Main Article Content


The admission of non-STEM graduates to engineering programs creates an opportunity to determine if the Senior High School strand does really dictate the performance of students. This study administered the Force and Motion Conceptual Evaluation (FMCE) to the first-year engineering students to determine if STEM graduates perform better than non-STEM graduates. The FMCE was administered to six hundred-seven (n = 607) first year engineering students of a state-run university in the Philippines, school year 2019-2020 and 2020-2021. The results reveal that there is no significant difference between the mean scores obtained by the STEM and non-STEM graduates (p = 0.912) in the FMCE. It was noted that the students who graduated from private and public high schools have similar performance (p = 0.242). Nevertheless, there is an urban-rural gap in performance among the respondents, where students who graduated from schools in cities have better performance than those who graduated from rural schools (p = 0.019). Finally, in the field dominated by male, the results suggest that female students are at par with male student students (p = 0.123) and both have statistically the same level of confidence with their answers (p = 0.176).

Article Details

How to Cite
Lampara, E. C. (2022). Performance Assessment of the First Year Engineering Students using Force and Motion Conceptual Evaluation (FMCE). Basic and Applied Education Research Journal, 3(2), 122-127.


Alipio, M. (2020, April 15). Academic Adjustment and Performance among Filipino Freshmen College Students in the Health Sciences: Does Senior High School Strand Matter?
Almerino, P. M., Ocampo, L. A., Abellana, D. P. M., Almerino, J. G. F., Mamites, I. O., Pinili, L. C., Tenerife, J. J. L., Sitoy, R. E., Abelgas, L. J., & Peteros, E. D. (2020). Evaluating the Academic Performance of K-12 Students in the Philippines: A Standardized Evaluation Approach. Education Research International, 2020, 1–8.
Figueroa, L. L., Lim, S., & Lee, J. (2016). Investigating the relationship between school facilities and academic achievements through geographically weighted regression. Annals of GIS, 22(4), 273–285.
Jimenez, E., Lockheed, M. E., & Paqueo, V. (1991). The Relative Efficiency of Private and Public Schools in Developing Countries. The World Bank Research Observer, 6(2), 205–218.
Magulod Jr., G. (2017). Factors of School Effectiveness and Performance of Selected Public and Private Elementary Schools: Implications on Educational Planning in the Philippines. Asia Pacific Journal of Multidisciplinary Re-search, 5(1).
Malaga, X. G., & Oducado, R. M. F. (2021). Does Senior High School Strand Matter in Nursing Students’ Academic Self-Regulated Learning and Academic Performance? South East Asia Nursing Research, 3(1), 1.
Ramlo, S. (2008). Validity and reliability of the force and motion conceptual evaluation. American Journal of Physics, 76(9), 882–886.
Thornton, R. & Sokoloff, D. (1998). Assessing student learning of Newton’s laws: The Force and Motion Conceptual Evaluation. Am. J. Phys. 66(4), 228-351.
Uy, E., & Martinez Jr., A. (2019). Factors Affecting Senior High School Track Offerings in the. Develop-ment Asia.
Zamora, C. M. B. & Dorado, R.A. (2015). "Rural-Urban Education Inequality in the Philippines Using Decomposition Analysis," Journal of Economics, Management & Agricultural Development, vol. 1(1), June.