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In pursuit of excellence and providing quality education to students, colleges and universities ensure that the programs they offer are sufficient to produce graduates who are competent and can contribute significantly to their future professions. The purpose of this evaluative research is to determine the effectiveness of the intervention courses offered to engineering students at a private higher education institution in improving student outcomes, such as math proficiency, retention rates, and overall academic success. Using proportionate allocation within stratified random sampling, 235 students taking intervention courses in Calculus, Chemistry and Physics were chosen as participants for this study. Employing the mixed method design, valuable insights were gained from the analysis of quantitative data coming from the grades of the students and qualitative data from their shared experiences in undertaking the intervention courses through interviews and focus group discussions. The key findings and results from this research were used to make informed decisions that led to the current intervention programs’ enhancement and future directions.

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Effectiveness of an HEI’s Intervention Courses to Students’ Performance in General Engineering Courses: Basis for Program Enhancement

  • 会议论文

  • 发表日期：

    2026年

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  • Maria Theresa B. Kalaw,
  • Neres Ann M. Repollo,
  • Tony C. Abacan,
  • Clarisa M. Allic,
  • Stephenn L. Rabano,
  • Darwin M. Tiquio,
  • Larilyn L. Ilao,
  • Roy G. Maranan

摘要

In pursuit of excellence and providing quality education to students, colleges and universities ensure that the programs they offer are sufficient to produce graduates who are competent and can contribute significantly to their future professions. The purpose of this evaluative research is to determine the effectiveness of the intervention courses offered to engineering students at a private higher education institution in improving student outcomes, such as math proficiency, retention rates, and overall academic success. Using proportionate allocation within stratified random sampling, 235 students taking intervention courses in Calculus, Chemistry and Physics were chosen as participants for this study. Employing the mixed method design, valuable insights were gained from the analysis of quantitative data coming from the grades of the students and qualitative data from their shared experiences in undertaking the intervention courses through interviews and focus group discussions. The key findings and results from this research were used to make informed decisions that led to the current intervention programs’ enhancement and future directions.