Determinants of Academic Performance Among Computer Engineering Students with Disabilities in Bulacan State University

Abstract

This study examines the factors affecting the academic performance of students with disabilities pursuing Computer Engineering. Using a quantitative descriptive design, data were gathered from 30 respondents (15 with disabilities and 15 without) through a structured survey employing a 5‑point Likert scale. The study evaluated three major factors: Assistive Technology, Faculty and Teaching Facilities, and Discrimination and Societal Barriers. Instrument reliability yielded a Cronbach’s alpha of 0.89, indicating high internal consistency. Findings show that inclusive learning environments, availability of assistive technologies, and societal attitudes significantly influence the academic performance and motivation of students with disabilities. Recommendations include improving classroom accessibility, strengthening faculty training, and integrating appropriate assistive technologies to foster an inclusive learning environment.