Engineering Students’ Self-Efficacy At Kalinga State University: A Quantitative Analysis Of Confidence Across Sex And Course Specialization

Abstract

This study examined the self-efficacy of engineering students in higher education, focusing on their confidence in mastering engineering concepts and applying technical skills in coursework and future professional practice with an emphasis on their potential role in addressing environmental challenges. A descriptive survey design was employed, with data collected from 321 engineering students enrolled at Kalinga State University during the first semester of academic year 2020–2021. Frequency distribution, t-tests, and one-way ANOVA were used to assess levels of self-efficacy and to test significant differences across sex and course specialization. Findings revealed that most students reported uncertainty in their engineering self-efficacy, particularly in domains requiring higher-order application such as experimentation, tinkering, and design—skills critical for developing sustainable engineering solutions. Significant differences emerged across sex, with male students reporting higher self-efficacy than females, while no significant differences were found across courses. These results suggest that confidence gaps in engineering education are shaped more by gendered perceptions than disciplinary specialization. The study underscores the importance of strengthening academic strategies, experiential learning opportunities, and institutional support systems not only to enhance student confidence and academic achievement but also to cultivate capable, resilient engineers who can contribute to national development through environmentally conscious engineering practices. Integrating environmental education and sustainability-focused projects within engineering curricula could empower students to apply technical skills creatively to tackle pressing ecological challenges, fostering a sense of responsibility and innovation essential for sustainable progress and improved licensure outcomes in the engineering field.