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Abstract

The Licensure Examination for Professional Teachers (LET) has long been recognized as an objective benchmark for evaluating the quality of curricular programs in the Philippine context. In response, State Universities and Colleges (SUCs) have actively monitored the LET performance of their graduates. However, a notable gap remains in the literature, particularly regarding comparative analyses of the academic and LET performance of graduates under Commission on Higher Education Memorandum Order (CMO) No. 30, series of 2004, and CMO No. 74, series of 2017—especially in upland state colleges in the Philippines. This study analyzed the academic and LET performance of graduates under both curricula, determining whether significant differences existed between the two groups and whether a relationship existed between academic and LET performance. Employing both descriptive-comparative and correlational research designs, the study revealed that the state college consistently achieved LET passing rates exceeding the national average. While the curricular shift from CMO No. 30 to CMO No. 74 significantly influenced students’ academic performance, it did not have a statistically significant impact on overall LET outcomes. Nevertheless, academic performance emerged as a potential predictor of LET success. These findings highlight the need for continuous curriculum review and enhancement to improve students’ academic experiences and to strengthen LET preparation programs, thereby sustaining and elevating graduates’ performance in the examination.

Full Article

DOI: 10.56901/edawa2025V5I2-08

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