INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025
Page 758
Correlation Study on the Board Exam Performance of BS in Geodetic
Engineering Graduates in NVSU
Sarilyn R. Lopez, Efrenjoy A. Hawete
Geodetic Engineering, Nueva Vizcaya State University, Philippines
DOI: https://doi.org/10.51244/IJRSI.2025.1210000065
Received: 20 October 2025; Accepted: 27 October 2025; Published: 03 November 2025
ABSTRACT
This study aimed to correlate the academic achievements and the board exam performance rating of geodetic
engineering graduates of Nueva Vizcaya State University from year 2018-2022. The study limits on to those
graduates from year 2018-2022 who took the board exam, based on Professional Regulation Commission (PRC)
data. The two-day board exam covers 5 Subjects, 3 Subjects during the first day and 2 Subjects on the second day.
Simple Correlation and Linear Regression analysis were used to determine the relationship of the independent and
dependent variables. Findings revealed a significant positive linear correlation between their academic achievements
and their board exam performance rating. On the other hand, Subjects taken on the first day of the exam have greater
coverage compared to those on the second day. This extensive coverage may contribute to examinee fatigue,
potentially affecting performance on subsequent subjects. Moreover, results suggest that academic performance
plays a significant role in predicting board exam success for geodetic engineering examinees in NVSU. Therefore,
this study provides insight for both educators and future examinees to recognize the value of academic preparation
and to strive for academic excellence in their pursuit of success in the board exam
Keywords – academic achievements, board exam performance, correlation, predictor, regression.
INTRODUCTION
Education is a vital tool that enables individuals to find their place in the world, pursue better employment
opportunities, and achieve success in life. Consequently, academic institutions should respond positively and
effectively to the educational needs and expectations of their graduates by providing high-quality instruction to their
stakeholders (Raqueno & Yabut, 2013). Members of the academic system are also responsible for ensuring the
success of their graduates. For example, in specific board courses like engineering, this can be achieved by
implementing education and experience requirements as prerequisites for board exams (Mohammed & Mohammed,
2017).
The Licensure Examination for Engineering programs is a means of assessing and ensuring the quality of engineers
entering the workforce of diverse manufacturing industries in the Philippines and abroad. Licensure examinations
for professional practice serve as a regulatory mechanism implemented by the State. The Professional Regulations
Commission (PRC) has consistently regulated graduates of all board courses, granting professional licenses to those
graduate examinees who successfully pass the board exam.
Academic performance is an indicator of student outcomes, reflecting how students learn from the instruction of
any course. It is a significant concern in universities, and teachers, as facilitators of science learning, play a crucial
role in the success of the teaching and learning process. They act as catalysts in transferring knowledge and skills
to the next generation of innovators. How students comprehend the subject matter and apply its principles to
practical situations demonstrates their understanding of the intended learning outcomes. Student academic
performance in professional courses and mathematics is considered vital in contributing to the outcomes of their
future endeavors, particularly the licensure examination
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025
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Furthermore, the assurance of engineering professionals' preparedness is an ongoing process facilitated by
accreditation. Accreditation serves as a platform for collaboration between industry and engineering educators,
enabling the development of assessment techniques to enhance classroom management, courses, and curricula.
Accreditation also ensures that instructional strategies are adapted to prepare students for the expected outcomes of
graduates. These strategies include assessing academic aptitude and self-image to predict board exam performance,
offering intervention courses to help students prepare for the board examination, improving the curriculum, and
analyzing the profiles of successful examinees (Tamayo & Canizares, 2014).
Additionally, evaluating, correlating, and assessing the board exam performance of engineering graduates helps us
align with AACUP recommendations, provides essential data for the Regional Quality Assessment Team (RQUAT),
contributes to SUC leveling, and ultimately establishes a foundation for curriculum development and enhancement
of the engineering programs offered by the University.
A. Objective of the study
To correlate the academic achievement in terms of GWA and board examination performance of NVSU BS in
Geodetic Engineering graduates
METHODS
A. Research Design
The study utilized mixed quantitative and qualitative method of research, the descriptive method is an approach that
emphasizes the present status of a phenomenon, describes a current situation, determines the nature of prevailing
conditions or practices, and seeks an accurate description of entities, objects, persons, and processes (Dulay, 2003).
Correlation and regression statics are the quantitative part of this research, while frequency, mean, and standard
deviation falls under qualitative research method.
Moreover, the data on the academic grades and board rating is secondary type in nature as it is readily available
from the University Registrar and Professional Regulation Commission (PRC) respectively.
Furthermore, descriptive statistics was used to generalized the result of this study.
B. Conceptual Framework
Figure 1 shows the conceptual framework of the study. This study used the Predictor-Interior-Model as it is
predictive in nature. The predictors are the academic achievement of each examinee correlated with their board
exam result and to determine the line of best fit, linear regression model was utilized.
There are five subjects’ areas based on the table of specifications of the Board of Geodetic Engineering. Subjects
1,2, and 3 to be taken during the first day of board exam and subjects 4 and 5 on the second/last day. On the other
hand, there are 16 academic subjects covered in Subject 1, 7 academic subjects covered in Subject 2, 10 academic
subjects covered in Subject 3, while there are only 8 and 2 academic subjects covered in Subjects 4 and 5,
respectively.
Predictor Interior Model
C. Research Respondents and Sampling Procedures
There were 66 examinees from NVSU across the 4-year board exam conducted from 2018 to 2022. Examinee/s who
graduated earlier than year 2018 and took the board exam within the years of coverage is excluded from this study.
Retakers were counted as long as they graduated within the years of coverage of this study. Likewise, the academic
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025
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grades of the respondents were requested from the university registrar and the board exam result was request from
the PRC
D. Statistical Tools and Analysis
The data were analyzed using the following statistical tools:
Frequency, and mean were used to determine the distribution of the data among the variables like academic grades
in mathematics, allied and professional subjects and the board exam rating. The names of the examinees along with
their academic grades and board exam result per subjects were encoded Microsoft Excel software.
Likewise, the Correlation and Regression Analysis were used to determine if there is significant relationship between
the independent variables, the academic achievements in mathematics, allied and professional subjects and the
dependent variables is the engineering board examination rating. All the formula were entered into the Microsoft
Excel for the computations and generating of graphs
RESULTS AND DISCUSSION
A. Correlation per Subject Area of Coverage of the Academic Achievement and Board Exam Rating of
Examinees
Table 1 and Graphs 1 to 5, shows the relationship among the independent variables (academic achievement) and
dependent variables (board exam rating). There are 5 Area of Coverage correlated accordingly across the 4-board
exam conducted in year 2018, 2019, 2021 and 2022. There are 16, 7, 10, 8 and 2 academic subjects being covered
in Subject 1,2,3,4 and 5 respectively.
The table below reveals that; the mean of independent variable (x) is directly proportional to the mean of dependent
variable (y). Subject 5, has x mean of 2.028 and got a y mean of 76.091, while subject 1 has a lowest x mean of
2.684 and got a y mean of 66.864. This relationship emphasizes the importance of a strong academic foundation for
board exam success.
Additionally, all the 5 Subject areas show strong positive linear relationship, supported by the linear regression line
in terms of b and y’ values. This regression line is the data’s line of best fit. The standard deviation of errors (Se),
tells how widely the errors and the values of board exam rating (y) are spread for academic achievement (x). Subject
1, has a least value of Se, as compared to Subjects 3, 4, and 5. This implies that, the closer the y values to the line
of best fit, the smaller the standard deviation of error will be.
Moreover, the coefficient of determination (r2), is a measure of variation of the dependent variable (y) that is
explained by the regression line and the independent variable (x). As shown, in Table 1, the 5 Subjects obtains r2
equals to 1 or almost, this implies that the model perfectly predicts the outcome.
Graph 1: Correlation of Subject Area 1 from 2018-2022
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025
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Graph 2: Correlation of Subject Area 2 from 2018-2022
Graph 3: Correlation of Subject Area 3 from 2018-2022
Graph 4: Correlation of Subject Area 4 from 2018-2022
Graph 5. Correlation of Subject Area 5 from 2018-2022
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025
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Table 1. Correlation per Subject Performance
Area of
Coverag
e
x y
p a b y'
(mean)
Se r2
Subject 1 2.684 66.86
4
1.000 -1.237 25.713 66.864 -6.508 1.000
Subject 2 2.078 67.92
4
1.000 -0.060 32.713 67.924 +7.005 0.999
Subject 3 2.380 69.54
5
0.998 -0.013 29.220 69.545 +19.703 0.995
Subject 4 2.126 68.10
6
0.998 +0.44
3
31.832 68.106 +15.274 0.997
Subject 5 2.028 76.09
1
0.998 +0.43
7
37.304 76.091 +16.897 0.997
*x-mean of independent variable**y-mean of dependent variable***p-correlation coefficient ****a-y’ intercept
*****b-slope of the line ******y’-equation of the regression line *******Se-Standard Deviation
********r2-coefficient of determination
Table 2: General Average Correlation
Year x
(mean)
y
(mean)
p a b y'
(mean)
Se r2
2018 2.257 73.213 0.985 1.234 31.885 73.213 96.066 0.970
2019 2.219 71.467 0.996 1.658 31.453 71.467 46.499 0.993
2021 2.213 67.627 0.993 0.916 30.148 67.627 77.398 0.986
2022 2.343 67.328 0.978 1.820 27.955 67.328 101.261 0.957
*x-mean of independent variable**y-mean of dependent variable***p-correlation coefficient ****a-y’ intercept
*****b-slope of the line ******y’-equation of the regression line *******Se-Standard Deviation
********r2-coefficient of determination
B. Correlation of General Average of the Academic Achievement and Board Exam Rating of Examinees
Table 2 and Graphs 6 to 9, represents the general average correlation across the 4-board exam conducted in year
2018, 2019, 2021, and 2022. The first 2 years were pre-pandemic, while year 2021 and 2022 were both covered by
pandemic time. As shown in Table 2, x mean is inversely proportional to y mean. During the pre-pandemic year, the
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025
Page 763
academic achievement (x) performs better in board exam (y), as compared to the pandemic time 2021 and 2022
respectively. This implies that, the methods of learning or distance learning affect the performance of examinee.
Graph 6: Correlation of GPA and GWA in 2018
Graph 7: Correlation of GPA and GWA in 2019
CONCLUSION
Based on the results of this study, the following conclusion were drawn:
1. Based on the result of this study, strong academic performance correlates better outcomes in board exam;
2. Distance learning directly affects the board exam performance of examinee;
3.Subjects taken on the first day of the exam have greater coverage compared to those on the second day. This
extensive coverage may contribute to examinee fatigue, potentially affecting performance on subsequent subjects.
RECOMMENDATION
Based on the conclusion derived from the results of this study, the following are the recommendations:
1. Students should perform academically for it is a crucial factor in successfully passing the board exam. Consistent
performance across all subjects not only builds a solid foundation of knowledge but also enhances confidence and
readiness for the exam. By prioritizing their studies and striving for excellence in each subject, students can
significantly improve their chances of success on the board exam;
2. To the Faculty of Geodetic Engineering Department, the importance of maintaining effective learning strategies,
especially during times of disruption is highly recommended to support student achievement towards better board
exam performance; and
0
100
0 1 2 3 4
P
R
C
R
a
ti
n
g
,
G
P
A
Academic Grade, GWA
2018
Y y' Linear (y')
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025
Page 764
3. To the Board of Geodetic Engineering Examiners of the PRC, to mitigate fatigue and improve performance, it
may be beneficial to consider adjustments to the exam schedule, such as balancing the number of subjects across
the 2 days board exam.
Graph 8: Correlation of GPA and GWA in 2021
Graph 9: Correlation of GPA and GWA in 2022
ACKNOWLEDGEMENT
The researchers would like to express their sincere gratitude to; NVSU SIAS, for providing essential data and to the
PRC, for granting our request to access the individual performance rating of examinee, enabling a comprehensive
analysis in correlation study of the academic achievement and board exam performance of the BSGE graduates of
NVSU.
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ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025
Page 765
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