Optimizing ICT Proficiency Examination Performance Through Influential Factor Analysis

Abstract

Low passing rates in the ICT Proficiency Diagnostic Examination (IPDE) continue to raise concerns regarding examinees’ readiness and the effectiveness of ICT competency development initiatives. This study aimed to determine the demographic profile and ICT proficiency level of first-time examinees, identify the factors significantly influencing examination performance, and propose optimization strategies to improve examinee performance outcomes. The study examined four major performance influence dimensions, namely examinee readiness factors, training support factors, resource accessibility factors, and assessment design factors. A quantitative descriptive–correlational research design was employed involving 179 first-time examinees in Zamboanga City from 2022 to 2024 selected through stratified random sampling. Data were gathered using a validated survey questionnaire and official examination records and were analyzed using descriptive statistics, Spearman’s rank correlation coefficient, Mann–Whitney U test, and Kruskal–Wallis test. Results revealed that 84.9% of the respondents did not meet the minimum proficiency level, while only 15.1% achieved passing performance. Among the performance dimensions, Assessment Design Factors obtained the highest mean score (M = 3.34) and were perceived as highly influential, followed by Examinee Readiness Factors (M = 3.12) and Training Support Factors (M = 3.05), which were rated as moderately influential. Resource Accessibility Factors recorded the lowest mean score (M = 2.85). Spearman’s rank correlation analysis showed that Examinee Readiness Factors (ρ = 0.356, p = .002) and Assessment Design Factors (ρ = 0.421, p = .001) had significant positive relationships with IPDE performance, whereas Training Support Factors and Resource Accessibility Factors were not statistically significant. Significant differences in perceptions were likewise observed across selected demographic variables. The findings indicate that both individual readiness and assessment structure substantially influence ICT proficiency performance. Based on the results, the study proposes structured IPDE preparatory programs, readiness-building interventions, diagnostic pre-tests, exam-aligned review materials, mentoring activities, and assessment design review to optimize examinee performance and strengthen ICT competency development initiatives.