Relationship between Academic Performance and ECE Licensure Examination: A Predictive Analysis

Relationship between Academic Performance and ECE Licensure Examination:
A Predictive Analysis

Engr. Oliver S. Vergara, MEM
Engr. Jonathan Roldan F. Carillo
Engr. Sharon V. Santiago
Engr. Johnelle E. Pangan
Engr. Amor A. Lacara

Baliuag University
College of Environmental Design and Engineering
Department of Electronics Engineering

2010

Abstract The ability to predict examinees’ licensure examination performance using their scholastic records is of great importance to school administrators, educators, students, legislators, and regulators. The graduates’ performance in the licensing tests often reflects, in general, the ‘performance’ of the school. This contributes to the esteem and reputation of the institution if their graduates successfully passed these examinations. There are numerous degree programs which conducted investigations relating academic achievement and licensure test results of graduates. However, there are limited studies conducted in correlating the academic performance and licensure examination rating in the field of Electronics and Communications Engineering (ECE). Objectives. To determine the significant relationship between academic performance (GPA) and ECE licensure examination rating in the following subject areas: Math, GEAS, Electronics, Communications, and Overall; to determine which among the variables are significant predictors in estimating examination rating; to design a model that will predict the examinees’ performance rating; to ascertain respondents’ views of the contributions of curriculum and co-curricular activities to examination performance; and to determine the graduates’ suggestions on how to further improve the passing percentage in the licensure examination.
Importance. Results may be used to formulate academic and administrative policies that will further enhance the quality of instructions and other related facilities to improve the graduates’ passing

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