Senior High School Background and Learning Practices as Predictors of First-Year Academic Performance in Board Examination-Related Mathematics Subjects among Civil Engineering Students

This study evaluated senior high school background and learning practices as predictors of first year academic performance in board examination related mathematics subjects among civil engineering students at the University of Saint Anthony during school year 2025–2026. It described respondents’ profiles in terms of sex, senior high school track, type of school attended, and Grade 11 General Mathematics final grade; learning practices in time optimization, resource utilization, and examination readiness; and performance in Differential Calculus, Algebra and Plane Trigonometry, Analytic and Solid Geometry, and Integral Calculus. A descriptive predictive correlational design was employed involving 48 first year civil engineering students, with data collected through a structured questionnaire and analyzed using descriptive statistics, independent t tests, one way analysis of variance (ANOVA), Pearson correlation, and multiple linear regression (MLR). Results indicated that many respondents were female STEM graduates from private institutions with high Grade 11 General Mathematics performance; learning practices were generally rated “Often,” and most students earned grades in the 85–94 range in Differential Calculus, Analytic and Solid Geometry, and Integral Calculus, while Algebra and Plane Trigonometry had the highest concentration of grades in the lowest passing bracket (75–79). No significant differences in academic performance were found when respondents were grouped by sex, track, or school type, but significant differences were found when they were grouped by Grade 11 General Mathematics final grade. Prior mathematics achievement had a positive and significant relationship with first year subject performance, and multiple regression confirmed Grade 11 General Mathematics final grade as the only significant predictor of overall academic performance. Based on these findings, the study proposes Project IELP, an Integrated Engineering Learning Productivity and Academic Support Framework, to guide initiatives aimed at enhancing learning practices and mathematics performance among first year civil engineering students.

Academic performance, Civil engineering education, Learning practices, Senior High School background, Board examination-related mathematics subjects

1. Alexan, W., & Karkouti, I. M. (2024). Exploring key success factors in first-year engineering education at Egyptian higher education institutions. IEEE Access, 12, 100738–100759. https://doi.org/10.1109/access.2024.3429298 [Google Scholar] [Crossref]

2. Atienza, K. A. T. (2024, November 14). Filipino students show high level of math anxiety — PISA. BusinessWorld. https://www.bworldonline.com/the-nation/2024/11/14/633519/filipino-students-show-high-level-of-math-anxiety-pisa [Google Scholar] [Crossref]

3. Ausubel, D. P. (1968). Educational psychology: A cognitive view. Holt, Rinehart and Winston. [Google Scholar] [Crossref]

4. Biber, B. T. (2022). Self-regulated learning strategies used by students to prepare mathematics exams. International Journal of Progressive Education, 18(4), 223–238. https://doi.org/10.29329/ijpe.2022.459.16 [Google Scholar] [Crossref]

5. Bryce, T. G. K., & Blown, E. J. (2024). Ausubel’s meaningful learning re-visited. Current Psychology, 43(5), 4579–4598. https://doi.org/10.1007/s12144-023-04440-4 [Google Scholar] [Crossref]

6. Caixia, L., Bakar, Z. A., & Qianqian, X. (2025). Self-regulated learning and academic achievement in higher education: A decade systematic review. International Journal of Research and Innovation in Social Science, 9(3), 4812–4830. https://doi.org/10.47772/IJRISS.2025.90300358 [Google Scholar] [Crossref]

7. Canonizado, I. C. (2024, October 13). When to use total population sampling in a research study. HubPages. https://discover.hubpages.com/education/When-to-use-total-population-sampling-in-a-research-study [Google Scholar] [Crossref]

8. Cariaso, B. (2026, May 30). Revised senior high school pilot rollout to proceed despite concerns. The Philippine Star. https://www.philstar.com/headlines/2026/05/30/2531520/revised-senior-high-school-pilot-rollout-proceed-despite-concerns [Google Scholar] [Crossref]

9. Chi, C. (2023, July 4). Philippines has worst STEM gender gap in Asia Pacific region — report. Philstar.com. https://www.philstar.com/headlines/2023/07/04/2279024/philippines-has-worst-stem-gender-gap-asia-pacific-region-report [Google Scholar] [Crossref]

10. Combong, J. L. D., & Napil, M. C. (2025). Writing apprehension and learning style as predictor of academic performance in Filipino. American Journal of Education and Technology, 4(2), 1–12. https://doi.org/10.54536/ajet.v4i2.4484 [Google Scholar] [Crossref]

11. Commission on Higher Education. (2017). Policies, standards and guidelines for the Bachelor of Science in Civil Engineering (BSCE) program effective Academic Year (AY) 2018–2019 (CHED Memorandum Order No. 92, Series of 2017). https://legacy.ched.gov.ph/wp-content/uploads/2018/04/CMO-92-s.-2017-BS-Civil-Engineering.pdf [Google Scholar] [Crossref]

12. De Villa, K. (2026, May 23). DepEd curriculum revisions: SC urged to halt implementation. Cebu Daily News. https://cebudailynews.inquirer.net/730757/sc-urged-to-halt-deped-curriculum-revisions [Google Scholar] [Crossref]

13. Dela Cruz, R. A. U., Cordova, R., David, J. O., Jacinto, J. I. J., Paule, C. J. B., Romero, K. J. A., Lim, C. G., & Coronel, C. J. A. (2023). Comparative study on the academic performance of STEM and non-STEM major civil engineering freshmen in DHVSU, Main Campus. International Journal of Progressive Research in Science and Engineering, 4(7), 89–92. https://journal.ijprse.com/index.php/ijprse/article/view/957 [Google Scholar] [Crossref]

14. Detmer, A. (2022). Higher education global data report: Working document. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000389859 [Google Scholar] [Crossref]

15. EBSCO. (2022). Integral calculus. Science Research Starters. https://www.ebsco.com/research-starters/science/integral-calculus [Google Scholar] [Crossref]

16. Evans, D. A. (2022). Analytic geometry. Literature and Writing Research Starters. EBSCO. https://www.ebsco.com/research-starters/literature-and-writing/analytic-geometry [Google Scholar] [Crossref]

17. Faza, A., & Lestari, I. A. (2025). Self-regulated learning in the digital age: A systematic review of strategies, technologies, benefits, and challenges. The International Review of Research in Open and Distributed Learning, 26(2), 23–58. https://doi.org/10.19173/irrodl.v26i2.8119 [Google Scholar] [Crossref]

18. Han, F., & Guo, J. (2025). How does university students’ academic major (STEM vs. non-STEM) affect their acceptance of e-learning: A multi-group analysis. International Journal of Educational Technology in Higher Education, 22, Article 41. https://doi.org/10.1186/s41239-025-00543-z [Google Scholar] [Crossref]

19. Hanssens, J., Van Soom, C., & Langie, G. (2025). Pre-enrollment tests to predict first-year academic achievement in open-admission higher STEM education. European Journal of Psychology of Education, 40(1), Article 23. https://doi.org/10.1007/s10212-024-00862-z [Google Scholar] [Crossref]

20. Hessen, D. O., & Schmelkes, S. (2022). Higher education and the SDGs (WHEC2022 background document, theme 02). UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000389861 [Google Scholar] [Crossref]

21. Johnson, P. D., Jr. (2022). Differential calculus. Science Research Starters. EBSCO. https://www.ebsco.com/research-starters/science/differential-calculus [Google Scholar] [Crossref]

22. Mahadewsing, R., Getrouw, D., & Calor, S. M. (2024). Prior knowledge of a calculus course: The impact of prior knowledge on students’ errors. International Electronic Journal of Mathematics Education, 19(3), Article em0786. https://doi.org/10.29333/iejme/14765 [Google Scholar] [Crossref]

23. Mapúa University. (2026, February 6). Why students should choose civil engineering. Mapúa University. https://www.mapua.edu.ph/blog/why-choose-civil-engineering [Google Scholar] [Crossref]

24. McLeod, S. (2025, November 10). Likert scale questionnaire: Examples & analysis. Simply Psychology. https://www.simplypsychology.org/likert-scale.html [Google Scholar] [Crossref]

25. National Economic and Development Authority. (2023). Philippine Development Plan 2023–2028. https://pdp.neda.gov.ph [Google Scholar] [Crossref]

26. Nguyen, C. N., Phan, T. T. H., & Tran, T. K. O. (2024). The effect of STEM education on academic performance: A meta-analysis study. International Journal of Learning, Teaching and Educational Research, 23(11), 180–195. https://ijlter.net/index.php/ijlter/article/view/2121 [Google Scholar] [Crossref]

27. Organisation for Economic Co-operation and Development. (2023). Education at a glance 2023: OECD indicators. OECD Publishing. https://doi.org/10.1787/e13bef63-en [Google Scholar] [Crossref]

28. Organisation for Economic Co-operation and Development. (2022). Education at a glance 2022: OECD indicators. OECD Publishing. https://doi.org/10.1787/3197152b-en [Google Scholar] [Crossref]

29. Perante, W. (2022). Mathematical readiness of freshmen engineering students (K–12 2020 graduates) in Eastern Visayas in the Philippines. Asian Journal of University Education, 18(1), 191–204. https://eric.ed.gov/?id=EJ1336208 [Google Scholar] [Crossref]

30. PRC Board News. (2023, November 25). November 2023 civil engineer licensure exam results (CELE) passers and topnotchers. PRC Board News. https://www.prcboard.com/november-2023-civil-engineer-licensure-exam-results-cele-passers-and-topnotchers [Google Scholar] [Crossref]

31. Professional Regulation Commission. (2025, May 6). April 2025 civil engineers licensure examination results released in four (4) working days. Professional Regulation Commission. https://www.prc.gov.ph/article/april-2025-civil-engineers-licensure-examination-results-released-four-4-working-days [Google Scholar] [Crossref]

32. Republic Act No. 10533, An act enhancing the Philippine basic education system by strengthening its curriculum and increasing the number of years for basic education, appropriating funds therefor and for other purposes, (2013). https://lawphil.net/statutes/repacts/ra2013/ra_10533_2013.html [Google Scholar] [Crossref]

33. Republic Act No. 544. (1950). An act to regulate the practice of civil engineering in the Philippines. Supreme Court E-Library. https://elibrary.judiciary.gov.ph/thebookshelf/showdocs/2/13018 [Google Scholar] [Crossref]

34. Schunk, D. H., & Zimmerman, B. J. (2023). Self-regulation of learning and performance: Issues and educational applications. Taylor & Francis. [Google Scholar] [Crossref]

35. Second Congressional Commission on Education. (2025). Fixing the foundations: A matter of national survival (EDCOM II year two report). https://edcom2.gov.ph/media/2025/01/EDCOM-2-Year-2-Report-Fixing-the-Foundations-2025.pdf [Google Scholar] [Crossref]

36. Senate of the Philippines. (2023, March 14). Gatchalian: More STEM students needed to meet demand for civil engineers [Press release]. Senate of the Philippines. https://legacy.senate.gov.ph/press_release/2023/0314_gatchalian1.asp [Google Scholar] [Crossref]

37. Sharma, H., & Ruikar, M. (2025). Crafting an effective questionnaire: An essential prerequisite of engaging surveys. Perspectives in Clinical Research. Advance online publication. https://doi.org/10.4103/picr.picr_157_24 [Google Scholar] [Crossref]

38. Slater, P., & Hasson, F. (2024). Quantitative research designs, hierarchy of evidence and validity. Journal of Psychiatric and Mental Health Nursing. Advance online publication. https://doi.org/10.1111/jpm.13135 [Google Scholar] [Crossref]

39. Technological and Vocational Education Research Center, & K–12 Education Administration. (2022). Status and trends of STEM education in highly competitive countries: Country reports and international comparison. https://files.eric.ed.gov/fulltext/ED623352.pdf [Google Scholar] [Crossref]

40. Ucol, E. (2024). Link between academic performance and board exam results of civil engineering graduates. Journal of Interdisciplinary Perspectives, 3(1), 139–145. https://doi.org/10.69569/jip.2024.0607 [Google Scholar] [Crossref]

41. Walberg, H. J. (1981). A psychological theory of educational productivity. In F. H. Farley & N. U. Gordon (Eds.), Psychology and education (pp. 81–108). McCutchan. [Google Scholar] [Crossref]

42. Warne, R. T. (2025, April 13). Comparing Cronbach’s alpha and McDonald’s omega reliability values. https://russellwarne.com/2025/04/13/comparing-cronbachs-alpha-and-mcdonalds-omega-reliability-values [Google Scholar] [Crossref]

43. Weale, S. (2024, February 8). More than half of British girls lack confidence learning maths, poll finds. The Guardian. https://www.theguardian.com/education/2024/feb/08/more-than-half-of-british-girls-lack-confidence-learning-maths-poll-finds [Google Scholar] [Crossref]

44. Zhang, S., Shi, Q., Garza, T., & Li, C. (2024). Exploring first-year engineering students’ learning strategies and academic performance. Education and Lifelong Development Research, 1(2), 58–71. https://doi.org/10.46690/elder.2024.02.02 [Google Scholar] [Crossref]

45. Zimmer, S. (2022). Solid geometry. Mathematics Research Starters. EBSCO. https://www.ebsco.com/research-starters/mathematics/solid-geometry [Google Scholar] [Crossref]

46. Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329–339. https://doi.org/10.1037/0022-0663.81.3.329 [Google Scholar] [Crossref]

• Effectiveness of Localized Context-Based STEM Education Approach on Teaching Science 6
• Effectiveness of Contingency Management and Systematic Desensitisation as Behaviour Modification Techniques in Reducing Food Consumption Among Obese Students in South West Nigeria
• Rethinking Gender Equity in Education: Stakeholders’ Perspectives on CAMFED’s Individualized Material Support in Kapiri-Mposhi District, Zambia