EFFECTS OF THE HAZARDS AND RISK ON THE ELECTRICAL

INSTALLATION AND MAINTENANCE TO THE

ACADEMIC PERFORMANCE OF EIM
STUDENTS IN MNHS
S.Y 2022-2023

An Undergraduate Study Presented to the

Senior High School Department

Mercedes National High School, Mercedes District

Mercedes Eastern Samar

In Fulfillment of the Requirements in

Inquiry, Investigation & Immersion

Jovan Paulo Sabalbarino

Salone Servano, Jr.
Regie Abude
Christine Cadilo
Adrian Abucot
Paolo Joven Oduya
John Michael Arias
Renjay Ogardo
Edwardo Paltip
Gleen Lucero
Ricky Enderio

1
 --- APPROVAL SHEET---

This research paper entitled ‘’EFFECTS OF THE HAZARDS AND RISK

ON THE ELCTRICAL INSTALLATION AND MAINTENANCE TO THE

ACADEMIC PERFORMANCE OF EIM STUDENTS IN MNHS S.Y 2022-2023’’,

prepare and submitted by SABALBARINO, J.P.S, et.al in partial fulfillment of

the requirements of Inquiry Investigation and Immersion , has been examined

and is hereby recommended for the acceptance and approval for oral

examination.

MA. JOAN G. IRAY

Subject Teacher

Approved by the Committee on Oral Examination with a grade of ____ on

April 17, 2023

---PANEL OF EXAMINERS---

JOEL C. ARIAS, MT-II

Chairman

MERCELIZA P. ARIAS, MT-I MELDRID R. DELLEVA, MT-II

Member Member

ACCEPTED and APPROVED in partial fulfillment of the requirements for the degree
of Senior High School.

JHONIE A. PADRIGANO, T-III NELLY C. QUILBIO MT-I

School Research Coordinator SHS Coordinator

DINO A. SAMSON
Principal II

2
 Abstract

This study was designed to determine EFFECTS OF THE

HAZARDS AND RISK ON THE ELECTRICAL INSTALLATION AND

MAINTENANCE TO THE ACADEMIC PEROFRMANCE OF EIM

STUDENTS IN MNHS S.Y 2022-2023. The study and clarification also

focused on the relationship between the effects of hazards and risk to

the academic performance EIM students in Mercedes National High

School.

The research designed used was a correlational design. The

respondents have a total of 36 EIM students in Mercedes National High

School S.Y. 2022-2023. This was the totally selected from the

respondents among grade 11 & 12 EIM students, a sloven formula

procedure have used in the study. This study conducted in Mercedes

National High School and give a survey questionnaire to gather

information, data needed in the study.

The result of the study was revealed that the most challenges that

students are in lacking of their activities, lacking skills in EIM, and

others that affects students learning abilities. The most common

challenged was in difficulty on their knowledge that unable to perform

practicum skills. Moreover, results are indeed have a relationship

between the effects of hazards and risk to the academic performance

of the respondents.

3
 Acknowledgement

First, we would like to thank our Almighty God for this mending

strength that we used in our daily challenges. We are borrowing your

presence to us for our daily activities. We are so much grateful that you

don’t let our weaknesses distract our work. We are always waiting in

your almighty grace.

We are here acknowledging and giving our warmest thank you

greetings to our subject teacher who guides us in every activity that we

encounter. This time I would like to present our lovely and very faithful

teacher Mrs. Ma. Joan G. Iray your presence to us is acknowledged

and much appreciated.

Furthermore, we would like to give special thanks to our parents

for the support and guidance, for the love, trust, patience for us in order

to be successful for all the challenges we faced on.

At last, we would like to give our big thanks to all who support, to

all who share their advice to us and more chances in the way that we

suffer a lot. We are giving our respect to those who leads the way for

us in order to achieve good work and skills.

4
 DECIDICATION

This

research study

is dedicated to us

loving parents, brothers,

sisters, relatives, friends, and to the

teachers and above all to our God Almighty Father.

J.P.G.S

S.A.S

R.C.A

C.P.O

A.S.A

J.M.L.A

P.J.L.O

P.P.M

R.C.O

R.C.E

5
 TABLE OF CONTENTS
Preliminaries

APPROVAL SHEET….………………………………………………………………… 2

ABSTRACT.……………………………………………………………………………. 3

ACKNOWLEDGEMENT………………………………………………………………. 4

DEDICATION…….………………………………………………………………………5

TABLE OF CONTENTS…………………………………………………………….….6

LIST OF FIGURES ……………………………………………………………….……9

LIST OF TABLES……………………………………………………………………....10

CHAPTER

I- INTRODUCTION

Background of the Study…………………………………………………………………12

Statement of the Problem ……………………………………………………………….14

Significance of the Study ………………………………………………………………..15

Scope and Delimitation of the Study …………………………………………………...15

Research Hypothesis ……………………………………………………………………16

6
II- FRAMEWORK OF RELATED LITERATURES/STUDY AND CONCEPTUAL
FRAMEWORK

Related Literature …………………………………………………………………………7

Related Studies ………………………………………………………………………….14

Synthesis………………………………………………………………………………….16

Theoretical Framework …………………………………………………………………18

Conceptual Framework …………………………………………………………………21

Definition of Terms ……………………………………………………………………...22

III- METHODOLOGY

Research Design ………………………………………………………………………….24

The Sample ……………………………………………………………………….….……24

The Instrument ……………………………………………………………………….…...25

Data Gathering Procedure ………………………………………………………………26

Statistical Treatment…………………………………………………………….………..27

7
Data Analysis…………………………………………………………………….……….28

IV- PRESENTATION OF FINDINGS AND DISCUSSION

The Result…………………………………………………………………………………32

V- CONCLUSIONS AND RECOMMENDATION

Summary of Findings ………………………………………………………………….…33

Conclusions …………………………………………………………………………….…34

Recommendations …………………………………………………………………….…35

BIBLIOGRAPHY

A. Books ……………………………………………………………………………….…. 36

B. Other Resources ……………………………………………………………………… 37

8
APPENDICES

Research Questionnaire

Communication Letter

Curriculum Vitae

Documentation

Group Photo

LIST OF FIGURES

Figure
Page

1 A schematic diagram showing the relationship 27

Among the variables used in the study

2 Results of students who are caused in lack of activities due to

Injury 44

3 Results of students who are caused by illness 46

4 Result of students who are comfortable in EIM strand 47

9
 LIST OF TABLES

Table Page

1 Shows the number of respondents involved 16

2 Presents the results of the answers of the survey questionnaire 42

3 Results of students who are caused in lack of activities due to

injury 44

4 Results of students who always observe in the workplaces 59

5 Results of students who follow the proper instructions 61

6 Results of student’s who checked the tools before using 62

7 Results of students who follow the good pusture/position to avoid

injury. 64

8 Results of students who are aware in the possible hazards in the

workplaces. 65

9 Results of hazards and risks that affect the academic performance of the

students. 68

10 Perception of the safety protocols and common preventions to the

EIM students 69

10
 CHAPTER 1
INTRODUCTION

11
 Chapter 1

THE PROBLEM AND ITS SETTINGS

This chapter contains the Background of the Study, Statement of

the Problem, Significance of Study, Delimitation and Research

hypothesis.

Background of the Study

Electricity is used in many ways such as lighting, cooling,

heating and it use to power or drive electrical equipment and machines.

Electricity helps to facilitate economic development and it is a well-

known fact that electricity is essential to everyday life, without it life will

be boring both at home and at the work place. Electricity passes more

easily through some materials than others. Some substances such as

metals generally offer very low resistance to the flow of electric current

and such materials are called “conductors.” Another conductor which is

usually overlooked is the surface or subsurface of the earth. While

insulator materials offer high resistance to the flow of electric current

among the examples are rubber, dry wood, plastic and clothing

(Bakshi, and Bakshi, 2009).

Electricity normally travels in closed circuits, through a conductor,

but sometimes a person’s body which is an efficient conductor of

electricity mistakenly becomes part of the electric circuit. This can lead

to an electrical shock.

12
 Electric shocks occur when a person’s body completes the current

path having both wires of an electric circuit, One wire of an energized

circuit, the ground and a metal part that accidentally becomes

energized due to a break in its insulation or another “conductor” that is

carrying a current (Floyd, Rogers, and Uzoka, 2008). Circuit protection

is very important in any electrical installation as it prevent fire hazards.

Circuit protection limit or stop the passage of current automatically in

the event of an overload, ground fault, or short circuit in the wiring

system. Grounding in an electrical system means intentionally providing

allow-resistance path that connects to the earth. This prevents the

accumulation of voltages that could cause an electrical accident in an

installation. Grounding is normally a secondary protective measure to

protect against electric shock and it does not completely guarantee the

person from a shock or be injured or killed by an electrical current

(Seip, 2000).

Despite the important of electricity in day-to-day life, Electricity is

often referred to as a “silent killer” because it cannot be tasted, seen,

heard, or smelled. It is essentially invisible. It is a destroyer of

properties if not handle with respect. Electricity is invisible in nature and

it is long recognized as a serious hazard at residential, commercial

areas, institutions of learning and other places. Cadick, Capelli-

Schellpferffer and Neitzel (2006) said that in the late 1800s,hotels had

to place signs assuring their guests that electricity is harmless, but by

late 1900s, signs had to be hung to remind people that electricity is a

hazard.

13
 Mackinnon, (2010) said that the presence of electricity is

increasing in modern live and we ought to know that more electricity

usage means more potential electrical hazards.

Thus, the researchers are motivated to study the effect of hazards

and risks in EIM students’ performance in Mercedes National High

School.

Statement of the Problem

The goal of this study is to determine the effects of hazards and

risks in electrical installation and maintenance in the performance of

EIM students in Mercedes National High School.

Specifically, it strives to answer the following questions:

1. How do hazards and risks affect academic performance of the

students?

2. What are the effects of hazard and risk to the EIM students?

3. What are the common prevention and safety protocols in doing work

immersion?

4. What recommendations can be offered based on the results of the

study?

14
Significance of the Study

The study is to expect to be beneficial of the following:

To the Students

The result of this study will be a great help to the students for

them to know the hazards and risks to improve their skills.

To the Teacher

The result of this study will great advantage to the teacher, it

enables them to help the students to determine the hazards and risks in

doing their performance.

Future Researchers

It would help them to have a great opportunity for them to be

knowledgeable enough about hazards and risks.

15
Scope and Delimitations of the study

The main purpose of this study is to determine the effect of the

hazards and risks in the student’s academic performance.

The researcher limits the study to 40 EIM students only here in

Mercedes National High School in S.Y 2022-2023. Each of the students

is given a questionnaire to answer the respondents are selected from

students in EIM to prevent bias and get objective perception.

GRADE LEVEL MALE FEMEALE

Grade 11 22 0

Grade 12 16 2

OVERALL TOTAL 40

Table 1: Shows the number of respondents involved

16
Research Hypothesis:

Ho: There is no significance difference between the effects of hazards

and risks in students’ performance.

Ha: There is significance difference between the effects of hazards and

risks in students’ performance.

17
 Chapter 2

REVIEW OF RELATED LITERATURE AND

STUDIES/FRAMEWORKS OF THE STUDY

This chapter presents the relevant literature and studies that the

researchers considered in strengthening the importance of the present

study. It also presents the synthesis for researcher of the study for

better comprehension of the study.

A. Related Literature

The Power of Electrical Installation

“Electrical Safety is not an option — it is absolutely necessary

for workers and employers alike”.

Safety in the workplace is job number one for employer and

employee alike. It is especially important for those who install and

service electrical systems. Nothing can replace a worker or loved one

that has died or suffered the irreparable consequences of an electrical

accident. No matter how much an employer tries to safeguard its

workers or how much safety training is provided; the ultimate

responsibility lies with the worker. The human factor is part of every

accident or injury. The purpose of this paper is to identify electrical

safety hazards and present ways to minimize or avoid their

consequences. It is a guide for improving electrical safety and contains

information about governmental regulations, industry-accepted

standards and work practices.

18
 It presents ways to meet the standards and reduce the hazards.

( Blake, 2015)Electricity is very useful and has become essential in

modern life. Electric power is used in houses, farms, factories, public

places, and commercial establishment and practically in every working

place for lighting, operating appliances and machines, heating, cooling,

chemical process and transport etc. Electricity is a very good servant

but a very dangerous master. Proper precautions will render its use a

safe. Dangers from electricity are due to: Electric shocks resulting in

burns, injury, and death (Moreno, 2010)

Hazards and Risk During Electrical Installation

Electricity has the potential to seriously injure and kill. Electrical

hazards exist in contact with exposed live parts, faults which could

cause fire or explosions where an electrical fault is the source of

ignition. Sectors of the jurisdiction who perform electrical work on or

near energized electrical equipment, including electrical installation,

use and maintenance of electrical equipment need to be alert to the

risks associated with that work.10 Comcare's electrical safety

campaign 'Stay Safe in the Workplace' concluded on 30 September

2014. Materials and tools are available for your workplace help manage

electrical hazards.

Risk

Electrocution incidents can be fatal, while non-fatal shocks can

result in serious and permanent burn injuries to skin, internal tissues

and damage to the heart depending on the length and severity of the

shock. Electric shocks from faulty electrical equipment may also lead to

19
related injuries, including falls from ladders, scaffolding or other

elevated work platforms. Other injuries or illnesses may include muscle

spasms, palpitations, nausea, vomiting, collapse and unconsciousness.

Those working with electricity may not be the only ones at risk. Poor

electrical installation and faulty electrical appliances can lead to electric

shock to others at or near the workplace.11 Although we speak mainly

of dynamic electricity (i.e., an electric current), static electricity, the

accumulation of charge on a surface as a result of two surfaces rubbing

together can also cause a static electric shock which can be painful but

normally non-life threatening. The trouble with static electricity is if there

is flammable or combustible liquids or gases that (depending on their

flash point) ignite causing explosion or fire.

(https://www.lanl.gov/safety/electrical/docs/elec_hazard_awareness_

study_guide.pdf)

Remedy

Dependent on the context and conditions, but may include for

example: Ensure only appropriately licensed or registered electricians

carry out electrical work. Switch off electricity where possible before

working on equipment Ensure electrical equipment is in good working

order (testing and tagging) Use battery operated tools rather than

mains power tools where possible. Remove damaged, unsafe electrical

equipment or cords from the workplace. Ensure tag out and isolation

procedures are in place and used12 Use residual current devices (or

safety switches) with portable equipment (As per the WHS

20
Regulations). Don't overload power sockets. Use power boards not

double adaptors Meet electrical safety standards.

Safe Work Practices

The first step in developing a safe work environment is to have

procedures in place which provide guidelines for employees to perform

various tasks safely. The procedure should help eliminate injuries by

providing rules and guidelines for people working on or near energized

electrical circuit conductors. It should address qualifications, tools,

protective equipment, approval levels and attendance required for

various tasks, as well as other additional cautionary information. Also,

this procedure should address safe approach distances for qualified

and unqualified personnel. When conductors are or may become

energized, an alternative way of ensuring safety from the electrical

hazards is to observe a safe approach distance (or clearance) from

exposed conductors. It is important to know how close persons, or

conductive objects which they might be carrying, can approach without

endangering themselves. These clearances are13 greater for an

unqualified person than for a qualified person.

B. Related Studies

Safety in any operation works best if the person or people in

charge take a leading role in managing safety and health. Many

business enterprises have proven that good safety management leads

to increased productivity, and the same works for farms. By having a

good safety management program, you can avoid not only farm

21
injuries, but also other incidents that are costly, time consuming,

stressful and inconvenient. This makes good economic sense. In the

performance of the EIM students’ they’ve learn a lot about the electrical

safety in workplace.

Training, with regard to the proper interaction and for foreseeable

inappropriate interaction with the electrical system, must be completed.

The intent of the training is to ensure that all affected personnel are

able to understand when and how hazardous situations can arise and

how to best reduce the risk associated with those situations. Typically,

training for individuals interacting with electrical systems will include

technical information regarding hazards,

Hazardous situations, or both as well as information related to

potential failure modes that could affect risk. This type of training

generally will be provided by a trainer who has an in-depth

understanding of electrical system design, as well as experience in the

field of adult education. Less technical training content could be

appropriate in situations in which only awareness of electrical hazards

is needed to ensure that unqualified personnel do not interact with the

electrical system.

The electrical system must be analyzed in order to determine

the appropriate PPE. Once the appropriate PPE has been determined,

personnel must maintain and use it as required in order to ensure that

residual risk remains at the desired level. PPE is the last line of

22
defense.

(https://www.lanl.gov/safety/electrical/docs/arc_flash_safety.pdf )

In (2003), ConocoPhillips Marine conducted a study

demonstrating a large difference in the ratio of serious accidents and

near misses. This study was built on the original work of (H.W.

Heinrich) back in 1931. The Conoco study found that for every single

fatality there are at least 300,000 at-risk behaviors, defined as activities

that are not consistent with safety programs, training and components

on machinery. These behaviors may include bypassing safety

components on machinery or eliminating a safety step in the production

process that slows down the operator. With effective machine

safeguarding and training, at-risk behaviors and near misses can be

diminished. This also reduces the chance of the fatality occurring, since

there is a lower frequency of at-risk behaviors.

Electricity flows more easily through some materials than

others. Some substances such as metals generally offer very little

resistance to the flow of electric current and are called “conductors.”

A common but perhaps overlooked conductor is the surface or

subsurface of the earth. Glass, plastic, porcelain, clay, pottery, dry

wood, and similar substances generally slow or stop the flow of

electricity. They are called “insulators.” Even air, normally an insulator,

can become a conductor, as occurs during an arc or lightning stroke.

23
 Pure water is a poor conductor. But small amounts of impurities

in waterlike salt, acid, solvents, or other materials can turn water itself

and substances that generally act as insulators into conductors or

better conductors? Dry wood, for example, generally slows or stops the

flow of electricity. But when saturated with water, wood turns into a

conductor.

The same is true of human skin. Dry skin has a fairly high

resistance to electric current. But when skin is moist or wet, it acts as a

conductor. This means that anyone working with electricity in a damp or

wet environment needs to exercise extra caution to prevent electrical

hazards.

Electricity travels in closed circuits, normally through a conductor.

But sometimes a person’s body an efficient conductor of electricity

mistakenly becomes part of the 6 electric circuit. This can cause an

electrical shock. Shocks occur when a person’s body completes the

current path with: both wires of an electric circuit; one wire of an

energized circuit and the ground.

A metal part that accidentally becomes energized due, for

example, to a break in its insulation or another “conductor” that is

carrying a current.

C. Synthesis

24
 The research literature was composed of different studies, which

are relevant to the study. Those important details were taken mainly

from published and unpublished these and research journals that

provide the research a better understanding of their study.

Electricity is important in our daily lives. We accomplished many

tasks with ease and comfort with the help of electricity. Electricity is

essential in providing heat and light and powering appliances in homes

and factories. It must, however, be treated with great care, because the

consequences of an electrical fault can be serious and sometimes fatal.

Generally, voltages greater than 50 volts can present a serious hazard

and currents of more than about 50 milliamps flowing through the

human body can lead to death by electrocution. Electrical hazards,

risks of injury or death arising from exposure to electricity.

Electricity can kill. Each year about 1000 accidents at work

involving electric shocks or burns are reported to the Health and Safety

Executive (HSE). Around 30 of these are fatal, most of them arising

from contact with overhead or underground power cables.

Shocks from faulty equipment can cause severe and permanent

injury and can also lead to indirect injuries, due to falls from ladders,

scaffolds, or other work platforms. Faulty electrical appliances can also

lead to fires. As well as causing injuries and loss of life, fires cause

damage to plant, equipment and property.

The purpose of this paper is to identify electrical safety hazards

and present ways to minimize or avoid their consequences. It is a guide

25
for improving electrical safety and contains information about

governmental regulations, industry-accepted standards and work

practices. It presents ways to meet the standards and reduce the

hazards. (Blake, 2015).

Electricity has the potential to seriously injure and kill. Electrical

hazards exist in contact with exposed live parts, faults which could

cause fire or explosions where an electrical fault is the source of

ignition. Sectors of the jurisdiction who perform electrical work on or

near energized electrical equipment, including electrical installation,

use and maintenance of electrical equipment need to be alert to the

risks associated with that work.

D. Theoretical Framework

Cognitive Social Learning Theory (Bandura, 1977, 1986). The

theory suggests that humans learn behaviors by observing others with

the hazard and risk on the work. Behaviors are rewarded more likely to

be repeated, whereas behaviors in the workplace are less to be

repeated when there is limitation. According to cognitive social learning

theory, gender differences in behaviors are created because boys and

girls have different behaviors in conducting a work which limit their

actions to overcome hazards and ensure safety. In particular, boys and

girls learn how does hazards and risks affects a life of workers.

Therefore, boys and girls learn to be more active in the workplace and

control accidents that causes harmful injuries or may cause to death.

26
 Cognitive social learning theory suggests that boys and girls do not

need to be directly rewarded or punished in order to learn which

behaviors are appropriate to imitate.

Instead, they may learn appropriate behaviors simply by

observing others taking actions that may cause harms and preventive

measure to avoid hazards in the workplace, finally boys and girls learn

to have limitations on their behaviors towards safety protocols.

E. Conceptual Frameworks

Independent Variable Dependent Variable

Effects of Hazard and Risk in

EIM strand Academic Performance

Figure 1. A schematic diagram showing the relationship of the

variables on the study.

27
F. 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 students,

teacher or institution has achieved their short or long-term educational

goals. Completion of education benchmark such as secondary school’s

diplomas and bachelors’ degrees that are presented by academic

achievement. In this study, this refers to the performance of the

students in EIM subjects that will since as one of the variable’s needed

in the study.

Confidence-as a state of being certain either that a hypothesis or

prediction is correct or that a chosen course of action is the best or

most effective.

Electrical Installation and Maintenance- This is one of the strands

offered in k-12 in which this study, refers to the major subject in

specialization of EIM students were acquired skills academic

performance and factor affecting the skills acquisition would be

demonstrated in the study. To claim, the students need more

knowledge and understanding, as well as the hands-on or actual works.

Electrician-is a tradesperson specializing in electrical wiring of

building, stationary machines, and related equipment.

28
Effects of Hazards and Risks- In this study, the hazard and risk are

mostly often and affecting EIM students. The hazards are agent which

has the potential to cause harm to a vulnerable target in which affecting

on the students in EIM strand. Hence, the effect of hazard and risk are

most active during works, the students must wear PPE to prevent from

causing injuries and to get away from danger.

29
 Chapter 3

METHODOLOGY

30
 Chapter 3

METHODOLOGY

This chapter provides the research methodology of the study.

This will describe the subject of the study, specifically, the research

locale, research design, respondent of the study (that includes the

sample and sampling procedure) research instruments, general

procedure (research procedure and data collection procedure) and the

descriptive of how the data will be analyzed.

Research Design

This research study used correlational research design. The

main purpose of this research is to know the hazards and risks in (EIM)

Electrical Installation and Maintenance students in Mercedes National

High School. Therefore, to attain the intended objectives, correlational

design is chosen as the research question contain quantitative nature

to have accurate and reliable information in the study.

The Sample

The respondents of the study were the (40) Grade 11 & 12 (EIM).

Students in Senior High School of Mercedes National High School in

S.Y. 2022-2023. The method used in computing the sample size is

sloven method.

31
 Respondence Number of Population Sample

Male 38

Female 2

N=40 e=95% 40

The method used in computing the sample size is sloven method.

N 40 40
n= 2 = 2 = = 36.36 or 36
1+ N e 1+ 40( 0.05) 1.1

Based on our computation we get 36 sample size.

Research Locale

This study will be conducted in Mercedes National High School

The school offers secondary education, junior and senior high. The

study focuses on the senior high school Grade 11-12 students under

TVL tracks specially the EIM students.

Respondents of the Study

The respondents of the study are the selected 40 grade 11-12 in

TVL-EIM from solvent method. Student’s evaluators are informed

through a letter their rights to confidentiality and anonymity. Their

written consent is also facilitated and acknowledges, indicating their

willingness to take part of the study.

32
The Instrument

With the guidance of the Inquiry Investigation and Immersion

and EIM teachers, the researchers prepared a questionnaire to extend

the knowledge about the topic to find out the effects of the hazards and

risk to the students’ academic performance in EIM Strand. It was

presented to the validator for modification, suggestions, and further

improvement.

The researchers distributed a questionnaire to the EIM for 36

Students identified as the respondents where they answered by putting

a check inside the box to determine their answer about the effects of

hazards and risk on (EIM) S.Y. 2022-2023.The scale that the

respondents will answer are (5) strongly agree, (4) agree, (3) neutral,

(2) disagree, (1) strongly disagree.

Data Collection Procedure

The procedure in the gathering of the data pertinent to this study

includes the following:

1.Permission to conduct the study. The permission to conduct the

study will be sought form then adviser and subject teacher of the

respondents. An initial communication was sent to explain the research

and aim of the study.

33
2. Identifying the Respondents. The respondents of the study are the

selected forty (40) grade 11-12 EIM Students who know the hazards

and risk in the students’ performance

3. Evaluating the Questionnaires. The answered questionnaires will

be checked by the inquiry investigation and immersion and practical

research Teachers.

4. Distribution of Questionnaires. Self-base assessment

questionnaires are given to the selected 40 grade 11-12 EIM students

who know the hazards and risks in the students’ performance.

5. Receiving Questionnaires. The answered questionnaires will be

collected and checked whether the respondents have misunderstood

the questions.

6. Gathering of Data. The information will be arranged in major and

minor categories, such thoughts were labeled, identified, recognized

numerically and thematically with respect to the original respondents.

This will be tailed based on the data provided by the respondents and

analyzed basis of the result of the study.

7. Interpretation of Questionnaires. With the students who are

present during the interpretation of questionnaires in this manner. The

respondents are informed whether the researcher have misinterpreted

the details.

34
Statistical Treatment

THE PEARSON PRODUCT MOMENT COEFFICIENT CORRELATION, r

The formula for the Pearson Product Moment Coefficient of Correlation

is,

r=n ∑ xy−¿ ¿ ¿

Where:

r= The Pearson Product Moment Coefficient of Correlation

n= Sample size

∑ xy =T h e ∑ of t h e product of x∧¿

∑ x 2=¿ ¿ Sum of squares of x

∑ y 2=¿ Sum of squares of y

35
 Weight Mean, this statistical tool was used to compute for the weight

of the respondents during the actual data gathering procedure.

The formula for the weighted mean is as follows:

WM=
∑ FW
1
N

Where:

WM=Weighted mean

∑ ¿ Summation symbol

F= Frequency for each option

W= Assigned weight

N= Total number of frequencies

Percentage this will be used to calculate of the percentage and

frequency carts of respondents personally linked variables.

F
Formula= %= x 100
N

Where:

%= is the percentage

F = frequency

N = Number of Respondents

100= A constant Variable

36
Data Analysis

The data that have been collected from the respondents were

tabulated, presented, and encoded in order to form a valid information

that can give reliable answer to the research problem.

37
 Chapter 4

PRESENTATION AND ANALYSIS OF DATA

38
 Chapter 4

PRESENTATION AND ANALYSIS OF DATA

This chapter presents the findings of the study. It likewise

presents

Corresponding analysis and interpretation of result based on

appropriate

statistical tools used to treat the collected data.

THE PEARSON PRODUCT MOMENT COEFFICIENT CORRELATION, r

The formula for the Pearson Product Moment Coefficient of Correlation

is,

r=n ∑ xy−¿ ¿ ¿

Where:

r= The Pearson Product Moment Coefficient of Correlation

n= Sample size

∑ xy =T h e ∑ of t h e product of x∧¿

∑ x 2=¿ ¿ Sum of squares of x

∑ y 2=¿ Sum of squares of y

39
Solving Stepwise Method

I. Problem

Is there significant relationship between hazards and risks and the

student’s academic performance.

II. Hypothesis

H a: There is significant relationship between hazards and risks

and the student’s academic performance.

III. Level of Significance:

a = .05

df = n-2

= 36-2

= 34

r.05 = .304 (tabular value)

40
 The Result

This table shows the correlation between the effects of the hazards and

risks and the academic performance of the students.

Where:

x- Effects of the hazards and risks

y- academic performance

41
Table 1. Presents the results of the answers of the survey questionnaires

Responden x y x
2
y
2 Xy
t No.
1 4.4 86 19.36 7396 378.4
2 4.0 92 16.00 8464 368.0
3 3.6 86 12.96 7396 309.6
4 4.4 85 19.36 7225 374.0
5 3.6 82 12.96 6724 295.2
6 4.2 85 17.64 7225 357.0
7 4.2 84 17.64 7056 352.8
8 3.6 88 12.96 7744 316.8
9 4.0 86 16.00 7396 344.0
10 4.0 87 16.00 7569 348.0
11 4.4 80 19.36 6400 352.0
12 3.0 80 9.00 6400 240.0
13 4.2 91 17.64 8281 382.2
14 4.6 89 21.16 7921 409.4
15 4.4 85 19.36 7225 374.0
16 4.6 80 21.16 6400 368.0
17 4.4 91 19.36 8281 400.4
18 4.0 88 16.00 7744 352.0
19 4.0 85 16.00 7225 340.0
20 4.4 89 19.36 7921 391.6
21 5.0 81 25.00 6561 405.0
22 5.0 80 25.00 6400 400.0
23 5.0 93 25.00 8649 465.0
24 2.8 82 7.84 6724 229.6
25 5.0 90 25.00 8100 450.0
26 5.0 91 25.00 8281 455.0
27 4.8 89 23.04 7921 427.2
28 5.0 92 25.00 8464 460.0
29 2.6 81 6.76 6561 210.6
30 5.0 90 25.00 8100 450.0
31 4.6 89 21.16 7921 409.4
32 4.0 85 16.00 7225 340.0
33 4.8 88 23.04 7744 422.4
34 4.4 84 19.36 7056 369.6
35 5.0 90 25.00 8100 450.0
36 5.0 91 25.00 8281 455.0
Total 135.8 2762 589.08 238900 11755.2

r=n ∑ xy−¿ ¿ ¿

42
 36 ( 11755.2 )−(135.8)(2762)
=
√¿ ¿ ¿

423187.2−375079.6
=
√(21206.88−18441.64)(8600400−7628644)

48107.6
¿
√(2765.24)(971756)

48107.6
=
√2687138561.44

48107.6
=
51837.62

r= .928

V. Decision Rule:

If the computed r value is greater than tabular value, accept H o ,

reject H a .

VI. Conclusion/Implication:

Since the computed r value is .928 greater than the tabular

value of .304 at 0.5 level of significance with 34 degrees of freedom,

the alternative hypothesis is confirmed in favor of the research

hypothesis. This means there is significant relationship between effects

of the hazards and risks and the student’s academic performance.

43
 Interpretation

There is very high correlation and positive between the effects of

the hazards and risks and the students academic in learning skills. The

varibale x (Effects of hazards and risks) strongly affects, the variable y

(academic performance) which is the computed value obtaining .928

which is evidently greater than the tabular value of .304 at 0.5 level of

significance. Therefore there is high positive impact on the students

academic performance and the effects of hazards and risks (x). Hence

the hypothesis is accepted.

STUDENTS WHO ARE CAUSED IN LACK OF ACTIVITIES

DUE TO INJURY

Answers Frequency Percentage (%)

Strongly Agree 21 59%

Agree
12 33%

Neutral
3 8%

Disagree
0 0%

Strongly Disagree 0 0%

44
 Total
36 100%

Table 1: Results of students who are caused in lack of activities due to

injury

RESULTS Neutral
8%

Agree
33%

Strongly agree
58%

Strongly agree Agree Neutral

Disagree Strongly disagree

Figure 1: Results of students who are caused in lack of activities due

to injury

The results of the students who are caused in lack of

activities due to injury. Based on the result out of 36

respondents (21) or (59%) answered strongly agree. Then

(12) or (33%) answered agree. In addition, (3) or (8%)

percent answered neutral. and (0) 0r (0%) answered

disagree and strongly disagree. Total of thirty-six (36) or one

hundred percent (100%.

45
 STUDENTS WHO ARE CAUSED BY ILLNESS

Answers Frequency Percentage (%)

Strongly Agree 16 45%

Agree 16 44%

Neutral 3 8%

Disagree 1 3%

Strongly Agree 0 0%

Total 36 100%

Table 2: Results of students who are caused by illness

Results
Disagree
3%
Neutral
8%

Strongly agree
44%

Agree
44%

Strongly agree Agree Neutral

Disagree Strongly disagree

46
 Figure 2: Results of students who are caused by illness

Out of thirty-six (36) respondents (8) or forty-five (45%) percent

answered strongly agree. Meanwhile (16) or forty-four (44%) percent

answered agree. Then three (3) or nine (9%) percent answered neutral

whereas one (1) or (3%) percent answered disagree. Zero (0) or (0%)

percent answered strongly disagree that students who are caused by

illness. A total of thirty-six (36) or one hundred percent (100%)

STUDENTS WHO LESSER THEIR PERFORMANCE IN

SCHOOL

Answers Frequency Percentage (%)

Strongly Agree 15 42%

Agree 18 50%

Neutral 2 5%

47
 Disagree 1 3%

Strongly Disagree 0 0%

Total 36 100%

Table3: Result of students who are comfortable in EIM strand.

Results
Disagree
3%

Neutral
6% Strngly Strngly Agree
Agree
42% Disagree
Neutral
Disagree
Strongly Disagree

Disagree
50%

Figure 3: Result of students who are comfortable in EIM strand.

It is evident, out of thirty-six respondents, there were fifteen (15) or

forty-two (42%) percent answered strongly agree. While eighteen (18)

or fifty (50%) percent answered agree. Then two (2) or five (5%)

percent answered neutral. And one (1) or three (3%) percent answered

disagree. None zero (0) or (0%) percent answered strongly disagree. A

total of thirty-six (36) or hundred percent (100%).

48
 STUDENTS WHO ARE CAUSED BY A LOT OF

PROBLEMS

Answers Frequency Percentage (%)

Strongly Agree 18 50%

Agree 12 33%

Neutral 4 11%

Disagree 2 6%

Strongly Disagree 0 0%

Total 36 100%

Table 4: Result of Student’s who are caused by a lot of problems

49
 Disagree Results
6%
Neutral
11% Strongly
Agree
50%

Strongly Agree
Agree
Neutral

Agree Disagree
33% Strongly Disagree

Figure 4: Students who are caused by a lot of problems

Out of thirty-six (36) respondents, eighteen (18) or fifty (50%)

percent answered strongly agree. Meanwhile twelve (12) or thirty-three

(33%) answered agree. Whereas four (4) or eleven (11%) percent

answered neutral. Then two (2) or six (6%) percent answered disagree.

Whereas zero (0) or zero (0%) percent answered strongly disagree that

Students who are caused by a lot of problems.

50
 STUDENTS WHO RECEIVE LOW RATE OF GRADES

Answers Frequency Percentage (%)

Strongly Agree 17 47%

Agree 15 42%

Neutral 1 1%

Disagree 2 5%

Strongly Disagree 1 3%

Total 36 100%

Table 5: result of student’s who receive low rate of grades

results
Strongly Disagree
Disagree 3% Strongly
6% Agree
47%
Neutral Strongly Agree
3% Agree
Neutral
Disagree
Strongly Disagree

Agree
42%

Figure 5: Result of Student’s who receive low rate of grades

51
 The results of the students who receive low rate of grades. In

which out of thirty-three respondents, seventeen (17) or forty-seven

(47%) percent answered strongly agree. While fifteen (15) or forty-two

(42%) percent answered agree. Only one (1) or three (3%) percent

answered neutral. Then two (2) or five (5%) percent answered

disagree. Also, one (1) or three (3%) percent answered strongly

disagree. A total of 36 or 100%.

STUDENTS WHO ARE INJURED

Answers Frequency Percentage (%)

Strongly Agree 22 61%

Agree 11 31%

Neutral 3 8%

Disagree 0 0%

Strongly Disagree 0 0%

Total 36 100%

Table 6: Result of the students who are injured

52
 Results
Neutral
8%

Agree
31%

Storngly Agree
61%

Storngly Agree Agree Neutral

Disagree Strongly Disagree

Figure 6: Result of the students who are injured

Out of thirty-six (36) respondents twenty-two (22) or sixty-one

(66%) percent answered strongly agree. Meanwhile eleven (11) or

thirty (30%) percent answered agree. Then three (3) or nine (9%)

percent answered neutral. And zero (0) or zero (0%) percent answered

disagree the same with strongly disagree that students are injured.

53
 STUDENTS WHO HAVE ABSENCES

Answers Frequency Percentage

Strongly Agree 15 42%

Agree 14 39%

Neutral 7 19%

Disagree 0 0%

Strongly Disagree 0 0%

Total 36 100%

Table 7: Result of students who have absences

Results

Neutral Strongly Agree

19% 42%

Agree
39%

Strongly Agree Agree Neutral Disagree StronglyDisagree

Figure 7: Result of students who have absences

It is evident that out of thirty-six (36) respondents there were

fifteen (15) or forty-two (42%) percent answered strongly agree.

54
 Whereas fourteen (14) or thirty-nine (39%) percent answered agree.

While seven (7) or nineteen (19%) percent answered neutral. Then

zero (0) or zero (0%) percent answered disagree. The same with

strongly disagree that students who have absences

STUDENTS WHO HAVE A LOT OF DAMAGE THAT CAN

CAUSE TO DEATH

Answers Frequency Percentage (%)

Strongly Agree 15 42%

Agree 13 36%

Neutral 6 17%

Disagree 2 5%

Strongly Disagree 0 0%

Total 36 100%

Table 8: Result of students who have a lot of damage that can cause of

death

55
 Results
Disagree
6%

Strongly Agree
Neutral 42%
17%

Agree
36%

Strongly Agree Agree Neutral Disagree StronglyDisagree

Figure 8: Result of students who have a lot of damage that can cause

of death

Out of thirty-six (36) respondents fifteen (15) or forty-two

(42%) percent answered strongly agree. Whereas thirteen (13) or

(36%) percent answered agree. Then six (6) or seventeen (17%)

percent answered neutral. While two (2) or five (5%) percent answered

disagree. And zero (0) or zero (0%) percent answered strongly

disagree that students who have a lot of damage that can cause of

death

56
 STUDENTS WHO ARE INACTIVE IN ACTUAL WORKS

Answers Frequency Percentage

Strongly Agree 13 36%

Agree 16 44%

Neutral 6 17%

Disagree 1 3%

Strongly Disagree 0 0%

Total 36 100%

Table 9: Results of students who are inactive in actual works.

Disagree
Results
3%

Strongly Agree
Neutral 36%
17%

Agree
44%

Strongly Agree Agree Neutral

Disagree Strongly Disagree

Figure 9: Results of students who are inactive in actual works.

57
 The result of the students who are inactive in actual works. In

which out of thirty-six (36) respondents there were thirteen (13) or

thirty-six (36%) percent answered strongly agree. Meanwhile sixteen

(16) or forty-four (44%) percent answered agree. In addition, six (6) or

seventeen (17%) percent answered neutral. And one (1) or three (3%)

percent answered disagree. And zero (0) or zero (0%) percent

answered strongly disagree. A total of thirty-six (36) or one hundred

percent (100%).

STUDENTS WHO LOSE THEIR BODY PARTS

Answers Frequency Percentage (%)

Strongly Agree 19 53%

Agree 11 31%

Neutral 3 8%

Disagree 3 8%

Strongly Disagree 0 0%

Total 32 100%

Table 10: Results of student’s who lose their body parts.

58
 Results
Disagree
8%
Neutral
8%

Storngly Agree
53%

Agree
31%

Storngly Agree Agree Neutral

Disagree Strongly Disagree

Figure 10: Results of student’s who lose their body parts

Out of thirty-six (36) respondents nineteen (19) or fifty-three

(53%) percent answered strongly agree. While eleven (11) or thirty-one

(31%) percent answered agree. Then three (3) or eight (8%) percent

answered neutral also, the same with disagree. In addition, zero (0) or

zero (0%) percent answered strongly disagree that students who lose

their body parts a total of one hundred percent (100%).

59
 STUDENTS WHO ALWAYS OBSERVE IN THE

WORKPLACE

Answers Frequency Percentage (%)

Strongly Agree 22 61%

Agree 13 36%

Neutral 1 3%

Disagree 0 0%

Strongly Disagree 0 0%

Total 32 100%

Table 11: Results of students who always observe in the workplaces

Results

Agree Neutral
36% 3%

Strongly Agree
61%

Strongly Agree Agree Neutral

Disagree Strongly Disagree

Figure 11: Results of students who always observe in the workplaces

60
 Out of thirty-six (36) respondents, twenty-two (22) or sixty-one

(61%) percent answered strongly agree. Meanwhile thirteen (13) or

thirty-six (36%) percent answered agree. Then one (1) or three (3%)

percent answered neutral. And zero (0) or zero (0%) percent answered

disagree and also with strongly disagree that students who always

observe in the workplace.

STUDNETS WHO FOLLOW THE PROPER

INSTRUCTIONS

Answers Frequency Percentage (%)

Strongly Agree 19 53%

Agree 15 42%

Neutral 2 5%

Disagree 0 0%

Strongly Disagree 0 0%

Total 36 100%

Table 12: Results of students who follow the proper instructions

61
 REsults

Neutral
6%
Strongly Agree
Agree
Neutral
Disagree
Agree StronglyDisagree
42%

Strongly
Agree
53%

Figure 12: Results of students who follow the proper instructions

It is evident that out of thirty-six (36) respondents nineteen (19)

or fity-three (53%) perncent answered strongly agree. Whereas

fifteen(15) or forty-two (59%) percent answered agree. Then two (2) or

five (5%) percent answered neutral. In addition zero (0) or zero (0%)

percent answered disagree and same also with strongly disagree that

students who follow the proper instructions.

62
 STUDENTS WHO CHECKED THE TOOLS BEFORE

USING

Answers Frequency Percentage (%)

Strongly Agree 17 47%

Agree 11 31%

Neutral 7 19%

Disagree 1 3%

Strongly Disagree 0 0%

Total 36 100%

Table 13: Results of student’s who checked the tools before using

Result
Disagree
3%

Neutral
19%
Strongly Agree
47%

Agree
31%

Figure 13: Results of student’s who checked the tools before using.

63
 Out of thirty-six (36) respondets seventeen (17) or forty-seven

(47%) percent answered srongly agree. Whereas eleven (11) or thrity-

one (31%) percent answered agree. Then seven (12) or nineteen

(19%) percent answwred neutral. And one (1) or three (3%) percent

answered disagree. In addition zero (0) or zero (0%) percent answered

strongly disagree that students who are checked the tools before using.

STUDENTS WHO FOLLOW THE GOOD

PUSTURE/POSITION TO AVOID INJURY

Answers Frequency Percentage (%)

Strongly Agree 18 50%

Agree 12 33%

Neutral 4 11%

Disagree 2 6%

Strongly Disagree 0 0%

Total 36 100%

Table 14: Results of students who follow the good pusture/position to

avoid injury.

64
 results
Diagree
6%

Neutral Strongly Agree

11%
Agree
Neutral
Diagree
Storngly Disagree

Strongly
Agree
Agree 50%
33%

Figure 14: Results of students who follow the good pusture/position to

avoid injury.

The results of students who follow the good pusture/position to

avoid injury. In which there were eighteen (18) or fifty (50) percent

answered strongly agree. Whereas tweleve (12) or thirty-three (33%)

percent answered agree. Then four (4) or eleven (11%) percent

answered neutral. And two (2) or six (6%) percent answered disagree

and zero (0) or zero (0%) percent answered strongly disagree a total of

thirty-six (36) or one hundred percent (100).

65
 STUDENTS WHO ARE AWARE IN THE POSSIBLE

HAZARDS IN THE WORKPLACES

Answers Frequency Percentage (%)

Strongly Agree 16 44%

Agree 15 42%

Neutral 4 11%

Disagree 0 0%

Strongly Disagree 1 3%

Total 36 100%

Table 15: Results of students who are aware in the possible hazards in

the workplaces.

results
Neutral Storngly Disagree
11% 3%

Strongly Agree
44%

Agree
42%

Strongly Agree Agree Neutral

Disagree Storngly Disagree

Figure 15: Results of students who are aware in the possible hazards

in the workplaces.

66
 It is evident that out of thirty-six (36) respondents , there were

sixteen (16) or forty-four (44%) percent answered stronlgy agree.

Meanwhile fifteen (15) or forty-two (42%) percent answered agree.Then

four (4) or eleven (11%) percent answered neutral. Only zero (0) or

zero (0%) percent answered disagree. In addition one (1) or three (3%)

percent answered strongly disagree that students who are aware in the

possible hazards in the workplaces.

Weight Mean, this statistical tool was used to compute for the weight

of the respondents during the actual data gathering procedure.

The formula for the weighted mean is as follows:

WM=
∑ FW
1
N

Where:

WM=Weighted mean

∑ ¿ Summation symbol

F= Frequency for each option

W= Assigned weight

N= Total number of frequencies

67
Legend:

4.20- 5.00 Strongly Agree 1.80- 2.59 Disagree

3.40- 4.19 Agree 1.00- 1.79 Strongly

Disagree

2.60- 3.39 Neutral

Table 16: Results of hazards and risks that affect the academic performance

of the students.

Statements Mean Verbal interpretation

1.It can cause lack of 4.50 Strongly Agree

activities due to injury
issues.
2.It can cause illness 4.31 Strongly Agree
to students.

3.It can lessen 4.31 Strongly Agree

students’ performance
in school.
4.This can cause a lot 4.27 Strongly Agree
of problems to
students.
5.This can cause low 4.25 Strongly Agree
rate of grades.

General Assessment 4.32 Strongly Agree

68
 Table 17: The possible effects of hazards and risks to the EIM

students.

Statements Mea Verbal Interpretation

1. Injury 4.52 Strongly Agree

2. Absences 4.22 Strongly Agree

3.Death 4.19 Agree

4.Inactive in actual 4.27 Agree

works

5.Loss of body parts 4.27 Strongly Agree

General 4.27 Strongly Agree

Assessment

69
Table 18: Perception of the safety protocols and common preventions
to the EIM students
Statements Mean Verbal

Interpretation

1. Always observe the 4.63 Strongly Agree

workplace.

2.The students must 4.58 Strongly Agree

follow the proper

instructions to prevent

hazards.

3. Check the tools 4.22 Strongly Agree

before using it to ensure

safety.

4. Ensure that the 4.27 Strongly Agree

student have a good

posture/ position to

avoid injury.

5. Students must be 4..25 Strongly Agree

always aware to the

possible hazards in the

workplace.

General Assessment 4.39 Strongly Agree

70
 Chapter 5

SUMMARY, CONCLUSION AND RECOMMENDATION

71
 Chapter 5

SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter summarizes the findings of this study. It also

includes the conclusions and implications deduced out from the

findings. Finally, recommendations are herein proposed.

Summary of Findings

This study dealt on the effect of hazards and risks to the

academic performance of the students of the grade 11 & grade 12 EIM

in Mercedes National High School. S.Y 2022-2023.

This research study focused to the 36 students in Mercedes

National High School to determine the responses of the respondents to

the effects of hazards and risks on the Electrical Installation and

Maintenance in their academic performance.

Furthermore, they are given with summary questionnaire to

attain their response and experience and also to get the result which is

the General Point Average (GPA).

After the retrieval of the given questionnaires the respondents

are already observe that they really want the EIM strand based on the

information and their experience.

72
 Since the tabular value of .304 at 0.5 level of significance with 34

degree of freedom is greater than the computed value of r which is .928

the alternative hypothesis is confirmed in favor of the research

hypothesis. This means that there is significant relationship between

the effects of hazards and risk to the students’ academic performance.

Conclusion

Based on the findings revealed in the study of following

conclusion more drawn.

The study was proved that there is very high correlation and

positive between the effects of hazards and risks on the EIM to the

academic performance of the students which is the tabular

obtaining .304 at 0.5 level of significances which is greater than the

computed value of .928. Therefore, there is a high positive impact on

the students’ academic performance and the effects of hazards and

risks to the students. Hence, the hypothesis is accepted, the alternative

hypothesis is confirmed in favor of the research hypothesis. This

means that there is significant relationship between the effects of

hazards and risks to the academic performance of students.

73
 On the other hand, mostly of the respondents answered strongly

agree that they are comfortable in EIM strand. The results of the

students that are affected of hazards and risks. Based on the result out

of 36 respondents (21) or (59%) answered strongly agree. Them (12)

or (33%). In addition, (3) or (8%) answered neutral and the disagree

and strongly disagree with (0) or (0%). A total of 36 or (100%).

Recommendations

Based on the findings revealed in this study, the researchers

recommend the following.

The students should help their selves to be more aware and

observable of the hazards and risks on Electrical Installation and

Maintenance to prevent its adverse effect.

The parents should give support to the students and also give

some advices to give them more information that can serve as their

protection when the hazards and risks occurs.

74
 Bibliography

A. Article

(2003), ConocoPhillips Marine conducted a study demonstrating a

large difference in the ratio of serious accidents and near misses.

(H.W. Heinrich) back in 1931. The Conoco study found that for every

single fatality there are at least 300,000 at-risk behaviors, defined

as activities that are not consistent with safety programs, training

and components on machinery.

B. Books

(Bakshi, and Bakshi, 2009). Insulator materials offer high resistance

to the flow of electric current among the examples are rubber, dry

wood, plastic and clothing.

(Floyd, Rogers, and Uzoka, 2008). One wire of an energized circuit,

the ground and a metal part that accidentally becomes energized

due to a break in its insulation or another “conductor” that is

carrying a current.

(Seip, 2000). Grounding is normally a secondary protective measure to

protect against electric shock and it does not completely

guarantee the person from a shock or be injured or killed by an

electrical current.

75
Cadick, Capelli-Schellpferffer and Neitzel (2006). )said that in the

late 1800s,hotels had to place signs assuring their guests that

electricity is harmless, but by late 1900s, signs had to be hung to

remind people that electricity is a hazard.

Mackinnon, (2010). said that the presence of electricity is increasing

in modern live and we ought to know that more electricity usage

means more potential electrical hazards.

(Blake, 2015). Electricity is very useful and has become essential in

modern life.

(Moreno, 2010). Proper precautions will render its use a safe. Dangers

from electricity are due to: Electric shocks resulting in burns,

injury, and death.

(Bandura, 1977, 1986).The theory suggests that humans learn

behaviors by observing others with the hazard and risk on the

work.

Health and Safety Executive (HSE). Electricity can kill. Each year

about 1000 accidents at work involving electric shocks or burns.

Around 30 of these are fatal, most of them arising from contact

with overhead or underground power cables.

C. Other Source

(https://www.lanl.gov/safety/electrical/docs/elec_hazard_awareness_

study_guide.pdf)

76
(https://www.lanl.gov/safety/electrical/docs/arc_flash_safety.pdf )

APPENDICES

77
 SURVEY QUESTIONNAIRE ON THE EFFECTS OF THE HAZARDS
AND RISK ON THE ELECTRICAL INSTALLATION AND
MAINTENANCE TO THE ACADEMIC PERFORMANCE OF EIM
STUDENTS IN MNHS
S.Y 2022-2023

(A self-made questionnaire crafted by the researchers based on their personal

experiences and observations in learning remotely)

Personal Profile. Please fill up the following information asked correctly and
honestly.

Name:(Optional) _____________________________________

Sex: Male Female

Grade & Section: __________, _______________

Age: ____

Directions: For each statement in the survey, please indicate how you much
agree or disagree with the statement by putting a check (/) in the box on
the right side of each choices. There are no right or wrong answers. Your
answer will be kept strictly confidential and you will not be identified.

Scale: 5- Strongly Agree (SA)

4- Agree (A)
3- Neutral (N)
2- Disagree D)
1- Strongly Disagree (SD)

No. A. How do hazards and risks affect academic SA A N D SD

performance of the students? (5) (4) (3) (2) (1)

1 It can cause lack of activities due to injury issues.

2 It can cause illness to students.
3 It can lessen students’ performance in school.
4 This can cause a lot of problems to students.
5 This can cause low rate of grades.
No. B. What are the effects of hazard and risk SA A N D SD
to the EIM students? (5) (A (3) (2) (1)
)
1 Injury
2 Absences

78
3 Death
4 Inactive in actual works
5 Loss of body parts

No C. What are the common prevention and SA A N D SD

. safety protocols in doing work immersion? (5) (A) (3) (2) (1)

1 Always observe the workplace.

2 The students must follow the proper instructions to
prevent hazards.
3 Check the tools before using it to ensure safety.
4 Ensure that the student have a good posture/ position
to avoid injury.
5 Students must be always aware to the possible
hazards in the workplace.

79
 Republic of the Philippines

MERCEDES NATIONAL HIGH SCHOOL

Mercedes Eastern Samar

November 07, 2022

Dear Respondents,

The undersigned are presently conducting a study entitled, ‘’ EEFFECTS OF THE

HAZARDS AND RISK ON THE ELECTRICAL INSTALLATION AND MAINTENANCE TO
THE ACADEMIC PERFORMANCE OF EIM STUDENTS IN MNHS S.Y 2022-2023’’ In this
regard, may we solicit your kind cooperation by answering the accompanying date collection
instrument.

Rest assured that your response to the questionnaire will be treated with strict
confidentially and will be used solely for with the intentions of this study.

Very truly yours,

(Sgd.) Jovan Paulo Sabalbarino

(Sgd.) Salone Servano, Jr.
(Sgd.) Regie Abude
(Sgd.) Christine Cadilo
(Sgd.) Adrian Abucot
(Sgd.) Paolo Joven Oduya
(Sgd.) John Michael Arias
(Sgd.) Renjay Ogardo
(Sgd.) Edwardo Paltip
(Sgd.) Gleen Lucero
(Sgd.) Ricky Enderio
Researchers

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Noted by:
(Sgd.) MA. JOAN G. IRAY
Subject Teacher

Curriculum Vitae

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 Curriculum Vitae
Name: Jovan Paulo G. Sabalbarino
Age: 17
Birthday: July 21,2005
Gender: Male
Address: Brgy. 02 Pob. Mercedes E. Samar
Place of Birth:
Civil Status: Single
Religion: Roman Catholic
Citizenship: Filipino
Parents:
Father: Salvador M. Sabalbarino Jr.
Mother: Liza O. Gajerana
Achievements:
 Service Award (Grade 6)
 Service Award (Grade 10)
 With Honor (Grade 11)

Educational Attainment:
Senior High School: Mercedes National High School
Junior High School: Mercedes National High School
Elementary: Mercedes Central Elementary School

Dream in Life: To become a fireman someday.

Motto: ‘’Trust the process.

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 Curriculum Vitae

Name: Salone A. Servano, Jr.

Age: 17
Birthday: November 4, 2005
Gender: Male
Address: Brgy. San Roque, Mercedes E. Samar
Place of Birth: Guiuan E. Samar
Civil Status: Single
Religion: Roman Catholic
Citizenship: Filipino
Parents:
Father: Salone D. Servano
Mother: Marife A. Servano

Achievements:
 Service Award (Grade 7)
 With Honor (Grade 10 &11)

Educational Attainment:
Senior High School: Mercedes National High School
Junior High School: Mercedes National High School
Elementary: Salcedo Central Elementary School

Dream in Life: To become a successful Fireman someday.

Motto: ‘’Dreams don’t work unless you do!’’

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 Curriculum Vitae

Name: Regie C. Abude

Age: 17
Birthday: March 23, 2005
Gender: Male
Address: Brgy. San Roque Mercedes E. Samar
Place of Birth: Guiuan E. Samar
Civil Status: Single
Religion: Jehovas
Citizenship: Filipino
Parents:
Father: Nestor C. Abude
Mother: Sarahmae C. Abude

Achievements:
 Service Award (Grade 7)
 With honor (Grade 11)
Educational Attainment:
Senior High School: Mercedes National High School
Junior High School: Mercedes National High School
Elementary: Banuyo Elementary School

Dream in Life: To become a fireman someday

Motto: ‘’Life everyday like it’s your last’’

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 Curriculum Vitae

Name: Adrian S. Abucot

Age: 18
Birthday: April 21, 2004
Gender: Male
Address: Brgy. Bua-bua Salcedo E. Samar
Place of Birth: Salcedo E. Samar
Civil Status: Single
Religion: Roman Catholic
Citizenship: Filipino
Parents:
Father: Eddie Abucot
Mother: Myra Abucot

Educational Attainment:
Senior High School: Mercedes National High School
Junior High School: Mercedes National High School
Elementary: Brgy. Bua-bua Elementary School

Dream in Life: To become an engineer someday

Motto: ‘’If you are not obsessed with your life, change it’’

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 Curriculum Vitae

Name: John Michael L. Arias

Age: 18
Birthday: January 17, 2005
Gender: Male
Address: Brgy. Bua-bua Salcedo E. Samar
Place of Birth: Tacloban City
Civil Status: Single
Religion: Roman Catholic
Citizenship: Filipino
Parents:
Father: Annel Arias
Mother: Myla Lopez

Educational Attainment:
Senior High School: Mercedes National High School
Junior High School: Mercedes National High School
Elementary: Bagtong Central Elementary School

Dream in Life: To be successful someday

Motto: ‘’Don’t stop when you tired’’

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 Curriculum Vitae

Name: Christine P. Cadilo

Age: 18
Birthday: March 15,2004
Gender: Female
Address: Brgy. Bagtong Salcedo E. Samar
Place of Birth: Brgy. Bagtong Salcedo E. Samar
Civil Status: Single
Religion: Roman Catholic
Citizenship: Pilipino
Parents:
Father: Felimon Calido Jr.
Mother: Pinky Cadilo
Achievements:
 Girl scout Award (Grade 6)
Educational Attainment:
Senior High School: Mercedes National High School
Junior High School: Mercedes National High School
Elementary School: Bagtong Central Elementary School

Dream in Life: To be successful Police woman someday

Motto: ‘’Life never stops’’

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 Curriculum Vitae

Name: Renjay C. Ogardo

Age: 17

Birth Date: March 5, 2005

Birth of Place: Brgy. Palamrag Mercedes Eastern Samar

Parents : Airen C. Ogardo

: Jeodito Ogardo

Achievement: Grade 1(2nd honors)

Status: Single

Nationality: Filipino

Sex: Male

Religion: Catholic

EDUCATIONAL ATTAINTMENT

Secondary High School: Mercedes National High School

Junior High School: Mercedes National High School

Elementary: Anuron Elementary School

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Dream in Life: To become a nurse someday

Motto: ‘’Time is gold’’

Curriculum Vitae

Name: Ricky C. Enderio

Age: 20

Birth Date: October 10, 2002

Birth of Place: Butig Salcedo Eastern Samar

Parents: Nicanor V. Enderio Sr.

: Rosita C. Enderio

Achievement: None

Status: Single

Nationality: Filipino

Sex: Male

Religion: Catholic

EDUCATIONAL ATTAINTMENT

Secondary High School: Mercedes National High School

Junior High School: Bobon National High School

Elementary: Butig Elementary School

Dream in Life: To become a policeman someday

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Motto: ‘’Don’t judge a book by its cover’’

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 Curriculum Vitae

Name: Paolo Joven L. Oduya

Age: 21

Birth Date: May 1, 2001

Birth of Place: Brgy. Bagtong Salcedo Eastern Samar

Parents: Benito A. Oduya

: Lorna L. Oduya

Achievement: Grade 2 (with honors)

Status: Single

Nationality: Filipino

Sex: Male

Religion: Catholic

EDUCATIONAL ATTAINTMENT

Secondary High School: Mercedes National High School

Junior High School: Mercedes National High School

Elementary: Bagtong Elementary School

Dream in Life: To become financially stable

Motto: ‘’ One word is enough for a wise man’’

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Name: Peter P. Macabutas

Age: 18

Birthday: June 18,2004

Gender: Male

Address: Brgy. Alog Salcedo E. Samar

Place of Birth: Salcedo E. Samar

Civil Status: Single

Religion: Roman Catholic

Citizenship: Pilipino

Parents:

Mother: Aida P. Macabutas

Achievements:

Educational Attainment:

Senior High School: Mercedes National High School

Junior High School: Mercedes National High School

Elementary: Alog Elementary School

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Documentation

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 GROUP STUDY

This picture is the actual conduct of survey

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GROUP PHOTO

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