an Advanced Professional Certificate issued by Maryland State Department of Education (MSDE) in each of the core academic subject areas in which the teacher is teaching. On the early childhood/elementary, middle, secondary teacher, or K-12 (Art and Music) teachers hired before January 8, 2002, they need to:
1.

Meet the applicable standards listed for teachers NEW to the profession, OR Demonstrate competency in each of the core academic subjects in which the teacher is teaching based on a Highly Objective Uniform State Standard of Evaluation (HOUSSE), which has been developed by the Maryland State Department of Education. Leo R. Sandy asserted that there are several dimensions taken

2.

together in varying levels of degree that embody the effective teacher. Since teachers range from preschool through post secondary

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levels, and are unique people, no two teachers will have the same combination nor will all of them be present in every excellent teacher. Perhaps the most important quality of an effective teacher is that he or she be a learner . Paulo Freire refers to this role as teacherstudent because the teacher presents the material to the students for their consideration, and reconsiders her earlier considerations as the students express their own. The effective teacher, then, is one who extends a cordial invitation to her student-teachers to enter into a dialogic relationship with her and the subject matter. The effective teacher must be a leader who can inspire and influence students through expert and referent power but never

coercive power. This teacher knows his subject well and is kind and respectful toward his students. He also has high standards and

expectations coexisting with encouragement, support, and flexibility. This teacher empowers students and gets them to do things of which they did not think they were capable. This teacher has students who surpass him. The effective teacher is a provocateur who probes, prods, asks incessant why questions, poses problems, throws curves, plays "devil's advocate", and stimulates frustration and conflict all in an attempt to "bust bubbles and plant seeds" so that tidy and stereotypical explanations are unmasked and discarded.

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The effective teacher exemplifies what Maxine Green calls teacher as stranger. By keeping students at a healthy

emotional distance, this teacher can, through continuous reflection, employ greater objectivity in her ability to balance the needs of individuals with the needs of the class as a whole. This allows the

teacher to not only determine what those needs are but also how they can be accommodated to by innovative approaches.

The effective teacher models enthusiasm not only for his subject but also for teaching and learning in general. By showing

exuberance, a positive attitude, excitement, and passion, the effective teacher makes it clear to his students that he would prefer to be nowhere else. Effective teachers value their craft and project this

value to all in their presence. The effective teacher is an innovator who changes strategies, techniques, texts, and materials when better ones are found and/or when existing ones no longer provide a substantive learning

experience for her students. This teacher also employs a combination of lecture-discussion, simulation, service learning, cooperative

learning, visual media, role-playing, guest speakers, and debates, and whatever is age and grade appropriate in order to accommodate diverse learning styles and to present the subject from different angles

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to facilitate insights and connections.

This teacher values and uses

students' ideas about how to enhance their own learning. The effective teacher is a comedian/entertainer who uses humor in the service of learning rather than as a distraction from it. The effective teacher is a coach or guide who helps students to improve on their skills and insights. By neither letting them flounder nor prematurely offering assistance, the effective teacher enables students to own their own successes and to learn from their mistakes. By returning the students' work promptly with constructive comments, and by being available for assistance, the effective teacher helps students to develop responsibility for their own learning, or to become what is known as self-reliant. The effective teacher is a genuine human being or humanist who is able to laugh at herself and the absurdity in the world without being cynical and hopeless. She is a person who can self-disclose so that her students will see both her virtues and imperfections. By being a down-to-earth person, the effective teacher helps her students develop the will, courage and hope to fulfill their own potential as human beings. The effective teacher is a sentinel who provides an environment of intellectual safety in which opposing ideas can be aired without fear of censure or retribution. This teacher can express his opinions and

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beliefs while taking care to distinguish fact from opinion. His students feel free to express their views with equal ease even if those views are at odds with those of the teacher. The effective teacher is an optimist or idealist who firmly believes that without an ideal or mission, there will be no

approximation of it. This teacher sees herself in each of her students and feels that her legacy is what she contributes to their development. This teacher achieves a sense of immortality by the positive influence she has on the lives of her students. The effective teacher is one with others. a collaborator who places a high value on collegiality. He is

He shares

ideas and materials with others, solicits input and involvement by parents, and seeks help from his fellow teachers when he encounters a problem. The classroom walls in this teacher's room are thin. This teacher is effective because she aspires to all these qualities and more. She values truth more than certainty and the rightness of a cause more than personal popularity. As this teacher attempts to

change the world, she transforms herself and others in the process. Thus, the effective teacher is a revolutionary because she knows that, with the exception of parenthood, her role is the most vital one on earth in the preservation of the sanctity of life and its natural outcome - the elevation of humanity.

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To be a good teacher, one must have these characteristics as suggested (http://www.school-teacher-student-motivation-resources-

courses.com/goodteacher.html) herein. 1. Empathy. You have the ability to bond with your students, to understand and resonate with their feelings and emotions, to communicate on their level, and to be compassionate with them when they are down and to celebrate with them when they are up. 2. Positive mental attitude. You are able to think more on the positive and a little less on the negative to keep a smile on your face when things get tough, to see the bright side of things, to seek to find the positives in every negative situation, and to be philosophical. 3. Open to change. You are able to acknowledge that the only real constant in life is change. You know there is a place for tradition but there is also a place for new ways, new ideas, new systems, and new approaches. You don't put obstacles in your way by being blinkered and are always open and willing to listen to others' ideas. 4. Role model. You are the window through which many young people will see their future. Be a fine role model. 5. Creative. You are able to motivate your students creative and inspirational methods of teaching. different in your approach and that makes you stand the crowd; the reason why students enjoy your classes you out for new ideas. by using You are out from and seek

6. Sense of humor. You know that a great sense of humor reduces barriers and lightens the atmosphere especially during heavy periods. An ability to make your students laugh will carry you far and gain you more respect. It also increases your popularity. 7. Presentation skills. You know that your students are visual, auditory or kinesthetic learners. You are adept at creating presentation styles for all three. Your body language is your

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main communicator and you keep it positive at all times. Like a great orator you are passionate when you speak. But at the same time you know that discussion and not lecturing stimulates greater feedback. 8. Calmness. You know that the aggression, negative attitudes and behaviors that you see in some of your students have a root cause. You know that they are really scared young people who have come through some bad experiences in life. This keeps you calm and in control of you, of them and the situation. You are good at helping your student de-stress. 9. Respectful. You know that no one is more important in the world than anyone else. You know that everyone has a place in the world. You respect your peers and your students. Having that respect for others gets you the respect back from others. 10. Inspirational. You know that you can change a young person's life by helping them to realize their potential, helping them to grow, helping them to find their talents, skills and abilities. 11. Passion. You are passionate about what you do. Teaching young people is your true vocation in life. Your purpose in life is to make a difference. 12. Willing to learn. You are willing to learn from other teachers and your students. Although knowledgeable in your subject you know that you never stop learning. Scholastic ability among the students and their performance in schools could be glimpsed in the insights herein. The most widely accepted criterion of academic success is a high grade in the course work that is completed under a good teacher. Good teachers never teach anything. under which learning What they do is create conditions the students academic/pdf). take As place such,

among

(http://www.Innovativedesign.net/pdf/04

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having high grades has become the most important basis for being admitted to the next level, being selected for a job, or in receiving a scholarship. A combination, however, of factors seem to affect a

students scholastic success, such as, intelligence, interests, potentials, and other special abilities, motivation to succeed, and management of effective study methods. Toward the sharpening of the above average ability graduates good clientele performance in any examination is attained through quality education that calls for serious and diligent students, dedicated teachers, very adequate equipment and other facilities, and superior libraries. A combination of these cited items in education

chiefly concerns with improving the quality and the standards of intellectual performance of the graduates so as to be ready in passing any government licensure examination, as the LET. The news about good performance can greatly help in putting the HEIs into the zenith of attaining their goals, as parents flock to good performing HEIs to have their children be enabled and learned. The HEIs in teacher

education are mandated to generate above average elementary and secondary curricular programs graduates who can meet the need of the nation for efficient and competent teachers, as they are the next generation of educators who are to be tasked at making the young after them learn.

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The performance of teacher education and other graduates in the public school system being far below the

expectancies of society could be attributed to many factors, as the teachers, the curriculum, and even the pupils themselves. It may be true, in part, to the falling quality of teachers, to the impact of bilingual education, to the cumulative effects of the ill-considered

experimentation with the curriculum and the textbooks, and on the other factors that are not in the making of the school system itself but of the learners themselves and their environment. As such, the

academe is observed to be turning out graduates from the teachers education curricular programs who are generally termed as half baked, with the trend going down the ladder, even that of turning out half baked pupils, too. The effect of home and community support in the studies of the children hinged on the idea that education basically starts in the home during the formative years and branches outside, especially to the schools, later. Beginning in the home, therefore, the children must be shepherded in forming their study habits conscientiously and be given a good place to study, most specifically, in the preparation for the taking and the passing of tests. Education in the schools cannot be successful without the most important support that comes from the home. The parents must do

30

their heavenly given responsibility to love, protect, and provide for their children faithfully. The everyday dealing of the parents with their children serves as a blueprint of what these children are to become eventually. The parents and the elders are the models for them. They must provide them then with an environment wherein they can be trained as important, responsible, and productive citizens of any nation, as it is a fact of life that when the right time is to come, the parents are to leave the home for good. The home really has an important role in the degree of performance of the students in the schools. The better the family

relationships and the furnishings or conditions for various activities of the family members are, especially for the studies of the children, the more is the interest in their studies. As such, better are the chances for the students to improve their achievements in a school. Administrative support as a tool in the academic success in schools has been pointed out as an indispensable determiner of success in schools. A good administrative support as defined,

(http://case.edu .jm/html/?page_id=463) has the herein indicated scope, a registry service, placement of career services, annual job fair, and some others. 1. Registry services. The Registry is the main site within the College for the storage and retrieval of Student records and provides, therefore, the raw data for analysis of trends in

31

enrollment, matriculation status, graduation and academic performance in general. The Registry also is the central administrative office that has responsibility for recruitment, retention, scholarships, graduation and the preparation and storage of Student academic records, as well as the preparation and secure storage of examination papers, and the administration of examinations. Transcripts, status letters, academic reports, issuance of diplomas/degrees and other services are also provided by the Registry. Members of the Registry Staff are committed to providing prompt and courteous service. 2. Placement and career services. The Placement Officer provides career guidance, exposure to the world of work, postgraduation job placements, organizing job search seminars, conducting workshops on effective resume writing, preparing for successful interviews and resume critique service. 3. Annual job fair. The Placement Officer in conjunction with the Guidance Counselors and the Deans of the Faculties, promote an Annual Job Fair for all final year students or graduates who are not yet employed. At this Job Fair, each Student has the opportunity to: discuss job possibilities with company representatives, obtain valuable job interview skills (through mock interviews), and develop job search strategies. 4. Services of the directorate of student affairs . This division is responsible for all of the social programs of the College within the domain of activities categorized as co-curricular. The division, therefore, has responsibility for and carries out its core functions in the following areas: Housing, Catering, Health, Recreation and Sports, Discipline Administration, (including Guidance & Counseling), Student Welfare, Clubs and Societies. Student Affairs provides support services to Students that will facilitate their personal growth and development and academic success. Members of Staff are committed to provide prompt and courteous service. Specifically, the Division of Student Affairs acts to develop and maintain in Students the requisite attitudes and values articulated in the Colleges mission statement, using various techniques of social and psychological intervention through the offices of the Guidance Counselor, the Director and the Wardens. These interventions are directed toward promoting the development of individuals who are

32

professionally qualified, articulate, culturally aware, environmentally and health conscious, ethically motivated and morally sensitive. 5. Guidance and counseling and mentor programs . The Colleges two full-time Guidance Counselors provide Students with the time and opportunity to discuss issues of concern to them. Counseling makes it possible for Students to focus on challenges, which may be affecting their personal and academic development and can assist them to gain an understanding of their situation. This can be beneficial in helping Students to manage and cope better with challenges, and work towards possible solutions. All counseling sessions are treated with the strictest of confidence. Mentors include: Alumni, Faculty Members and Senior Administrators. Students are also encouraged to call the Friends Helpline; Tel: 1-888-991-4505 to discuss issues of concern. 6. Cafeterias/food services. The College operates two cafeterias, one on each campus, which provide cooked, nutritious meals. A significant quantity of the food consumed in the cafeteria is produced on the Colleges farm. Students are required to adhere to the Dining Hall Code of Conduct at all times violations will attract sanctions. 7. Health centers / health services. Our two Health Centers are run by highly trained and experienced Registered Nurses. The following services are offered: treatment of minor illnesses and accidents, basic health checks, wellness advice, comprehensive information about health-related issues, and referral service to other health-care providers. Students are required to have their own First-Aid Kits, with the usual contents. 8. Recreation & sports program. The Sports Coordinator has line responsibility for the Colleges sports program, which includes participation in the inter-Collegiate Championships. Facilities include Basketball, Netball & Volleyball Courts; two regulation size football fields; and Table Tennis Tables. The Sports Coordinator also has responsibility for Sports Day and other intra-mural sports related activities, as well as the Miss CASE competition.

33

9. Mail delivery / post office services. Mail is delivered on a daily basis to the Student Post Office, from where Students are able to collect their mail. 10. Clubs and societies. Clubs and Societies facilitate group unity and development. Students are encouraged to join a club, thereby expanding their classroom experiences and enriching their College experience. 11. Services of the directorate of property, farms and transport. The Directorate of Property, Farms and Transport provides support services to the Academic programs in the execution of the tripartite (teaching, research and outreach) mission of the College. In general, the support services provided by the directorate are geared toward creating and maintaining a physical environment that is suitable for the College community to work and live in. The Directorate of Property, Farm and Transport is responsible for the development, maintenance and beautification of the physical plant, which includes all buildings and grounds. In addition, the division is responsible for the Colleges motor vehicles, security services and farm operations. Members of Staff are committed to provide prompt and courteous service. 12. Service of the directorate of finance. This Directorate oversees the financial affairs of the college. Student services provided include distribution of fee payment vouchers, collection and verification of fee payment, administration of student loans, grants, and other forms of financial aid for students, distribution of examination cards and insurance of financial clearance. Members of Staff are committed to provide prompt and is service. 13. Services of the directorate of human resource management. The department provides administrative support to the College by implementing pattern of planned Human Resource and Administrative deployment and activities intended to enable the College to achieve its goals. It generally plays the facilitating of the performance and development of human resources, managing inventory and the office operations, to increase the effectiveness of the College, so that students are better served. Members of Staff are committed to provide prompt and courteous service.

34

14. Library services. Libraries offer a wide variety of books and periodicals that support the academic programs offered at the College. Support services offered include inter-library loans, printing, photocopying and to the Internet. Students are required to register as users of both libraries before being granted borrowing privileges. The Library is provided exclusively for purpose of study and research, not for discussion or social gatherings. Any conduct inconsistent with this purpose is detrimental to others and shall constitute a breach of the Library rules. Bags, briefcases, and parcels are not allowed in the reading room. They must be left with the Porter at the entrance of the library. The College accepts no responsibility for the loss or damage to any articles. Food or drink will not be permitted in the Library. All users leaving the Library must show all books, periodicals, magazines, and newspapers in their possession. Readers may also be required to open for inspection, any receptacles being carried out of the Library. The Librarian shall have at all times the power to prohibit students from removing books from the Library and institute fines for overdue books. 15. Science laboratories. Key pieces of equipment present in our eight (8) laboratories include: fume hood, spectrophotometer, rough and analytical balances, water still, oscilloscope, autoclave, and ultra-centrifuge. The laboratories support practical Botany, Zoology, Chemistry, Microbiology, Biochemistry, Environmental Chemistry & Toxicology, Ecology & Biodiversity, Animal Nutrition, Veterinary Science, Entomology, and related disciplines. All Students are required to be properly attired (including the wearing of protective gear) for laboratory exercises. 16. Computer laboratories and internet access (to be updated) use self study document . The Faculty of Science, through the Department of Mathematics and Computer Studies, operates the Colleges two Computer laboratories that occupy 1,296 sq. ft. At present, these two labs are equipped with stateof-the art computer workstations. Both labs are connected to the Internet. Students have Internet Access at a nominal fee.

35

Students are expected to adhere to the rules governing use of the Computer Labs or risk losing the privilege to use them. Students will also be charged to repair or replace equipment damaged deliberately or due to negligence. In addition, schools leaders need to be also sensitive to the needs of the students. Educational programs, sports development activities, technical and livelihood trainings, youth civic programs, and other projects that can enhance their personality, increase their level of social awareness, and integrate them into the community are necessary to gain their interests fruitfully and thereby make them good performers (http://ub-counselling. Buffaloi.edu/stressfully.shtml).

Related Studies. To identify problems and solutions relevant to the study, the researcher scanned some unpublished studies. The academic performance of the students could also be greatly affected by different factors, as exposed in the related studies of Morehand as quoted by Dela Pena (2001), which stated that most of the students are concerned about the pursuit of grades and the academic performance. In the study of Adrales, factors that greatly affected the students performance included the lack of interest of the students, the lack of facilities and equipment, the lack of instructional materials and textbooks, the low socio-economic status of the family, the poor comprehension, the immaturity, the lethargy in class of the students,

36

and

the

poor

English

and

Mathematics

background

(http://

allacademic.com/meta/p_mla_apa_research_citation). Ablao, in a study, showed that there was a close relationship between the students attitudes and that of their academic

performance. A child with a good interest in school activities achieves better than those who are indifferent toward the school work (http://www.pdgeni.com/ book/). An investigation that was conducted by Villagas in 1975 on the predictive validity of tests on mental ability for classroom performance in the elementary grades yielded a strong predictive relationship between the ability of mental ability scores and their classroom performance, as cited by Tayo, in Acevedo (2001). Studies pertinent to career choices toward success in performance, as affected by some factors, were conducted locally and globally (http://www.jdentaled.org/cgi/content/abstract/64/6/423). An international study in Tanzania that was conducted by Mugonzibwa and others, substantiated on the factors influencing the career choices among the high school students, wherein, all 352 high school students who were studying in five randomly selected high schools completed a pre-tested questionnaire containing twenty-four items addressing five factors. profession (good experiences From the study, the image of the from the work of professionals,

37

professionals who are attractive to respondents, and professionals who command high respect in the community) was perceived as an important factor in career choice by the majority of respondents (over 88 per cent); work/profession characteristics (knowledge about work to be done, treating patients, giving medicine to patients, helping relatives, some others) was ranked as the second most important factor, and course characteristics (availability of post-graduate studies, size of annual intake, pass rate, geographic location, some others) was ranked third. The aspect on direct gains and advice from important persons was perceived as the least important in career choice (http://www. jdentaled.org/cgi/content/abstract/64/6/423). In a study that was made by Lourdes Torrefranca , it was revealed that there was a lack of realism in the choice of careers by high school seniors. She suggested a systematic assistance and Torrefrancas study dealt status, interests, and

scientific direction in vocational guidance. with the investigation of

socio-economic

scholastic aptitudes in relation to academic achievement. Highlights in the results included the arriving at a clear understanding of oneself and ones aptitudes, abilities, interests, resources, and limitations; acquiring a knowledge of the requirements and conditions of success, advantages and disadvantages, compensation, opportunities, and

38

prospects in different lines or work; true reasoning on the relation of these groups of facts or decision-making. Gabison investigated the career choices of the high school seniors of the Colegio de San Jose Recoletos and those of the University of Southern Philippines, respectively, and their relationships to some selected variables. She used a self-constructed questionnaire, the Philippine Vocational Interest Record, and the 14 PF Personality Questionnaire. She also used the National College Entrance

Examination and High School Grades. Gabisons study revealed that parents did exert a lot of influence in the career choices of their children and ultimately their success in them

(http://wwwfamilyanatomy.com/2010). The indicated finding was reiterated by Cabanganan. In her study of the factors affecting careers , she ascertained on the choices of the college freshmen in Samar Polytechnic College wherein she found out that parental, teacher, and peer influences accounted a lot in the choice of the freshmens careers toward their quest for success in life

(http://www.sasksschoolboards.ca/old/ResearchandDevelopment/resea rchhreports). In studies on job performance and success , that were made by Bohn and Super from 1957 to 1970, cited by Tolbert Flores and by

39

other researchers, it was observed that, among others, the phenomena that tend to predict later occupational success were: occupational information, planning, interest, maturity, correlation between abilities and those required by the career and several variables, like parental socio-economic level, social status, intelligences, grades, and

participation in school and community activities (http://www.ssc. wisc.edu/cde/cdewp). A study by Flores on the administrative and supervisory practices pertinent to good students performance revealed that both of the administrators and some members of the management group were rated average in such practices, as in dealing with teachers, promoting leadership through group processes, improving the

curriculum, which study was deepened with the thrust on focusing in case studies in supervision that examined a series of supervisory case studies tat was designed to provide the students with the skills required to handle departmental and individual conflicts, supervise by objectives, do performance based evaluations, control for

accountability, and optimize the capacity of the students for decision making (Flores, 1998 and

http://www.hunter.cuny.edu/socwork/pdfs/post_master_program_in_ad ministratio.pdf).

40

A study on the leadership dimension and the supervisory practices of the schools administrators toward the optimum

performance on the job of the teachers and the good achievements of the students revealed some information to the effect, that supervisory practices, as improving the guidance program and that of human relations, showed some substantial or marked relationship with the leadership of the schools administrators in the initiating structure (http://www.Sasksschoolboards.ca/old/Research). A study on the interrelationships of competence, leadership behavior, and performance good and of the schools graduates

administrators

toward

quality

(http://www.microsoft.com/education/

competencies/howtouse.mspx),

showed that the schools administrators perceived themselves as being highly competent in evaluating and supervising. improving staff personal services, providing students personnel services, promoting good school community relations, and improving financial resources and facilitates but just average in improving instruction, with the teachers also perceiving the school administrators and the supervisors, respectively, as being highly competent in evaluating and supervising, improving staff personnel services, providing students personnel services, promoting good school community relations, and alleviating

41

financial resources and facilities but just average in improving instruction. In a research that was done by Reiter , some non-intellectual and intellectual variables, such as achievement motivation, anxiety, and high school general performance averages (GPAs) were used to predict college grades and success. The results showed that both

motivation and high school GPAs of the students are satisfactory predictors of college success. Garcia, in a study, asserted that administrative support

including library services/resources, LET review classes conducted, incampus or off-campus, LET review classes strategies/methodologies, and LET review instructional materials that were perceived by the BSEd instructors/supervisors/administrators, affected the LET

performance. She also revealed that there was no significant relationship between the BSEd graduates LET performance and those of some selected factors, as their attitudes and study habits, and the administrative support, as the library resources and services, the LET review classes, and the LET review strategies/methodologies that were utilized. In a research done by Conde in 2004 , it was known that among the BSEd graduates themselves, the factors affecting the LET performance that were considered, as scholastic ability, study habits,

42

and attitudes were ascertained to be moderately affecting and within the College itself, as facilities and other relevant features and the administrative support both shown to be moderately affecting, too. She also revealed that the problems met by the BSEd respondents graduates in relation to their taking of the LET, included the following: running out of time in answering and uncertainty in passing the examination, financial constraints, incomplete number of sleeping time the night before the examination because of inconvenience, being not able to focus on the LET review due to conflict in working schedules, and nervousness during the taking of the examination. PROBLEM The study sought to determine the LET performance of the pioneering teacher education graduates at the CEBU NORMAL

UNIVERSITY MEDELLIN CAMPUS Cebu, for the academic year 20112012 as the basis for an enhancement program toward an improved LET performance among those in the later academic generations. Statement of the Problem Specifically, questions were formulated to shed light on the indicated problem, as follows: 1. What is the profile of the respondents, as among the:

43

1.1

Teacher education students, as to: 1.1.1 1.1.2 1.1.3 1.1.4 1.1.5 personal information; socio-economic status of the parents; attitudes; study habits; and LET performance? education instructors/supervisors/

1.2

Teacher

administrators, as regards: 1.2.1 1.2.2 1.2.3 1.2.4 highest educational qualifications; teaching strategies and methodologies; number of years in teaching; and administrative support?

2. Is there a significant relationship between the teacher education graduates LET performance and some related factors, as: 2.1 2.2 2.3 attitudes; study habits; and administrative support?

3. What are the problems met by the respondents teacher education graduates in relation to their preparations and taking of the LET?

44

4. Based on the findings, what enhancement program can be formulated? Significance Of The Study The study was considered significant as this might benefit the different school-community sectors, as the students, the teachers, the supervisors, the administrators, the community, the curriculum

planners, the parents, and the community. Students. The results of the study can give a high degree of trust and confidence to the students to be able to pass the LET for these may enlighten them as to what aspects within themselves are to be strengthened and developed. Teachers. The teachers who are the main ingredient of the educative process being the frontline implementers in the teaching of the different courses in the secondary teacher education curriculum, can be shed insights on what part of their jobs is to be strengthened and how well they may do it as well. This study may also offer

assistance to them on what strategies can be beneficial to the students in the course curriculum implementation. Supervisors. The ability and competence of the supervisors can be fully honed toward excellent supervisory practices and activities with the results of the study. As such, a strengthened LET upgrading

45

program

can

be

conceived

and

implemented

as

per

the

recommendations to the University administration. Administrators. Administrators can be guided in the

formulation of a quality teacher education instructional program and an effective and efficient LET review scheme. This may serve as an eye opener for this may pinpoint the problems and constraints encountered by the implementers in carrying out the objectives and goals of the different subject areas, and as such, pave the way to the remediation of the same. Curriculum planners. From the findings of the study, the curriculum planners can be provided the basis for curriculum review, enrichment, and implementation toward a meaningful and excellent teacher education programs and a viable LET review scheme. Parents. As the direct benefactors, the parents can be very proud of knowing the appreciation of the people of their LET qualifiers children as well as on the receiving of the salary and other benefits by their children once they are already employed in the different fields of endeavor, most particularly, in the teaching profession as a result of the success achieved in schools arising from the result of the study on the LET upgrading program. Community. The community can be benefited through the prestige of having a good number of LET qualifiers of its teacher

46

education graduates which qualification is a requirement for relevant and appropriate employment, and in the process, gain the fame of having a community people who are educationally prepared and ever ready in facing the endeavors of life. RESEARCH METHODOLOGY Initially, the study used the document approach in determining the LET qualifiers respondents. It then continued utilizing the descriptive-normative survey method through the questionnaire

technique so as to be able to summarize or describe important features of such data without going any further; that is, without attempting to infer anything that went beyond the data themselves. Flow Of The Study The study pertained to the assessment of some factors affecting the LET performance of the teacher education graduates of the University during the academic year 2011-2012. Specifically, the study unraveled on the BSEd and BEEd respondents graduates profile as to their age and gender; on the extent at which the LET performance was affected by such factors, as among the BSEd and BEEd respondents graduates themselves, as regards their scholastic ability, study habits, and attitudes; and within

47

the University itself, as to facilities and other relevant features, with respect to the laboratory, the classroom, and the recreation thrust; on the administrative support, as to the conduct of the LET review classes, the LET review methodologies and strategies employed, the LET review instructional materials used, and the services extended in the Baseline Data processing of the LET applications; and the problems met by the BSEd Profile of Respondents and BEEd respondents graduates in relation to their taking of the LET; .BSEd and BEEd Students and. .Personal the outcome of such a study that would serve as the basis for Information . .Socio-economic status of some well- directed proposals for an enhanced LET review scheme that the parents . .Attitudes would be ultimately aimed at attaining an enhanced LET performance . .Study habits among the teacher education graduates of the University which could . .LET performance be a very viable springboard toward the provision of a highly .BSEd and BEEd competent teacher education manpower resource that could compete Instructors/Supervirors/ Administrators in the teaching profession anywhere in the world. Statistical . .Highest educational Treatment qualification LET Environment .Percentage ENHANCE. .Teaching strategies and .Average MENT methodologies The place of the study was the University where the BSEd and Weighted Mean PROGRAM . .Number of years in teaching . .Administrative support Significant BEEd Relationship Graduates LET

Between the BSEd and Performance And Some Selected Factors Probelems BSEd Graduates Met and By The BEEd

48

Input

Throughput

Output

Figure 2. Flow of the Study BEEd respondents graduates were previously studying. However, the specific respondents were mostly living within the area of the municipality of Medellin. Moreover, a few of the respondents were respondents of the neighboring towns. For the residences of the

49

respondents, maps of Cebu and Medellin were presented in Figures 3 and 4. The University is located at Medellin, approximately 119.86 kilometers from Cebu City via Barangay Curva and 113.3 kilometers via Barangay Luy-a. It is bounded on the north by the municipality of DaanBantayan while on the southare the municipalities of Bogo and San Remigio. The Camotes Sea is on its eastern side, while on the

west is the Taon Strait. The municipality is geographically situated between coordinates 123 52 and 123 59 latitudes and 11 12 and 11 10 longitudes. Based on cadastral survey, the municipality of

Medellin has a total land area of 7, 382.33 hectares covering 19 barangays. Respondents The respondents of the study were the BSEd and BEEd graduates of the University during the academic year 2011-2012 and the teachers and supervisors/administrators of the teacher education department during the period. As such, there were 11 BSEd graduates and 27 BEEd graduates. were living in the PROVINCE OF CEBU 35 of the teacher education graduates

50

Figure 3. Map Of The Cebu Province Showing The Location Of The Research Municipality

51

CNU Medellin Campus

Figure 4. Map Of Medellin Showing The Location Of The Research Locale Table 1

52

Distribution Of The Respondents Category BSEd BEEd Student Medellin s Neighboring N = 38 Location Towns Cebu City Instructors/Supervisors/ Administrators N = 18 Course Frequency 11 27 35 2 1 18 Percentage 29 71 92 5 3 100

locality, Medellin, 2 of them were living in the neighboring towns, and 1 came from Cebu City. Instrument The main tool that was used in gathering the needed data to complement constructed questionnaire in English under the descriptive-normative survey method. Before the construction of such questionnaire, the researcher gained insights on how to prepare such. He perused unpublished the documentary approach was the

masters theses and dissertations for reference as to format and relevant items in the questionnaire (Lepon, 2002) and some other publications. He also gathered books and scrutinized journals. The

queries in the questionnaire were arranged based on the sub-problems

53

of the study, as follows: Profile of the LET qualifiers BSEd and BEEd respondents graduates; extent of influence of factors affecting the LET performance, as among the BSEd and BEEd respondents graduates themselves, as scholastic ability, study habits, and attitudes; and within the University itself, as facilities and other relevant features and administrative support. Procedure Data gathering. The gathering of data utilized the

questionnaire technique of the cited descriptive-normative survey method among the LET qualifiers BSEd and BEEd respondents graduates of the University during the academic year 2011-2012. For the respondents who were living within Medellin, the researcher visited them in their respective domiciles during the distribution and the retrieval of the duly accomplished questionnaire. For those however, who were living quite far, he mailed the said questionnaire. Upon the retrieval of such duly accomplished questionnaire, the data were then tabulated, analyzed, and interpreted so as to arrive at the findings relevant to the needs of the study geared toward the improvement of the LET performance of the clientele. Statistical Treatment

54

After the data were gathered and collected, they were subjected to the following statistical treatment. 1. Percent. This was used to determine the profiles of the

student respondents of this study in terms of their age and sex. P = f N x 100

Where: P = percentage F = frequency N = number of respondents 2. Weighted Mean. The weighted mean was used to

determine the extent of how the respondents rate the factors affecting the low retention. The formula for the weighted mean is the following: WM= f w N Where: WM = weighted mean; N w and f = frequency = number of cases; = weight for each degree in the scale;

3. Average Weighted Mean. The average weighted mean was used to determine its general description.

55

AWM = f w N Where: AWM f w N = average weighted mean; = summation. = frequency; = weight; and = number of cases

Scoring. Aspects pertinent to the extent of the effects of the factors affecting the LET performance of the teacher education graduates and the adequacy of library use and facilities toward the development of their good study habits, as perceived by the students themselves and the instructors/supervisors/administrators, were

categorized into three, with the corresponding weights and levels of interpretation, as could be found herein. Scoring On The Extent Of The Effects Of The Factors Affecting The LET Performance

Weigh t

Category/Scale Very Much Affecting (VMA)2.513.00

Verbal Description

The factor was perceived to have affected the LET performance 80 to 100 per cent. The factor was perceived to have affected

56

Affecting (A)1.51-3.00 Not Affecting (NA)1.00-1.50

the LET performance 51 to 79 per cent. The factor was perceived to have affected the LET performance 50 per cent and below.

Scoring On The Adequacy Of Library Use and Facilities Toward The Development Of Good Study Habits Category/Scal e Verbal Description

Weight

The adequacy of the University administrative support through the Very Adequate library use and facilities toward the (VA)2.51-3.00 development of the good study habits was perceived to be 80 to 100 per cent. The adequacy of the University administrative support through the Adequate library use and facilities toward the (A)1.51-3.00 development of the good study habits was perceived to be 51 to 79 per cent. The adequacy of the University administrative support through the library use and facilities toward the Not Adequate development of the good study habits (NA)1.00-1.50 was perceived to be 50 per cent and below.

DEFINITON OF TERMS Some terms were hereunder defined as utilized in this investigation and should be understood to mean as accordingly indicated, unless otherwise specified, as the case might be.

57

Development Program The term pertained to the output of the investigation based on the findings. Specifically, this was a plan on how to enhance the LET performance of the respondent group. Factors Affecting The LET Performance The result of the LET performance among the BSEd and BEEd respondents graduates of the University during the academic year 2011-2012 was indicated to have been affected by the factors, as indicated herein, as follows: Among the the BSEd and BEEd

respondents graduates themselves and within the University itself. Among the BSEd and BEEd respondents graduates themselves. The factors affecting the LET performance among

the BSEd and BEEd respondents graduates themselves were, as follows: scholastic ability, study habits, and attitudes. Scholastic ability. aptitudes and the The term referred to the academic of the BSEd and BEEd

performance

respondents graduates while they were still at the University. Study habits. The term encompassed the usual but

instinctive attitudes of the BSEd and BEEd respondents graduates while they were still at the University in undergoing school

58

activities every day or the studying that was done in a receptive manner with a resultant satisfaction. Attitudes. The term denoted a general inquiry on the BSEd and BEEd respondents graduates behavior, reaction, and

response toward the learning which involved the taking of a questioning and a democratic perspective on the virtues of teaching and learning; thus, generating a willingness to challenge any educational discourse. Within the University itself. The LET performance of the BSEd and BEEd respondents graduates was deemed to have been affected by the factors within the University itself, as follows: facilities and other relevant features, and administrative support. Facilities and other relevant features . The term

connoted some things designed or created for the University to provide a service or fulfill a need to function easily, as the laboratory, the classroom, and the recreation thrust, as had been considered in the investigation. Laboratory. The term denoted a room in a facility where research is carried out. Classroom. The term pertained to a room or a learning environment, especially, in a school or University where classes are held.

59

Recreation thrust . The phrase referred to the program of the University of having playing courts and social halls and the provision of sports and cultural activities. Administrative support. The phrase was on the availability of prompt services, courtesy, and adequacy of services in attending to the requests of records, the systematic recording and assessment of students fees, and the strict implementation of security and safety policies, categorized as follows: LET review classes conducted --in campus and off

campus, LET review methodologies and strategies employed, LET review instructional materials used, and services extended in the processing of the examinees examination applications. LET review classes conducted . The result of the LET in all general and professional education courses among the BSEd and BEEd respondents graduates was assessed by the University through the different review classes conducted, as follows: Campus LET review and Off-Campus LET review. In-Campus LET review. The term denoted the LET review within or inside the institution while the students were still studying and was conducted before the date of graduation. In-

60

Off-Campus LET review.

The term referred to

review within or outside of the academic institution wherein the graduates studied and was conducted after graduation. LET review methodologies and/or strategies employed. The phrase encompassed teaching styles, methods, contrivances, stratagems, and techniques that were implemented during the LET review class. The phrase also showed how the LET review was conducted in terms of the clarity of explanation of the objectives of the lesson, the appropriateness of the teaching styles and methods employed, the degree of curriculum

preparedness, and the clarity of the presentation of lectures; thus, eliciting the BSEd and BEEd respondents graduates interest through the motivating effect of questions raised in a lesson; thereby, encouraging them to analyze and evaluate what was taught and examine cursorily on the degree of their learning based on given lectures and discussions through creative and exciting activities. LET review instructional materials used . The phrase included the different review tools, gadgets, and materials such as questionnaire, pamphlets, and LET reviewer books essential in carrying out an effective review class for the teacher education

61

graduates to acquire readiness and preparation for the licensure examination. Services extended in the processing of the examinees examination applications. The phrase denoted

on the professional assistance extended by the University to help the prospective examinees to facilitate their respective

applications for the LET through the prompt provision of their transcript of records and of such other essential documents. Licensure Examination For Teachers The term denoted the professional teacher education written examination mandating all the graduates of the BSEd and BEEd curricular programs to take and pass for registration as professional teachers. This provision is also open to the Diploma in Professional

Teacher Education takers upon the completion of the academic requirements. Performance Of The Faculty The phrase meant the perceptive assessment of the BSEd and BEEd respondents graduates on the competence of the faculty in using methodologies in instruction.

Performance Of The Students

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The term denoted on the perceptive assessment of the BSEd and BEEd respondents graduates as regards their study habits, attitudes, and self discipline. Problems Met By The BSEd And BEEd Respondents Graduates The phrase encompassed situations of difficulty encountered by the BSEd and BEEd respondents graduates before taking the board examination; specifically, on financial, emotional, and intellectual stability. Reading Stamina The term referred to the duration that the human eye could persist upon reading printed materials, most particularly, those that were prepared with a thorough analysis for some professional examinations, as the LET.

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BIBLIOGRAPHY Unpublished Works Ablao, Caridad R. The Relationship Of Pupils, Achievement In English, Mathematics, And Science Among The Grades Five And Six In Hino-Baan District, School Year 19941995. A Master Thesis. Bayawan College, Bayawan, Negros Oriental,1996. Acevedo, Ana Marie T. Relationship Between The National Secondary Assessment Test Results And Academic Performance In Science and Technology Of The Senior High School Students, Surigao Del Sur Institute Of Technology: Implication To The Teaching Of Science And Technology. Master Thesis. Southwestern University, Cebu City, April 2001. Adrales, Lilia P. A Correlative Study Of The Achievement In English And Mathematics Of Freshmen In The National Secondary Schools Of Tacloban City Division . Master Thesis. University Of The Visayas, Cebu City, 2000. Amor, Rodulfo M. The Parents: Their Influence To The Academic Performance Of StudentsA Proposed Program For

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Faculty Improvement. Master Thesis. University Of Bohol, Tagbilaran City, December 1998. Banqerigo, Rosalina L. Factors That Relate To Academic Performance In Dumaguete City High School: Proposed Action Plan. Master Thesis. Silliman University, Dumaguete City, 1999. Conde, Analyn A. The Factors Affecting The Performance in Licensure Examination for Teachers (LET) of the Bachelor of Secondary Education Graduates (BSEd) of the Cebu State College of Science and Technology System Daanbantayan Campus Daanbantayan, Cebu: Proposals . Cebu Technological University Daanbantayan Campus Cebu, March 2004. Dela Pea, Rodolfo Y. An Analysis Of The Factors Affecting The Low Achievement Of The Grade Six Pupils In Liloan District, Southern Leyte Division: Procedural Guidelines . Master Thesis. University Of The Visayas, Cebu City, 2001. Garcia, Charlene P. Bachelor in Secondary Education Students Licensure Examination Performance at Cebu Technological University Daanbantayan Campus Cebu: Proposals. Master Thesis. Cebu Technological University Daanbantayan Campus Cebu, March 2011. Layon, Ledesma R. The Relationship Between The Instruction Components And The Academic Performance Of The Tertiary Clientele In CEBU STATE COLLEGE OF SCIENCE AND TECHNOLOGY COLLEGE OF FISHERIES: Basis For A Development Program In The CSCST College Of Fisheries, School Year 1990-1991. Doctorate Dissertation. Southwestern University, Cebu City, 1991. Lepon, Levy S. Factors Affecting Performance In The Licensure Examination For Teachers (LET) Of The Bachelor Of Elementary Education (B.E.Ed.) Graduates, Fisheries Colleges, Cebu State College Of Science And Technolgy System: Basis For A Teacher Development Program . Unpublished Doctoral dissertation, Southwestern University, Cebu City, 2002

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Mangubat, Josefina N. A Comparative Study Of The Performance Of The First Year And Second Year Students Of The Old And New Bachelor In Elementary Education (B. E. Ed.) Curricula, FISHERIES COLLEGES, CEBU STATE COLLEGE OF SCIENCE AND TECHNOLOGY SYSTEM: Basis For Curricular Enrichment. Doctorate Dissertation. University Of Southern Philippines, Cebu City, 2003. Tejada, Evelyn. Influencing Factors Towards Pupils Academic Performance. Master Thesis. Foundation University, Dumaguete City, 2001. Internet http://alexmoises.tripod.com/mind-and-soul/id51.html http://allacademic.com/meta/p_mla_apa_research_citation http://case.edu.jm/html/?page_id=463 http://en.wikipedia.org/wiki/Attitude_(psychology) http://en.wikipedia.org/wiki/Study_skills

http://findarticles.com/p/articles/mi-mOFR http://homeworktips.about.com/od/studymethods/tp/studyhabits.htm, http://lifestyle.iloveindia.com/lounge/importance-of-education5523.html http://oz.plymouth.edu/~lsandy/effective.html http://scholar/lib.vt.edu/theses/available/etd-09102008-214736 http://ub-counselling.Buffaloi.edu/stressfully.shtml http://www.apa.org/pi/ses/resources/publications/factsheet education.aspx

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http://www.familyanatomy.com/2010 http://www.gifted.uconn.edu/siegle/conferences/sie http://www.hunter.cuny.edu/socwork/pdfs/post_master_program_in_ad ministratio.pdf http://www.jdentaled.org/cgi/content/abstract/64/6/423 http://www.language.com http://www.marylandpublicschools.org/MSDE/programs/esea/docs/TQ_R egulations/general_definition.htm http://www.microsoft.com/education/competencies/howtouse.mspx http://www.nationalforum.com/Electronic%20Journal %20Volumes/Riney,%20Mark%20Teacher%20Education %20Students%20Perceptions%20of%20State %20Licensure.pdf.pdf http://www.oup.com/us/catalog/he/subject/Education/GeneralMethods/? view=usa&ci=9780195169690 http://www.pdgeni.com/book/ http://www.Sasksschoolboards.ca/old/Research http://www.sasksschoolboards.ca/old/ResearchandDevelopment/resear chhreports http://www.school-teacher-student-motivation-resourcescourses.com/goodteacher.html http://www.ssc.wisc.edu/cde/cdewp

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Appendix A
CEBU TECHNOLOGICAL UNIVERSITY DAANBANTAYAN CAMPUS Daanbantayan, Cebu COLLEGE OF ADVANCED STUDIES (CAdS) THESIS TITLE APPROVAL SHEET January 19, 2012 Sir/Madam: Submitted herein is a list of three titles for Thesis Seminar for your reference as a requirement for the M.Ed. graduate degree, the most preferred of which is Title Number 1 as such: 1. Performance of The Teacher Education Graduates Of The CEBU NORMAL UNIVERSITY MEDELLIN CAMPUS Medellin, Cebu: An Enhancement Program

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2. Spanish Instruction At The CEBU NORMAL UNIVERSITY MEDELLIN CAMPUS Medellin, Cebu: A Teaching Guide 3. French Instruction At The CEBU NORMAL UNIVERSITY MEDELLIN CAMPUS Medellin, Cebu: An Instruction Model May your good office check the title that you deem best for the study of the undersigned. Very truly yours, (SGD.) CHRYSLER M. CABUSA Researcher M. DUAZO,

Recommending Approval:

(SGD.) JOSEFINA N. MANGUBAT, Ed. D. (SGD.) ROSARIO Dev. Ed. D. Professor, Member Professor, Member (SGD.) LEDESMA R. LAYON, Ed. D. Ed. D. Professor, Chairman

(SGD.) ADORACION A. LAWAS, Dean, CTU CAdS

(SGD.) HECTOR C. ABDON, Ed. D. Campus Director Approved: (SGD.) BONIFACIO S. VILLANUEVA, Ed. D. SUC President IV

Appendix B Republic Of The Philippines CEBU TECHNOLOGICAL UNIVERSITY DAANBANTAYAN CAMPUS Daanbantayan, Cebu LETTER OF REQUEST1 Graduate School Master In Education April 16, 2012 Dr. Isabelo T. Genegaboas Officer-In-Charge CEBU NORMAL UNIVERSITY

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MEDELLIN CAMPUS Medellin, Cebu Sir: This communication is to request your good office to allow the undersigned to refer to the documents of the teacher education graduates in this University during the academic year 2011-2012. The said activity is to gather data pertinent to my Master in Education Thesis titled Performance Of The Teacher Education Graduates Of The CEBU NORMAL UNIVERSITY MEDELLIN CAMPUS Medellin, Cebu: An Enhancement Program. This is also to express in advance gratitude on the favorable action on this request. Very truly yours, (SGD.) CHRYSLER M. CABUSA Thesis Writing Student Approved: (SGD.) ISABELO T. GENEGABOAS, Ed. D. Officer-In-Charge, Cebu Normal University Medellin Campus Appendix C Republic Of The Philippines CEBU TECHNOLOGICAL UNIVERSITY DAANBANTAYAN CAMPUS Daanbantayan, Cebu LETTER OF REQUEST2 Graduate School Master In Education April 16, 2012 Dr. Isabelo T. Genegaboas Officer-In-Charge CEBU NORMAL UNIVERSITY

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MEDELLIN CAMPUS Medellin, Cebu Sir: This communication is to request your good office to allow the undersigned to gather more supplemental data at the Registrars Office and field questionnaire forms to the Instructors/Supervisors/ Administrators of the teacher education graduates in the University during the academic year 2011-2012, at the most immediate date possible. The said activity is to gather data pertinent to my Master in Education Thesis titled Performance Of The Teacher Education Graduates Of The CEBU NORMAL UNIVERSITY MEDELLIN CAMPUS Medellin, Cebu: An Enhancement Program. This is also to express in advance gratitude on the favorable action on this request. Very truly yours, (SGD.) CHRYSLER M. CABUSA Thesis Writing Student Approved: (SGD.) ISABELO T. GENEGABOAS, Ed. D. Officer-In-Charge, Cebu Normal University Medellin Campus Appendix D

A QUESTIONNAIRE ON THE PERFORMANCE OF THE TEACHER EDUCATION GRADUATES OF THE CEBU NORMAL UNIVERSITY MEDELLIN CAMPUS MEDELLIN, CEBU: AN ENHANCEMENT PROGRAM To The Teacher Education Graduates: This is a questionnaire which seeks to find out some pertinent information about your profile, most specifically, on: your personal,

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socio-educational-economic background, attitudes, study habits, and LET performance; on the extent of the effects of the factors affecting your LET performance; and on the problems that you met by in relation to your taking of the LET, as basis for an enhancement program toward an improved qualifying performance in the LET among those who are studying after you in the teacher education curriculum. You are

requested, therefore, to answer all of the items that are indicated herein as honestly as possible, as your responses are to be treated with the strictest confidence and are to serve for this study alone. The Researcher

Name _______________________________________________ (Optional) I. PROFILE 1.1 Personal Information

I.1.1 Age _____ 30 years and above _____ 25-29 years old _____ 20-24 years old I.1.2 Gender _____ Male _____ 15-19 years old _____ 10-14 years old

_____ Female

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I.1.3 Civil Status _____ Single _____ Widowed I.2 Socio-Economic Status

_____ Married _____ Divorced

I.2.1 Highest Educational Attainment Mother _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ No schooling Some primary Some intermediate Grade VI graduate Some high school High school graduate Some college College graduate Some vocational Any other, kindly indicate Father _____ _____ _____ _____ _____ _____ _____ _____ _____ _____

I.2.2 Occupation Mother Father _____ Overseas contract work _____ _____ Seafaring _____ _____ Domestic help _____ _____ Doctor of medicine/Dentistry, others_____ _____ Teaching _____ _____ Business _____ _____ Government employee _____ _____ Small merchandizing _____ _____ Sari-sari store keeping _____ _____ Dressmaking/Tailoring _____ _____ Fishing _____ _____ Farming _____ _____ Carpentry/Construction working _____ _____ Cooking _____ _____ Fish vending _____ _____ Household help _____ _____ Any other, kindly indicate _____ I.2.3 Other Source Of Income

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Mother _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____

Father Lending _____ Insurance service _____ Consultancy _____ Fishing _____ Cooking _____ Sari-sari store keeping _____ Pig raising _____ Theology _____ Shop (Vulcanizing) _____ Driving _____ Tax collecting _____ Tutoring _____ Beauty products dealing _____ Real estate dealing _____ Assorted products dealership _____ Care-giving _____ Any other, kindly indicate _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____

I.2.4 Combined Monthly Family Income Php 25, 000.00 and above 20, 000.00 24, 999.00 15, 000.00 19, 999.00 10, 000.00 14, 999.00 5, 000.00 - 9, 999.00 4, 999.00 and below I.2.5 Size Of The Family Nine and above Seven to eight Four to six One to three I.3 LET Performance / Rating 86 and above 75-85 74 and below II.

_____ _____ _____

EXTENT OF THE EFFECTS OF THE FACTORS AFFECTING THE LET PERFORMANCE

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Directions: Read and determine carefully which of the given factors considerably affected your LET performance. Kindly put a check mark below the scoring of the description as Very Much Affecting (VMA), Affecting (A), and Not Affecting (NA), as scored herein. 3 Very Much Affecting (VMA) The factor was perceived to have affected the LET performance 80 to 100per cent. 2 Affecting (A) The factor was perceived to have affected the LET performance 51 to 79 per cent. 1Not Affecting The factor was perceived to have affected the LET performance 50 per cent and below. Degree Of The Effect VMA A NA (3) (2) (1)

Factors 2.1 Attitudes 2.1.1 Attitudes toward the self 2.1.2 Attitudes toward the other people 2.1.3 Attitudes toward the faculty/staff 2.1.4 Attitudes toward the subjects taken 2.1.4.1 Attitudes and views toward general education subjects 2.1.4.1.1 Liked reading general education books, journals, magazines 2.1.4.1.2 Regarded general education subjects as interesting and challenging 2.1.4.2 Attitudes and views toward professional education subjects 2.1.4.2.1 Liked reading professional education books, journals, magazines 2.1.4.2.2 Regarded professional education subjects as interesting and challenging

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2.1.4.3 Attitudes and views toward the field of specialization 2.1.4.3.1 Liked to have the practicum as an application 2.1.4.3.2 Regarded specialization education as interesting and challenging 2.2 Study Habits 2.2.1 Adequacy of library use and facilities 2.2.2 Motivation by subject teachers 2.2.3 Peer influence on study habits 2.2.4 Wholesome study atmosphere 2.2.4.1 At home 2.2.4.1.1 Availability of study materials 2.2.4.1.2 Manageability of the number of household chores 2.2.4.1.3 Support of family members toward studying at home 2.2.4.1.4 Availability of good lighting 2.2.4.1.5 Presence of proper ventilation 2.2.4.2 In School 2.2.4.2.1 Work or class schedule 2.2.4.2.2 Control over the schedule or work load 2.2.4.2.3 Interest to study 2.2.4.2.4 Guidance on how to study 2.3 Facilities 2.3.1 Laboratory facilities 2.3.2 Classroom environment 2.3.3 Recreational thrusts 2.4 Administrative Support 2.4.1 In-campus review classes conducted 2.4.1.1 Orientation phase 2.4.1.2 Pre-review examination

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2.4.1.3 Review proper phase 2.4.1.4 Post-review examination 2.4.2Off-campus review classes conducted 2.4.2.1 Orientation phase 2.4.2.2 Pre-review examination 2.4.2.3 Review proper phase 2.4.2.4 Post-review examination 2.4.3 LET review instructional materials and facilities 2.4.3.1 Books 2.4.3.2 Pap sheets/hand outs 2.4.3.3 Practice exercises 2.4.3.4 Pre-review assessment exercise 2.4.3.5 Post-review assessment exercise 2.4.3.6 Projects 2.5 Adequacy Of Library Use And Facilities Directions: Kindly check that which best describes your perception on how adequate is the University administrative support toward the development of your good study habits according to the adequacy of the library resources and facilities. Very Adequate (VA) The adequacy of the University administrative support through the library use and facilities toward the development of the good study habits was perceived to be 80 to 100 per cent. Adequate (A) -- The adequacy of the University administrative support through the library use and facilities toward the development of the good study habits was perceived to be 50 to 79 per cent. Not Adequate (NA) -- The adequacy of the University administrative support through the library use and facilities toward the development of the good study habits was perceived to be 50 per cent and below. Library Resources and Facilities Level of Adequacy VA A NA

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(3) General references Textbooks Periodicals Dailies Computer Any other, kindly indicate _______________ III.

(2)

(1)

PROBLEMS MET IN RELATION TO THE TAKING OF THE LET Directions: Kindly check those items which you perceive were the problems that you met during your taking of the LET.

Problems Met Incomplete number of sleeping hours the night before the examination due to inconvenience Being not able to focus on the LET review due to conflict in working schedules Financial constraints Running out of time in answering the examination Uncertainty in passing the examination Nervousness during the taking of the examination Poor health during the taking of the examination Any other, kindly indicate ____________________________________

IV.

POPOSALS PRESENTED THAT COULD BE DEEMED TO IMPROVE THE LET PERFORMANCE Directions: Kindly check that which you perceive may help improve the LET performance of the teacher education graduates studying after you.

Proposals Deemed Necessary Conducting an in-campus LET review class

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Conducting an off-campus LET review class Requiring students to buy books in all courses Letting teachers in all courses contribute five wellconstructed questions every week for some in-campus LET review activities Any other, kindly indicate ____________________________________

Appendix E A QUESTIONNAIRE FOR THE INSTRUCTORS/SUPERVISORS/ ADMINISTRATORS ON THE PERFORMANCE OF THE TEACHER EDUCATION GRADUATES OF THE CEBU NORMAL UNIVERSITY MEDELLIN CAMPUS MEDELLIN, CEBU: AN ENHANCEMENT PROGRAM

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To The Instructors/Supervisors/Administrators: This is a questionnaire which seeks to find out some pertinent information about your profile, most specifically, on: your highest

educational qualifications, teaching strategies and methodologies, number of years in teaching, and administrative support; on the extent of the effects of the factors affecting the LET performance of the teacher education graduates; and on the problems you perceived as being met by the teacher education graduates in the taking of the LET, as basis for enhancement program toward an improved qualifying performance in the LET among those who are studying after them in the teacher education curriculum. You are requested, therefore, to answer all of the items that are indicated herein as honestly as possible, as your responses are to be treated with the strictest confidence and are to serve this particular study.

The Researcher Name __________________________________________________ (Optional) I. I.1 PROFILE Educational Qualification I.1.1 Highest Degree Earned _____ Doctorate

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_____ _____ _____ _____

Masters with units in a doctorate program Masters Baccalaureate with units in a masters program Baccalaureate

I.1.2 Eligibility _____ Professional Board Examination For Teachers _____ Licensure Examination For Teachers _____ Magna Carta Of Public School Teachers I.1.3 Field Of Specialization Major Minor _____ _____ _____ _____ _____ _____ _____ With Units Technology And Home _____ _____ Economics Physical Science _____ _____ Biological Science _____ _____ Mathematics _____ _____ English _____ _____ Social Science _____ _____ Filipino _____ _____ Any other, kindly indicate ___________________ I.2 Number Of Years In Teaching Experience _____ One five years _____ Six -10 years _____ 11-15 years I.3 _____ 15-20 years _____ 21-25 years _____ 25 years and above

Strategies/Methodologies In Teaching _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ Peer group discussion Utilization of an advanced organizer Hands on activity and frequent modeling Field trip/Learning visit Problem solving Film showing Workshop Brainstorming Buzz session Informal creative group Team teaching

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_____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ I.4

Micro teaching Macro teaching Multi-media Experiment Type study method Group dynamics Simulation Dimensional question approach Case study Project Any other, kindly specify __________________________

Number Of Relevant Seminars/Trainings Attended I.4.1 Local Level _____ One-five _____ Six -10 _____ 11 -15 I.4.2 Regional Level _____ One-five _____ Six -10 _____ 11 -15 I.4.3 National level _____ One-five _____ Six -10 _____ 11 -15 _____ 15-20 _____ 20 and above _____ None at all _____ 15-20 _____ 20 and above _____ None at all _____ 15-20 _____ 20 and above _____ None at all

II.

EXTENT OF THE EFFECTS OF THE FACTORS AFFECTING THE LET PERFORMANCE Directions: Read and determine carefully which of the given factors considerably affected the LET performance of the teacher education graduates. Kindly put a check mark below the scoring of the description as Very Much Affecting (VMA), Affecting (A), and Not Affecting (NA), as scored herein. 3 Very Much Affecting (VMA) The factor was perceived to have affected the LET performance 80 to 100per cent. 2 Affecting (A) The factor was perceived to have affected the LET performance 51 to 79 per cent.

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1Not Affecting (NA) The factor was perceived to have affected the LET performance 50 per cent and below. Degree Of The Effect VMA A NA (3) (2) (1)

Factors 2.1 Attitudes 2.1.1 Attitudes toward the self 2.1.2 Attitudes toward the other people 2.1.3 Attitudes toward the faculty/staff 2.1.4 Attitudes toward the subjects taken 2.1.4.1 Attitudes and views toward general education subjects 2.1.4.1.1 Liked reading general education books, journals, magazines 2.1.4.1.2 Regarded general education subjects as interesting and challenging 2.1.4.2 Attitudes and views toward professional education subjects 2.1.4.2.1 Liked reading professional education books, journals, magazines 2.1.4.2.2 Regarded professional education subjects as interesting and challenging 2.1.4.3 Attitudes and views toward the field of specialization 2.1.4.3.1 Liked to have the practicum as an application 2.1.4.3.2 Regarded specialization education as interesting and challenging 2.2 Study Habits 2.2.1 Adequacy of library use and facilities 2.2.2 Motivation by subject teachers

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2.2.3 Peer influence on study habits 2.2.4 Wholesome study atmosphere 2.2.4.1 At home 2.2.4.1.1 Availability of study materials 2.2.4.1.2 Manageability of the number of household chores 2.2.4.1.3 Support of family members toward studying at home 2.2.4.1.4 Availability of good lighting 2.2.4.1.5 Presence of proper ventilation 2.2.4.2 In School 2.2.4.2.1 Work or class schedule 2.2.4.2.2 Control over the schedule or work load 2.2.4.2.3 Interest to study 2.2.4.2.4 Guidance on how to study 2.3 Facilities 2.3.1 Laboratory facilities 2.3.2 Classroom environment 2.3.3 Recreational thrusts 2.4 Administrative Support 2.4.1 In-campus review classes conducted 2.4.1.1 Orientation phase 2.4.1.2 Pre-review examination 2.4.1.3 Review proper phase 2.4.1.4 Post-review examination 2.4.2Off-campus review classes conducted 2.4.2.1 Orientation phase 2.4.2.2 Pre-review examination 2.4.2.3 Review proper phase 2.4.2.4 Post-review examination 2.4.3 LET review instructional materials and facilities 2.4.3.1 Books

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2.4.3.2 Pap sheets/hand outs 2.4.3.3 Practice exercises 2.4.3.4Pre-review assessment exercise 2.4.3.5 Post-review assessment exercise 2.4.3.6 Projects 2.5 Adequacy Of Library Use And Facilities Directions: Kindly check that which best describes your perception on how adequate is the University administrative support toward the development of the good study habits of the teacher education graduates according to the adequacy of the library resources and facilities. Very Adequate (VA) The adequacy of the University administrative support through the library use and facilities toward the development of the good study habits was perceived to be 80 to 100 per cent. Adequate (A) -- The adequacy of the University administrative support through the library use and facilities toward the development of the good study habits was perceived to be 50 to 79 per cent. Not Adequate (NA) -- The adequacy of the University administrative support through the library use and facilities toward the development of the good study habits was perceived to be 50 per cent and below. Level of Adequacy VA A NA (3) (2) (1)

Library Resources and Facilities General references Textbooks Periodicals Dailies Computer Any other, kindly indicate _______________

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III.

PROBLEMS MET IN RELATION TO THE TAKING OF THE LET Directions: Kindly check those items which you perceive were the problems met by the teacher education graduates during their taking of the LET.

Problems Met Incomplete number of sleeping hours the night before the examination due to inconvenience Being not able to focus on the LET review due to conflict in working schedules Financial constraints Running out of time in answering the examination Uncertainty in passing the examination Nervousness during the taking of the examination Poor health during the taking of the examination Any other, kindly indicate ____________________________________

IV.

POPOSALS PRESENTED THAT COULD BE DEEMED TO IMPROVE THE LET PERFORMANCE Directions: Kindly check that which you perceive may help improve the LET performance of the teacher education graduates studying after you.

Proposals Deemed Necessary Conducting an in-campus LET review class Conducting an off-campus LET review class Requiring students to buy books in all courses Letting teachers in all courses contribute five wellconstructed questions every week for some in-campus LET review activities Any other, kindly indicate ____________________________________

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CURRICULUM VITAE

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Personal Data Name Place of Birth Date of Birth Civil Status Parents : : : : : Chrysler M. Cabusa Tapilon, Daanbantayan, Cebu June 9, 1987 Single Restituto O. Cabusa Rebecca M. Cabusa Educational Attainment Elementary : TAPILON CENTRAL SCHOOL Tapilon, Daanbantayan, Cebu March 2000 Valedictorian Secondary : CEBU TECHNOLOGICAL UNIVERSITY DAANBANTAYAN CAMPUS Daanbantayan, Cebu March 2004 Valedictorian Tertiary : CEBU TECHNOLOGICAL UNIVERSITY DAANBANTAYAN CAMPUS Daanbantayan, Cebu : Bachelor in Secondary Education

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Major Economics

in

Technology

and

Home

Minor in Mathematics March 2008 Cum Laude Graduate Studies : CEBU TECHNOLOGICAL UNIVERSITY DAANBANTAYAN CAMPUS Daanbantayan, Cebu Master in Education Summer 2009 To Date Work Experience High School Teacher ST. PAUL SCHOOL OF MEDELLIN Poblacion, Medellin, Cebu June 2008 To March 2010 College Instructor CEBU NORMAL UNIVERSITY MEDELLIN CAMPUS Medellin, Cebu June 2010 To Date