Assessing Physics Proficiency and Influencing Factors among Civil Engineering Students of Benguet State University as a Driver for STEM Innovation

Physics and engineering are like two peas in a pod; one cannot be complete without the other. Physics is an integral part of the engineering curricula as the latter is founded on principles of our physical world. Thus, understanding the level of physics conceptual comprehension and mathematical proficiency of civil engineering students as well as identifying factors that affect it helps educators, academic institutions, and policy-makers better serve and prepare students as reliable future civil engineers. This research utilized a quantitative research design, specifically a predictive correlational research design. The respondents of this study are first-year civil engineering students. A researcher-made physics exam was utilized to assess the physics conceptual understanding and mathematical proficiency. Using the Freeman-Halton Fisher’s Test, Non-Parametric Tests for independent samples, and Multiple Regression Analysis, this study found that the level of physics conceptual understanding and mathematical proficiency among civil engineering students is generally low (X =51.66). There is also no significant association between the ̅ predictor variables and the dependent variable. When compared across class sections, sections A and C appeared as equally the better performers in physics, outperforming section B. The independent variable with a predictive ability is the General Weighted Average (GWA) but the model is not recommended to be used. But overall, the results of this study show the need for academic institutions to create a more focused instructional interventions and to also push for a stronger curriculum alignment among civil engineering students to enhance their physics foundation.