BALIBAGO INTEGRATED HIGH SCHOOL

MEETING THE DEMANDS OF THE INDUSTRY: PREPARING THE

COMPETENCIES OF ELECTRICAL INSTALLATION AND MAINTENANCE
STUDENTS IN BALIBAGO INTEGRATED HIGH SCHOOL

A Research Paper
Presented to the Faculty of the Senior High School Department
BALIBAGO INTEGRATED HIGH SCHOOL
Santa Rosa, Laguna

In Partial Fulfillment of the Requirements for Practical Research

Electrical Installation Maintenance

Asico, John Poul

Autor, Shaira Abigail
Cartaño, Elijosh
Cobrador, Christian Kenth
Lambunao, Karl Yuan
Mendez, John Emman Ace
Natividad, Jonathan
Nudalo, Noeme
Rafer, Janelle
Sabal, San Gohan
Villareal, Jayem

2022-2023
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Chapter 1

The Problem and Its Background

Introduction

Supply and demands are the basic definition of give and take cooperation between

employer and employee, companies and labor to meet the requirements of the industries.

Relationship between the quantity of a commodity that producers wish to sell at various

prices and the quantity that consumers wish to buy. It is the main model of price

determination used in economic theory. The purpose of this study is to raise awareness to the

students of Electrical installation and maintenance at Balibago Integrated High School about

their competency levels by providing information about the job they hold. The purpose of

this research is to provide an analysis of the levels of competency towards Electrical

Installation and Maintenance students in Balibago Integrated Senior High School so that the

researchers may take action. The significance of the study is who benefited from the

research are the students. The outcome result provided the students with a few knowledge

on meeting the demands of the industry. Future generations gained benefits from the

research, they gained several knowledge by looking at article online and they can use it as a

guide to improve their own.

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Background of the Study

The electrical installation and maintenance program is designed to prepare you with

the technical knowledge and hands on skills necessary for students of Balibago Integrated

Senior High School despite the important of electricity in day to day life, 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 school. Electrical

installation and maintenance work skills like planning the layout and installation of wiring,

testing of electrical work for safety, competence with tops, effective use of materials,

interpretation of wiring drawing, and the like are highly needed for job creation. Electricity

issues are known to kill, injure, and cause property distraction if no precautions are taken.

Due to its inability to be tasted, seen, heard, or smelled, electricity is frequently referred to

as a "silent killer." Numerous laws pertaining to home and school safety make reference to

the necessity of periodic inspection. Hiring a professional to perform a visual check for you

on a regular basis is one of the best things you can do.

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Theoretical Framework

According to Venable, M. (2020), a few people work in one business after college

graduation and retire from it decades later. We go off the beaten path, go back in the same

direction, and make new paths. There are numerous alternatives to sticking with a tried-and-

true career route. A path forward is provided by the career chaos theory and planned

happenstance, two well-known theories of professional growth. Even if they are not brand-

new, these approaches to career planning are more important than ever. Both ideas define

career planning to assist you in doing more than simply responding to unanticipated

circumstances. We can probably all agree that jobs aren't exclusively based on luck, but

planned chance insists that there is still some element of luck at play. In order to develop

long-term enjoyment in both your personal and professional life, you may also make your

own luck. Since change occurs quickly in life and doesn't follow a nice, straight path, we

must embrace lifelong learning in order to maintain our abilities current and useful. The

chaos theory of careers by Pryor and Bright contends that because we are dynamic systems

as individuals, we are open to complexity, change, and chance.

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Conceptual Framework

Independent Variable Dependent Variable

Demographic profile: Acquired level of

• Age
• Gender Competencies of

• Grade Level Electrical Installation

Acquiring level of
and Maintenance
Competencies:
 Wiring
 Planning
 Maintenance of
Electrical
Equipment
 Repair Wiring System
 Installing Electrical
Conduits
 Problem Solving Skills

Figure 1. Research Paradigm

This part of the study shows the input, the process of how the variable was developed and

the output or the result of the process. The paradigm above presents the input, process, and

output which illustrates the step-by-step process done. In this study, an input-process-output
 BALIBAGO INTEGRATED HIGH SCHOOL

framework was used to present the variables being studied. The figure 1 above illustrates its

conceptual framework. After determining the level of competencies that the students must

acquire with the help of the chosen EIM students, the researchers finalized with the used of

the pre-survey and elaborate how they can really find the level of competencies in meeting

the demands of industries by the EIM Students in Balibago Integrated Senior High School.

The researchers decided with a multiple types of questionnaires. The researchers

recommend to the teachers maximize the level of competencies of the EIM students, for

them to be able to meet the demands of the industries, and to make more improvements on

their skills. With that a more skilled EIM students in the future will not be impossible.

Statement of the Problem

This study focuses on the acquired level of competencies of Electrical Installation and

Maintenance Students in Balibago Integrated High School Senior High School aims to solve

the following problems:

 BALIBAGO INTEGRATED HIGH SCHOOL

1. What is the demographic profile of the student responses in the terms of:

1.1 Age

1.2 Gender

1.3 Grade Level

2. What are the acquired level Competences of Electrical Installation and

Maintenance students?

2.1 Wiring

2.2 Planning

2.3 Maintenance of Electrical Equipment

2.4 Repair Wiring System

2.5 Installing Electrical Conduits

2.6 Problem Solving Skills

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Hypothesis

HO1. There is no acquired level of competencies of EIM students in Balibago Integrated

Senior High School in terms of :Wiring, Planning, Maintenance of Electrical Equipment ,

Repair Wiring System, Installing Electrical Conduits, Problem Solving Skills

HO2. There is an acquired level of competencies of EIM students in Balibago Integrated

Senior High School in terms of : Wiring, Planning, Maintenance of Electrical Equipment ,

Repair Wiring System, Installing Electrical Conduits, Problem Solving Skills

Scope and Delimitation of the Study

This study will be focusing on the Electrical Installation & Maintenance student

competencies. As the study specifically talks about the competencies of EIM students in

Electrical Installation skills, Particularly the G-12 TVL EIM students of the Balibago

Integrated high school SHS enrolled in the academic year 2022-2023. The current harm to

unemployed workers is well-studied in both academic and popular publications, but the

long-term impacts on new entrants are less clear. The impact of labor market conditions at

the time of entry on the long-term career profiles of men has been studied by a small but

growing body of economics literature. The majority of these studies have found a negative
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impact on wages and/or job prestige that is persistent, lasting at least 6 to 8 years and

frequently longer.

Significance of the Study

The significance of this study, "MEETING THE DEMANDS OF THE INDUSTRY:

PREPARING THE COMPETENCIES OF ELECTRICAL INSTALLATION

MAINTENANCE STUDENTS IN BALIBAGO INTEGRATED HIGH SCHOOL" is it

helped them know how to fulfill the demands of the industry that they are planning to work.

Student

The purpose of this study is to help the students know how to meet the demands of the

industries. Enhancing student understanding is the main motivation for taking part in this

study. The study would assist in creating a distinctive viewpoint on it. The entire study

process opens up new opportunities for education and literary development. It exposes

issues that have not yet been made public. Students are given the chance to solve problems

and provide answers to queries that society does not address. The process of this study may

help to dispel a variety of misconceptions that have developed in our brains. Either a false
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resource or a widely held notion may be the cause of their development. If you merely reach

out to locate the truth, logical, fact-based information is readily available.

Teacher

This study benefits also the teachers as they are the one who are sharing knowledge to

the students. They would be able to know if their students know enough on meeting the

demands on the industry and how prepared their ability to do something successfully as

electrical installation maintenance students in Balibago Integrated Senior High school.

Future researchers

This study also will help the future researchers as they will gain knowledge if they were

to choose topic that is close to this. The future student researchers would benefit from this

study's awareness and expertise of the study's procedures. They may use it as a future

reference for more studies and it would help them become better analysts.
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Definition of Terms

For a better understanding of the discussion of this paper, the following terms are defined

conceptually:

Demands - the study of how buyers and sellers interact to determine transaction prices and

quantities.

Industry - is a group of companies that are related based on their primary business

activities.

Competency - is the capability to apply or use the set of related knowledge, skills, and

abilities required to successfully perform 'critical work functions' or tasks in a defined work

setting.

(EIM) Electrical installation and maintenance - is the process of installing and

maintaining electrical systems and equipment.

Plotting - is a scheme, a story, a map charting progress, or a piece of land

Wiring - is an electrical installation of cabling and associated devices such as switches,

distribution boards, sockets, and light fittings in a structure.

 BALIBAGO INTEGRATED HIGH SCHOOL

Drawing - is used to show how the circuit functions.

Planner - a person who makes decisions about how something will be done in the future.

Maintain electrical equipment - is the process of ensuring that electrical equipment is kept

in good working order.

Repairing wiring system - is a fixing any sort of electrical device should it become out of

working order or broken.

Installing electrical conduits - is a tube used to protect and route electrical wiring in a

building or structure. Electrical conduit may be made of metal, plastic, fiber, or fired clay.

Most conduit is rigid, but flexible conduit is used for some purposes.

Problem solving skills - is the process of achieving a goal by overcoming obstacles, a

frequent part of most activities. Problems in need of solutions range from simple personal

tasks to complex issues in business and technical fields.

Electronic equipment maintenance - covers all aspects of testing, monitoring, fixing, and

replacing elements of an electrical system.

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Chapter 2

RELATED LITERATURE AND STUDIES

These are articles, researchers, journals, and other studies that were published, whether

those were online or printed, which are related to this research. These would be a great help

on proving this research, since aside from the results of questionnaires, there would be a lot

of basis to have. Further, this would also help the researchers to explore more ideas to share

in their research. So in this chapter, related literature and studies were reviewed.

FOREIGN LITERATURE

Excelsior Staff (2022) claimed that when you've achieved your objective and received a

college degree after many years of diligent study. It's one of life's happiest moments, the

result of effort and dedication that many individuals started in their teens. However, many

people would rather take their time transitioning from the classroom to the workplace.

Fortunately, students have a variety of options to pick from that offer them possibilities for

life experiences rather than full-time work. These encounters can aid in your decision-

making or provide you the opportunity to identify your passions and talents. College

graduates are in a position in life where they have many options. Due to the increased
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income and better chances that come with a college degree, many people desire to start (or

continue in) a 9 to 5 job right away. After graduation, most people follow this career (or

sometimes the year between high school and college). A gap year allows you time for travel

and exploration, frequently to visit another nation and experience the culture there. In the

United States, there are several opportunities to visit new locations and encounter diverse

cultures. In any scenario, taking a gap year offers the ability to try new things and get to

know new people. The period immediately following college graduation is ideal for

pursuing a passion. An internship or part-time work is a fantastic method to do this. Without

a full-time job, it is much simpler to work in the entertainment sector, book publishing,

theater, animal conservation, political campaigns, or wherever your passions may lead you.

Many people decide on occupations before discovering what they truly enjoy. You can test

out a passion and see if it fits you by doing an internship or volunteer work. Part-time jobs

and internships might progress to full-time employment.

McClure (2022) postulated that the performance of a professional in the workplace is

influenced by his or her expertise, competency, and point of view. When you hire a

professional, you understand that you want someone who possesses all three qualities: skill,

competence, and the proper attitude or disposition. Wenger claims that participation in a

community of practice is required for this kind of learning. A community of practice is a

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term that refers to a process that involves actively participating in social communities'

practices and creating identities in relation to these communities, rather than just attending

local events or participating in particular activities with particular people. The phrase

"community of practice" was first used by Lave and Wenger to offer a framework for their

observations made while researching different kinds of apprenticeships, but the idea is not

new to education.

Sage Journals (2022) claimed the employers' perspectives on graduation qualities that

help recent graduates succeed at work. A questionnaire will be used as part of the approach

to get feedback from business employers on how crucial certain qualities are to the

employment success of recent graduates. The results show that all of the competences

looked at are significant to some extent. The five highest-ranking qualities tested are "ability

and willingness to learn," "teamwork and cooperation," "hard work and readiness to take on

extra work," "self-control," and "analytical thinking," even though all of these are

unquestionably essential for success. Employers generally place equal importance on hard

and soft talents. Prior to entering the workforce, recommendations for helping university

students build their competences are explored. Because the competencies are practical in

nature, it is advised that colleges collaborate with business to provide programs that are

focused on the workplace. According to the authors' knowledge, this is the first study to
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approach ideal graduate competencies from the standpoint of the skills gap in the context.

According to scholars, employers must rely on their workforce to increase competitiveness

because employee skill and output quality affects total organizational performance outcomes

(Buller and McEvoy, 2012; Deaconu et al., 2014). They have urged businesses to create

plans that will highlight and take use of the millennial generation's skills and qualities

(Jerome et al., 2014). Hitt et al. (2001) further argue in an empirical study that human capital

has a moderating and advantageous impact on a firm's performance. This corroborates the

notion that finding skilled employees is of utmost importance to businesses. On the other

side, firms suffer financial and non-financial losses as a result of poor hiring decisions

(Newell, 2005). Researchers have emphasized the significance of recruiting employees with

the appropriate competencies for firms, such as Proms (2008). The dissemination of such

knowledge may help employees and students acquire the necessary skill set for success in

the workplace. Third, the study emphasizes the necessity of competency development in the

curricula of higher education by pointing out the potential "skills gap" that is currently

evident among recent graduates.

Springer Link (2022) claimed that the current environment has undergone significant

change, and competency management, a basic business strategy that enables talents to be in
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line with corporate objectives, is now an essential component of resolving organizational

problems and a key source of competitive advantage.

The conventional production system of the economy has given way to a more service

oriented economy known as the "knowledge economy" (modern economy). The phrase

"modern economy" refers to the rate at which information and communication technologies

(ICT) are being employed to change the world economy (Tapscott, 1996). Nearly every

economic sector has experienced fast transformation in the modern economy, which has also

had long-term growth and decreasing inflationary pressure (Stiroh, 1999). Almost all

economic sectors in this new economy use human knowledge (Servoz, 2019; Tapscott,

1996; Choong & Leung, 2021).

Healy (2002) suggested that one of the most important aspects of the new economy is

developments in the creative industry, which employs brain-based labor. It is also described

as an economy where individuals must think in order to survive (Davenport, 2005).

Knowledge workers (KWrs) are on the rise as workers' abilities and creativity become more

important than physical labor at this time

 BALIBAGO INTEGRATED HIGH SCHOOL

College of technology (2022) claimed that The Electrical Power Engineering Technology

program's objective is to give students a top-notch undergraduate education that is

applications-focused and built on cutting-edge electrical technology equipment. This goal is

accomplished through a number of initiatives, including maintaining the program's specific

course updates to ensure their applicability to the most recent industrial changes, supporting

the development of suitable computer facilities, encouraging the integration of cutting-edge

technology into all courses, and supporting faculty professional development. The program's

goal is to meet the community's educational needs in metropolitan Houston by creating an

environment that encourages self-awareness, personal development, and a passion for

lifelong learning. A solid foundation in measuring systems, analog and digital signal

conditioning, microprocessor hardware and software, industrial electronics, and rotating

equipment is provided to students who major in Electrical Power Engineering Technology.

Students might choose to take additional courses in electrical power, control systems, or a

combination of the two. Despite the continued importance of analog electronics, one of the

newest and fastest-growing fields is the use of computers for control, whether it be control

of a made good or a manufacturing process. Electrical power technologists who are

conversant with conventional and computer-controlled machines and machine controls are

needed by the producers of electrical systems and equipment. Transformers, motors,

generators, switchgear, and protection equipment are all provided and managed by the
 BALIBAGO INTEGRATED HIGH SCHOOL

electrical industry in order to power residences, commercial buildings, and industrial

facilities. The electrical industry provides and controls the transformers, motors, generators,

switchgear, and protection equipment needed to power homes, businesses, and industries.

Electrical power technologists design new electrical systems and modifications to existing

electrical systems that generate and use large amounts of electricity. Electrical power

technologists design new electrical systems and upgrades to older ones that create and

consume huge amounts of electricity needed for reliable, secure, and cost-effective

distribution networks.

Jing, et al (2010) claimed that technologies for embedded systems are changing

drastically. Engineers that are proficient in embedded systems are becoming harder to find in

the market. In light of this, institutions should update their specialized programs to match

market demands. Based on an examination of industrial requirements, a spirally tight-

coupled step-by-step educational approach is put forth in this study. Multiple learning circles

are stacked up in a spiral to form the learning process. Each learning circle consists of three

phases: a lecture, a demonstration, and hands-on practice. These elements are closely related

to make it easy for students to review key information. To maintain a smooth learning curve,

the circle being studied at the moment is directly predicated on the circle before it. Since

they can see the results of their labor right away, pupils are still highly motivated to learn.
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The fundamental knowledge and abilities can be repeated in many ways across the three

different types of educational steps because a learning circle only needs a short amount of

time to complete it, allowing students to master them. The accomplishments and

performance of the students utilizing the suggested strategy demonstrate its ability to help

them master the necessary knowledge and

successfully translate it into abilities.

In (2010), the Australian Government claimed that The National Skills Commission

places a lot of emphasis on determining what types of professions and skills will be in

demand in the upcoming years. Even though we have discovered that there will be a wide

range of job growth across industries, job types, and skill levels, the service industries and

positions needing higher skills will experience the highest growth. The National Skills

Commission places a lot of emphasis on determining what types of professions and skills

will be in demand in the upcoming years. Even though we have discovered that there will be

a wide range of job growth across industries, job types, and skill levels, the service

industries and positions needing higher skills will experience the highest growth. According

to the NSC's five-year employment predictions, the service sector will account for about

two-thirds of job growth through November 2025. The growth of employment in the future

is not restricted to these regions, though. Numerous industries are expected to experience
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job development. According to their five-year employment estimates, both professionals (up

by 439,500 or 13.2%) and community and personal service workers (up by 186,400 or

14.6%) will have very substantial employment growth. This is a reflection of the significant

development anticipated in the service sectors, which employ the majority of people in these

occupational groupings. Over the next five years, these two occupational groups should

collectively account for more than 60% of all job growth. More specifically, registered

nurses, software and applications programmers, and caregivers for the elderly and disabled

are the professions expected to have the most gains in employment. Jobs whose employment

growth is predicted to be slower encounter persistent difficulties, such as those brought on

by technological advancement. Some of these jobs fall within the categories of clerical and

administrative personnel. The value of education and training is one of the most striking

conclusions from a study of the NSC's five-year estimates. More than nine out of ten of the

nearly 1 million jobs that the NSC anticipates will be created in the five years leading up to

November 2025 will need a post-secondary education.

According to SCIELO (2019), Inflation, informal employment, slow growth, and income

inequality are just a few of the current national phenomena that reflect the macroeconomic

and sectoral performance of the economy. These phenomena all have an impact on the social

and productive realm on a global, regional, and local scale. The productive apparatus
 BALIBAGO INTEGRATED HIGH SCHOOL

urgently needs to increase its ability to produce formal jobs in order to meet the demand for

work displayed by the economically active population, so it is vital to note that there are

significant obstacles in the labor market (EAP). From this angle, it's also critical to

reevaluate public policies that aid in generating employment from the company and sectoral

structure and so promote social welfare conditions, reducing levels of poverty that are

prevalent in the Mexican economy.

Monthly Industrial Survey data from the National Institute of Statistics and Geography

(INEGI, as it is known in Spanish), the tertiary sector employs the majority of the

workforce, with the secondary and primary sectors occupying the second and third positions,

respectively. Given the foregoing, it is necessary to calculate an employment demand

function for the manufacturing sector of the Mexican economy for the years 2007 to 2015.

With the intention of examining the employment, salary, and wage asymmetries that exist

within the manufacturing sector, the idea of considering a level of disaggregation by

subsectors arose. However, there was also the expectation of incorporating a database that

would allow for the analysis of the analytical relationships between the variables, capturing

the temporal and cross-sectional aspect of the object of study. In studies like that by the

World Bank (2012), it is noted that the analysis of employment is crucial because it is a

factor that directly affects the economic and social development of a nation. This is because

a wage income allows for the guarantee of a certain standard of living and subsistence,
 BALIBAGO INTEGRATED HIGH SCHOOL

which lowers the level of poverty in households. Therefore, the goal is to examine how the

demand for employment in the manufacturing business behaves. This industry has

historically been important and associated with the processes of economic expansion and

commercial opening. While it is true that the national economy exhibits a process of

tertiarization in terms of employment, it is also true that the secondary sector is not the one

with the lowest labor force participation rate, since the primary sector exhibits a greater

participation rate in the overall economy. In the particular case of commerce, services, and

manufacturing, it is noted that before the 2008 financial crisis, employment in

manufacturing was higher than that shown after that year, while services and trade were

already showing signs of growth.

Western Michigan University (2022) claimed that Career readiness is defined by the

National Association of Colleges and Employers (NACE) as the acquisition and

demonstration of necessary skills that, in general, prepare college graduates for a smooth

transition into the workforce. Actively advance one's career and self through ongoing

professional and personal learning, self-awareness of strengths and shortcomings, career

exploration, and networking to forge connections both inside and outside of one's

organization. View illustrations of professional and self-development behaviors. Exchange

information, thoughts, facts, and viewpoints with people inside and outside of a business in
 BALIBAGO INTEGRATED HIGH SCHOOL

a clear and effective manner. View examples of communicative behavior. Determine

demands and provide solutions based on an awareness of the situational context and a

logical examination of the pertinent data. View illustrations of critical thinking techniques.

Show the understanding, attitude, knowledge, and abilities necessary to fairly engage and

incorporate individuals from various local and international cultures. Take part in antiracist

activities that directly oppose racist institutions, structures, and regulations. View examples

of inclusive and equitable behavior. Recognize and take advantage of team and individual

capabilities to meet organizational objectives. View examples of leadership conduct.

Understanding and exhibiting effective work habits, acting in the interests of the greater

community and workplace, and being aware of how different work settings differ. View

illustrations of professional behavior. Establish and maintain cooperative connections to

efficiently work toward shared objectives while respecting differing perspectives and

responsibilities. View examples of collaboration in action. Understanding technology and

using it responsibly to complete tasks, reach objectives, and improve efficiencies View

examples of technological conduct.

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LOCAL LITERATURE

Adobo magazine (2021) claimed that leading online job portal JobStreet highlights the

top hiring industries where candidates can start again in the new year as it continues to

support jobs that matter in these challenging times. The Call Center/ITEnabled

Services/BPO sector accounts for 23% of companies that are actively hiring as of January

2020, according to the JobStreet database. Government/Defense is second with 21%,

followed by Human Resources Management/Consulting (12%), Education (9%), and

Computer/IT-Software (5%).

Following this are Other Specializations (3%), Manufacturing/Production (3%),

Healthcare/Medical (3%), Banking/Financial Services (2%), Retail/ Merchandise (3%),

and Production/Manufacturing (3%). "Overall employment in the market fell by 30% last

year compared to 2019, but JobStreet is optimistic that the job market will continue to

improve, as employers are gradually recruiting people," said Philip Gioca, JobStreet

Philippines country manager. According to the JobStreet database, job postings began to

revive with an average gain of +3% compared to Q2 of 2020, when the lockdown was in

effect, as the economy gradually opened and people adapted to the new normal. The number

of jobs in some industries increased in the previous quarter. These industries include

aviation/aircraft maintenance (+179%), sales and financial services (+94%), merchandising

(+68%), advertising/media planning (+55%), and biomedicine (+52%). Additionally, despite

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the epidemic, employment prospects in the government have expanded in Davao, the

Autonomous Region in Muslim Mindanao (ARMM), and Northern Mindanao by more than

18,000 jobs. Millions of Filipino employees both domestically and internationally have

undoubtedly been impacted by the pandemic, but JobStreet has been helping retrenched or

laidoff applicants find meaningful employment throughout the crisis. The platform is also

assisting employers in their long-term recovery by giving them free access to individuals

who are available for urgent recruiting through the portal's Lite Ad function. Additionally,

despite the epidemic, employment prospects in the government have expanded in

Davao, the Autonomous Region in Muslim Mindanao (ARMM), and Northern Mindanao by

more than 18,000 jobs. Millions of Filipino employees both domestically and internationally

have undoubtedly been impacted by the pandemic, but JobStreet has been helping

retrenched or laid-off applicants find meaningful employment throughout the crisis. The

platform is also assisting employers in their long-term recovery by giving them free access

to individuals who are available for urgent recruiting through the portal's Lite Ad function.

Philippines Institute for Development Studies (2022) claims that no matter what school

you attended, most businesses still prioritize candidates with college degrees. A survey by

the Philippine Institute for Development Studies found that fewer than 20% of seniors who

graduate from high school go on to work. The others are going to college because they don't
 BALIBAGO INTEGRATED HIGH SCHOOL

have the self-assurance to be job-ready. Additionally, businesses are reluctant to hire SHS

graduates for the same reason. The job postings listed on JobStreet, where there are

thousands more positions available for college grads than for SHS graduates. Your alma

mater does not predict your future success, whether it is well-known or not. Thankfully,

businesses today are more discerning and choose candidates based on more crucial criteria.

Relevant professional experience entails having prior knowledge about and practical

experience in the field of the position you're applying for. As a result, the business won't

have to invest as much time and money in your training as it would in the case of a new hire.

Gain experience through working at entry-level positions, internships, and apprenticeships.

You can also offer your skills as a volunteer to friends and relatives and put them as part-

time work experience on your resume.

TEACHERPH (2013) claimed that the National SHS Tracer Study, a mixed methods

study undertaken in 2019 and 2020 by the Bureau of Curriculum Development (BCD),

sought to identify the curriculum exits that students took after graduating from the Senior

High School in SY 2017–2018. 82.67% of the graduates continued their study, while

10.22% found employment. Entrepreneurship (1.30%) and middle-level skill development

(0.42%) were only practiced by a small minority. After graduating from SHS, 5.39% of the
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graduates chose not to pursue any of the exits. To increase K–12 graduates' employability in

the public sector, there are also efforts to include K–12 qualifications into the Civil Service

Commission's (CSC) certification standards. The qualifications must essentially meet the

following criteria: (a) education, either JHS completion or SHS graduation; (b) experience;

(c) training, which may be in the form of National Certificates (NCs); and (d) eligibility.

Students and/or graduates of SHS are qualified to take the CSC Written Examination after

they turn 18 years old. If they succeed, they will have a better chance of meeting the

minimal requirements for work with the government. Along with receiving funding from the

government, PBED pledged to persuade private enterprises to welcome K– 12 students and

graduates by providing work experience and job possibilities. This was made possible by

PBED's "First Future" Program, which looked at senior high school graduates'

employability. PBED announced that over 19,000 entry-level jobs and 400 work immersion

positions for senior high school graduates and students have opened and made available for

K to 12 graduates. Data showed that "3 of 5 companies are open to hiring K to 12 graduates

while 1 of 5 companies are ready to hire given available facilities and current hiring

policies." For SHS students and graduates, 116 companies provided 19,385 job openings and

773 training posts. According to PBED data, at least 2,900 positions have already been

filled, 544 graduates are in the workforce, 211 people have received training, and 105 more

people are expected to receive it. However, the employability of SHS graduates still has
 BALIBAGO INTEGRATED HIGH SCHOOL

some shortcomings. There must be methods for assisting SHS graduates in developing their

employment portfolios and resumes as DepEd works to improve the employability of this

group of students. The traditional beliefs that high school graduates are not work-ready are

partially to blame for the current misalignment, both on the supply side (students) and the

demand side (employers). Employers still prefer to recruit college graduates or at least those

with some college experience, and students are not confident enough to obtain gainful work

after graduation, restricting themselves to positions that do not match the technical

education and training they have gained in SHS. The Office of the Undersecretary for

Administration (OUA), in partnership with the Curriculum and Instruction (CI) Strand, is

leading an initiative in support of the K–12 programs to better educate students to be more

work-ready in response to this gap between SHS graduates and employment possibilities.

This worldwide training will be conducted online with the goal of assisting students in

becoming more competitive and job-ready.

 BALIBAGO INTEGRATED HIGH SCHOOL

FOREIGN STUDIES

Carnevale, et al. (2013) compared expected and actual job demand, both in terms of rate

and number of new employment. We also display how many net new employment were

created as a result of jobs lost to retirement and relocation and new employment created as a

result Changing career clusters, or quitting the job altogether. I then From these

comparisons, find the CTE clusters with the most demand. Finally, we display wage

information for the CTE clusters by distribution of education. to assist in locating high-

paying industries and jobs. To these data added similarities between lower-paying

employment and the minimum wage (MET) of $35,000. Planners of programs can use this

data, coupled with their understanding of local labor market conditions and employer

recommendations, to create and execute CTE programs that satisfy the objectives of IV

Perkins. In 2018, 37 percent of all positions will go to people with a high school diploma or

a certificate of completion of high school a little on-the-job instruction This percentage

decreased from 72% to 43 % in 1973, 44 % in 1992, and 41 % in 2007. The proportion of

jobs overall that require a high school diploma by 2018, the percentage of career clusters

with a diploma or less decreases for all but construction and architecture, where there is a

very minor rise. Four career clusters contain the majority of jobs for employees with only a

high school diploma or less. Tourism and hospitality will account for 27% of all new jobs

created and replaced in the U.S. economy between 2008 and 2018, followed by
 BALIBAGO INTEGRATED HIGH SCHOOL

transportation, logistics, and logistics (13%), architecture and construction (11%), and

manufacturing (9%). High school graduates have more opportunities in fields with a male

predominance. In the fields of manufacturing, architecture and construction, transportation,

distribution, and logistics, men make up more than 80% of the workforce. Compared to

individuals with a high school diploma or less, jobs for workers with postsecondary medium

skills are concentrated in six occupational groups. Manufacturing (8%), Marketing,

Sales, and Service (9%), Transportation, Distribution, and Logistics (9%), Health Science

(10%), Business, Management, and Administration (13%), and Hospitality and Tourism

(16%) will account for 64 percent of all new and replacement jobs in the U.S. economy

between 2008 and 2018. To earn the same income as males with a high school diploma,

women must complete postsecondary education. Women have more opportunities as we

advance up the educational ladder and into postsecondary middle-skill education (59%

female), marketing, sales, and service (49% female), health science (45% female), and

hospitality and tourism (45% female). All high-paying occupations within occupational

clusters are accessible with a bachelor's degree or higher, although this is not a guarantee.

Occupation is very important.

 BALIBAGO INTEGRATED HIGH SCHOOL

According to Abel, Deitz, and Su (2014), A college degree is a significant investment

that aids in skill development and job readiness. In the past, people who have made this

commitment have reaped large financial rewards that last for the rest of their lives. However,

there have been numerous stories of recent college graduates who are unable to find jobs

appropriate for their level of education since the start of the Great Recession and the poor

labor market recovery that has followed.

Rosenbaum, and Person (2003) postulate that although the transition from youth to adult

society has never been easy, it has been harder recently. Three revolutionary changes that

have occurred over the past 40 years have had a significant impact on how students become

adults. First, the job market's skill needs have drastically expanded, boosting the benefits of

higher salaries for college graduates while decreasing the real incomes of individuals with

less education (Grubb, 1996). Second, community colleges—a modest factor in the previous

generation—radical expanded enrollments as a result of college becoming considerably

more accessible. While enrollments at 4-year institutions have doubled over the previous 40

years, they have expanded five times as much at community colleges (Digest of Educational

Statistics 1999). Possibly the most impressive metamorphosis was the third one.

Community colleges implemented a ground-breaking open admissions policy.

Community colleges opened its doors to all interested students, regardless of their prior
 BALIBAGO INTEGRATED HIGH SCHOOL

academic record, in contrast to most 4-year institutions. Any high school graduate may now

enroll, even if their grades are barely passing. Sometimes, enrolling students may not even

need to be GED or high school graduates. The rules of college and the job market have

undergone a significant change as a result of these three revolutions. They present pupils

with amazing brand-new opportunities. However, as with all revolutions, such radical

changes could be challenging to comprehend, and they have resulted in misunderstandings

and unforeseen effects for pupils. The members of the school personnel who usually advise

pupils on their educational goals are school counselors. Counselors used to frequently serve

as "gatekeepers," suggesting alternatives to college to lowachieving students (Cicourel &

Kitsuse, 1963; Rosenbaum, 1976). However, recent research suggests that school

counselors' methods have evolved. Many people now believe that all students can and

should attend college due to the rising skill requirements of the labor market, the massive

expansion of higher education, and new open admissions rules.

Daymont, and Andrisani (1984) claimed that using information from the National

Longitudinal Studies of the High School Class of 1972, an analysis of the gender gap in

earnings among recent college graduates takes into account work preferences and

preparation (college major). The findings show that the adolescent men and women in the

sample have a propensity for choosing distinct career roles and college majors. Three years
 BALIBAGO INTEGRATED HIGH SCHOOL

after college graduation, these variations together account for one-third to two-thirds of the

gender wage disparity. This shows that omitting employment preferences and college majors

causes an overestimation of the level of prejudice young female college graduates

experience in the labor market today.

Rosenbaum (2002) claimed in his study that "college for all" policies promoted by well-

intentioned but mistaken educators are keeping many students from accessing critical

information about their performance, seeing all of their desirable options, evaluating the

appropriateness and likely outcomes of those options, and recognizing actions that can

improve their career outcomes. Teachers and students need to be made aware that "college

for all" policies are a result of erroneous public perceptions about the merits of college for

everyone and the unfavor of employment after high school. Educators and students must

also understand that changing economic and labor market conditions have led to new rules

of college and the labor market (skill demands have increased dramatically, earnings for

those with less education have declined, college is more available, and community colleges

have open admissions). It is particularly important to realize that students can improve their

chances for getting good jobs by having better academic achievement and better non

cognitive behaviors, taking vocational courses, getting job placement help from teachers,

and working to improve their employment prospects before leaving high school. In order to

improve information for students and educators and assist students in developing more
 BALIBAGO INTEGRATED HIGH SCHOOL

effective career plans, new policy initiatives must offer clear instructions for choosing

particular college and career options, practical evaluations in the form of tests and ratings,

and reliable information channels.

According to Luftig, et al. (2015), Post-secondary students, both undergraduate and

graduate, continue to pursue degrees in the arts despite the fact that there are still few

employment in the field and the compensation is still low. The goal of the current study was

to find out who is pursuing these studies, where they are being done, and why. The

likelihood that students will be able to find and keep employment in the arts after

graduation, the level of respect that their chosen fields of study are thought to enjoy among

the general public, how much their peers in the arts are willing to help newcomers, and the

plans they are making in case they are unable to do so were all examined. Even though they

did not intend to teach, many majors in the arts sought certification as arts educators, and it

was discovered that teaching positions in the arts professions are similarly hard to come by.

Additionally, it was discovered that post-secondary students in the arts were lifelong

practitioners of the arts and simultaneously realistic and upbeat about their chosen fields.

This research is a multi-site analysis that looks at instructional and managerial interaction in

segregated, inclusive, and integrated classrooms of art teachers who educate children with
 BALIBAGO INTEGRATED HIGH SCHOOL

disabilities using Blumer's (1969) symbolic interaction as a theory framework. It discusses

strategies for teaching art to students with disabilities in the classes of 12 different art

teachers, each of which used a paraeducator. It helps to understand how interactions in the

school identify and maintain disabilities. Well-intentioned but typically inexperienced para

educators have a tendency to minimize learning, marginalize pupils, and deprive them of

their agency. I make the case that preservice and in-service teacher education programs

should cover classroom leadership and supervisory skills, as well as best practices for

enabling students with even the most severe disabilities to express themselves, their

thoughts, and their understandings visually. The authors of this autobiographical arts-based

research study link the usage of interactive computer hypertext with a broad and deep

method of knowing in art education by drawing on data from their own experiences and

educational theory. The writers discuss how they reacted to Jasper Johns' 1983 painting

Racing Thoughts by developing a computer hypertext that combines text, graphics, and

video. The authors connected both imagined and actual broad experiences as a result of the

linking options provided by hypertext. The connecting possibilities shown by the hypertext

appeared to affect the creators' thinking, from Grünewald's Isenheim Altarpiece to the

British Broadcasting Corporation's television series Changing Rooms. Computer hypertext's

inherent complexity and illogical structure appear to accurately depict "the ambiguity that

may be characteristic of a piece of art" (Efland 2002, p. 11), and they may make a cognitive
 BALIBAGO INTEGRATED HIGH SCHOOL

flexibility theory for art instruction similar to that of Spiro and Jehng (1990) possible. The

results of this study have consequences for how computer technology is integrated into art

education as a tool to encourage meaningful, connected, and pertinent ways of knowing in

and through the study of art.

Binder, Davis, and Bloom (2015) claimed that the largest range of relevant jobs are said

to have started at elite colleges. However, in the most elite universities, almost half of

graduating seniors choose from a remarkably small number of career paths each year. The

finance and consulting industries have benefited most from this over the last few decades,

but high-tech companies are also increasingly included. This study demonstrates how

campus cultures and organizational structures direct significant numbers of uneasy and

hesitant students toward high income, high-status occupational sectors through the

application of a cultural organizational lens. We observed that the majority of our

respondents initially felt uncertain about their career pathways when they first arrived at

college but rapidly learnt what were thought to be the most prominent possibilities after

speaking with 56 students and recent alumni at Harvard and Stanford Universities. Student

perceptions of status were significantly influenced by on-campus corporate hiring for high-

tech, finance, and consulting positions; peer-built career prestige systems increased the

funneling impact into these fields. Students gained knowledge about how to distinguish
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between "high status" and "regular" employment from these methods. Our findings show

that desires for the highest positions in the occupational structure are largely influenced by

status processes on college campuses, and that elite campus environments play a significant,

independent role in the creation and maintenance of social inequality.

Liu, Thomas, and Zhang (2010) claimed that a sizable body of scholarship has been

devoted over the past four decades to examining the impact of college quality on the job

outcomes of college graduates (Weisbrod and Karpoff 1968; Wise 1975; Eide et al. 1998;

Dale and Krueger 2002). The majority of this research has concentrated on the alleged

financial advantages of graduating from more esteemed universities. The strength of this

focus stems in part from the widespread belief that earning more money after graduating

from these schools is the single most significant benefit, as well as the ease with which job

and income statistics are accessible in numerous national data sets of college graduates. An

allen compassing concentration on the financial benefits of college graduation, and from

selective universities in particular, ignores a variety of other employment related factors.

The analysis presented in this paper extends prior research in this field by examining the

effect of college quality on job satisfaction, which is arguably an equally important non-

economic outcome of college. This analysis was conducted using a nationally representative

sample of bachelor's degree receivers. By going beyond the quantitative nature of education
 BALIBAGO INTEGRATED HIGH SCHOOL

(such as level of educational attainment) and incorporating the qualitative dimension of

education (such as selectivity of undergraduate institutions where people obtain their

baccalaureate degrees) into the study of the education-satisfaction relationship, it adds to the

literature on happiness and job satisfaction. Additionally, rather of focusing on multiitem,

multifaceted measures, several investigations investigating the relationship between

education and job happiness have instead concentrated on a single-item global job

satisfaction scale (e.g., Ganzach 1998; Gerhart 1987; Glenn and Weaver 1982). This study

examines whether education and earnings have differing effects on various dimensions of

job satisfaction and further differentiates between monetary and non-monetary facets of job

happiness. Last but not least, the majority of research on job satisfaction have concentrated

on a very small subset of the workforce, such as workers from one sector or one sizable

company (e.g., Gordon and Arvey 1975). The generalizability of results may be hampered

by the limited range of educational characteristics, pay, and individual work attitudes. We

can examine the relationship between education, earnings, and job satisfaction in the context

of a wider range of demographic differences than has traditionally been examined in past

studies thanks to the use of a nationally representative sample. The size of the data set also

enables us to adjust for a wide range of social and economic factors that can skew the link

between education and contentment.

 BALIBAGO INTEGRATED HIGH SCHOOL

According to Wolniak, and Pascarella (2005), The studed built on earlier research on the

effects of bachelor's degree majors and work field congruence on job satisfaction by

examining predictors of job satisfaction. Data on employees' employment experiences in

2001 were compared to their educational backgrounds from 30 different colleges and up to

25 years earlier. The notion that there is a causal relationship between education and job

satisfaction was tested using a final sample of 2515 college graduates, with statistical

controls for demographic, socioeconomic, and academic factors. In particular, three aspects

of job satisfaction were explored in connection to college majors, salary, and measures of

actual and perceived congruence. The findings show that two separate measures of

congruence are directly related to intrinsic aspects of job satisfaction and support the

hypotheses that income and congruence both mediate the effects of majors on job

satisfaction. Students' decisions to enroll in college are primarily influenced by their

potential to increase their income and land a better career (Astin, 1993). Past research

(Leslie and Brinkman, 1988; Pascarella and Terenzini, 1991; Pascarella and Terenzini, in

press) has demonstrated that obtaining a higher education degree is associated with

significant financial returns as well as academic decisions such as major field of study.

(Grubb, 1992, Rumberger and Thomas, 1993, Thomas, 2000, Thomas, 2003). Grubb, 1992;

Rumberger and Thomas, 1993; Thomas, 2000; Thomas, 2003 found that individuals who

majored in subjects with a quantitative or scientific orientation (such as business, health,

 BALIBAGO INTEGRATED HIGH SCHOOL

math, science, and engineering fields) enjoyed significantly greater earnings once in the

labor market, net of education attainment and other confounding factors. According to a

recent study by Pascarella and Terenzini (in press), depending on the subject of study,

choosing a major could result in a 25–35% boost in earnings. All of the data points to a

causal relationship between money and job happiness, albeit the impact of income may

differ depending on the major and the degree of overlap between the major and the job field.

LOCAL STUDIES

Tupas (1996) claimed that In the Philippines, it is crucial to establish connections

between businesses and educational institutions in order to improve education and prepare

students for the workforce. The following program linkages are included: employer groups

on education boards that represent the business community; regional and provincial

education boards that have representatives from the private sector; promotion of the dual

training system as the preferred method of technology based education and training; an

apprenticeship program that calls for industry employers to give priority to training needs;

and supervised industrial training that encourages closely supervised on-the-job training.

Although these efforts are commendable, it has been challenging to build a coordinated

effort between public training schools and companies. Cooperation is challenging due to a
 BALIBAGO INTEGRATED HIGH SCHOOL

lack of incentives and capacity on both sides of the connection. Weak communication

channels with companies, a lack of funding for curriculum development in educational

systems, and occasionally subpar training are all issues. The development of the knowledge

required for training of any sort depends heavily on close collaboration between employers

and training institutions.

Labaria (2016) claimed that indeed, teaching is an extremely difficult profession for

Filipinos. Because of this, many new freshmen students rank teacher education courses

among their top academic choices. The majority of middle-class parents desire a teacher in

the home, which is why this is the case. Nevertheless, despite how difficult a teacher's duties

are, it is one of the most satisfying careers available today. In addition to educating children,

teachers make significant contributions in other areas, such as developing future leaders.

Education access has effects on both the individual and the nation. Despite the high

emphasis and expectations put on education, many graduates find themselves without a job

after receiving their degree. In line at job fairs throughout the nation are thousands of recent

college or university grads looking for illusive career prospects. A common complaint in the

Philippines is that the economy is having a hard time keeping up with the large influx of

new workers. Graduates express their displeasure at not being able to find employment,

especially stable employment with a good salary. Few people were hired for these positions
 BALIBAGO INTEGRATED HIGH SCHOOL

despite there being employment prospects in the business process outsourcing sector. It is

crucial to consider how employable an institution's graduates are. After graduating, one can

find a suitable job with education and the right training. This study aims to demonstrate the

employability and employment satisfaction of Western Philippines University Quezon

Campus education graduates. The WPU Quezon Campus was built to meet the rising

demand for postsecondary education in the municipality and the neighborhood. The

Bachelor in Secondary Education (BSED) and Bachelor in Elementary Education are two of

the courses offered by the external campus (BEED). Since their first class of graduates in

2007, these two courses have produced hundreds of graduates. As a result, the two courses'

graduate unemployment will be examined in this study. It aims to identify the reasons that

affect graduate unemployment, how much the employability idea contributes to this, and to

offer suggestions for overcoming the difficulties.

SYNTHESIS

The demand for jobs after graduation is complex nationwide, especially here in the

Philippines. Because of this issue, it can lead to various factors. We were frequently

questioned as children about what we wanted to do when we grew up. Back then, becoming

an adult, attending college or a university to study, and then finding employment made the

most sense. But as we grew older, we began to understand that there are a huge variety of
 BALIBAGO INTEGRATED HIGH SCHOOL

majors, minors, and areas of study to pick from. Things quickly become far too convoluted.

These choices are both a blessing and a curse at the same time. Trying to sort through so

many options is challenging. But at least now we are aware that there is no need to be

limited to a single academic discipline or profession. So many things impact our final

decisions, from accidental meetings to family difficulties to a chance course that ignited a

lifelong love (Next Step U, 2022). Sage Journals (2022) claims employers' perspectives on

graduation qualities that help recent graduates succeed at work. The five highest-ranking

qualities tested are "ability and willingness to learn," "teamwork and cooperation," "hard

work and readiness to take on extra work," "self-control," and "analytical thinking". In 2017,

24.4% of the population in Hong Kong had a first-degree education or higher, a significant

increase from the 10.8% in 1998. This corroborates the notion that finding skilled employees

is of utmost importance to businesses. The study emphasizes the necessity of competency

development in curricula of higher education. While, career readiness is defined by the

National Association of Colleges and Employers as acquiring necessary skills that prepare

college graduates for a smooth transition into the workforce. Western Michigan University

(2022) claimed that career readiness is self-awareness of strengths and shortcomings, career

exploration, and networking. Both studies show the analysis of the demands of a job after

graduation.
 BALIBAGO INTEGRATED HIGH SCHOOL

Chapter 3

RESEARCH METHODOLOGY

Research Design

The researchers used quantitative research as it allows them to study the variables based

on clear, concrete, and measurable facts. Non-experimental research design is the type of

research that does not involve the manipulation of control or independent variables. In non-

experimental research, researchers measure variables as they occur without any further

manipulation. The researchers opted to utilize this kind of research to determine the

importance of meeting the demands of the industry through the senior high school students

of Balibago Integrated High School.

Research Local

The study conducted in selected Public Secondary schools at Balibago, Sta. Rosa,

Laguna. This includes Balibago Integrated Senior High School. The school is accessible by

land transportation.
 BALIBAGO INTEGRATED HIGH SCHOOL

Population and Sampling

Purposive sampling will be used in this study. According to Nikolopoulou (2022),

Purposive sampling refers to a group of non-probability sampling techniques in which units

are selected because they have characteristics that you need in your sample. In other words,

units are selected “on purpose” in purposive sampling. Also called judgmental sampling,

this sampling method relies on the researcher’s judgment when identifying and selecting the

individuals, cases, or events that can provide the best information to achieve the study’s

objectives. Purposive sampling is common in qualitative research and mixed methods

research. It is particularly useful if you need to find information-rich cases or make the most

out of limited.

Respondents of the Study

The subjects in this research are students from Balibago Integrated Senior High

School. These respondents were chosen to determine the importance of meeting the

demands of the industry.

 BALIBAGO INTEGRATED HIGH SCHOOL

Research Instrument

The tool used to gather pertinent information is a self-constructed questionnaire on a

Likert scale that the researchers developed using relevant literature. It offers possible

responses to a statement or question, allowing participants to express their degree of

agreement or emotion toward the statement or issue. The provided questionnaire allows the

researchers to assess the significance of meeting the demands of the industry.

Data Gathering Procedure

After the validation of the self-constructed questionnaire, the researchers requested

permission to carry out the research project. The researchers used self-constructed

questionnaires as a guide to conduct a survey and collect data. The researchers approached

their respondents personally, explained the purpose of the study, and asked if they are

willing to participate. The researchers used the survey questionnaire to collect data. The

researchers analyzed the survey data to arrive at the study’s result and answers.
 BALIBAGO INTEGRATED HIGH SCHOOL

Statistical Treatment of Data

To obtain answers for the study’s treatment of the problem, the following formula

will be used

To determine the frequency of responses on the public secondary school teachers and

to quantify data results from the survey specifically on the number of responses in every

indicator, this will be used to answer question the statement of the problem.

The formula for the Percentage:

%=f x 100

Where: % - percentage

f – Frequency

N – Number of cases

To get the average rate of responses of the teachers as respondents for each level, the

researcher will use the weighted mean.

 BALIBAGO INTEGRATED HIGH SCHOOL

The formula for the weighted mean is:

WM= x/n

Where:

X= is the weighted mean or the average score

 BALIBAGO INTEGRATED HIGH SCHOOL

Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the pertinent data gathered through the primary scale data

gathering instrument. The data were analyzed and the findings were interpreted in

accordance with the methods and procedures previously discussed. Presentation and

interpretation of the data were done following the sequence of the specific problems posted

in the first chapter. The study determined the involvement of students in school of Balibago

Integrated Senior High School in the District of Santa Rosa, Division of Laguna.

In the presentation of tables and data, the researchers followed the structures and

order of the statement of the problem as presented in the chapter 1 of this study. For better

analysis and interpretation, comprehensive explanation and logical statement were done to

present records in the results of this study.

I. Demographic Profile of the Respondents

The first part of the presentation examined the demographic profile of the

respondents. The following data below are discussions of the results and possible effective

recommendations to be further addressed in these results provided by the respondents.

50
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Table 1

Respondent’s Profile

Characteristics Grade 11 Grade 12

Age F 100% F 100%
16-17 24 59% 2 8%
18-19 14 34% 18 69%
20 above 3 7% 6 23%
TOTAL 41 100% 26 100%

Table 1 shows the demographic profile of the respondents in terms of age.

Age. The results of data present that respondents with age 16-17 has a frequency

of twenty-four (24) or 59%, age 18-19 has a frequency of fourteen (14) or 34%, age 20

above has a frequency of three (3) or 7% by the grade 11 respondents. The results of data

present that respondents with grade 12 age 16-17 has a frequency of two (2) or 8%, age 18-

19 has a frequency of eighteen (18) or 69%, age 20 above has a frequency of six (6) or

23%. Having all the frequency and percentage of the age distribution, the total of it was one

hundred (100) frequency or one hundred (100) percentage.

51
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Table 1.1

Respondent’s Profile

Characteristics Grade 11 Grade 12

Gender F 100% F 100%
Male 37 100% 23 88%
Female 4 10% 3 12%
TOTAL 41 100% 26 100%

Table 1.1 shows the demographic profile of the respondents in terms of gender.

Gender. Out of 67 respondents, there are thirty-seven (37) or 90% were male and

four (4) or 10% are female by the grade 11 respondents. Moreover, there are twenty-three

(23) or 88% were male and three (3) or 12% are female by the grade 12 respondents.

Overall frequency showed that eighty-nine (89) or 89% were male respondents and eleven

(11) or 11% are female respondents, the total of it was one hundred or 100%.

Table 1.2

Respondent’s Profile

Grade Level F 100% F 100%

11 41 100% - -
12 - - 26 100%
TOTAL 41 100% 26 100%

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Table 1.2 shows the demographic profile of the respondents in terms of grade

level.

Grade Level. The table presents the respondents of grade 11 with frequency of

forty-one (41) or 100% and twenty-six (26) or 100% by grade 12 respondents. Having all

the frequency and percentage of the grade level distribution the total of it was one hundred

(100) frequency or one hundred (100) percentage.

Table 2.1

Wiring

Wiring Weighted Mean Verbal Interpretation

1. The learner demonstrates 3.33 Moderately Acquired

understanding in
performing basic
maintenance of wiring
2. I cooperate in program 3.33 Moderately Acquired
where wiring is being
performed
3. Wiring is a necessary 3.42 Moderately Acquired
thing that you should do to
be able to have a satisfying
wiring work
4. I took part in every 3.52 Highly Acquired
wiring activities in
Electrical Installation and
Maintenance
5. The school should 3.33 Moderately Acquired
provide the wiring tools
with the EIM students
Average Weighted Mean 3.39 Moderately Acquired

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 BALIBAGO INTEGRATED HIGH SCHOOL

4.49-3.50 = Highly Acquired (HA); 3.49-2.50 = Moderately Acquired (MA); 2.49-1.50 =

Rarely Acquired (RA); 1.49-1.00 = Never Acquired (AC)

Table 2.1 Present the mean score on the level of competence in terms of wiring.

Indicator 1 "The learner demonstrates understanding in performing basic maintenance of

wiring" obtained 3.33 weighted mean with moderately acquired verbal interpretation, 3.33

weighted mean was obtained by "I cooperate in program where wiring is being performed"

with moderately acquired verbal interpretation, 3.42 weighted mean was obtained by

"Wiring is a necessary thing that you should do to be able to have a satisfying wiring work"

with a moderately acquired verbal interpretation, 3.52 weighted mean was obtained by "I

took part in every wiring activities in Electrical Installation and Maintenance" with not

acquired verbal interpretation, 3.33 was obtained by "The school should provide the wiring

tools with the EIM students" with moderately acquired verbal interpretation.

Table 2.2

Planning

Planning Weighted Mean Verbal Interpretation

1. The learner 3.26 Moderately Acquired

independently carries out
measurements and
calculations based on job
requirements.

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 BALIBAGO INTEGRATED HIGH SCHOOL

2. Demonstrates accurate 3.40 Moderately Acquired

reading measurements
3. The learner understands 3.43 Moderately Acquired
the Electrical Principles:
this includes knowledge of
electrical currents, voltage,
resistance, and circuits, as
well as the ability to read
and interpret electrical
diagrams and schematics.
4. Planning is the necessary 2.30 Moderately Acquired
thing that you should do
first to be able to meet the
demands
5. I understand how 3.22 Moderately Acquired
planning works, I am
confident that I am able to
meet their requirements
Average Weighted Mean 3.12 Moderately Acquired
4.49-3.50 = Highly Acquired (HA); 3.49-2.50 = Moderately Acquired (MA); 2.49-1.50 =
Rarely Acquired (RA); 1.49-1.00 = Never Acquired (AC)

Table 2.2 Present the mean score on the level of competence in terms of planning.

Indicator 2 "The learner independently carries out measurements and calculations based on

job requirements" obtained a 3.26 weighted mean with moderately acquired verbal

interpretation, 3.40 weighted mean was obtained by "Demonstrates accurate reading

measurements" with a moderately acquired verbal interpretation, 3.43 weighted mean was

obtained by "The learner understands the Electrical Principles: this includes knowledge of

Electrical Currents, Voltage, Resistance, and Circuits, as well as the ability to read and

interpret Electrical Diagrams and Schematics" with moderately verbal interpretation, 2.30

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weighted mean was obtained by "Planning is the necessary thing that I do first to be able to

meet the demands" with moderately acquired verbal interpretation, 3.22 weighted mean

was obtained by "I understand how planning works, I am confident that I am able to meet

their requirements" with moderately acquired verbal interpretation.

Table 2.3

Maintenance of Electrical Equipment

Maintenance of Electrical Weighted Mean Verbal Interpretation

Equipment
1. The learner 3.39 Moderately Acquired
independently use and
maintain tools, equipment
and materials in Electrical
Installation and
Maintenance according
standard operating
procedures
2. The learner enables to 3.49 Moderately Acquired
classify the types of
appropriate tools and
equipment based on their
uses.
3. Store electrical tools and 3.27 Moderately Acquired
equipment in the
appropriate area.
4. Well-administered 3.48 Moderately Acquired
maintenance planning for
reducing accidents, for safe
working, personnel lives
and minimize costly
breakdowns
5. Implementing daily 3.42 Moderately Acquired

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maintenance routine for

preventing problems with
you power tools
Average Weighted Mean 3.41 Moderately Acquired
4.49-3.50 = Highly Acquired (HA); 3.49-2.50 = Moderately Acquired (MA); 2.49-1.50 =
Rarely Acquired (RA); 1.49-1.00 = Never Acquired (AC)

Table 2.3 Present the mean score on the level of competence in terms of

Maintenance of electrical equipment l. Indicator 3 "The learner independently use and

maintain tools, equipment and materials in Electrical Installation and Maintenance

according to standard operating procedures" obtained 3.39 weighted mean with moderately

acquired verbal interpretation, 3.49 weighted mean was obtained by "The learner enables to

classify the types of appropriate tools and equipment based on their uses" with moderately

acquired verbal interpretation, 3.27 weighted mean was obtained by "Store electrical tools

and equipment in the appropriate area" with moderately acquired verbal interpretation, 3.48

weighted mean was obtained by "Well-administered maintenance planning for reducing

accidents, for safe working, personnel lives and minimize costly breakdowns" with

moderately acquired verbal interpretation, 3.42 weighted mean was obtained by

"Implementing daily maintenance routine for preventing problems with you power tools"

with moderately acquired verbal interpretation.

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Table 2.4

Repair Wiring System

Repair Wiring System Weighted Mean Verbal Interpretation

1. The learner consistently 3.33 Moderately Acquired

performs basic
maintenance of repairing
wiring system.
2. The learner repairs and 3.42 Moderately Acquired
upgrade electrical system,
and install transformers in
schools with high
consumption of energy.
3. The learner requires 3.33 Moderately Acquired
specialized knowledge and
training, as well as the
proper tools and equipment
4. Providing the skills to 3.33 Moderately Acquired
create a solution for Circuit
Diagram System
5. Performs troubleshooting 3.52 Highly Acquired
in a Circuit Diagram for
System Maintenance
Average Weighted Mean 3.39 Moderately Acquired
4.49-3.50 = Highly Acquired (HA); 3.49-2.50 = Moderately Acquired (MA); 2.49-1.50 =
Rarely Acquired (RA); 1.49-1.00 = Never Acquired (AC)

Table 2.4 Present the mean score on the level of competence in terms of Repairing

Wiring System l. Indicator 4 "The learner consistently performs basic maintenance of

repairing wiring system" obtained 3.33 weighted mean with moderately acquired verbal

interpretation, 3.42 weighted mean was obtained by "The learner repairs and upgrade

Electrical System, and install Transformers in schools with high consumption of energy"

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with moderately acquired verbal interpretation, 3.33 weighted mean was obtained by "The

learner requires specialized knowledge and training, as well as the proper tools and

equipment" with moderately acquired verbal interpretation, 3.33 weighted mean was

obtained by "Providing the skills to create a solution for Circuit Diagram System" with

moderately acquired verbal interpretation, 3.52 weighted mean was obtained by "Performs

troubleshooting in a Circuit Diagram for System Maintenance" with highly acquired verbal

interpretation.

Table 2.5

Installing Electrical Conduits

Installing Electrical Weighted Mean Verbal Interpretation

Conduits
1. The learner enables to 3.31 Moderately Acquired
recognize the possible
advantages in knowing
how to interpret and install
electrical connections
2. The learner is skilled in 3.31 Moderately Acquired
using these tools safely and
efficiently to perform
conduit installation tasks.
3. The learner runs the 3.33 Moderately Acquired
conduits above the false
ceiling with proper support
4. The learner must be 3.25 Moderately Acquired
familiar with all conduit
installation techniques to
choose the best one.
5. Planning, lining, finding 3.39 Moderately Acquired

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nearest connection and

bending conduits spike is a
format for Installation
Conduits
Average Weighted Mean 3.32 Moderately Acquired
4.49-3.50 = Highly Acquired (HA); 3.49-2.50 = Moderately Acquired (MA); 2.49-1.50
= Rarely Acquired (RA); 1.49-1.00 = Never Acquired (AC)

Table 2.5 Present the mean score on the level of competence in installing electrical

conduits. Indicator 5, "The learner consistently performs basic maintenance of repairing

wiring system" obtained a 3.33 weighted mean with moderately acquired verbal

interpretation, 3.42 weighted mean was obtained by "The learner is skilled enough to use

these tools safely and efficiently to perform conduit installation tasks" with a moderately

acquired verbal interpretation, 3.33 weighted mean was obtained by "The learner runs the

conduits above the false ceiling with proper support" with a moderately acquired verbal

interpretation, 3.33 weighted mean was obtained by "The learner runs the conduits above

the false ceiling with proper support" with moderately acquired verbal interpretation, 3.52

was obtained by "Planning, lining, finding nearest connection and bending conduits spike is

a format for Installation Conduits" with moderately acquired verbal interpretation.

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Table 2.6

Problem Solving Skills

Problem Solving Skills Weighted Mean Verbal Interpretation

1. The learner fosters the 3.26 Moderately Acquired
balance between
personalized instruction
and collaboration learning
opportunities
2. Recognition and 3.42 Moderately Acquired
promoting teamwork,
communication, and
cooperation skills and
offering individualized
learning experiences.
3. Encouraging peer-to- 3.40 Moderately Acquired
peer learning by connecting
students with similar
learning goals or interests,
allowing them to learn
from another and exchange
ideas
4. Personalized learning 3.28 Moderately Acquired
pathways allow students to
progress at their own pace
and explore their areas of
interest.
5. Identifying learning gaps 3.30 Moderately Acquired
and recommending
appropriate resources or
interventions to address
these gaps
Average Weighted Mean 3.33 Moderately Acquired
4.49-3.50 = Highly Acquired (HA); 3.49-2.50 = Moderately Acquired (MA); 2.49-1.50 =
Rarely Acquired (RA); 1.49-1.00 = Never Acquired (AC)

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Table 2.6 Present the mean score on the level of competence in terms of Problem

Solving Skills l. Indicator 6 "The learner fosters the balance between personalized

instruction and collaboration learning opportunities" obtained 3.26 weighted mean with

moderately acquired verbal interpretation, 3.42 weighted mean was obtained by

"Recognition and promoting teamwork, communication, and cooperation skills and offering

individualized learning experiences" with moderately acquired verbal interpretation, 3.40

weighted mean was obtained by "Encouraging peer-to-peer learning by connecting students

with similar learning goals or interests, allowing them to learn from another and exchange

ideas" with moderately acquired verbal interpretation, 3.28 weighted mean was obtained by

"Personalized learning pathways allows to progress on my own pace and explore their areas

of interest" with moderately acquired verbal interpretation, 3.30 weighted mean was

obtained by "Identifying learning gaps and recommending appropriate resources or

interventions to address these gaps" with moderately acquired verbal interpretation.

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Chapter 5

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter introduces the outline and final remarks obtain from the

implementation of the investigation, which aims to inspect the Meeting the demands of the

Industry; Preparing the Competencies of Electrical Installation Maintenance of Balibago

Integrated Senior High School. It also offer suggestions that can be intestify and enforced.

The study conducted at Balibago Integrated Senior High School. The respondents

were the 11 and 12 grade students on campus. They were chosen using purposive sampling

technique. It utilized quantitative research approaches. Relevant information was gathered

through printed survey questionnaire. The statistical techniques employed where average

and percentage.

SUMMARY OF FINDINGS

1. What is the demographic profile of the respondents in terms of age, gender and

grade level?

The statistics indicate the senior high school students aged 16-17 was evaluated 39%

of the time, aged 18-19 was evaluated 48%, while 13% was evaluated at aged 20 above.

Males comprised 89% of the overall number, whereas females constituted 11%. Among all

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the respondents, 41% were grade 11 and 26% were grade 12 in total of 100% of the

respondents.

2. What are the Acquired Level of Competences of Electrical Installation and

Maintenance students?

2.1 Wiring. The research investigates the student level of competences in terms of

wiring. Indicator 1 obtained an average rating of 3.33, which was interpreted as

“Moderately Acquired”, indicator 2, obtained an average rating 3.33, which was interpreted

as “Moderately Acquired”, indicator 3 obtained an average rating of 3.42, which was

interpreted as “Moderately Acquired”, indicator 4, obtained an average rating of 3.52,

which was interpreted as “Highly Acquired”, indicator 5, obtained an average rating of

3.33, which was interpreted as “Moderately Acquired”.

2.2 Planning. The research investigates the students level of competences in terms

of Planning. Indicator 1 obtained an average rating of 3.26, which was interpreted as

“Moderately Acquired”, indicator 2, obtained an average rating 3.40, which was interpreted

as “Moderately Acquired”, indicator 3 obtained an average rating of 3.43, which was

interpreted as “Moderately Acquired”, indicator 4, obtained an average rating of 2.30,

which was interpreted as “Moderately Acquired”, indicator 5, obtained an average rating of

3.22, which was interpreted as “Moderately Acquired”.

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2.3 Maintenance of Electrical Equipment The research investigates the students

level of competences in terms of Maintenance of Electrical Equipment. Indicator 1 obtained

an average rating of 3.39, which was interpreted as “Moderately Acquired”, indicator 2,

obtained an average rating 3.49, which was interpreted as “Moderately Acquired”, indicator

3 obtained an average rating of 3.27,which was interpreted as “Moderately Acquired”,

indicator 4, obtained an average rating of 3.48, which was interpreted as “Moderately

Acquired”, indicator 5, obtained an average rating of 3.42, which was interpreted as

“Moderately Acquired”.

2.4 Repair Wiring System. The research investigates the students level of

competences in terms of Repair Wiring System. Indicator 1 obtained an average rating of

3.33, which was interpreted as “Moderately Acquired”, indicator 2, obtained an average

rating 3.42, which was interpreted as “Moderately Acquired”, indicator 3 obtained an

average rating of 3.33, which was interpreted as “Moderately Acquired”, indicator 4,

obtained an average rating of 3.33, which was interpreted as “Moderately Acquired”,

indicator 5, obtained an average rating of 3.52,which was interpreted as “Highly Acquired”.

2.5 Installing Electrical Conduits. The research investigates the student level of

competences in terms of Installing Electrical Conduits. Indicator 1 obtained an average

rating of 3.31, which was interpreted as “Moderately Acquired”, indicator 2, obtained an

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average rating 3.31, which was interpreted as “Moderately Acquired”, indicator 3 obtained

an average rating of 3.33, which was interpreted as “Moderately Acquired”, indicator 4,

obtained an average rating of 3.25, which was interpreted as “Moderately Acquired”,

indicator 5, obtained an average rating of 3.42, which was interpreted as “Moderately

Acquired”.

2.6 Problem Solving Skills. The research investigates the student level of

competences in terms of Problem Solving Skills. Indicator 1 obtained an average rating of

3.26, which was interpreted as “Moderately Acquired”, indicator 2, obtained an average

rating 3.42, which was interpreted as “Moderately Acquired”, indicator 3 obtained an

average rating of 3.40, which was interpreted as “Moderately Acquired”, indicator 4,

obtained an average rating of 3.28, which was interpreted as “Moderately Acquired”,

indicator 5, obtained an average rating of 3.30, which was interpreted as “Moderately

Acquired”.

CONCLUSIONS

Based on the stated findings, the subsequent deductions were made:

1.  The research examines students’ competences in various aspects of electrical equipment,

including wiring, planning, maintenance, repairing wiring systems, installing electrical

conduits, and problem-solving skills. Overall, the study highlights the importance of

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understanding students’ competences in various aspects of electrical equipment, including

planning, maintenance, repair of wiring systems, and problem-solving skills, to enhance

their overall skills and knowledge.

The researcher concludes that the result of this study simply means that the EIM

students are capable of keeping up in the current industry. Furthermore, the result showed

that participants passed the industry standards.

RECOMMENDATIONS

This study revealed the expanse of the Level of Competencies on Electrical

Installation and Maintenance students. Thus, the following recommendations are hereby

presented:

1. Since, the EIM students are no longer in need of improvement in terms of skill activities,

it has been proven that they can work without a problem.

2. This study shows that the current lessons and activities of EIM students in Balibago

Senior High School are sufficient to maintain competition in the industry of electricians.

3. A similar study must be conducted on a larger group of subjects to determine if the same

findings will be established.

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