CASE STUDY FOR ECE BOARD EXAM

STATEMENT OF THE PROBLEM

The rapid growth of technology has given an increase in demand for people
practicing the electronics engineering profession. In the Philippine setting, students
pursuing the electronics engineering (ECE) course must pass first the ECE Board Exam
in order to get their license to be recognized as a registered electronics engineer
(RECE) and be able to practice the ECE professions according to Article III, Section 13
of RA 9292. However, the national passing rate of ECE from the years 2007-2018 is
fluctuating from 21% to 49.49%, which is unsatisfactory. This is faced by many
educational institutions / colleges / universities in the Philippines, one of which is Saint
Louis University (SLU) of Baguio City, with a passing rate fluctuating from 23% to 50.
34% on the years 2007 to 2018.

BACKGROUND OF THE PROBLEM

The State recognizes the importance of electronics engineering in nation-building
and development. The State shall therefore develop and nurture competent, virtuous,
productive and well-rounded Professional Electronics Engineers, Electronics Engineers
and Electronics Technicians whose standards of practice and service shall be excellent,
qualitative, world-class and globally competitive through inviolable, honest, effective and
credible licensure examinations and through regulatory measures, programs and
activities that foster their integrity, continuing professional education, development and
growth (RA 9292, Article I, Section 2). This law gave the provisions needed in
conducting the board exam as well as the reason why graduates of BSECE take the
board exam (RA 9292, Article III, Sections 14, 15, 16).

However, in the past years, the passing rate of ECE board exam here at SLU is
very low as shown in the table below. This issue is very alarming not only to the takers
who wish to be an electronics engineer but also to the instructors of ECE who teach and
guide these takers, the universities who offer the ECE program, the review centers that
specialize in ECE Board Exam Preparation Services, and to the nation that needs
manpower to contribute to the development of the country.

April October
Year Nat’l Passing SLU Passing Nat’l Passing SLU Passing
Rate Rate Rate Rate
2007 35% 35% 30% (Nov) 30% (Nov)
2008 35% (March) 35% (March) 36% 36%
2009 24% (March) 24% (March) 29% 26%
2010 27% 27% 21% 23% (Nov)
2011 44.97% 36.36% 36.87% 44.57%
2012 53.55% 47.58% 51.57% 53.67%
2013 37% 31.9% 34.51% (Dec) 38.50%
2014 35.24% (March) 29.6% 31.58% (Sept) 33.15%
2015 34.95% 23.23% 39.94% 31.06%

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 2016 36.95% 30.08% 40.36% 44.85%
2017 41.27% 40% 46.72% 55.36%
2018 45.36% 47.73% 49.49% 50.94%

Table 1. ECE Board Exam Passing Rate considering the past 12 years

October 2017 Board Exam Schedule

The schedule of the recent October board exam is shown below.

As the schedule shows, there are 2 days for the board exam with a coverage on
4 areas: Mathematics, Electronics Engineering, General Engineering and Applied
Sciences (GEAS) and Electronics Systems and Technologies. Math and GEAS takes 4
hours while Electronics Engineering and Electronics Systems and Technologies takes 5
hours.

SYLLABI FOR THE ELECTRONICS ENGINEER (ECE) LICENSURE EXAMINATION

I. MATHEMATICS (20%)
1. Algebra & General Mathematics
2. Geometry
3. Trigonometry
4. Calculus
5. Mathematics Laws, Terms and Theories

II. GENERAL ENGINEERING & APPLIED SCIENCES (20%)

1. Engineering Mechanics
2. Strength of Materials
3. College Physics
4. General Chemistry
5. Thermodynamics
 6. Engineering Materials
7. Engineering Economics
8. Engineering Management
9. Laws and Ethics

III. ELECTRONICS ENGINEERING (30%)

1. Electricity/ Magnetism Fundamentals
2. Electrical Circuit
3. Solid State Devices/Circuits
4. Power Generator/ Sources/ Principles/Applications
5. Electronic (Audio/RF) Circuit/Analysis/Design Cells and batteries
6. Tests and Measurements
7. Microelectronics
8. Industrial Electronics Principles/Applications
9. Computer Principles

IV. ELECTRONICS SYSTEMS AND TECHNOLOGIES (30%)

1. Radio Communication System
a. Transmission Fundamentals
b. Acoustics
c. Modulation
d. Noise
e. Radiation and Wave Propagation
f. Antennas
g. Wire and Wireless Communications System
h. Microwave Communications and Principles
i. Basic Principles of various electronics systems
2. Digital and Data Communications Systems
a. Digital Communication Networks
b. Fiber Optics
3. Satellite, Broadcasting and Cable TV Systems
a. Satellite System
b. Broadcasting and Cable TV system

As stated in RA 9292, Section 14, paragraph c, one requirement for an individual in

order to take the ECE Board Examinations is that he/she must be a holder of the degree
Bachelor of Science in Electronics and Communications Engineering or Electronics
Engineering. With such requirement, it is therefore imperative that aspiring Electronics
Engineers complete the program required by the Commission on Higher Education as it
is the governing body of the Philippine government in charge of designing curriculums
to guarantee a certain breadth of knowledge through a set of courses (CHED MO No.
24, Series of 2008, Article V, Section 7).
CHED MEMORANDUM ORDER (CMO) No. 24, Series of 2008
SUBJECT : POLICIES AND STANDARDS FOR THE DEGREE OF
BACHELOR OF SCIENCE IN ELECTRONICS ENGINEERING
ARTICLE V. Section 7. Curriculum Description
“…The curriculum is designed to guarantee a certain breadth of knowledge of
the BSECE disciplines through a set of core courses. It ensures depth and focus in
certain disciplines through areas of specialization. It provides a recommended track
of electives that HEIs may adopt or develop. The curriculum develops the basic
engineering tools necessary to solve problems in the field of Electronics
Engineering. This enables the graduate to achieve success in a wide range of
career….”

The Curriculum for BSECE allows the students to learn the different disciplines and
areas of specialization in the electronics field. The subjects listed are the basic
engineering tools that will help the students to practice their profession. Below is the list
of curriculum outline starting from Third year to Fifth year.

Section 8. Curriculum Outline

THIRD YEAR
Third Year- First Semester
No. of
Total
Subjects Hours Prerequisite subjects
Units
Lec Lab
Computer Aided Drafting 0 3 1 Third Year Standing
Prerequisite-Physics 2, Integral
Circuits 1 3 3 4 Calculus,Corequisite-
Differential Equations
Electronic Devices and Circuits 3 3 4 Physics 2,Integral calculus
Vector Analysis 3 0 3 Integral Calculus
Differential Equations 3 0 3 Integral Calculus
Statics of Rigid Bodies 3 0 3 Physics 1, Integral Calculus
Humanities 3 3 0 3
Total 18 9 21

Third Year- Second Semester

No. of
Total
Subjects Hours Prerequisite subjects
Units
Lec Lab
Dynamics of Rigid Bodies 2 0 2 Statics of Rigid Bodies
Mechanics of Deformable
3 0 3 Statics of Rigid Bodies
Bodies
Advanced Engineering
3 0 3 Differential Equations
Mathematics for ECE
 Vector Analysis, Physics 2,
Electromagnetics 3 0 3
Integral calculus
Circuits 2 3 3 4 Circuits 1
Electronic Circuit Analysis and
3 3 4 Electronic Devices and Circuits
Design
Environmental Engineering 2 0 2 General Chemistry
Safety Management 1 0 1 Third Year Standing
Total 20 6 22

FOURTH YEAR
Fourth Year- First Semester
No. of
Total
Subjects Hours Prerequisite subjects
Units
Lec Lab
Probability and Statistics,
Signals, Spectra, Signal
3 3 4 Advanced Engineering
Processing
Mathematics for ECE
Electronic Circuit Analysis and
Principles of Communications 3 3 4 Design, Advanced Engineering
Math
Energy Conversion 3 3 4 Electromagnetics, Circuits 2
Basic Thermodynamics 2 0 2 Integral Calculus, Physics 2
Engineering Economy 3 0 3 Third year Standing
Electronic Circuit Analysis and
ECE Elective 1(Tracks) 3 0 3
Design
Total 17 9 20

Fourth Year- Second Semester

No. of
Total
Subjects Hours Prerequisite subjects
Units
Lec Lab
Engineering Management 3 0 3 Third Year Standing
Digital Communications 3 3 4 Principles of Communications
Electronic Circuit Analysis and
Industrial Electronics 3 3 4
Design
Logic Circuits and Switching
3 3 4 Electronic Devices and Circuits
Theory
Advanced Engineering Math,
Numerical Methods 3 3 4 Computer Fundamentals and
Programming
ECE Elective 2 (Track) 3 0 3
Total 18 12 22
 FIFTH YEAR
Fifth Year- First Semester
No. of
Total
Subjects Hours Prerequisite subjects
Units
Lec Lab
Feedback and Control Advance Engineering,
3 3 4
Systems Mathematics for ECE
Transmission Media and Digital Communications,
3 3 4
Antenna Systems Electromagnetics
Logic Circuits and Switching
Theory,
Computer Fundamentals and
Microprocessor Systems 3 3 4
Programming,
Electronic Circuit Analysis and
Design
Practicum/ Thesis 1 0 3 1 th
5 year Standing
ECE Elective 3 (Track) 3 0 3
ECE Laws, Contracts and
3 0 3 5th Year Standing
Ethics
Total 15 12 19

Fifth Year- Second Semester

No. of
Total
Subjects Hours Prerequisite subjects
Units
Lec Lab
Seminars and Field Trips 0 3 1
Data Communications 3 3 4 Digital Communications
ECE Elective 4 (Track) 3 0 3
Practicum/Thesis 2 0 3 1 Practicum Thesis 1
Total 6 9 9
GRAND TOTAL 207
Suggested Free or Track Elective Courses
A. COMMUNICATIONS
● Wireless Communication
● Communications System Design
● Navigational Aids
● Broadcast Engineering
● Advanced Electromagnetism (also for Microelectronics track)
● DSP*
● Telemetry*
● RF Design System Level*
● Mixed Signals-Systems Level*
● Digital Terrestrial XSM*
● Compression Technologies*
B. MICROELECTRONICS TRACK
● Advanced Electromagnetism
● Introduction to Analog Integrated Circuits Design
● Introduction to Digital VLSI Design
● VLSI Test and Measurement
● IC Packaging and Failure Analysis
● Advanced Statistics (Also for Biotech/Biomedical track)*
● Mixed Signals-Silicon Level*
● RF Design-Silicon Level*
● CAD-Tool Design*
● Solid State Physics & Fabrication*
C. POWER ELECTRONICS TRACK
● Introduction to Power Electronics
● Power Supply Application
● Semiconductor Devices for Power Electronics
● Motor Drives and Inverters
● Modeling and Simulation*
● Digital Control System*
● Optoelectronics*
● Automotive Electronics*
D. BIOTECH/BIOMEDICAL ENGINEERING TRACK
● Fundamentals of Biomedical Engineering
● Physiology
● Principles of Medical Imaging
● Biomechanics
● Biomaterials
● Biophysical Phenomena
● Advanced Statistics (Also for Microelectronics track)*
● Telemetry*
● Optoelectronics*
● Embedded System*
● Micro Electrical Mechanical System (MEMS)*
● Nano Electrical Mechanical System (NEMS)*
 E. INSTRUMENTATION AND CONTROL*
● Mechatronics*
● Robotics*
● Modelling and Simulation*
● Digital Control System*
● Metrology*
● MEMS (also for Biotech/Biomedical Engineering track)*
● NEMS (also for Biotech/Biomedical Engineering track)*
● Sensors Technology*
F. INFORMATION AND COMPUTING TECHNOLOGIES*
● Computer Systems*
● I/O Memory System*
● Computer Systems Architecture*
● Data Structure & Algorithm Analysis*
● Computer Systems Organizations*
● Structure of Program Language*
● Operating Systems*
● Digital Graphics, Digital Imaging and Animation*
● Artificial Intelligence*

The possible factors that can be considered that resulted to the low passing rate of the
ECE board exam, especially in SLU, are the following in reference to CMO 24, S. 2008,
Article V, Section 7,8:

FACTORS

A. Institution Factors

1) The students

Since the students are the ones who take the exam, one can say that a big part of passing or
failing the board exam lies within the students who take the exam. The class was able to identify three
factors of board exam low passing rate, where all three are caused by the student. These factors were
the student’s attitude, student’s learning, and the student’s state and preparedness during and before the
exam.

The class had identified problems in the students attitude, specifically in how they handle their life
as a student and how they tackle their work. The problem stated were being lazy and procrastinating,
having many distractions and not being able to manage their time, and lastly is the problem of “sure pass
mentality”. Many of these are common problems, not only in the ECE department, but also common in
the university. Specifically, the boom of social media and the wide use of internet have led to many
advantages as well as disadvantages that caused a changed in how students approach their work.

The problems in the student’s learning as a factor of low ECE board exam passing rate include
but not limited to not learning much, their lack of capabilities, unable to understand the lesson, and having
too much requirements/projects to learn the lesson. The students acknowledge that they are able to pass
the subject without fully understanding the lesson. Furthermore, they stated that intrinsic factors due to
their lacking, and extrinsic factors due to the environments lacking both affect their ability to absorb the
lesson as a data, information, knowledge and wisdom.

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 Lastly, the students theorized (since no one had taken the board exam) that the students mental
state is unprepared for the exam. Some stated that pressure and peer pressure can affect the students
performance during the exam. A possibility took into consideration also, where that students mental
health were not properly monitored, which can also lead to the problem of the students being unturned for
the exam.

2) The Instructors

Due to the instructors being part of the students learning and being part of the preparation of
student to take the exam, one can sauy that the instructors are also a factor of ECE board exam low
passing rate. The class discussed that the instructor’s teaching methods, subject loading, incompetence
of the instructor, and instructor’s attitude can affect the student’s learning.

The class specifically identified that one big problem of instructor’s are that his/her teaching
method is flawed such that the delivery of instructors does not meet with how the students will fully learn
the topics in the subject.

3) ECE Curriculum

As of 2019, the 5th year, 4th year, and 3rd year students of Saint Louis University Electronics and
Communication Engineering students have the curriculum which follows the minimal requirement of
CHED memorandum order (CMO) No. 24,Series of 2008 Section 8. However there are still few
discrepancies in the curriculum. This may become a factor to why the ECE board exam has a low
passing rate.
Third Year – First Semester
CHED Subjects Unit SLU Subjects Units
s
Computer Aided Drafting 1 3rd yr- 2nd sem
Circuits 1 4 Circuits 1 4
Electronic Devices and 4 Electronic Devices and 6
Circuits Circuits
Vector Analysis 3 Vector Analysis 3
Differential Equations 3 Differential Equations 3
Statics of Rigid Bodies 3 Statics of Rigid Bodies 3
Humanities 3 3 Literature of PH 3
Discrete Mathematics 3
Total 21 25

Third Year – Second Semester

CHED Subjects units SLU Subjects Units
Dynamics of Rigid Bodies 2 Dynamics of Rigid Bodies 2
Mechanics of Deformable 3 Strength of Materials 3
Bodies
Advanced Engineering 3 Advanced Engineering 3
Mathematics for ECE Mathematics for ECE
Electromagnetics 3 Electromagnetics 3
2
 Circuits 2 4 Circuits 2 4
Electronic Circuit Analysis 4 Electronic Circuit Analysis and 6
and Design Design
Environmental Engineering 2 5 yr – 2nd sem
th

Safety Management 1 4th yr – 1st sem

Technical Writing 3
Signals, Spectra, Signal 4
Processing
CADD 2 2
Total 22 30

Fourth Year – First Semester

Subjects Units Subjects Units
Signals, Spectra, Signal 4 3 yr – 2nd sem
rd

Processing
Principles of Communications 4 Principles of Communications 6
Energy Conversion 4 Energy Conversion 4
Basic Thermodynamics 2 Basic Thermodynamics 3
Engineering Economy 3 4th yr – 2nd Sem
ECE Elective 1(Tracks) 3 ECE Elective 1(Tracks) 4
Logic Circuit and Switching 6
Theory
Material Science and 3
Engineering
Total 20 26
Fourth Year- Second Semester
CHED Subjects units SLU Subjects Units
Engineering Management 3 5th yr – 1st sem
Digital Communications 4 5th yr – 1sy sem
Industrial Electronics 4 Industrial Electronics 4
Logic Circuits and Switching 4 4th yr – 1st sem
Theory
Numerical Methods 4 Numerical Methods 4
ECE Elective 2 (Track) 3 ECE Elective 2 (Track) 4
Feedback and Control 4
Systems
Safety Management 3
Transmission Media and 4
Antenna Systems
Total 22 23

Fifth Year- First Semester

CHED Subjects units SLU Subjects Units
Feedback and Control Systems 4 4th yr – 2nd sem
3
 Transmission Media and 4 4th yr – 2nd sem
Antenna Systems
Microprocessor Systems 4 Microprocessor Systems 4
Practicum/ Thesis 1 1 Practicum/ Thesis 1 2
ECE Elective 3 (Track) 3 ECE Elective 3 (Track) 4
ECE Laws, Contracts and 3 ECE Laws, Contracts and 3
Ethics Ethics
Digital Communication 4
Telephony 3
Intro to Digital Signal 4
Processing
Eng’g Management 3
Total 19 22

Fifth Year- Second Semester

CHED Subjects units SLU Subjects Units
Seminars and Field Trips 1 Seminars/ Plant Visit/ OJT 2
Data Communications 4 Data Communications 4
ECE Elective 4 (Track) 3 ECE Elective 4 (Track) 4
Practicum/Thesis 2 1 Practicum/Thesis 2 1
Microwaves 3
Medical and Bio Electronics 3
Envi Eng’g 3
Total 9 19
Table: ECE curriculum as recommended by CHED and as applied in the ECE department
One problem identified was the Tracking curriculum of ECE department, which was applied to the
previous batch and the 5th year, 4th year, and 3rd year ECE students. The main problem stated by the
students was that the tracking system of SLU led to the students not leaning topics necessary for the
exams which are not taught unless you take a specific track.
Other problems identified in the syllabus where that important subjects/ topics where not included in
the syllabus, Appropriateness of topic, Limited units of the major subject, and overloading of subjects.
With these, the students feel that there is a need of improvement of the syllabus specifically the
distribution of units and specific subjects lacking or being unnecessary.

4) ECE department
The ECE department is one of the ten departments in SLU school of Engineering and
Architecture. As it is one of the departments with low board exam passing rate, the department as a
whole must be taken as a factor as to why the ECE board exam passing rate is low.
The problems stated by the class where associated with the school’s exam policy and the
scheduling of classes in the department. One of the student stated that the DEPTALS or departamental
exam is not properly implemented in the ECE department. Another, stated that there is little similarity in
the questions of ECE exams and the board exam. Lastly, some students proposed that the
comprehensive exam per school semester being removed in the ECE department could have affected the
results of ECE board exams.
As for the scheduling of classes, the students stated that the block section implemented in the
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ECE department were not good.

5) Equipment and Facilities

One major complaint in ECE department were the problems in equipment and facilities in their
course. As an Engineering course, specifically one which a deal with electronics and communication,
technology is advancing at a fast paced. However, the department is having that problem in lagging
behind in terms of technology used in electronics and communication.
Aside from complains about outdated laboratory equipment, there is also complains on lack of
equipment such that there are more students than the equipment needed for the students to fully learn
the needed experience which can only be gained from the said equipments.

6) The University
As compared from other schools, the SLU electronics and communication engineering cannot be
considered as a top performing school. Hence as a whole the University can be considered a factor of the
ECE board exam low passing rate. The first problem identified was the lack of mental health care of the
individuals which result to lower performances in school and in exams. The second problem identified
was that the University is not able to provide fully the equipments and facilities of the ECE department.

B. The Board Exam

1.) The Exam itself.

The ECE board exam of SLU is low as compared to other departments, however it can also be
stated that the ECE board exam, of others school are also low. With these, the students conclude that the
exams are really hard and that the exam covers a broad range.

April October
Year Nat’l Passing SLU Passing Nat’l Passing SLU Passing
Rate Rate Rate Rate
2007 35% 35% 30% (Nov) 30% (Nov)
2008 35% (March) 35% (March) 36% 36%
2009 24% (March) 24% (March) 29% 26%
2010 27% 27% 21% 23% (Nov)
2011 44.97% 36.36% 36.87% 44.57%
2012 53.55% 47.58% 51.57% 53.67%
2013 37% 31.9% 34.51% (Dec) 38.50%
2014 35.24% (March) 29.6% 31.58% (Sept) 33.15%
2015 34.95% 23.23% 39.94% 31.06%

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 2016 36.95% 30.08% 40.36% 44.85%
2017 41.27% 40% 46.72% 55.36%
2018 45.36% 47.73% 49.49% 50.94%

2.) Preparing for the exams

From 2014 up to present, the SLU calendar follows the first Semester starting at April
and ending at December and the second semester starting at January and ending at May. On
the other hand ECE board exams are usually held on April and October. With these, one can
see that those that finish their graduate school on May have five months to prepare, and those
that finish their graduate school on December have four months to prepare. With these, the
discussion of the class was able to conclude that the preparation time for the exam is short.

3.) Other exam factors

One angle being looked at, for the low passing rate on April was that there are more
students who had problem in their studies (specifically being delayed) on the April exams as
compared to the October exams.

C. Other Factors

1) Review Centers
Aside from the University, another source of lessons for the students are the review
center. As promoted by review centers, the review centers greatly affect ones performance in
passing the board exams. Hence the review centers are a factor of low passing rate.

One problem stated by the students is that the passing of the students in the board
exam is greatly affected by his/her review center. This is a problem as review centers should
only be factor not the answer as to whether a student will pass the board exam or not.

2) Other variables
Other factors stated by the students where:
-financial problem
-wrong choice of course
- Distraction in school organization