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ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue VIII August 2025

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College Admission Test, General Weighted Average and Licensure

Examination for Teachers Performance of One State University in

the Philippines

Genesis G. Camarista., Rothsel T. Cabatac., Virgie P. Tan

West Visayas State University-Himamaylan City Campus, Philippines

DOI: https://doi.org/10.51244/IJRSI.2025.120800127

Received: 07 Aug 2025; Accepted: 12 Aug 2025; Published: 13 September 2025

ABSTRACT

This study aimed to evaluate the academic and licensure performance of graduates from West Visayas State

University-Himamaylan City Campus (WVSU-HCC) from 2014 to 2023. Specifically, it sought to: (1) assess

the graduates’ performance in the College Admission Test (CAT) and their General Weighted Average

(GWA); (2) compare their performance in the Licensure Examination for Teachers (LET) with the national

passing rate; (3) determine the significant relationships between CAT and LET, and GWA and LET; and (4)

identify predictors of LET performance. Anchored in the positivist paradigm, the study employed a

descriptive-correlational research design using quantitative methods. The respondents were BEEd and BSEd

graduates with complete data on CAT, GWA, and LET. Data were retrieved from institutional and government

records. Findings revealed that CAT performance was generally in the “low” to “average” range, with a

downward trend in recent years. Conversely, the students’ GWAs showed a positive trajectory, improving to a

“very good” level in the later years. LET performance of both BEEd and BSEd graduates consistently

surpassed the national passing rate from 2018 to 2023. A significant positive correlation between CAT and

LET in 2019, and a consistent, strong negative correlation between GWA and LET across all examined years

were found—indicating that higher academic performance predicted better LET results. The findings affirm

GWA as a strong predictor of LET performance, while the predictive value of CAT may vary. The study

underscores the value of academic achievement in licensure success and suggests enhancements in student

admission and academic support.

Keywords: * College Admission Test, General Weighted Average, and Licensure Examination for Teachers

INTRODUCTION

* The Licensure Examination for Teachers (LET) serves as an evidence of educational quality and institutional

effectiveness for Teacher Education Institutions (TEIs) in the Philippines. Previous studies have attributed

LET performance to various factors, such as System Admission Tests (SAT), academic achievement, and

study habits of the students (Cahapay, 2021). Furthermore, the comparative study of Cahapay (2021) revealed

that SAT scores are highly predictive of LET outcomes, with students who passed the SAT achieving

significantly higher LET scores than those with conditional SAT results. These findings underscore the

importance of admission assessments as a tool for predicting and enhancing graduate success in licensure

examinations.

Consequently, TEIs play a pivotal role in shaping the competencies of future teachers, and their efforts to align

instruction with LET competencies are instrumental in improving graduate outcomes. Amanonce and

Maramag (2020) found a strong correlation between academic performance, including grade-weighted

averages and pre-board examination results, and LET performance. They emphasized the need for rigorous

review programs and validated pre-board examinations to enhance graduates’ readiness for the LET. Similarly,

Fiscal and Roman (2022) demonstrated that pre-LET scores are significant predictors of LET outcomes,

particularly in the general education and professional education components, highlighting the importance of

preparatory measures in boosting licensure success.

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ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue VII July 2025

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In addition to academic and preparatory factors, institutional characteristics also influence LET performance.

Maramag, Temporal, and Amanonce (2020) reported that TEIs with higher accreditation statuses and faculty

members with advanced degrees produce graduates with better LET outcomes. This finding underscores the

value of continuous program accreditation and faculty development in improving institutional performance.

Furthermore, Somosot, Duran, and Rodriguez (2022) identified admission test scores as a critical predictor of

LET success, advocating for selective admission policies to ensure high-quality entrants into teacher education

programs.

Given the pivotal role of LET in the professional trajectory of education graduates, understanding its predictors

is vital for improving outcomes. Cahapay and Toquero (2022) recommended integrating predictive

assessments like admission scores into institutional strategies for enhancing LET performance. They

demonstrated that admission scores are statistically significant predictors of licensure success, aligning with

global research on the predictive validity of academic metrics (Galla et al., 2019). These insights highlight the

necessity of evidence-based approaches in TEIs to ensure the success of their graduates in licensure

examinations. Furthermore, identifying predictors of licensure exams will enable institution to refocus its

programs to better prepare it graduates. This study therefore aimed to determine the predictors and the

correlation among the factors associated with the licensure examination performance of one state university in

the Philippines.

REVIEW OF RELATED LITERATURE

A vast number of Higher Education Institutions (HEIs) has a propensity to attribute the Licensure Examination

(LET) performance of their graduates to factors such as system admission test, general weighted average,

academic performance of students, and even study habits. Cahapay (2021) indicated that system admission test

(SAT) performance of students as one collective variable that is highly correlated to the LET performance of

education graduates. He found out in his comparative study of two cohort groups (passed and conditional ) that

the majority of the students with passed SAT scores obtained a good level of LET performance and those with

conditional SAT scores attained a fair level of LET performance. It was further revealed that there is a

statistically significant difference in the LET performance of the students with passed and conditional SAT

scores. Based on these pieces of evidence, this current research presents three essential instructional

accommodations that may be considered to improve the future LET trajectory of the students.

Specifically, Teacher Education Institutions (TEIs) in the Philippines establish their brand and name of

educational quality through the LET performance of their graduates (Amanonce & Maramag, 2020). They

suggested therefore that alignment of instructional delivery to the Let competencies is one aspect that these

TEIs should take into consideration. They conducted a study to correlate academic achievement and licensure

examination performance of teacher education graduates. Academic achievement is the graduates' grade

weighted average in college and pre-board examination results. The study revealed a significant and strong

correlation between the graduates' grade weighted average in college and LET performance. This is an

indication of the effective evaluation procedure of the university since the teachers' assessment concurs with

the graduates' performance in the LET. A significant relationship was also established between the graduates'

performance in the pre-board examination and LET albeit with a weak correlation. They recommended the

development of mechanisms in improving the conduct of pre-board examination review programs in the

university. Further validation of the assessment tools used in the pre-board examination is likewise suggested.

Aside from establishing the TEIs brand of quality education, LET is also a major requirement for education

graduates in practicing their profession in the field (Fiscal & Roman, 2022). That is why, it is necessary to

assess parameters and contributing factors in increasing the passing percentage of education graduates in LET.

In their study, they examined the relationship between performance in pre-LET and LET of 71 elementary

education (BEEd) and 127 secondary education (BSEd) graduates in one university in the Philippines. The

results showed that there is a notable relationship between the pre-LET and LET examination performances.

Using linear regression analysis, ratings attained by the graduates in pre-LET can predict the performance in

LET with higher level of confidence. The study confirmed that for general education (GenEd) and professional

education components of licensure examination for BEEd, the pre-LET scores of education graduates are

significant predictors. Aside from the factors above, there are still other predictors that could contribute to the

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LET performance of graduates. Fuente (2021), found out that aside from teacher and review class factors,

school faculties were also seen as having moderately extent factor in the LET performance. His study’ findings

suggest that intensive review classes should be strengthened with a strong focus on the specialization and

professional education subject areas as they contribute 40% each of the total result in the LET.

Cahapay and Toquero (2022) strongly suggested that universities need to have an assessment that will enable

their system to predict the success of their graduates on state examinations. They conducted a study to

determine the predictive validity of selected measures of teacher education for first-time performance on the

licensure examination for teachers in the Philippines. A retrospective research design was employed in the

study. The results revealed that the linear combination of selected measures is significantly predictive of the

success for the first time licensure performance of graduates. However, only the SASE (System Admission and

Scholarship Examination) scores were significant when taking into account the individual measures. The

findings provide evidence for the valid use of the admission scores to predict the success of the graduates on

the licensure examination.

As one of the most important roles of Higher Education Institutions is to produce competent graduates, it is as

well noteworthy to focus on improving the LET performances of graduates (Somosot, Duran, & Rodriguez,

2022). That is why predictors of LET should also be significantly determined in order to perform better in this

particular feat before becoming a fullfledged professional teachers. In their study, admission test scores,

academic performance, and LET results were utilized as variables. The study confirmed that there was a weak,

positive monotonic correlation between entrance test scores and LET results, and academic performance and

LET results. It is concluded that of the two variables, statistically, only the admission test score has the

likelihood to influence the LET results. It is suggested that schools offering Teacher Education Programs

consider accepting students with high admission test scores since the study confirmed that for every 1-point

increase of the admission test score, the likelihood that the LET average score increase by approximately 2.

Further investigation may consider and explore using other research designs and variables which is not

included in the variables under investigation. While in the study conducted by Delos Angeles (2020), she

identified variables that best predict the performance of the Teacher Education graduates of a university in

Cagayan Valley, Philippines. It aimed to assess the quality of the process variables namely: curriculum and

instruction. She found out that the results of the study revealed that variables clustered along the quality of

curriculum and qualities of instruction are the variables most significantly related to LET performance.

Attainment of course objectives, the relevance of course requirements and mastery of the subject matter were

the curriculum variables significantly related to LET performance. On instructional quality, the relevance of

written requirements and performance of instructors are highly significant to LET performance. The strongest

predictors of LET performance identified in this study are professors’ mastery of the subject matter and the

quality of the content of the general education courses.

As passing the Licensure Examination for Teachers (LET) has been the ultimate focus of tertiary education

institutions in the Philippines to meet the present demand of local and global parties and communities, various

strategies are conducted to increase the likelihood that the prospect will happen. Dagdag, Sarmiento, and Ibale

(2017) emphasized that low LET performance is influenced by low performances in academics and admission

test, and limited course audit units taken. They further found out in their study that Admission test

performance does not predict LET performance in Major. On the other hand, course audit performance can

only forecast licensure exam scores in Major. Hence, to increase LET performance, the program should

consider benchmarking from LET performing institutions, choose the right faculty to teach a course, secure the

validity and/or reliability of instructional materials and assessment tools with LET competencies, strictly

implement the admission and retention policy, and assess regularly the efficacy of the course audit in all areas.

In general, Teacher Education Institutions (TEIs) in the Philippines are making efforts to improve their

performance in Licensure Examination for Teachers (Maramag, Temporal, & Amanonce (2020). Curricular

programs are subjected to accreditation and teachers unceasingly participate in professional development

endeavors. They found out that relative to school profile, graduates of TEI with higher accreditation status

have significantly better LET performance than those enrolled in TEI with lower accreditation status. Thus,

subjecting curricular programs to accreditations implies better passing rate in LET. Moreover, graduates of

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TEI where majority of faculty members are doctorate degree holders have significantly higher LET rating

compared to those graduates of TEI with teachers dominated by master’s degree holders. This finding implies

that teachers’ educational attainment contributes to the success of graduates in LET. With these findings, it is

recommended for TEIs to continue subjecting curricular programs to accreditations and investing on teachers’

professional development.

The success in college education requires not only cognitive powers but also self-regulatory competencies that

are indexed by high school grades and admission tests. Galla, Shulman, and Duckworth (2019) had revealed in

their study that the incremental predictive validity of high school grades for college graduation was explained

by composite measures of self-regulation, whereas the incremental predictive validity of test scores was

explained by composite measures of cognitive ability. In fact other counties like China, is governed by a single

exam (Jia & Li, 2021). They have college entrance exam wherein the government sets the cut-off scores for

elite colleges. When they examined the impact of students’ scoring above the elite cut-off scores. They found

out that these students had better opportunities for best college schools and had higher wage outcomes after

graduation. Some researchers however found out that various entrance requirements may actually and latently

promote racial and economic discriminations. Rosinger, Sarita Ford, and Choi (2021) the efforts of schools in

having rigorous academic requirements before admitting students had been hailed as best strategy for selecting

best students that may favor or unfavor students from marginalized groups (racial and economic). However,

their findings indicate ambiguous criteria that often comprise a more comprehensive approach to admissions

may do little to ameliorate—and in some cases, may exacerbate—existing enrolment inequities. They also

found out that moving away from test scores and focusing on academic rigor represent potentially promising

strategies for expanding access at some institutions. In fact, in some countries such as the United States of

America, some of the universities adopted test-optional policies in college admissions (Zwick, 2019). At these

institutions, test score requirements are seen as a barrier to campus diversity because of the large performance

gaps among ethnic and socioeconomic groups. Fortunately, the decentralized higher education system in the

United States can accommodate a wide range of admissions policies. It is essential, however, that the impact of

admissions policy changes be studied and that the resource implications of these changes be thoroughly

considered.

Objectives of the Study

1. To determine the level of performance of West Visayas State University-Himamaylan City Campus

graduates in College Admission Test and General Weighted Average;

2. To determine the Licensure Examination for Teachers performance of the same university as compared to

the national passing rate.

3. To determine the significant relationship between:

a. CAT and LET, and

b. GWA and LET.

4. To identify the predictors of the graduates’ Licensure Examination for Teachers’ performance.

RESEARCH METHODOLOGY

Research Design

This study is grounded on the objectivist epistemology which holds that meaning, and therefore meaningful

reality, exists as such apart from the operation of any consciousness (Crotty, 1998) and that careful research

can attain the objective truth and meaning (Esterberg, 2002). This epistemology underpins positivism--the

theoretical perspective which informs the present study. The paradigm of positivism assumes that the social

world is inherently knowable and that people can all agree on the nature of social reality (Esterberg, 2003).

Esterberg further advanced that in the tradition of positivism, the goal of social research is to discover a set of

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causal laws that can be used to predict general patterns of human behavior and so research done in this

theoretical perspective, according to Crotty (1998), might select to engage in survey research and employ

quantitative method of statistical analysis. This survey research was conducted among the students of one state

university who graduated during the year 2014 to 2023.

Respondents

The respondents of the study are the BEEd and BSEd students of the university who were enrolled during the

Academic Year 2014-2023. Due to the unavailability of data of some students, only those with both CAT and

LET were included in the correlation statements. All necessary permits and consent were carried out before the

data were retrieved from various sources.

Data Description/Collection

The data were gathered from various reliable resources. Upon the permit and consent of the respondents for the

utilization of their data, the retrieval and gathering were carried out. The respondents’ CAT and GWA were

retrieved from the Office of the Campus Registrar. The respondents’ data on LET were retrieved from the

PRC.

CAT— The College Admission Test or CAT is administered to determine the academic readiness of student

applicants seeking entry to the university. Colleges and campuses have the discretion to set their cut off scores

depending on the quota and relative scores of the applicants. The data for CAT were requested from the Office

of the Campus Registrar.

GWA – The Grade Weighted Average or GWA is the mean of the grades of each student in eight semesters in

college. To compute the GWA, the summation of all grades from first year to fourth year is divided by the total

number of units. The respondents’ GWA were also retrieved from the Office of the Campus Registrar.

LET – The Licensure Examination for Teachers or LET is a professional examination given to education

graduates and conducted by the Professional Regulation Commission or PRC. This examination is stipulated in

the Philippines Republic Act 7836 otherwise known as the “Philippine Teachers Professional Act of 1994” on

December 16, 1994.” This law aims to improve teachers to enhance the educational system of the country.

Data Analysis

The data gathered in this research were subjected to appropriate descriptive and inferential statistics using the

Statistical Package for the Social Sciences (SPSS) software version 26. The following statistical tools were

utilized in interpreting the results of the study. The Means were used to determine the GWA, WVSU-CAT and

LET performance of the respondents. Standard deviations were employed to determine the participants’

homogeneity and heterogeneity in the various areas of the investigation. Percentages were utilized in the LET

rating of the students. The Pearson product-moment correlation coefficient (Pearson’s correlation) was

employed to determine the measure of the strength and direction of association that exists between each pair of

variables.

RESULTS

Students’ Performance in College Admission Test

Incoming college students in the Philippines who wish to enter a public school are required to take a College

Admission Test or CAT. This assessment covers lessons in basic education, specifically in Junior and Senior

High School. Those college aspirants who will pass the CAT can proceed to the next step of admission in a

public university. Furthermore, the CAT aims to determine the readiness of the student applicants in the

particular course that they wish to enroll.

The first screening examination to be hurdled by students seeking entrance at WVSU is the WVSU-College

Admission Test which covers lessons in secondary school, specifically in Senior High School. Students who

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reach or exceed the cut off score set by the colleges and campuses are qualified to proceed to the next phase of

the admission process. The WVSU-CAT determines the readiness of the student applicants in the particular

course they choose.

Table 1 Students’ Performance in College Admission Test based on the Year when the Test was Taken

Year

BEED

BSED

TOTAL

Mean

Desc

ripti

Mean

Descri

ption

Mean

Descr

iption

2015

110.90

Ave

14.06

128

117.8

Ave

18.22

178

115.92

Ave

17.40

2018

33.36

Low

5.31

148

30.61

Low

5.53

184

31.15

Low

5.59

2019

77.34

Ave

13.20

192

79.77

Ave

13.06

233

79.34

Ave

13.09

2022

45.95

Low

6.08

136

52.52

Low

10.44

156

51.68

Low

10.22

2023

49.17

Low

7.03

186

52.10

Low

8.78

221

51.64

Low

8.58

Scale for AY 2015: 200.01-250.00 – Very High; 150.01-200.00 – High; 100.01-150.00 -Average; 50.01-100.00

– Low; 0-50.00 – Very Low

Scale for AY 2018-2023: 120.01-150.00 – Very High; 90.01-120.00 – High; 60.01-90.00 -Average; 30.01-

60.00 – Low; 0-30.00 – Very Low

Note: WVSU-CAT was not administered in AY 2016 and 2017 as there were no incoming first year

students due to the implementation of the Basic Education K-to-12 Curriculum. In AY 2020 and 2021,

the CAT was not administered due to the pandemic.

Table 1 presents the performance of students in the College Admission Test (CAT) across different years,

categorized by program (BEED and BSED). The data reveal a notable fluctuation in test scores over time. In

2015 and 2019, both BEED and BSED students achieved average performance levels, with mean scores

ranging from 77.34 to 117.87. However, there was a significant decline in scores in 2018, 2022, and 2023,

with all groups falling into the "Low" performance category, particularly in 2018, where BEED students had a

strikingly low mean score of 33.36. While BSED students consistently outperformed BEED students across all

years, the overall trend indicates a decline in admission test performance in more recent years. This drop may

suggest a need to review preparatory programs or external factors affecting student readiness.

Students’ General Weighted Average

The students’ GWA are reflected in Table 2. The description is based on the Table of Equivalence provided in

the prescribed grading system of the university stipulated in the Students’ Handbook and were discussed

among the students since they had entered the university.

Table 2. Students’ General Weighted Average

BEED

BSED

TOTAL

GWA

Description

GWA

Description

GWA

Description

2018

2.02

Good

.17

104

2.02

Good

.22

186

2.02

Good

.20

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2019

2.01

Good

.20

157

1.93

Good

.17

243

1.96

Good

.18

2022

1.78

Very Good

.17

148

1.69

Very Good

.15

184

1.71

Very Good

.16

2023

1.87

Very Good

.19

192

1.75

Very Good

.14

233

1.77

Very Good

.16

Note: 1.000-1.125 Excellent; 1.126-1.375 Highly Outstanding; 1.376-1.625 Outstanding; 1.626-1.875 Very

Good; 1.876-2.125 Good; 2.126-2.375 Very Satisfactory; 2.376-2.625 Satisfactory; 2.626-2.875 Fair; 2.876-

3.125 Passing; 3.126-5.000 Failure

Table 2 presents the General Weighted Average (GWA) of students from the BEED and BSED programs

across selected years. The data indicate an overall improvement in academic performance over time. In 2018

and 2019, the average GWA for both programs fell under the "Good" category, with identical means of 2.02 in

2018 and a slight improvement in 2019, particularly for BSED students who attained a GWA of 1.93. By 2022

and 2023, both BEED and BSED students showed improved academic performance, achieving a "Very Good"

rating, with BSED students consistently posting slightly higher GWA than their BEED counterparts. This

upward trend suggests enhanced academic performance in recent years, possibly due to improved teaching

strategies, learning support systems, or student motivation.

Licensure Examination for Teachers Passing Rate for First-Time Takers of the university from 2018 to

2023 vis-à-vis the National Passing Rate

Table 3 Bachelor of Elementary Education

WVSU-HCC

NATIONAL

YEA

TOTA

PASSE

TOTAL

PASSED

2018

38.46%

149 073

32 183

21.49%

2019

65.43%

164 494

48 632

29.56%

2021

60. 00%

8 726

4 883

55.96%

2022

100.00%

144,880

77, 226

53.30 %

2023

95.83%

60 896

24 819

40.76%

Table 3 shows the Licensure Examination for Teachers (LET) passing rates for first-time takers in the

Bachelor of Elementary Education (BEED) program at WVSU-HCC from 2018 to 2023, compared with

national passing rates. The data reveal that WVSU-HCC consistently outperformed the national average

throughout the period. Notably, in 2018 and 2019, the university's passing rates were significantly higher than

the national rates by 16.97% and 35.87%, respectively. The most remarkable performance occurred in 2022

and 2023, where WVSU-HCC achieved a near-perfect (95.83%) and perfect (100%) passing rate, greatly

surpassing the national averages of 53.30% and 40.76%. This consistent above-average performance highlights

the effectiveness of the university’s teacher education program in preparing its graduates for professional

licensure.

Table 4 Bachelor of Secondary Education (English, Mathematics, Social Studies, Filipino& BPED)

WVSU-HCC

NATIONAL

YEAR

TOTAL

PASSED

TOTAL

PASSED

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2018

127

108

85.03%

203 255

83 739

41.19%

2019

171

118

69.00%

222 346

76450

34.38%

2021

100.00%

17 863

10 318

57.76%

2022

87.50 %

200,894

101,156

50.35 %

2023

83.04%

102 272

48 005

46.94%

Table 4 presents the Licensure Examination for Teachers (LET) passing rates of first-time takers from the

Bachelor of Secondary Education (BSED) program at WVSU-HCC from 2018 to 2023, compared to national

passing rates. The university consistently outperformed the national average each year, often by a substantial

margin. In 2018, WVSU-HCC achieved an impressive 85.03% passing rate, more than double the national rate

of 41.19%. Similarly, in 2021, the university posted a perfect 100% passing rate, significantly higher than the

57.76% national rate. Even in years with lower institutional performance, such as 2019, WVSU-HCC still

maintained a 69% passing rate, which was nearly double the national rate of 34.38%. These results indicate

that WVSU-HCC's BSED program demonstrates a strong and consistent ability to prepare its students for

professional licensure, reflecting the quality of instruction and academic support provided by the institution.

Significant relationship Between CAT and LET, and GWA and LET

Table 5 Relationships between CAT and LET in the Years 2019 and 2022

2019

2022

164

.353

.281

.000

.092

Table 5 presents the correlation between the College Admission Test (CAT) scores and Licensure Examination

for Teachers (LET) results for the years 2019 and 2022. In 2019, a moderate positive correlation was found (r

= .353) and was statistically significant (p = .000), indicating that higher CAT scores were associated with

higher LET performance that year. However, in 2022, although a positive correlation (r = .281) was also

observed, it was not statistically significant (p = .092), suggesting that the relationship between CAT and LET

scores in that year may have occurred by chance. These findings imply that while CAT performance may be a

useful predictor of LET success in some years, its predictive power may vary depending on other influencing

factors present in different of students.

Table 6 Relationships Between GWA and LET in the Years 2018, 2019, and 2022

2018

2019

2022

212

-.527

-.573

-.590

.000

Table 6 shows the correlation between students’ General Weighted Average (GWA) and their performance in the Licensure

Examination for Teachers (LET) for the years 2018, 2019, and 2022. Across all three years, a strong negative correlation was

consistently observed—ranging from r = -.527 in 2018 to r = -.590 in 2022—with all correlations being statistically significant (p =

.000). This indicates that students with higher academic performance (reflected by lower GWA values) tended to achieve higher

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scores or passing rates in the LET. The consistent and significant negative correlations suggest that GWA is a strong and reliable

predictor of success in the licensure examination.

DISCUSSION AND/OR CONCLUSION

The College Admission Test of the students in the university, specifically at West Visayas State University-

Himamaylan City Campus (WVSU-HCC) was either low or average for both BEEd and BSEd. While entrance

examination were usually implemented for student entrants, some schools in the Philippines prefer to base

their entrance requirements from the High School

Entrance Test and high school academic performance through the students’ grades (Laus, 2021). In the study

conducted by Laus (2021), he established the relationship between the admission criteria used in the selection

of candidates for admission and the academic performance of students during their first year in high school.

The predictive ability of the HSAT and pre-entry grades to the academic performance of 164 students were

examined. The result showed a statistically significant positive relationship between the following: pre-entry

grades; admission test scores in Math, English, and APFil; and the final grades of the students in Grade 7.

Among the variables considered in the study, the pre-entry grade was the greatest predictor of academic

performance, while the admission test score in APFil was the least. Moreover, admission test scores in Science

and OLSAT have no substantial impact on the student’s academic performance. Hence, the suggested model

recommends that the pre-entry grades of the applicants are to be included in evaluating and ranking the

candidates for admission and ascribing numerical weights must also be ascribed to the test scores in some

major subjects. This will help improve the school's admission process and overall academic outcomes. This is

therefore safe to say, that aside from the College Entrance Test, other factors must be considered in admitting

students to ensure better performance in LET.

The General Weighted Average of students were at the good level, but basically higher during the years of the

onset of the pandemic. As COVID-19 pandemic becomes global issue that gives global impact in all sectors

especially in educational one. In the study of Mandasari (2020), He found out that online and modular learning

has positive impact on students’ academic performance in term of learning motivation, learning achievement

and learning engagement. Participants also showed that conducting online learning is relevant during

pandemic. Furthermore, flexibility, accessibility, learning autonomy, and boosting students’ achievement

become the strengths of conducting online and modular learning.

The LET performance of Both BEEd and BSEd from 2018 to 2023 revealed a significantly higher percentage

vis a vis the national passing percentage. Generalao, Ducanes, Yee, and David (2022) clearly emphasized that

the Philippines’ dismal performance in recent international assessments evince that a learning crisis persists

and remains a formidable challenge for the country. This is despite the many educational reforms undertaken

in recent years, such as resolving the decades-long backlog in school infrastructure, expanding access to early

childhood education, upgrading teacher salaries, and enhancing the basic education curriculum. Although there

is a myriad of factors that contribute to poor learner outcomes, there is a consensus in literature regarding the

central role played by the teacher in these dynamics. When the licensure examination for teachers in Philippine

schools offering teacher education, Generalao, Ducanes, Yee, and David (2022) found out that SUC’s like

WVSU-HCC are seen to perform better in LET.

Furthermore, the CAT and GWA was found to be consistently correlated with the Let performance of teacher

education graduates. This result is consistent with some studies conducted. Bansiong (2019) analyzed the

entry-to-exit academic profiles and licensure ratings of teacher education graduates in a state university in the

Cordillera Administrative Region in three academic years from 2014 to 2016. These profiles included school

grade point average (HSGPA), Intelligence Quotient (IQ), and general scholastic aptitude (GSA) for entry

performance. College performance included overall and subject GPAs, while exit performance was the scores

in the competency appraisal summative test (CAST). The results showed that the teacher education graduates

entry-to-exit profiles range from satisfactory to very satisfactory. Their licensure ratings were within average.

As to the relationship among the variables and BLEPT ratings, the exit variable (CAST scores) and entry

variable GSA entered as significant predictors of ratings of the graduates from both degrees. Professional

education (Prof.Ed.) and general education (Gen. Ed.) GPAs emerged separately as significant BLEPT rating

INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)

ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue VII July 2025

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predictors of the elementary education graduates. Meanwhile, the BLEPT ratings of secondary education

graduates were predicted by either their Prof.Ed. GPAs, or their college GPAs, with the addition of their IQ

scores.

AI ACKNOWLEDGMENT

The author acknowledges the use of chatGPT, Elicit.com, and Quillbot.com. The prompts used include:

Make review of Related Literature to support the...

Rephrase/paraphrase the statements on...

The output from these prompts was used to support the results of the study. While the authors acknowledge the usage of AI, they

maintain that they are the sole authors of this article and take full responsibility for the content therein, as outlined in COPE

recommendations.

Informed Consent

The author had obtained informed consent from all respondents.

Conflict of Interest

The author declares that there is no conflict of interest.

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