Impact Of In-House Review Programs on the Licensure Examination Readiness of Pre-Service Teachers

Abstract

Purpose: This study evaluated the effectiveness of the in-house review program in improving the Licensure Examination for Teachers (LET) readiness of pre-service teachers at Tawi-Tawi Regional Agricultural College (TRAC). Methodology: A one-group pretest-posttest quasi-experimental design was used. Data were collected from 27 pre-service teachers using a standardized LET pre-board examination as both pretest and posttest. Descriptive statistics and the paired samples t-test were employed to analyze the data. Findings: Results showed an increase in mean scores from 45.90% (pretest) to 65.98% (posttest), indicating modest improvement across most subject areas. However, statistical analysis revealed no significant difference between pretest and posttest scores (p = 0.42 > 0.05). The greatest gains were observed in Filipino, English, and Mathematics, while Science showed minimal improvement. Practical Value: The program provided structured review support and identified specific subject areas needing more focus. The findings serve as baseline data to refine future review strategies, especially for institutions in low-performing regions like BARMM, where pass rates remain a concern.