Level_of_Electrical_Skills_of_Grade_12_E.pdf

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Level of Electrical Skills of Grade 12 Electrical Installation and Maintenance
Students in San Pascual Senior High School 1
S.Y. 2018-2019
A Research Paper
Presented to the Faculty of Senior High School
San Pascual Senior High School 1
San Pascual, Batangas
In Partial Fulfillment of the Requirements
Practical Research II
Condesa, Jerome
De Guia, Jovanni
Dominise, Kent Daniel
Malabanan, Mark Jolo
February 2019

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ACKNOWLEDGMENT
This research paper would not be done properly without the help and the
participation of these special persons. We the researchers offers our sincerest
gratitude for these people who gave guidance, supervisions and helped us to make
possible this research paper.
We would like to offer our sincerest gratitude to our dearest Ms. Rhea Rose
Abanador, Practical Research 2 teacher, for guiding us and for her excellent teaching
style and patience to complete and carry out our research. To our adviser, Mrs. Rhasell
Gonzalvo for lending us the printer and laptop every time we needed.
And to all persons who had been part of their research paper.
Most of all, to our Almighty God who gave us peaceful mind to finish the research
and always guiding us in our way.
Thank You So Much!

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DEDICATION
This research paper entitled “Level of Electrical Skill of Grade 12 Electrical
Installation and Maintenance Students in San Pascual Senior High School 1, (S.Y.
2018-2019)” is dedicated to the following:
To our Almighty God who guided, gave us intelligence, clear mind and provide
us the spirit to accomplish this research.
To our parents who continuously gave their support, love, and guidance to us.
Who’s pursuing us to be a good influencer to others.
To our teachers who provide a long tempered and patience and helped us to
finish this research by giving us advice and for correcting it.
And to our friends whose supporting us and helping us to be optimistic in every
time.
Researchers:
Condesa, J.
De Guia, J.
Dominise, K.
Malabanan, M.

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TABLE OF CONTENTS
CHAPTER 1
INTRODUCTION ..................................................................................................................... 2
Background of the Study ............................................................................................ 2
Conceptual Framework............................................................................................... 3
Statement of the Problem........................................................................................... 4
Hypothesis .................................................................................................................... 5
Significance of the Study............................................................................................ 5
Scope, Limitation and Delimitation............................................................................ 6
Definition of terms........................................................................................................ 6
Academic Performance................................................................................... 6
Electrical............................................................................................................ 6
Skill..................................................................................................................... 7
Factor................................................................................................................. 7
Electrical Installation and Maintenance........................................................ 7
REVIEW OF RELATED LITERATURE............................................................................... 8
Conceptual Literature .................................................................................................. 8
Academic Performance................................................................................... 8
Skills.................................................................................................................10

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Skills in Electrical Installation and Maintenance ...................................................12
Factors affecting skills acquisition...........................................................................14
Research literature ....................................................................................................15
Synthesis.....................................................................................................................16
Summary.....................................................................................................................17
RESEARCH METHODOLOGY...........................................................................................19
Research design........................................................................................................19
Respondent of the study...........................................................................................19
Data Gathering Instrument.......................................................................................20
Data Gathering Procedure .......................................................................................20
Statistical treatment of data......................................................................................21
Frequency and Percentage ..........................................................................21
Weighted Mean..............................................................................................21
Rank.................................................................................................................21
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA ...........................22
1. Level of Academic Performance .........................................................................22
2. Electrical Installation and Maintenance Skill Acquired by the Students .......23
3. Factors Affecting Skill Acquisition.......................................................................24

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4. Relationship between the Academic Performance and Acquired .................25
5. Action Plan .............................................................................................................27
SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATION ......................28
Summary.....................................................................................................................28
Findings of the study.................................................................................................28
Conclusion ..................................................................................................................29
Recommendation.......................................................................................................30

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List of Tables
Table 1
Respondents of the Study …………………………………………………………20
Table 2
Level of Academic Performance …………………………………………….……22
Table 3
Electrical Skills Acquired by Students ……………………………………………23
Table 4
Factors Affecting Skills Acquisition .………………………………………………25
Table 5
Relationship between Academic Performance and Acquired Skills of
Respondents ………………………………………………………………………………..26
Table 5
Action Plan ………………………………………………………………………….27

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List of Figures
Figure 1
Research Paradigm …………………………………………………………………4

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CHAPTER I
INTRODUCTION
Background of the Study
The ultimate goal of vocational technical education training is for the
acquisition of knowledge, attitude and practical skills for sustainable development. The
training of vocational technical education students is based on the production of goods
and services that are not only relevant to themselves but to the society. Stated that the
acquisition of life-long practical skills calls for effective and efficient teaching strategies,
appropriate evaluation methods and utilization of standard teaching materials, tools,
machines, and equipment to ensure the production of desired graduates with practical
skills. Other requirements include training manuals and availability of qualified teachers
with experiences.
The students who undergo training in Electrical Installation understanding in
diverse skills in the trades as expected to posses’ skills for design, development,
production, excellence in installation of electrical management and utilization of
trending machines and equipment, maintain nerve electrical/electronic devices and
circuits.
The acquisition of skills especially in Electrical Installation and Maintenance
trades would undoubtedly leaded to job creation and self-reliance as lack of
employment is an evidence of unsaleable skills possessed by technical college
graduates. This study was conduct and determined the Electrical Installation and
Maintenance skills of the students. Learning is the process of acquisition of knowledge
(practical and theoretical) which is education.

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Okoro (2008) remarked that the products of technical institutions do not have the
knowledge and skills that will enable them to take up the available jobs. Moreover, he
asserted that technical colleges are the principal vocational institutions in Nigeria which
is designed to prepare the individual to acquire practical skills, knowledge, and aptitude
required of technicians at sub-professional level. This implies correctly that technical
colleges are designed to give full craft man training intended to prepare youths for entry
into various occupations of their interests. Among the occupations that youths are given
training in the technical college include Electrical installation (repair, maintenance and
installation).
In the same vein, Nwachukwu, Bakare and Jika (2011), submit that technical with
the relevant and adequate knowledge, skills and attribute for employment under the
guidelines of a teacher in related occupations. The place of skill acquisition in technical
education cannot be over-emphasized and to achieve these objectives, too many
trades are learnt in technical colleges.
The main purpose of this study is to determine the academic performance and the
Electrical Installation and Maintenance skills of the students in SPSHS 1. In the same
manner, this determines the factors affecting skill acquisition with an end goal of
enhancing these skills.
Conceptual Framework
This study aimed to determine the Electrical Installation and Maintenance
skills of Grade 12 students of San Pascual Senior High School 1. The research
process that this study utilized is shown in Figure 1. The design shows the input
variables involved, the process conducted and the result of the study.

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INPUT PROCESS OUTPUT
Figure 1. Research Paradigm
The first box includes the needed data which are the academic performance,
level of Electrical Installation and Maintenance skills, and factors affecting skill
acquisition. These data were gathered through survey questionnaire and analyzed
using different statistical tools. The end goal of this research is to propose an action
plan to enhance the skills.
Statement of the Problem
This study attempted to focus on the level of the electrical skills of EIM grade 12
students of San Pascual Senior High School 1.
1. How may the level academic performance of students be described?
2. What is the level of the Electrical Installation and Maintenance skills acquired
by students?
3. What factors are affecting the skill acquisition by students?
4. Is there a significant relationship between academic performance and skills
acquired by the students?
 Academic
performance
 Level of
Electrical Skills
of the students
 Factors
affecting skill
acquisition
Survey
Questionnaire
A Module with
systematic tutorial
and activities to
enhance the skill
level of the
person’s involve

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5. What plan of action was be proposed to enhance the level of the electrical skills
of EIM students?
Hypothesis
This study it aimed to test the following hypotheses:
Ho: There is no significant relationship between the academic performance and
acquired skills
Significance of the Study
The study focused on level of electrical skill of grade 12 EIM students. Through
this study, the following would benefited:
To the students, it would help them to enhance their electrical skills so, they can
be prepared for their future job after graduation.
To the teachers, it would help them to know the level of the skills of their students
so they can think a technique to improve the skills and help the students to improve
them self.
To the parents, it would help them to guide their children in terms of improving their
skills in electrical so they can help to find a job that suits on them.
To the future researchers, it would help them to have information about the level
of electrical skills of the students, so it would help them in terms of information that the
study would provide.

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Scope, Limitation and Delimitation
This study highlights the level of electrical skills of 50 Grade 12 EIM students of
San Pascual Senior High School 1 for the school year 2018-2019. Further, the
researchers delimited the domains of EIM strand. It did not include to the other strand
since the skills to be assessed are specialized in Electrical Installation and
Maintenance. Only four sections of EIM 12 students were included in the study. The
study was based only on the responses of the respondents, thus, their honesty in
answering affected the result.
Definition of terms
To better understand the study, the following terms were defined conceptually and
operationally.
Academic Performance. This refers to the extent to which a student, teacher or
institution has achieved their short or long term educational goals, commutative SPA
and completion of educational benchmark such as secondary schools diplomas and
bachelor’s degrees represented academic achievement. This study, this refers to the
grades of the students in EIM subject.
Electrical. This refers to devices, materials, tools, and the things that related to
electricity. Electricity is an energy that flow into the wires and going to the load to work.
Electricity can conduct a heat to while performing to and need a good bind from source
to load to work. This study was utilize the electrical skills to determine the level of the
students skills in EIM.

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Skill. This refers to the ability to do something well: expertise (difficult work, taking
great skill), a particular ability; the ability to one's knowledge effectively and readily in
execution or performance. In this study, this refers to the acquired competencies of the
students in EIM.
Factor. Factor is the ability of affecting the skill acquisition to decrease or increase
the ability to do the task easily or badly. Factor is effective to gain the skill and to make
a powerful
Electrical Installation and Maintenance. It is one of the strands offered in K-12.
In this study, this refers to the major subject of specialization of EIM students where
acquired skills, academic performance, and factors affecting skills acquisition would be
demonstrated in this study to claim that the students was needed more elaboration or
visual, deep understanding, and mostly, the actual performing or hands-on activities to
know what is EIM for. In addition, for major tutor like teachers and professors will take
an advantage while teaching to their learners.

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CHAPTER II
REVIEW OF RELATED LITERATURE
This research study presents a brief but concise review of related literature and
studies. This also includes the ideas, generalizations on conclusion, methodologies
and possible solutions to research problems. This section helps in familiarizing
information that is relevant and similar to the present day.
Conceptual Literature
This part shows the different literatures about academic performance, skills in
Electrical Installation and Maintenance and factors affecting skills acquisition.
Academic Performance
In the student’s academic performance, cannot determined the student’s skill
level just because they got either a highest performance or lowest performance in the
EIM records, its depending on how they doing their activities on hands-on and hand
written. In actual performing, more performance and experience in electrical can
revealed and why the student skills has a levels.
Barnvill (1985) examined the relationship between student’s achievements in
mathematics. Parental support for education and the demographic variables of socio-
economic status, race, age and educational level. Result revealed that the education
level of parents make a significant contribution to the prediction of mathematics
achievement.
Singhalaukh (1979) found that motivation has positive relationship with school
performance and achievement. High and low achievement motivated students differ
significantly on achievement score Rajeev, (1982)

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Kapoor, R. (1987) found that better adjustment, study habits high intelligence and
socio-economic status were related with high achievement at Junior high school level.
These studies suggest that not only the mental abilities, but the other motivational
factors may also be the responsible for academic performance.
The home environment also affects the academic performance of students.
Educated parents can provide such an environment that suits best for academic
success of their children. The school authorities can provide counseling and guidance
to parents for creating positive home environment for improvement in students’ quality
of work (Marzano, 2003).
Students’ perceptions of teacher support have a direct effect on their interest and
motivation (Wentzel, 1998), and teachers’ expectations of student achievement (which
has an affective component) influence the way they behave toward their students and
thus can affect students’ motivation, self-perceptions, and academic performance
(Jussim & Harber, 2005).
The academic performance of students heavily depends upon the parental
involvement in their academic activities to attain the higher level of quality in academic
success (Barnard, 2004; Henderson, 1988; Shumox & Lomax, 2001).
Research findings have also shown that a continued effort of parental involvement
throughout the child’s education can improve academic achievement (Driessen, Smit
& Sleegers, 2005; Fan, 2001; Hong & Ho, 2005).

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Academic failure has been linked with risk behaviors and negative outcomes such
as; substance abuse, delinquency, and emotional and behavioral problems
(Annunziata, Houge, Faw, & Liddle, 2006).
According to study of Delos Santos (2010), there are factors which affects the
academic performance of TVL students, profile of the student, age, gender, occupation
of parent and their educational attainment are variables that contribute to the
performance of the student parental the student. Other variables are attitude of the
student’s parental support to the student and their performance.
Skills. Electrical Installation and Maintenance practice is one of the trades that
exposes students to skills. It is the most important to the students to expose them to
the activities with skills that required to make the future job easily and flexible to any
kind of work. Using advance skill in activities can enhance the student’s memory to
easily reveal and solve the problem that they understand in the previous activities that
students do in their school activities.
According to Croft, Terrel (1915), Electrical Installation and Maintenance practice
is a programme introduced by way of practical exercise, the maintenance of electrical
system and circuits, electrical installation. Inspection and test procedure. National
Board of Technical Education (NBTE) (2004) Electrical craftsmen are expected to test,
diagnose, service, install and completely repair any fault on electrical machines and
equipment using manufacturer’s manual. In the report of NBTE (2004), the aim of
Electrical Installation and Maintenance practice is to give training and impart the
necessary skills leading to the production of craftsmen, technicians and other skilled

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personnel who will be enterprising and self-reliant. Improvement is the process of
making something better than before.
In the study about Theory of Educational Productivity by Walberg (1981), he
determined three groups of nine factors based on affective, cognitive and behavioral
skills for optimization of learning that affect the quality of academic performance:
Aptitude (ability, development and motivation); instruction (amount and quality);
environment (home, classroom, peers and television) (Roberts, 2007).
According to Olaitan, Amusa and Azouze (2010), is the ability or condition for
becoming better than before. Improvement in this study is a process of helping
graduates of technical Colleges in Rivers State acquire higher proficiency level and
work skills in Electrical Installation and Maintenance practice for greater efficiency. For
work to be, done requires energy and skills.
According to Michael (2004), is an individual’s capability to control elements of
behavior, thinking and feeling within specified context and within particular task
domains.
According to Garduque (2012), in his study stated that learning theories were not
enough we need to have skills to do things. Those skills are technical skills and
livelihood program, which may help the student and graduates to become skilled
workers of future.
An electrician is a tradesman specializing in electrical wiring of buildings,
transmission lines, stationary machines, and related equipment. Electricians may be
employ in the installation of new electrical components or the maintenance and repair

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of existing electrical infrastructure. Electricians may also specialize in wiring ships,
airplanes, and other mobile platforms, as well as data and cable lines.
Skills in Electrical Installation and Maintenance
Although this career route may be attractive to many people, there are some
electrical technician requirements that cannot taught in a classroom or during an
apprenticeship. It is important to consider whether you have the following skills
necessary to be good at the job, otherwise your safety and the safety of those around
you may be in Jeopardy:
Mechanical aptitude is a skill that can diagnose the mechanism of something like
relay and magnetic contactor. Mechanical aptitude is also important being engineer
because it can solve the mechanical problems with or without electrical equipment.
Problem-solving skills. Diagnosing and repairing electrical problems is a large part
of a technician’s job. Once the apprenticeship is over, you will be largely on your own
to respond to issues and find their solution. Understanding an overall electrical problem
and investigating ways to fix it is a critical component of this job. Learning how to
identify the relative strengths and weaknesses of alternative solutions to problems is
another vital skill for a successful career as an electrical technician.
Mechanical ability is a skill or a knowledge were the person can perform in a
mechanical equipment and tools that using in work as well.
Electrical wiring is a skill of a person were he/she can follow the given diagram to
do in a circuit to work. Wiring ability can be learn by yourself as an engineer or being
electrician or not.

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Diagram understanding is an ability of a person to read the given diagram and
diagnose the future problem of a circuit by reading the diagram. Understanding is ability
of a person to read and understand the given diagram or a written work.
Ability to work at heights is a skill of a person to work in a higher place like in the
top of a building to figure out the problem or to installing something. A person with fear
of heights cannot perform the over the top of a building, they only can do is to work at
the ground.
Aptitude in mathematics is an ability of a person to solve mathematic problem such
as voltage to current or current to ohm. Numerical aptitude indicates that a person has
strengths related to numbers and math. Using this information, a career counselor or
trainer can help an individual to find jobs that fit or suit to his/her particular skill set.
Ability to plan and organize is an ability to manage and easily found what you hid
or to know. A knowledge to make decision to something. It is also a great skill for all
to create an idea, to understand, and to think before to move.
Bending in applied mechanics, bending characterize the behavior of an external
structural element subjected to an external load applied perpendicularly to a
longitudinal axis of the element. Bending is an availability of a structural element to be
a flexible and create another axis in the structural to perform. The importance of
bending is to redirect like metals, glass, PVC, etc. to other direction. To bend the
structure, heating the part of the structure were the bend will happen then after a few
heat bend can perform as well, or bending can perform just to bend the other side of
the structure while the other side can't/unable to move or etc.

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Installing data cable is an ability or skill of a person to connect the wires in the
given port in diagram such an Ethernet data cable or antenna cable to given port that
written in a diagram.
On the architecture and interior design student-learning contract, a student's skill
level is determined by the examiner's identifying at which level a student is engaging
in the task or topic area. This reflects the fact that design professionals of all experience
level in the same type of activities, such as programing or drawing construction
documents-but depending on their experience level, they engaged in this activities in
different ways.
The student begins with the fundamentals of electricity and wiring of simple
circuits, then, progresses to residential interior wiring, three-phase alternating current
power, and wiring of more complex circuits and equipment. Safety is stress as an
integral part of each shop task. Emphasis is located in wiring in accordance with the
provisions contained in the National Electrical Code.
Factors affecting skills acquisition. Parental involvement in a child’s education
along with environmental and economic factors may affect child development in areas
such as cognition, language, and social skills. Numerous studies in this area have
demonstrated the importance of family interaction and involvement in the years prior to
entering school (Bergsten, 1998; Hill, 2001; Wynn, 2002).
Probuch & Rangenam (1984) found that factors affecting intelligence were genetic
socio-economic environment, nutritional and psychological. Any of these factors in any
combination may effect intellectual development the relative contributions of genetic
factors is 80% as against environmental factors being 20%.

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Farely and Rosnow (1975), studied the responsible factors for schooling. The
responsible factors for schooling were found to be, to learn, to prepare for later life and
the future and to get the job.
Research literature
This aspect of the study shows the different studies; both local and foreign which
are relevant to the present study.
Students are individuals who play a key role in producing graduates who have high
technical skills uplift the name of the university in the field of electrical and
maintenance. Most students do not associate the work with curriculum requirements
contained in school. They only learn what teachers say and only enshrined in the
syllabus. Only a handful of students who think and explore existing knowledge to make
themselves conversant with learning something either theoretically or practically. Thus,
there are three factors to the attention of researchers associated with the relationship
between students and skills. These factors are the methods, procedures and
techniques to aspects of technical skill itself. As a result of these things, the study
should be conducted to determine the level of readiness of students of the polytechnic
technical skills include methods, procedures and techniques for forming workability and
the existence of different levels of readiness among male and female before stepping
into the field of work.
According to Kumazhege et. Al. (2014), he conclude that there are some factor
which affect the academic and technical skills of the learner. According to the
perception of their technical teacher’s Adamawa Nigeria. They suggest that their

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government must give their students adequate facilities, laboratories and develop the
teacher-training program of technical teachers.
According to Camarao (1998), defined technology education as those educational
or learning activities created to develop simultaneously the technical skills and
academic standard of the student.
Samartha and Begum (2014), the stress is unavoidable in any occupation and
banking in no exception this study found the factors such as performance, inadequate
planning at workplace, change to adaptability.
Synthesis
The research literature was composed of different studies, which are relevant to
the study. Those important details was take mainly from published and unpublished
theses and research journals that provide the researchers a better understanding of
their study.
Electrical Installation and Maintenance is one of the Vocational Courses under the
K-12. An electrician is a tradesman specializing in electrical wiring of buildings,
transmission lines, stationary machines, and related equipment. Electricians can be
employ in the installation of new electrical components or the maintenance and repair
of existing electrical infrastructure.[1] Electricians may also specialize in wiring ships,
airplanes, and other mobile platforms, as well as data and cable lines.
Kenya Technical Training College (KTTC) started later.It trained teachers for
technical and vocational skills to be taught in secondary schools. Jomo Kenyatta
College of Agriculture and Technology was founded. In 1988, it was upgraded to a

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University college offering agriculture and engineering. A polytechnic training youths in
vocational skills was opened in Eldoret before the end of 1987. However, these
colleges were for those who passed secondary education.
Charlton and David (1990), point out that one of the most important factors that
influence academic outcome is a positive attitudinal approach to pupils performance
rather than a negative attitudinal imposition of punishment for poor result. When
trainers reward good performance of their students, they continue to do well. However,
punishment imposed on learners because of poor performance is a sign of negative
attitude and exposes learners to continue performing poorly.
Summary
Student are individuals who play role key in producing graduates who have high
technical skills uplift the name of the university is the field of electrical and maintenance.
The students need more advantage to do something in the field of EIM. The student
who undergo in college with the skill of EIM can take it to his/her entire life for better
future of the students who need attention for their skills. The factors that affecting the
skills acquisition are very important to know to avoid misunderstanding and conflicts in
their future job. The attitude of the learner can affect too in the skills of the students.
Therefore, after being student, the attitude cannot provide a perfect understanding
about the problem and the result is lack of focus. Lack of focus cannot give an idea to
create something in the work. The reason is instead of thinking to how to solve the
problem, it think about another thing that did not connected to the problem. In the future,
the skills and performance of the student can approve by itself because of creating an
idea or the experience of him/his. Similarities of the EIM in other strand, the EIM skills

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and knowledge are complicated in the field of electricity. Wiring, problem solving is the
skills that can apply in other strand that have a similarities in how you would do. The
differences of the EIM to other strand.

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Chapter III
Research methodology
This chapter includes the method of research to be used, the research locale,
subject population, instrument to be used, the gathering of data and statistical device
for the treatment of data.
Research design
This research used correlational research that aims to collect the information
regarding to the technical skills of the EIM students. Quantitative research was used to
find study with adequate and accurate interpretation and findings. This method-
involved range from the survey on level of skills of EIM student .technical skills can be
acquire through technology education.
Respondent of the study
The present study used total population sampling which is a type of stratified
random sampling technique because only the EIM students from San Pascual Senior
High School 1 were considered as the respondents of the study. The study included a
total number of fifty (50) EIM respondents. In addition, target respondents were both
males and females.
Table 1 illustrates the distribution of respondents among the sections of Grade 12
EIM students.

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Table 1
Respondents of the Study
Respondents Number of
students
Number of
Respondents
Ampere 45 12
Watt 47 14
Volt 44 12
Ohm 45 12
Total 181 50
Data Gathering Instrument
With the guidance of Practical Research and EIM teachers, the researchers
prepared a questionnaire to extend the knowledge about the topic and to find what
exactly struggling in skills of EIM students. It was presented to the validators for
modifications, suggestions, and further improvement.
The researchers constructed a questionnaire form for 50 students in of EIM
respondents that consisted of 25-checkbox list of which academic performance,
acquired skills and the factors that affecting skill acquisition.
The questionnaires were retrieved and responses were subjected to statistical
analysis.
Data Gathering Procedure
A letter of request is create by the researchers and the researcher give it to the
head principal of the school in San Pascual Senior High School 1. After approval from
the head principal, the researchers began to gather a data to the target respondents of
grade 12 EIM students.
Guidelines explanation and further clarification were given to the head of the
maintenance for he was the one who gave the said questionnaire and survey form to

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the maintenance personnel. The researchers retrieved 100% of the questionnaires
distributed. The results were tallied, tabulated and treated statistically by the
researchers for the computation of the result. Then the results were carefully analyzed
and interpreted by the researchers.
Statistical treatment of data
In this study, the following statistical tools and techniques were used to assess
gathered data.
Frequency and Percentage. These were used to describe the profile of the
respondents.
Weighted Mean. This was to determine the respondents have acquired the skills.
Rank. This was to determine the rank of the variables to know what variable is in
the top and in the bottom.

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Chapter IV
Presentation, Analysis and Interpretation of Data
This chapter present the result, analysis and interpretation of data based on the
statistical data gathered in accordance with the specific objectives of the study.
1. Level of Academic Performance
Table 2 presents the distribution of respondents according to their level of
academic performance in EIM on the first semester of school year 2018-2019.
Table 2
Level of Academic Performance
Academic Performance Frequency Percentage
Outstanding
(90-100)
4 8%
Very satisfactory
(85-89)
20 40%
Satisfactory
(80-84)
20 40%
Fairly satisfactory
(75-79)
6 12%
Did not meet expectations
(below 74)
0 0%
Total 50 100%
Table 2 present the level of academic performance in San Pascual Senior High
School 1. It can be seen from the table 2 that four (4) out of fifty (50) respondents got
an average between 90 - 100, which is interpreted as outstanding. Twenty (20) out of
fifty (50) respondents got an average below 85-89, which is interpreted as very
satisfactory. Twenty (20) out of fifty (50) respondents got an average between 80-84,
which is interpreted as satisfactory, six (6) out of fifty (50) respondents got an average

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between 75-79, which is interpreted as fairly satisfactory. Zero (0) out of fifty (50)
respondents got an average below 74 which is interpreted as did not meet expectation.
According to study of Delos Santos (2010),there are factors which affects the
academic performance of TVL students, profile of the student, age, gender, occupation
of parent in their educational attainment are variables that contribute to the
performance of the student parental the student. Other variables are attitude of the
student’s parental support to the student and their performance.
2. Electrical Installation and Maintenance Skill Acquired by the Students
Table 3 presents the distribution of respondents according to their skills acquired
in EIM on their first semester of school year 2018-2019.
Table 3
Electrical Installation and Maintenance skills Acquired by Students
Skills Mean
Mechanical Aptitude 2.9
Problem Solving 3.7
Electrical Wiring 3.3
Mechanical Ability 2.3
Aptitude in Mathematics 2.3
Ability to Plan and Organize 1.8
Ability to Work at Heights 2.3
Install Data Cabling 2.6
Bending 3.5
Diagram Understanding 4.1
Weighted Mean 28.8%
Table 3 showed the three (3) skills which are mostly acquired by the student. The
diagram understanding with 41 frequency is equivalent to 4.1 percent. Bending with
3.5 frequency, and is equivalent to 3.5 percent, and problem solving with 37 frequency
and is equivalent to 3.7 percent.

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Aptitude for mathematics, ability to plan and organize, and ability to work at heights
are the lowest acquired skills of the respondent from 2.3 percent and below. The
researchers found that the other skills was acquired because they have a background
and previous knowledge before entering the EIM strand and other skills are not
acquired because possibly they do not have a background or previous knowledge
before entering EIM strand.
Kamazhege et. Al. (2014), he conclude that there are some factor which affect the
academic and technical skills of the learner. According to the perception of their
technical teacher’s Adamawa Nigeria. They suggest that their government must give
their students adequate facilities, laboratories and develop the teacher-training
program of technical teachers.
According to Garduque, in his study, learning theories were not enough we need
to have skills to do things. Those skills are technical skills and livelihood program, which
may help the student and graduates to become skilled workers of future.
3. Factors Affecting Skill Acquisition
Table 4 present the distribution of respondents according to their factors those
affecting the skills acquisition in EIM on their first semester of school year 2018-2019.

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Table 4
Factor Affecting Skills Acquisition
Factors Mean Rank
Time 3.56 3
Poor Planning 3.24 7
Availability of Resources 3.36 5
Communication 3.56 3
Abilities 3.76 2
Confidence 3.92 1
Lack of Focus 3.10 8
Techniques 3.28 6
Lack of Tools and Equipment 2.48 4
Lack of Idea and Knowledge 2.00 9
Weighted Mean 32.26
Table 4 represent the four (4) factors has mostly affecting the skills acquisition of
the students. The confidence with one hundred ninety six (196) frequency is equivalent
to 3.92 percent. Abilities with one hundred eighty eight (188) frequency is equivalent to
3.76 percent. Communication with one hundred seventy eight (178) frequency is
equivalent to 3.56 percent.
It can be concluded that the academic performance of students is influenced by
external factors such as teaching and learning related factors, insufficient resources,
lack of university accommodation, curriculum related factors and socioeconomic
factors as well as internal factors such as students’ attitude and lack of self-discipline
(Pinehas L, Mulenga E, Amadhila J. 2010)
4. Relationship between the Academic Performance and Acquired
The significant relationship between the academic performance and acquired
skills are show in table 5.

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Table 5
Relationship between the Academic Performance and Acquired Skills of
Respondents
r-value p-value Decision V.I.
2.77 0.001 Failed to
Reject Ho
There is no significant relationship
between the academic performance
and the skills acquired by the
students.
Table 5 showed the relationship between academic performance and acquired
skills is Reject Ho, which is there is no significant relationship between academic
performance and acquired skills of the respondents.
The p-value of the table 5 is less than 0.05 and it is considered as failed to reject
hypothesis which is there is no significant relationship between Academic Performance
and Acquired Skills of the students. There is a possible reason why they are no
significant relationship. Such as the students has a talent about actual diagram or
hands-on but they don’t want to do the hand written, the students has a talent about
hand written but they don’t want to do the actual diagram or hands-on, the students is
doing they activity for EIM but the students can’t do it alone. In addition, the students
want to do the activity with others to guide them and to avoid short circuit and
misunderstood in the diagram.
The findings that working memory accounted for the largest amount of statistical
variance of academic performance, rather than IQ, has valuable implications for
education. In the classroom, students frequently need to rely on working memory to
perform a range of activities. Poor working memory leads to failures in simple tasks
such as remembering classroom instructions to more complex activities that involve
storing and processing information and keeping track of progress in difficult tasks
(Gathercole, Lamont & Alloway, 2006)

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5. Action Plan
The researchers proposed an activity, improving the ability to plan and organize
of the students, teachers, professors or even the normal person to enhance their
knowledge about planning and organizing.
To improve the ability to plan is the researchers will provide a methodology that
can teach the students, teachers, professors or even the normal person to improve
their ability to plan.
To improve the organizing ability, the researchers will provide a methodology
that can teach the students, teachers, professors or even the normal person to improve
their ability to organize.
The action plan is shown in table 6 .
Table 6
Action Plan
Topic (Study) Objectives Strategy Person's Involve Time Frame
Improving the
ability to plan
and organize of
the person's
involve.
To improve the
knowledge
about planning
and organizing
of the person's
involve.
Utilization of
activity plan
EIM teachers,
Professors, tutors
and grade 12 EIM
students or learner
72 Hours

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Chapter V
Summary, Findings, Conclusions and Recommendation
This chapter presents the summary of the findings, conclusions and
recommendations based on the data analyzed in the previous chapter. Some
limitations have been identify. The data used in the interpretation were the data
gathered from grade 12 EIM students in San Pascual Senior High School 1.
Summary
The researchers conducted a survey with 50 respondents from San Pascual
Senior High School 1. The researchers used a survey questionnaire to measure the
academic performance and acquired skills of the respondents.
1. How may the level of academic performance of students be described?
2. What is the level of the Electrical Installation and Maintenance skills acquired by
students?
3. What factors are affecting the skills acquisition of the respondents?
4. Is there a significant relationship between academic performance and skills acquired
by the students?
5. What plan of action may be proposed to enhance the level of the electrical skills of
EIM students?
Findings of the study
From the data obtained, the following were the findings of the study:

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1. Study revealed that majority of the students have grades that fall within 85-
89 and 80-84, which has a verbal interpretation of very satisfactory and satisfactory.
2. Among the different skills in Electrical Installation and Maintenance, majority
of the students responded that acquired diagram understanding with a percentage of
4.1%, Problem solving with a percentage of 3.7% and Bending with a percentage of
3.5%.. Moreover, the least acquired skill was the ability to plan and organize.
3. Responses revealed that the most affecting factors their skill acquisition
according to the students were confidence, abilities and time. In addition, the factor
which students think that least affect their acquired skills were lack of focus and lack of
idea and knowledge.
4. Since the obtained p-value is less than 0.05, the null hypothesis was failed to
reject. This means that there is no significant relationship between the academic
performance and the EIM skills acquired by the students.
5. An action plan can be propose to enhance the level of EIM skills of Grade 12
students in San Pascual Senior High School 1.
Conclusion
Based on the cited findings of the study the researchers arrived at the following
conclusion.
1. The level of academic performance of most students is Very Satisfactory (85-
89) and Satisfactory (80-84).
2. The EIM skill mostly acquired by the respondents is diagram understanding,
problem solving, and bending.

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3. The factors that affecting the skills acquisition of the respondents is confidence,
abilities, communication and time.
4. There is no significant relationship between the academic performance and the
level of skills of EIM students.
5. An action plan may be utilized to enhance the EIM skills of students.
Recommendation
From the findings and conclusion of the study, the following recommendation are
hereby affered.
1. The EIM 12 students may manage their skill by using actual performance.
2. The teachers can create activities for outdated students that do not have enough
knowledge about Electrical Installation and Maintenance.
3. Teachers may also create a challenge or obstacles while teaching to improved
the listening and understanding of the students.
4. Create a group of students where they can communicate to improve the
communication and to easily fix the problem of the students.
5. The instructor may attend seminars regarding the concept of the study.
6. The future researchers may conduct a similar study to verify the findings of the
study.

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References
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Curriculum Vitae
Personal Information
Name : Jovanni M. De Guia
Gender : Male
Moniker : Jovan
Date of Birth : September 25, 2000
Address : Calicanto, Batangas
Email Address : Jamc015lol@gmail.com
Citizenship : Filipino
Religion : Baptist
Language : Tagalog & English
Father's Name : Rodolfo De Guia
Mother's Name : Marites De Guia
Educational Background
Secondary : Anselmo A. Sandoval Memorial National High School
Elementary : Manghinao Elementary School

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Curriculum Vitae
Name : Jerome Condesa
Gender : Male
Moniker : Jerome
Date of Birth : July 30, 2000
Address : San Antonio, San Pascual, Batangas
Email Address : Jeromecondesa06@gmail
Religion : Catholic
Father's Name : Ronaldo Condesa
Mother's Name : Mitos Condesa
Secondary : Papaya National High School
Elementary : Banalo Elementary School

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Curriculum Vitae
Name : Kent Daniel Dominise
Gender : Male
Moniker : Kent
Date of Birth : August 25, 1999
Address : Brgy. Sta. Rita, Karsada, Batangas
Email Address : Kentdominise23@gmail.com
Religion : Iglesia ni Kristo
Father's Name : Danny W. Dominise
Mother's Name : Laarni S. Buyan
Secondary : Burauen Comprehensive National High School
Elementary : Sta. Ana Elementary School

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Curriculum Vitae
Name : Mark Jolo M. Malabanan
Gender : Male
Moniker : Jolo
Date of Birth : June 29, 2000
Address : Nangkaan, Poblacion, San Pascual, Batangas
Email Address : Markjolomalabanan@gmail.com
Religion : Catholic
Father's Name : Jimmy Malabanan
Mother's Name : Maricel Malabanan
Secondary : San Pascual National High School
Elementary : San Pascual Elementary School

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Questionnaire
I. Level of Academic Performance
Direction: Put a checkmark on the space that corresponds to your grade Electrical
Installation & Maintenance (EIM) in this 1st quarter of 2nd semester.
Outstanding (90-100)
Very satisfactory (85-89)
Satisfactory (80-84)
Fairly satisfactory (75-79)
Did not meet expectation (below 75)
II. Electrical Installation & Maintenance Skills Acquired by Students.
Direction: Put a checkmark on the skill in Electrical Installation & Maintenance
(EIM) skill that you have already acquired.
No. Skills
1. Mechanical aptitude
2. Problem solving
3. Electrical wiring
4. Mechanical ability
5. Aptitude for mathematics
6. Ability to plan and organize
7. Ability to work at heights
8. Install data cabling
9. Bending
10. Diagram understanding
III. Factors Affects Skill Acquisition.
Direction: Use 1 as the main factor affects skill acquisition.
No. Factors 5 4 3 2 1
1. Time
2. Poor planning
3. Availability of resources
4. Communication
5. Abilities
6. Confidence
7. Lack of focus
8. Techniques
9. Lack of tools and equipment’s
10. Lack of idea and knowledge

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Appendix
Academic Performance Scale Weighted Mean
Outstanding
(90-100)
4 0.08
Very Satisfactory
(85-89)
20 0.40
Satisfactory
(80-84)
20 0.40
Fairly Satisfactory
(75-79)
6 0.12
Did Not Meet Expectation
(below 74)
0 0
Total 50 1.00
Acquired Skills Scale Weighted Mean
Mechanical Aptitude 29 2.9
Problem Solving 37 3.7
Electrical Wiring 33 3.3
Mechanical Ability 23 2.3
Aptitude in Mathematics 23 2.3
Ability to Plan and Organize 18 1.8
Ability to Work at Heights 23 2.3
Install Data Cabling 26 2.6
Bending 35 3.5
Diagram Understanding 41 4.1
Total 288 28.8

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Factors that Affecting Skill
Acquisition
Scale Frequency Weighted
Mean
Ranking
5 4 3 2 1
Time 14 4 29 2 1 178 3.56 3
Poor Planning 12 16 5 6 11 162 3.24 7
Availability of Resources 14 12 8 10 6 168 3.36 5
Communication 13 18 9 4 6 178 3.56 3
Abilities 15 19 8 5 3 188 3.76 2
Confidence 17 20 6 6 1 196 3.92 1
Lack of Focus 9 15 9 6 11 155 3.10 8
Techniques 8 14 16 8 4 164 3.28 6
Lack of Tools and Equipment 3 15 5 7 20 124 2.48 4
Lack of Idea and Knowledge 5 7 3 3 32 100 2.00 9

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