The Impact of Welding Competencies of Senior High School and Differentiated Instruction on the Academic Performance of College Welding Students

Abstract

This study examined the relationship between Senior High School (SHS) welding competencies, differentiated instruction, and the academic performance of college welding students at Cebu Technological University–Main Campus enrolled in the Bachelor of Technical-Vocational Teacher Education (BTVTED) major in Welding and Fabrication Technology during the academic year 2025–2026. A descriptive-correlational research design was employed, and data were collected from 46 respondents using a structured questionnaire that assessed SHS welding competencies in terms of academic preparedness, practical skills, and technical knowledge, as well as students’ perceptions of differentiated instruction in terms of content, process, and product. Academic performance was measured using self-reported grades. The findings revealed that respondents demonstrated a moderate level of SHS welding competencies, indicating the presence of foundational skills but insufficient preparation for college-level demands. In contrast, differentiated instruction practices were perceived to be highly evident, reflecting the use of varied teaching strategies to address diverse learner needs in technical-vocational education. Statistical analysis showed a significant moderate positive relationship between SHS welding competencies and differentiated instruction. However, no statistically significant relationship was found between SHS welding competencies and academic performance, nor between differentiated instruction and academic performance. These findings suggest that while prior competencies influence students’ engagement with instructional strategies, academic performance may be affected by other factors beyond SHS preparation and teaching approaches. The study recommends strengthening bridging programs, enhancing hands-on training, improving assessment practices, and sustaining differentiated instruction to better support student learning outcomes.