Course Audit and Licensure Examination Performance of the Graduates of Bachelor of Early Childhood Education (Beced) Of Cagayan State University – Andrews Campus, Philippines

Abstract

This study examined the Course Audit and Licensure Examination for Professional Teachers (LEPT) performance of Bachelor of Early Childhood Education (BECEd) graduates of Cagayan State University–Andrews Campus and determined the relationship between the two variables. Using a descriptive-correlational research design, the study analyzed documentary data from 82 BECEd graduates who took the LEPT during the covered years. Data were obtained from institutional Course Audit records and official Professional Regulation Commission results. Mean and standard deviation were used to summarize performance in General Education, Professional Education, and overall scores, while Pearson’s Product–Moment Correlation Coefficient was used to test the relationship between Course Audit and LEPT performance. Findings from this study demonstrate satisfactory performance for the graduate participants across both assessments (Course Audit and LEPT) overall, indicated by the following average scores: (a) Course Audit: General Education - 78.5, Professional Education - 78.7; Overall Course Audit - 79.4; and (b) LEPT: General Education - 83.1; Professional Education - 78.8; Overall LEPT - 80.6. As a result, the graduate participants performed better in General Education than in Professional Education on both assessments indicating support for the need to strengthen their pedagogical preparation and/or methodology. Additionally, there was evidence of moderate positive statistically significant correlation (r = 0.489; p < .001) between Overall Course Audit and Overall LEPT, indicating that high scores on the Course Audit were positively correlated with higher scores on the licensure examination. Consequently, it can be concluded that Course Audit can be used as an internal indicator of licensure readiness and underscores the importance to continue monitoring the curriculum over time, enhance the Professional Education component of teacher preparation programs, and provide targeted academic support to the graduates.