Assessing the Licensure Examination for Teachers (LET) Readiness and the Social Realities of Pre-Service Mathematics Teachers with Limited Access to LET Review Resources

Abstract

Institutional performance in licensure examinations remains a critical indicator of quality among higher education institutions, particularly in their pursuit of recognition as Centers of Excellence. This study assessed the readiness of pre-service Mathematics teachers for the Licensure Examination for Teachers (LET) as a basis for targeted review intervention. Employing a descriptive research design with a pretest–posttest component, the study involved fourteen Bachelor of Secondary Education majors in Mathematics from a College of Education. Researcher-developed assessment instruments were used to measure LET readiness, with mean scores utilized to determine performance levels across key content areas. A dependent t-test was conducted to examine differences in readiness before and after the implementation of a structured LET intervention program. Findings revealed that the respondents demonstrated relative strengths in Trigonometry, College Algebra, Probability and Statistics, Problem Solving, Abstract Algebra, Advanced Algebra, and Calculus. However, limited mastery was observed in Analytic Geometry, Linear Algebra, Solid Geometry, Instrumentation in Mathematics, Mathematical Investigation, History of Mathematics, and Mathematical Modeling. Although post-intervention results indicated an overall improvement in performance, the gains were not consistently statistically significant across all subject areas. Nevertheless, the proposed LET review materials and intervention program were perceived as valuable tools for enhancing pre-service teachers' readiness. These findings underscore the importance of targeted, data-driven review strategies to address subject-specific deficiencies and improve licensure examination outcomes.