INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025
Determinants of Academic Performance Among Computer
Engineering Students with Disabilities in Bulacan State University
Dr. Monaliza S. Jimenez, Angelo Evangelista, Erick Nito
Bulacan State University
Received: 10 November 2025; Accepted: 20 November 2025; Published: 03 December 2025
ABSTRACT
This study examines the factors affecting the academic performance of students with disabilities pursuing
Computer Engineering. Using a quantitative descriptive design, data were gathered from 30 respondents (15
with disabilities and 15 without) through a structured survey employing a 5‑point Likert scale. The study
evaluated three major factors: Assistive Technology, Faculty and Teaching Facilities, and Discrimination and
Societal Barriers. Instrument reliability yielded a Cronbach’s alpha of 0.89, indicating high internal
consistency. Findings show that inclusive learning environments, availability of assistive technologies, and
societal attitudes significantly influence the academic performance and motivation of students with disabilities.
Recommendations include improving classroom accessibility, strengthening faculty training, and integrating
appropriate assistive technologies to foster an inclusive learning environment.
Keywords: assistive technology, inclusivity, disability, academic performance
INTRODUCTION
In recent years, there has been a growing global emphasis on inclusive education, particularly in promoting
equitable access and meaningful participation for students with disabilities. Although progress has been made,
many higher education institutions still face persistent challenges in creating learning environments that fully
support the academic and social needs of these learners. These challenges are even more pronounced in
specialized fields such as Computer Engineering, where the curriculum requires complex technical
competencies, extensive laboratory work, and the use of advanced technologies. Accessibility issues tend to
become more visible in these settings.
According to Laudan and Pamela (2012), the Philippines has initiated policy and infrastructural improvements
to enhance educational accessibility, yet the system continues to fall short in meeting the diverse needs of
learners with disabilities. Financial constraints, inadequate identification of student needs, and restrictive
curricula limit full participation in academic activities. In higher education, these challenges appear through
inaccessible classrooms, limited assistive technologies, insufficient faculty training in inclusive teaching
practices, and societal attitudes that reinforce stigma.
Disabilities can greatly influence students’ learning processes and social interactions in the university setting.
When barriers such as inaccessible facilities, the absence of necessary assistive equipment, or a lack of trained
personnel are present, students may struggle to engage in coursework, join collaborative activities, or interact
with peers. These barriers can lead to decreased confidence, increased stress, reduced academic performance,
and a higher likelihood of withdrawal from the program.
In response to these concerns, this study seeks to examine the factors that affect the academic performance of
students with disabilities who are pursuing a Computer Engineering degree at Bulacan State University. The
study explores how disabilities influence learning experiences, academic outcomes, and social interactions, as
well as how students with and without disabilities perceive assistive technologies, faculty support, and
classroom accessibility.
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