Introduction

This study with the title competency levels

of student in the use of electrical technology in
theCompetencies
classroom and inacquired
the development
by Electrical
opportunities that needed to
Installation and Maintenancebe offered,
adequacy of implementation of structural changes
Students in Signal Village National
in the class schedules, evaluation system on
High School
electrical application and how electrical use
affects students learning and achievements.
There can be no denying the influence of
competencies on the development of the school
and its curricula, whether locally or globally.
Learners must learn to take place their knowledge
Background of the Study
Historically speaking, and taking into account the
set of factors developed above, we can model the
developments of how competencies are acknowledged
in school curricula as follows. These are of course
general trends sometimes overruled by particular
curriculum developments in some countries. We can
see in particular in what the emphasis on results is, on
the one hand, a powerful trend, not set to become less
dim, and in what this emphasis on results stabilized.
Theoretical Framework
According to Dr. Mmantsetsa Marope, In terms
of learning processes, this modelling suggests two main
courses of action: · either begin by installing contents
and then gradually associating with them some generic
competencies to make these contexts “live” in the
situation concerned; this is rather the logic of the
approach via integration situations; · or emphasize the
deployment of generic competencies by the learners,
and gradually implant academic contents in this
compost that will have been prepared but not fertilized;
this is rather the logic of the “life skills”.
 According to the potential expected, but
also the content to be treated, the type of
situations in which the learner is invited to
reinvest what he or she has achieved, all these
categories may have a sensorimotor (sensorial
perception and movement), cognitive (thinking,
knowledge) or psychosocial/socio-emotional (life
skills, attitudes) dominant one. A competency is
seldom a pure cognitive, socio-emotional or
other competency, but it is often possible to
pinpoint a dominant one.
Conceptual Framework
Statement of the Problem

The general objective of the study will

determine the competencies acquired by the
electrical installation and maintenance
student in Signal Village National High
School.

1.What is the demographic profile of the

respondents in terms of:
1.1Age;
1.2Number of years as EIM student; and
1.3Family background?
2.What is the level of competencies of the electrical
installation and maintenance students in terms of:
2.1 Generic comepetencies;
2.2 Sector specific competencies; and
2.3 Occupation specific competencies?

3.Is there significant difference between the

demographic profile and their competencies?

4.What are the strengths and weaknesses of the EIM

students based on their competencies?
Scope and Limitation

The researchers will aim to determine the

level of competencies acquired by Electrical
Installation and Maintenance Students in Signal
Village National High School;The units of
competency are categorized into Generic,
Occupation Specific, Sector Specific.
Significance of the Study

The study is deemed beneficial to the

educational society, particularly to the
following:

The Students
The students may aware and improve their
Electrical learning, In level of competencies
acquired in Electrical Installation and
Maintenance.Students realise and engage in
collaborating and understanding other's
meaning during the communication process
during real world learning opportunities.
The Teachers
The teachers may realize that there are factors are
causes affecting the use of electrical technology in the
classroom.
The Administration
The Administration, as pillars of the certain school,
have duties and responsibilities for the betterment of the
school in all aspect.
The result of the study may serve as an eye opener
for the all teachers administrators, and school heads.
Future Researcher
Futures researchers re-use this study for the necessary
reference materials and evidences that will make their data
more valid and reliable.
Definition of Terms

Adequacy: The state or quality of being adequate.

Reinvest: Put (the profit on a previous investment) back into the same
place.

Sensorimotor: Sensorial perception and movement.

Cognitive: Thinking, knowledge.

Transdisciplinary: relating to more than one branch of knowledge;

interdisciplinary.

Scarce: (especially of food, money, or some other resource) insufficient f

the demand:
Feasible: possible to do easily or conveniently.

Trends: a general direction in which something is developing or changing

Overruled: reject or disallow by exercising one's superior authority.

Gradually: in a gradual way; slowly; by degrees

Via: traveling through (a place) en route to a destination.

Pinpoint: a tiny dot or point

Pillars: a tall vertical structure of stone, wood, or metal, used as a suppo

for a building, or as an ornament or monument.
Chapter 2
Review of Related Literature and Studies

Foreign Literature
In the field o education, people’s interest term
“competence” primarily facilities vocational-technical
education and credits transfer system university
education (Mulder,2007; Teixeira at.,2016)
Weinert (2001) associates the term key/core
competencies with “multifunctional and
transdisciplinary competencies that are useful for
achieving many important goals, mastering different
tasks, and acting in unfamiliar situations”.
 Brockmann (2008) define that
competence is understood as the ability to
deal with complex work situations, drawing on
multiple resources that the employee brings to
the work place. Thus, competence is holistic
motion, relating to the whole person and
including different dimensions (for instance,
occupational, personal and inter-personal)
 The term “competence” denotes a person’s
characteristic’s in fulfilling a specific job or
person’s ability to demonstrate performance
according to given working standards (Mansfield
& Mitchell,1996; McLagan, 1989: Verle at al.,
2014.) As influenced by behavior’s theory’s,
competencies where analyzed by definite
knowledge and skills, with which people
developed the enhance competence profiles for
teacher education and vocational education
(Fletcher, 1991; McLagan, 1989; Sakhieve 2016.)
 (Ogwa 2016) Electrical Installation
And Maintenance work provides
technical training to meet the demands
of electrical industry and the needs of
the individual allowing the students to
identify their career objectves.
Local Literature
Bernadez R. (2012) “Electrical installation and
maintenance are a fast-growing service demand in the
electrical industry. Educators are obliged to make sure
that transfer of technology to college students is
practically realized to meet the skills requirement of the
industry. The dilemma of providing sufficient training
device that is similar to the actual industry setting is very
scarce. Educators are challenged to improvise training
device in electrical installation and maintenance for
Bachelor in industrial Technology students specializing in
electrical Technology in the college of industrial
technology of Bulacan state university.
 The study used project development method.
The training device was designed and constructed
using cheaper second-hand materials but of good
quality. The respondents were chosen using the
convenience sampling method. The training device
was evaluated in term of the following variables: (a)
ergonomic design; (b) usability; (c) efficiency; and
(d) portability. It was rated to be highly acceptable.
The recommendation includes improvement on a
case-type design for safe keeping; use of industrial
set up wiring and, extra terminal blocks provision
when in use.”
 Bola (2004) developed instructional trainers used
in electronics and electrical technology and other
related fields of discipline. He concentrated on the
design and development of instructional device that
enhance the quality of instruction and address the
inadequacy of laboratory instructional device in shop.
The trainer have been effective tool in the transfer of
learning.
The term “competence” denotes a person’s
characteristics in fulfilling a specific job or a person’s
ability to demonstrate performance according to given
working standards (Mansfield & Mitchell, 1996;
McLagan, 1989; Verle et al., 2014).
 As influenced by behaviour
theories, competencies were analysed by
definite knowledge and skills, with which
people developed the enhanced
competence profiles for teacher
education and vocational education
(Fletcher, 1991; McLagan, 1989; Sakhieva
2016).
Chapter 3

Method of Research
The research used narrative methods to
determine. The objective of this study to identify the
competencies of Electrical students in Signal Village
National High School during the immersion and also
determine the adequacy program in delivering core
competencies from the student’s perspective.
In this study, qualitative method focuses on
descriptive findings of electrical competencies I
identifying the hazards, and practices of electrical
health and safety procedure.
Population, Sample Size and
Sampling Technique
The researchers used probability sampling. In
non-probability sampling (also known as random
sampling) all members of the grade 12 Electrical
Installation and Maintenance student have a
chance of participating in the study.
Probability sampling can be explained in a
way that some students are feasible to a random
probability based sample of the population because
it’s a small group of student that know about
electrical. In these cases, all group members have to
be selected.
 Therefore, probability sampling is the most
useful for exploratory stages of the study.The
researchers used the probability sampling to know
the level of competencies of grade12 Electrical
Installation and Maintenance in Signal Village
National High School.
Respondents of the Study

The researchers selected all the student of

Electrical Installation and Maintenance in grade
12. The respondents of the study selected based
on their knowledge about level of Competence
acquired by Electrical Installation and
Maintenance. The respondents of the study will
be obtained through the use of the total
population sampling.
Twenty Eight (28) grade 12 senior high school
students of Signal Village National High School
were the target respondents of the study.
Research Instrument

The primary instruments that the researchers use

to gathered data is survey. The use of survey was to
evaluate and gathered data in a short period of time and
help the researchers to have better understanding of the
study. The researcher’s experiment was to identify the
profile of the respondents and the No.of years the
respondents studying Electrical Installation.
 The researchers also gathered the sectors of
competencies of Electrical Installation and
Maintenance that is divided into three: Generic
The researchers also
Competencies, gathered
Sector Specificthe sectors of and
Competency
competencies of Electrical
Occupation Specific Installation andare
Competency.Survey
Maintenance
particularly that is for
useful divided into
getting three:
the storyGeneric
or
Competencies,
opinion of theSector Specific experience.This
respondents’ Competency and
Occupation Specific
competencies are Competency.Survey
gathered from tesda are NCII list
particularly usefulthat
of competency for shows
gettingthe
thecompetencies
story or opinion
of
of Grade
the respondents’
12 Electricalexperience.This
Installation andcompetencies
areMaintenance
gathered from tesda NCII
Students list of competency
in Electrical Installation.
that shows the competencies of Grade 12 Electrical
Installation and Maintenance Students in Electrical
Installation.
Data-Gathering Procedure

We conduct a survey to all G12 electrical installation and

maintenance students that participated in our survey. Some of
our survey questions are the percentage levels of competencies
of G12 Electrical Installation and Maintenance Students .
Through the survey, the researchers gathered the percentage
competencies of electrical installation and maintenance
students. And also through our observation, we found that most
of them are competent in the field of electrical installation and
maintenance.
Statistical Treatment of Data

The gathered sample data from the

observations and experiments, were analyzed and
interpreted. The respondents were carefully
classified, tallied and tabulated to allow systematic
and accurate presentation of result.
PERCENTAGE:
x___ x100= P
n

Where:
X = Given Quantity
n = Total Amount
p = Percentage of Quantity
 Chapter 4
Presentation, Analysis and Interpretation of Data
This chapter presents data in tabular form, analyzed them thoroughly, and interprete
accordingly. Through statistical tool, the researchers were able to answer the followin
1. The profile of the respondents as to their age and years
studying electrical. TABLE 1
FREQUENCY AND PERCENTAGE DISTRIBUTION OF THE REPONDENTS
BY THEIR AGE
Age Frequency Percent
15 - 16 years old 0 0
17 - 18 years old 12 44
19 - 20 years old 11 40
21 - 22 years old 2 8
23 years and above 2 8
Total 28 100

In this table, the researchers identify the frequency and percentage

distribution of the respondents by their age. It shows that the highest
percentage of age of the respondents are 42.9% (17 - 18 years old) followed by
39.3% (19 - 20 years old).
 TABLE 2
FREQUENCY AND PERCENTAGE DISTRIBUTION OF THE REPONDENTS
BY THEIR YEARS STUDYING ELECTRICAL
YEARS STUDYING ELECTRICAL FREQUENCY PERCENTAGE
INSTALLATION AND
MAINTENANCE

1 - 2 YEARS (SHS ONLY) 8 28.6

3 - 4 YEARS (SINCE GRADE 9) 20 71.4
Total 28 100.0

In table 2, Frequency and Percentage distribution of the

Respondents by their years studying Electrical. It shows that, Twenty (20)
of the respondents are studying Electrical Installation and Maintenance
since they were in Grade 9 (3 - 4 years) and the other Eight (8) left are
studying Electrical Installation and Maintenance since SHS (G11 and
G12).

2. Personal Assessment on their Skills Competencies as Electrical

Students from the skill sets from TESDA
 TABLE 3
RETROSPECTIVE ASSESSMENT OF THE RESPONDENT PERTAINING TO
GENERIC COMPETENCIES

WEIGHTED
GENERIC COMPETENCIES VERBAL INTERPRETATION
MEAN
1. Communicate in the workplace 4.04 COMPETENT
1. Work in term Environment 4.11 COMPETENT
1. Practice work place Cleanliness 4.19 COMPETENT
1. Practice occupational Health and COMPETENT
4.11
Safety (OHS)
1. Lead small team 3.89 COMPETENT
1. Demonstrate work values 4.33 COMPETENT
1. Practice Negotiation skills 4.11 COMPETENT
GRAND MEAN 4.11 COMPETENT

In table 3, it shows the data of the respondents in Generic Competencies. The

researchers conclude that in this unit (with a 7 competencies) the highest
weighted mean is "Demonstrate work values" (4.33) and the lowest weighted
mean is "Lead small team" (3.89). Therefore the verbal interpretation of the
respondents in the Generic Competencies are Competent with a Grand mean
of 4.11.
 TABLE 4
RETROSPECTIVE ASSESSMENT OF THE RESPONDENT PERTAINING TO
SECTOR SPECIFIC COMPETENCIES
SECTOR SPECIFIC COMPETENCIES WEIGHTED MEAN VERBAL INTERPRETATION
1. Work in the construction 4.04 COMPETENT
(Electrical) Sector
1. Interpret Drawing and COMPETENT
Specifications in Construction 3.81
(Electrical) Sector
1. Perform Measurement and COMPETENT
Calculations in Construction 3.48
(Electrical) Sector
1. Use Hand tools and Power Tools COMPETENT
for the Construction (Electrical) 4.48
Sector
GRAND MEAN 3.95 COMPETENT

In table 4, it shows the data of the respondents in Sector Specific Competencies. The
researchers conclude that in this unit (with a 4 competencies) the highest weighted mean is
"Use Handtools and Power tools for the construction (Electrical) Sector" (4.48) it says that in
Sector Specific the respondents are knowledgeable and competent in using this Electrical
components, and the lowest weighted mean is "Perform Measurements and Calculations in
contruction (Electrical) Sector" (3.48). Therefore the verbal interpretation of the respondents
in the Sector Specific Competencies are Competent with a Grand mean of 3.95.
 TABLE 5
RETROSPECTIVE ASSESSMENT OF THE RESPONDENT PERTAINING TO OCCUPATIONAL
SPECIFIC COMPETENCIES

OCCUPATIONAL SPECIFIC WEIGHTED VERBAL INTERPRETATION

COMPETENCIES MEAN
1. Install Channel and Cables 3.59 COMPETENT
1. Install Fitting and Fixtures (BASIC) 3.63 COMPETENT
1. Perform Eathing 3.89 COMPETENT
1. Install Sample Electrical Circuit 4.59 COMPETENT
1. Install Conduit, fish wire and Cables 3.96 COMPETENT
1. Install Fitting and Fixtures 4.19 COMPETENT
(Advanced)
1. Install Auxiliary outlets and Lighting 4.37 COMPETENT
fixture
GRAND MEAN 4.03 COMPETENT

In table 5, it shows the data of the respondents in Occupation Specific Competencies. The
researchers conclude that in this unit (with a 7 important competencies) the highest
weighted mean is "Install sample Electrical Circuit" (4.59) in this weighted mean we can say
that the respondents are competent in Installing any wiring diagrams and connections. The
lowest weighted mean is "Install Channel and Cables" (3.59) but they are still Competent in
this Competency . Therefore the verbal interpretation of the respondents in Occupation
Specific Competencies are Competent with a Grand mean of 4.03.
3. The significant relationship between the respondent’s profile and their assessment
of their competencies when grouped according to their profile

TABLE 6
SIGNIFICANT DIFFERENCE BETWEEN THE TESDA PRESCRIBED
COMPETENCIES
WHEN GROUPED BY THEIR AGE
COMPETENCIES F-value p-value Decision Remarks

20.203 .000 Reject Ho Significant

GENERIC COMPETENCIES

16.241 .000 Reject Ho Significant

SECTOR SPECIFIC
COMPETENCIES

30.970 .000 Reject Ho Significant

OCCUPATION SPECIFIC
COMPETENCIES
 TABLE 6
SIGNIFICANT DIFFERENCE BETWEEN THE TESDA PRESCRIBED
COMPETENCIES
WHEN GROUPED BY THEIR YEARS STUDYING AS EIM

COMPETENCIES F-value p-value Decision Remarks

37.586 .000 Reject Ho Significant

GENERIC COMPETENCIES

39.563 .000 Reject Ho Significant

SECTOR SPECIFIC COMPETENCIES

51.509 .000 Reject Ho Significant

OCCUPATION SPECIFIC
COMPETENCIES

In this table, the significant difference between the TESDA prescribed

competencies when grouped by their age and years studying Electrical
Installation and Maintenance are; The variable of this competencies
(Generic, Sector Specific, and Occupation Specific) grouped by their Age
and years studying EIM is Significant.
In the field of education, people’s interest in the term “competence”
primarily facilitates vocational-technical education and the credit
transfer system in university education (Mulder, 2007; Teixeira et al.,
2016).Hence, key or core competencies are used as cluster indicators
for various educational purposes.Koltz (2015) and Hanning (2012)
state that each core competency is a combination of interrelated
cognitive skills, attitudes, motivation and emotion, and other social
components as defined in DeSeCo.
Competencies are functional, educational and relevant; they
are acquired and developed over different educational stages across
the lifespan and relevant for future educational and professional
careers, general life satisfaction and well-functioning societies (Artelt
et al., 2013).
The term “competence” denotes a person’s characteristics in
fulfilling a specific job or a person’s ability to demonstrate
performance according to given working standards (Mansfield &
Mitchell, 1996; McLagan, 1989; Verle et al., 2014).
 CHAPTER 5
SUMMARY OF FINDINGS, CONCLUSIONS, AND
RECOMMENDATIONS

This chapter presents summary of findings, conclusions and

recommendations grouped accordingly to answer each statement of
the problem.

The researchers aim to find out the verbal interpretation and

percentage of the respondents on the NCII list of competencies from
TESDA. In this chapter we will see findings, conclusion, and
recommendation of the research that the researchers gathered on the
survey of G12 Electrical Installation and Maintenance students.
FINDINGS

• The frequency and percentage distribution of the

respondents by their Age and years studying Electrical in
table 1 and 2, most them or 20 out of 28 are studying
Electrical since they were in Grade 9.
• In table 3,4, and 5 the Generic, Sector Specific, and
Occupation Specific Competencies the researchers
conduct that the respondents in this three (3) sectors of
competencies are all Competent.
• The signicant difference in the Age and the years of
studying Electrical to the respondents are the variable of
their f-value. This data is gathered in the survey of the
respondents.
CONCLUSIONS
• The researcher's conclude that in Generic Competencies all
respondents are competent in all Competencies but the lowest
variable in Generic Competencies is "Lead small team".
• The researcher's conclude that in Sector Specific Competencies
all respondents are competent in all Competencies but the
lowest variable in Sector Specific is "Perform measurements
and calculation in (construction) Electrical".
• The researcher's conclude that in Occupation Specific
Competencies all respondents are competent in all
Competencies but the lowest variable in Occupation Specific
Competencies is "Install Channel abd Cables".
• The researchers conclude that the results in this three (3)
competencies the Generic, Sector Specific, and Occupation
Specific are important and placed on the competencies such as
"work ethics".
RECOMMENDATIONS
• The researchers recommend to the Respondents in Generic
Competencies are practice more in leading small team even in
their practical workgroup in laboratory. This will be helpful to
them in their future and their professional job.
•
• The researchers recommend to the respondents in Sector
Specific Competencies are enhance their measuring and
calculation learnings to improve their works in electrical layout
and diagrams.
• The researchers recommend to the respondents in Occupation
Specific Competencies are practice more in Installing
auxilliaries like FDAS, CCTV, CABLES and others. To improve
their Electrical knowledge and skills that help in their
professional job.