Gasmen, Christy Faye Ayson

Abstract:Through the years, female enrollees to the civil engineering program increase. The BSCE program which was once male-dominated has gradually developed into a co-ed profession. Nevertheless, doubts as to how competitive the female civil engineers are still exist despite the non-significant difference in the abilities of males and females in other programs resulting from research findings. This bias could have originated from the years they were in college. This study aims to discover gender difference in the scholastic and board performances among the 2018 BSCE graduates in the College of Engineering, University of Northern Philippines.The college grades and board ratings of 88 male and 64 female graduates who took the board examination in this same year were analyzed. The college grades, called scholastic performance, were requested from the University Registrar. Board ratings, taken as the board performance, were requested from the Professional Regulation Commission (PRC). These ratings were analyzed as to their mean, significant difference and correlation. The findings reveal that the female graduates performed the same as their male counterparts in college, as suggested by the not significant difference in their scholastic performance. In the board examination, the female and male graduates performed the same in the Mathematics, Surveying and Transportation Engineering and Hydraulics and Geotechnical Engineering components of the board examination, but not anymore in the Structural Engineering and Construction component. As a whole, there is significant difference in the board performance of the 2018 female and male BSCE graduates, with more male graduates passing the licensure, meaning, they are not on the same level of capability in solving problems in the board examination. It was also found out that there exists significant relationship between their scholastic and board performances, suggesting that the subjects covering the three board components taken in college; namely: Mathematics, Surveying and Transportation Engineering, Hydraulics and Geotechnical Engineering and Structural Engineering and Construction, are significantly related to the board performance. In conclusion, there is no gender difference among the 2018 BSCE graduates in as far as their scholastic performance is concerned, meaning the female students could cope up with the rigors of the civil engineering education. There is also no gender difference in their scholastic performance and board performance along Mathematics, Surveying and Transportation Engineering and Hydraulics and Geotechnical Engineering. However, there exists gender difference in Structural Engineering and Construction, leading to the existence of gender difference in the board examination, taken as a whole. This suggests that the male graduates performed better in the board examination than the female graduates in one or more aspects, which may be due to lack of preparation or insufficient exposure to certain structural design and construction topics.

Keywords:scholastic performance, board performance, gender difference, significant difference, significant relationship.