logo logo European Journal of Educational Research

EU-JER is is a, peer reviewed, online academic research journal.

Subscribe to

Receive Email Alerts

for special events, calls for papers, and professional development opportunities.

Subscribe

Publisher (HQ)

Eurasian Society of Educational Research
Eurasian Society of Educational Research
7321 Parkway Drive South, Hanover, MD 21076, USA
Eurasian Society of Educational Research
Headquarters
7321 Parkway Drive South, Hanover, MD 21076, USA

'licensure examination' Search Results



...

There is a national trend on the declining percentage of school performance in the Certified Public Accountant (CPA) Licensure Examination in the Philippines. This report aims to present the result of this licensure exam in regional level between private and public schools. Quantitative descriptive type of research was utilized in the study using documentary analysis from the result of the Licensure Examination including almost 415 accountancy schools in the country with first takers. Results showed that large number of examinees did not contribute much to increase the record of passing percentage of a certain region but instead it pulls down the passing rate. Public schools in eight (8) regions of the country have significantly higher passing rate than private HEIs. Private HEIs had been consistent in terms of having higher percentage of institutions with zero percent performance rating among first takers. However, private universities produced more top performing examinees than other private colleges and public schools in the country. Findings of the study may provide insights to educational leaders in ensuring the quality on the delivery of instruction through maintaining qualified teachers with relevant knowledge and competencies necessary to prepare the accountancy graduates for licensure examination.

description Abstract
visibility View cloud_download PDF
10.12973/eu-jer.9.3.995
Pages: 995-1007
cloud_download 8814
visibility 3131
2
Article Metrics
Views
8814
Download
3131
Citations
Crossref
2

Scopus
2

...

This study determined the challenging learning experiences of engineering students while completing their degree program as factor that might influence to their changing attitude towards achieving higher academic performance. Mixed method of research was utilised in the study considering the total population of 75 graduating students for quantitative and 12 students for qualitative part of the study using focus group discussion. Results showed that engineering students have significantly higher level of positive attitude towards academic performance during their junior level but significantly lower after taking professional courses. Attaining high academic performance still really matters for the engineering students during their junior level but continuously changing their perspective due to encountered challenging experiences while taking the professional courses. Performance in General Engineering courses describes the attitude of the students towards academic performance in personal aspect while professional courses define their attitude in professional aspect. The finding of the qualitative research revealed that there are three themes emerged in the challenging experiences of the engineering students and these are: Abandoned Social Freedom, Survival of the Fittest and Future Oriented Mindset which contributed to the changing perspectives of the engineering students.

description Abstract
visibility View cloud_download PDF
10.12973/eu-jer.9.3.1127
Pages: 1127-1140
cloud_download 1964
visibility 3449
5
Article Metrics
Views
1964
Download
3449
Citations
Crossref
5

Scopus
5

Information Integration Cognitive Mechanisms Underlying the Face-to-Face or Online Statistics Test Anxiety Judgments of Engineering Students

test anxiety engineering students online classroom face to face classroom integration information theory

Guadalupe Elizabeth Morales-Martinez , Angel Garcia-Collantes , Maria Isolde Hedlefs-Aguilar , David Jose Charles-Cavazos , Yanko Norberto Mezquita-Hoyos


...

This study examined information integration cognitive mechanisms underlying the test anxiety judgments of 474 engineering students. The experimental design considered the orthogonal combination of three factors (teaching style, exam type, and test mode), resulting in 12 experimental scenarios. During the experiments, participants were provided one scenario at a time and were asked to rate their anticipated anxiety level in the described situation. Subsequent analyses failed to reveal statistically significant differences in the anxiety levels reported by females and males. However, the factor selection and valuation female students adopted to make their anxiety judgments differed from those employed by their male peers. Cluster analysis identified three groups based on the anxiety level (low, medium, and high). The most relevant factor for all clusters was test mode, and only the medium anxiety group considered a second factor (exam type) to make their anxiety judgments, which was integrated through an additive cognitive rule. These findings suggest that participants place a higher weight on the examination context than its type when making their test anxiety judgments. Identifying these cognitive mechanisms underlying test anxiety could help regulate conditions that undermine the students' ability to cope with test anxiety.

description Abstract
visibility View cloud_download PDF
10.12973/eu-jer.10.1.23
Pages: 23-37
cloud_download 463
visibility 721
0
Article Metrics
Views
463
Download
721
Citations
Crossref
0

Scopus
3

Factors and Challenges Influencing the Criminologist Licensure Examination Performance through the Non-passers’ Lens

criminology descriptive phenomenology higher education licensure examination

Albert C. Albina , James Y. Balasabas , Ben John I. Laquinon , Muffit Herlyn Pampilo , Liza J. Caballero


...

This study aimed to explore the perceived factors that influenced the success and challenges experienced when taking licensure examination among Bachelor of Science in Criminology graduates of a state university in the Philippines who failed in the Criminologist Licensure Examinations (CLE). Descriptive-correlational research design was utilized to analyze quantitative data, and Colaizzi’s descriptive phenomenology was used for the thematic analysis of qualitative data. The quantitative findings revealed that home and family factor has a high influence on the success in CLE, while student factor, school factor, review center factor, and personal factor have average influence. Further, ten clusters of themes emerged as factors that influence the success in CLE. Among them were interest and focus on the program, and availability of qualified and dedicated faculty. Among the themes that emerged as challenges were lack of preparedness for the exam because of one’s work, and personal and social pressures. There is a significant difference on the respondents’ perception towards the factors that influence the success in CLE when they are grouped according to sex. Regarding the challenges associated with preparing for and taking the CLE, a significant difference is only observed when respondents are grouped according to their civil status. Generally, married respondents have higher weighted means than the single ones. This implies that the identified challenges affected married respondents more than the single ones. These results can be used to make policies and initiate programs that would enhance graduates’ success in the exam by providing appropriate interventions and early remediations.

description Abstract
visibility View cloud_download PDF
10.12973/eu-jer.11.1.365
Pages: 365-380
cloud_download 14184
visibility 4925
2
Article Metrics
Views
14184
Download
4925
Citations
Crossref
2

Scopus
4

Professional Certifications of a University Master’s Degree and Employability: Impact on Students’ Perception

educational innovation postgraduate degree professional certification

David Peón , Xosé-Manuel Martínez-Filgueira , José-Luís Rodríguez-Gómez


...

Professional certifications represent for many university degrees, especially postgraduate degrees, a recognition of their academic quality and the future employability of the graduates. This article contributes to the analysis of the impact of external accreditations on students’ perception of employability and satisfaction. We offer a case of study, a Master of Science (MSc) in Banking and Finance that became the first academic degree in Spain to obtain the two professional accreditations required for employees in financial institutions since 2019. A survey to a sample of students who graduated two academic years before and two years after the MSc was recognised is used to measure students' motivations for enrolment and satisfaction. The results provide significant evidence that professional accreditation became a key motivation for students to enrol the master, is associated with a more diverse geographical origin of students, and students highlight the higher quality and better coordination of the teaching staff.

description Abstract
visibility View cloud_download PDF
10.12973/eu-jer.12.1.173
Pages: 173-188
cloud_download 319
visibility 367
0
Article Metrics
Views
319
Download
367
Citations
Crossref
0

Scopus
0

...