“Level of Competence and Awareness of Senior High School TVL students on the
benefits of National Certificate Assessment in the field Shielded Metal Arc Welding in
selected Senior High Schools in Virac”
Chapter 1
THE PROBLEM AND ITS SETTING
Background of the Study
The process of joining metals with the help of heat and pressure using filler or without filler
to produce coal essence is called welding. Welding is used to create permanent joints. It finds its
use in many industries like shipbuilding, automobiles, oil and petroleum. In this process, electric
current is used to create an arc between the electrode and the job, which heats the metal and
melts it; this is known as arc welding. The electrodes used may be consumable or nonconsumable. Flux is used to shield the weld metal from the gases present in the atmosphere. The
process can be automated or manual. Arc welding, which was first developed in the 19th century,
became commercially vital in the shipbuilding industry during the Second World War. Even today,
it is a vital procedure in the production of steel pipelines and automobiles.
Welding first evolved as a technique of primary economic importance when the use of iron
became widespread, it being required not only in order to make finished products but also as part
of the iron- making itself (Lancaster, 1999). Welding consists of fusion or uniting of two or more
pieces of materials (metals or plastics) by the application of heat and/or pressure. Worldwide,
welding is a multibillion-dollar fabrication technology used extensively in the construction of
buildings and bridges and in the automotive, aircraft, aerospace, energy, shipbuilding, and
electronic industries. Perhaps because welding is a construction technique, it is viewed by many
as a primitive science. In the last several decades, welding has evolved as an interdisciplinary
activity requiring synthesis of knowledge from various disciplines and incorporating the most
advanced tools of various basic and applied sciences. Scientists from diverse disciplines such as
arc and plasma physics, thermodynamics, high-temperature chemistry, materials science,
transport phenomena, mathematical modeling, computer science, robotics, economics, and a
variety of engineering fields including mechanical, chemical, and electrical engineering are
currently making new contributions (David and DebRoy, 1992). Agarwal and Manghnani, (1992)
in their book titled, ―Welding Engineering‖ also stated that, ―welding involves more sciences
and variables than any other industrial process. The principal sciences involved in welding are
Physics, Chemistry and Metallurgy‖.
In some industries, notably automotive, welding is done primarily by robots or automated
machinery. In many industries such as shipbuilding, heavy equipment production, and small parts
fabrication, welding is still largely a manual process done by human operators. Kenneth et al
(2004) in their research ―Virtual Training for Welding‖ reported at the Proceedings of the Third
Institute of Electrical and Electronics Engineers (IEEE) and Association for Computing Machinery
(ACM) International Symposium on Mixed and Augmented Reality (ISMAR 2004) that, ―training
of new welders is a significant activity both for industry and for the vocational education
community. Training is especially important for welders working on critical items such as pressure
vessels, nuclear piping, and naval ships, where welds are carefully inspected. It is estimated that
the combined welder training costs for all U.S. shipyards is in excess of $5 million per year. There
is therefore an active interest among naval shipbuilders in reducing welder training costs‖.
Welding as a joining process has its own advantages and drawbacks. The most obvious
advantage is that: Welding is usually the most economical way of joining components in terms of
material usage and fabrication costs. Alternative mechanical methods of assembly require more
complex shape description (for example drilling of holes and addition of fasteners for example
rivets and bolts). The resulting mechanical assembly is usually heavier than the corresponding
weldment. Some of the draw backs are that, most welding operations are performed manually
and are expensive in terms of labor cost; many welding operations are considered skilled trades,
and the labor to perform these operations may be scarce. Most welding processes, involving the
use of high energy, are inherently dangerous and the welded joint can suffer from certain quality
defects that reduce the strength of the joint. (Groover, 2002).
Obtaining expertise, the highest level of proficiency in a motor skill, generally requires
years of practice (Ericsson & Lehmann, 1996). Practice is generally considered to be the single
most important factor responsible for the permanent improvement in the ability to perform a motor
skill (Williams & Hodges, 2005). Simon and Chase (1973) suggested that an excess of 10,000
hours of practice was required to become proficient in a motor skill. Learning to acquire a motor
skill requires relevant instructions in controlled coordinated movement sequences (Wulf, HÖß, &
Prinz, 1998). Typically, instruction is focused on correct movement patterns through teacher lead
demonstrations and supervised laboratory practicums (Wulf et al., 1998). Factors such as
available classroom time and laboratory equipment can limit the amount of time available for
practice. This has placed added emphasis on teachers to maximize the time used for practicing
motor skills (Guadagnoli & Lee, 2004). Wulf et al. (1998) explained that the majority of motor skill
instruction placed high emphasis on the coordination and placement of the performer’s body
movements. This has been described as having learners focus internally on themselves during
the practice session. However, Wulf et al. (1998) found that giving instructions directed towards
having the performer focus on the changes in the environment resulting from their movements
rather than focusing on a particular body movements improved participants’ ability to master the
motor skill. This has been described as having learners focus externally on the product of the
movements during the practice session.
To demonstrate welding competency, entry welding personnel are frequently asked to
complete performance-based tests. The introductory agricultural systems and technology courses
require participants to fabricate metal projects using gas metal arc welding (GMAW) and shielded
metal arc welding (SMAW) processes. To demonstrate mastery of these welding processes
students must perform a 1F weld (flat position-fillet), 2F weld (horizontal position-fillet), 1G weld
(flat position-groove), and 2G weld (horizontal position-groove) using carbon steel (USOE, 2011).
Each student may perform multiple welding practicums and spend up to 20 hours practicing each
weld to gain proficiency. As indicated by Simon and 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.
Examining different welding approaches may be beneficial in helping shorten the preparation time
of entry welders (Sgro, Field, & Freeman, 2008). The “Guide for the Training of Welding
Personnel: Level I—Entry Welder” published by the AWS (2005) has a recommended welding
sequence for an entry welder training program. The AWS advises instructors to teach individuals
in an entry-levelcourse shielded metal arc welding (SMAW) followed by gas metal arc welding
(GMAW). Although this sequence is not mandatory, the instructor, organization, or state
educational authority should use a sequence that has been found to be most suited to the
capabilities of the trainees. Pate, Warnick, and Meyers (2012) 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 welding
course. 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
(Hoffman et al., 2012). Having fewer operator-controlled variables during welding practice
sessions should improve secondary students’ ability to meet weld quality standards for an ASW
1F test (flat position-fillet tee weld). 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. Little research has been done to determine
if reducing focus on operator in some industries, notably automotive, welding is done primarily by
robots or automated machinery. In many industries such as shipbuilding, heavy equipment-
controlled variables during welding will improve students’ ability to produce higher quality welds.
Will sequencing welding laboratory experiences improve students’ ability to meet weld quality
standards?
Statement of the Problem
This study aimed to determine Level of competence and awareness of Senior High School
TVL students on the benefits of National Certificate Assessment in the field Shielded Metal Arc
Welding in selected Senior High Schools in Virac.
Specifically, this study sought answers to the following questions:
1. What is the level of competence of Senior High School TVL students
2. What is the level of and awareness of Senior High School TVL students
Research Hypotheses
The following are the hypotheses posed in the study:
1. The level of competence and awareness of Senior High School TVL students on the
benefits of National Certificate Assessment in the field Shielded Metal Arc Welding
Scope and Delimitation
This study focused on the level of competence and awareness of Senior High
School TVL students on the benefits of National Certificate Assessment in the field
Shielded Metal Arc Welding. It covered the knowledge of Grade 12 students in the Senior
High School TVL learning area.
Subjects of the study were grade 12 students in different sections in selected
Senior High Schools in Virac taking the subject SMAW.
The study specifically covered 100 students who were present during the
administering of the researcher-made survey test in Shielded Metal Arc Welding
The study was delimited to the analysis of the results of the survey test in terms of
the corresponding level of competence and awareness of Senior High School TVL
students.
Importance of the Study
Findings of this study on the level of competence and awareness of Senior High
School TVL students will serve as a source of valuable information and insights for the
following:
School administrators will be benefited through the findings of the study specifically
the relatively lower level of competence and awareness of Senior High School TVL
students. With this information, they can introduce intervention strategies aimed at
improving students’ competence and awareness. They may also look into the
competencies of teachers in SMAW and know if they are really conversant in the field of
SMAW. Hiring process may be modified to include such considerations as other level of
competencies including troubleshooting.
Teachers of SMAW will be benefited through the findings of this study especially
the students’ strengths and weaknesses because such insights would help them
determine what lessons or competencies they will focus on more and be able to use
instructional techniques along learning areas identified to be weaknesses of students.
Students will be most benefited by the findings of this study because they could be
the recipients of the interventions that may be provided by the Department of Education
and their teachers in the light of the weak learning areas that were identified.
Results in this study will serve as important feedback regarding students’ competencies
in Shielded Metal Arc Welding. Awareness on their strength and weaknesses would offer
them understanding on what action they should consider.
Researchers will also be benefited from the findings of this study because this will
serve as material for their future researches. Likewise, it will guide them in conducting
another investigation that may present additional information or evidence about
competencies of students in Shielded Metal Arc Welding in other grade level.
Definition of Terms
For clearer understanding of this study, the following terms are defined
operationally or conceptually.
Shielded Metal Arc Welding refers to the Shielded metal arc welding, also known
as manual metal arc welding, flux shielded arc welding or informally as stick welding, is a
manual arc welding process that uses a consumable electrode covered with a flux to lay
the weld
Competence is the set of demonstrable characteristics and skills that enable, and
improve the efficiency or performance of a job.
TVL students refers to the public secondary students specifically those in the
Technical Vocational Learning areas of the senior high school.
National Certificate National Certificate is a higher education qualification in a
technology discipline offered by higher institutions across the globe. Each country has its
own specifications about the certificate.
Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the literature and studies that have bearing on the
present study. Books magazines, unpublished materials and internet are also used as
sources of relevant information.
Related Literature
Related Studies
The following are the studies previously conducted that have bearing on the
present study in terms of scope of study or findings.
Synthesis of the Related Literature and Studies
The studies here reviewed all the competencies in Information and Communications
Technology by the students. The studies of Walcott, Depradine, Danner and Pessu looked into
the problems with regards to the gender gap and ICT usage of the students.
Gaps in Research Bridged by the Study
After reviewing the various related literature and studies, it was discerned that no
study yet has been conducted determining the performance of grade 10 students in
Information and Communications Technology particularly in the province of Catanduanes.
Furthermore, no study has investigated on whether there are differences in the
performance of students in the different learning skills in ICT.
The above areas of focus are the gaps spanned by the present study.
Conceptual Framework
The study focuses on the performance of grade 10 students in information and communications
technology taught as a subject at Department of Education. However, ICT is not a required subject
for all but an elective. The concept of the study is anchored on the assumption that student
performance would vary depending on certain factors which in this research were delimited to the
section the students are enrolled. It is because there are sections that may surface as having
better performance considering the commitment and dedication of the students in their studies.
The learning areas in ICT could also be a variable that may cause difference in performance.
Figure 1
CONCEPTUAL PARADIGM
Chapter 3
RESEARCH DESIGN AND METHODOLOGY
This chapter presents the research design, the sources of data, instrumentation and
validation, data-gathering procedure, and statistical treatment of data.
Design of the Study
The descriptive method of research was adopted in this study using teacher-made
survey test as the instrument in the gathering of data on the level of competence and
awareness of Senior High School TVL students.
Sources of Data
The sources of data in this research are the students taking SMAW subjects in grade 12
in selected Senior High Schools in Virac. A total of 100 grade 12 students were used in the
study.
Total population of grade 12 students taking up SMAW as a specialized subject were
originally targeted in the study. However, only 100 students were able to participate and thus
became the subjects actually covered in the study. Some were not able to participate in the
study due to absences of the students. Since taking the whole population of 150 was not
realized, the number of students actually covered in the study became the sample size which is
100.
Instrumentation and Validation
The teacher-made survey test was used to determine level of competence and
awareness of Senior High School TVL students. The items were constructed along the with the set
of questions collected by the teacher learning skills in the ICT subject. The textbooks were the main
source of the knowledge and competencies on which the test items were constructed. The original test
consisted of 100 items. This 100-item test was subjected to validation process specifically trying it out
with 50 students in one section of San Andres Vocational School. These students were also enrolled in
SMAW.
The results of the test were applied with item analysis. There were items that were discarded or
rejected due to very low discrimination index. A total of 70 items comprised the final copy of the
achievement test.
Data Gathering Procedure
A letter request was secured from the School Head of Cabcab National High School, requesting
permission to conduct the research at the identified two grade levels taking ICT subjects in
coordination with teacher advisers to administer the test.
The test was personally administered by the researcher with assistance from the teachers
handling the class. Purpose for conducting the test was explained to the students. Instructions were
given on how the test would be answered.
After the students had finished the test, the test papers were collected and later on corrected.
Statistical Treatment
This research is a descriptive study. The statistical measures used in this study include frequency
count, mean, weighted mean and percent to describe the performance level of the students. For the
statistical analysis of the data to test the hypotheses posed in the study, ANOVA F test and Kruskall
Wallis were used relative to determining differences in performance involving the learning skills and
according to sections.