Predictors of Performance in the Agriculturist Licensure Examination in Eastern Samar State University Can-avid Campus

Abstract

 The Agriculturist Licensure Examination (AgLE) serves as a critical benchmark for assessing the competence and professional readiness of agriculture graduates. This study investigated the factors influencing the performance of graduates of Eastern Samar State University (ESSU) in the AgLE and examined the relationship between academic indicators, review preparation strategies, and challenges encountered during examination preparation. A descriptive-correlational research design was employed involving 71 ESSU agriculture graduates who had taken the AgLE. The study profiled respondents according to age, sex, civil status, academic performance indicators, examination history, preparation strategies, and challenges encountered. Results revealed that the majority of the respondents were 21–25 years old (66.19%), with a slightly higher proportion of male graduates (56.3%) than females (43.7%). Most respondents obtained a major subjects GWA of 85–90, indicating satisfactory to very satisfactory academic performance. In terms of AgLE outcomes, 49.3% of the respondents passed the examination on their first attempt, while the remaining respondents either failed or required additional attempts before obtaining a passing result. Analysis of review preparation strategies showed that the most frequently utilized approaches were taking notes during lectures, maintaining a definite daily study schedule, attending review centers, and listening attentively during review sessions. These findings suggest that structured and disciplined study habits remain important components of successful examination preparation. Conversely, the most frequently encountered challenges included having work responsibilities during the review period, insufficient time for review, financial constraints, and lack of adequate sleep, all of which potentially hinder examination performance. Inferential analysis further revealed significant relationships between performance in selected AgLE subject areas—namely Crop Science, Soil Science, Crop Protection, Animal Science, Agricultural Economics, and Agricultural Extension—and several undergraduate academic performance indicators. These findings underscore the importance of strong academic foundations and effective preparation practices in achieving favorable licensure examination outcomes. Based on the results, the study recommends the implementation of targeted academic enhancement programs, strengthened institutional review initiatives, flexible support mechanisms for working graduates, and financial and psychosocial assistance programs to improve AgLE performance and increase the passing rates of future ESSU agriculture graduates. The findings may serve as a basis for developing an evidence-based institutional plan of action aimed at enhancing graduate preparedness and professional success in the agriculture profession.