The Beed Licensure Examination Performance of HEIs: Modified Learning Enhancement Scheme Prototype

Passing the Board for Licensure Examination for Professional Teachers (BLEPT) serves as a measure of the quality of education provided by Teacher Education Institutions (TEIs) across the Philippines. In alignment with the pursuit of academic excellence, this study examined the relationship between respondents' demographic profiles, scholastic achievement, and review center attendance with their BLEPT performance and academic and psychological readiness of Bachelor of Elementary Education (BEEd) graduates from September 2021 to September 2023 and their performance in the BLEPT of Cebu Technological University – Carmen Campus, using a quantitative descriptive-correlational research design the data were collected through surveys on July to December 2024. Kolmogorov-Smirnov test was used to determine the distribution of the data. It was found that it follows the normal curve, so parametric tests were used. Findings revealed that the majority of BLEPT passers were female, aged 23–29, and first-time takers. While most attended review centers, their effectiveness showed a very weak negative correlation with exam performance, suggesting that self-directed learning may be equally or more beneficial. Scholastic achievement exhibited a weak positive correlation with BLEPT success, while employment status showed a slight negative correlation, indicating that working while preparing for the BLEPT may hinder performance. Furthermore, an analysis of BLEPT scores highlighted inconsistencies in General and Professional Education performance across different batches. First-time takers demonstrated strong academic readiness in Filipino and English but lower confidence in Math and Science. Repeat-takers exhibited comparable academic readiness, with higher confidence in practical teaching experiences. Psychological readiness, particularly self-determination and support systems, emerged as a key factor in BLEPT preparation for all passers. Results reveal the need for curriculum enhancements, targeted support programs, and competency-based assessments to ensure more uniform LET performance.