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Wilson (2016) cited the three main

domains of learning namely, Cognitive,


Affective and Psychomotor created by
Benjamin Bloom (1956), David Krathwohl
(1964) and Anna Harrow (1972),
respectively.
The Cognitive Domain of learning first
developed by Bloom (1956) and later
revised by Anderson, Bloom’s student, and
Krathwohl, Bloom’s colleague (2001), refers
to the knowledge and intellectual skills of a
person. The cognitive domain includes
remembering, understanding, applying,
analyzing, evaluating and creating
knowledge (Anderson and Krathwohl’s
Taxonomy, 2001).
The Affective Domain of learning, first
described in Krathwohl (1964), is
concerned with the feelings, emotions,
values, ethics and self-efficacy (Munroe,
2017) and was also divided into
hierarchy like the cognitive domain
(Wilson, 2016) starting with the simplest
which is receiving to the most complex
which is characterization. And the last to
be developed.
the Psychomotor Domain of Learning
by different authors primarily Dave
(1967), Simpson (1972) and Harrow (1972)
all concerned with the physical
characteristics and skills.
These three learning domains has been
used to assess the overall learning of a
person, giving respect, not only to the
knowledge and skills of the individual, but
also to the obtained emotional
development and integrated values.
Standardized exam such as the LET apply
these learning domains to determine if the
examinee gained mastery of the topic. If a
LET taker passed the exam, it is assured that
he/she has developed the necessary
knowledge, skills and values to be qualified
as a licensed professional teacher.
INPUT PROCESS OUTPUT
 Collection of data and
Profile of the The determined
information

respondents  Formulation of Survey level of readiness of


Questionnaire
 Age the Bachelor of
 Validation of Survey
 Gender  Administration of Survey Secondary
 Retrieval of Survey Education Students
 Specialization
Questionnaire
 Academic Status  Analysis and
in taking the

The respondents’ level Interpretation of Data Licensure


 Presentation and
of preparedness in Examination for
Deliberation of Data

taking the LET  Revision Teachers

FEEDBACK
The study aims to determine the
preparedness in taking LET of BSEd
Students of CaintaCatholic College
A.Y. 2018-2019.
The research is ought to answer the
following questions:
1. What is the profile of the
respondents in terms of:
› age
› gender
› Specialization
› academic status?
2. What is the level of preparedness of BSED-4TH
Year Students in taking the LET with respect to:
› Cognitive;
› Affective; and
› Psychomotor?
3. Is there any significant difference between the
profile of the respondents and the determined
level of preparedness in taking the LET?
Hypothesis
 There is no significant difference between the profile of
the respondents and the determined preparedness in
taking the LET.
Table 1
Frequency and Percentage Distribution of
the Demographic Profile of the
Respondents in Terms of Gender

Gender f p

Male 15 19.23

Female 63 80.77
Total 78 100