LEVEL OF CAPABILITY OF

GRADE 12 SMAW(SHIELDED
METAL ARC WELDING)
STUDENTS AT SUBIC
NATIONAL HIGH SCHOOL
ACADEMIC YEAR 2018-2019
Chapter 1

THE PROBLEM AND ITS BACKGROUND

Rationale

Welding requires different levels of capability 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 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 “Levels of Capabity of Grade 12 SMAW 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 Subic National High School had grasped the necessary

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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.

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?

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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

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.

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 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 Subic National High
School (SNHS) . The SMAW students enrolled at SNHS during the academic year 2018-2019 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.

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.

Applications of Safety Practices. Safety practices not only improve workingconditions 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.

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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. 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).

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

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.

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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 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.

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 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.

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

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 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 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 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.

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 Blackburn et al. (2015) this longitudinal trend study sought to compare the perceptions of
preserve agricultural education teachers, enrolled in a Metals and Welding 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

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
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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 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; understand deeper 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.

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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.

RESPONDENTS OF THE STUDY

The respondents of the study are grade 12 learners of SNHS 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 SNHS. The instrument was checked and
validated by 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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Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

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 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.

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

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.

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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.

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.

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 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.

2.3Student’s Applications of Safe practices

Table 5 shows the 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.

2.4 Students Stayed on Assigned Task & Attitude

Table 6 shows the data on student 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,

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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.

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 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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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.

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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.

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.

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

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 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.

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.

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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.

REFERENCES

A.Books

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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

(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

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
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D. Websites/Online Sources

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Fleming, A. (1937). Training of apprentices for craftsmanship. Proceedings of the Institution of
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 SUBMITTED BY:

ROMAGOSA, KIM NIKKO JARABE

TVL 12- SMAW 2

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