Exploring Language Proficiency and Technology Competence as Predictors of Mathematical Competence in Engineering Education

Mathematical competence is a critical skill in engineering education, particularly in a rapidly digital and technology-driven environment. This study focused on exploring the predictive influence of language proficiency and technology competence on the mathematical competence of first-year engineering students. A causal research design using survey method was employed. The participants were 65 first-year engineering students selected through stratified random sampling. The research instrument is a combination of adapted and researcher-made subjected to face and content validity by two expert validators. After checking the assumptions for regression, descriptive and inferential statistics were used to analyze the data at 0.05 level of significance. Results revealed that students demonstrated high levels of language proficiency, technology competence, and mathematical competence. Both language proficiency and technology competence significantly predicted mathematical competence, with technology competence emerging as the stronger predictor. Among the specific dimensions, speaking and internet use were identified as the only significant individual predictors. The findings suggest that strengthening students’ speaking skills and fostering the use of internet play a significant role in improving mathematical performance in engineering education.