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This study explores the relationship between senior high school strands and college academic performance among Computer Engineering students. Given the diverse preparatory pathways in high school, students bring varied levels of foundational knowledge and skills into college, which may influence their success in specialized fields like engineering education. Using a quantitative analysis of academic records, the researchers compared the average grades of students from different strands, including Science, Technology, Engineering, and Mathematics (STEM), Accountancy, Business and Management (ABM), General Academic Strand (GAS), and Technical-Vocational-Livelihood (TVL). Findings showed that STEM students generally achieve higher college grades, suggesting their curriculum aligns well with the rigorous demands of engineering. Conversely, students from non-STEM strands such as ABM and TVL display moderate to lower performance, revealing potential gaps in preparatory coursework. These results emphasize the importance of curriculum alignment in senior high school to meet the demands of college programs, particularly to enhance academic support strategies for non-STEM students transitioning into engineering fields.

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