Graduates Are Failing in the Examination: An Ethical Investigation on the Experiences of Board Licensure Examination for Professional Teachers (BLEPT) Takers
DOI:
https://doi.org/10.54536/ajmri.v3i2.2514Keywords:
Board Licensure Examination for Professional Teachers (BLEPT), Snowball Sampling, Bachelor of Technology and Livelihood EducationAbstract
This qualitative study aimed to explore the experiences of graduate students from Bohol Island State University, focusing on those who graduated with Bachelor of Technology and Livelihood Education degree. The research utilized semi-structured interviews with 10 participants who graduated between 2018 and 2022 and did not pass the Board Licensure Examination for Professional Teachers (BLEPT). Employing snowball sampling due to the challenge of reaching recent non-passers, the study delved into the narratives of individuals facing licensure challenges. Thematic analysis of interview data revealed patterns within participants’ experiences. The open narrative approach provided a platform for participants to articulate their unique stories, facilitating a rich understanding of the complex phenomena surrounding board examination outcomes. Ethical considerations were prioritized, ensuring informed consent, confidentiality, and a registered psychologist’s validation of the interview guide. The findings revealed the following themes as reasons for failing the board examination; absence of concentration on key topics, study habits, socio-economic factors, psychological factors, inadequate institutional support, lack of academic preparation contributing to examination difficulties. The study emphasizes the need for collaborative efforts among educational institutions and stakeholders to address these challenges comprehensively, fostering an environment conducive to graduates’ success in professional licensure examinations.
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Copyright (c) 2024 Mark Mauris Cabahug, Saudi Marie A. Bonghanoy, Jhun Tubog Jr., Analie B. Asingua, Qingye Chen, Claudine S. Tul-id
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