FACTORS AFFECTING THE PERFORMANCE OF WEST VISAYAS STATE

UNIVERSITY GRADUATES IN THE FORESTERS LICENSURE

EXAMINATION

An Undergraduate Thesis

Presented to

the Faculty of the College of Agriculture and Forestry

West Visayas State University

Lambunao, Iloilo

In Partial Fulfillment

of the Course Requirements for the

Degree Bachelor of Science in Forestry

by:

Mayren S. Biyo

Trexia P. Ibero

Winston B. Ventura

April 2019
 APPROVAL SHEET

The thesis attached hereto, entitled “FACTORS AFFECTING THE PERFORMANCE OF WEST

VISAYAS STATE UNIVERSITY GRADUATES IN THE FORESTERS LICENSURE EXAMINATION,”

prepared and submitted by Mayren Senador Biyo, Trexia Parreñas Ibero and Winston Balsomo

Ventura in partial fulfilment of the requirements for the degree of Bachelor of Science in

Forestry, is hereby recommended.

ROEL A. ALLI, Ph.D.

Adviser

Accepted in partial fulfilment of the requirements for the degree of Bachelor of Science in

Forestry.

JOSE ARIEL A. TUTOR, Ph.D.

Associate Dean for Forestry

ROEL A. ALLI, Ph.D.

Dean of Instruction

PETER ERNIE D. PARIS, Ph.D., R.M.T.

Campus Administrator
 Biographical Sketch

The author is the youngest among the nine children of Mr. Gaspar Macundo Biyo and

Mercedita Senador Biyo of Brgy. Binaba-an Tirador, Lambunao, Iloilo. She was born on August

22, 1998 at Binaba-an Tirador, Lambunao, Iloilo.

She finished her primary education at Abangay Elementary School in March 2011 and

her secondary education at Abangay National High School in March 2015. She obtained her

Bachelor of Science in Forestry degree at West Visayas State University - College of Agriculture

and Forestry and was conferred in April, 2019.

Mayren Senador Biyo

 Biographical Sketch

Born on 6th day of January 1998 in Sampaloc, Manila. She is the eldest and the only

daughter among the three children blessed to Mr. Rex Quilnat Ibero and Mrs. Luz Parreñas

Ibero of G. Lopez Jaena Street, Pototan, Iloilo.

She finished her primary and secondary education at Colegio De La Inmaculada

Concepcion, Hijas De Jesus in March 2011 and March 2015, respectively. She obtained her

Bachelor of Science in Forestry degree at West Visayas State University College of Agriculture

and Forestry, Lambunao, Iloilo and was conferred in April, 2019.

Trexia Parreñas Ibero

 Biographical Sketch

The co-author was born on March 14, 1997 at Quezon City, Manila. He is the eldest

among the four children to Mr. Joseph C. Ventura Jr. and Analie B. Ventura of Brgy. Ayong,

Cabatuan, Iloilo.

He finished his primary education at Don Nicholas Catalan Memorial Elementary School

in March 2009 and his secondary education at Cabatuan Comprehensive National High School in

March 2014. He obtained Bachelor of Science in Forestry degree at West Visayas State

University – College of Agriculture and Forestry and was conferred in April, 2019.

Winston Balsomo Ventura

 ACKNOWLEDGEMENT

The success of this study required a lot of guidance and encouragement from many

people. More so, the researchers are privileged to recognize the contribution of these people

who became part of the feasibility of this study. The researchers Mayren Senador Biyo, Trexia

Parreñas Ibero and Winston Balsomo Ventura would like to take this opportunity to put into

words their great appreciation and profound gratitude to the following people:

The researchers are humbly indebted to Dr. Roel A. Alli, research adviser, who gave his

time and efforts in supervising them throughout the preparation of this manuscript. His patience

in reminding the researchers to finish the manuscript and expertise was the core of the success

of this study;

Dr. Joel A. Araquil, technical critic, for checking the manuscripts and giving his time for

the development of this study;

Dr. Noemi G. Laspiñas, their statistician, who spent time in checking the tables and

discussions of the manuscript;

Dr. Maribelle M. Moreno, English critic, for her patience in checking and criticizing the

final manuscript;

Dr. Jose Ariel A. Tutor, Associate Dean for College of Forestry and the rest of the faculty

and staff of College of Forestry, for the guidance and professional expertise they shared to the

researchers for the past four years;

To Ma’am Helen H. Dime, college registrar, for her understanding and patience during

gathering data in the Registrar’s Office;

To the University Assessment Learning Center, especially to Dr. Venus P. Diaz, for

providing the researchers their requested data;

 To BSF IV, their siblings by profession, for the treasured and unforgettable memories

that they have shared since day one. Aim high class of 2019;

Above all, to the Almighty God’s presence who have showered the researchers His

guidance and wisdom for the success of this study.

Mayren S. Biyo

Trexia P. Ibero

Winston B. Ventura

April 2019
 The author (Mayren) would like to put into words her heartfelt gratitude to the following

person who, in a way or another contributed in the possibility of this manuscript;

To her Nanay Bucay and Tatay Apang, for the love, patience and her source of

inspiration to strive harder on her studies. Their financial, moral and spiritual support attributed

to the possibility of their daughter’s thesis manuscript;

To her siblings, namely: To Francis, Noy Edward, Manong Richard, Inday Grace, Manong

Joven and Manong Alvin, Manong Dennis and Jann, for their motivating words and

encouragement as well as their financial support to their sister;

To her loving Lola Nora, for her prayers and guidance to the researcher;

To her in-laws, namely: Nang Lory, Inday Joy, Nong Potong, Nang Lea, Nang Marie and

Nang Kelly, for their untiring advice;

To her nieces and nephews, namely: Niko, Diane, Therese, Mol-mol, Camille, Sweet,

Rhegie, Cassy, Genesis and Daniel, for inspiring the researcher;

To her roomates, namely; Kate, Tang-Tang, Lovely, Mary Gold, Joanna and Mae, for fun

memories they shared in the four corners of room 2;

To her Auntie Teresa, for introducing and encouraging her to take BS Forestry;

To the BSF alumni, namely: Nang Tintin, Nong Gemson, Nong Patrick, Nong Ayee, Nong

Danny and Jobi, for the knowledge in the field of forestry they have shared to the researcher

and most especially to their motivation and advice;

To PGENRO Iloilo, to Atty. Cangrejo and the rest of the employees, for being the eye

opener and shaping her to become better in her chosen profession;

To her classmates, for laughter and unforgettable adventures together. Her four years in

college is indeed her most treasured memory;

 To 9jaturtles, namely: Angie, Kokie, Kokoy, Chong, Salds, Tagoy, Juday and especially

to Papang Bert, for the shared laughter, naughtiness, encouragement and for the love and care

through the years. Those shared ‘after event parties’ that made the researcher fiery and

unbeatable;

And lastly, to her co-researcher Trexia, for her moral support and guiding her to the

right path of life;

M.S.B
 The co-author (Trexia) would like to express her deepest gratitude and enthusiasm to

the following people who have contributed to the finalization of this manuscript as well as being

in part of her blissful four years in the college:

First and foremost, to her very supportive parents, for their strict guidance and constant

reminders to the researcher that shaped her to become better;

Being away from her comfort zone made her anxious for a while. Her heartfelt thanks to

the Alinsasaguin Family who guided and made her feel she was at home during her stay with

them for four good years;

There was never a dull moment when she was with her boarding zoo family namely:

Aira, Orlyn, Alex, Romilen, Jude, Balen, Adrian, Claribel and Paula. The researcher is thankful

enough for all the memories they spent together. Those midnight talks and laughter made their

bond stronger;

To her Ang Amihan family, thank you for the times of unforgettable pressure and short

sleeps they had shared especially during the 10th Regional FLP celebration;

To the Forestry Student Council and to her manangs and manongs in Forestry

Department, for the guidance and memories together;

To her dearest classmates, for making her four years stay in CAF a remarkable and one

of a kind phase of her life;

To her high school best friends, namely: Shane, Trisha, Marion and Angel, for the

sisterly love and fun memories they had shared since fetus days;

To her favourite people, namely: Angie, Kriselle, Jude, Arenga, Johnric, Alven, Chong,

Bert and Salmer Lloyd. The researcher would like to extend her words of appreciation to these

people for keeping her a company in good or in bad days;

 And to those who were not mentioned but became part of the researcher’s trail to this

success, she owes you big time;

Finally, to her co-author and her college best friend, (Mayren) for the words of wisdom

and encouragement through the years. Those countless unplanned adventures made their

friendship firm and filled with so much treasured memories.

T.P.I
 The co-author (Winston) would like to express his gratitude to the following people who

contributed to this success;

To his Nanay Analie and Tatay Joseph, for their guidance, love and understanding;

To his classmates (BSF 4), for the memories and unforgettable adventures they have

shared. The co-author is forever grateful for the past four years;

To Dr. Jose Ariel A. Tutor and Dr. Roel A. Alli, for their fatherly guidance and support

throughout his college life that made him a better person;

To his thesis partners (Mayren and Trexia), for their understanding and constant

reminders in preparing this manuscript;

And lastly, to the Almighty God for giving him the courage, strength and knowledge to

finish this study.

W.B.V
Biyo, Mayren S., Ibero, Trexia P. and Ventura, Winston B. Factors Affecting the
Performance of West Visayas State University Graduates in the Foresters
Licensure Examination. Unpublished Undergraduate Thesis, Bachelor of Science
in Forestry, West Visayas State University, Lambunao, Iloilo, April 2019.

Abstract

This study was conducted to determine what certain factors attribute to the performance of 98

Bachelor of Science in Forestry graduates in the Foresters Licensure Examination from the

period 2013 – 2018. SPSS Descriptive Statistics, Pearson’s Correlational, and Coefficient of the

Determination were used to analyse the registration data on scores in High School GPA, WVSU-

CAT, General Education Courses, Core Courses and Terminal Competency. Out of 98

respondents, 62 graduates or 63.30% passed the examination while 36 graduates or 36.70%

failed in the examination. The passing was observed to be higher than the average national

passing rate for the period covered in the study. The average HS GPA of the respondents was

85.96 which is higher than usual cut-off score of 83.0 while the average WVSU-CAT score was

108.49 which is also higher than the usual cut-off score of 100 set by the college. The

graduates had an average weighted average in general education course of 1.86 which is very

satisfactory while the weighted grade in core courses was 2.08 which is satisfactory. In overall,

the general weighted average grade was 1.98 which is very satisfactory. BSF graduates were

proficient in areas of historical perspective (Mean = 51.12, SD = 12.82), civic responsibility

(Mean = 53.78, SD = 22.77), technical facility (Mean = 52.94, SD = 21.61) and research

competence (Mean = 51.98, SD = 16.21). However, they possessed basic skills in areas of

critical thinking (Mean 39.80, SD 12.82), scientific literacy (Mean = 48.72, SD 18.11),

information literacy (Mean 47.24, SD = 16.67), effective communication (Mean 45.02, SD =

22.06).
 TABLE OF CONTENTS

Title page Page

Approval sheet iii
Biographical Sketch iv
Acknowledgements vii
Abstract xiv
List of Tables xix
Chapter
1 INTRODUCTION 1

Statement of the problem 5

Objectives of the study 6

Significance of the Study 6

Definition of terms 7

Delimitation of the Study 9

2 REVIEW OF RELATED LITERATURE 10

3 METHODOLOGY 15

Research Design 15

Data Collection 15

Data Gathering Procedures 15

The Respondents 16

Data Analysis 17

4 RESULTS AND DISCUSSION 18

Performance in the Foresters Licensure Examination 18
Admission Status of the Graduates 20
Academic Performance of the Graduates 21
Performance of the Graduates in the Terminal Competencies 25
Assessment
Factors Affecting the Graduates Performance in the Foresters 28
Licensure Examination
5 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 31
Summary 31
Conclusions 33
 Recommendations 33
References 35
 Chapter 1

Introduction to the Study

Chapter one has seven parts: 1) Background of the Study, 2) Conceptual Framework of the

Study, 3) Statement of the Problem, 4) Objectives of the study, 5) Significance of the Study and

6) Definition of Terms 7) Delimitation of the Study.

Part one, Background of the Study, justifies the need for the investigation and discusses the

basic importance of selecting the problem;

Part two, Conceptual Framework of the Study, explains the theories and framework from which

the study is anchored;

Part three, Statement of the Problem, presents the general and specific statements of the

problem;

Part four, Objectives of the Study, broad statement of desired outcome and overall purpose of

the study;

Part five, Significance of the Study, enumerates who will benefit from the study and how will

they benefit;

Part six, Definition of Terms, introduces the conceptual and operational definition of technical

terms used in the study; and

Part seven, Delimitation of the Study, discusses the scope and coverage of the study.
Background of the Study

The licensure examination is an act of initiation for the students to prepare them for a

challenging world outside after graduating from their respective academic institutions during

their tertiary years. This serve as a means of maintaining the quality of professionals after they

had been trained and schooled in their respective institution. Such an examination measures

the competencies of a professional who is believed to have acquired the necessary skills,

knowledge and attitude in the practice of their respective profession. According to Bhattacharya

(2009) board examinations are point of reference for assessing students’ ability and educational

standards that help them to encounter the most challenging examinations and discuss easily

the situations given. Moreover, the original set of knowledge and skills that information

handlers were expected to have before is now deemed short of meeting the needs of more

sophisticated information seekers.

Sta. Maria (1995) in his article, “higher education trial” as stated by Navarro et al. (2003)

claimed that the decline in standard is indicated by the low performance of graduates in

government professional examinations and increasing unemployment of college graduates.

Massive failures in government examinations could be attributed to the inadequate preparation

of the candidates who in some cases hardly squeezed through the course.

Studies are conducted to evaluate performance and follow-up graduates enable the institutions

to appraise the curricular offerings and come up with plans that will certainly equip the students

with the best possible trainings suited to maximize their contributions to the society.

Per CHED Memorandum Order No. 44, Series of 2006 and Board Resolution No. 14, (Series of

2007) Bachelor of Science in Forestry (BSF) is a four year degree program. This aims to

educate, develop and train students to become: professional Foresters equipped with the social,

economic and environmental dimensions of Forestry resources; competent researches and

academicians in order to advance the growth of forestry science; and leaders in proper

conservation and development of forest resources. This curriculum is designed to prepare well-

rounded forester with knowledge, skills and values in the art, business and science of forestry.

The curriculum is divided into four major parts. The first part is composed of General Education

courses (77 units) which is geared toward providing basic knowledge in the arts and sciences.

The second part is the core course (78 units) which will develop competencies in the scientific

field of forestry science and management needed by all foresters. The third and fourth parts are

Thesis/Practicum (12 units) and Elective (six units) respectively.

In line with this, the licensure exam is the mark of a professional. It is a standard that is

recognized by the government and by the public to introduce standards of excellence, rules of

behavior, guidelines of recruitment and measures of protection of its members. It assures

highness of dedication, responsibility, skills and quality towards ones professions. Consequently,

it uplifts ones profession to a position of dignity and prestige in society.

Moreover, becoming a licensed Forester is fairly demanding considering that one has to

graduate with a Bachelor’s Degree in Forestry and pass the Foresters Licensure Exam. In like

manner, the quality of graduates produced by an institution is measured by their performance

in board examinations (Tan, 2014).

In the most recent five years, the average passing rate of the West Visayas State

University (WVSU) in the Foresters Licensure Examination (FLE) is 48.34% or four (4)

examinees out of ten (10). This result shows that not all graduates of the university were

prepared for the examination. It is therefore necessary to comprehend what intervention

schemes should be assumed to improve the WVSU Forestry graduates’ performance in

Foresters Licensure examination.

Thus, this study was conducted to determine what certain factors attribute to the performance

of Forestry graduates in the licensure exam from year 2013-2018.

Conceptual Framework

Figure 1 presents the working paradigm of the study. The diagram shows the

relationships between the independent variable and dependent variable of the study. The

independent variable includes High School GPA, WVSU-CAT Score, General Education GPA, Core

Courses GPA, General Weighted Average, Research Competency, Effective Communication and

Specialized Knowledge in Forestry. The dependent variable is the performance in Foresters

Licensure Examination (FLE).

According to the Attribution Theory, as cited by Mateo (1998), occurrence of events is

attributed to two factors personal forces and environmental forces. Central to Heider’s Theory is

the assertion that man perceives events of critical importance for the interpretation of human

work, such causes could be traced to factors located within the person and those that are

drawn from the environment of the person.

Independent Variable

• High School GPA

• WVSU-CAT Score
• General Education GPA Dependent Variable
• Core Courses GPA
• General Weighted Average Performance in Foresters
• Critical Thinking Licensure Examination
• Historical Perspective
• Civic Responsibility
• Technical Facility
• Research Competency
• Scientific Literacy
• Information Literacy
• Effective Communication
• Specialized Knowledge in
Forestry
Figure 1. Conceptual Framework of the factors influencing the performance of WVSU graduates

in Foresters Licensure Examination (FLE).

Statement of the Problem

West Visayas State University whose vision is to be the Center of Excellence for Forestry

education in the Philippines is sharp on quality assurance and maintenance of standards.

However, the performance of graduates in the licensure exam is still uncertain and its specific

attributes are not yet known. Considering that there is insufficient research in the case of WVSU

as to what factors affect the performance of Forestry graduates in the licensure examination.

Further, the researchers aimed to answer the question:

What are the factors that affect the performance of Forestry graduates from 2013 up to 2018 in

the Licensure Examination?

Objectives of the Study

The study aimed to assess the factors that influence the Foresters Licensure Examination (FLE)

performance of WVSU graduates specifically, this aimed to determine the following objectives:

• To determine the board performance of the graduates in the FLE

• To determine admission status of the graduates in terms of WVSU-CAT score and high

school general weighted grade;

• To determine their academic performance of the graduates in terms of General

Education Courses, Core Courses and the overall General Weighted Average

• To determine the terminal competencies of the graduates

• To determine factors affecting the performance of the graduates in the Foresters

Licensure Examination
Significance of the Study

There is scarce information about what certain factors that affect the performance of WVSU

graduates in Foresters Licensure Examination (FLE). Thus, the results of this study would

influence the strategic methods on how to improve the learning activities among the students

and to refine Forestry program as well. Further, it could be a basis for the students and to the

institution to determine what specific points they should address in order to pass the licensure

exam.

Definition of Terms

Admission Test–test designed to identify students suitable for admission into a graduate or

undergraduate curriculum. (https://www.definitions.net/definition/college+admission+test)

In this study, it refers to the results WVSU-CAT which is the standardized test given to

prospective applicants for admission and the general weighted average of the graduates during

their high school.

Board Performance–in this study, it refers to the pass or fail performance of board takers.

Civic Responsibility–demonstrates knowledge of other cultures and the ability to apply

knowledge to engage and negotiate different perspectives, understand the consequences of

actions on the physical environment and on the lives of others at the local and global levels,

respect human rights and exercise ethical judgment in personal professional lives (ULAC, WVSU,

2017).

Competency exam–are valid and reliable tests that measure knowledge and skills required for

a job (ULAC, WVSU, 2017).

Critical Thinking–interprets information, applies reflective processing of information, responds

and adapts to changing situations, makes complex decisions, solves problems and evaluates

actions (ULAC, WVSU, 2017).

Effective Communication–demonstrates competence in effective writing and oral

communication (ULAC, WVSU, 2017).

Forester–is a natural person duly registered with the Board of Examiners as a forester who (1)

is duly qualified and exempt from taking the board examination; or (2) who passed the Forestry

Board Examination (https://www.prc.gov.ph/foresters).

Historical Perspective–demonstrates knowledge of relationships to other times and cultures

from the past to the present; identify the major contributions of various events and individuals

of human civilizations (ULAC, WVSU, 2017).

In this study, it refers to the results WVSU-CAT which is the standardized test given to

prospective applicants for admission and the general weighted average of the graduates during

their high school.

Information Literacy–demonstrates an ability to use libraries and other information resources

to effectively locate, select, and evaluate needed information (ULAC, WVSU, 2017).

Research Competence–demonstrates competence in the research process (ULAC, WVSU,

2017).

Scientific Literacy–demonstrates the ability to understand key concepts and principles of the

natural, social and behavioral sciences, and applies these principles appropriately within

personal lives (ULAC, WVSU, 2017).

Specialized Knowledge–demonstrate the ability to apply the disciplinary knowledge and skills

appropriate for the chosen field of study (ULAC, WVSU, 2017).

Terminal Competencies Assessment (TCA)–is an annual examination administered by the

University Learning Assessment Center. It is given before graduation to determine the readiness

of graduating college students for a highly competitive technologically-advanced job market

(ULAC, WVSU, 2017).

Delimitation of the Study

The study was conducted at West Visayas State University - College of Agriculture and Forestry

(WVSU-CAF), using correlation design. The content scope covered factors such as scholastic

records, WVSU-CAT Score, Terminal Competency and type of high school they graduated. The

study covered the period of BSF batch 2013 up to 2018 graduates

 Chapter 2

Review of Related Literature

This chapter is composed of three parts: a) Historical Background and Board Performance of

WVSU BS Forestry b) Factors Affecting Performance in the Licensure Examination

Historical Background and Board Performance of WVSU BS Forestry

June 18, 1964, the Iloilo National College of Agriculture (INCA) was converted through the

Republic Act 4016 sponsored by Cong. Ricardo Y. Ladrido and signed by President Diosdado

Macapagal. Later, on January 27, 1986 the Iloilo National College of Agriculture (INCA) was

integrated with the West Visayas State University (WVSU). Upon integration, the former INCA

and the School of Agriculture and Forestry became the West Visayas State University College of

Agriculture and Forestry (WVSU-CAF).

June 1977, Forestry was first offered and 24 students graduated in 1981. In the years 1995 to

1998 WVSU-CAF consistently ranked among the top 5 top performing schools and had produced

several board topnotchers. Cited by Galvano and Gañon (2014), data observed from 1981 up to

2013, the 45.9% passing rate of BSF graduates in the Foresters Licensure Examination (FLE) is

comparatively high than to usual national passing rate of 30%, where the school was cited by

the PRC as among the top 5 performing school in 1995-1998.

According to the study cited by Galvano and Gañon (2014), the yearly performance in the

Foresters Licensure Examination (FLE) showed that from the start the program up to 1999

consistently high percentage was observed. The school had produced a total of 20 board

topnotchers distributed in different years which ranged from 2nd placer to 18th placer.

In 1983, Elmer Ganancial got 10th place in FLE, 1985 with two 4th placers in the name of Roel A.

Alli and Andrea Untal. Also, with two 8th placers namely Jesrel Villanueva and Wilfredo Canto. In

the year 1986, there were two 4th placers in the person of Rosalily Mamaril and Ramon Logronio
and Pedro Abrico in the 18th place. In 1988, Antonio Latoza got the 9th place. In 1993, the

school had three topnotchers ranking 3rd, 4th and 11th place in the name of Jerson Calaguio,

Ascencion Santocildes, and Julie Rex Molavin respectively. RB Gallego grabbed the 15th place in

1995. During the year 1996, the school had five topnothers who were composed of Renato

Rafael Sarad on the 2nd place, Belinda G. Leonida on the 8th place, Lotis Lozarito on the 11th

place, Shaeron Grace Villanueva on the 12th place and Mitzi Solitana on the 16th place. In 1998,

Dominic Billen got the 14th place and in 2013, Liezel Baron was on the 6th place. In 2014, Rod

Reynan G. Laspiñas landed on the 2nd place. Recently, Francis Ben Berja and Melissa Suganob

ranked 2nd and 4th respectively in the 2018 Foresters Licensure Examination.

For the last six years the WVSU passing rate in the Foresters Licensure Examination (FLE)

gradually increased. The mean average of WVSU Passing percentage at 54.01% is

comparatively higher than 45.18% National Passing Rate.

Furthermore, the school represents perhaps the most important institution in the student’s life.

Spending approximately three-fourths of the conscious part of their weekdays at school,

students critically depend on this setting for their development. Unfortunately, this environment

does not always lend itself to student achievement. The performance of the graduates reveals

to a certain extent how well equipped they are which could also be attributed to the

instructional materials provided by the institution.

Factors Affecting Performance in the Licensure Examination

A lot of the factors had influenced the graduates’ licensure exam performance. College

academic performance could be among them. Researchers reveal that these factors have a

significant direct relationship with licensure performance. This indicates that the quality of

education graduates received from their tertiary institution has a significant role in their

licensure exam performance. On the other hand, no significant finding implies that the school
needs to improve areas of instruction and other student services such that the graduate’s

academic performance should be able to predict their scores in the licensure examination.

Associating academic performance, therefore, is important in assessing the contribution of the

campus instruction to the graduates’ level of performance in the licensure examination.

The performances of students in an examination can be attributed to some factors. In a study

done by Besique, Wong, Louie and Rho (2000) on the predictors of success rate in the

California State Board of Pharmacy Licensure Examination; they have correlated demographic

variables, preparation for the examination, study habits and grade point average with the

success in the examination. From among the variables, grade point average was identified as

an important factor in predicting success in licensure examination.

Furthermore, it is important that perceptible predictors should be identified to increase the

passing rates and achieve higher examination scores. According to Pringle and Lee (1998),

students with high general percentage average (GPA) is an important predictor of academic

success. Therefore, in this study the main focus is to explore the GPA of the takers in relation to

the librarians’ board examination performance.

Hilario (2000) studied the factors influencing the licensure examination of teacher education

institutions in the Cordillera Administrative Region. It was found that faculty qualification and

curricula do not significantly influence the performance of the institutions in the licensure

examination. Admission and retention policy of the institution has a significant positive influence

on the performance in the examination.

McClelland (1992) also undertook a study on academic variables affecting the performance of

baccalaureate nursing graduates on NCLEX-RN. But aside from the pre-nursing grade point

average, American College Testing scores, which serve as their entrance examination, also
predict NCLEX-RN performance. These same variables were also identified in the study of Lin &

Fung (2003).

Moreover, reviewing the relevance of campus admission policy is necessary. According to

Pascua, Navalta and Soriano (2011), admission tests scores can be associated with the

graduates’ licensure examination performance. Thus the campus should provide an admission

test that has a well-established predictive validity with licensure exam to monitor and control its

passing rate. The failure of graduates in the licensure examination also suggests the need to

assess the efficacy of the licensure exam review offered by the campus. As Visco (2015) poses,

reviewing for licensure examination has a significant impact on licensure exam performance.

However, for the course audit courses of the campus to be said effective, it should positively

and largely influence the performance of the graduates in their licensure exam.

Previous studies have indicated that, by and large, performance of Education Graduates in

Licensure Examination for Teachers is shaped both by personal and educational factors. As an

evidence, a study conducted by Filipino researches it had been found that academic

performance in terms of Specialization (Computer Education, English, Filipino, Mathematics,

Science and Social Studies), General Education (Social Sciences, Mathematics, Science, Filipino

and English) and Professional Education serves as the strong predictor of Board Examination

Performance (Pascua and Navalta, 2011), (Pachejo and Allaga, 2013), (Garcia, 2010) and

(Figuerres, 2010). Also, Admission Test, Degree Course, English Proficiency and Institutional

Passing rate of Education Graduates are the factors affecting with the effectiveness of

education respondents in Licensure Examination for Teachers (Pascua, 2011), (Ogena et al,

2013) and (Wenglinsky, 2000).

In the study of Brahmasrene and Whitten (2001) combine factors that other authors have used

to survey CPA candidates. They surveyed candidates in the state of Indiana to examine the
factors that may affect the probability of passing the CPA exam. Using a logit model they test

the probability of passing the exam in relation to variables such as undergraduate grade point

average (GPA), credit hours, high school GPA, high school class size, age, high school rank,

educational level, type of preparation for the CPA exam, nature of work experience, gender,

and race. Both models indicate that the factors that significantly influence the probability of

passing the exam are undergraduate GPA, age, private accounting experience and gender.

Thus, this study was conducted to determine what certain factors attributes to the performance

of Forestry graduates in the licensure exam from year 2013-2018.

 Chapter 3

Methodology

Chapter three is composed of three parts: 1) Research Design, 2) Data Collection, 3) Data

Gathering Procedures, 4) The Respondents, and 5) Data Analysis

Research Design

The study was conducted using correlation research design to determine the relationship

between admission scores, terminal competencies assessment scores, academic performance

and Forester Licensure Examination Performance. According to Fraenkel and Wallen (1996),

correlation research describes an existing relationship variable. The study took the quantitative

approach because it was based on variables measured with numbers and analyzed with

statistical procedures. This study was conducted at West Visayas State University.

Data Collection

The primary information was obtained from the college’s registrar office to determine

their scholastic performance. It was included the list of their names and the year they had

graduated. The performance in the Foresters Licensure Exam (FLE) were taken from the

Professional Regulation Commission (PRC) website. The results of the terminal competencies

were requested and provided by the University Learning and Assessment Center (ULAC).

Data Gathering Procedures

Permission was requested from the Office of the Registrar to gather needed information. The

list of graduates from March 2013 to March 2018 of Bachelor of Science in Forestry were taken

from the registrar’s office. The academic performance of the graduates were taken from their

respective permanent records. This list was be compared and verified with the actual list of FLE

passers from Professional Regulatory Commission (PRC). While the results of the terminal
competencies were requested from the Office of the University Learning and Assessment Center

(ULAC).

The Respondents

The respondents of this study were randomly selected Bachelor of Science in Forestry graduates

of the West Visayas State University for the period 2013 to 2018. Only those who have taken

the board examination for Foresters and terminal competencies assessment were considered in

the screening. The subjects of this research were first takers only to measure more validly the

impact of the campus service on their FLE performance. Then next, they should have complete

records in the Registrar’s Office (Table 1). In this regard, only 98 FLE takers were identified.

Table 1.

Distribution of the graduates by year graduated

Year Graduated Frequency Percentage

2013 14 14.30

2014 7 7.10

2015 8 8.20

2016 17 17.30

2017 9 9.20

2018 43 43.90

Data Analysis

Data were gathered from the respondents as well as, from the secondary sources were tallied,

categorized, tabulated and analysed. The descriptive statistical tools like frequency counts and

percentage were used to present the general findings of the study. The mean were used as the

percentage average. The Pearson’s moment correlation was used to determine the factors

affecting the performance of the graduates in the licensure examination.

 Chapter 4

Results and Discussion

Chapter four deals with the presentation of data in tables and the analysis of the findings, and

the interpretation of the results. It includes: 1) Performance in the Foresters Licensure

Examination, 2) Admission status of the graduates, 3) Academic performance of the graduates,

4) Performance of the Graduates in the Terminal Competencies Assessment and 5) Factors

Affecting the Graduates Performance in the Foresters Licensure Examination.

Performance in the Foresters Licensure Examination (FLE)

Table 2 presents the performance of first time takers BS Forestry graduates in the Foresters

Licensure Examination (FLE) for period of 2013-2018. Out of 98 respondents, 62 graduates or

63.30% passed the examination while 36 graduates or 36.70% failed in the examination.

Table 2.

Graduates’ performance in the Foresters Licensure Examination (2013-2018).

Frequency Percentage
Passed 62
63.30
Failed 36
36.70

Total 98 100.00

Presented in Table 3 is the level of performance of WVSU graduates in the Foresters Licensure

Examination (FLE) from 2013 – 2018. In 2013, the BS Forestry graduates showed a high level

of performance with a passing rate of 45% against the national passing rate of 29.62%. While a

moderate level is obtained in 2014 with a passing rate of 50.00% against the national passing

rate of 40.30%.
However, decrease in the passing rate was noted in 2015 where takers obtained a passing rate

of 43.00% compared to the national passing rate of 47.97%. In 2016, 2017 and 2018 increase

in the passing rate was observed where takers obtained a passing rate of 66.67%, 50.00% and

69.39% against the national passing rate of 46.20%, 48.61% and 59.00%, respectively.

The mean average of WVSU passing rate at 54.01% was observed to be higher than the

45.18% average national passing rate for the period covered in the study.

Table 3.

Graduates’ passing percentage in the Foresters Licensure Examination (2013 – 2018)

National Passing
WVSU Passing
Rate (%)
Rate (%)
2013 45.00 29.62

2014 50.00 40.30

2015 43.00 47.97

2016 66.67 46.20

2017 50.00 48.61

2018 69.39 59.00

Mean 54.01 45.18

Admission Status of the Graduates

Table 4 presents the average WVSU-CAT score of the graduates and the average GPA earned in

High School. The average HS GPA of the respondents was 85.96 which is higher than usual cut-

off score of 83.0 while the average WVSU-CAT score was 108.49 which is also higher than the

usual cut-off score of 100 set by the college.

Table 4.

Admission status of the graduates in terms of HS GPA

HS GPA Frequency
Percentage
(n=98)
75-80
6 6.10

81-85
66 67.30

85-90
19 19.40

91-95
7 7.10

Mean: 85.96, SD: 3.13

Table 5 presents the average WVSU-CAT score of the graduates. As can be gleaned from the

table, scores ranging from 121-140 had the highest frequency of 36 or 36.7% of the graduates.

While scores ranging from 60-80 had the lowest frequency of 6 or 6.1% of the graduates. The

mean average of 108.49 can be comparable to the usual cut-off score of 100 set by the college.

Students’ performance in the entrance examination upon entry to the university, contributes to

the success or failure of the respondents in the licensure examination. It is further implied that

the quality of admission exam of an institution is an important consideration that every college

or university should strengthen in relation to their aspiration to have better licensure

examination performance.
Table 5.

Admission WVSU- CAT Score of the Graduates

Frequency
WVSU-CAT Score
(n=98) Percentage

60-80 6 6.10

81-100 12 12.20

101-120 23 23.50

121-140 36 36.70

141-160 21 21.40

Mean: 108.49, SD: 23.97

Academic Performance of the Graduates

The academic performance of the respondents was based on their weighted average on general

courses, major courses and general weighted average. As shown on Table 6, graduates had an

average weighted average in general education course of 1.86 which is very good, no one had

an excellent academic performance and mostly had a very good (36.10%).

Table 6.

Academic performance of the graduates

General Course GPA Frequency Percentage

Excellent 0
0
High Outstanding 5
5.10
Outstanding 9
9.20
Very Good 36
36.70
Good 33
33.70
Very Satisfactory 13
13.30
Satisfactory 1
1.00
Fair 1
1.00

Passing 0 0

Mean: 1.86 (Very Good), SD: 0.27

WVSU Grading System

1.00 -- 98-100 – Excellent 1.25 -- 95-97 -- Highly Outstanding 1.50 -- 92-94 Outstanding
1.75-- 89-91 -- Very Good 2.00 -- 86-88 – Good 2.25 -- 83-85 – Very Satisfactory
2.50 -- 80-82 -- Satisfactory 2.75 -- 77-79 -- Fair 3.00 -- 75-76 -- Passing
5.00 -- Less than 75 – Failure
Table 7

Academic Performance in Core Courses

Academic Performance in Core

Frequency Percentage
Courses

Excellent 0 0

High Outstanding 3 3.10

Outstanding 7 7.10

Very Good 9 9.20

Good 38 38.80

Very Satisfactory 24 29.60

Satisfactory 10 10.20

Fair 2 2.00

Passing 0 0

Mean: 2.08 (Good), SD: 0.31

WVSU Grading System

1.00 -- 98-100 – Excellent 1.25 -- 95-97 -- Highly Outstanding 1.50 -- 92-94 Outstanding
1.75-- 89-91 -- Very Good 2.00 -- 86-88 – Good 2.25 -- 83-85 – Very Satisfactory
2.50 -- 80-82 -- Satisfactory 2.75 -- 77-79 -- Fair 3.00 -- 75-76 -- Passing
5.00 -- Less than 75 – Failure
Table 8

Academic Performance in Overall

Academic Performance Frequency Percentage

Excellent 0 0

High Outstanding 4 4.10

Outstanding 9 9.20

Very Good 20 20.40

Good 37 37.80

Very Satisfactory 21 21.40

Satisfactory 7 7.10

Fair 0 0

Passing 0 0

Mean: 1.98 (Good), SD: 0.27

WVSU Grading System

1.00 -- 98-100 – Excellent 1.25 -- 95-97 -- Highly Outstanding 1.50 -- 92-94 Outstanding
1.75-- 89-91 -- Very Good 2.00 -- 86-88 – Good 2.25 -- 83-85 – Very Satisfactory
2.50 -- 80-82 -- Satisfactory 2.75 -- 77-79 -- Fair 3.00 -- 75-76 -- Passing
5.00 -- Less than 75 – Failure

The above findings were confirmed by the result of the study of Navarro (2011) that academic

performance is the best predictor of the NLE performance of their nursing students. Moreover,

it is noted that grade point average in college which shows the academic achievement of the

graduates is highly correlated with licensure examination performance. His four-year stay in

the college as quantitatively measured by his grade point average, serves as one of the best

predictor of his success in licensure examination.

Table 9.

Overall GPA

Frequency Percentage

1.00 - 1.49 7 7.1

1.50 – 1.99 39 39.8

2.00 - 2.49 50 51.0

2.50 – 3.0 2 2.0

Total 98 100
Mean: 1.98, SD: 0.27

Performance of the Graduates in the Terminal Competencies Assessment

The Terminal Competencies of the graduates were based on the WVSU Terminal Competencies

Assessment (TCA). The assessment is an annual examination administered by the University

Learning Assessment Center. This examination is given before graduation to determine the

readiness of graduating college student for a highly competitive technologically-advanced job

market. It covers behavioural competencies such as critical thinking, historical perspective, civic

responsibility, technical facility, research competence, scientific literacy, information literacy and

effective communication and the student’s specialized knowledge in Forestry.

Table 10 shows that graduates were proficient in areas of historical perspective (Mean = 51.12,

SD = 12.82), civic responsibility (Mean = 53.78, SD = 22.77), technical facility (Mean = 52.94,

SD = 21.61) and research competence (Mean = 51.98, SD = 16.21). However, they possessed

basic skills in areas of critical thinking (Mean 39.80, SD 12.82), scientific literacy (Mean = 48.72,

SD 18.11), information literacy (Mean 47.24, SD = 16.67), effective communication (Mean

45.02, SD = 22.06) and the student’s specialized knowledge in Forestry (Mean = 35.51, SD =

18.43).
Research skills is the ability to identify a problem, determine what sorts of informational

resources are needed to respond to problem, find those resource efficiently, evaluate the

gathered information for quality and relevance, and use the information effectively to address

the problem (Badke, 2012).

However, result shows that graduates performed best in Civic Responsibility which

demonstrates knowledge of other cultures and the ability to apply knowledge to engage and

negotiate different perspectives, understand the consequences of actions on the physical

environment and on the lives of others at the local and global levels, respect human rights and

exercise ethical judgment in personal professional lives. In contrary, graduates performed poor

in Specialized knowledge in Forestry which demonstrate the ability to apply the disciplinary

knowledge and skills appropriate for the chosen field of Forestry. This indicates that there is a

need to enhance these skills for the graduates to meet the needs of the industry specifically in

their field of specialization.

Table 10.

Scores of Graduates in the Terminal Competencies Assessment (2013-2018)

Mean Score Proficiency Level SD
Category
Critical Thinking 39.80 Basic 12.82

Historical Perspective 51.12 Proficient 22.20

Civic Responsibility 53.78 Proficient 22.77

Technical Facility 52.94 Proficient 21.61

Research Competency 51.98 Proficient 16.21

Scientific Literacy 48.72 Basic 18.11

Information Literacy 47.24 Basic 16.67

Effective Communication 45.02 Basic 22.06

Specialized knowledge in
35.51 Basic 18.43
Forestry

Overall 47.35 Basic 18.99

Interpretation:
Percentage Score Proficiency level
Below 25 Novice
25.00 – 49.99 Basic
50.00 – 74.99 Proficient
75 and above Advanced

Factors Affecting the Graduates Performance in the Foresters Licensure Examination

Table 11 shows that the graduates performance in the Foresters Licensure Examination is

significantly correlated to WVSU-CAT score ( r= 0.483, p = 0.000), HS GPA ( r = 0.339, p

=0.001), General Education GPA ( r= -0.374, p = 0.000), Core Course GPA ( r = -0.454, p =

0.000), General Weighted Average (r= -0.454, p = 0.000), Historical Perspective (r=0.213,

p=0.035), Research Competency ( r= 0.431, p= 0.00), Effective Communication (0.248, p =

0.014) and Specialized Knowledge in Forestry (0.321, p = 0.001).

This result may be explained by Geiser and Santelices (2007), who argued that high school

grades or admission points reflect a students’ cumulative performance over a period of years

and that is why they are consistently the best predictor of college success. Furthermore, this

findings is consistent with that of Staffolani and Bratti, (2002) in Alos, et al. (2015) that

measurements of students, previous educational outcomes are the most important indicators of

students future achievement; which means that the higher the previous performance, the

better will the student’s academic performance in future endeavors.

This result is concurred with high school GPA associated with board performance that average

passing percentage of 54.01 correlates with the average High School GPA of 85.96%.

In overall, the academic performance of graduates is considered “good” which could be

attributed to the satisfactory average passing rate of 54.01%.

The results shows that knowledge acquired as indicated the General Weighted Average (GWA),

GPA in both General and Core Course and proficiency in the specialized field had contributed

significantly to the graduates’ performance in the licensure examination.

This supports with the statement of Bañez (2002) that if a person has excelled academically,

there is a greater chance for him to have a successful performance in the examination. The

above findings were confirmed by the result of the study of Navarro (2011) that academic
performance is the best predictor of the NLE performance of their nursing students. Ong and

Palompon (2012) found that grade point average is highly correlated with performance.

This further conjugates to the basic proficiency level of Specialized Knowledge in Forestry as

revealed in Table 10. This affirms the study made by Aragon (2012) that education graduates

achieved grades comparable to an above average performance. Besique (2000) presented the

same predictive ability of college grade point average in students’ success in the licensure

examination. The result indicates that the academic performance of a particular student sums

up his level of preparation for the board exam.

The above findings were confirmed by the result of the study of Navarro (2011) that academic

performance is the best predictor of the NLE performance of their nursing students. Moreover,

it is noted that grade point average in college which shows the academic achievement of the

graduates is highly correlated with licensure examination performance. His four-year stay in

the college as quantitatively measured by his grade point average, serves as one of the best

predictor of his success in licensure examination.

Table 11.

Pearson Correlation of the Variables to Graduate Performance in the Foresters Licensure

Examination

Variable r. value Sig.

WVSU-CAT score 0.483** 0.000

HS GPA 0.339** 0.001

General Education GPA -0.374** 0.000

Core Course GPA -0.454** 0.000

General Weighted Average -0.454** 0.000

Historical Perspective 0.213* 0.035

Research Competency 0.431** 0.000

Effective Communication 0.248* 0.014

Specialized Knowledge in Forestry 0.321** 0.001

** Significant at 0.01 probability level; * Significant at 0.05 probability level
 Chapter 5

Summary, Conclusions and Recommendations

Summary

This study was conducted to determine what certain factors attribute to the performance of

Forestry graduates in the Foresters Licensure Examination from year 2013-2018. Specifically, it

aimed to determine the following: a) the performance of the graduates in Foresters Licensure

Examination, b) admission status of the graduates in terms of WVSU-CAT score and high

school general weighted grade; c) terminal competencies assessment scores of the graduates;

and d) factors affecting the performance of the graduates in the Foresters Licensure

Examination. This is a correlation research to determine the relationship between admission

scores, terminal competencies assessment scores, academic performance and Forester

Licensure Examination performance.

The respondents were 98 randomly selected Bachelor of Science in Forestry graduates of the

West Visayas State University for the period 2013 to 2018 and had taken the examination for

the first time. The primary information was obtained from the college’s registrar office to

determine their scholastic performance. It was included the list of their names and the year

they had graduated. The performance in the Foresters Licensure Exam were taken from the

Professional Regulation Commission (PRC) website. The results of the terminal competencies

were requested and provided the University Learning and Assessment Center (ULAC). The

descriptive statistical tools like frequency counts and percentages were used to present the

general findings of the study. The means were used as the percentage average. The Pearson’s

moment correlation was used to determine the factors affecting the performance of the

graduates in the licensure examination.

Out of 98 first time takers BS Forestry graduates in the Foresters Licensure Examination for

period of 2013-2018, 62 graduates (63.30%) passed the examination while 36 graduates

(36.70%) failed in the examination.

The average HS GPA was 85.96 and the average WVSU-CAT score was 108.49 which are higher

than the usual cut-off set by the College which is 83 for HS GPA and 100 for WVSU-CAT.

Graduates were proficient in areas of historical perspective (Mean = 51.12, SD = 12.82), civic

responsibility (Mean = 53.78, SD = 22.77), technical facility (Mean = 52.94, SD = 21.61) and

research competence (Mean = 51.98, SD = 16.21). While, they possessed basic skills in areas

of critical thinking (Mean 39.80, SD 12.82), scientific literacy (Mean = 48.72, SD 18.11),

information literacy (Mean 47.24, SD = 16.67), effective communication (Mean 45.02, SD =

22.06) and the student’s specialized knowledge in Forestry (Mean = 35.51, SD = 18.43).

Graduates performance in the Forester’s Licensure Examination is significantly correlated to

WVSU-CAT score ( r= 0.483, p = 0.000), HS GPA ( r = 0.339, p =0.001), General Education

GPA ( r= -0.374, p = 0.000), Core Course GPA ( r = -0.454, p = 0.000), General Weighted

Average (r= -0.454, p = 0.000), Research Competency ( r= 0.431, p= 0.00), Effective

Communication (0.248, p = 0.014) and Specialized Knowledge in Forestry (0.321, p = 0.001).

Conclusions

In view of the preceding findings, the following conclusions were drawn:

The performance of the graduates in the Foresters Licensure Examination is considered

satisfactory which is below the 80% passing rate set by the Professional Regulation Commission

for the top performing schools.

The student entering the Bachelor of Science in Forestry program were average

students as shown by their admission status and very few were among the crop of the students

seeking admission to college.

Graduates of the Bachelor of Science in Forestry were proficient in behavioral competencies

such as: historical perspective, civic responsibility, technical facility, and research competence

but needs to develop more on areas of critical thinking, scientific literacy, information literacy,

effective communication and the student’s specialized knowledge in Forestry.

Graduates with better academic performance indicate that they have better understanding and

knowledge performed better in the Foresters Licensure Examination.

Recommendations

Based on the findings and conclusions, the following recommendations were advanced:

To improve the performance of the graduates in the Foresters Licensure Examination,

the College should take measures such as enhancing the teaching and learning process to

develop required skills and competencies of the graduates. With quality of the students entering

the program, extra efforts should be done to deepen their knowledge and prepare them for the

licensure examination.

The College should design a program to attract quality students through career guidance

and provision of scholarship grants.

Teachers must align the syllabus with required behavioural competencies and skills required for

the graduates of the Bachelor of Science in Forestry as indicated policies, standards and

guidelines for Bachelor of Science in Forestry. This will address the gaps in the licensure

examination and employment of graduates.

Several indicators were identified that significantly affect the graduates’ performance in the

Foresters Licensure Examination. The College should consider improving the quality of

instruction to produce students with better academic performance through better understanding

and knowledge of student in core courses which directly associated to performance of

graduates in the Foresters Licensure Examination.

Further research to determine of the predictors of the performance of graduates in the

licensure examination could be conducted using other variables.

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