IJIET 2026 Vol.16(5): 1186-1195
doi: 10.18178/ijiet.2026.16.5.2587
doi: 10.18178/ijiet.2026.16.5.2587
Modeling the Influence of e-Learning Usability on National Competency Assessment Readiness among Technical-Vocational and Industrial Technology Students in the Philippines
Kenny John C. Grustan*, Michel C. Grustan, and John Manuel C. Buniel
Department of Industrial Technology, North Eastern Mindanao State University, Surigao del Sur, Philippines
Email: grustankennyjohn@gmail.com (K.J.C.G.); michelconia21st2017@gmail.com (M.C.G.); johncotaresbuniel@gmail.com (J.M.C.B.)
*Corresponding author
Email: grustankennyjohn@gmail.com (K.J.C.G.); michelconia21st2017@gmail.com (M.C.G.); johncotaresbuniel@gmail.com (J.M.C.B.)
*Corresponding author
Manuscript received October 14, 2025; revised November 12, 2025; accepted December 15, 2025; published May 13, 2026
Abstract—Technical-Vocational Education and Training (TVET) plays a pivotal role in shaping a competent labor force, particularly in the Philippines, where curricula are designed to prepare students for National Competency (NC) assessments. While e-learning systems are increasingly adopted to support the theoretical and cognitive preparation for these high-stakes certifications, their effectiveness relies heavily on system design. Distinct from previous research that focuses broadly on general academic achievement, this study addresses a specific gap by examining how system usability specifically translates into readiness for practical skills certification. Grounded in the Technology Acceptance Model (TAM) and Self-Regulated Learning (SRL) frameworks, this study aims to empirically explore the influence of e-Learning System Usability (ESU) on students’ Assessment Readiness (AR), and the mediating roles of Digital Learning Engagement (DLE) and Assessment Comprehension (AC). A structural model was proposed through a mixed-methods sequential exploratory design. An online survey yielded 203 valid responses from technical-vocational students in the Philippines. Structural Equation Modeling (SEM) revealed that the direct causal path between usability and readiness was insignificant. However, full mediation was established: usability significantly influenced engagement and comprehension, which in turn drove assessment readiness. These findings suggest that prioritizing usability is a crucial pedagogical strategy. A user-friendly design does not merely deliver content; it fosters the engagement and deep comprehension necessary for students to succeed in national skills certifications.
Keywords—e-learning system usability, digital learning engagement, assessment readiness, Technical-Vocational Education and Training (TVET), Structural Equation Modeling (SEM)
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
Keywords—e-learning system usability, digital learning engagement, assessment readiness, Technical-Vocational Education and Training (TVET), Structural Equation Modeling (SEM)
Cite: Kenny John C. Grustan, Michel C. Grustan, and John Manuel C. Buniel, "Modeling the Influence of e-Learning Usability on National Competency Assessment Readiness among Technical-Vocational and Industrial Technology Students in the Philippines," International Journal of Information and Education Technology, vol. 16, no. 5, pp. 1186-1195, 2026.
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).