BACHELOR OF SECONDARY EDUCATION – PHYSICAL SCIENCE MAJOR COMPETENCIES: THEIR READINESS FOR LICENSURE EXAMINATION FOR TEACHERS

BACHELOR OF SECONDARY EDUCATION – PHYSICAL SCIENCE MAJOR COMPETENCIES: THEIR READINESS FOR LICENSURE
EXAMINATION FOR TEACHERS
BATCH 2014-2015

By:

ABONG, RJAY
ARONALES, RANDY
CONIENDO, RYAN JAMES
GEROSO, MA. JANET
LOBATON, GRETCHEN
OFQUERIA, MARY GRACE
ROSOS, DEVINE GRACE

TEACHER EDUCATION DEPARTMENT
2015
Abstract
This study was conducted to determine the competence of in major subjects of Bachelor of Secondary Education major in Physical Science graduates batch 2014-2015. The study utilized the descriptive survey method using a self- made questionnaire. The respondents were the Bachelor of Secondary Education major in Physical Sciences batch 2014-2015. Mean, frequency and percentage were the statistical tools used. Result showed that the level of competence of the respondents was average with the mean of 24.4221. Their level of competence in Chemistry was average based from the calculated mean of 8.0526, in Physics was average with a mean of 8.1579 and in Earth and Space was also average with a mean of 5.7368. Their mastered competency is 24 (48% of the 50-item test with 26 (52%)of it is not is 10 out of 15 items (67%)and only 5 is not mastered, while only 7 (35%) of the 20 items in Physics is mastered and 13 is not, and only 4 (33%) of 12 items in Earth and Space is the mastered competency and 8 is not mastered. The most mastered competency is "Give uses of materials based on their properties" in the subject Matter: its composition and its properties of Chemistry with 18 correct response out of 19. The most not mastered competency was "Give the applications of radioactive elements in medicine, industry and environment" in Nuclear Processes subject also in Chemistry where none answered correctly.

Background of the Study
The passing rates of the Licensure Examination for Teachers (LET) of the Teachers Education Department- Northern Negros State College of Science and Technology (NONESCOST) for the past years were relatively low. Based on the data issued by the Professional Regulation Commission (PRC), Northern Negros State College of Science and Technology was found to have records below the national passing rate since 2008 up to 2014. In addition, finduniversity.ph released Rankings of the performance of schools in the LET Board Exam last January 2015 and it showed that NONESCOST average passing rate was only 49% (first timers) and it was ranked 56 out of 125 Colleges and Universities in Western Visayas and ranked 663 out of 1715 Colleges and Universities in the Philippines. And NONESCOST was far behind the State Colleges and Universities (SUC) in the whole Negros.
One major factor that affects the performance of the School in the LET is the Level of competency in the major subjects of their graduates. Based on Seila Mae Estrada, a BSBio graduate of NONESCOST A.Y. 2012-2013 and August 2014 LET taker, most of them failed in the board exam because they've got low in the Professional Education even though they've performed well in their Major or Specialization which is Biology. In contrast, according to her teacher education friends who also took August 2014 LET Board Exam, they've got high scores in their Professional Education but still many of them failed because most of them got low scores in the Major or Specialization. In addition, according to Jason de la Fuente, the former SSC President of NONESCOST A.Y. 2011-2012 and 2013-2014 and also an August 2014 LET Board Exam taker, he failed because of the major subjects wherein he has very low score or low rating because according to him, it is difficult.
Major or Specialization is 40% of the distribution of percentage in order to pass the board. So once you've got low in this area, definitely you will fail. So the big question is "why?" Why do they found their major or specialization hard or difficult? Is it not taught in school? Or they just didn't master the competencies? WHY?
The goal of this research is to know the level of competence in major subjects of NONESCOST BSEd Physical Science graduates batch 2014-2015. Through this we will know how competent are the Teacher Education graduates produced by NONESCOST in terms of major subjects. And we will be able to identify what competencies they are good, only average and poor so that the school can provide appropriate help and remediation to those graduates who will take board exam and for the BSEd students taking up Physical Science major. Their level of competence will also reflect on our curriculum if it is aligned or articulated with the competencies tested by PRC in the LET.
Statement of the Problem
This study aims to determine the level of competence in major subjects of the Bachelor of Secondary Education major in Physical Science graduates. Specifically, this study will seek answers to the following questions:
What is the level of competence of Bachelor of Secondary Education major in Physical Science graduates batch 2014-2015 in the major subjects as a whole or when these major subjects are grouped as;
Chemistry
Physics
Earth and Space
2. What are the Mastered Competencies of the BSEd Physical Science graduates batch 2014-2015 as a whole or when these major subjects are grouped as;
2.1 Chemistry
2.2 Physics
2.3 Earth and Space

Conceptual Framework
The major concept of this study is focused on determining the level of competence in the major subjects of the Bachelor of Secondary Education major in Physical Sciences graduates' batch 2014-2015 of Northern Negros State College of Science and Technology.
Figure 1; shows the relationship of input variable which is analyzing the results of the past Licensure Examination for Teachers (LET) ratings which shows that it is relatively low for the past years, specifically from April 2008-August 2014, and the interviews conducted to the past Licensure Examination for Teachers (LET) takers. While in the process it contains gathering of items, validating those items by the experts, conducting dry run to try out the test questionnaire, checking and item analysis including item revision, then conducting the standardized test to actual respondents, data gathering and data interpretation. And in output variable contains the level of competence of the Bachelor of Secondary Education major in Physical Sciences graduates' batch 2014-2015 based on their scores in the test conducted and the Mastered Competencies of the respondents.

Gather itemsValidate the gathered itemsConduct Dry Run TestItem AnalysisItem RevisionConduct standardized test to actual respondentsData Gathering Data AnalysisData Interpretation Identify the level of competence of the BSEd graduates' based on their scores in the test conductedIdentify the MASTERED Competencies of the respondents Analyze the results of the past LET ratings Interview previous LET takers
Gather items
Validate the gathered items
Conduct Dry Run Test
Item Analysis
Item Revision
Conduct standardized test to actual respondents
Data Gathering
Data Analysis
Data Interpretation

Identify the level of competence of the BSEd graduates' based on their scores in the test conducted
Identify the MASTERED Competencies of the respondents

Analyze the results of the past LET ratings
Interview previous LET takers

Figure 1
A Schematic Diagram Showing the Conceptual Framework of the Study
Significance of the Study
The result of the study will be beneficial to the following:
LET Reviewees. Their score will reflect on what are their level of competency and on how ready they are in the board exam. They can identify on what competencies they are poor through their wrong answers and they give focus on that competency so that they can improve it.
Teachers. The result of this study will also reflect on the teacher on how competent are the graduate that they produce. On the effectiveness of their teaching and on what competencies that their graduates do not master so that they can give focus on it and give remediation for the Physical Science students so that when they graduate they will already competent on the competencies that the present graduate are poor.
Students. The researchers believe that the result of this study will help students improve or enhance their competence in the major subjects that can help them pass the Licensure Examination for Teachers (LET).
School Administrators. The result of this study will help them select an appropriate assistance that they can provide to the Teacher Education Department that would increase the level of competence of the Bachelor of
Secondary Education graduates who are taking their In-house LET Review and to the present Physical Science students.
Researchers. The data and information gathered in this study will serve other researchers basis or resources for their conduct of study.
Methodology
Research Design
This study determined the level of competence of Bachelor of Secondary Education major in Physical Science graduates' batch 2014-2015. The descriptive method was used in this study.
In descriptive method, Calmorin (1994) as cited by Bagayan (2006) wrote the study focuses on the present condition. The purpose is to find new truth, which may come in different forms such as increased quantity of knowledge, a new generalization, or increased insights into factors, which are operating, the discovery of a new casual relationship, a more accurate formulation of the problem to be solved and many others.
Locale of the Study
This study was conducted at Northern Negros State College of Science and Technology (NONESCOST), Teacher Education Department, Sagay City, Negros Occidental.
Respondents of the Study
The respondents of the study were the Bachelor of Secondary Education Major in Physical Science graduates of TED-NONESCOST batch 2014-2015.
Data Gathering Instrument
To measure the level of competence in the major subjects of the Bachelor of Secondary Education major in Physical Science graduates batch 2014-2015, the researchers used the standardized test questionnaire that has been validated by a panel of experts to evaluate each of the items in the test, whether or not the test measures what it intends to measure. Here is the process on how the researchers formulated the research instrument:
Gather items. The researchers gathered 75 items test in Physical Science from the books, LET Reviewers that is based on NCBTS and Table of Specifications and the internet. We assured that each of the items is aligned with the NCBTS-Based TOS for LET in Physical Science. Bloom's Taxonomy and Guidelines for Constructing Multiple Choice Items was considered in this process. Table of Specifications was also constructed considering the weights of each cluster, subjects, and competencies.
Validation and Validity. The gathered items were subjected to content and face validation by experts which are the Science Major Teachers, Test Construction Expert, and Statistician.
Science Major Teachers. For Chemistry, the Teachers who validated the test were; Ma. Josefa Facultad, Chemistry Professor of TED-NONESCOST, Prof. Jessa Lobaton and Engr. Danny Santillan, both Chemistry Teacher of CAS-NONESCOST. For Physics we have; Dr. Jessie R. Orpilla, Physics Professor of TED-NONESCOST, and Nestor Arosa Jr., Physics Teacher of SNHS-Gen. Luna Extension. And for Earth & Space including also the INTODUCTION-Nature of Science items, it was validated by Prof. Florly M. Callojellas, Earth & Space and Fundamental of Science Teacher of TED-NONESCOST, and Prof. Aubrey A. Diamante, Earth & Space and General Science Teacher of CAS-NONESCOST.
Test Construction Expert. The face validation of the test was validated by Marilu S. Badolon, MA. Ed, Supervisor of DepEd-Sagay.
Statistician. The test was consulted to Dr. Zaldy O. Dequito and Russel Bustamante of Research and Development Department and they have agreed it since it was based on Table of Specifications Prototype that exactly divided the weight of each competency on the test and target items was considered.
Try-out Phase. The test was conducted to Bachelor of Secondary Education major in Physical Sciences students of Carlos Hilado Memorial State College-Talisay batch 2014-2015 as the dry-run respondents on March 17, 2015 at the said school. We also got Prospectus of BSEd Physical Science to prove that our dry run respondents are similarly circumstance with our actual respondents.
Item Analysis Phase
Check Test Papers
Determine Frequency of Correct Responses (NUT Form C)
Record Test Results in NUT-Form B (Test Results-Raw Scores, MPS)
Accomplish NUT-Form D (Item Analysis)
The result of Item Analysis showed, 27 items were retained, 31 items were retained but alternatives needs revision and 18 items were rejected out of 75 item tests constructed.
Item Revision Phase. The researchers revised the items that need revision. Specifically only the alternatives that are not plausible are revised.
Validation of Final Draft. The revised items are again validated by the experts and this time only the Science major teachers. Prof. Ma. Josefa L. Facultad for Chemistry, Dr. Jessie R. Orpilla for Physics, and Prof. Florly M. Callojellas for Earth & Space and Nature of Science items. And we have come up with the final draft of 50-item test.
Reliability. It is the over-all consistency of a measure. In this study the reliability of the test was determined by using the Kuder-Richardson Formula 21 (KR-21). KR-21 is a measure of internal consistency reliability for measures with dichotomous choices. The reliability was calculated in the online website easycalculation.com using Kuder-Richardson Formula 21 Calculation for Test Reliability and we come with 0.920 reliability coefficient. It is interpreted as excellent reliability at the level of the best standardized tests based on the Table of Reliability and Interpretation.
Data Gathering Procedure
The data were gathered by the following procedure:
Administering the Final Test. The researchers have conducted the test to actual respondents on July 15, 2015 at NONESCOST TLE Room. This was to measure their level of competence and mastery of competencies.
Checking of Papers.
Recording Test Results.
Getting the Mean and MPS.
Determining Frequency of Correct Responses.
Identifying the mastered competencies by ranking the Frequency of Correct Responses in each cluster and subjects.
Data Analysis
To provide the precise and objective presentation, analysis and interpretation of the qualitative and quantitative information of the study, the following statistical tools were used in analyzing the data-gathered. The statistical tools that used for the statement of the problem number 1 was Mean and percentage or MPS, while in the statement of the problem number 2 was Frequency count.
Presentation, Analysis and Interpretation
Table 1
Level of Competence in the Major Subjects of the Bachelor
of Secondary Education major in Physical Sciences Graduates
Batch 2014-2015 as a whole

N
Minimum
Maximum
Mean
Interpretation
Level of Competence as a whole
19
19.00
31.00
24.4211
Average

Table 2
Level of Competence in Chemistry of the Bachelor
Batch 2014-2015
Cluster
No. of items
Mean
Verbal Description

Chemistry

15

8.0526

AVERAGE

Table 3
Level of Competence in Physics of the Bachelor
Batch 2014-2015
Cluster
No. of items
Mean
Verbal Description

Physics

20

8.1579

AVERAGE

Table 4
Level of Competence in Earth and Space of the Bachelor
Batch 2014-2015
Cluster
No. of items
Mean
Verbal Description

Earth and Space

12

5.7368

AVERAGE

These average means in the three clusters under Physical Sciences support the overall competence in major subjects or specialization of the respondents which is average.
These findings could reflect that there is a need to focus in all major subjects in the specialization of Physical Sciences since the competence of the graduates in all major subjects is only average.

Table 5
Mastery of Competencies in Major Subject of the Bachelor
Of Secondary Education major in Physical Science Graduates
Batch 2014-2015 as a whole
Item
Number
Competency
Frequency
Of Correct
Responses
Verbal
Description
1
Distinguish between qualitative and quantitative observations on objects or phenomena.
13
Average
2
Apply a schema for classification.
15
Mastered
3
Identify the hypothesis that underlies an experimental design.
15
Mastered
4
Give uses of materials based on their properties.
18
Mastered
5
Perform calculations involving mass number, atomic number, number of protons, electrons, and neutrons.
15
Mastered
6
Differentiate the three types of chemical bonding: ionic, covalent and metallic bonds.
14
Mastered
7
Determine the type of chemical reaction (i.e. combustion, neutralization, oxidation-reduction, single and double replacement, analysis and synthesis) shown in a given situation.
1
NOT
Mastered
8
Solve stoichiometric problems based on the mass relationships in chemical reactions.
5
NOT
Mastered
9
Compare the properties of gases, liquids, and solids in terms of the kinetic molecular theory.
11
Average
10
Solve quantitative problems based on the combined and ideal gas law.
11
Average
11
Compare properties of acids and bases
16
Mastered
12
Express solutions concentration in percent by mass, mole fraction, molarity, and normality.
13
Average
13
Give some uses of colloids in food preparation, industry and in pharmaceuticals products.
16
Mastered
14
Differentiate exothermic and endothermic reactions.
13
Average
15
Determine which factor affects the rate of a given reaction.
12
Average
16
Classify simple organic compounds based on their formulas and properties.
7
Average
17
Compare the properties of organic compounds and inorganic compounds.
2
NOT
Mastered
18
Give applications of radioactive elements in medicine, industry and environment.
0
NOT
Mastered
19
Analyze resultant vectors quantities.
8
Average
20
Analyze quantitatively the motion of the objects and the force acting on them.
10
Average
21
Relate work, power, and energy.
14
Mastered
22
Use Newton's Laws of Motion to explain everyday phenomena.
13
Average
23
Apply conservation of energy on physical problems involving moving objects.
5
NOT
Mastered
24
Determine the current, potential difference and resistance in a series and parallel circuits.
15
Mastered
25
Relate current, voltage and resistance.
12
Average
26
Analyze energy transformations and transfer that occur in a system in terms of the law of Conservation of Energy
13
Average
27
Solve problems involving electricity and magnetism.
4
NOT
Mastered
28
Apply the different laws on electricity and magnetism.
6
NOT
Mastered
29
Characterize the electronic tools and components used in common household appliances.
3
NOT
Mastered
30
Solve for heat required/released for a system to a change from one state to another.
6
NOT
Mastered
31
Apply thermodynamics principles in refrigeration, air conditioning, and environmental phenomena.
4
NOT
Mastered
32
Compare fusion and fission as processes of energy production.
15
Mastered
33
Select situations where Einstein Law of Relativity is applied.
4
NOT
Mastered
34
Given a physical situations involving relativistic motion, apply Lorentz velocity transformation.
1
NOT
Mastered
35
Apply the properties of wave interference, reaction, reflection and diffraction.
8
Average
36
Relate dispersion to the color separation of light as it travels through the prism at non-normal incidence.
8
Average
37
Identify the different types of polarization and the different methods of polarizing light.
3
NOT
Mastered
38
Differentiate a converging lens from diverging lens.
9
Average
39
Characterize the different layers of the earth's interior and the processes that occur in each layer.
3
NOT
Mastered
40
Describe the different movements of the earth and it's relation to the occurrences of the different phenomena.
7
Average
41
Give ways how volcanism and diastrophism can be helpful and detrimental to people.
8
Average
42
Identify the processes in the hydrologic cycle and their effects on the environment.
4
NOT
Mastered
43
Infer how bodies of water are interrelated.
7
Average
44
Differentiate the types of weather disturbances.
9
Average
45
Characterize the different layers of earth's atmosphere and how these affect life on earth.
14
Mastered
46
Characterize the different layers of earth's atmosphere and how these affect life on earth.
14
Mastered
47
Analyze how earth is affected by other bodies in space.
17
Mastered
48
Evaluate the impact of space exploration on humans, animals, plants and the physical environment.
6
NOT
Mastered
49
Analyze how the quality of the environment and the quantity of the earth's resources are affected by the growing population.
14
Mastered
50
Examine how human activities contribute to and help conserve resources for the present and the future generations (sustainability)
5
NOT
Mastered

This table showed that out of 50 items, only fourteen (14) competencies are mastered by the respondents (28%), nineteen (19) of it is averagely mastered (38%), and seventeen (17) has poor mastery or is NOT mastered (34%).
Table 6
Mastery of the Competencies in Chemistry of the Bachelor
Of Secondary Education major in Physical Science
Graduates Batch 2014-2015
Rank
Competency
Correct
Response
Verbal
Description
1
Give uses of materials based on their properties.
18
Mastered
2
Compare properties of acids and bases.
16
Mastered
2
Give some uses of colloids in food preparation, industry and in pharmaceuticals products.
16
Mastered
3
Perform calculations involving mass number, atomic number, number of protons, electrons, and neutrons.
15
Mastered
4
Differentiate the three types of chemical bonding: ionic, covalent and metallic bonds.
14
Mastered
5
Express solutions concentration in percent by mass, mole fraction, molarity, and normality.
13
Average

5
Differentiate exothermic and endothermic reactions.
13
Average
6
Determine which factor affects the rate of a given reaction.
12
Average
7
Compare the properties of gases, liquids, and solids in terms of the kinetic molecular theory.
11
Average
7
Solve quantitative problems based on the combined and ideal gas law.
11
Average
8
Classify simple organic compounds based on their formulas and properties.
7
Average
9
5
NOT
Mastered
10
2
NOT
Mastered
11
Determine the type of chemical reaction (i.e. combustion, neutralization, oxidation-reduction, single and double replacement, analysis and synthesis) shown in a given situation.
1
NOT
Mastered
12
Give the applications of radioactive elements in medicine, industry and environment.
0
NOT
Mastered
Mean of Frequency of Correct Responses:
10.2
Average
Mastery

There is an average mastery of the competencies in Chemistry as indicated by 10.27 and it is a bit higher than the overall mean of mastery of competencies which could mean that the respondents have little mastery of competencies in Chemistry than the other two clusters.
Of the 15 competencies in Chemistry, five (5) is mastered, six (6) is averagely mastered, and only four (4) is NOT mastered. Eighteen (18) is the highest frequency of correct responses and zero (0) is the lowest which means it is in the Chemistry where the "most Mastered" and the "most not mastered" competency can be found.
Table 7
Mastery of the Competencies in Physics of the Bachelor
Of Secondary Education major in Physical Science
Rank
Competency
Correct
Response
Verbal
Description
1
Determine the current, potential difference and resistance in a series and parallel circuits.
15
Mastered
1
Compare fusion and fission as processes of energy production.
15
Mastered
2
Relate work, power, and energy.
14
Mastered
3
Use Newton's laws of motion to explain in everyday phenomena
13
Average
3
Analyze energy transformations and transfer that occur in a system in terms of the law of conservation of energy.
13
Average
4
Relate current, voltage and resistance.
12
Average

5
Analyze quantitatively the motion of the objects and force acting on them.
10
Average
6
Differentiate a converging lens from diverging lens.
9
Average
7
Analyze resultant vectors quantities.
8
Average
7
Apply the properties of wave interference, reaction, reflection and diffraction.
8
Average
7
Relate dispersion to the color separation of light as it travels through the prism at non-normal incidence.
8
Average
8
Apply the different laws on electricity and magnetism
6
NOT
Mastered
8
6
NOT
Mastered
9
Apply conservation of energy on physical problems involving moving objects
5
NOT
Mastered
10
Solve problems involving electricity and magnetism.
4
NOT
Mastered
10
Apply thermodynamic principles in refrigeration, air conditioning, and environmental phenomena.
4
NOT
Mastered
10
Select situations where Einstein Law of Relativity is applied
4
NOT
Mastered
11
Identify the different types of polarization and the different methods of polarizing light.
3
NOT
Mastered
11
3
NOT
Mastered
12
1
NOT
Mastered
8.05
Average
Mastery

This data reveals that most of the competencies in Physics are NOT mastered by the respondents. Of the twenty competencies tested, only three (3) is mastered, eight (8) of it is averagely mastered, and nine (9) is not mastered. It is very alarming because NOT Mastered competencies is thirty percent (30%) higher than the mastered competencies.
This is also supported by the mean of frequency of correct responses of 8.05 which is Average Mastery and is lower than the overall mean of the mastery of competencies. It could be concluded that the Physics has pulled the mean of overall mastery of competencies.

Table 8
Mastery of the Competencies in Earth and Space of the
Bachelor of Secondary Education major in Physical Science
Rank
Competency
Correct
Response
Verbal
Description
1
Analyze how earth is affected by other bodies in space.
17
Mastered
2
Characterize the different layers of earth's atmosphere and how these affect life on earth
14
Mastered
2
Analyze how the quality of the environment and the quantity of the earth's resources are affected by the growing population
14
Mastered
3
Differentiate the types of weather disturbances
9
Average
4
Give ways how volcanism and diastrophism can be helpful and detrimental to people.
8
Average
5
Describe the different movements of the earth and it's relation to the occurrences of the different phenomena.
7
Average

5
Infer how bodies of water are interrelated.
7
Average
6
6
NOT
Mastered
7
5
NOT
Mastered
8
Identify the processes in the hydrologic cycle and their effects on the environment.
4
NOT
Mastered
9
Characterize the different layers of the earth's interior and the processes that occur in each layer.
3
NOT
Mastered
9
Average
Mastery

The mean of frequency of correct response is 9 which is interpreted as average mastery and is almost the same as the mean of overall mastery of competencies.
Table 9
The NOT Mastered Competencies of the BSEd Physical Science Graduates batch 2014-2015 and its Subject
Rank
Cluster/Subject/Competency
Correct
1
CHEMISTRY/Nuclear Processes
Give the applications of radioactive elements in medicine, industry and environment.
0
2
CHEMISTRY/Conservation of Matter and Stoichiometry
Determine the type of chemical reaction (i.e. combustion, neutralization, oxidation-reaction, single and double replacement, and synthesis) shown in a given situation.
1
2
PHYSICS/Modern Physics
1
3
CHEMISTRY/Organic and Biochemistry
2
4
PHYSICS/Electricity, Magnetism and Electronics
3
4
PHYSICS/Light and Geometric Optics
Identify the different types of polarization and the different methods of polarizing light
3
4
EARTH & SPACE/Geology
Characterize the different layers of the Earth's interior and the processes that occur in each layer
3
5
PHYSICS/Thermodynamics
Apply thermodynamic principles in refrigeration, air conditioning, and environmental phenomena.
4
5
PHYSICS/Electricity, Magnetism and Electronics
Solve problems involving electricity and magnetism
4
5
PHYSICS/Modern Physics
Select situations where Einstein Law of Relativity is applied.
4
5
EARTH & SPACE/Hydrology
Identify the processes in the hydrologic cycle and their effects on the environment
4
6
CHEMISTRY/Conservation of Matter and Stoichiometry
5
6
PHYSICS/Mechanics
Apply conservation of energy on physical problems involving moving objects
5
6
EARTH & SPACE/Environment
5
7
PHYSICS/Mechanics
Apply the different laws on electricity and magnetism
6
7
PHYSICS/Thermodynamics
6
7
EARTH & SPACE/Astronomy
6

These competencies are the reason of why the NONESCOST LET takers found their major or specialization hard or difficult which hinders them to pass the board. Since it is already identified in what subjects they can be found, the school must provide remedy for this problem of NOT mastering the competencies of these subjects so that the level of competence in the major subjects or specialization of the BSEd Physical Science graduates will improve and increase and will not settle only in the average.
Conclusion
The Bachelor of Secondary Education major in Physical Science graduates batch 2014-2015 has only average competence in the major subjects. This is one of the reasons why NONESCOST doesn't perform well in the LET because it only produced average competent graduates in their specialization which is 40% in the licensure examination.
Recommendations
The school must give more focus on the major subjects of Physical Sciences in order to improve and increase this average competence for the school to produce highly competent and qualified graduates.
The school must also improve this average mastery of the competencies in the specialization of Physical Sciences by giving remediation to the NOT mastered competencies, reinforcement to the average mastered competencies, and enrichment to the mastered competencies so that the mastery of the competencies will increase and competence in major subjects of the graduates will also increase.
Conduct similar studies providing more test items specifically 150-item test to become more LET-Liked Test and to better identify competencies and subjects that have poor mastery.
References
Bautista, Allen U., "Predictive Influence of the School
Related Variables on the Performance of the Teacher
Education Graduates in the Licensure Examination
For Teachers," The SUCTEA Journal, Volume 4, No. 1
(February 2013), pp. 46-59

Certification of Performance of Schools in the Licensure
Examination for TEACHERS or LET, for Northern Negros
State College of Science and Technology, Professional
Regulation Commission, Iloilo City, May 10, 2013 and
March 7, 2014

De Guzman-Santos, Rosita, Ph. D., Guidelines for
Constructing Multiple Choice Items, Assessment of
Learning 1, (ed) by Roberto N. Padua, Ph. D., 2007,
PP. 42-46

January 2014 L.E.T. – Secondary Level Performance of
Schools in Alphabetical Order,
http://www.Prcboardresult.blogspot.com

Navarro and Santos, Table of Specifications Prototype,
Assessment of Learning Outcomes (Assessment 1), 2012,
p. 50

NCBTS-Based Table of Specifications for LET, 2010, pp. iv-
Viii, 61-67

PRCboardnews.com, http://www.prc.gov.ph

BACHELOR OF SECONDARY EDUCATION – PHYSICAL SCIENCE MAJOR COMPETENCIES: THEIR READINESS FOR LICENSURE EXAMINATION FOR TEACHERS

Recommend Documents