Predictors of Performance in the Professional Regulation Board Examination of Southern Luzon State University Graduates from SY 2010-2011 to SY 2014-2015

Abstract

This study aimed to determine the predictors of performance in the Licensure Examination of SLSU graduates from SY 2010-2015. Specifically, this sought to find out if socio-demographic profiles, college entrance examination results, and academic performances are the predictors of performance in the board examination. This study was a descriptive, correlational, and within-site study. The respondents were three thousand five hundred forty-nine (3549) graduates from SY 2010 –2015 from the different licensure regulated courses of the Southern Luzon State University. To address the research question, students’ demographic data, GWA of their academic performance and licensure examination results were analyzed and subjected to statistical interpretation. For triangulation purposes, a questionnaire was administered to elicit responses on predictors for licensure passing of SLSU graduates. Results of the study revealed that majority of the SLSU students graduated from public schools; considered Accountancy as their first choice; belonged to low income families and were mostly females. The college entrance examination results showed that majority of the graduates have average verbal comprehension, verbal reasoning, figural reasoning, and quantitative reasoning. The level of academic performance of graduates who passed the board exam is average based from their GWA. Majority of SLSU graduates passed the PRC licensure regulated courses. Moreover, socio-demographic profiles were not predictors of passing the board examination. However, there is a weak positive relationship between the performance in the licensure examination and the college entrance examination results, and there is a moderate negative relationship between the performance in the licensure examination and the academic performance. It is recommended that SLSU should develop or acquire new testing instruments appropriate for the grade level for every college program which is aligned to K-12; strengthen the ties between DepEd (private and public) secondary schools through consistent feed backing of the list of students who passed the university admission test and board examination; enhance the reliability and validity of screening procedures in the selection process of the student applicants; intensify the curriculum and instruction of every college through continued review and updating in consonance with the changes set by CHED; allow each college to set its own selective admission standards relative to the passing standard set for entrance examination; and continue acknowledging the college who has best practices and share it with other colleges.