Entry-Level Competencies and Learning Gaps of Students in the Construction Technology Program: Bases for the Development of a Student Readiness Assessment Tool
Buenaventura Bartolome *
Mariano Marcos State University – Laoag Campus, Laoag City 2900, Ilocos Norte, Philippines.
Janet C. Rivera
Mariano Marcos State University – Laoag Campus, Laoag City 2900, Ilocos Norte, Philippines.
Jasper Kim M. Rabago
Mariano Marcos State University – Laoag Campus, Laoag City 2900, Ilocos Norte, Philippines.
*Author to whom correspondence should be addressed.
Abstract
This study aimed to examine the entry-level competencies and learning gaps of students enrolled in a Construction Technology program to inform the development of a comprehensive Student Readiness Assessment Tool. Using a descriptive survey design, data were collected from 54 purposively sampled students at a Philippine higher education institution during the second semester of the 2025–2026 academic year. A structured questionnaire assessed competencies across technical skills, construction safety, mathematics and measurement, problem-solving and critical thinking, communication and teamwork, technology and digital literacy, and perceived learning gaps. Descriptive statistics, including frequency, percentage, and weighted mean, were used to analyze the responses. Results revealed that students demonstrated a solid foundation in essential competencies, with highest confidence reported in tool handling, adherence to safety protocols, teamwork, and professionalism (weighted mean ranging 3.26–3.45, Strongly Agree). Mathematics and measurement, critical thinking, and technology-related skills received slightly lower ratings (weighted mean 3.02–3.18, Agree), indicating areas requiring additional practice and reinforcement. Respondents also identified notable learning gaps, particularly in performing basic construction tasks independently, practicing tool usage, and connecting theoretical lessons with hands-on applications, with an overall mean of 3.17 (Agree), reflecting the need for supplementary training and experiential learning. These findings underscore that while students possess foundational competencies necessary for entry-level industry performance, structured interventions, scaffolded practice, and targeted skills enhancement are critical to fully prepare learners for the technical and interpersonal demands of the construction industry. The study provides evidence-based guidance for curriculum planning, instructional design, and the creation of readiness assessment tools to improve employability and industry readiness among Construction Technology students.
Keywords: Construction technology, entry-level competencies, learning gaps, student readiness assessment tool, technical skills