Academic Achievement as a Determinant of Licensure Examination Performance among Bachelor of Science in Agricultural and Biosystems Engineering Graduates

Licensure examinations are high-stakes gateways to practice in Agricultural and Biosystems Engineering (BSABE), yet evidence linking collegiate achievement to licensure outcomes remains limited. This study examined the association between academic performance and licensure results across three BSABE domains, identifying strands of relative difficulty. Correlation and regression analysis were used to analyze the data collected from college academic performance and licensure examination ratings. Descriptive statistics showed Satisfactory academic achievement in Area 1. Pearson correlations revealed small to moderate positive relationships within matching domains, while the overall board score was most closely related to Area 3 and least closely related to Area 1. In multiple linear regression including all academic areas simultaneously, no predictor retained a unique effect on overall board score, indicating shared variance and that grades alone are insufficient predictors. The findings highlight the key academic factors that influence the performance of BSABE graduates, with implications for curriculum development, enhanced licensure examination preparation, and evidence-based policy interventions to strengthen agricultural and biosystems engineering education.