Academic Performance, Emotional Intelligence, and Intelligence Quotient as Predictors of Performance in the Architecture Licensure Examination

Abstract: This study aimed to determine the performance of Architecture graduates from a Catholic Higher Educational Institution in Bacolod City, which is the sole provider of the Bachelor of Science in Architecture in Western Visayas, in the Architecture Licensure Examination (ALE) conducted in January and June of 2017 and 2018. It also sought to identify the variables that best predict ALE performance, focusing on academic performance, emotional intelligence (EI), and intelligence quotient (IQ). Data needed for this descriptive-correlation study was collected from 142 respondents using structured questionnaires for demographic information. It likewise used the Ego Resiliency Scale to measure EI and the Culture Fair Intelligence Test to assess IQ. Meanwhile, secondary data on academic performance were sourced from the respondents' academic records. The ensuing analysis revealed a notable gender disparity among respondents, with a higher proportion of males. Most graduates preferred enrolling in review centers over self-review for ALE preparation. Economic analysis showed that more respondents came from lower-income families. The study likewise found minimal gender differences in academic performance and high resiliency traits across all groups. However, there were no significant correlations between academic performance and EI with ALE performance. Conversely, a significant positive correlation was identified between IQ and ALE performance, suggesting IQ as a reliable predictor of success. The findings call for the need to reevaluate admission criteria and relevant educational policies to encompass a broader range of competencies beyond IQ, including practical skills and problem-solving abilities, to better prepare graduates for success in the field of architecture. Keywords: Emotional Intelligence (EI), Intelligence Quotient (IQ), Architecture Licensure Examination (ALE), Academic Performance