THE LEVEL OF KNOWLEDGE OF GRADE 12 SMAW STUDENTS IN HINIGARAN
NATIONAL HIGH SCHOOL
by
Jhon Rey T. Dizon
Joshua S. Pajora
A Research Paper Submitted to the Hinigaran National High School
In Partial Fulfillment of the Requirements for
Practical Research 2
2024
TABLE OF CONTENTS
Page
Title Page i
Acknowledgement II
Abstract III
List of Figure iv
CHAPTER 1. INTRODUCTION 1
Background of the study 2
Statements of the problem 3
Theoretical Framework 4
Conceptual Framework 5
Significance of the study 6
Scope and Delimitation 7
Definition of terms 8
CHAPTER 2. REVIEW OF RELATED LITERATURE 9
Synthesis 11
CHAPTER 3. METHODOLOGY 12
Research Design 12
Participants of the Study 12
Locale of the Study 13
Sampling Design 13
Research Instrument 13
Validity of the Instrument 14
Reliability of the Instrument 14
Data Gathering Procedures 15
Statistical Design 15
Data Analysis 16
CHAPTER 4. PRESENTATION, ANALYSIS, AND INTERPRETATION 17
OF DATA
List of Table 17
CHAPTER 5. SUMMARY, CONCLUSION, AND RECOMMENDATION 20
Summary of the Findings 20
Conclusion 21
Recommendation 21
REFERENCES 23
APPENDICES 27
CHAPTER 1
INTRODUCTION
BACKGROUND OF THE STUDY
Technical-vocational courses are provided in grades K–12 in accordance with Training
Regulations (TR) accepted by TESDA, a crucial partner of Dep Ed. A learner who passes the Technical
Education and Skills Development Authority (TESDA) based on the competency he or she practiced
will receive a Certificate of Competency (COC) or a National Certificate Level I (NC I) after completing
a Grade 10 course and a National Certificate Level II (NC II) after completing a Technical - Vocational
Livelihood Track in Grade 12. The goal of K–12 educational programs is to provide students with
practical experience that will develop and strengthen their abilities so they may succeed in a wide range
of challenging disciplines. The goal of K–12 educational programs is to provide students with practical
experience that will develop and strengthen their abilities so they may succeed in a wide range of
challenging disciplines. They will benefit from this training as they search for better jobs both
domestically and overseas. (Callao et al., 2021).
One of the most widely used material joining techniques in a variety of industrial sectors,
including construction, petrochemicals, automotive, shipbuilding, and marine, is shielded metal arc
welding (SMAW) (Alfante et al, 2021). It entails connecting two or more metals together by melting the
electrodes and work piece with heat energy (Munade et al, 2020). With shielded metal arc welding
(SMAW), an electric arc is kept between the surface of the base material in the joint to be welded and
the tip of a consumable electrode, producing heat that causes metals to coalesce. (Hu et al, 2022).
According to Romagosa (2020), Different skill levels are needed from trainees when welding.
It's critical that students understand how to use the tools associated with shielded metal arc welding
(SMAW). Educational programs should appropriately teach students for industrial assignments as soon
as possible for various levels of skill requirement, given the future demand for qualified welders.
This study was intended to determine the welding knowledge of Grade 12 SMAW
(Shielded Metal Arc Welding) students in order to gather feedback on their present understanding of the
subject. In order to help the SMAW (Shielded Metal Arc Welding) students at Hinigaran National High
School enhance their skills, this study also aims to provide a wealth of knowledge on how well they
understood the concepts in their area of expertise.
STATEMENT OF THE PROBLEM
The study aims to find out the level of knowledge of Grade 12 SMAW (Shielded Metal Arc
Welding) students in Hinigaran National High School.
Specifically, this study aimed to answer the following questions:
1. What is the demographic profile of the students when grouped according to:
a. Age
b. Sex
c. General weighted average in 1st Semester.
2. What is the level of knowledge of Grade 12 SMAW (Shielded Metal Arc Welding) students when
taken as a whole and groups according to age, sex, and general weighted average in 1st Semester.
3. Is there a significant difference in the level of knowledge of Grade 12 SMAW (Shielded Metal Arc
Welding) students in Hinigaran National High School as taken as a whole and grouped according to age,
sex, and weighted average in 1st Semester.
HYPOTHESIS
1. There is no significant difference in the level of knowledge of Grade 12 SMAW (Shielded Metal
Arc Welding) students in Hinigaran National High School.
THEORITICAL FRAMEWORK
Cognitive Learning theory
Rather than relying solely on rote memorization, Cognitive Learning Theory (CLT) describes
how humans absorb, store, retrieve, and analyze information during learning. We'll look into CLT in this
post and discover its background, applicability, and integration into contemporary training and education
practices. The study of cognitive psychology focuses on our perceptions, knowledge, and mental models
of the environment. The psychologist Jean Piaget, on the other hand, is credited with developing
Cognitive Learning Theory (CLT) in 1936. In essence, Piaget's theory asserts that knowledge is not
something we merely take in passively. In actuality, it's something we consciously create from what we
already know. It's similar to piling knowledge building bricks on top of one another (Malmstore, 2023).
The way that learning occurs around the world has been greatly influenced by Jean Piaget's
theory of cognitive development. Piaget argues that learning happens when previously learned
knowledge and freshly experienced knowledge are integrated. The cognitive theory holds that thoughts
have a significant impact on emotions and behavior. A number of things affect learning, including the
ability to solve problems, memory recall, cognitive abilities and the understanding of what is taught
(Adnan, et al.,2023).
Cognitive learning theories cover a wide range of ideas from the work of many researchers. It is
a continually developing field which has influenced and been influenced by the developments in
different fields including instructional design, developmental psychology, cognitive psychology, and
increasingly cognitive neuropsychology. Cognitive learning theories focus on the ability of students to
guide their own learning using mental strategies (Michela, 2015).
CONCEPTUAL FRAMEWORK
The study aims to determine the level of knowledge of Grade 12 SMAW (Shielded Metal Arc
Welding) students and the diagram below illustrate the effects.
INPUT PROCESS OUTPUT
Demographic profile of Data gathering The level of
Grade 12 SMAW knowledge of
students according to: Grade 12 SMAW
students in
A. Age Hinigaran National
B. Sex High School.
C. Weighted average in
1st semester.
SIGNIFICANCE OF THE STUDY
This study focused on the level of knowledge of Grade 12 SMAW (Shielded Metal Arc
Welding) students in Hinigaran National High School. Furthermore, the findings of this study might be
beneficial to the following:
Students. Students upon knowing the level of knowledge of Grade 12 SMAW (Sheilded Metal
Arc Welding), may be able to improve their academic performance and better understanding on
possessing good welding skills.
Teachers. This study may inform that they would get from the study would give proper attention
to their students about SMAW (Shielded Metal Arc Welding), so that teacher could also help in
increasing the academic performance of their students.
Parents/ Guardians. The parents may give support and be aware of the possible benefits and
effect of being a welder student.
Future Researchers. The findings of this research may provide information for the future
researchers who will conduct studies related to the concept of this research.
SCOPE AND DELIMITATIONS
This study focuses only to the Grade 12 SMAW students. The research will be conducted at
Hinigaran National High School. The participants of the study are Grade 12 students under the
Technical Vocational Track of Sheilded Metal Arc Welder (SMAW) with the total of 105 responders of
the Hinigaran National High School enrolled during the school year 2023-2024.
DEFINITION OF TERMS
CHAPTER 2
REVIEW OF RELATED LITERATURE
CHAPTER 3
METHODOLOGY
The research methods used to conduct the study are clearly defined in this chapter. The
researchers explain how they gathered, presented, and analyzed the data and information needed to
address the research questions. The research design, participants of the study, locale of the study,
sampling design, research instruments, validity of the instrument, reliability of the instrument, data
gathering procedures, statistical design, and data analysis used were properly justified.
RESEARCH DESIGN
