1

Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Welding requires skills from learners. 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 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

 2

become proficient in welding will aid in replacing skilled workers faster for industrial

assignment.

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.

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.

The purpose of this study was to describe the welding skills of Grade 12 learners

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 Tarlac Nation High

School – San Miguel Campus 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.

 3

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

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.

 4

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 12 SMAW learners at Tarlac

National High School- San Miguel Campus (TNHS-SC). Thirty-five (35) SMAW

learners enrolled at TNHS-SC during the school year 2017 – 2018 were the respondents.

Specifically, this study looked at their age and gender. A descriptive survey

questionnaire was administered to gather specific data about their welding skills.
 5

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 12 SMAW

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

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

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 12 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).

 6

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 12 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 12

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 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 12

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.
 7

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.

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
 8

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.

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.
 9

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 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
 10

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, 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
 11

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 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
 12

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.

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
 13

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

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
 14

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

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

the regular Grade 12 SMAW learners at Tarlac National High School San Miguel

Campus. 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

 15

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.

 16

Chapter 3

METHODS OF STUDY AND SOURCES OF DATA

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
 17

respondents of the study, thus, they can be accessible and will give ease and convenience

to the researchers.

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.

 18

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

Where:
 19

∑x = Summation of all observations

N = total number of respondents

 20

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

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
Distribution of the Respondents
Age in years Frequency Percentage (%)
16-18 14 40.00 %
19-21 20 57.14 %
22 and Above 1 2.86 %
Total 35 100.00 %

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.
 21

1.2 Gender

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.

Table 2
Profile of the Respondents in Terms of Gender
Distribution of the Respondents
Gender Frequency Percentage (%)
Male 29 82. 86 %
Female 6 17. 14 %
Total 35 100.00 %

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

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.

 22

Table 3
Students’ Ability to Follow Directions
Description Frequency Percentages
Excellent 1 2.86 %
Good 19 54.29 %
Fair 12 34.28 %
Poor 3 8.57 %
Total 35 100.00 %

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

Description Frequency Percentage

Excellent 0 0.00%
Good 21 60.00%
Fair 12 34.29%
Poor 2 5.71%
Total 35 100.00%
 23

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 2 5. 71%
Good 18 51.43%
Fair 14 40.00 %
Poor 1 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

Table 6 shows the data on student stayed on assigned Task & attitude.
 24

Table 6
Student Stayed on Assigned Task &Attitude

Description Frequency Percentage

Excellent 2 5.71%
Good 18 51.43%
Fair 13 37.15%
Poor 2 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.

Table 7
Student’s Clean Up and Tool Return

Descriptive Frequency Percentages

Excellent 1 2.86 %
Good 16 45.71 %
Fair 17 48.57 %
Poor 1 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.
 25

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 already competent. This is a way of revisiting how well the SMAW course and

the TVL curriculum in general were rendered to the learners.

 26

Chapter 5

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of results of the study. The conclusions and

recommendations were drawn based on the findings of the study.

Summary of Findings

The following findings are summarized based on the sequence of specific

objectives raised in the study.

1. Profile of the Respondents

Profile is the process of extrapolating information about the respondents to

determine their age and gender.

1.1 Age

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.

1.2 Gender

Majority of the respondents 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.
 27

2. Students’ Welding Skills

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

2.1 Students’ Ability to Follow Directions

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

results show 19 (54.29%) got 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.

2.2 Students’ level of Needed Assistance

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

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.
 28

2.4 Students Stayed on Assigned Task & attitude

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

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

got the highest percentages. While 16 (45.71%) scored good. Only 1 (2.86%) scored

poor. Lastly, only 1(2.86%) scored excellent. The results reveled 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.

Data about the skills of the respondents 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 already competent. This is a way of revisiting how

well the SMAW course and the TVL curriculum in general was rendered to the learners.
 29

Conclusions

Based on the findings of the study, the following conclusions were drawn:

1. Most of the SMAW learners are between of 19-21 years of age and are males.

2. The SMAW Learners are good in following directions, completing the assigned task

with little assistance, following safety rules, staying on their assigned task and having

good attitude at work, but are fair in cleaning their assigned areas and returning only

some of their tools.

3. The data are relevant enough to give the SMAW trainers or teachers knowledge and

information about the skills acquired by the SMAW learners.

Recommendations

In view of the findings and conclusions of this study, the researchers recommend

the following:

1. Heads of academic institutions must be encouraged to sponsor or conduct seminars and

trainings for the student on the different skills of a SMAW learner using experts in the

field.

2. Teachers must attend additional seminars and trainings as a part of their faculty

development program in order for them to improve the method of teaching in SMAW

subject.

3. Furthermore, future researchers could use this research as a guide in making their own

research study, particularly in skills evaluation of a welder.

 30

REFERENCES

A. Books

Cary, H., & Helzer, S. (2005). Modern Welding Technology (6th ed.).Upper Saddle
River, NJ: Pearson Education, Inc.https://lib.dr.iastate.edu/cgi/viewcontent.

Jeffus, L. (2012). Welding and Metal Fabrication. Clifton Park, NY: Delmar. Jeffus, L.,
& Bower, L. (2010). Welding skills, processes and practices for entry-level
welders: book 1. Clifton Park, NY:

B. Journals/Pamphlets/Periodicals

Brat, I. (2006). Where have all the welders gone, as manufacturing and repair boom. The
Wall Street Journal Online. Retrieved from: http://visiblewelding.com

Kappler, W. D. (2008). Smart Driver Training Simulation: Save Money. Prevent. Berlin
Heidelberg: Springer-Verlag.

Lee, T. D., & Carnahan, H. (1990). Bandwidth knowledge of results and motor learning:
More than just a relative frequency effect. The Quarterly Journal of Experimental
Psychology, 42, 777-789. doi: 10.1080/14640749008401249

Palmer, R. (2007) Skills for work?: From skills development to decent livelihoods in
Ghana’s rural informal economy. International Journal of Education Development
27 (2007) 397-420.

Thilakawardhana, C. H. (2002). Development of A Computer-Based Training (CBT) For

Injection Moulding. MSc Thesis, School of Industrial Manufacturing.

Wulf, G., HÖß, M., & Prinz, W. (1998), Instructions for motor learning: Differential
effects of internal versus external focus of attention. Journal of Motor Behavior,
30(2), 169-179. doi: 10.1080/00222899809601334
 31

C. Published and Unpublished Materials

Choquet, C. (2008). ARC + ®: Today’s Virtual Learning Environment Solution for

Welders. Retrieved October 5, 2009 from www.123certification.com/en/article
press /iiw2008_16v08.pdf

Delmar.Motowidlo, S. J., Borman, W. C., & Schmit, M. J. (1997). A theory of individual

differences in task and contextual performance. Human Performance, 10(2), 71-
83. doi: 10.1207/s15327043hup1002_1

Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The role of deliberate
practice in the acquisition of expert performance. Psychological Review, 100,
363-406. doi: 10.1037/0033-295X.100.3.363

Giachino, J., & Weeks, W. (1985). Welding skills. Alsip, IL: American Technical
Publishers, Inc. https://lib.dr.iastate.edu/cgi/viewcontent

Hoffman, D. J., Dahle, K. R., & Fisher, D. J. (2012). Welding. New Jersey, NJ: Pearson
Education.https://digitalcommons.usu.edu

IFAD (2007 b), République du Mali, Évaluation du programme de pays, Rapport No.
1905- ML http://citeseerx.ist.psu.edu.

D. Websites/Online Sources

Fleming, A. (1937). Training of apprentices for craftsmanship. Proceedings of the

Institution of Mechanical Engineers, 135, 223-274.
doi:10.1243/PIME_PROC_1937_135_018_02

International Labour Organization (ILO). 2009. Edward Phelan and the ILO: The life and
views of an international social actor (Geneva, ILO Century Project)

Zalkind, A. (2007) Welding shortage fact sheet. Retrieved from

http://www.aws.org/pr/shortagefactsheet.pdf
 32

APPENDIX A
LETTER TO THE PRINCIPAL

Republic of the Philippines

Department of Education
Region III – Central Luzon
Schools Division of Tarlac Province
TARLAC NATIONAL HIGH SCHOOL – ANNEX
San Miguel, Tarlac City

September 20, 2017

Dr. YOLANDA M. GONZALES

Principal IV
Tarlac National High School – Annex
San Miguel, Tarlac City

Madam:
Pax Christi!
I am a Grade 12 learner from 12-Confucius, and I and my group mates are presently
conducting a study entitled, “An Evaluation of Welding Skills of Grade 12 Shielded Metal
Arc Welding (SMAW) Learners at TNHS San Miguel Campus.” This is in partial fulfilment
of our requirements in Inquiries, Investigation and Immersion.
In this regard, we are humbly requesting for your approval to allow us gather data from
our respondents here in our school. Rest assured that the data will be treated with strict
confidentiality, and will only be used within the necessities of our study.
As regards the research instrument adopted/adapted, ours can be publicly accessed and is
under the provisions of Creative Commons (CC) license, a public copyright licenses that enable
the free distribution of an otherwise copyrighted work. The license further regulates the free use
of research instruments that are readily accessible online.
Attached with this letter is our research instrument for your reference.
Thank you, and we hope this request merits your favorable response.

Very truly yours,

(Sgd.) JAMIR F. TEJERO
Group Leader

Noted:
(Sgd.) MRS. ROSALINA Q. SANCHEZ
Thesis Adviser

Recommending Approval:
(Sgd.) MR. CESAR IAN DC. SALAC
SHS Coordinator

Approved:
(Sgd.) YOLANDA M. GONZALES, Ed.D.
Principal IV
 33

APPENDIX B
LETTER TO THE PANELIST

Republic of the Philippines

Department of Education
Region III – Central Luzon
Schools Division of Tarlac Province
TARLAC NATIONAL HIGH SCHOOL – ANNEX
San Miguel, Tarlac City

February 28, 2018

MR. IAN CARLO T. FELICIANO

SHS Faculty
Tarlac National High School – Annex
San Miguel, Tarlac City

Sir:

This is to humbly ask your presence to be one of the panel members on the day of our
proposal defense, March 1, 2018, at the vacant room near 12-Epicurus of the new SHS
building, 10:00 am to 4:00 pm. As such, we believe that you will be instrumental in
helping us improve our study.

We look forward to seeing you on the aforesaid date.

Thank you very much, and we hope this merits your favorable response.

Very truly yours,

(Sgd.) JAMIR F. TEJERO

Group Leader, 12-Confucius

Noted:

(Sgd.) MS. ROSALINA Q. SANCHEZ

Thesis Adviser
 34

APPENDIX C
Instrument for the Evaluation of the Skills of a Welder

Name: Date: _______________

Year & Section:

Age________________________
Gender_____________________

Welding Shop- Grading Skills

Score
Excellent Fair Poor
Good (N/A)
10 pts Highly 5 pts Somewhat 1 pts Not
8 pts Competent
competent Competent Competent
Ability to Follow Excellent Good Fair Poor Score
Directions
Followed directions Followed directions. Moderately followed Did not follow
to the letter. Present Listened to others directions. Worked at a directions for any of
100% of time. around him when pace that was the task and at times
needed. Present productive but didn't refused to slow
90% of time. listen to the instructor. down to do task
Present 80% of time. well. Present 60%
of time and or tardy.
Level of Needed Excellent Good Fair Poor Score
Assistance
Student was able to Student was able to Student was able to Student was unable
complete the task complete the task complete the task with to complete task
without assistance. with little moderate assistance. without major
assistance. assistance.
Application of Excellent Good Fair Poor Score
Safety Practices
Student followed all Student followed Student attempted to Student failed to
safety rules. most safety rules, follow safety rules but follow a significant
may have forgotten failed to meet several. number of safety
one. rules.
Stayed on assigned Excellent Good Fair Poor Score
task & Attitude
Student remained Student stayed on Student stayed on task Student did not stay
on task 100% of lab task at least 80% of only 50% of the lab on task at least 50%
time. Excellent lab time. Students time. Students attitude of lab time. Had a
attitude. attitude was good. was fair. poor attitude.
Clean-up & tool Excellent Good Fair Poor Score
return
Student cleaned his Student made effort Student somewhat Student did not
assigned area and to clean assigned cleaned assigned area clean assigned are
returned tools area & returned & did not return all or return tools
tools tools

__________________________________

Rater’s Signature above Printed Name

 35

APPENDIX C
Statistical Computations

Questions
Respondents
1 2 3 4 5
1 8 8 8 8 8
2 5 5 5 5 5
3 8 8 8 8 8
4 8 8 8 8 8
5 10 8 10 10 8
6 8 8 10 10 10
7 5 5 5 5 8
8 5 5 8 8 8
9 8 8 5 5 5
10 8 8 8 8 8
11 8 8 8 5 5
12 8 8 8 8 5
13 8 8 8 8 8
14 8 8 8 8 8
15 8 8 8 8 8
16 8 8 5 8 5
17 8 8 8 8 8
18 5 5 5 8 5
19 5 8 8 5 5
20 8 8 8 8 8
21 8 8 8 8 8
22 8 8 8 8 5
23 8 8 8 8 8
24 8 8 8 8 8
25 8 8 8 8 8
26 5 5 5 1 5
27 5 5 5 5 5
28 1 1 1 5 1
29 1 5 5 5 5
30 5 5 5 1 5
31 5 5 5 5 5
32 5 5 5 5 5
33 5 5 5 5 5
34 5 5 5 5 5
35 1 1 5 5 5
 36

JAMIR FACTOR TEJERO

Brgy. San Miguel, Tarlac City
C.P#
Email:Jrtejero36@yahoo.com

________________________________________________________________________

PERSONAL INFORMATION
Birthday: December 13, 1999
Mother: Ma. Reina Factor Tejero
Father: Bernie Mandap Tejero

EDUCATIONAL BACKGROUND

SENIOR HIGH SCHOOL

Tarlac National High School- San Miguel Campus
San Miguel, Tarlac City
2016-2018

JUNIOR HIGH SCHOOL

Tarlac National High School- San Miguel Campus
San Miguel, Tarlac City
2012- 2016

ELEMENTARY
San Miguel Central Elementary School
San Miguel, Tarlac City
2005-2012

Achievements/Accomplishments:

Grade 11 Best Speaker (2016)

Grade 12 Highest Grade in Entrepreneurships (2017)
Grade 11 Shielded Metal Arc Welding NC1 Passer (2017)
 37

EDGARDO M. TOLENTINO Jr.

Brgy. Dela Paz Tarlac City
CP #: 09308500558
Email: Edagardotolentino@yahoo.com

________________________________________________________________________

PERSONAL INFORMATION
Birthday: January12, 1996
Mother’s name: Mercedita Tolentino
Father’s name: Edgardo Tolentino Sr.

EDUCATIONAL BACKGROUND

SENIOR HIGH SCHOOL

Tarlac National High School- San Miguel Campus
San Miguel, Tarlac City
2016-2018

JUNIOR HIGH SCHOOL

Tarlac National High School- San Miguel Campus
San Miguel, Tarlac City
2012- 2016

ELEMENTARY
San Miguel Central Elementary School
San Miguel, Tarlac City
2005-2012
 38

REYMARK ESPADILLA TEVES

Brgy.Maligaya Tarlac City.
CP#09084760841.
Email:Epadilla_remark@yahoo.com.
________________________________________________________________________

PERSONAL INFORMATION

Birthday:March, 08, 2000.

Mother:Joenadeth Espadilla
Father:Rudy Espadilla

EDUCATIONAL BACKGROUND

SENIOR HIGH SCHOOL

Tarlac National High School- San Miguel Campus
San Miguel, Tarlac City
2016-2018

JUNIOR HIGH SCHOOL

Tarlac National High School- San Miguel Campus
San Miguel, Tarlac City
2012- 2016

ELEMENTARY
San Miguel Central Elementary School
San Miguel, Tarlac City
2005-2012
 39

JHONATAN S. BAUTISTA
Buenavista Tarlac city
CP #: 09202101755
Email: Jhonatanbautista@yahoo.com
_______________________________________________________________________

PERSONAL INFORMATION

Birthday May 05, 2000

Mother’s Name: Julie S. Bautista
Father’s Name: Federico S. Bautista

EDUCATIONAL BACKGROUND

SENIOR HIGH SCHOOL

Tarlac National High School- San Miguel Campus
San Miguel, Tarlac City
2016-2018

JUNIOR HIGH SCHOOL

Tarlac National High School- San Miguel Campus
San Miguel, Tarlac City
2012- 2016

ELEMENTARY
Buenavista Elementary School
San Miguel, Tarlac City
2005-2012
 40

JOHN DAVE BAUTISTA MANGAHAS

Buenavista Tarlac City
CP #: 09358695574
Email: Johndavemangahas@yahoo.com
______________________________________________________________________________

PERSONAL INFORMATION

Birthday: December 23 1999

Mother: Debra Mangahas
Father: Joel Mangahas

EDUCATIONAL BACKGROUND

SENIOR HIGH SCHOOL

Tarlac National High School- San Miguel Campus
San Miguel, Tarlac City
2016-2018

JUNIOR HIGH SCHOOL

Tarlac National High School- San Miguel Campus
San Miguel, Tarlac City
2012- 2016

ELEMENTARY
Buenavista Elementary School
San Miguel, Tarlac City
2005-2012
 41

JOSEPH M. BAYRON
D.P.C.H Sta. Catalina Cut-cut 2 Tarlac City
CP #: 09096649851
Email: Josephbayron32@yahoo.com.ph
________________________________________________________________________

PERSONAL INFORMATION

Birthday: October 4, 1999

Mother: Jenny Bayron
Father: Joel Bayron

EDUCATIONAL BACKGROUND:

SENIOR HIGH SCHOOL

Tarlac National High School- San Miguel Campus
San Miguel, Tarlac City
2016-2018

JUNIOR HIGH SCHOOL

Tarlac National High School- San Miguel Campus
San Miguel, Tarlac City
2012- 2016

ELEMENTARY
Don Pepe Cojuangco Elementary School
San Miguel, Tarlac City
2005-2012
 42

RONWALDO J. MENDIETA
Brgy. Suizo,Tarlac City
CP #: 09186088103
Email: Ronwaldo.Mendieta@yahoo.com
________________________________________________________________________

PERSONAL INFORMATION

Birthday: Auguste 8 2000

Mother: Rowena Mendieta
Father: Alfredo Mendieta

EDUCATIONAL BACKGROUND

SENIOR HIGH SCHOOL

Tarlac National High School- San Miguel Campus
San Miguel, Tarlac City
2016-2018

JUNIOR HIGH SCHOOL

Tarlac National High School- San Miguel Campus
San Miguel, Tarlac City
2012- 2016

ELEMENTARY
Don Pepe Cojuangco Elementary School
San Miguel, Tarlac City
2005-2012
 43

JERIC A. SILVANO
Brgy. Cut-cut 2. Don Pepe Cojuangco Homes
CP #: 09063879376
Email: Jeric.silvano.7
________________________________________________________________________

PERSONAL INFORMATION

Birthday:November 10, 1994

Mother: Eva Silvano
Father: Danilo Silvano

EDUCATIONAL BACKGROUND

SENIOR HIGH SCHOOL

Tarlac National High School- San Miguel Campus
San Miguel, Tarlac City
2016-2018

JUNIOR HIGH SCHOOL

Tarlac National High School- San Miguel Campus
San Miguel, Tarlac City
2012- 2016

ELEMENTARY
Don Pepe Cojuangco Elementary School
San Miguel, Tarlac City
2005-2012