Comparative Analysis of BTLEd Pre-Board and LEPT Performance: Implications for Policy and Curricular Intervention

AUTHOR(S)

JEFONE B. SANICO

ABSTRACT

——This research compares the performance of Bachelor of Technology and Livelihood Education (BTLEd) graduates in pre-board examination and Licensure Examination for Professional Teachers. Using a descriptive-quantitative design, the study analyzes paired datasets from seventy-three (73) first-time examinees across two consecutive batch of graduates at the University of Rizal System, Morong Campus. Data were systematically gathered from archived academic records and verified licensure results. The findings revealed a substantial disparity between pre-board and licensure exams. Despite achieving success in the pre-board, graduates experienced a marked decline in the actual licensure examination. Comparison of specific examination components showed that while graduates consistently demonstrated their highest proficiency in professional education, they faced the most significant difficulties within their technical specialization. It is concluded that the current pre-board framework doesn’t fully mirror the complexity and diverse content areas to adequately reflect licensure success. Consequently, the study recommends policy interventions to update mock examinations in strict alignment with licensure specifications. Curricular adjustments may prioritize intensified subject-matter mastery in technical specializations and the implementation of targeted intervention strategies. Furthermore, academic leadership may streamline in-house review management to better simulate the unpredictability of the licensure examination. Keyrwords: Licensure Examination for Professional Teachers (LEPT), Bachelor of Technology and Livelihood Education (BTLEd), pre-board examination, comparative analysis, educational policy, curricular intervention