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Sub Title: a correlation study of the Standardized Aptitude Test for Teachers (SATT), Grade Point Average (GPA), and Licensure Examination for Teachers (LET) results of College of Education graduates.

Author: Cadete, Eva S., Robles, Baby Rose G., Loyola,

Accession Number: URDC00031

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Copyright Year: 2015

Abstract:

This descriptive correlational study aimed to determine the relationship between the Standardized Aptitude Test for Teachers (SATT), Grade Point Average (GPA), and Licensure Examination for Teachers (LET) Results of selected College of Education graduates for SY 2011-2012. There were 261 respondents composed of BEED, BSED, and BSPED students. Complete enumeration of available data with certain restrictions is used in the selection of the respondents. Measures of central tendency, mean and standard deviation (SD) are used to look into the GPA, SATT, and LET results of the participants. To find out the relationships between variables under study, coefficients of correlation were computed. ANOVA was applied to find out the significant effects and interaction among variables. Linear regression was utilized to find out if the SATT is a predictor of GPA and LET. Majority of the respondents are females and graduated from public high schools. The respondents had high SATT scores when taken as a group and when classified into sex, course, and high school of origin. In terms of Grade Point Average, the respondents fall on the outstanding level. The respondents LET performance was average when taken as group and when classified into sex, course, and high school of origin. There was a significant relationship between SATT and GPA and SATT and LET. Results show that the SATT and GPA taken singly and as a whole are significant predictors of the LET.


Keywords: Achievement, Aptitude, Grade point average (GPA), Licensure Examination for Teachers (LET), Standardized Aptitude Test for Teachers (SATT)

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