Predicting Student Achievement in the Construction Domain: Correlation of Contributing Factors Given Construction Education Self-Efficacy, Motivation, and Planned Behavior

Abstract

The construction industry continues to experience increased demand for a skilled and diverse workforce, underscoring the importance of identifying factors associated with student achievement in construction education programs. The purpose of this study was to examine whether academic performance and construction education self-efficacy predict student success on a nationally recognized professional credential examination. Specifically, this research investigated whether a two-predictor model using grade point average (GPA) midpoint and construction education self-efficacy (CESE) predicted pass/fail outcomes on the American Institute of Constructors (AIC) Level I examination. Differences in construction education self-efficacy, direct assessment of student learning outcomes (SLOs), and applied experience were also examined across GPA categories. This study employed a quantitative, predictive research design. Data were collected from 55 construction education students and recent graduates from American Council for Construction Education (ACCE) accredited baccalaureate programs who had completed the AIC Level I examination. Binary logistic regression was used to analyze the predictive model, while independent-samples t tests and Welch’s analysis of variance were used for group comparisons. Results indicated that the two-predictor model did not significantly predict pass/fail outcomes on the AIC Level I examination. Grade point average midpoint showed a positive but not statistically significant relationship with exam outcomes, and no significant differences in construction education self-efficacy were observed between students who passed and those who did not. However, statistically significant differences in direct assessment learning outcomes were found across GPA categories. Findings suggest that academic performance is associated with demonstrated competency achievement, while GPA and self-efficacy alone are insufficient predictors of professional certification exam outcomes. Implications for construction education assessment and student preparation are discussed.