Academic Support Services and Review Program Initiatives on Students’ Preparedness for Licensure Examination

Eric H. Heretape, MAED.1 & James L. Paglinawan, PhD.2
1Associate Dean School of Education, Philippine College Foundation, Philippines
2Professor, College of Teacher Education, Central, Mindanao University, Philippines
DOI – http://doi.org/10.37502/IJSMR.2024.71117

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Abstract

This research investigates academic support services and review program initiatives in enhancing the preparedness of Bachelor of Elementary Education (BEED) graduates at the Philippine College Foundation for the Licensure Examination for Teachers (LET). Given the critical role of the LET in assessing teaching competency, this study addresses the perceived inadequacies in current academic support mechanisms, including tutoring, mentoring, and review programs. Employing a quantitative descriptive-correlational approach, data were collected from 100 recent BEED graduates using an online survey. The findings reveal that participants rated academic support services positively, with high mean scores indicating strong agreement on their effectiveness in improving exam preparedness. Specifically, mentoring and structured review sessions were highlighted as particularly beneficial. Additionally, the study found a significant relationship between students’ participation in review initiatives and their self-reported preparedness levels. The results suggest that while BEED graduates recognize the value of academic support services, there remains a need for enhanced accessibility and designed programs to meet diverse student needs. This research contributes to the existing literature by providing insights into how structured academic support can be optimized to improve licensure examination outcomes, ultimately promoting greater success among future educators.

Keywords: Support services, Review program initiatives, Licensure examination

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