An Interface of Classroom Examination Practices and the Success for Licensure Examination for Teachers


  • Dr. BALMACEDA Lemyrose Baptista Chairperson, Teacher Education Department, Abra State Institute of Sciences & Technology Bangued, Abra-Philippines.



Prospective teachers, licensure examinations, students’ engagement


To be of significance to nation building, a prospective teacher needs to pass the licensure examination for teachers, as prescribed by law under the “Philippine Professionalization Act of 1994.” In line with this, the Abra State Institute of Sciences and Technology is undertaking efforts in delivering quality education by requiring its faculty to comply with the highest standards of educational qualification as it recognizes the role of teachers in facilitating students’ learning.

A self-constructed questionnaire was used to gather data consisting of open-ended question form enquiring how students prepare themselves for the examinations and the practices of the teachers before, during and after the examinations. To clarify answers not clearly stated, interviews were conducted. The 68 third year Bachelor of Secondary Education (BSEd) for the SY 2018-2019 were chosen as respondents. Data gathered were analysed using the thematic analysis approach.

Findings show that the respondents prepare themselves spiritually, physically and mentally for the examinations. Teachers make necessary class preparations before the examinations except those who included items in the test not covered in class, which may affect students’ test attitudes ultimately result to unfavorable performance in the LET.

It is recommended that teachers create test questions that follow the LET format so that students become familiar with the setup. This may also develop the students’ test-taking skills while studying to ensure better performance in the LET.


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How to Cite

Dr. BALMACEDA Lemyrose Baptista. (2022). An Interface of Classroom Examination Practices and the Success for Licensure Examination for Teachers. LC International Journal of STEM (ISSN: 2708-7123), 3(2), 72-90.