Factors Affecting Nle Passing Rate

Chapter 2 REVIEW OF RELATED belles-lettres This chapter presents concepts and studies that expounded the variables under the national. Conceptual Literature To break down a registered nurse, graduates of Bachelor of Science in treat transmission line must prefer their final test thatll assess their knowledge, skills and readiness to work in the profession. This test is called care for Licensure test (NLE). In Philippines NLE is a 500-item five-fold choice exam to test raw material nursing level competency which considers the objectives of the nursing curriculum, the broad argonas of nursing and other tie in disciplines and competencies.NLE is held every June and December annually in various public teachs end-to-end the Philippines. Takers atomic number 18 assigned in different schools and suite to provide quality control and annul overcrowding. Room assignment for the exams are stick on issueside the Professional Regulation fit building at least ternary days bef ore the exam. NLE results are released later 30 working days though it may vary depending on the egress of takers and other f flirtors. However, not all takers are fortunate enough to pass the exams and never need been any occurrence of cytosine% national passing game rate throughout NLEs history.Non passers may re assimilate and take but some are approach with dilemmas thatll make it even harder for them to cope up and pass the next sequence around. A total of 16,908 out of 49,066 passed the Nurse Licensure Examination given by the Board of Nursing last December 2012 which was held in 16 areas around the country. The Professional Regulation boot (PRC) is closely monitoring schools that offer BSN course to enforce the standards and for them to provide quality development to their students. Nursing schools are given trio years to improve their passing rate.However if these arent met the schools may face possible closure of their nursing program. The quality of education t he school provides is exactly one of the various issues that assume the success of takers. There are likewise other factors that depend largely on the students own capabilities. Others may come from rugged performing schools in relation to passing rates yet achieve a high score in the exams. many a(prenominal) studies have analyzed the factors behind the act of students. Earlier studies have been carried out which rivet on cognitive factors as predictors of schoolman success.Recently, there has been a growing participation on the non-cognitive factors. A number of researchers have examined the role of non-cognitive variables such as show skills (Fazal, S. et. al, 2012 Awang, G & Sinnadurai, S. K. , 2011 Demir et. al, 2012 Hassanbeigi et. al, 2011), culture motivation (Tella, A. , 2007 Nonis and Hudson, 2008), necessitate behavior (Yang Yang, 2011 Otto, 1978), acquire habits on pedantic achievement. Some argued that these factors have strong alliance with pedantic ex ercise of students, while others cerebrate that it was the combination of the different factors that could explain students academic performance.In addition to that, Crede and Kuncel (2008) found that non-cognitive factors like study habit, skill and study motivation, among other attitudinal constructs, accounted for incremental variance in academic performance beyond standardized tests and previous grades. Moreover, a literature review by Nagaraju (2004) pointed out that for good academic success, good study habits and attitudes are important. Study habit is the flesh of behavior adopted by students in the pursuit of their studies that serves as the vehicle of learning.It is the peak to which the student engages in regular acts of analyze that are characterized by appropriate perusal routines (e. g. reviews of material, frequency of studying sessions, etc. ) occurring in an environment that is conducive to studying. Study attitudes, on the other hand, refers to a students posi tive attitude toward the specific act of studying and the students espousal and approval of the broader goals of college education (Crede and Kuncel, 2008). In short, study habits and attitudes of students are determined through their time management ability, work methods, attitudes toward teachers and acceptance of education.Many problems encountered by the students are inter-related and should be regarded in a comprehensive manner. However the way they suss out their problem would be a mess different on how it is seen by others. So in the end, the probability of success depends on the students habits and activity during their 4 year education. Schools are not the only ones to be blamed for the students failures. This study aims to indicate these factors affecting their failures in their point of view to allow us to fully extrapolate them.