Factors Influencing the Performance of Fresh Graduates in the Electrical Engineer Board Examination: The Roles of Academic Intervention, Review Center Attendance, Self-Review Practices, Personal Readiness and Morale Stability
Year: 2026
Type: article
Study design: Observational Study
Abstract: The Registered Electrical Engineer Licensure Examination (REELE) is a key indicator of the quality and effectiveness of engineering education. The goal of this study is to determine how quality of study factors affects performance on the REELE among electrical engineering graduates of a state university. Specifically, it investigated the relationship between comprehensive examination results and licensure results, compared cohorts and review-center effects, and discussed academic and non-academic drivers of exam performance. The study utilized a mixed-methods design. Quantitative data was collected via a structured questionnaire sent out to first-time examinees in the 2019–2024 cohorts. Data used descriptive and inferential statistics (weighted mean, standard deviation, Analysis of Variance or ANOVA, Pearson Chi-Square Test), and qualitative data were thematically analyzed. Results showed that institutional academic resources, review activities, and review center facilities were robust predictors of exam readiness. Review material, strong instructors, emotional support, and spirituality were overwhelmingly found to be more influent ial in the likelihood to be ready than were the other three factors. The Pearson Chi-Square Test was significant for comprehensive examination performance and the licensure outcomes. There were no marked differences among groups by review center. Qualitative themes identified mastery of essential concepts, practice over time, time-management, self-regulation, persistence, peer support, and faith as critical for licensure success. In general, both academic preparedness, institutional support, psychological preparedness, and individual effort seem to have driven licensure performance. These findings can help improve instructional approaches and review programming
Institution: Pampanga State University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7204000736