The LET Passing Rates of Teacher Education Graduates from Western Leyte College, Ormoc City (2018–2023)

Ma Erenita V. Bahian, Sabina B. Con-ui and Filipina L. Pagaran
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Ma Erenita V. Bahian: Western Leyte College of Ormoc, Ormoc City
Sabina B. Con-ui: Western Leyte College of Ormoc, Ormoc City
Filipina L. Pagaran: Western Leyte College of Ormoc, Ormoc City

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 3s, 6389-6398

Abstract: This study looked at the Licensure Examination for Teachers (LET) passing rates of Western Leyte College teacher education graduates in Ormoc City, Philippines, between 2018 and 2023. The study employed a descriptive-comparative research design, focusing on 192 passers, comprising both first-time takers and repeaters, selected through purposive sampling. Secondary data came from the Office of the Teacher Education Department. Data was analyzed using SPSS and applied descriptive statistics, t-tests, ANOVA, and effect size measures to examine trends, program differences, and scores across exam components. Overall, the results were satisfactory, with 2021 having the highest passing rate. While graduates of the Bachelor of Elementary Education (BEED) program showed a declining tendency after this peak. Significant variations in passing rates were found between years, with 2022 performance significantly outperforming that of 2018. Comparatively, BSED graduates consistently outperformed their BEED counterparts. Performance varied by exam component within the BSED group, with General Education scores outperforming those in Professional Education and Specialization levels. However, no significant variations in the BEED graduates’ scores were found. The findings demonstrated that a solid knowledge base and efficient program techniques are critical for LET success. These performance patterns appear to have been influenced by several factors, including the relevance of the curriculum, institutional support, and external issues, notably the COVID-19 pandemic. The study suggests particular measures, such as improved specialized training, faculty development initiatives, and thorough evaluation procedures, to close the gaps and improve the preparedness of future educators.

Date: 2025
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