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Identifying Key Factors Affecting Academic failure among Mechanical Engineering Students at NEUST
Subject area: Science,Engineering and Technology · Area of research: Quantitative Descriptive Research
DOI: https://doi.org/10.64388/IREV9I7-1713310
Abstract
Academic failure is a common problem in engineering programs because of heavy workloads and difficult subjects. This study examined the academic and non-academic factors that contribute to academic failure among Mechanical Engineering students at the Nueva Ecija University of Science and Technology (NEUST). A quantitative descriptive research design was used, with data collected from 270 respondents including students, alumni, and faculty members through a survey questionnaire. The data were analyzed using descriptive statistics, weighted mean, t-test, and one-way ANOVA. Results showed that difficult engineering subjects and heavy academic workload were the main academic reasons for failure. Financial problems, limited learning resources, and psychological stress were the most important non-academic factors. Differences were found across year level and academic status. The study suggests the need for academic, financial, and student support programs.
Keywords
Academic failure, Mechanical engineering students, Academic factors, Non-academic factors
References
[1] Adams, R. S., Daly, S. R., Mann, L. M., & Miller, J. D. (2011). Friendly competition: Self-regulated learning among engineering design teams. Journal of Engineering Education, 100(2), 384-406. (Highlights problem-solving struggles in engineering.)
[2] Credé, M., & Kuncel, N. R. (2008). Study habits, skills, and attitudes: The third pillar supporting collegiate academic performance. Perspectives on Psychological Science, 3(6), 425-453. (Links to your time management findings.)
[3] Dela Cruz, A. P., & Ramos, J. M. (2020). Learning styles and academic achievement among engineering students in Luzon universities. Philippine Journal of Education Studies, 45(2), 112-128. (Examines mismatched teaching and motivation issues.)
[4] Felder, R. M., & Brent, R. (2005). Understanding student differences. Journal of Engineering Education, 94(1), 57-72. (Addresses teaching methods and workload in technical fields.)
[5] Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students: A third decade of research (Vol. 2). Jossey-Bass. (Links social environment and peer influence to academic persistence.)
[6] Santos, R. B., & Garcia, L. M. (2018). Factors influencing academic performance of engineering students in Philippine state universities. Asia Pacific Journal of Education, Arts and Sciences, 5(1), 12-20. (Mirrors financial and preparation challenges at NEUST.)
[7] Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition (2nd ed.). University of Chicago Press. (Supports multifaceted causes of dropout in engineering programs.)
[8] Yorke, M., & Thomas, L. (2003). Improving the retention of students from lower socio-economic backgrounds through pre-entry interventions. Widening Participation and Lifelong Learning, 5, 1-14. (Relates to resource access and family background effects.)
[9] Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70. (Explains goal-setting and time management deficits leading to failure.)
How to cite this paper
@article{1713310,
author = {Mackenly Antonino Pernia, Jesmark A. Carpio, Jaymart O. Jose, Lorinda E. Pascual},
title = {Identifying Key Factors Affecting Academic failure among Mechanical Engineering Students at NEUST},
journal = {Iconic Research And Engineering Journals},
year = {2026},
volume = {9},
number = {7},
pages = {228-234},
issn = {2456-8880},
url = {https://www.irejournals.com/formatedpaper/1713310.pdf},
abstract = {Academic failure is a common problem in engineering programs because of heavy workloads and difficult subjects. This study examined the academic and non-academic factors that contribute to academic failure among Mechanical Engineering students at the Nueva Ecija University of Science and Technology (NEUST). A quantitative descriptive research design was used, with data collected from 270 respondents including students, alumni, and faculty members through a survey questionnaire. The data were analyzed using descriptive statistics, weighted mean, t-test, and one-way ANOVA. Results showed that difficult engineering subjects and heavy academic workload were the main academic reasons for failure. Financial problems, limited learning resources, and psychological stress were the most important non-academic factors. Differences were found across year level and academic status. The study suggests the need for academic, financial, and student support programs.},
keywords = {Academic failure, Mechanical engineering students, Academic factors, Non-academic factors},
month = {January},
doi = {https://doi.org/10.64388/IREV9I7-1713310}
}