ENHANCING LICENSURE EXAMINATION READINESS AMONG PRE-SERVICE BACHELOR OF ELEMENTARY AND SECONDARY EDUCATION STUDENTS AT CITY COLLEGE OF CALAMBA, PHILIPPINES: A PRETEST POSTTEST STUDY OF STRUCTURED REVIEW LECTURES IN GENERAL AND PROFESSIONAL EDUCATION

This study examined the effectiveness of structured Licensure Examination for Teachers (LET) review lectures in improving the examination readiness of pre-service teacher education students at City College of Calamba, Philippines, specifically in General Education and Professional Education. Using a quasi-experimental pretest posttest design, the study involved 78 pre-service teachers from the Department of Teacher Education of the City College of Calamba, comprising Bachelor of Elementary Education (BEED) and selected Bachelor of Secondary Education (BSED) graduates. LET-aligned diagnostic tests were administered before and after the implementation of structured review lectures. Data was analyzed using paired-sample t-tests and effect size calculations to determine learning gains, while score dispersion analysis was conducted to assess consistency across programs. Results showed statistically significant improvements in Professional Education, while gains in General Education were minimal. Reliability analysis demonstrated strong internal consistency of the assessment instruments (Cronbachs a = 0.87).The findings indicate that structured review lectures are more effective in enhancing pedagogical content knowledge, with variations observed across domains due to differences in prior academic exposure, practicum experiences, and curriculum emphasis. The study underscores the importance of targeted, domain-sensitive review interventions that integrate active learning strategies,repeated practice,and individualized feedback to achieve balanced licensure examination readiness and strengthen pre-service teacher preparation.