Curriculum Alignment with Industry Needs and Student Motivation in Industrial Technology Programs: A Regression Analysis

Abstract

The study examined how Industrial Technology students at the Aurora State College of Technology (ASCOT) in the Philippines were motivated by curriculum alignment with industry demands. Its primary aim was to determine whether aligning educational programs with actual industry needs enhances students’ learning commitment, engagement, and participation. Using a structured questionnaire, the study employed a quantitative-correlational research design and collected data from Industrial Technology students across multiple year levels. Regression analysis was used to determine the extent to which curriculum alignment predicts student motivation. The results revealed an R² value of 0.943, indicating a strong positive relationship between the two variables. This suggests that a large proportion of the variation in student motivation is explained by the degree of curriculum alignment with industry standards. Consequently, the null hypotheses were rejected, supporting the conclusion that curriculum alignment is a significant predictor of student motivation. Furthermore, the findings showed that students who understand the relevance of their coursework to future employment tend to demonstrate higher levels of motivation, interest, and academic engagement. Integrating practical activities, industry-based learning, and real-world applications helps students remain focused, confident, and driven toward their academic and career goals. Based on these results, the study recommends strengthening experiential learning opportunities, encouraging active and self-directed learning approaches, and enhancing collaboration between ASCOT and industry partners. Aligning the Industrial Technology curriculum with industry demands not only increases student motivation but also contributes to producing competent, confident, and job-ready graduates who are prepared to meet the evolving needs of the labor market.