Academic Achievement and Licensure Examination Performance of Engineering Graduates at the University of Eastern Philippines

Abstract

This study investigated the relationship between academic achievement, pre-board examination performance, and licensure examination outcomes among engineering graduates, presenting a case study from the Philippines. Using a descriptive-correlational design and documentary analysis, the study involved first-time licensure examinees from the BSABE, BSCE, BSEE, and BSME programs of the University of Eastern Philippines (Main Campus) who graduated between 2022 and 2024. Academic achievement was measured using the General Weighted Average (GWA), while pre-board examination scores and licensure ratings in mathematics and professional subjects were analyzed. Descriptive statistics (mean and standard deviation) were used to describe performance levels, and Pearson’s product-moment correlation determined relationships among variables. Results showed gradual improvements in academic achievement across programs, with reduced variability in smaller cohorts. Pre-board examination performance served as a meaningful indicator of licensure readiness, although variations across programs suggested uneven preparation. Licensure outcomes revealed program-specific strengths in professional subjects alongside persistent challenges in mathematics. Correlation analysis confirmed that higher academic achievement and stronger pre-board performance were positively and significantly associated with licensure examination results. The findings underscore the importance of sustained academic rigor, strengthened correlation courses, and targeted review interventions to improve engineering education quality and licensure success.