high school gpa
TRANSCRIPT
COLLEGE ADMISSION SCORES AND ACADEMIC
PERFORMANCE PREDICTING SUCCESS OF
LICENSURE EXAMINATION AMONG
PSYCHOLOGY GRADUATES IN
A TERTIARY EDUCATIONAL
INSTITUTION
Maureen Jean B. Lara, MAIC, Mpsy San Pedro College - Davao
Psychology both as a scientific and academic discipline has experienced a
tremendous growth since it was formally recognized as a field of scientific
inquiry.
Generally, when a psychologist provides services to either individuals or groups,
such as assessment, evaluation, and intervention, a certification will be needed
before one can render such services
The Philippines has taken great efforts in order to professionalize psychology
(RA 10029; PAP Certification) . Likewise, efforts have also been done to ensure
that the skills and competencies of psychology graduates are at par with
national and international standards (PQF, AQF)
PHILIPPINE PSYCHOLOGY ACT OF 2009 (RA 10029)
enacted on March 29, 2010.
Recognizes the practice of psychology in the Philippines, legalizing both
psychologists and psychometricians
October 28-29, 2014 (psychometricians)
Psychometricians: 1,290 passers out of 3,283 examinees, national
passing rate of 39.31%
San Pedro College: 19 out of 48 examinees passed the licensure
examination, with a college passing rate of 39.58%
RATIONALE
The identification of the factors which affect the performance in the
licensure examinations will be a research-based guide in the review
of the policies affecting the Psychology program such as on the
admission and retention policies, or the possibility of setting a
minimum grade point average that the students are expected to
maintain.
The study aimed to determine the predictors of the BLEPP result of the BS
Psychology graduates of San Pedro College during the AY 2014 – 2015.
Findings will serve as bases for a proposed action plan.
STATEMENT OF THE PROBLEM
1. What is the profile of the graduates in terms of:
a. Entrance examination result;
b. High School GPA;
c. Cumulative College GPA; and,
d. Psychology GPA?
2. What is the performance of the graduates in the BLEPP?
3. What predicts the BLEPP result of the graduates?
4. What action plan can be proposed based on the findings of the
study?
THEORETICAL FRAMEWORK
Adult Learning Theory by Malcolm Knowles (1984)
adults are motivated and self-directed, goal-oriented learners.
Adults need to be involved in their entire process of learning and are
more likely to be most interested in topics that are most relevant to their
personal and professional life.
College students need to be treated as adult learners and should be given
the opportunity to become problem-centered in their approach rather
than just content-based.
CONCEPTUAL FRAMEWORK
•Entrance test scores • Culture Fair • Aptitude • Culture Fair and Aptitude • Non-verbal and Mental Ability
•High School GPA
•Cumulative College GPA
•Psychology GPA
• Performance from BLEPP
1 = pass 2 = fail
Proposed Action Plan
METHODOLOGY
RESEARCH DESIGN
This research focused on how college admission scores and academic
performance are related to success in the licensure examination results.
PREDICTIVE CORRELATIONAL DESIGN
Logistic regression
CASES
48 graduates of Bachelor of Arts in Psychology who took the first
Board Licensure Examination for Psychometricians
Universal sampling
METHODOLOGY
INSTRUMENTS
Differential Aptitude Test (DAT)
measure an individual’s ability to acquire, through future training, some
specific set of skills
Culture Fair Intelligence Test (CFIT)
general mental ability ; Cattell
Raven’s Progressive Matrices (RPM)
general cognitive ability
Otis-Lennon Mental Ability Test (OLMAT)
group-administered test for measuring cognitive skills
METHODOLOGY
High School Grade Point Average (HS-GPA)
Cumulative Grade Point Average (C-GPA)
Psychology GPA (Psy-GPA)
Success in the Licensure Examination
RESULTS
What is the profile of the
graduates in terms of: a. Entrance examination
result;
b. High School GPA;
c. Cumulative College GPA;
and,
d. Psychology GPA?
Frequency Distribution of the Cases on
their Entrance Test Scores
Differential Aptitude Test
Description F %
High Average (HA) 2 18%
Average (A) 7 64%
Low Average (LA) 1 9%
Below Average 1 9%
Total 11
RESULTS
What is the profile of the
graduates in terms of: a. Entrance examination
result;
b. High School GPA;
c. Cumulative College GPA;
and,
d. Psychology GPA?
Frequency Distribution of the Cases on
their Entrance Test Scores
Culture Fair Intelligence Test (CFIT)
Description F %
Very Superior (VS) 2 6%
Superior (S) 2 6%
Above Average (AA) 8 24%
High Average (HA) 5 15%
Average (A) 15 45%
Low Average (LA) 1 3%
Total 33
RESULTS
What is the profile of the
graduates in terms of: a. Entrance examination
result;
b. High School GPA;
c. Cumulative College GPA;
and,
d. Psychology GPA?
Frequency Distribution of the Cases on their Entrance
Test Scores
Otis-Lennon Mental Ability Test (OLMAT)
Description F %
High Average (HA) 1 50%
Above Average (A) 1 50%
Total 2
Frequency Distribution of the Cases on their Entrance
Test Scores
Raven’s Progressive Matrices (RPM)
Description F %
Superior (S) 1 50%
Above Average (A) 1 50%
Total 2
RESULTS
What is the profile of the graduates in terms of: a. Entrance examination result;
b. High School GPA;
c. Cumulative College GPA; and,
d. Psychology GPA?
Table 1.2 Profile of the Respondents in terms of Grade Point
Averages
Mean SD
High School Grade Point Average (HS-GPA) 87.53 3.74
Psychology Grade Point Average (Psy-GPA) 85.22 2.25
Cumulative Grade PointAverage (CGPA) 85.61 2.83
What is the performance
of the graduates in the
BLEPP?
RESULTS
Table 2. Performance of the Graduates in the
BLEPP
N %
Passed 19 39.58%
Failed 29 60.42%
Total 48
National Passing Rate: 39.31%
RESULTS
What predicts the BLEPP result of the
graduates?
Table 3. Predictors of Psychology Board Examination Predictors P Interpretation
CGPA .654 Not significant
Psych GPA .204 Not significant
HS GPA .634 Not significant
Entrance Exam .710 Not significant
THE PROPOSED ACTION PLAN
ACTION PLAN
RATIONALE
This Action Plan is a result of a research conducted in order to
address the need to improve the licensure examination results
of the SPC graduates in the Bachelor of Science in Psychology. This is
intended to create a system-wide measure of improvement in order to
optimize the learning experience of the students while they are
enrolled in San Pedro College. The measures proposed in this action
plan is also designed to meet the skills and competencies as expected
in the Philippine Qualifications Framework and the ASEAN.
Plan of Action Specific Objectives
1 Administer the same battery of
examinations for all applicants for
the BS Psych Program
Establish a baseline of qualifications
necessary for admission into the BS
Psychology Program
2 Year Level Skills Assessment Provide an assessment tool for the
competencies of the students vis-a-vis the
program outcomes for Psychology Establish a measure for advancement of the
student to the next curricular level
ACTION PLAN
Plan of Action Specific Objectives
3 Implement an Outcomes-Based
Education
Align the BS Psychology Program with the
CHED’s mandate for a performance based
education
To meet the knowledge based required for
the Board Licensure Examination
Equip the students with the necessary
competencies to practice the profession
4 Psychology Aptitude Test Explore the possibility of creating an
aptitude test designed for students who
will be enrolling in the BS Psychology
Program in order to measure the level of
knowledge as well as the readiness to learn
and practice activities that are pertinent to
their students’ career as psychometricians.
ACTION PLAN
Plan of Action Specific Objectives
5 Development of Psychology Faculty
Line-up
Enhance the qualifications of the members
of the faculty of the Psychology Program
through further studies. Allow the faculty to further develop
themselves as competent practitioners in
the field in order to provide a wealth of
knowledge that the faculty can share to the
students
6 Conduct a Curriculum Review For continuous updating of the curriculum
to equip the students with the expected
competencies in the profession, both in the
national and international level
ACTION PLAN
Plan of Action Specific Objectives
7 Pre-program in Psychology for those
planning to enrol in the program
(Elkins, 2013)
A preparatory course which can be
embedded into the senior high school
curriculum in order to give the students
who plan to major in psychology or
behavioural sciences a rudimentary
knowledge necessary for the field
8 Increase in practicum hours with
students being exposed to different
settings
Intensification of the practicum program to
allow the students a greater opportunity to
apply the concepts learned in the
classroom into the real-life setting
9 Policies review Intensification of the practicum program to
allow the students a greater opportunity to
apply the concepts learned in the
classroom into the real-life setting
ACTION PLAN