Subject-Specific Preparedness in Social Work Licensure Exams: Are Students Equally Prepared?

This study examined the preparedness of the first graduating class of a Bachelor of Science in Social Work (BSSW) program at a State University in Claveria, Misamis Oriental, Philippines, in taking the Social Worker Licensure Examination (SWLE). Researchers used a descriptive-comparative design to assess 106 third-year students' performance across three SWLE areas: Human Behavior & Social Environment (HBSE), Social Welfare Policies & Programs (SWPP), and Social Work Methods (SWM). The findings showed that most students are unprepared in the three (3) subject areas. Moreover, with p<0.0001, significant differences in student performance were found, with SWPP (knowledge-based) scoring highest, followed by HBSE and then SWM.  Several factors may explain these variations, including subject complexity, teaching methods that potentially benefited HBSE with interactive learning, student interest and prior knowledge, and curriculum sequencing, showing a strong HBSE foundation being crucial for SWM. The study recommends incorporating interactive learning strategies in HBSE online courses, catering to diverse learning styles, and leveraging student interest. Additionally, reviewing curriculum sequencing and implementing ongoing evaluation and faculty development programs could better prepare students for the SWLE and their social work careers.