“Readiness in Using 2D AutoCAD as a Learning Support Tool”

A Research Project
Technical Vocational Livelihood Major in Technical Drafting
Presented to the
Department of Senior High School
Opol National Secondary Technical School
Taboc, Opol, Misamis Oriental

In Partial Fulfillment of the Requirement

For the course Inquiries, Investigations, and Immersion

By:

Apostol, Renheart J. Horfilla,John Paul S.

Acebido, Job Benedict R. Maragrag, Maria Elizea A.
Adaro, Elylordi O. Mantua, Kurt Jhan G.
Daroy, Jezreel M. Salva, Christian Blaze D.
Canama, Jheapril Hoe P. Purazo, Ruthel L.

March 27, 2023

 ACKNOWLEDGEMENT
The research could have never been possible without the effort and unselfish
assistance of the people who willingly shared their professional to the researches

In due recognition to all those who contributed to the success if this research
work,
the researchers extends their deep gratitude and heartfelt appreciation of the following:

Mrs. Janeth N. Cantorne, their subject teacher for her warmth wholehearte
support, guidance and encouragement.

Mrs. Manellyn Catid, Third School Principal III of Opol National Secondary
Technical School for allowing the researchers to conduct a survey and interviews to the
small-scale stores outside the school campus.

And most importantly, the researchers are very grateful to God Almighty for
answering their prayers and for giving them courage, strength, guidance, enlightenment
and perseverance to face their day to day undertaking with smile.
 DEDICATION

This
RESEARCH WORK

Is

Dedicated to the source of our strength and our everything

THE ALMIGHTY GOD

To our
Parents
Brother and Sisters
Friends
Relatives
Fellow students

To you all, thank you so much for your kindness, understanding, cooperation and
support
 TABLE OF CONTENTS

Title Page

Title page...............................................................................................................
Dedication..............................................................................................................
Table of contents...................................................................................................
Absrtact.................................................................................................................

Chapter I. THE PROBLEM

Introduction............................................................................................................
Statement of the problem......................................................................................
Objectives of the study..........................................................................................
Significance of the study........................................................................................
Scope and Limitation of the Study.........................................................................

Theoretical framework...........................................................................................

Conceptual Framework…………………………………………………………………
Definition of terms……………………………………………………………………….
Chapter II. REVIEW OF RELATED LITERATURE AND STUDIES

Chapter III. RESEARCH METHODOLOGY

Research Design
Research Locale
Respondents of the Study
Research Instruments
Data Gathering Procedure
Scoring procedure
Validity and Reliability Test
 CHAPTER 1

Introduction
AutoCAD is a commercial computer-aided design (CAD) and drafting software
application. It was founded by Autodesk in 1982 (Kennedy, 2014). It is a standout
program among the most well-known CAD programs created to help the designers,
engineers, and architects. With this application, the user learns how to create 2D
sketches precisely and within a shorter duration of time. The interface of the application
is also friendly and easy to use. It is upgraded within regular intervals. This application
helps to present drawings in a progressive and digital way.

Visualization skill is an essential ingredient for student understanding in

engineering education. Visualization is the mental manipulation of the object and parts
of the object in two dimensions and three dimensions (S. Ulkon, 2017). Some studies
have reported that students often face problems in orthographic drawings because of
the weakness to form a good visualization. Visualization refers to the ability of the mind
to see an object or symbol and think in two or three dimensions in the mind of an
individual (] M.F. Lee & Widad Othman 2012). The use of this software is also an
essential requirement in the construction of practical question and theoretical items that
involve diagrams. According to Aris (2015), to master the field of Information
Technology and Telecommunications, one should first identify the main elements that
helps to develop it. Badri, Al Rashedi, Al Hammadi (2014) reckons that in order to
comprehend and turning the potential benefits of the Information and Communications
Technologies (ICT) into reality, it is important that school teachers receive new
technology integrations in the settings of their teaching practices. The mastery and
acceptance of knowledge and skills regarding the use of AutoCAD software will make
the educators more willing and prepared to carry out the process. Technical and
Vocational Education are not left out in tremendous responsibility to implement the
increased use of computer-aided teaching and learning (CATL) software in line with
developments in ICT. The use of computers becomes increasingly important in
generating and developing ideas and creativity of teachers in the teaching and learning
process. Teacher skills in adapting CATL as a teaching tool are considered important in
expanding the level of mastery and use of the Technical and Vocational Education. The
use of CATL software in teaching and learning means using computers in a planned
and appropriate manner to improve efficiency and effectiveness of teaching and
learning. Engineering drawing subject need to be assisted by using computer-aided tool
to help improve students' visualization.

Engineering drawing (ED) is a technical subject which is required to learn by

engineering or technical students at form four and five. In this subject, students should
reflect the objects before they can disclose the views of the drawings on paper. Many
students have problems to imagine or see the structure of the object from different
viewpoints. In mental visualization topic such as Orthographic Drawing, students learn
to mentally rotate an image to reflect the actual form of the main view of Orthographic
which are top view, front view and side view (Ahmad Nizam 2016). According to Guntur
Dzulfikar (2014), students need to apply all the understanding and knowledge they have
acquired to a drawing or geometry form in ED subject. He also states that students can
solve their problems in the subject, with the support of visualization techniques. Other
than that, he enlightened that most students find it difficult to apply the concepts and
theories to solve problems in ED subject due to weaknesses in visualization skills.

In this research study we will determine the level of readiness and their
performance in using 2D AutoCAD as their learning support tool. Some of the Technical
Drafting students in Grade 12 in Opol National Secondary Technical School are not
really that ready and not that aware of using the 2D AutoCAD.
Statement of the problem
This study focuses on the Readiness in Using 2D AutoCAD as a Learning
Support Tool for Grade 12-TVL Senior High School Students of Opol National
Secondary Technical School. Predominantly, the study aims to answer the following
questions:

1. What is the level of readiness in using 2D AutoCAD in terms of:

1. Experiential Readiness
2. Knowledge Readiness
2. What is the student’s level of performance in using 2D AutoCAD?
3. Is their significant relation between level of readiness in using 2D AutoCAD and level
of performance among Grade 12- Technical Drafting?

Objectives of the study

This research aim to identify the importance of basic skills of Technical Drafting.
Specifically, this study aims to:

1. To determine the level of using 2D AutoCAD

2. To be able to read and interpret working sketches and working drawings.
3. To acquire essential skills in Structural Decorative Design.
Significance of the study
The results and findings of this study on the Readiness of using AutoCAD as a
learning tool of Grade 12 technical drafting student in Opol National Secondary
Technical School would be beneficial to teachers, students, and future researchers.
This will help the study to improve their knowledge and experience in using it. Future
researchers will also benefit from this because it will help them on how to improve
themselves and to those students who are not that really.

Teachers - This study, the teacher can evaluate the importance and disadvantages of
AutoCAD to the academic performance of a student.

Student Researchers - This research could help them to gather data and will
lead them easier, advance them in their studies and giving them the skills and be able
to ready themselves to the next level of learning.

Parents – This study will help parents know how focused are their children in school
and how technology affects their academic attainment, interests through the findings of
this study. They can also be encouraged to support and motivate their children to be
active in school

Scope and Limitation of the Study

The study covers Readiness in using 2D AutoCAD as a Learning Support Tool

for Grade 12-TVL Senior High School Students of Opol National Secondary Technical
School which Researchers are conducting.
Theoretical Framework

Some technical drafting students lack the computer experience necessary to

handle the second AutoCAD skill because they do not have their own computers. The
Opol National Secondary School already has a computer lab, but because it depends
on circumstances like presentations, the pupils are unable to advance their knowledge
and abilities.

The experience we made is a first step for the definition of a progressive

appropriation method of BIM practices leading to a better comprehension of the
contribution of these technologies in French architectural agencies. We experienced a
digital mock-up (DMU) exchange between a small architectural agency and a carpentry
firm with an engineering consulting department. The architects from the agency have
recently begun working with a BIM software program AutoCAD. They are very skilled
users of AutoCAD and 2D drawing but have a good understanding of BIM modelling
potentialities. According to the model of Succar, they are still in the transition between
Pre-BIM and the first stage of BIM level maturity. The particularity here is the alignment
between Architects choices and Engineers decisions who want to solve together errors
generated by the traditional process. This context is favorable for implementing and
experiencing BIM stage 2. In this paper we present the context of the experience, the
used methodology, the BIM implementation and finally the different encountered
exchange problems and the brought solutions.
Conceptual Framework

In this chapter, the researchers identify the dependent and independent variables
in order to fully understand the study. It needs to use a Quantitative Descriptive method
to make a statistical analysis to prove the causation between variables. The
independent variables are the demographic profile of the respondents (Readiness using
2D AutoCAD) while the dependent variables is the Skills in 2D AutoCAD.

The Researchers used the IV-DV (Independent Variable – Dependent Variable)

model.
Dependent Variable
Independent Variable

Readiness using 2D
AutoCAD Skills in 2D AutoCAD

Figure 1. Schematic Diagram of the Study

Definition of terms

To understand the study, the following terms are defined either conceptually or

operationally.

Readiness - willingness or a state of being prepared for something.

2D AutoCAD - Computer-Aided Drafting (CAD) software developed by Autodesk
(Shumaker, 1994).
Software – a set of programs, procedures, rules, and possibly associated
documentation concerned with the operation of a CAD system (Wallach, 1989).
Senior High - School (SHS) is the last two years of the K to12 program that includes
Grade 12.
CHAPTER 2
REVIEW OF RELATED LITERATURE

This literature review focuses on the “Readiness of Using AutoCAD as a

Learning tool for Grade 12-TVL Technical Drafting Senior High School Students of Opol
National Secondary Technical School.
Some technical drafting students lack the computer experience necessary to
handle the second AutoCAD skill because they do not have their own computers. The
Opol National Secondary School already has a computer lab, but because it depends
on circumstances like presentations, the pupils are unable to advance their knowledge
and abilities.
Computer Assisted Instruction and Students’ Attitudes Computers have been
used in education since the late 1970s. Educators in many fields have developed a
variety of instructional uses for computerized programs. An extensive review of the
literature suggests that a majority of researchers favor computer assisted instruction
(CM) over traditional instruction. CAI is a term used to refer to instruction which uses
some form of computer program in learning activities. Program are designed to teach,
reteach and review or to provide tutoring, drilling, and practice after a concept has been
taught (Larsen, 2019). In other words, CA1 is used to teach and reteach what is already
learned. Premkumar, Ramamurthy and King (2018) investigated the influence of
computer assisted instruction (Cm and personal characteristics on the decision-making
skills of business students in an introductory financial management course. Results
indicated that computer assisted instruction influences and enhances the performance
of the students. Aptitude was found to be an important variable that significantly
differentiated the high and low decision making groups based on decision quality and
satisfaction.

The knowledge of a teacher is associated with the pedagogical knowledge

possessed by the teacher in relation to a particular field he or she has mastered.
Mastery of knowledge is very important as the teachers can determine the appropriate
delivery technique to be easily understood by the students Khadijah (2013) research
found that potential teachers for “Reka Cipta” subject are ready to teach when their level
of knowledge and skills are high. Kopsen and Anderson (2017) in their research in
Sweden found that with the reformation of the Swedish Vocational Education, it required
the teachers to equip themselves with the knowledge and comprehension regarding
work scopes that relates to their vocational subjects in an effort to strengthen lifelong
employment. Other than that, the research conducted by Zarina (2016) regarding the
level of knowledge readiness and the level of teachers training that is needed when
applying high level thinking skills indicates the aspect of knowledge readiness among
the teachers with more experience compared to those with less experience.

A positive attitude can be a catalyst for readiness and ultimately contribute to the
effectiveness. Research conducted by Yagcı, Sırakaya, and Özüdoğru (2015) regarding
web-based learning among students in Turkey have found that there is no difference in
attitude between the new students and old students. However, there are differences in
readiness between the two groups. This explains that attitude is not influenced by how
long a person engages in the education field. Essentially, with sufficient training it can
help to increase both teachers and students’ self-confidence level towards his or her
ability. Simona (2015) in his research in Romania found that vocational students
required practical training in order to enhance their self-esteem and to be able to
provide a new provision in life, primarily related to the communication, problem solving,
literacy, attitudes and endurance. He added that training programs should focus on
assisting teachers to develop positive attitudes in themselves as well as students
regarding employment, entrepreneurial skills, and job skills.
 CHAPTER 3

RESEARCH METHODOLOGY

This chapter presents the discussion of the research methods and procedure to
be used by the researcher to collect interpret, and analyze data in order to answer the
specific problems posed for investigation. Specifically this contains research design,
research locale, and respondents of the study, research instruments, and data
gathering procedures, statistical treatment and references.

Research Design

The target of this study is to test their readiness of using AutoCAD as a learning
tool. This study used descriptive research design and utilized quantitative method.
Descriptive Research used to obtain information concerning to our study. Quantitative
Method used because we do a survey and under this method, it is easier to render and
quicker for the respondents to answer.

Research Locale

The study will be conducted at Opol National Secondary Technical School –

Senior High School. It is a government educational institute in the Municipal of Opol,
Misamis Oriental. Taboc is one of the barangays in the municipality of Opol, in the
province of Misamis. This barangay consist of 3 private schools and 2 public schools
including the Opol National Secondary Technical School located in Zone 1, Taboc Opol
Misamis Oriental and it was established on November 4, 1986.
 Figure 2. Map of Opol, Misamis Oriental

Respondents of the Study

The target respondents of this study are Grade 12 Technical Drafting students of
Opol National Secondary Technical School from Opol. Researchers utilize Regression
Method.

Research Instruments

The study will use a survey questionnaire (because we used quantitative method
and we aim to get their perception regarding how they are prepared on using AutoCAD
as a learning tool) that aim to collecting demographic information and offered the
respondents the ability to air their thoughts on a particular subject matter. A
researchers-made test was constructed to gather quantitative data analysis.
Data Gathering Procedure

In the following text, we present the findings of the research, which are divided
into six categories. Each analysis included the pivot table calculation, the percentage
calculation, and the estimation of the gender of respondents influences specific
outcomes. All three analyses are combined in one table for the sake of simplicity and
clarity. The first area investigated was the students’ level of interest in AutoCAD
applications. Students expressed their views on whether AutoCAD 2015 supports
teaching by responding to the relevant question. They were curious about the
application and whether producing 2D and 3D drawing documentation would be
beneficial. Table 4 below depicts a summary of the outcomes based on their responses.

Scoring procedure

Based on each section stipulated in the research instruments that uses 5-point
Likert scale, the table below will then utilized to categorize the responses from strongly
agree to strongly disagree.
SCALE RANGE DESCRIPTION INTERPRETATIO

5 4.5-5.00 Strongly Agree Very high

4 3.41-4.20 Agree High

3 2.61-3.40 Neither Medium

2 1.81-2.60 Disagree Low

1 1.00-1.80 Strongly Disagree Very low

Validity and Reliability Test

The instruments for data collection will be subjected to content analysis. The
validity of the questionnaire will be obtained presenting it to four panels of experts in
survey questionnaire construction. To ensure the reliability of the survey questionnaire,
it will be pilot tested and will be subjected into the internal consistency test using
Cronbach’s Alpha. The Cronbach’s Alpha value of the survey questionnaire from the
pilot tested population will ensure the items in the survey questionnaire are measuring
the same construct when testing the actual target population.

Statistical Treatment

It is obvious that the teachers noticed a significant and large increase in the
students’ interest in AutoCAD 2015 applications, we can conclude that the students
prefer to use the acquired knowledge for real projects or applications rather than just
communication and entertainment. Furthermore, because men and women both claim
the same, it is possible to conclude that these findings (p = 0.115037) are independent
of teacher gender.

SCHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents, analyzes and interprets the data collected by the study. The
problem statement in questions is herein restated followed by the analysis and
interpretation of data presented in succeeding table.

The primary objective of the research reported is to determine the readiness in

using 2D AutoCAD as a learning support tool for Grade 12 TVL-Technical Drafting
students, to define/determine their readiness in using the 2D AutoCAD when it comes to
their experience and knowledge and determine the level of their performance in using
the 2D AutoCAD. Furthermore, this portion also displays the interpretation of the
findings as the support of the underlying problems under the investigation.
The objective of the study where to identify the readiness in using 2D AutoCAD as
their learning support tool toward grade 12 technical drafting students:
 Experiential
 Knowledge
 Speed
 Accuracy
 Aesthetic, on their
Survey checklist were given through online to the Grade 12 Technical Vocational
and Livelihood students.

Interpretation of Data
A total of twenty-six (26) technical drafting students completed the survey checklist
on May 27, 2023. The data from the survey checklist are answered by strongly agree,
agree, neither, disagree, and strongly disagree (Likert scale) for each item for all the
participants and divide it by the total of number of the participants to get the percentage
of each item.
Survey Checklist
Sub.-problem No.1. What is the level of readiness in using 2D AutoCAD in terms of
their:
 Experiential Readiness
 Knowledge Readiness
Table 1.1
STONGLY MEAN INTERPRET
STRONGLY AGREE NIETHER DIS- DIS- ATION
KNOWLEDGE AGREE AGREE AGREE

I know about
computer aided
software in 19.23% 57.69% 23.08% 0% 0% 3.9 HIGH
landscape
design course.

I know how to
use computer
aided software 11.54% 73.08% 15.38% 0% 0% 3.9 HIGH
in landscape
design course.
I am computer 11.54% 34.62% 50% 3.8% 0% 3.4 MEDIUM
literate.
I am confident
to present my
drawings which 15.38% 53.84 30.77% 0% 0% 3.8 HIGH
are done using
computer
instead of hand
drawing.
I know how to
draw a
sectional view 7.69% 73.08% 15.38% 3.8% 0% 3.7 HIGH
using AutoCAD
software.
I know how to
draw a detailed
drawing of the 11.54% 42.31% 38.46% 7.69% 0% 3.5 HIGH
building using
AutoCAD
 software.
I need more
time in 2D
AutoCAD class 15.38% 26.92% 26.92% 23.08% 0% 3.1 MEDIUM
than manual
drawing.
I know the
basic command
in 2D AutoCAD. 76.92% 19.23% 0% 3.8% 0% 4.6 VERY

HIGH

I know how to
draw a symbols
for the 26.92% 65.38% 7.69% 0% 0% 4 HIGH
structural
drawing.
I know how to
transfer my 2D
AutoCAD 34.62% 38.46% 19.23% 7.69% 0% 4 HIGH
output in PDF
form.

EXPERIENCE

I love using
computer aided
software in 19.23% 61.54% 15.38% 3.85% 0% 3.9 HIGH
landscape
design course.
The task that is
done using
computer aided 46.15% 42.31% 7.69% 3.85% 0% 4.3 VERY
software is
much easier to HIGH
present
compared to
hand drawing.
I can use and
access the
facility anytime 7.69% 7.69% 23.08% 50% 11.54% 2.5 LOW
I want outside
class hours.
I have my own
computer aided
 software as a 11.54% 15.38% 11.54% 34.62% 26.92% 2.5 LOW
tool for my
landscape
design course.
I have more
training in using
computer aided 7.69% 30.77 38.46% 23.08% 0% 3.2 MEDIUM
software in
landscape
design course.
It increase my
skills in using
AutoCAD 26.92% 57.69% 11.54% 0% 3.85% 4.03 HIGH
software.
Using computer
aided and
software is 42.31% 30.77% 23.08% 0% 23.08% 4.07 VERY
much easier
than drawing HIGH
manually.
I get bored and
tired when I use
2D AutoCAD 3.85% 7.69% 61.54% 15.38% 11.54% 2.7 MEDIUM
software.
I do not have
enough time to
complete my 3.85% 19.23% 38.46% 30.77% 7.69% 2.8 MEDIUM
2D AutoCAD in
exact time.
2D AutoCAD
class is the
most interesting 34.62% 23.08% 34.62% 3.85% 3.85% 3.8 HIGH
class that I
would love to
attend.
Figure 1.1
The figure above shows the overall percentages, mean and interpretation of the
data we gathered from the twenty-six (26) respondents were given survey
questionnaires.

The tables you see below are the column bar graphs we made to make it more
specific in every questionnaires to see their percentages.
KNOWLEDGE QUESTIONNAIRE COLUMN GRAPH BARS
Table 1.1.1
70.00%

60.00% 57.69%

50.00%

40.00%

30.00%
0.2308
0.1923
20.00%

10.00%

0 0
0.00%
Strongly Agree Agree Neither Disagree Strongly Disagree

Figure 2: “I know about computer aided software in landscape design course”

According to Table 1, 19.23% of the respondents Strongly Agree that they know
about CAD, 57.69% from Agree and 23.08% from Neither. Therefore, most of our
respondents knows about computer aided software in landscape design course.

Table 1.1.2
 80.00%
73.08%
70.00%

60.00%

50.00%

40.00%

30.00%

20.00%
0.1538
0.1154
10.00%

0
0.00%
Strongly Agree Agree Neither Disagree Strongly Disagree

Figure 3: I know how to use computer aided software in landscape design course.”
Table 1.1.2 shows 11.54% of the respondents Strongly Agree know how to use
CAD, 73.08% from Agree and 15.38% from Neither. Majority of the respondents know
how to use computer aided software.
Table 1.1.3

60.00%

0.5
50.00%

40.00%
34.62%

30.00%

20.00%
0.1154
10.00%
0.038
0
0.00%
Strongly Agree Agree Neither Disagree Strongly Disagree

Figure 1.4: “I am computer literate”

Table 1.1.3 shows 11.54% of the respondents Strongly Agree in this situation, 34.62
from Agree, 50% from Neither and 3.80% from Disagree.

Table 1.4
 60.00%
53.84%

50.00%

40.00%

0.3077
30.00%

20.00%
0.1538

10.00%

0% 0 0%
0.00%
Strongly Agree Agree Neither Disagree Strongly Disagree

Figure 1.1.5: “I am confident to present my drawings which are done using computer
instead of hand/manual drawing.”
As indicated in Table 1.1.5, 15.38% of the respondents answered strongly agree,
53.84% from Agree and 30.77% from neither. Therefore, half of the respondents is
confident to present their drawings done using CAD instead of manual drawing.

Table 1.1.6

80.00%
73.08%
70.00%

60.00%

50.00%

40.00%

30.00%

20.00%
0.1538

10.00% 0.0769
0.038
0
0.00%
Strongly Agree Agree Neither Disagree Strongly Disagree

Figure 1.1.6” I know how to draw a sectional view using 2D AutoCAD software.”
The column graph shows that 7.69% of the respondents strongly agree, 73.08%
from agree, 15.38% and 3.80% from disagree. Therefore, majority of the respondents
answered agree to this questionnaire that they can draw sectional view using 2D
AutoCAD software.
Table 1.1.7
45
42.31

40 38.46

35

30

25

20

15
11.54
10
7.69

0
0

Figure 1.1.7” I know how to draw a detailed drawing of the building using AutoCAD
Software.”
Table 7 shows 11.54% of the respondents agree, 42.31% from agree, 38.46% from
neither and 7.69% disagree. Therefore, majority of the respondents answered Agree.
Table 1.1.8
30
26.92 26.92

25
23.08

20

15.38
15

10

0
STRONGLY AGREE AGREE NEITHER DISAGREE STRONGLY AGREE

Figure 1.1.8 “I need more time in AutoCAD class than manual drawing.”
According to Table 8, 15.38% of the respondents answered strongly agree, 26.92%
from agree, 26.92% from neither, 23.08 from disagree and 7.69% from disagree.

Table 1.1.9
90

80 76.92

70

60

50
 30

19.23
20

10
3.8
0 0
0
STRONGLY DISAGREE AGREE NEITHER DISAGREE STRONGLY
DISAGREE2

Figure 1.1.9 “I know the basic commands in 2D AutoCAD”

Table 9 shows 76.92% of the respondents answered strongly agree, 19.23 from
agree and 3.8% from disagree.

Table 1.1.10
70
65.38

60

50

40

30 26.92

20

10 7.69

0
0
STRONGLY AGREE AGREE NEITHER DISAGREE STRONGLY DISAGREE

Figure 1.1.10 “I know how to draw a symbols for the structural drawing.”
Table 10 show that 26.92% of the respondents answered strongly agree, 65.38%
from agree and 7.69% from neither. Therefore, majority of the respondents Agree the
they know how to draw a symbols.

Table 1.1.11
 45

40 38.46

34.62
35

30

25

20 19.23

15

10 7.69

0
STRONGLY AGREE AGREE NEITHER DISAGREE STRONGLY DISAGREE

Figure 1.1.11: “ I know how to transfer my 2D AutoCAD output in PDF form.”

Table 11 shows that 34.62% of the respondents answered strongly agree, 38.46% from
agree, 19.23% from neither, and 7.69% from disagree.
EXPERIENCE QUESTIONNAIRES COLUMN GRAPH BARS

Table 1.1.12
70

61.54
60

50

40

30

19.23
20
15.38

10
3.85
0
0
STRONGLY AGREE AGREE NEITHER DISAGREE STRONGLY
DISAGREE

Figure 1.1.12: “I love using computer aided software in landscape design course.”
According to the Table 12, 19.23% of the respondents answered strongly agree,
61.54% from agree, 15.38% from neither and 3.85% disagree. Therefore, majority of the
respondents are agree to this question.

Table 1.1.13
 50
46.15
45 42.31
40

35

30

25

20

15

10 7.69

5 3.85

0
STRONGLY AGREE AGREE NEITHER DISAGREE STRONGLY
DISAGREE

Figure 1.1.13: “The task that is done using computer aided software is much easier
to
Present compared to hand drawing.”
Table 13 shows 46.15% of the respondents strongly agree, 42.31% from agree,
7.69% from neither and 3.85% from disagree. Majority of the respondents strongly
agree that using CAD make the work than easier.
Table 1.1.14
60

50
50

40

30

23.08

20

11.54
10 7.69 7.69

0
STRONGLY AGREE AGREE NEITHER DISAGREE STRONGLY DISAGREE

Figure 1.1.14: “I can use and access the facility anytime I want outside class hours.”
Table 1.13 shows 7.69% of the respondents answered strongly agree, 7.69% from
agree, 23.08% from neither, 50% from disagree and 11.54% from strongly agree.

Table 1.1.15
 40

34.62
35

30
26.92

25

20

15.38
15
11.54 11.54
10

0
STRONGLY AGREE AGREE NEITHER DISAGREE STRONGLY DISAGREE

Figure 1.1.15: “I have my own computer aided software as a tool for my landscape
design course.”
Table 15 shows 11.54% of the respondents answered strongly agree, 15.38% from
agree, 11.54% from neither, 34.62% from disagree and 26.92% from strongly disagree.

Table 1.1.16
45

40 38.46

35 33.77

30

25 23.08

20

15

10 7.69

0
0
STRONGLY AGREE AGREE NEITHER DISAGREE STRONGLY DISAGREE

Figure 1.1.16: “I have more training in using computer aided software in landscape
design course.”
Table 16 shows 7.69% of the respondents strongly agree, 33.77% from agree,
38.46% from neither and 23.08% disagree. Therefore, majority of the respondents
answered Neither.
Table 1.1.17
70

60 57.69

50

40

30 26.92

20

11.54
10

0
0
STRONGLY AGREE AGREE NEITHER DISAGREE STRONGLY DISAGREE

Figure 1.1.17: “Increase the skills of using AutoCAD software.”

Table 17 shows 26.92% of the respondents strongly agree, 57.69% from agree,
11.54%, from neither and 3.85% from disagree. Therefore, majority of the respondents
answered Agree.
Table 1.1.18
35

30.77
30

25
23.08

20

15

10

0
0
STRONGLY AGREE AGREE NEITHER DISAGREE STRONGLY DISAGREE

Figure 1.1.18: “Using computer aided software is much easier than drawing
manually.”
Table 18 shows 42.31% of the respondents strongly agree, 30.77% from agree,
23.08%, from neither and 3.85% from strongly disagree. Therefore, majority of the
respondents answered strongly agree.

Table 1.1.19
 70

61.54
60

50

40

30

20
15.38
11.54
10 7.69
3.85

0
STRONGLY AGREE AGREE NEITHER DISAGREE STRONGLY
DISAGREE

Figure 1.19: “I get tired and feel sleepy when I use 2D AutoCAD.”
Table 19 shows 3.85% of the respondents strongly agree, 7.69% from agree,
61.54%, from neither and 15.38% from disagree and 11.54% from strongly disagree.
Therefore, majority of the respondents answered neither.
Table 1.1.20
45

40 38.46

35
30.77
30

25

20 19.23

15

10 7.69

5 3.85

0
STRONGLY AGREE AGREE NEITHER DISAGREE STRONGLY DISAGREE

Figure 1.1.20: “I do not have enough time to complete my 2D AutoCAD in exact

time.”
Table 20 shows 3.85 % of the respondents strongly agree, 19.23% from agree,
38.46%, from neither, 30.77% from disagree and 7.69% from the strongly agree.
Therefore, majority of the respondents answered strongly agree.
Table 1.1.21
 40

34.62 34.62
35

30

25 23.08

20

15

10

5 3.85

Figure 1.1.21: “2D AutoCAD class is the most interesting class that I would love to
attend.”
Table 21 shows 34.62% of the respondents strongly agree, 23.08% from agree,
34.62%, from neither, 3.85% from disagree and 3.895% from the strongly agree. It
shows that strongly agree and neither has equal share of response, 34.62 each of the
scale.
AUTOCAD DRAWING FLOORPLAN

The twenty-six (26) respondents from Grade 12- Technical Drafting are the
respondents of this study, where the will perform the floorplan given to them that was
conducted by the researchers on May 29, 2023 – June 4, 2023 in their free time with a
time span of 1 hour and 15 minutes.

FLOOR PLAN
Figure 1.2 “Floor Plan
The figure shown above is the floor plan that will be performed by using the 2D
AutoCAD by the respondents with the duration of 1 hour and 15 minutes.

RUBRICS
Rubrics provide a set of guidelines or criteria that allow researchers to describe a
set of characteristics.

REMARKS
30%
ACCURACY
30%
 AESTHETIC
40%
SPEED
100%
TOTAL:

Figure 1.3
The figure above shows the rubrics for the Grade 12- technical drafting students
on their AutoCAD floor plan drawing that was evaluated and graded by the technical
drafting teacher on June 6, 2023

PERFORMANCE DATA GATHERED

Sub.problem No.2 What is the student’s level of performance in using 2D AutoCAD?

Table 2.1
VARIABLE COLOR PERCENTAGES
ADVANCE RED 85-100%

INTERMEDIATE ORANGE 80-85

BEGINNER YELLOW 75 BELOW

The table above are the ratings of the performance in performing the 2D AutoCAD.

Table 2.2
 120

100 96
88 88 87 88
83 83 85 84
81 82 80 81
80 78 77 76 77 76 76
75 74 74
72
66 65 64
60

40

20

6
1

9
0

2
T

T
N

N
E

E
D

D
U

U
T

T
S

S
Figure 2.1: “The student’s level of performance using 2D AutoCAD”
The table above are the students’ scores/rating after performing the 2D AutoCAD
Floorplan and rated by the technical drafting teacher. Only 6 students out of 26
respondents are the Advance, 7 students from the intermediate and 13 students from
the beginners.

Sub.problem No.3 Is their significant relation between level of readiness in using 2D

AutoCAD and level of performance among Grade 12- Technical Drafting?
Yes, there is significance between the level of readiness in using 2D AutoCAD
and level of performance among Grade 12- Technical Drafting.

LIMITATIONS OF THE STUDY

This research, as it is often the case with social research, also encountered certain
challenges such as problem in communicating every respondents because we perform
them through online. Notwithstanding these problems, the responses obtained are
genuine.

CHAPTER V
 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter sought to present summary, findings, conclusions and recommendations.

Summary

The general purpose of this study is to determine the student’s readiness in

using the 2D AutoCAD as a learning support tool. Answers to the following problems
were sought (1) What is the level of readiness in using 2D AutoCAD in terms of
experiential, knowledge readiness; (2) What is the students level of performance in
using 2D AutoCAD and (3) Is their significant relation between level of readiness in
using 2D AutoCAD and level of performance among Grade 12- Technical Drafting.
To achieve the objective of the study, the descriptive survey method with the
researchers made questionnaire as instrument for data gathering used.
The study was conducted in Opol, Cagayan de Oro. There were twenty-six
(26) respondents in Opol National Secondary Technical School.
The data collected survey checklist and through performing them in AutoCAD
and analyzed and interpreted using frequency, percentage, and mean.

Findings

Based on the analysis of data gathered from the respondents, the following
were the findings of the study.
1. The respondents of this study were given survey questionnaire, checklist to
determine if they agree, disagree in our every questionnaire.
2. In getting the level of their performance in using the 2D AutoCAD we give
them a floorplan to draw and time them for 1 hour and 15 minutes
3. In terms of their differences, only 6 students are advance both knowledge
and experience, 7 for intermediate and 13 for the beginners
4. Therefore, the finding of this study revealed that there is a difference
between knowledge, experience and performance. As well as it is found that most of the
student respondents were not that good in performing it but good at answering it.
Conclusion

Based on the survey collected to the respondents of Opol National Technical

School, the researchers concluded that: Based on the result, when it comes to the
respondents level of performance most of them are still struggling because their
computer devices cant handle the files cost of lagging to make them slow. Therefore,
when performing AutoCAD they need a better computer devices. So, they can do their
work fast and no delays because of lagging.

Recommendation
The researchers recommend that a student preference should give importance to
Familiarize Yourself with the Interface: Start by exploring the AutoCAD interface and
getting comfortable with its various tools, menus, and commands. Understand the
purpose and functionality of each component to navigate efficiently. Practice and
Experiment: The best way to improve your AutoCAD skills is through practice. Create
sample drawings, challenge yourself with complex designs, and experiment with
different tools and techniques. The more you practice, the more proficient you will
become.
References
 Rohayani, A. H. H., Kurniabudi, & Sharipuddin. (2015). A Literature Review:
Readiness Factors to
 Suriana I. (2012). Kesediaan Guru Terhadap Pelaksanaan Mata Pelajaran Reka
Bentuk dan
 Zaiha N. H. (2014). Kompetensi Guru Dalam Pengajaran Amali Reka Bentuk dan
Teknologi di Sekolah
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 http://dx.doi.org/10.3991/ijet.v7i2.1906