COMPARATIVE ANALYSIS OF LET PASSERS BETWEEN REVIEW CENTER FROM SELF REVIEW OF BEED

Abstract

This study examines the effectiveness of review centers compared to self-review for aspiring LET passers. Taking the Licensure Examination for Teachers (LET) assesses an individual’s skills regardless of the chosen review method. Future LET takers must carefully weigh the advantages and disadvantages of both approaches. This research aims to provide insights into how these review methods impact exam preparation, performance, and overall readiness. A correlation design was used in this quantitative-qualitative study. Data were collected through survey questionnaires from 30 BEED alumni of Bestlink College of the Philippines. Statistical tools such as Frequency and Percentage, Weighted Mean, and T-test were applied to analyze the relationship between review centers and self-review concerning social, emotional, and mental aspects. Review center attendees found social interaction beneficial for focus and performance (M = 4.13, Agree), while workload and exam expectations had minimal effects on mental health (M = 3.73, Agree). Stress and anxiety management were rated neutral (M = 3.00). Self-review participants showed neutral confidence in collaborative studying (M = 3.4), a neutral impact of workload and expectations on mental health (M = 2.93), and a neutral experience of stress and anxiety during LET preparation (M = 2.6). Grounded in Bandura’s self-efficacy theory, this study highlights the role of confidence in LET preparation. Students with higher self-efficacy tend to navigate challenges effectively, collaborate well, and maintain a positive mindset. The findings suggest that self-efficacy is a key factor in determining study commitment and success in the LET.