Running head: [SHORTENED TITLE UP TO 50 CHARACTERS] 1

MAJOR SKILLS OF GRADE 11 SMAW STUDENTS OF MOGPOG NATIONAL

COMPREHENSIVE HIGHSCHOOL

CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Being a SMAW students,we need to have skills when welding something. It is

important that learners know how to operate equipment related to Shielded Metal Arc Welding

(SMAW). Before or at the start of the practice, one has to know all of the equipment and how to

handle the welding machine efficiently and effectively.

According to Zalkind (2007), the future need for competent welders should prompt educational

programs to adequately train individuals for industrial assignments as punctually as possible for

various levels of skill requirement. The challenge arises in high schools, universities, and
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technical institutions to adequately recruit and prepare younger talent. As stated by Meyers et al

(2012) he found experienced agriculture teachers perceived pre-service teacher training should

focus on “managing the laboratory setting, for effective student learning” to help new and

beginning teachers successfully teach a 4-welding course. Hoffman et al (2012) mention that

Anecdotal evidence has shown that SMAW as the most difficult weld process to master by

secondary students. GMAW requires fewer operator-controlled variables than SMAW Having

fewer operator-controlled variables during welding practice sessions should improve secondary

students’ ability to meet weld quality standards for an ASW 1F test. This could be accomplished

by sequencing laboratory experiences so that students practice welding with GMAW first

followed by SMAW. This may translate to improved student performance of SMAW. As

indicated by Simon & Chase (1973), to accumulate 10,000 hours of practice is nonexistent in an

entry-level class; therefore, reducing the amount of time it takes to become proficient in welding

will aid in replacing skilled workers faster for industrial assignment.

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Ericsson and others’ (1993) suggested that the instructor organize the sequence of appropriate

training tasks and monitor improvement to decide when transitions to more complex and

challenging tasks are appropriate such as the case when transitioning students from GMAW to

SMAW laboratory practicums.

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Additionally, Wulf et al (1998) studied how to improve the effectiveness of deliberate structured

practices it is suggested that students concentrate on the resulting effects of movements rather

than on the movements themselves.

Statement of the Problem

This study aimed to describe the welding skills of Shielded Metal Arc Welding

(SMAW) majors. This study sought answers to the following questions:

1. What is the profile of the respondents in terms of:

1.1 age; and

1.2 gender?

2. How may the students be described along their:

2.1 ability to follow directions

2.2 level of needed assistance

2.3 applications of safety practices

2.4 keeping with assigned tasks & attitude

2.5 clean-up & tool return

3. What are the implications of the study to Shielded Metal Arc Welding (SMAW)?

Significance of the Study

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To the School Administrator. The study would be able to give inputs as to how these

learners are grasping the needed skills for them to be competent in welding. Relevant empirical

data would also provide a looking glass on how well the course is being taught to the Senior

High School learners.

To the Teachers. The information that they would get from the study would give them

proper attention to their students about SMAW, so that teachers could also help in increasing the

academic performance of their students not just by teaching them lessons on the subjects they

handled.

To the Students. A better understanding on possessing good welding skills can make them

be more cognizant about welding skills and to improve student’s ability to produce higher quality

welds. They could wise the results of the study to enrich their researches on welding.

To the Parents. The parents may give support and be aware of the possible benefits and

effect of being a welder student, parents might give their child extra allowance for expenses.

To the future Researchers. This study may be use as reference on the welding skills of

students.

Scope and Delimitation

The study aimed to know the welding skills of grade 11 SMAW learners at Mogpog

National Comprehensive High School- SHS (MNCHS). Thirty-five (25) SMAW learners

enrolled at MNCS -SHSduring the school year 2017 – 2018 were the respondents. Specifically,
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this study looked at their age and gender. A descriptive survey questionnaire was administered to

gather specific data about their welding skills.

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The purpose of this study was to describe the welding skills of Grade 11 students with the hopes

to provide inputs on their current skills in welding. This study also hopes to give ample

information on how well the SMAW students of Mogpog national comprehensive high school

had grasped the necessary skills in their field of specialization to further improve their skills and

also help the school administration to make curricular actions on the rendering of the course to

the learners.

Definition of Terms

Ability to Follow Directions. Carefully follows written and/or verbal directions. Asks for

clarification, if necessary. Adheres to safety guidelines. Requires minimal supervision beyond

initial explanation (www.cscc.edu/academics).

Age. The length of time that a person has lived or a thing has existed.

(www.google.com.ph)

Applications of Safety Practices. Safety practices not only improve working conditions

but also positively influence employees’ attitudes and behaviors with regard to safety, thereby

reducing accidents in workplace. (www.sciencedirect.com).

Evaluation. It is the main purpose of a program evaluation that can be determined the

quality of a program by formulating a judgment “MartheHurteau, Sylvain Holve, Stephanie

Mongiat (2009). In this study, evaluation refers to the Grade 11 SMAW learners and they are the

ones who have welding as specialization.

Gender. The state of being male or female (www.google.com.ph.)

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Implication.Contextualizing the findings within the research that helps readers to grasp

the significance of the research.

Learners. It is someone who is learning about a particular subject or how to do

something. https://www.collinsdictionary.com/dictionary/english/learner. In this study, a learner

refers to the Grade 11 SMAW learners and they are the ones who have welding as specialization.

Level of Assistance. Outline of levels of assistance clients may require when performing

physical tasks. (www.sialliance.health.nz).

Profile. An outline of something, especially a person’s face, as seen from one side

www.google.com.ph

Shielded Metal Arc Welding (SMAW). It is shielded metal arc welding equipment

typically consists of a constant current welding power supply and an electrode, with an electrode

holder, a ‘ground’ clamp, and welding cables (also known as welding leads) connecting the two.

https://en.wikipedia.org/wiki/Shielded_metal_arc_welding. In this study, SMAW refer to the

Grade 11 SMAW learners and they are the ones who have welding as specialization.

Skills. It is ability and capacity acquired through deliberate, systematic, and sustained

effort to smoothly and adaptively carryout complex activities or job functions involving ideas

(cognitive skills), things (technical skills), and/or people (interpersonal skills).

https://en.wikipedia.org/wiki/Skill. In this study, skills refer to the Grade 11 SMAW learners and

they are the ones who have welding as specialization.

Welding. It is a fabrication or sculptural process that joins materials,

usually metals or thermoplastics, by causing fusion, which is distinct from lower temperature

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metal-joining techniques such as brazing and soldering, which do not melt the base metal.

(wikipedia.org). in this study, welders refer to the Grade 11 SMAW learners and they are the

ones who have welding as specialization.

Tool Return. All other cutting tools that are not stored in the tool carts, i.e., drill bits

counter bores and counter sinks must be wiped clean before returning them into their storage

bins.

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter contains the review of related literature and studies in both foreign and local

that serves as a source of information and guide for the reliability of this research study.

Related Literature

Jeffuseetal. (2012) asserted that welding is a specialized task that usually requires training

and certification of abilities before a welder can work in industry. Jeffus & Bower (2010) stated

that a young person planning a career in welding should possess good eyesight, manual dexterity,

and good hand-eye coordination, as well as an understanding of welding.

Fleming (1937) indicated that welding training programs have employed aptitude tests

that evaluate mechanical ability, ability to judge shapes and sizes, ability to remember designs,

and manual dexterity, but have not extensively evaluated the predictive ability of individual

factors regarding future performance.

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Giachino& Weeks (1985) also stated that welders need the ability to concentrate on

detailed work and must be free of disabilities that prevent working in awkward positions.

Ericsson et al. (1993) noted inadequate performance strategies often account for the lack

of improvement. Further, Ericsson and others’ (1993) recommended that to assure effective

learning of motor skills students need to be given explicit instructions about the best method and

be supervised by an instructor. Congruent with the ecological approach, 10 Ericsson and others’

(1993) suggested that the instructor organize the sequence of appropriate training tasks and

monitor improvement to decide when transitions to more complex and challenging tasks are

appropriate such as the case when transitioning students from GMAW to SMAW laboratory

practicums.

Cary etal. (2005) stated Welding is a “joining process that produces coalescence of

materials by heating them to the welding temperature, with or without the application of pressure

or by the application of pressure alone, and with or without the use of filler metal” .In other

words, welding is the fusion of two pieces of material by heating the materials to the point of

melting and flowing together.

According to Kappler (2008), with the existence of this virtual reality simulator, US

military can produce more than 90 percent skilled pilot with faster and safe compared to actual

practice. Nowadays research which involves virtual environment more concentrated to skills

enhancement such a sensor motor skill.

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This is supported by Choquet (2008), which states that virtual welding simulator can

build motor skill such as detecting the movement of head and hand during welding and helping

students to identify optimum point of view during welding process.

Thilakawardhana, (2002) the existence of these simulators is parallel with the emphasis

on computer based training (CBT). Generally Technical and Vocational Educational Training

(TVET) has already converged to education and training by CBT.CBT is one way of training

without supervision from instructors. With CBT, trainees can interact with software and get

“hands on” training. This training style also save time, energy and money and can be done

according to needs and user ability.

Related Studies

Foreign

Training institutions and providers play a key role in managing the training process. In

many countries, a diverse training market has developed to respond to the demand for skills

training and capacity-building. It comprises non-governmental organizations, research institutes,

foundations, universities and private consultants. In most cases, little is being been done for

quality control and no standards are set. For training with women, training providers influence

the perception of gender issues but are not always trained to do so. At times, different training

providers are involved without consultation.

Mali (2007) conducted a study about an evaluation of IFAD’s programme, found that

training, including literacy training was often not effective and suffered from the involvement of
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too many specialist organizations, experts and other actors (IFAD 2007 b). This reduced the

overall efficiency of the program. The M. Hartl – Draft for discussion – 15 interventions of many

actors in providing training and doing evaluation which led to problems in coordination.

Palmer (2007) emphasized the need to take a balanced approach to funding education and

training across all the main sub-sectors, in order to create the skills-mix needed for sustainable

growth. A supportive economic and labor market environment is a key factor and requires design

of a more pro-poor informal economic strategy. Measures to promote employability need to be

linked to sound macroeconomic management and relevant national employment and youth

policies. One measure is youth labor programs or food for work programs, including public

works that provide food M. Hartl – Draft for discussion – 16 and/or pay, frequently relying upon

labor-intensive practices. Examples include government plantations in Nigeria and Ghana’s

afforestation and sanitation projects that rely on youth labor. The effectiveness of youth

laborprogramme, however, hinges on the availability of public funds and job opportunities in the

country, indicating that these measures are possibly of short-term benefit.

Bland-Williams (2017) This experimental study investigated the effects of visual

feedback on initial learning, perceived self -efficacy, workload, near transfer, far transfer, and

perceived realism during a simulator -based training task. Prior studies indicate that providing

feedback is critical for schema development (Salmoni, Schmidt, & Walter 1984; Sterman, 1994).

However, its influence has been shown to dissipate and is not directly proportionate to the

frequency at which it is given (Wulf, Shea, &Matschiner, 1998). A total of 54 participants

completed the study forming six treatment groups. The independent treatment, visual feedback,
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was manipulated as scheduling (absolute —every practice trial or relative—every third trial) and

strategies (gradual decrease of visual cues within the interface, gradual increase of visual cues

within the interface, or a single consistent cue for each trial). Participants completed twelve

practice trials of welding less than one of six feedback manipulations; then, participants

completed twelve practice trials of welding without it.

Lastly, participants performed the weld task on actual equipment in a shop area. No

treatment showed significant difference among groups with 3 regards to initial learning,

retention, near transfer, and far transfer measures. However, a statistical significance was found

during initial learning and retention within each treatment group. Findings support empirical

evidence that a variability of practice paradigm promotes learn ing (Lee & Carnahan, 1990; Shea

& Morgan, 1979). Learner perceptions of realism suggest that novice learners perceive simulator

fidelity as high, however, these perceptions may dissipate as the learner practices. Those groups

that involved the greatest number of cues at the onset of practice or having cues available at

every other trial reported the greatest amount of workload. All groups reported increases in

perceptions of self -efficacy during practice on the simulator, but those perceptions decreased

when participants performed the weld task on actual equipment. Findings suggest that contextual

-interference of increasing, decreasing, or changing feedback counteracts the guidance effect of

feedback as found in previous studies.

Blackburn et al. (2015) this longitudinal trend study sought to compare the perceptions

of preserve agricultural education teachers, enrolled in a Metals andWelding course at a land

grant university, on their welding related skills at the beginning of the semester to their final
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course grade at the end of the semester. Preservice agriculture teachers (N = 240) who completed

the course between the Fall 2006 and Spring 2012 semesters served as the population for the

study. Although the course is designed, specifically, to facilitate learning in metal fabrication, not

one preservice teacher in any semester perceived an excellent ability in performing the welding

related skills. However, skills related to shielded metal arc welding and gas metal arc welding

were rated higher than those related to gas tungsten arc welding or oxyacetylene welding. The

course instructor should be made aware of this discrepancy and encourage students to seek

additional experiences in metals and welding.

Brat (2006) the average age of welders, currently 54, keeps climbing. As a wave of

retirements loom, welding schools and on-site training programs aren’t pumping out

replacements fast enough. As a result, many companies are going to great lengths to attract

skilled welders, sending recruiters to far-away job fairs and dangling unprecedented perks.

Local

Valera (2015) this study was conducted to evaluate the performance of the third-year

college students taking up bachelor in secondary education (BSEd), major in technology and

livelihood education (TLE) at the assist bangedcampus. Mean was used to determine the level of

attainment of the desired learning competencies of the college TLE student along, knowledge

skills and attitude. A high level of knowledge, skills and attitude was attained along home

economics, ‘’adequate’’ for agricultural arts ‘’high’’ for entrepreneurship.

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Albarioc et al. (2014) this study aimed to look at the adequacy of the Instructional

Materials used in Teaching TLE as Perceived by the 4 year BSE TLE Students. Based on the

results, it was found out that the instructional materials used in teaching TLE limited with the

needs of the curriculum. This unalignment implies that there is a need to review the instructional

materials to suit the needs of the curriculum. The overall mean rating of 3.48 indicates that the

respondents agree on the statements regarding the help of the instructional materials in the

achievement of the BSE TLE program, its goals and objectives and content standards.

Concerning the adequacy of the instructional materials used in teaching TLE, it was revealed that

there are available instructional materials for all the areas in the TLE program and there is

enough classroom and space utilized for placement of instructional tools, machine and

equipment. However, the overall mean of 2.36 shows that there is an inadequate instructional

material in relation to the number of students enrolled.

Pilar (2017) this study focused on the relationship between reading competence in

English and performance in technical skills among students in TESDA-Supervised Institutions.

This study was limited to the students enrolled in the institutions under TESDA supervision and

to provide information to the beneficiaries. A descriptive-correlational research design was

employed. A researcher-made test on the reading competence in English had undergone validity

and reliability testing through item analysis and Kuder-Richardson formula 21 while the grades

of the students were utilized for technical skills. It found out that the reading competence in

English showed “fair competent”. Technical skills, on the other hand, performed as “good”. It

also revealed that there was no significant difference and relationship in the level of reading
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competence in English and performance in technical skills. It is concluded that the students in

technical-vocational schools were skillful technicians in terms of practical skills regardless of

their reading competence in English.

International Labor Organization (2009) the first phase of the study conducted was

quantitative. This phase was intended to profile the youth of the selected pilot areas in terms of

educational attainment, employment status, skills and/or training acquired, demographic profile,

preferences, and other key factors. Specifically, the quantitative phase aimed to determine the

demographic profile of the youth within each pilot area; find out proportions of young women

and men in each type of employment/unemployment situation; and determine academic as well

as experiential skills acquired, work conditions and levels of employment security experienced,

extent of awareness of employment and entrepreneurship opportunities, youth’s ability to adapt

to changing job and business markets. The specific objectives of this phase were to understand

the youth’s feelings and attitude towards finding a job; understand their work experiences and

needs;mean of 2.36 shows that there is an inadequate instructional material in relation to the

number of students enrolled.

Pilar (2017) this study focused on the relationship between reading competence in

English and performance in technical skills among students in TESDA-Supervised Institutions.

This study was limited to the students enrolled in the institutions under TESDA supervision and

to provide information to the beneficiaries. A descriptive-correlational research design was

employed. A researcher-made test on the reading competence in English had undergone validity

and reliability testing through item analysis and Kuder-Richardson formula 21 while the grades
[Place all tables for your paper in a tables section, following references (and, if applicable,
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of the students were utilized for technical skills. It found out that the reading competence in

English showed “fair competent”. Technical skills, on the other hand, performed as “good”. It

also revealed that there was no significant difference and relationship in the level of reading

competence in English and performance in technical skills. It is concluded that the students in

technical-vocational schools were skillful technicians in terms of practical skills regardless of

their reading competence in English.

International Labor Organization (2009) the first phase of the study conducted was

quantitative. This phase was intended to profile the youth of the selected pilot areas in terms of

educational attainment, employment status, skills and/or training acquired, demographic profile,

preferences, and other key factors. Specifically, the quantitative phase aimed to determine the

demographic profile of the youth within each pilot area; find out proportions of young women

and men in each type of employment/unemployment situation; and determine academic as well

as experiential skills acquired, work conditions and levels of employment security experienced,

extent of awareness of employment and entrepreneurship opportunities, youth’s ability to adapt

to changing job and business markets. The specific objectives of this phase were to understand

the youth’s feelings and attitude towards finding a job; understand their work experiences and

needs;

understanddeeper reasons and hesitations of the youth outside the labor force towards

employment; and (iv) recognize their work preferences in the light of their current life plans.

Conceptual Framework
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The researchers gathered all the profile information of the respondents, who are the

regular Grade 11 SMAW learners at Mogpog National Comprehensive Highschool Likewise, the

respondents’ welding skills was determined with the use of the questionnaire which is composed

of 15-20 item multiple choice type of test.

Figure 1. Paradigm of the Study

The paradigm first shows the relevant profile of the respondents. It is followed by the

illustration of the researchers’ aim to evaluate the welding skills of Grade 12 SMAW learners.

Likewise, implications as to the teaching of Shielded Metal Arc Welding (SMAW) was drawn

from the empirical results.

Chapter 3

METHODS OF STUDY AND SOURCES OF DATA

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This chapter presents the methods of research, locale of the study, the subject of the

study, sampling technique, data-gathering instruments, data gathering procedures, and the

statistical treatment which magnify the process that the researchers had undergone to answer the

questions raised in the preceding chapters of this study.

Research Design

This study aimed to describe the perception about welding skills of Grade 12-SMAW

learners. Hence, this study used the descriptive research to answer the questions raised in this

research investigation.

Locale of the Study

The research was conducted at Tarlac National High School-San Miguel Campus (TNHS-

SMC) located along Mc Arthur Highway, San Miguel, Tarlac City. TNHS-SMC is a public

secondary school in Tarlac City, Philippines. This school originated from Camp Olivas, San

Fernando, Pampanga; it was then transferred to Camp Aquino, San Miguel as AFPSEM High

School (Armed Forces of the Philippines School for Enlisted Men) in 1961; and then a non-

secretariat school under department of National Defense. The school campus is a reservation area

of Camp Servillano Aquino- NOLCOM.

This is the venue chosen where the researchers are enrolled. Moreover, the grade 12-

Confucius who are taking a specialization in SMAW of the said institution were the respondents

of the study, thus, they can be accessible and will give ease and convenience to the researchers.
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Respondents of the Study

The respondents of the study are thirty-five (35) 12-Confucius learners majoring in

SMAW. Their age is from 16-21 years old. They were chosen to be the respondents because their

specialization is Shielded Metal Arc Welding (SMAW).

Sampling Technique

This study would be using the purposive sampling and total population sampling

technique in identifying the sample size for the study. This is so, because the present study will

focus only to students who are majoring in SMAW in Grade 12.

Data- Gathering Instrument

This study would be using a descriptive survey-questionnaire. The instrument is

intended to evaluate the welding skill of Grade 12 SMAW learners at TNHS San Miguel

Campus. The instrument was checked and validated by three experts in research.

Data-Gathering Procedure

The researchers asked permission from the principal, adviser, and the respondents to

conduct the study. After the approval the survey-questionnaire was administered. The

respondents were given 15-20 minutes to complete the questionnaire. After which, the data was

treated statistically and represented using tables.

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Statistical Treatment

The data Gathering in this empirical process were classified and fielded separately. To

describe the subjects of the study based on their welding skills, descriptive statistics such as

frequency counts, percentage, ranking, and means were utilized in this study. The following are

their descriptions and formulae.

Frequency. The rate at which something occurs or is repeated over a particular period of

time or in a given sample. The rate at which a vibration occurs that constitutes a wave, either in a

material (as in sound waves), or in an electromagnetic field (as in radio waves and light), usually

measured per second.

Percentage. A rate, number, or amount in each hundred. An amount, such as an allowance

or commission that is a proportion of a larger sum of money. Any proportion or share in relation

to a whole.

( P ) = F/N x 100 %

Where:

F: Frequency

N: total number of respondents

Ranking. A position in a scale of achievement or status; a classification. Having a

specified rank in a hierarchy.

Mean. Intend to convey, indicate, or refer to (a particular thing or notion); signify intend

(something) to occur or be the case.

X= ∑X
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N

Where:

∑x = Summation of all observations

N = total number of respondents

Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the analysis of data gathered through documentation. The

interpretation of findings based on research questions and problems are presented in this chapter.

1.Profile of the Respondents

Profile is the process of extrapolating information about the respondents to determine

their age and gender.

1.1 Age

1.2 Age refers to the number of the time at which one attains full personal rights

and capacities.

Table 1 shows the distribution of the respondents according to their ages.

Table 1

Profile of the Respondents in Terms of Age

Age in years
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Distribution of the Respondents

The results show that 20 or 57.14 % are in the age range of 19-21 and has the highest

percentage. While 14 or 40.00 % are ranging 16-18 years old, and lastly, only 1 or 2.86 % range

from 22 and above years old got the lowest percentage. This only means that the most students

majoring in SMAW range from 19-21 years old.

1.3 Gender

1.4 Gender is determined socially; it is the societal meaning assigned to male and

female. Each society emphasizes particular roles that each sex should play,

although there is wide latitude in acceptable behaviors for each gender”

(Hesse-Biber, and Carger, 2000).

Table 2 presents the profile of the respondents in terms of gender.

As shown in the table, majority of them are male with a frequency of 29 (82.86 %) and

only 6 (17.14 %) are females. It is a fact that SMAW is a course intended for males.

2. Students’ Welding Skills

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Welding skills is important to minimize defects on the strength of welds (Dundu,

2014). In this study, the welding skills of the students were determined.

2.1 Students’ Ability to Follow Directions

Table 3 shows the data on the students’ ability to follow directions.

The students’ ability to follow directions ranges from excellent to poor. The results show

19 (54.29%) got good which is the highest percentage. While 12 (34.28%) scored

fair.Meanwhile,3 (8.57%) scored poor, and lastly, only 1 (2.86 %) got excellent. The results

imply that the majority of the respondents are good in follow directions.

One of the most helpful skills in life is the skill of following directions. The ability to

accurately follow direction will help you become more successful at any given task. Following

directions helps you to avoid unnecessary and costly mistakes. Making sure you are paying

attention to instruction is crucial, and nowhere is this truer than in the workplace (Jenkins, 2016).

2.2 Students’ Level of Needed Assistance

Table 4 shows the data on the students’ level of needed assistance.

Table 4

Students’ Level of Needed Assistance

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Description

Frequency

Percentage

Excellent

0.00%

Good

21

60.00%

Fair

12

34.29%

Poor

5.71%

Total
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35

100.00%

The level of the needed assistance ranges from good to poor, specifically, 21 (60.00%)

got the highest percentage, while there were 12 (34.29%) who scored fair, and lastly, 2 (5.71 %)

got the lowest percentage. The results show that majority of the respondents are good in

completing the assigned task with little assistance.

2.3 Student’s Applications of Safe practices

Table 5 shows the student’s applications of safe practices.

Table 5

Student’s Applications of Safe Practices

Descriptive

Frequency

Percentages

Excellent

5. 71%

Good
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18

51.43%

Fair

14

40.00 %

Poor

2.86 %

Total

35

100.00 %

The applications of the students’ practices range from excellent to poor, specifically, 18

(51.43%) got the highest percentages, while 14 (40%) scored fair, meanwhile, 2 (5.71%) scored

excellent and lastly only 1 (2.86%) got the lowest percentage. The results show that majority of

the respondents are good in following safety rules.

2.4 Students Stayed on Assigned Task & Attitude

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Table 6 shows the data on student stayed on assigned Task & attitude.

Table 6

Student Stayed on Assigned Task &Attitude

Description

Frequency

Percentage

Excellent

5.71%

Good

18

51.43%
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Fair

13

37.15%

Poor

5.71%

Total

35

100.00%

Students who stayed on assigned task and attitude range from excellent to poor,

specifically, 18 (51.43%) got the highest percentage, while 13 (37.14%) scored fair. Only 2

(5.71%) scored excellent, likewise, 2 (5.71%) scored poor. The results revealed that majority of

the respondents are good in staying on their assigned task and having good attitude at work.

2.5 Student’s Clean Up and Tool Return

Table 7 shows the data on clean up and tool return.

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Table 7

Student’s Clean Up and Tool Return

Descriptive

Frequency

Percentages

Excellent

2.86 %

Good

16

45.71 %

Fair

17

48.57 %

Poor

1
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2.86 %

Total

35

100.00%

The clean-up and return ranges from excellent to poor, specifically, 17 (48.57%) got the

highest percentages. While 16 (45.71%) scored well. Only 1 (2.86%) scored poor. Lastly, only

1(2.86%) scored excellent. The results revealed that majority of the respondents are fair in

cleaning their assigned areas and returning only some of their tools.

3. Implications to Shielded Metal Arc Welding Teachers and Learners.

The results embedded in this empirical investigation delineates the importance of

honing the skills of technical-vocational and livelihood students towards strengthening their

competence in the field. The study therefore provides ample information on how well the SMAW

learners learned the necessary skills for them to ace their future National Certification (NC)

assessment.

Data about their skills would give the SMAW trainers and teachers inputs about

the development of the learners. In this way, they would be able to provide interventions for

those who are still struggling to master the skills and give supplementation for those who are
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already competent. This is a way of revisiting how well the SMAW course and the TVL

curriculum in general were rendered to the learners.

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Abstract

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Keywords: [Tap here to add keywords.]

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MAJOR SKILLS OF GRADE 11 SMAW STUDENTS OF MOGPOG NATIONAL

COMPREHENSIVE HIGHSCHOOL

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For more detailed information on formatting references, see the APA Style Manual, 6th Edition.

(Last Name, Year)

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References

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Last Name, F. M. (Year). Book Title. City Name: Publisher Name.

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Footnotes
1
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Tables

Table 1

[Table Title]

Column Head Column Head Column Head Column Head Column Head
Row Head 123 123 123 123
Row Head 456 456 456 456
Row Head 789 789 789 789
Row Head 123 123 123 123
Row Head 456 456 456 456
Row Head 789 789 789 789

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