APTITUDE, ACADEMIC PERFORMANCE, AND PRE-BOARD EXAMINATION RESULTS ASPREDICTORS OF LET OUTCOMES AMONG SPUP TEACHER EDUCATION GRADUATES

ABSTRACT

This study examined the relationship among aptitude level, academic performance, pre-board examination results, and Licensure Examination for Teachers (LET) outcomes among 24 graduates of the Teacher Education Program of St. Paul University Philippines (SPUP) for the 2024 LET. Using a descriptive-correlational research design, data were gathered through institutional records, including Scholastic Aptitude Test for Adults (SATA) scores, Grade Weighted Averages (GWA), pre-board results, and PRC-issued LET ratings. The findings revealed that most participants had poor aptitude levels but attained very satisfactory academic performance. Their preboard scores were below the LET passing mark, while their LET results showed satisfactory performance across General and Professional Education components. Correlation analysis indicated a significant positive relationship between aptitude level and LET performance, while academic performance showed a significant but negative correlation. Pre-board examination results, however, had no significant relationship with LET performance. Regression analysis revealed that aptitude, academic performance, and pre-board results did not significantly predict LET outcomes when considered jointly. These results suggest that while aptitude contributes meaningfully to LET success, academic grades and pre-board results may not be sufficient predictors in isolation. The study highlights the importance of strengthening aptitude development and comprehensive academic preparation to enhance licensure outcomes.

Keywords: aptitude, academic performance, pre-board examination, licensure examination for teachers, teacher education graduates
https://doi.org/10.57180/qdlt3907