Performance of College of Education Graduates in the Licensure Examination for Teachers: A Descriptive Study

Program Sustainability of B.S. Chemistry from the Purview of Performance in the Chemist Licensure Examination

IAMURE International Journal of Education ◽

10.7718/iamure.ije.v4i1.450 ◽

2012 ◽

Vol 4 (1) ◽

Author(s):

Georgina A. Diopenes

Keyword(s):

Science Education ◽

Negative Correlation ◽

Descriptive Study ◽

Point Of View ◽

The Other ◽

Program Sustainability ◽

Licensure Examination ◽

Centers Of Excellence ◽

Quality Issue ◽

Top Performers

The study looked at sustainability of the B.S. Chemistry program particularly in Region 6 from the point of view of performance in the Chemist Licensure Examination (CLE). The respondents were the centers of excellence and development in chemistry before the issuance of CMO 05 s.2007, and the Region 6 schools offering B.S. Chemistry. The attributes of consistent top performing schools in the CLE from 2002 to 2006 constituted the profile of a Top Performing School (TPS) and was used in institutional benchmarking. Top performers are way ahead in excellence of their faculty and laboratory, and keep to the minimum the chemistry units in their curricula. The other respondents meet some of the benchmarks. Only two other centers of excellence are anywhere near the TPS profile but no other respondent meets the benchmark in CLE performance. Correlation analyses between CLE performance and the variables reveal CLE performance has a high correlation with chemistry specialization; high negative correlation with lecture credit units; and substantial relationship with enrollment. Problem in enrollment therefore, translates to a quality issue. Improving the instructional elements can be instrumental in increasing enrollment. Nevertheless, commitment and fortitude from principal stakeholders are equally necessary to keep the program viable. Keywords – Science Education, Benchmark, Top Performing School, Chemistry, Program Sustainability, Center of Excellence, Center of Development, Institutional benchmarking, Indices, Descriptive Study, Philippines

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Education, Second Courser, and non-College of Education Graduate’s Performance in the Licensure Examination for Teachers of JRMSU-TC SY 2013-2016

JPAIR Multidisciplinary Research ◽

10.7719/jpair.v34i1.633 ◽

2019 ◽

Vol 34 (1) ◽

Author(s):

Dana Faye T. Salundaguit

Keyword(s):

Secondary Education ◽

Elementary Education ◽

Professional Education ◽

College Of Education ◽

Teaching Profession ◽

Licensure Examination ◽

Statistical Measures ◽

Low Performance ◽

Jose Rizal ◽

Regulatory Commission

Licensure Examination for Teachers (LET) is a standardized examination given to qualified graduates who wish to engage in the teaching profession in both elementary and secondary level. The examination is administered by the Professional Regulatory Commission twice in a year and set the passing percentage to 75%. The study employed a descriptive method of research in determining the LET performances of Education and non-Education graduates of Jose Rizal Memorial State University-Tampilisan Campus (JRMSU-TC). LET results coming from the Professional Regulatory Commission (PRC) were considered as the main data of the study. The present study considered 281 Elementary Education takers broken down into 168 BEED graduates and 113 non Education graduates, and 235 Secondary Education takers classified according to 75 BSED graduates, 127 Professional Education Certificate (PEC) graduates, and 33 non-College of Education (CED) graduates. The statistical measures used in the study were frequency count and percentage. The salient features were as follows: The Bachelor of Elementary Education (BEED) first takers performed well in the LET but combining their results with the repeaters, and non-education graduates, results barely surpass the national passing percentage. In the case of the Bachelor of Secondary Education (BSED), overall results indicated low performance in the LET or below the national passing percentage. Based on the findings of the study it was recommended to review the policies of the College of Education particularly on the entry and retention policies, faculty commitment, and the conduct of review classes and mock board.

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Disfluency Characteristics Observed in Young Children With Autism Spectrum Disorders: A Preliminary Report

Perspectives on Fluency and Fluency Disorders ◽

10.1044/ffd20.2.42 ◽

2010 ◽

Vol 20 (2) ◽

pp. 42-50 ◽

Cited By ~ 11

Author(s):

Laura W. Plexico ◽

Julie E. Cleary ◽

Ashlynn McAlpine ◽

Allison M. Plumb

Keyword(s):

Autism Spectrum Disorders ◽

Young Children ◽

Children With Autism ◽

Descriptive Study ◽

Autism Spectrum ◽

Typically Developing ◽

Children With Asd ◽

Young Children With Autism ◽

Spectrum Disorders ◽

Developmental Stuttering

This descriptive study evaluates the speech disfluencies of 8 verbal children between 3 and 5 years of age with autism spectrum disorders (ASD). Speech samples were collected for each child during standardized interactions. Percentage and types of disfluencies observed during speech samples are discussed. Although they did not have a clinical diagnosis of stuttering, all of the young children with ASD in this study produced disfluencies. In addition to stuttering-like disfluencies and other typical disfluencies, the children with ASD also produced atypical disfluencies, which usually are not observed in children with typically developing speech or developmental stuttering. (Yairi & Ambrose, 2005).

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