Scholastic Achievement and Pre-Board Performance of The Bachelor of Elementary Education Graduates in Marawi City Schools: Basis for an Academic Improvement Program

Authors: Hanya M. Adiong

DOI: https://doi.org/10.37082/IJIRMPS.v14.i3.233015

Short DOI: https://doi.org/hb3cx8

Country: Philippines

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Abstract: This study examined the relationship between scholastic achievement and pre-board performance of 56 Bachelor of Elementary Education (BEED) graduates in Marawi City, Lanao del Sur, Philippines, as a basis for an academic improvement program. Data were collected using profile sheets, academic records, pre-board test papers, and interviews to capture demographic profiles, performance in General and Professional Education courses, pre-board outcomes, and challenges encountered during learning and review. Quantitative data were analyzed using frequency distribution, percentages, and Pearson’s correlation, while qualitative responses underwent thematic content analysis. Results show that most graduates are young adults (20–24 years), predominantly female (78.57%), and from non-sectarian schools (76.79%). Most earned “Very Good” grades in both General and Professional Education courses (85.71%), while pre-board performance was generally average (53.57% in General Education, 48.21% in Professional Education), with several scoring above average. Age was significantly related to scholastic achievement, but gender and school origin were not. Professional Education grades were significantly associated with pre-board performance, highlighting the importance of mastery in professional content. Qualitative findings revealed challenges such as time constraints, limited reinforcement, and exam-related anxiety. These results provide a basis for targeted interventions and structured review programs to enhance licensure preparedness and academic outcomes.

Keywords: scholastic achievement, pre-board performance, BEED graduates, Professional Education, teacher preparation, licensure readiness

Paper Id: 233015

Published On: 2026-05-10

Published In: Volume 14, Issue 3, May-June 2026

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