Review Materials in Mathematics for Pre-Service Teachers: An EARIST Model for Licensure Examination Readiness

Authors

Ailene R. Tuzon Eulogio “Amang” Rodriguez Institute of Science and Technology Author

DOI:

https://doi.org/10.5281/zenodo.21522020

Keywords:

licensure examination readiness, Mathematics review materials, pre-service teachers, EARIST model, content validity, teacher education

Abstract

This study developed and validated Review Materials in Mathematics for Pre-Service Teachers as an EARIST Model for Licensure Examination Readiness. It examined the recent LET performance of BSE-Mathematics graduates, developed a competency-based review material, determined its overall quality in terms of content validity, reliability, difficulty, discrimination, and predictive validity, and assessed its acceptability in terms of content accuracy, administrability, clarity, scorability, and usefulness. The study employed a descriptive-developmental research design involving 201 respondents composed of 18 school administrators, 60 Mathematics experts, and 123 BSE-Mathematics pre-service teachers. Purposive sampling was used to obtain expert and learner participants who were directly relevant to the development, validation, and pilot testing of the review material. Data were gathered using researcher-developed evaluation tools, expert validation forms, pilot-test responses, and LET performance records, and were analyzed using frequency, percentage, weighted mean, Content Validity Index, KR-20 reliability coefficient, item difficulty and discrimination indices, Pearson Product-Moment Correlation, and independent samples t-test. Findings showed that LET performance fluctuated from 45.45% to 75.00% across the last three years, indicating the need for a structured intervention. The developed review material obtained excellent content validity (S-CVI/Ave = 0.93), very high reliability (KR-20 = 0.87), moderate difficulty (mean p = 0.53), good discriminating power (mean D = 0.38), and significant predictive validity with mock LET performance (r = 0.68, p = 0.000). It was rated highly acceptable overall (WM = 4.29), with usefulness obtaining the highest composite mean (WM = 4.32). The results support the institutionalization of the review materials as a structured, LET-aligned, and evidence-based resource for strengthening Mathematics licensure examination readiness among pre-service teachers.

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