PERCEPTION OF FOURTH YEAR BACHELOR OF SCIENCE IN

INDUSTRIAL EDUCATION STUDENTS OF BATANGAS

STATE UNIVERSITY BALAYAN ON THE SHIFTING
OF ACADEMIC CALENDAR: AN ANALYSIS

A Thesis
Presented to
The Faculty of the College of Teacher Education
BATANGAS STATE UNIVERSITY BALAYAN
Balayan, Batangas

In Partial Fulfillment
of the Requirements for the Degree of
Bachelor of Science in Industrial Education
Major in Industrial Arts

Kimberly U. Calzado
Princess Ruth S. Esteron
Rhealyn B. Lopez
Jinky P. Mendoza

Ma. Precious B. Bancoro

Thesis Adviser
 EXECUTIVE SUMMARY

Title : Perception of Fourth Year Bachelor of

Science in Industrial Education Students of
BatStateU Balayan on the Shifting of
Academic Calendar: An Analysis

Researchers : Kimberly U. Calzado

Princess Ruth S. Esteron
Rhealyn B. Lopez
Jinky P. Mendoza

No. of Pages : 61

Degree : Bachelor of Science in Industrial Education

Major in Industrial Arts

Type of Document : Undergraduate Thesis

Name and Address of

Institution : BATANGAS STATE UNIVERSITY BALAYAN
Caloocan, Balayan, Batangas

Year : 2018

Adviser : Ms. Ma. Precious Joy B. Bancoro

Summary

This study was conducted to determine the perception of fourth year BSIED

students of BatStateU Balayan on the shifting of academic calendar in terms of

three different areas such as students’ practice-teaching, securing of requirements

for Licensure Examination for Teachers and length of review time for the

Licensure Examination for Teachers. This study used a descriptive type of

research method with the self-constructed questionnaire as the main tool for
gathering data. Triangulation method was also done for deeper understanding of

the respondents’ perceptions on the statements in the questionnaire. Raosoft

sample size calculator was used to determine the sample size of the respondents

which is eighty-nine (89) respondents who are the student-teachers that undergone

Practice Teaching in BatStateU Balayan from the total population of one hundred

fourteen (114). Statistical treatments such as frequency count, percentage,

weighted mean, composite mean, and Pearson-r were used in analyzing the data

needed in the study. The findings of the study revealed that majority of the

respondents were female and came from family which monthly income ranged

from 6,001-8,000. Furthermore, the study found out that the respondents have a

positive sentiment on the implementation of the new academic calendar, which

they responded, “agree” in all areas. In addition, this study also showed that the

respondents’ profile has no bearing on their perception to the academic calendar

shift. Based from the findings, the researchers of the study recommended that the

school may conduct an orientation program about the practice-teaching concerning

the time provided in their training and preparation, the Registrar Office may

perhaps have a review regarding the policies, guidelines as well as the process of

releasing the students’ Transcript of Records and disseminate information

regarding the interval of the release of the students’ Transcript of Records while

review centers may conduct seminar in the institution about their review program

in association with the school administrators.

ACKNOWLEDGMENT
 The researchers wish to express their sincerest gratitude and deep
appreciation to the following for helping them in the progress of this study.

To Mrs. Michelle M. Del Rosario, the researchers’ instructor, for her

supervision and support all throughout the process and development of this study.

To Ms. Ma. Precious Joy B. Bancoro, the researchers’ adviser, for her
advices and guidance, which served as strong encouragement in the pursuance of
this study.

To Asst. Prof. Israel P. Peñero, the statistician of this study for his helping
hand in statistical treatments, which is the essence of this study.
To the panel of examiners, for sharing their knowledge and insights on how
the researchers can improve the study to its very best.
To the fourth year BSIED students, who are the respondents in this study,
for their willingness and cooperation in answering the questionnaire and interview
of the researchers.

To the family of the researchers, especially their parents, for their constant
support, trust, and understanding mainly on the financial assistance needed by the
researchers for this study.

To their friends, for the support and encouragement.

And most importantly, to the Almighty God for showering all the blessings,
knowledge, strength and guidance in appreciating this study.

K.U.C.

P.S.E.

R.B.L.

J.P.M.

DEDICATION
The researchers dedicate this piece of work, first to Almighty God,

To the researchers’ parents, who showed constant support,

To the researchers’ instructors and classmates,

for giving moral support and guidance,

To all the friends of the researchers

who helped them and

shared their

knowledge.

K.U.C.

P.S.E

R.B.L.

J.P.M.

CHAPTER I
 THE PROBLEM

Introduction

Association of SouthEast Asian Nations (ASEAN) is composed of ten (10)

SouthEast Asian countries which promote intergovernmental cooperation through

the ASEAN economic integration 2015, wherein from being countries in a region,

ASEAN borders came together to become one under a much anticipated

integration scheme. This historic event will surely have an enormous impact on

various sectors in the Philippines including the education in the society. It has

been said that a deal to create the ASEAN Economic Community was forged

primarily to create a single market to ensure the free flow of goods, services,

instrument, and skilled labour, rather it is a competition and cooperation. Some of

the changes in the education sector as a result, of this integration scheme were the

process of shifting the academic calendar and the implementation of K to12

program (“ASEAN Integration means cooperation, competition”, 2015)

In line with this integration scheme, is the challenge of ASEAN economic

integration 2015 to its member countries to establish mechanisms that will

promote unity within the region. South East Asian higher education institutions

were told to adopt a unified academic calendar to promote internationalization of

Philippine higher education as it aims to improve the international character of our

country’s educational standard.

 2

Philippines, as a member of the ASEAN community has its some

universities that adopt the process of shifting academic calendar from June to

March basis into August to May. Moreover, Senator Miriam Defensor- Santiago

stated that the synchronization of academic calendar of the universities with most

ASEAN, European and American academic partners would create more joint

programs and partnership with other universities in the ASEAN community.

Meanwhile, Representative Eric L. Olivarez introduced House Bill No.

4301, known as The Academic Calendar Shift Act, an act shifting the academic

calendar from June to August. In his explanatory note, he explains that the said

shift should be implemented in line with the ASEAN economic integration for the

year 2015, as it will open more partnership programs between Philippine colleges

and universities and the other international universities. This shift is in line with

the aim of producing globally competitive students and having more

internationalized education standards.

However, the shift in the academic calendar has its advantages and

disadvantages and among these are internationalization of the universities in line

with ASEAN economic community integration for 2015, synchronization of

academic calendar with ASEAN and other countries will open more programs

with partner universities. Research opportunities will increase while curriculum

and lessons will be aligned with foreign countries and more globally competitive

students and graduates. Meanwhile, adjusting the schedule of licensure

 3
examinations, absence of term breaks or now called “summer breaks” of college

students will not coincide with the primary and secondary students, and term break

classes will concur with rainy season that may cause greater possibility of class

suspensions are some of its disadvantages. (“Pros and Cons of the Academic

Calendar Shift in PH”, 2017)

With the number of advantages and disadvantages of the said shift in

academic calendar, there are three major areas in the life of education students

where in the said shift may possibly has an effect. These are the students’ practice

teaching, their process of securing the requirements for the licensure examination

and the length of review time for the licensure examination for teachers that calls

for further study.

Batangas State University, an institution with two main campuses and

eight-extension campuses in Batangas opens its door to support the ASEAN’s call

to Higher Education Institutions to adopt a unified academic calendar.

Before the existence of academic calendar shift, during June to March

academic calendar the first semester starts in June until October. The second

semester resumes in November until March, which is matched to the school

calendar of high school institutions. From that, BSIED students have three months

to experience practice teaching where in all the theories and principles that the

students acquired in school will be put into practice. Likewise, they have lots of

time to prepare for their final demonstration that usually happens on March.
 4

Since Batangas State University Balayan is the only school in Balayan that

respond to the challenge of ASEAN economic integration 2015 to implement a

new academic calendar, academic calendar of high school students will not

coincide with the academic calendar of college students which caused them to lack

time for practice teaching. Fourth year Education students face the problem in

lacking much time to cover the required number of hours needed for their practice

teaching as stated by De Ramos (2016), Opinion Editor of BatStateU Balayan

school paper (The Trenchant) and a fourth year BSIED student.

Aside from practicum related issue, other areas are the securing of

requirements and the length of review time for preparation in taking the licensure

examination for teachers. BSIED graduates are entitled to take the Licensure

Examination for Teachers to allow them to become professional teachers and to be

able to teach Industrial Technology subjects in secondary schools, colleges or

universities as well as vocational institutions.

With the change that has occurred, many arguments have emerged

regarding the academic calendar shift in the Philippines. Representative Roman

Romulo, the chairman of the house of committee of higher education and

Representative Terry Ridon of Kabataan Party list, mentioned in an interview with

regards to the academic calendar shifting that it has also brought dilemma to the

schedule and securing of requirements for the licensure examinations for teachers.
 5

Mr. Romulo also stated that it would be a hindrance for students and graduates, as

they will lack much time for reviewing for LET preparation. (Lacuata, 2016)

According to the students who graduate from an August-May academic

calendar, only few of them were able to take the Licensure Examination for

Teachers due to some reasons and one of these is the time provided for them to

secure the requirements. In an interview, a graduate of BSIED stated that he was

not able to take the September Licensure Examination for Teachers because the

Transcript of Records was not released to him before the deadline of filing

application, which is a necessary requirement to be able to file an application of

LET exam.

With this in mind and while there is literature gap about the academic

calendar shift since it is new in the country, this study is conducted to determine

the perception of fourth year BSIED students of BatStateU Balayan on the shifting

of academic calendar in terms of their practice teaching, securing of requirements

for LET and their length of review time for LET.

Statement of the Problem

This study aims to determine perception of fourth year BSIED students of

BatStateU Balayan on the shifting of academic calendar.

Specifically, it sought to answer the following questions:

1. What is the profile of the respondents in terms of:

 6
1.1 Sex; and

1.2 Family Monthly Income?

2. What is the perception of the fourth year BSIED students on the shifting of

academic calendar in terms of the following factors:

2.1 Practice Teaching;

2.2 Securing of LET requirements; and

2.3 Length of review time for LET?

3. Is there any significant relationship between the profile variable of the

respondents and the perception of the fourth year BSIED students?

4. What plan of action may be recommended to provide awareness to the

BSIED graduating students and stakeholders regarding the said shift in

academic calendar in terms of the previously mentioned areas in the life of

education students?

Scope, Delimitation, and Limitation of the Study

This study focused on the perception of fourth year Bachelor of Science in

Industrial Education students of Batangas State University Balayan on the shifting

of academic calendar. The following areas, which are also the focal point of this

study, are the students’ practice teaching, their preparation while securing the

requirements needed to take the licensure examination for teachers as well as the

length of review time of the students before taking the licensure examination.
 7
This study is delimited to those students who are not enrolled in practice

teaching. It also excluded the student- teachers’ personal issues which hinder their

progress in practice teaching and the 25 student-teachers who were used in testing

the reliability of the questionnaire.

This study is limited to the aforementioned variables of the study. The

respondents are also limited to the 89 enrolled student- teachers in Batangas State

University- Balayan, who were determined as sample size through the Raosoft

sample size calculator.

Significance of the Study

The result of the study may be beneficial to the graduating students, to the

teachers, school administrators, and to the future researchers.

For the graduating BSIED students, this study may give them enough

knowledge on how the academic calendar shift would have an effect to their life in

student teaching. It may also help them make necessary adjustments to cope up

with the newly implemented academic calendar.

For the teachers, the result of this study may give an understanding for

teachers to execute some modifications in terms of students’ schedule of

deployment and practicum.

For the school administration, this study may provide students’ perception

regarding the academic calendar shift in terms of different areas in the life of
 8

student-teachers, which may enable them to find ways on how they can improve

the implementation of the program.

For the future researchers, this study may serve as basis and reference to

help them widen their understanding about the information needed in related

studies for their future research. It may also serve as a guide to formulate another

topic, which is aligned with this research for their future study.
 CHAPTER II

REVIEW OF LITERATURE

This chapter presents the conceptual and research literature about the

academic calendar shift and its sub topics after the careful and in depth search

done by the researchers. This will also present the synthesis, conceptual

framework, as well as the hypotheses to understand fully the research to be done

and lastly the definition of terms for better comprehension of the study.

Conceptual Literature

This section includes the information gathered from books, journals and

articles about the variables such as practice teaching, securing of Licensure

Examination for Teachers requirements, and length of review time for Licensure

Examination for Teachers.

Academic Calendar Shift. The academic calendar is used as an

information source and planning document for students, faculty staff and

departments as well as outside organizations, which includes registration dates,

class start dates, adding and dropping deadlines, examinations dates and more.

Association of South East Asian Nations (ASEAN) Integration 2015 is an

integration, which aims to develop competitiveness in the Association of South

East Asian Nations (ASEAN) countries to provide economic growth and

development that is characterized by a single market. This move was created to

 10

develop human resources through closer cooperation in education and lifelong

learning to fortify the ASEAN community. This also promotes greater educational

collaboration among ASEAN member states. (“ASEAN Integration means

cooperation, competition”, 2015)

This ASEAN Integration has brought a challenge to the universities in the

country. After being taken into contemplation, some universities (DLSU, UST,

ADMU, UP) responded to this challenge, which is said to be a step towards

internationalization of the universities in the Philippines. With this shift also,

universities can also be able to produce graduates with the professional skills and

competencies that are in line with the ASEAN qualification reference frameworks.

It is also an avenue to prepare college and university graduates for the world of

work wherein mobility of graduates within the region are ensured.

The said shift had brought some concerning issues in the life of fourth year

BSIED students in terms of different factors such as Practice Teaching, Securing

of requirements for Licensure Examination for Teachers (LET), and Length of

Review time for Licensure Examination for Teachers (LET).

Practice Teaching. It is the culmination of the teacher preparation process

in which students are being deployed or assigned in secondary schools where they

are given the opportunity to apply their knowledge and practice their skills in

actual classes (“Bachelor of Secondary Education in the Philippines”, 2018)

 11

Believing that quality pre-service teacher education is the key to quality

education in the country, CHED and DepEd released a joint memorandum order

no. 3 Series 2007 in which it stated the guidelines on the deployment of student

teachers. Enclosed in these guidelines is the role of resource teachers and

cooperating teachers or mentors to students’ practicum experiences and some of

these are observing and mentoring, assisting the student-teachers in honing their

skills by means of regular class observation and post conference, lesson planning,

and preparation of instructional materials.

It also includes the duties and responsibilities of the pre-service teachers

where in they shall come prepared at all times in the class and project a good

image as a teacher all the time by observing code of ethics, proper dress code and

punctuality in all activities.

Practice Teaching in Batangas State University Balayan

For almost twenty-four years of existence, Batangas State University

Balayan proves only that this extension campus is truly a partner for promotion of

university’s vision and mission. In 1994, the Balayan Campus of BSU opened and

offered non- degree courses in the Technical-Vocational Education Program

(TVEP), which was converted into Dual Training Systems (DTS) in 1995. After

being converted from Pablo Borbon Memorial Institute of Technology into being

Batangas State University, the campus increased its enrolment and added new

programs such as Industrial Education, Computer Science, Hotel and Restaurant

 12

Management, General Engineering and the dual training system, which turned into

a Bachelor of Industrial Technology with different majors.

Batangas State University Balayan is an institution that aspires to develop

the campus as a show window to progressive science and technology education

and to give quality and affordable education and training to its students.

Moreover, Batangas State University Balayan is the only institution in

Balayan Batangas that shifted its academic calendar from June into an August

school opening. Meanwhile, Bachelor of Science in Industrial Education in

BatStateU Balayan is a four-year program wherein the students should have

learned gradually the competencies and skills from their major subjects courses

that is needed for effective learning during their stay in the program for three and a

half years. On the second half of their last year in the institution in the program

and in the institution, they are required to take the student teaching course or

Practice Teaching to apply all the theories, concepts and principles as well as the

strategies and methods of teaching that they have learned from the subjects they

have taken.

Practice Teaching in BatStateU Balayan is one of the requirements to finish

a BSIED course in the said institution, in which students need to encompass a total

of 420 hours in the field of teaching where in students are entered to different high

school institutions to practice and experience the real setting of teaching.

 13
During June to March academic calendar, the first semester starts in June

until October and the second semester starts on November until March, which

match the school calendar of high school institutions. During this time, students

are deployed to their cooperating schools on the first and second week of

November and on the third week; they are able to start their practice teaching.

From that, BSIED students have three (3) months to experience student teaching

and have lots of time to prepare for their final demonstration wherein they are

being evaluated based on their performance, which will happen on the month of

March.

On the other hand, with the implementation of new academic calendar from

June to August is when the changes come. The start of second semester has been

shifted from November to January, which does not match the school calendar of

high school institutions. Since change has come, it also brought dilemma to the

students, especially fourth year BSIED students. The students are now required to

be enrolled on the last week of December, which is earlier than the usual

enrolment period so that they will be deployed in their cooperating schools on the

first week of January, which is the start of classes of high school students from a

Christmas vacation. Starting on the second week of January until February are the

given time for the students to perform their practice teaching; one month of

training and preparation before their final demonstration on the succeeding weeks

of February.
 14

Meador (2018) stated that teaching is not something you can do effectively

on the fly, an effective teacher must know how to plan and prepare before standing

in front of his class. The impact of preparation and planning is tremendous on

student learning but lacking to prepare and plan will lead to failure. He also

revealed that it requires a healthy blend of content knowledge, instructional

strategies, and classroom management tactics; planning and preparation play a

critical role in the development of these things.

Planning and preparation process includes teachers exploring of options,

tinker with new changes, and research fresh and new ideas which occur outside the

school hours, when teachers arrive early at school, or extend their stay at school,

and when they spend their weekends working to ensure that they are adequately

prepared and to create optimal learning environment.

Licensure Examination for Teachers. Licensure examination for

Teachers was implemented in the Philippines through the enactment of RA 7836

or otherwise known as the PH Teachers Professionalization Act of 1984 of

December 16, 1994. The enactment of the law did not mean that the teachers in the

PH were not professionals; rather it is a mean to strengthen and improve not just

the teachers but also the quality of education and the whole education system in

general. Because of this law, aspiring teachers must now get a license before being

able to teach in public schools.

 15

Before an examinee can be able to take the LET he/she must be able to

secure the requirements beforehand and file an application for Licensure

Examination for Teachers (LET) through on-line application or walk-in

application in the Professional Regulations Commission (PRC).

Bianc (2017) on his article 2018 PRC Board Exams: Schedule, Online

Application and Deadline of Filing stated that Philippine Regulatory Commission

(PRC) released the official schedule, date of online application and deadline in

filing for the 2018 board examinations. Board exam for the Professional Teacher

or Licensure Exam for Teachers will be conducted on March for the first batch of

takers and September for the second batch while the opening of filing an online

application and deadline of filing of requirements is between the months of

November to January and May until July, respectively. Before being able to take

the actual examination on September, filing of online application and requirements

should be done first which will be conducted starting on May until July 2018.

Department of Labor and Employment (DOLE, 2013) launched the online

application system on the year 2012 as the DOLE Secretary Rosalinda Dimapilis –

Baldoz advised applicants for the various licensure examinations administered by

the Professional Regulation Commission (PRC) and said “it’s better to go online,

than to fall in line”. Moreover, Secretary Baldoz also stated that the PRC’s On-line

Application System will enable applicants for the licensure examinations to file

and process their application through the internet, anytime, anywhere.

 16

According to the book of Almazan, Almendros, Gabriel, and Valencia

(2018) an examinee must prepare as early as possible and should not wait for the

last few months or days to prepare for the examination. One must complete the

necessary requirements for the application of examinations as the date of filing of

application period starts.

Furthermore, Transcript of Records (TOR) is one of those important

documents to secure after graduation, which will be needed as part of application

process like in job hunting and taking licensure examinations. Transcript of

Records (TOR) consists of a list of all the course units taken, the exams passed

and the credits granted (Ottani, 2017).

Besides, in order to pass the LET, the length of review time is one of the

crucial factors for it. A book of Curlin, Allen, Sanchez (2000) shares five step

plans to prepare for a licensure examination, which includes allowing plenty of

time for review. It also said that a factor to consider that time is plenty is the

length of time, where in a minimum time for review should be four to eight weeks

and the important thing is having or allowing enough time to review can help one

to work out a steady, reasonable pace without frantic cramming as examination is

fast approaching.

In the Philippines, the review centers usually conduct their review three to

six months before the licensure examination schedule. Two of the most prestige
 17

review centers in the country were St. Louis Review Center and Carl Balita

Review Center.

St. Louis Review Center Program has six parts, which are orientation,

extensive review (400 hours), examination drills with rationalization, pre-board

examination with rationalization, reinforcement schedule, and physical, mental,

spiritual preparation for the board examination. This review program’s objective is

to help students in their struggle to pass the Licensure Examination for Teachers.

It also includes different activities such as motivational activities, lectures, group

study and dissemination of test taking strategies. This review program usually

starts the review three to six months prior to the examination. (Go, 2017)

While, Carl Balita Review Center involves test taking strategies using the

latest and updated materials in their program. This also includes thousands of

practice tests, which is designed to train critical thinking and to evaluate learning.

It is also inclusive of the most comprehensive final coaching. The schedule of this

review program is 8am to 5pm classes with duration of three months prior to the

examination.

In Balayan, the Blessed Christ Child Montessori is an institution, which

also conducts review program for the licensure examination takers. Their review

schedule usually starts on December until March with three months duration.
 18

Research Literature

This section contains the related studies that are gathered from past

researchers, theses and dissertations, which are related to the variables of the

present study.

Yusof, Yusof, Md Ali, Yusoff, Mohd Farza, Matnawai (2014) defined

teaching practicum as where one gains teaching experience. The study found out

that majority of the student teachers expressed that they were given enough time to

prepare for observation. They also agreed that the time given by their supervisor

was sufficient and adequate. While, the study concluded that majority of the

student-teachers felt that teaching practicum program is a very good platform for

them to become future teachers and it also gave students precious experience and

priceless memory. The researchers utilized a qualitative researcher procedure in

which a questionnaire was designed to collect data from their forty-five (45)

respondents which consists of Diploma in TESL students at the Faculty of

Languages and Communications.

Also, Endeley (2014) assessed the effectiveness of teaching practice in

Cameroon as this has implications for quality in pre-service teacher education. In

this study, the researcher focused in three areas such as the competencies that the

students acquire, the quality of supervision and the time spent on teaching

practice. The study analyzed the data descriptively using means and the statements

that scored a mean of 2.5 and above were considered positive. From the findings
 19

of the study, the results of pedagogic competencies acquired from Teaching

Practice in items 1-8 in the questionnaire score above 2.8-weighted mean which

indicates that the aims of the teaching practice exercise are being achieved as it

allows students to acquire the competencies to a very large extent. The study

utilized ninety (90) fourth year education students, and fifty (50) second year

students who were randomly selected.

Moreover, Gursoy (2013) believed that practice teaching has a great

importance both for teacher trainers and student-teachers, so she conducted a study

and asked student-teachers to report their ideas about a more intensive school

experience course designed as micro teaching lessons. The research result

indicated that when the trainers are given opportunities to reflect on their teaching,

the learning outcomes are better. Moreover, a passionate practicum enhances

student-teachers’ satisfaction with the practicum program. The study made several

suggestions and one of these is that the length of teaching practice should be

reconsidered so that it can start earlier in order to increase student-teachers’

teaching experiences. In addition, with a longer, a well-structured and a more

intense practicum, the student-teachers will be to practice real life experiences of

teaching, as well as awareness about their future profession.

The study utilized a seventeen (17) item questionnaire which was prepared

as a three (3) point Likert Scale ranging from “agree to disagree”. While, to have

an in depth understanding of the trainers’ ideas and for data triangulation, semi
 20
structured interviews were conducted also. The data analysis of the questionnaire

was made by taking percentages while the interviews were transcribed.

Likewise, Rahman, Jumani, Akhter, Chisthi, Ajmal (2011) mentioned in

their study that the quality of education depends on the ability, hard work and

dedication of the teacher. The objectives of this study were to assess the training

skills of teachers and to examine the attitude of trained teachers towards teaching

and to determine the effectiveness of teaching in terms of student achievement.

The findings of the study revealed that the teachers considered the training

effective in terms of teaching. Teachers viewed that training helped them in lesson

planning and making instructional materials thus enabling them to provide quality

education to their students as seen in the results of the students’ achievement. It

was concluded that, teacher training is positively related to an effective teaching.

The study was a descriptive research that employed 80 female teachers and 180

girl students of secondary schools for girls.

Dagdag, Sarmiento, Ibale (2017) defined licensure examination for teachers

as one of the measure of quality education among teacher education institutions in

the Philippines. The findings of the study discussed that the campus has improved

vastly its Licensure Examination for Teachers (LET) rating since 2013 where in

62% of fresh graduates-first takers passed the Licensure Examination for Teachers

(LET) until 2015. This implied that almost all of the examinees who passed the

examination are fresh graduates and are first takers which simply mean that the
 21

institution can have higher Licensure Examination for Teachers (LET) rating when

it requires every education graduates to immediately take the Licensure

Examination for Teachers (LET) upon graduation.

It is also revealed in the findings that respondents who have six and twelve

units of course audit performed significantly higher than those who took only two

or three units course audit. This implies that the time for reviewing courses is a

significant factor of Licensure Examination for Teachers (LET) performance;

hence, education graduates can perform better in the licensure examinations when

they have more expanded time opportunities to review their course.

In their study, they examined the areas that contributed to the graduates’

Licensure Examination for Teachers performance where in it utilized one hundred

thirty-five (135) Licensure Examination for Teachers (LET) takers who are fresh

graduate-first takers of the campus to measure more validly the impact of the

campus services on their Licensure Examination for Teachers (LET) performance.

Furthermore, Montemayor, Roxas, Panayon (2009) looked into the

relationship between the performance in mock examination and Licensure

Examination for Teachers of BEED and BSED graduates of 2007. Mock

examination builds up student confidence and can provide information to students

and administrators on whether or not the students are ready to take the actual

Licensure Examination for Teachers.

 22

The findings of the study discussed that the influence of mock examinations

on actual examinations like LET cannot be underestimated as the significant

correlations and regression coefficients imply that results of mock examination

can validly predict performance in the LET. The study used a descriptive-

correlation method of research, where in performance records of 44 BEED

graduates and 76 BSED graduates of 2007 in the mock examination were taken

from the College of Teacher Education (CTE) of the university.

Moreover, Huffman (2013) examined the perceptions of stakeholders such

as teachers on the relationship of modified year round school calendars with

student achievement, behavior and teaching efficacy. This study specifically

determined if there is a statistically significant relationship between teacher

characteristics such as teaching experience, teacher gender, and grade level taught

and extra-curricular activities and their perceptions regarding the type of academic

calendar adopted by a school.

The findings did not find any significant relationship between the teachers’

perception and characteristics such as teaching experience and gender; however, it

appeared also that the variable grade level taught as a good predictor. The study

utilized descriptive data, which used a 23-item questionnaire. The gathered data

were analyzed through frequencies and percentages.

 23
Synthesis

This includes the summary of the gathered information on the conceptual

literatures and the comparison and contrast of the studies in the research literature

to the present study.

Academic calendar shift is the challenge that the ASEAN Integration 2015

had brought to the universities in the Philippines which is said to be a step towards

internationalized of the universities in the country. (The Manila Times, 2015) This

shift had also brought concerning issues in the students. In terms of practice

teaching in which it is an opportunity for education students to apply their

knowledge and practice their skills in actual classes. Alongside, is the guideline on

the deployment of students-teachers for a better practice teaching experience.

Moreover, Bat State U- Balayan which also offered BSIED program and

includes Practice teaching in their course is the only institution in Balayan that

shifted its academic calendar. The student-teachers face the dilemma with regards

to the time they had in practice teaching which is very essentials as being a

students and student-teachers requires lots of time. It has been said also that

teaching is not something that one can do effectively on the fly, because planning

and preparation is a considerable factor in teaching. (finduniversity.com.ph &

Meador)

Meanwhile, LET is also one area of concern of the academic calendar shift

in terms of process of security requirements and application process as well as the

 24

length of review. Before examinees can be able to take LET, they must be able to

secure first all the necessary requirements and file an application for LET which

occurs on the months of November to January and May until July for the March

and September LET. In connection with the application for LET, DOLE launched

the online application system (OAS) for more convenient process of application

and filling for LET of licensure examination applicants. TOR, one of the

requirements in which can be get in respective schools of graduates three to 4

weeks. And in order to have a better LET experience and to avoid hassle, one must

prepare as early as possible in completing the requirements and filling for the

examination. (Bianc, DOLE, BSU- registrar office, Ottani & Almazan et al)

In order to pass the, review plays a vital role on it. The length of time

allowed for review should be enough and considerable for some examinees.

Review center may often a good review program for those who are financially

stable and has the capabilities to enrol on it. While, one can also have self- review

which minimize their money, time, and effort in going in review centers. Having

enough review time helps one to work out a steady, reasonable pace without the

frantic cramming on the coming examination. (Curlin et. al)

The study of Matnawai et.al (2014) is similar on the findings of the present

study that enough time was given in the practice teaching. It is different to the

present as it utilized a qualitative research procedure in obtaining the perception of

the respondents. They are also different as the present study focused on the
 25

academic calendar shift while the previous study is about the teaching practicum

program.

The study of Endeley (2014) is similar to the present study in terms of the

respondents as they both utilized fourth year education students. They are also

similar in the findings that the students acquire the pedagogic competencies to a

very large extent in the practice teaching. However, they differ on the focus of the

study in which the previous study focused on the implication in pre-service

teacher, education while the present study focused on the academic calendar shift.

The study of Gursoy (2013) is similar to the present study in terms of doing

data triangulation method to have an in depth understanding of the respondents

answer on the questionnaire. The findings of this study supported the findings of

the present study as the length of teachers practice should supported the findings

of the present study as the length of teachers practice should be reconsidered and

should start earlier.

The study of Rahman et.al (2011) is similar to the present study in terms of

the research design used, which is descriptive. This study supported the findings at

the present study by stating that teacher training positively related to the effective

teaching. While, this study focused on the teachers that is different from the

present study as it focused on the students.

The study of Dagdag et.al (2017) has a disparity on the present study as is

focused on the LET performance of the graduates students while the present study
 26

focused on the perception of students in Academic Calendar shift in terms if LET

concerning areas. The previous study supported the findings of the present study

stating that institution can have higher LET rating when it requires every

education graduated to immediately take up LET upon graduation.

The study of Montemayor et.al (2009) supported the findings of the present

study as they stated that mock examination can build up student confidence and

provide information if the students are ready to take the actual LET.

Lastly, the study of Huffman (2013) is similar to the findings of the present

study, which did not found any significant relationship between the variables in

the study and the academic calendar modification.

There may be similarities and differences, which can be found on the

previous studies; still this study is unique as it aims to determine the perception of

graduating students regarding the academic calendar shift, which is not present in

the aforementioned studies thus making it different and important.

Conceptual Framework

The concept of this study is shown in the paradigm of the study. The plan

includes the subject of the research, the variables involved and the result. It is

composed of three stages namely, the input, process and output.

The input of the paradigm contains the scope of this study which is to

determine the perception of BatStateU Balayan BSIED fourth year regarding the
 27

shift in academic calendar in terms of the variables such as the practice teaching of

the students, securing the requirements for the Licensure Examination for

Teachers, as well as the length of review time for preparation in taking the

Licensure Examination for Teachers (LET) as well as the profile of the

respondents in terms of sex and family income.

INPUT PROCESS OUTPUT

Profile of the respondents in terms
of:
1. Sex
2. Family Monthly Income
Perception of fourth year BSIED
students of BatStateU Balayan in  Questionnaire
shifting the academic calendar in Action Plan
 Interview
terms of:
1. Practice Teaching
INPUT
2. Securing of Requirements
for Licensure Examination
for Teachers
3. Length of Review time for
the Licensure Examination
for Teachers

Figure1
Research paradigm on the Perception of BatStateU Balayan BSIED Fourth year
students on the shifting the academic calendar

Then, with the permission of the School’s Dean the questionnaires were

distributed to the target respondents, the answers were tallied and sent to the

statistician. The researchers collected the necessary data needed in their research
 28

from their statistician. After that, the data were interpreted and evaluated to gather

the information needed in this research study.

The output of the paradigm is the action plan recommended by the

researchers based on the findings of this study.

Hypothesis of the Study

There is no significant relationship between the profile of the respondents

and the students’ perception on the academic calendar shift.

Definition of Terms

For better explanation and deeper understanding of the terms related in the

study, the following terms are defined conceptually and operationally.

Academic Calendar shift. It is the challenge that some universities in the

Philippines adopt which is said to be a step towards internationalization of

education standards in the country. (“ASEAN Integration means cooperation,

competition”, 2015) In this study, it is the shift that the BatStateU Balayan

implemented in the academic calendar that changed the opening of school year

from June into August.

ASEAN Integration. This is a historical event that brought challenge to the

ASEAN countries to adopt a unified academic calendar. (“ASEAN Integration

means cooperation, competition”, 2015) In this study, it was the root of all the

concerning issues that the academic calendar shift has brought.

 29

Bachelor of Science in Industrial Education. A program which is offered

to students who would want to teach Industrial Education. It is a four-year

program which covers variety of major courses. (“Bachelor of Secondary

Education in the Philippines”, 2018) In this study, it is the program in which the

respondents of the study are taking up which requires students to have an actual

teaching experience called Practice Teaching.

Licensure Examination for Teachers (LET). It is referred to the

examination which Teacher Education are required to take allow them to teach

Industrial Technology course/subjects in Secondary schools, colleges/universities

and vocational institution. (“History of Licensure Examination for Teachers: A

Short Review”, 2013) In this study, it is one of the areas in which the said shift in

the academic calendar had brought concerning issues.

Practice Teaching. In this study, it is referred to the course in which fourth

year BSIED students are required to take as one of the requirements in their

program, which enable them to apply all the theories and principles that they

learned in school in their teaching experiences.

Triangulation method. In this study, it was used for the validation and

deeper understanding of the respondents’ answers or perceptions on the statements

in the questionnaire in the form of an interview.

 CHAPTER III

RESEARCH METHODS AND PROCEDURE

This chapter presents explanation about the methodology and the process

used by the researchers to collect data for analysis. It also presents the research

design, subjects of the study, data gathering instruments and data gathering

procedures as well as the statistical treatment used in answering the problem of the

study.

Research Design

The study determined the perception of fourth year Bachelor of Science in

Industrial Education in Batangas State University Balayan in shifting the academic

calendar. This study used a descriptive type of research method, in which

according to Dr. Y.P Aggarwal (2008) is referred to the gathering of information

about current conditions or situations for the purpose of the description and

interpretation. This method engages description, analysis, and interpretation of

conditions that exists. In this study, the researchers utilized a self-constructed

survey questionnaire. Triangulation method was used also in the form of an

interview to the respondents for the validation and deeper understanding of their

answers in the questionnaire.

 31

Subjects of the Study

This study was conducted in Batangas State University Balayan. The total

population of fourth year Bachelor of Science in Industrial Education students,

which is one hundred fourteen (114) who undergone practice-teaching were used

as the respondents in this study in which eighty-nine (89) were utilized on the

actual survey which was determined through the Raosoft sample size calculator.

Data Gathering Instrument

Questionnaire

The researchers utilized self-constructed survey questionnaires because the

research design is in quantitative approach. The questionnaire has two parts

including the Profile of the respondents in terms of their sex and family monthly

income in Part I, and the students’ perception about the variables in Part II which

is consist of fifteen (15) questions in which the indicators are combined in the

questionnaire.

Construction of the Questionnaire. The researchers get ideas to formulate

the indicators that they included in the questionnaire from the gathered

information in the conceptual literatures and related studies. After formulating the

questions, the researchers then proceeded to their thesis adviser for checking and

asked for some suggestions before revising.

 32

Validation of the Questionnaire. After formulating the questions for the

questionnaire, the researchers went to their thesis adviser for checking. Then with

the permission of the thesis adviser, the researchers sent the questionnaire to five

experts who handled the practice teaching in BatStateU Balayan, Lemery and

Nasugbu campuses and have knowledge about the topic and has the ability to

validate the questionnaire for revision and approval. After revising, the researchers

sent again the revised questionnaire to the experts and with their approval, the

researchers proceed to reliability testing in which twenty-five (25) respondents

were utilized in the reliability testing of the questionnaire which was determined

through the Raosoft sample size calculator.

Administration of the Questionnaire. A request letter for the

dissemination of questionnaires was sent to the Dean of Colleges in Batangas State

University Balayan to conduct the actual distribution of questionnaires to the

respondents. After getting the permission of the Dean, the researchers went to the

target respondents who are fourth year education students and kindly ask them to

allow some time to answer the questionnaires. The first section of the respondents

which is IV-A were asked to answer the questionnaires after their class. The

second batch of respondents which is the section IV-C were asked to answer the

questionnaires during their vacant hours. Lastly, the third batch of respondents

who have classes that day were the section IV-B, so the researchers wait on the
 33

lobby area of the school for the break time and after the class of the respondents to

have an opportunity to administer the questionnaires. After they answered the

questionnaires, the researchers asked them also about their answers on the

indicators in the questionnaire by means of interview to validate their answers.

Scoring of Responses. The Likert Scale was used to score the responses of

the students regarding the academic calendar shift from June to August based on

their perceptions.

OPTION VERBAL INTERPRETATION SCALE

5 Strongly Agree 4.24 – 5.00

4 Agree 3.43 – 4.23

3 Either Agree or Disagree 2.62 – 3.42

2 Disagree 1.81 – 2.61

1 Strongly Disagree 1.00 – 1.80

Data Gathering Procedures

Data from the published materials like books, articles, related researches

and studies, and internet were included in the process of gathering data. The

researchers gathered the needed information in the related studies from various

books and internet sources which are needed to make a self-constructed

questionnaire to be given to the respective respondents. The researchers sent a

request letter to the Dean of the school to ask permission to conduct the reliability
 34

testing and actual distribution of questionnaires to the respondents. Before the

dissemination of questionnaire, it was presented first to the selected experts for

validation. After being validated, it was subjected for reliability testing. Then, after

the distribution of questionnaires, the answers were tallied on the Excel

Spreadsheet that was sent to the statistician. After getting the result of the

reliability test, the researchers then proceeded to the actual survey. The researchers

collected the necessary data needed in the findings of their research. Triangulation

method was also done in this study for an in depth understanding of the

respondents’ perception regarding the indicators in the questionnaire. The

collected data were again tallied in the Excel spreadsheet, which were sent again

to the statistician. After getting the results from the statistician, the researchers

analyzed and interpreted the results obtained to collect the information needed in

the findings, conclusion and recommendations of this study.

Statistical Treatment of Data

To arrive at clear interpretations, the data gathered were tallied, classified

and tabulated. The following are the statistical measures adapted in this study:

Frequency Count. This is used to determine the profile of the respondents

in terms of sex and monthly family income.

Percentage. It was used in the study to determine the quantity of the

respondents in each group out of total such as in the profile of the respondents in

terms of sex and family monthly income.

 35

Weighted Mean. It was used to determine and interpret data from the

respondents’ answers regarding their perception on the shifting of academic

calendar, from the questionnaire items given in this study. In particular, this tool

determined the stat in terms of the mean response on the items in the

questionnaire.

Composite Mean. It was used to weigh average weighted mean of the

perception of BSIED students regarding the academic calendar shift.

Pearson-r. It was used to determine if there is a significant relationship

between the profile of the respondents and their perception to an academic

calendar shift in terms of the previously mentioned variables.

 CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter deals with the presentation, analysis and interpretation of data.

1. Profile of Respondents

This study revealed the profile of the respondents in terms of sex and

family monthly income.

1.1. Sex. Table 1 presents the distribution of the respondents in terms of sex.

Table 1
Distribution of the Respondents According to their Sex

Sex F %
Male 21 23.60
Female 68 76.40
Total 89 100

The table 1 revealed that 68 or 76.40 percent of the respondents are female

while there are 21 or 23.60 percent male respondents. Since, BSIED Program in

BatStateU Balayan is female dominated. While, according to the Registrar Offices

in BatStateU Balayan, Nasugbu, and Lemery, the BSIED, BSED, and BEED

Programs were female dominated having higher percentages of enrolees than

male.

1.2. Family Monthly Income. Table 2 presents the distribution of the

respondents in terms of family monthly income.

 37

Table 2
Distribution of the Respondents According to their Family Monthly
Income
Monthly Income F % Rank
Below 6,000.00 22 24.72 2
6,001.00 – 8,000.00 23 25.84 1
8,001.00 – 10,000.00 15 16.85 3
10,001.00 – 12,000.00 12 13.48 4.5
12,001.00 – 14,000.00 5 5.62 6
14,001.00 – above 12 13.48 4.5
Total 89 100

Table 2 showed that 25.84 percent of the respondents came from family

with monthly income that range from 6,001.00 – 8,000.00. It was followed by

Below 6,000.00 which has a percentage of 24.72 percent. Third is 8,001.00 –

10,000.00 which has a percentage of 16.85 percent. Both ranked 4.5 were

10,001.00 – 12,000.00 and 14,001.00 – above with a percentage of 13.48 percent

and lastly having 5.62 percent has an income of 12,001.00 – 14,000.00. Based on

the gathered data, majority of the respondents has family monthly income ranging

from 6,001.00 – 8,000.00.

According to Philippine Statistics Authority (2016) the minimum wage

rates of workers in Balayan, Batangas as of January 2016 is ranging from Php

316.50 to Php 263 which is provincial rate as called by the workers. Based on the

interview to the respondents, they stated that their parents’ works or occupations

are farming and fishing. This is also sustained by the fact that most students in

BatStateU Balayan are university scholars, which give them the chance to study in

college despite the fact that their family income is ranging from 6, 001 – 8, 000.
 38
2. Perception of Fourth Year BSIED Students on the Shifting of Academic

Calendar

The following tables present the perception of the fourth year BSIED

students of Batangas State University Balayan on the shifting of academic

calendar.

2.1 Practice Teaching. Table 3 presents the perception of the fourth year

BSIED students of BatStateU Balayan on the shifting of academic calendar in

terms of the students’ practice teaching.

The respondents agreed with the statement “The required number of hours

in practicum is met” with a weighted mean of 4.10. This statement was also

validated by the respondents stating that they are able to meet the 420 hours in

their practice teaching, as it is a major requirement in their course. The

respondents presented their Daily Time Records (DTR) to the researchers as a

proof that they are able to meet the required number of hours in practicum. It

was indicated in their DTR that their practicum hours is from 7am-4pm, 7am-

5pm, 6am-4pm depending upon the schedule of their cooperating schools as

they need to complete a total of 8 (eight) hours or more a day in their

cooperating schools. Although, the time provided for them to complete the

required hours in practicum is not enough, they still agree that they are able to

meet the required number of hours as they extend their stay in their cooperating

schools until the Moving Up Ceremony and until the opening of Brigada

Eskwela to be able to comply with their requirements.

 39

Table 3
Perception of the Students on the Shifting
of Academic Calendar in terms of the
Students’ Practice Teaching

Perception W.M. Verbal Interpretation

1. The required number of hours in
practicum is met. 4.10 Agree

2. The time provided for practice teaching

is sufficient for students to acquire the 3.98 Agree
necessary pedagogical and teaching
skills.
3. Training and preparation of students are
fulfilled because they are provided 3.85 Agree
enough time.
4. Student-teachers provide quality
education having enough time for 4.06 Agree
practicum
5. The change in the deployment period
causes student-teachers to run out of 4.09 Agree
topics to discuss in practicum.

Composite Mean 4.02 Agree

This is parallel to the study of Matnawai et. al (2014) which stated that

enough time was given to the student-teachers to get prepared for the observation

and classroom teaching, and that teaching practicum is a very good platform for

students to become effective teachers. The statement “The change in the

deployment period causes the student-teachers to run out of topics to discuss in

practicum” has the second highest weighted mean of 4.09 which has a verbal

interpretation of “agree”. The respondents validated the statement as they agreed

that they run out of topics to discuss in practicum. According to the respondents,

the start of their practicum is late because the secondary schools are already in the
 40

middle of their fourth grading period while the student-teachers started doing

practicum at the latter part of the grading period of secondary schools in which the

given topics to them are already tackled by their cooperating teachers to the class.

Gursoy (2013) suggested in her study that the length of practice teaching should

be reconsidered. Moreover, an earlier start in the practice teaching will help the

student-teachers to be equipped with real life experiences of teaching. In addition

to that, the student-teachers can also develop self confidence and skills to become

better teachers in a longer, well structured and more intense practicum since

having enough time to do the practice teaching makes student-teachers perform

better in teaching.

The statement “Student-teachers provide quality education having enough

time for practicum ” has the third highest weighted mean of 4.06 was “agreed” by

the respondents as they validated that they were given ample time to do and

prepare their lesson plan or daily lesson log as well as their instructional materials

and visual aids that helped them to be efficient in teaching. They also said that the

time given for them to teach students is enough for them to establish a good

relationship with their students and enable them to provide quality education.

Meanwhile, this is similar to the study of Rahman et. al (2011) which stated that

teacher training is positively related to an effective teaching thus enabling them to

provide quality education to their students as seen in the results of students’

achievements.
 41

Next, is the statement “The time provided for practice teaching is sufficient

for students to acquire the necessary pedagogical and teaching skills” with a

weighted mean of 3.98 which was agreed and validated by the respondents. The

respondents agreed with the statement above because they were given proper

orientation and observation as well as enough time to practice their skills in

teaching the class of their cooperating teachers. Pedagogical and teaching skills

were acquired also because they were mentored and guided properly in their

cooperating schools, said the respondents. The study of Endeley (2014) supported

this, which indicated that the aims of teaching practice exercise are being achieved

as it allows student-teachers to attain the pedagogic competencies to a very large

extent. This also proved that the program works as a control mechanism and

ensures quality that enables an institution to produce good quality teachers.

The statement “Training and preparation of students are fulfilled because

they are provided enough time” has the lowest weighted mean of 3.85. This was

validated by the respondents in which they stated that they were given time by

their cooperating schools and teachers to prepare all the things they need in

practice teaching. They also had enough training to prepare themselves in facing

their students and before they present in their final demonstration. Observation and

orientation according to them are some of the ways that their cooperating teachers

provided for them to have a better teaching experience. However, some of the

respondents stated that they lack time in preparation and training as being a
 42

student and a student-teacher at the same time gave them a hard time in managing

their time well. Meador (2018) said that planning and preparation have a great

impact to student learning. He also stated that teaching is not something that one

can do effectively on the fly, an effective teaching must know how to plan and

prepare before standing in front of his class.

It can be seen in the results that the respondents’ perception that they agree

with an academic calendar shift in terms of their practice teaching with a

composite mean of 4.02.

2.2 Securing LET requirements. Table 4 presents the perception of the

fourth year BSIED students of BatStateU Balayan on the shifting of academic

calendar in terms of securing of LET requirements.

The table revealed that the statement “The students who will take the LET on

September have a short time in securing the requirements” has the highest

weighted mean of 4.22. The respondents agreed and validated the statement that as

they will graduate on the month of June, they will only have three months to

secure the requirements and file an application for LET, which is not sufficient for

them. This was supported by Bianc (2018) wherein the provided schedule of LET

application for the year 2018, in which the opening of filing an online application

and deadline of filing is between the months of May until July which will give one

month preparation time for students who will graduate on June from the new

academic calendar to secure the requirements and filing application.

 43

Table 4
Perception of the Students on the Shifting
of Academic Calendar in terms of
Securing of LET Requirements

Perception W.M. Verbal Interpretation

1. The students who will take the Licensure
Examination for Teachers on September 4.22 Agree
have a short time in securing the
requirements.
2. The Transcript of Record is released to 3.64 Agree
students in due time.
3. The online application for Licensure
Examination for Teachers is new to the 4.03 Agree
students.
4. Licensure Examination for Teachers that
is done on March is more preferable for 3.96 Agree
takers to have more time to secure all
requirements.
5. The span of time provided in securing
the requirements for the Licensure
Examination for Teachers affects the 3.93 Agree
eagerness of students in taking the
examination.
Composite Mean 3.96 Agree

Having the second highest weighted mean of 4.03 is the statement “The

online application for LET is new to the students”. The respondents agreed and

validated the statement as they said that they were not familiar with the Online

Application System because they are not yet putting their attention on the LET.

Upon knowing, the respondents also stated that it would be good for them, as it

will provide convenience in their part. This was similar to the statement of DOLE

Secretary Rosalinda Dimapilis-Baldoz who said that an online application system,

which was launched on 2012, is more favourable and advised licensure

 44

examination applicants of Philippine Regulation Commission to go online than fall

in line.

The statement “Licensure Examination for Teachers that is done on March

is more preferable for takers to have more time to secure all requirements” has a

weighted mean of 3.96 is agreed and validated by the respondents. According to

the respondents, they will not be in a rush to complete the needed requirements, as

they will have six months to secure all requirements and to file the application

process, so they are in favour of a March schedule of LET. Meanwhile, it was

supported by Almazan et. al (2018) which stated that an examinee must prepare as

early as possible and do not wait for the last few months or days to prepare for the

examination. One must complete the necessary requirements for the application of

examinations as the date of filing application starts.

Next, the respondents agree in the statement “The span of time provided in

securing the requirements for the LET affects the eagerness of the students in

taking the examination” with a weighted mean of 3.93 was validated by the

respondents because according to them, having a short period of time may hinder

them in completing the requirements in due time and may cause them to be unable

to file an application and not be able to take the examination. On the other hand,

having greater time or much time may encourage them and may discourage them.

It may encourage them since they will have a long time preparation in securing of

requirements, while it may also discourage because of having to wait for a long
 45

time to take LET may cause boredom to them, which can lead them to decide to

search for a job first, said the respondents.

Having the lowest weighted mean of 3.64 is the statement “The Transcript

of Records is released to students in due time” which is also interpreted “agree”

and validated by the respondents. They stated that they do not have any idea yet on

how and when the TOR is released to the students but they believe the statement

because the person they know are able to get their TOR in due time, though they

also said that those persons they know were graduate of a June-March basis of

academic calendar. Meanwhile, According to the Registrar Office of BatstateU

Balayan, the release of the Transcript of Records (TOR) of the students takes three

to four weeks. While they also stated that collecting the documentary stamp is one

of the major causes which slows down the process of releasing the students’ TOR.

Furthermore, the registrar office also said that due to the fact, that BatStateU

Balayan is an extension campus; all signatures needed in the said document were

from the authorized persons in the Main campus of BatStateU hence, the students’

TOR needs to be brought to the Main Campus first before they could release it to

the students thus increasing the time of releasing the students’ TOR.

The table also revealed that the respondents’ perception are agree to an

academic calendar shift in terms of securing the requirements for LET with a

composite mean of 3.96.

 46

2.3 Length of Review Time for LET. Table 5 presents the perception of

the fourth year BSIED students of BatStateU Balayan on the shifting of academic

calendar in terms of length of review time.

The table revealed that the statement “Students preferred to take the

Licensure Examination for Teachers on March because they are provided ample

time to review and prepare” with a weighted mean of 4.03 was validated by the

respondents as they agree with the statement saying that in a March schedule of

LET they believe that they can have more time to gather enough review materials

and study if there is a long preparation and review. The book of Curlin et. al

(2000) supported this, which shares five step plans to prepare for a licensure

examination, which includes allowing plenty of time for review. This also said that

the length of time in reviewing should be considered as it can help one to work out

a steady, reasonable pace without frantic cramming as examination is fast

approaching. While, also having a weighted mean of 4.03, the statement

“Comprehensive Review and Examination in school are sufficient for students to

prepare for the LET” was validated by the respondents in which according to them

is really helpful for them to be ready in taking the LET. They also stated that the

scope of their review is wide and it is like a training ground for them to experience

taking LET. They were also provided with handouts of reviewer and for them the

result of their comprehensive examination can be a good predictor if they are

ready to take the LET.

 47

Table 5
Perception of the Students on the Shifting
of Academic Calendar in terms of the
Length of Review Time for LET

Perception W.M. Verbal Interpretation

1. Students preferred to take the Licensure
Examination for Teachers on September 3.85 Agree
because three months are enough to
review and refresh their learning
acquired in school.
2. The duration of review time in Review
Centers is enough for students to prepare 3.64 Agree
for the Licensure examination.
3. Students preferred to take the Licensure
Examination for Teachers on March 4.03 Agree
because they are provided ample time to
review and prepare.
4. Comprehensive review and examination
in school are sufficient for students to 4.03 Agree
prepare for the Licensure Examination
for Teachers.
5. The students’ mindset as new graduates
influences their decision in enrolling in 4.03 Agree
Review Centers to review.
Composite Mean 3.92 Agree

The study of Montemayor et. al (2009) supports the statement which stated

that mock examination (comprehensive examination) builds up students’

confidence and can provide information to students and administrators on whether

or not the students are ready to take the actual LET. In addition, the study also

found that actual examination and mock examination has relationship which

implied that the results of mock examination can validly predict performance in

the LET.
 48

The statement “The students’ mindset as new graduates influence their

decision in enrolling in review centers to review” has also a weighted mean of

4.03 and was validated and agreed by the respondents. According to the

respondents, they can prefer to have a self-review due to some reasons like lack of

financial support to enrol in review centers, while they can also refer to enrol in

review centers, which offer good quality of review and manage the process of

application for their reviewees.

While the statement “Students preferred to take the LET on September

because three months are enough to review and refresh their learning acquired in

school” has a weighted mean of 3.85 was validated by the respondents as the

lesson, theories and information that they learned in school are still fresh in their

minds. They also stated that if a person has the determination, he/she would be

able to as the examination regardless of the amount of time that he/she had for

review. This is supported by the study of Dagdag et. al (2017) which found out

that the institution has improved vastly the LET rating since 1013 where in 62% of

fresh-graduates first takers passed the LET until 2015. This implied that almost all

of the examinees who passed the examination are fresh graduates and first takers,

which means that the institution can have higher LET rating when it requires every

education graduates to immediately take the LET upon graduation.

The statement “The duration of review time in review centers is enough for

students to prepare for the licensure examination” has the lowest weighted mean
 49

of 3.64 was validated by the respondents as they stated that they believed that it

depends upon the schedule of review centers and reviewees also. The respondents

also said that it is not only review centers that can help them pass the examination

but themselves also. One respondent said “if you have the determination and

perseverance with faith in God, you will be successful in everything you do”.

While, in the trend of review centers in the Philippines, (St. Louis Review Center,

Carl Balita Review Center, Blessed Christ Child Montessori- Balayan Review

Center) review centers conducts three to six months review and preparation for the

licensure examination.

3. Significant Relationship between the Profile of the Respondents and their

Perception on the Shifting of Academic Calendar
The following table presents the significant relationship of the respondents

profile and the perception of the fourth year BSIED students of Batangas State

University Balayan on the shifting of academic calendar.

Table 6
Relationship between Respondents’ Profile and their Perception
to an Academic Calendar Shift in terms of
Practice Teaching
Profile df α Pearson-r p-value Decision Interpretation
for Ho
Sex 88 0.035 0.955 Accept No Significant
Income 88 0.05 0.171 0.783 Accept No Significant

The table showed that the value of Pearson r is 0.035 and 0.171 with a

computed p-value of 0.955 and 0.783, which is greater than the significance value
 50

of 0.05 with a degree of freedom of 88. Thus, there is no significant relationship

between the students’ profile and their perceptions to the academic calendar shift

in terms of practice teaching and the researchers decided to accept the null

hypothesis. This is supported by the study of Huffman (2013) which also revealed

that academic calendar adopted by the school did not found any significant

relationship on the variables in the said study.

Table 7
Relationship between Respondents’ Profile and their Perception
to an Academic Calendar Shift in terms of
Securing LET Requirements
Profile df α Pearson-r p-value Decision Interpretation
for Ho
Sex 88 -0.679 0.207 Accept No Significant
Income 88 0.05 -0.107 0.864 Accept No Significant

The table revealed that the value of Pearson-r is -0.679 and -0.107 with a

computed p-value of 0.207 and 0.864 is greater than the significance value of

0.05 with a degree of freedom of 88, hereby accepting the null hypothesis with

an interpretation that there is no significant relationship between the students’

profile and their perceptions to an academic calendar shift in terms of securing

the requirements for LET. This is sustained by the study of Huffman (2013)

which also revealed that the academic calendar adopted by the school has no

significant relationship on the variables in the said study.

 51
Table 8
Relationship between Respondents’ Profile and their Perception
to an Academic Calendar Shift in terms of
Length of Review
Profile df α Pearson-r p-value Decision Interpretation
for Ho
Sex 88 -0.428 0.472 Accept No Significant
Income 88 0.05 0.724 0.166 Accept No Significant

The table reflected that the value of Pearson-r is -0.428 and 0.724 with a

computed p-value of 0.472 and 0.166, which is greater than the significance

value of 0.05 with degree of freedom of 88, hence the researchers accepted the

null hypothesis. This only means that there is no significant relationship

between the profile of the respondents and their perceptions to an academic

calendar shift in terms of the length of review time for LET, therefore the null

hypothesis is accepted. This is parallel to the study of Huffman (2013) which

also revealed that the academic calendar adopted by the school did not found

any significant relationship on the variables in the said study.

4. Action plan recommended to provide awareness to the students and

stakeholders on the shifting of academic calendar

The proposed action plan was designed by the researchers where the areas

of concern are the practice teaching, securing of LET requirements, and length

of review time for LET in which the weakest findings of these areas are

“Training and preparation of students are fulfilled because they are provided
 52
enough time for practicum”, “The Transcript of Records is released to students

in due time” and “The duration of review time in Review Centers is enough for

them to prepare for LET”.

The objectives were (Practice Teaching) to provide awareness to the

graduating students that training and preparation in practice teaching can still

be fulfilled despite the academic calendar shift, (Securing of LET

requirements) to inform graduating students that Transcript of Records is still

released in due time, and (Length of Review Time) to let the graduating

students know that the duration of review time in Review Centres is still

enough for them to prepare for LET.

The strategies recommended by the researchers were based from the

respondents’ insights about the aforesaid variables regarding their perception

on the academic calendar shift. The strategies recommended were (Practice

Teaching) to conduct an orientation program about the practice teaching

concerning the time provided to students’ training and preparation during

practicum, (Securing of LET Requirements) the Registrar Office may perhaps

review their policies, guidelines, as well as the process of releasing the

students’ TOR and to disseminate information regarding the Transcript of

Records and (Length of Review Time for LET) seminar may be conducted by

the review centres in association of the school administrators.

 53

The obtained data were the basis for the output of the study such as

(Practice Teaching) the student-teachers provide quality education to their

students in practice teaching having enough time to prepare and train by means

of observing their cooperating teacher as they knew that academic calendar

shift, (Securing of LET Requirements) the students are able to file an early

request for the release of TOR and be able to secure requirements for LET in

due time, (Length of Review Time) the students will be able to make decision

on whether to enrol in a review centre or to do self-review in preparing for

LET.
 CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter deals with the summary, findings, conclusions and

recommendations of the study through in depth analysis of the gathered data.

Summary

This study aims to determine perception of fourth year BSIED students of

BSU Balayan on the shifting of academic calendar.

Specifically, it sought to answer the following questions:

1. What is the profile of the respondents in terms of:

1.1 Sex; and

1.2 Family Monthly Income?

2. What is the perception of the fourth year BSIED students on the shifting of

academic calendar in terms of the following factors:

2.1 Practice Teaching;

2.2 Securing of LET requirements; and

2.3 Length of review time for LET?

3. Is there any significant relationship between the profile variable of the

respondents and the perception of the fourth year BSIED students?

4. What plan of action may be recommended to provide awareness to the

BSIED graduating students and stakeholders regarding the said shift in

 57

academic calendar in terms of the previously mentioned areas in the life of

education students?

The researchers used the 114 total population of graduating students of

Bachelor of Science in Industrial Education in BatStateU Balayan where in 25 of

the respondents were used in the pre-survey and the 89 respondents were used in

the actual survey. The aforesaid numbers of graduating students as the study

respondents were given sets of questionnaires from which the data are necessary

for the completion of the study.

The proponents of the study make use of Quantitative Research; survey-

questionnaire-approach that uphold the needed data. This method also instituted

the association of the relationship between the aforementioned variables of the

study. While data Triangulation method was utilized also, where in the

respondents’ answers in the questionnaire were also validated by them through an

interview done by the researchers.

In an evident and accurate analysis, the statistician applied the following

descriptive statistical treatments in SPSS database utilizing the frequency count,

percentage, weighted mean, composite mean and Pearson-r.

Findings

After analyzing and interpreting the collected data, the researchers of the

study obtained the following findings:

 58

1. Profile of the respondents

1.1 Sex

In this study, 68 or 76.40 percent of the respondents are female

which means that most of the students in BSIED Program for fourth

year are dominated by girls.

1.2 Family MonthlyIncome

Most of the respondents or 25.84 percent of the respondents came

from family with a monthly income that range from 6,001.00 –

8,000.00.

2. Perception of Fourth Year BSIED Students on the Shifting of Academic

Calendar

2.1 Practice Teaching

The respondents agreed in the academic calendar shift with a

composite mean of 4.02 in terms of practice teaching. The study found

out that having the highest weighted mean of 4.10 is the statement “The

required number of hours in practicum is met” while the statement

“Training and preparation of students are fulfilled because they are

provided enough time” has the lowest weighted mean of 3.85, which

both has verbal interpretation of “agree”.

2.2 Securing of LET requirements

Majority of the respondents agreed that they are in favour of the

academic calendar shift in terms of securing the LET requirements,

 59

which is denoted in the composite mean of 3.96. The findings revealed

that the statement “The students who will take the Licensure

Examination for Teachers on September have a short time in securing

the requirements” has the highest weighted mean of 4.22 while with the

lowest weighted mean of 3.64 was the statement “The Transcript of

Record is released to students in due time” which is both interpreted

“agree”.

2.3 Length of Review Time for LET

The respondents agreed with all the indicators in the perceptions of

students in terms of their length of review time for the licensure

examination with a composite mean of 3.92. There are three indicators

which have the highest weighted means of 4.03 which are statements

“Students preferred to take the LET on March because they are

provided ample time to review and prepare”, “Comprehensive review

and examination in school are sufficient for students to prepare for the

Licensure Examination for Teachers” and “The students mindset as a

new graduates influence their decision in enrolling in Review Centres to

review”. Meanwhile, having the lowest weighted mean of 3.64 is “The

duration of review time in Review Centres is enough for students to

prepare for the Licensure Examination”.

 60

3. Relationship between the profile of the respondents and their perceptions

The value of Pearson r is 0.035 and 0.171 with a computed p-value

of 0.955 and 0.78, which is greater than the significance value of 0.05

with a degree of freedom of 88 in terms of practice teaching. In terms of

securing requirements for LET, the value of Pearson-r is -0.679 and -

0.107 with a computed p-value of 0.207 and 0.864 is greater than the

significance value of 0.05 with a degree of freedom of 88. While, the

value of Pearson-r is -0.428 and 0.724 with a computed p-value of 0.47

and 0.16, which is greater than the significance value of 0.05 with

degree of freedom of 88 too. These mean that the profile of the

respondents has no bearing in their perceptions regarding academic

calendar shift in terms of the previously mentioned areas.

4. Plan of action was recommended to provide awareness to the BSIED

graduating students and stakeholders regarding the said shift in academic

calendar

Conclusions

Based from the previously mentioned findings, the researchers made the

following conclusions.

1. Most of the respondents were female and belong to the family which

monthly income is ranging from 6,001.00-8000.00.

 61

2. The respondents agreed on the implementation of the new academic

calendar in the institution in terms of the three areas in the life of education

students.

3. The profile of respondents has no bearing on their perceptions regarding the

academic calendar shift.

4. The researchers prepared an action plan which will provide awareness to

the BSIED graduating students and stakeholders regarding the said shift in

academic calendar

Recommendations

The researchers proposed the following recommendations from the findings

and conclusions of the study.

1. The school may conduct an orientation program about the practice-teaching

concerning the time provided in their training and preparation.

2. The Registrar Office may perhaps have a review regarding the policies,

guidelines as well as the process of releasing the students’ Transcript of

Records and disseminate information regarding the interval of the release of

the students’ Transcript of Records.

3. Review centers may conduct seminar in the institution about their review

program in association with the school administrators.

4. Similar studies should be conducted such as the impact of the academic

calendar shift to the students.

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APPENDICES
APPENDIX A
 Republic of the Philippines
BATANGAS STATE UNIVERSITY
Caloocan, Balayan, Batangas

March 16, 2018

Ms. April B. Enriquez
Guest Lecturer

Sir/Ma’am
Good Day!
We, the students of Batangas State University Balayan Campus taking Bachelor
of Science in Industrial Education (BSIED) third year students are conducting a study
entitled “PERCEPTION OF FOURTH YEAR BACHELOR OF SCIENCE IN
INDUSTRIAL EDUCATION STUDENTS OF BATANGAS STATE UNIVERSITY
BALAYAN ON THE SHIFTING OF ACADEMIC CALENDAR : AN ANALYSIS”.
In line with this, the questionnaires we made need to be validated first by the
experts who have wide knowledge on our topic.

Regarding this matter, we are hoping that you can give time to check the
questionnaires. Your positive response on this matter will be highly appreciated.

Thank You and God Bless.

Respectfully Yours,

Calzado, Kimberly U.
Esteron, Princess Ruth S.
Lopez, Rhealyn B.
Mendoza, Jinky P.

Noted By:

Ms. Ma. Precious Joy B. Bancoro

Thesis Adviser

Republic of the Philippines

BATANGAS STATE UNIVERSITY
Caloocan, Balayan, Batangas

March 16, 2018

Mr. John Roy U. Marasigan
Guest Lecturer

Sir/Ma’am
Good Day!
We, the students of Batangas State University Balayan Campus taking Bachelor
of Science in Industrial Education (BSIED) third year students are conducting a study
entitled “PERCEPTION OF FOURTH YEAR BACHELOR OF SCIENCE IN
INDUSTRIAL EDUCATION STUDENTS OF BATANGAS STATE UNIVERSITY
BALAYAN ON THE SHIFTING OF ACADEMIC CALENDAR : AN ANALYSIS”.
In line with this, the questionnaires we made need to be validated first by the
experts who have wide knowledge on our topic.

Regarding this matter, we are hoping that you can give time to check the
questionnaires. Your positive response on this matter will be highly appreciated.

Thank You and God Bless.

Respectfully Yours,

Calzado, Kimberly U.
Esteron, Princess Ruth S.
Lopez, Rhealyn B.
Mendoza, Jinky P.

Noted By:

Ms. Ma. Precious Joy B. Bancoro

Thesis Adviser

Republic of the Philippines

BATANGAS STATE UNIVERSITY
Caloocan, Balayan, Batangas

March 16, 2018

Mrs. Marilou V. Relevo
Instructor

Sir/Ma’am
Good Day!
We, the students of Batangas State University Balayan Campus taking Bachelor
of Science in Industrial Education (BSIED) third year students are conducting a study
entitled “PERCEPTION OF FOURTH YEAR BACHELOR OF SCIENCE IN
INDUSTRIAL EDUCATION STUDENTS OF BATANGAS STATE UNIVERSITY
BALAYAN ON THE SHIFTING OF ACADEMIC CALENDAR : AN ANALYSIS”.
In line with this, the questionnaires we made need to be validated first by the
experts who have wide knowledge on our topic.

Regarding this matter, we are hoping that you can give time to check the
questionnaires. Your positive response on this matter will be highly appreciated.

Thank You and God Bless.

Respectfully Yours,
Calzado, Kimberly U.
Esteron, Princess Ruth S.
Lopez, Rhealyn B.
Mendoza, Jinky P.

Noted By:

Ms. Ma. Precious Joy B. Bancoro

Thesis Adviser

Republic of the Philippines

BATANGAS STATE UNIVERSITY
Caloocan, Balayan, Batangas

March 16, 2018

Mrs. Leonisa C. Macalindong
Instructor

Sir/Ma’am
Good Day!
We, the students of Batangas State University Balayan Campus taking Bachelor
of Science in Industrial Education (BSIED) third year students are conducting a study
entitled “PERCEPTION OF FOURTH YEAR BACHELOR OF SCIENCE IN
INDUSTRIAL EDUCATION STUDENTS OF BATANGAS STATE UNIVERSITY
BALAYAN ON THE SHIFTING OF ACADEMIC CALENDAR : AN ANALYSIS”.
In line with this, the questionnaires we made need to be validated first by the
experts who have wide knowledge on our topic.

Regarding this matter, we are hoping that you can give time to check the
questionnaires. Your positive response on this matter will be highly appreciated.

Thank You and God Bless.

Respectfully Yours,

Calzado, Kimberly U.
Esteron, Princess Ruth S.
Lopez, Rhealyn B.
Mendoza, Jinky P.

Noted By:

Ms. Ma. Precious Joy B. Bancoro

Thesis Adviser
 Republic of the Philippines
BATANGAS STATE UNIVERSITY
Caloocan, Balayan, Batangas

March 16, 2018

Mrs. Gizelle G. Calaud
Instructor

Sir/Ma’am
Good Day!
We, the students of Batangas State University Balayan Campus taking Bachelor
of Science in Industrial Education (BSIED) third year students are conducting a study
entitled “PERCEPTION OF FOURTH YEAR BACHELOR OF SCIENCE IN
INDUSTRIAL EDUCATION STUDENTS OF BATANGAS STATE UNIVERSITY
BALAYAN ON THE SHIFTING OF ACADEMIC CALENDAR : AN ANALYSIS”.
In line with this, the questionnaires we made need to be validated first by the
experts who have wide knowledge on our topic.

Regarding this matter, we are hoping that you can give time to check the
questionnaires. Your positive response on this matter will be highly appreciated.

Thank You and God Bless.

Respectfully Yours,

Calzado, Kimberly U.
Esteron, Princess Ruth S.
Lopez, Rhealyn B.
Mendoza, Jinky P.

Noted By:

Ms. Ma. Precious Joy B. Bancoro

Thesis Adviser
 Republic of the Philippines
BATANGAS STATE UNIVERSITY
Caloocan, Balayan, Batangas

Survey Questionnaire on the Perception of Fourth Year Bachelor of Science

in Industrial Education Students of Batangas State University Balayan Campus on
the Shifting of Academic Calendar : An Analysis

Dear Respondents,

Good Day!

We, Bachelor of Science in Industrial Education students of Batangas State

University Balayan Campus will be conducting a research study entitled
“Perception Of Fourth Year Bachelor Of Industrial Education Students Of
Batangas State University Balayan Campus On The Shifting Of Academic
Calendar : An Analysis”.
In accordance with this, kindly accomplish the questionnaire as honest and
accurate as possible. Rest assured that any information and all your response will
be treated with utmost confidentiality.
We humbly request that the accomplished questionnaire will be returned to
the researchers after you have completed answering all the items in the
questionnaire.
Thank you very much for your cooperation and support!

Sincerely,
The Researchers
 Republic of the Philippines
B A T A N G A S S T A T E U N I V E R S I T Y - Balayan
Caloocan, Balayan, Batangas

COLLEGE OF TEACHER EDUCATION

Sir/Madam:
Greetings of Peace!
We, the undersigned Bachelor of Industrial Education students are currently
conducting a research study entitled “PERCEPTION OF FOURTH YEAR BACHELOR
OF SCIENCE IN INDUSTRIAL EDUCATION STUDENTS OF BATANGAS STATE
UNIVERSITY BALAYAN CAMPUS ON THE SHIFTING OF ACADEMIC
CALENDAR: AN ANALYSIS”.
Relative to this, we would like to request your good office to allow the group to
distribute survey questionnaires among the several members of your students for
reliability testing and actual survey. Your participation will play significantly in the
completion of the aforementioned study.
We hope that this request will be given favourable consideration.
Thank you in anticipation for your favourable response regarding this matter. Good day.

Respectfully yours,
Calzado, Kimberly U.
Esteron, Princess Ruth S.
Lopez, Rhealyn B.
Mendoza, Jinky P.
Noted:

Ms. Ma. Precious Joy B. Bancoro

Thesis Adviser

Approved:

Engr. Rhobert E. Alvarez

Dean of Colleges
APPENDIX B
Part I. Respondent’s Profile
Directions: Kindly (√) check the appropriate box that corresponds to your
personal profile.

Name (optional):______________________ Section: ________________

Sex:
Female Male
Family Income:
Below 6,000 10,001-12,000

6,001-8,000 12,001-14,000

8,001-10,000 14,001 above

Part II. Perception Of Fourth Year Bachelor of Industrial Education Students

of Batangas State University Balayan Campus on the Shifting of Academic
Calendar from June to August

Direction: Listed below are the statements that are designed to determine the
Perception of Fourth Year Bachelor of Industrial Education Students of Batangas
State University Balayan Campus on the shifting of academic calendar from June
to August. You are requested to give your honest rating by putting a (√) check on
the box that corresponds to the number which best reflects your rating using the
legend below:

5 - Strongly Agree
4 - Agree
3 - Either Agree or Disagree
2 - Disagree
1 - Strongly Disagree
 Perception Of Fourth Year Bachelor Of Industrial Education
Students Of Batangas State University Balayan Campus On The
Shifting Of Academic Calendar From June To August 5 4 3 2 1

1. The required number of hours in practicum is met.

2. The students who will take the Licensure Examination for
Teachers on September have a short time in securing
the requirements.
3. Students preferred to take the Licensure Examination for
Teachers on September because three months are
enough to review and refresh their learning acquired in
school.
4. The time provided for practice teaching is sufficient for
students to acquire the necessary pedagogical and
teaching skills.
5. The Transcript of Record is released to students in due
time.
6. The duration of review time in Review Centres is enough
for students to prepare for the Licensure examination.

7. Training and preparation of students are fulfilled because

they are provided enough time.
8. The online application for Licensure Examination for
Teachers is new to the students.
9. Students preferred to take the Licensure Examination for
Teachers on March because they are provided ample
time to review and prepare.
10. Student-teachers provide quality education having
enough time for practicum.
11. Licensure Examination for Teachers that is done on
March is more preferable for takers to have more time to
secure all requirements.
12. Comprehensive review and examination in school are
sufficient for students to prepare for the Licensure
Examination for Teachers.
13. The change in the deployment period causes student-
teachers to run out of topics to discuss in practicum.
14. The span of time provided in securing the requirements
for the Licensure Examination for Teachers affects the
eagerness of students in taking the examination.
15. The students’ mindset as new graduates influence their
decision in enrolling in Review Centres to review.
 CURRICULUM VITAE

RHEALYN B. LOPEZ
Dalig, Balayan, Batangas, Philippines
Mobile #: +639261788239
E-mail: [email protected]
CAREER OBJECTIVE
To be able to further develop and to contribute my skills, knowledge and
time as part of the competent workforce of the company.

PERSONAL DATA:
Age : 20 yrs. Old
Sex : Female
Place of Birth : Balayan, Batangas, PH
Date of Birth : November 03, 1997
Civil Status : Single
Height : 5’4
Weight : 37 kgs.
Religion : Roman Catholic
Languages : English, Tagalog

EDUCATIONAL ATTAINMENT:

Tertiary Bachelor of Science in Industrial Education

Batangas State University 2015 – up to present
Secondary Balayan National High School
Balayan, Batangas 2010 - 2014
Primary Agustin T. Ramos MES
Dalig, Balayan, Batangas 2004 - 2010

JINKY P. MENDOZA
Calaca, Batangas, Philippines
Mobile #: +639275914453
E-mail: [email protected]
CAREER OBJECTIVE
To be able to further develop and to contribute my skills, knowledge and
time as part of the competent workforce of the company.

PERSONAL DATA:
Age : 19 yrs. Old
Sex : Female
Place of Birth : Calaca, Batangas, PH
Date of Birth : January 10, 1999
Civil Status : Single
Height : 5’0
Weight : 45 kgs.
Religion : Roman Catholic
Languages : English, Tagalog

EDUCATIONAL ATTAINMENT:

Tertiary Bachelor of Science in Industrial Education

Batangas State University 2015 – up to present
Secondary Dacanlao Gregorio Agoncillo National High School
Dacanlao, Calaca, Batangas 2011 - 2015
Primary Calaca Elementary School
Calaca, Batangas 2005 – 2011

KIMBERLY U. CALZADO
Balayan, Batangas, Philippines
Mobile #: +639056286238
E-mail: [email protected]
CAREER OBJECTIVE
To be able to further develop and to contribute my skills, knowledge and
time as part of the competent workforce of the company.

PERSONAL DATA:
Age : 18 yrs. Old
Sex : Female
Place of Birth : Balayan, Batangas, PH
Date of Birth : June 05, 1999
Civil Status : Single
Height : 5’4
Weight : 43 kgs.
Religion : Roman Catholic
Languages : English, Tagalog

EDUCATIONAL ATTAINMENT:

Tertiary Bachelor of Science in Industrial Education

Batangas State University 2015 – up to present
Secondary Balayan National High School
Balayan, Batangas 2011 - 2015
Primary Balayan West Central School
Balayan, Batangas 2005 - 2011

PRINCESSRUTH S. ESTERON
Gumamela, Balayan, Batangas, Philippines
Mobile #: +639758318078
E-mail: [email protected]
CAREER OBJECTIVE
To be able to further develop and to contribute my skills, knowledge and
time as part of the competent workforce of the company.

PERSONAL DATA:
Age : 19 yrs. Old
Sex : Female
Place of Birth : Balayan, Batangas, PH
Date of Birth : April 19, 1999
Civil Status : Single
Height : 5’0
Weight : 45 kgs.
Religion : Iglesia Ni Cristo
Languages : English, Tagalog

EDUCATIONAL ATTAINMENT:

Tertiary Bachelor of Science in Industrial Education

Batangas State University 2015 – up to present
Secondary Balayan National High School
Balayan, Batangas 2011 - 2015
Primary Don Leon Martinez Memorial Elementary School
Balayan, Batangas 2005 - 2011