Non- STEM Engineering Program Through the Lens of ABCD Evaluation Model

Higher institutions offer bridging programs to address challenges experienced by senior high school graduates. This study evaluated the effectiveness of the bridging program for non-STEM Engineering students in terms of its process and operations, results, and impact using Ochave’s ABCD Model. This study utilized a descriptive-evaluative design involving Engineering students selected using convenience sampling. The quantitative data were gathered through a questionnaire and analyzed using frequency, percentage, and weighted mean. On the other hand, a semi-structured interview was employed to collect qualitative insights and further analyzed using thematic analysis. Findings revealed that the students are satisfied with the learning resources, curriculum, and instructional strategies employed during their bridging program. Furthermore, data show that the bridging program is perceived to be good in relation to the students’ knowledge acquired, skills developed, and perceived readiness. Moreover, the bridging program has a positive impact on the satisfactory performance of the students in their Engineering courses as well as on the department’s increasing retention rate. To further optimize the program's effectiveness, this study recommends updating learning resources, managing instructional pacing, and expanding the duration of the bridging program.