Authors
Arvin N. Migallos*
Bulacan State University – Main Campus
Malolos, Bulacan, Philippines.
Email: arvinmigallos05@gmail.com
Dionel SM. De Guzman
Bulacan State University – Main Campus
Malolos, Bulacan, Philippines.
Email: diondeguzman0@gmail.com
Lorence N. Hernandez
Bulacan State University – Main Campus
Malolos, Bulacan, Philippines.
Email: lorencehernande07@gmail.com
Coleen DC. Deliguer
Bulacan State University – Main Campus
Malolos, Bulacan, Philippines.
Email: deliguercoleensuexx@gmail.com
Engr. Alexander M. Aquino
Bulacan State University – Main Campus
Malolos, Bulacan, Philippines.
Email: alexander.aquino@bulsu.edu.ph
Dr. Lech Walesa M. Navarra
Bulacan State University – Main Campus
Malolos, Bulacan, Philippines.
Email: lechwalesa.navarra@ms.bulsu.edu.ph
Abstract
The study analyzes the relationship between prerequisite subject proficiency and academic performance in advanced programming courses among fourth-year Computer Engineering students at Bulacan State University. The study employs a mixed-methods explanatory sequential design to systematically compare quantitative data from students’ academic records with qualitative insights obtained through self-evaluation surveys and their responses to open-ended questionnaires. This integrated data gathering allows the researchers to investigate the connection between the respondents’ academic trends. The quantitative analysis found a strong, significant positive correlation (r = 0.74, p < 0.05) between students’ grades in foundational programming courses and their success in advanced programming subjects. These findings mean that the level of understanding and application in prerequisite subjects reflects and does have an impact on their advanced subject performances. The researchers also found out that most of the students identified “Data Structures and Algorithms” as a particularly challenging subject that requires them a deeper mastery of abstract reasoning and algorithmic thinking. Furthermore, the qualitative findings highlight structural and instructional factors, including frequent switching of programming languages, inconsistent teaching methods, and outdated laboratory resources, as additional barriers impacting learning outcomes of students. Through these results, the researchers conclude that curricular changes and reforms are essential to enhance vertical alignment and depth in prerequisite programming knowledge. Recommendations include intensified focus on algorithmic logic development, improved faculty coordination, early identification of at-risk students, and investment in laboratory infrastructure. The findings of the research provide actionable insights for students, educators, and administrators to strengthen programming competence and academic success within the Computer Engineering program.
Keywords: Prerequisites, subject proficiency, academic performance, programming subjects.
*Corresponding author
DOI: http://doi.org/10.69651/PIJHSS0501864
Recommended citation:
Migallos, A. N., De Guzman, D. S., Hernandez, L. N., Deliguer, C. D., Aquino, A. M., & Navarra, L. W. M. (2026). Integrated analysis between prerequisite subject proficiency and advanced programming course performance of computer engineering students at Bulacan State University. Pantao (The International Journal of the Humanities and Social Sciences) 5 (1), 9724-9731. http://doi.org/10.69651/PIJHSS0501864
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