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ERIC Number: ED512960
Record Type: Non-Journal
Publication Date: 2009
Pages: 114
Abstractor: As Provided
ISBN: ISBN-978-1-1092-6205-6
Analysis of Factors that Affect the Teacher Certification Exam Results in a University System in Puerto Rico
Garofalo, Jorge H.
ProQuest LLC, Ph.D. Dissertation, TUI University
The purpose of this study was to analyze the factors that affect a teacher preparation exam results within a University System in Puerto Rico. Using Bertalanffy's System Theory as theoretical framework, this mixed methods study examined factors in the university system that could have affected student's preparation for a teacher exam (PCMAS by its initials in Spanish). The exam consists of three components: fundamental knowledge, professional elementary and professional secondary scores. Archival student data, student survey, and teacher interviews were conducted to determine (a) if age, gender, High School Grade Point average (HSGPA), and College Grade Point Average (CGPA) were related to PCMAS results, (b) if student services resources, capstone course, or technological support scores were related to PCMAS results, (c) if PCMAS results from the 2003-2005 groups were different from the 2007 group, and (d) what faculty think of the effect of NCLB and the school structure variables on PCMAS performance. The main findings from this study were: CGPA was the best demographic/background predictor of PCMAS scores (beta = 0.34, p less than 0.001), followed by HSGPA (beta = 0.25, p less than 0.001). There were no difference in the fundamental knowledge scores or professional elementary scores between 2003-2005 groups when controlling for age, gender, HSGPA and College GPA. Student services, capstones, and technological support were not statistically significant for PCMAS scores. The capstone course, student service and technological support are relatively new components in the system, and students may need to be made more aware of the possible educational value of these components, before these components will have a significance effect on the PCMAS scores. The lack of hardware and high speed Internets at the student's homes, could also have contributed to the lack of significance. The interviewed teachers nevertheless felt that school structure variables (along with NCLB in general) had a positive effect on PCMAS results. Future research could include interviews with students, future examine the school structure variables, and replicate this study using data from future years. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Puerto Rico
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001