IMPACT OF ELECTRICAL INSTALLATION MAINTENANCE HAZARD AND RISKS

ON STUDENTS’ PERFORMANCE

A Research Paper Presented to the

Faculty of the Senior High School Department
Mintal Comprehensive High School
Mintal, Tugbok, Davao City

In Partial Fulfillment of the requirement in

Practical Research 2

Grade 12 – Bagras

Christian Jay Adimos James Lagrimas

Adrian Cañalita Chris Jhan Gellica
Jade Michael Naungayan Lawrence Cubillas
Varis Tuazon John Rey Mula
Laurence Gray Terig James Alboroto
Vince Lawrence Rica Jimwel Mendoza
May, 2024

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 This research entitled “IMPACT OF ELECTRICAL INSTALLATION AND
MAINTENANCE HAZARD AND RISKS ON STUDENTS PERFORMANCE” Prepared
and submitted by Christian Jay Adimos in partial fulfillment of the requirements for the
Grade 12 applied subject

BIBIAN L. KEMPIS, Ed.D

Research Adviser
___________________________________________________________________

PANEL OF EXAMINERS
APPROVED by the Panel of Examiners on Oral Examination with a grade
of_____________.
ANNIE MARIE CABITEN
Chairman of the Panel

JOY C. CANTORNE JOBELITA SARDALLA

SHS teacher SHS Teacher
Member Member

________________________________________________________________

ACCEPTED in partial fulfillment of the requirements for Grade 12 applied subject: Practical
Research 2.

RODRIGO J. CAYANONG
MCSHS Head
Principal II

Date of Oral Examination: January, 2024

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 ABSTRACT`

Electrical installation hazards can pose serious risks to students' safety

and performance. These hazards include exposure to live wires, electric shock,
burns, fire, and explosions. These hazards can lead to injury or death,
absenteeism, reduced concentration and focus, difficulty learning, and long-term
health problems. It is important to take steps to mitigate these hazards by
ensuring that electrical installations are safe and up to code.

This study was to determine the characteristics of a population or

phenomenon and how hazards and risks affect their academic performance, so
we used the correlational research approach. This study design was used to
investigate the relationship between the dependent and independent variables
and to gather data to test the hypothesis using a questionnaire created by the
researcher.

Also, the level of student performance was analyzed in terms of Academic

and Confidence. The data revealed an overall mean is 3.68 with a descriptive
level equivalent of Agree and standard deviation of 0.75, which indicates that the
responses of the participants are consistent and can be used to generalize the
population.

This study only focuses in the MCHS SHS grade11 & 12 all of EIM
students, the gathered information depended on the number of EIM students of
the said school.

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 DEDICATION

To those who have inspired us, supported us, and believed in us

throughout our journey, we dedicate this work with heartfelt gratitude. Your
encouragement has been our guiding light, and your unwavering faith has fueled
our passion. We are profoundly thankful for the invaluable role you have played
in shaping my academic pursuits.

To our mentors, who have generously shared their knowledge and

wisdom, we extend our deepest appreciation. Your guidance has been
instrumental in our intellectual growth and has instilled in us a deep respect for
the pursuit of knowledge.

To our my family and friends, whose love and support have been
unwavering, We are eternally grateful. You have been my pillar of strength,
providing solace and encouragement during challenging times. Your unwavering
belief in my abilities has motivated us to push our limits and strive for excellence.

To my fellow researchers, who share my passion for exploration and

discovery, I offer my admiration and respect. Our collective efforts contribute to
the advancement of knowledge and the betterment of humanity. To the future
generations, who will inherit the fruits of our labor, We dedicate this work with
hope and optimism.

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 ACKNOWLEDGEMENT

In the name of God the most gracious and the most merciful. First and
foremost, we are thankful to almighty God for giving us the strength, knowledge,
ability, and opportunity to complete this research study satisfactorily.
Secondly, we would like to thank our respected teacher Bibian L. Kempis,
EdD. Whose worthy guidance and professional attitude is appreciated in
completing this research study. We are also thankful to our Principal II Sir
Rodrigo J. Cayanong for providing facilities to carry out this research work.
Also, we thankfully acknowledge the support and the inspiration we
received from our teachers specially our adviser Ma'am Leah Jennifer Paris and
also to our Research Coordinator Chairperson Sir Norman Galabo EdD. We also
express our gratitude to Ma’am Bibian Kempis. Lastly, in thanking the teachers
we really appreciate the help of our statistician Sir Timoteo L. Corpuz Jr. for
helping us on our research in statistically solving the results of our surveys.
Lastly, we are deeply grateful to our family especially to our parents for
their support, appreciation and keen interest in our academic achievement. We
also really thank our friends and classmates for having each other's back even
though we have friendly competition during the course of our research, to our
schoolmates who cheerfully participating in our research, and to our group
members for having unity and having the teamwork for doing this research. Last
but not the least we group members really appreciate our leader Christian Jay
Adimos for his leadership and patience on building this research.

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 TABLE OF CONTENTS

TITLE PAGE ................................................................................................... 0

APPROVAL SHEET ....................................................................................... 1

ABSTRACT ………………………………………………………………………... 2

DEDICATION …………………………………………………………………….... 3

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

LIST OF TABLE:

Table 1 [Distribution of Respondents Based on Gender and Section] .... 23

Table 2 [. Hazards and Risks on Students’ Performance] ……………….... 24

Table 3 [Confidence] ………………………………………………..................... 23

Table 4 [Academic] ……………………………………………...………………... 25

Table 5 [. The Relationship Between the Effects of Hazards and Risks on

Students’ Performance] …………..…………………………………………………............
27

LIST OF FIGURE:

Figure 1 (Conceptual Framework of the Study)........................................... 8

Figure 2 (Location Map).................................................................................18

CHAPTER 1 THE PROBLEM AND ITS SETTING

Background of the study ……………………………… 7

Statement of the Problem …………………………...... 8

Hypothesis ……………………………………….…….... 8

Theoretical and Conceptual Framework ……….…... 8

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 Scope and Delimitation …………………………..…... 11

Definition of Terms ………………………………........11

Review of Related Literature ……………….………..13

CHAPTER 2 METHODOLOGY

Research Design …………………………………….... 17

Research Locale ………………………………………. 17

Map …………………………………………................... 18

Research Respondents …………………………….... 18

Research Instrument …………………………………. 19

Data Gathering Procedures …………………………. 20

Ethical Consideration ………………………………... 22

Statistical Treatment of Data ……………………….. 22

CHAPTER 3 RESULT AND DISCUSSION ………………………………..... 23

CHAPTER 4 CONCLUSION AND RECOMMENDATION

Summary ……………………………………………….. 28

Conclusion …………………………………………….. 28

Recommendation …………………………………….. 29

REFERENCES (APAStyle) ………………………………………………….. 30

APENDICES:

A. Endorsement Letter from the Research Teacher........ 33

B. Letter of Approval from the School Principal.............. 35
C. Survey Questionnaire.................................................... 37
D. Validation Sheets .......................................................... 40

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CURRICULUM VITAE................................................................................ 43

Chapter 1

INTRODUCTION

Background of the Study

Electricity is used in many ways such as lighting, cooling, and heating and it is
used to power or drive electrical equipment and machines. Electricity helps to facilitate
economic development and it is a well-known fact that electricity is essential to
everyday life, without it life will be boring both at home and at the workplace. (Bakshi,
and Bakshi, 2009).

A complete statistical evaluation of epidemiological data and costs of burn

injuries in 1984 with a follow-up for 5 years is presented, considering a collective of 1.77
million workers in Switzerland. Most burns are minor injuries, only about 5 per cent of
the burn victims are admitted to a hospital, 0.2 percent die. Burn injuries at work are
rare, mainly owing to strict safety measures. de Roche, R., Lüscher, N. J., Debrunner,
H. U., & Fischer, R. (1994)

In the Philippines, the number of electrical injuries is typically underreported. A

total of 706 (28.3%) patients with electrical burns were reviewed. The majority were
males of working age and injuries were work related (80.45%) of which 75.5% were
construction workers. The primary cause in most of the cases was accidental contact of
overhead electrical power lines by metal poles. Lazo, K. M., & Dizon, J. M. (2019).

On December 23, 2017, a fire started at the New City Commercial Center
(NCCC) shopping mall in Davao City, Philippines. At least 38 people were trapped
inside the mall, mostly employees of the market research firm Survey Sampling
International (SSI). The probable cause of the fire was faulty electrical wiring due to the
malpractice of the renovation of the mall's third floor. Nawal, Allan; Lim, Frinston
(December 27, 2017).

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 Thus, the researchers are motivated to study the Impact of Electrical
Installation and Maintenance on student performance in mintal comprehensive senior
high school.

Statement of the Problem

The goal of this study is to determine the impact of electrical installation and
maintenance hazards and risks among EIM students in Mintal Comprehensive Senior
High School.

1. What is the profile of the students when analyzed by:

1.1 Gender.
1.2 Section
2. What are the effect of the hazards and risks in students’ performance in different
grade level:
2.1 Confidence
2.2 Academic
3. Is there a significant difference between the effects of hazards and risks on
students’ performance in different grade levels?

Hypothesis
There is a significant difference between the effects of hazards and risks in
students’ performance in different grade levels.

Theoretical and Conceptual Framework

Social cognitive theory. The hazards and risks associated with electrical
installation and maintenance can have a negative impact on the performance of senior
high school EIM learners. This impact can be direct, in the sense that hazards and risks
can lead to accidents and injuries, or indirect, in the sense that hazards and risks can

8
create anxiety and stress, which can impair cognitive function and decision-making
Taneo, N. C. (2021).
The level of electrical skills of Grade 12 EIM students is influenced by a variety of
factors, including: Curriculum, Instruction, Assessment, Student motivation and interest,
Apus, J. C. (2021).

Understanding the effects of electrical performance of senior high school

students. that the electrical performance of senior high school students is influenced by
a variety of factors, including Student characteristics, Fair and accurate assessment will
provide students, Labis, R. G. (2021).

Electricity is a form of energy tied to the existence of electrical charge and, as a

result, is related to magnetism. It plays a fundamental role in all the technologies we use
today. Everyday work and play activities through manufacturing and scientific research
use electricity as a source of energy. Purcell, E. M., Morin, D. J., & Savin, H. (2013).

Independent Variable Dependent Variable

Students Performance
Electrical Installation and  Confidence
Maintenance Hazard and  Academic
Risks

Figure 1. Conceptual Framework of the study

Figure 1 shows the interplay between Dependent Variable and Independent Variable.

Electrical Installation and Maintenance

Electrical installations concern the fitting of new electrical appliances and
systems. Electrical maintenance, on the other hand, is the ongoing care, repair, and

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troubleshooting of systems and equipment that provide electricity to commercial and
industrial facilities. electrical maintenance isn’t just about keeping the lights on – it’s
about ensuring the safety, functionality, and reliability of your electrical systems.
Regular maintenance can protect your premises from fire and other hazards and ensure
that your business stays compliant with health and safety regulations. Without having
electrical maintenance completed, you’ll find that the condition of your appliances and
systems deteriorates quickly, which will result in costly repairs being required.

Hazard
A hazard is a dangerous phenomenon, substance, human activity or condition.
It may cause loss of life, injury or other health impacts, property damage, loss of
livelihoods and services, social and economic disruption, or environmental damage.

Risks
risk is the possibility of something bad happening. Risk involves uncertainty
about the effects/implications of an activity with respect to something that humans value
(such as health, well-being, wealth, property or the environment), often focusing on
negative, undesirable consequences.

Student performance
Is a broad term that encompasses various aspects of a student's academic
achievement and progress in an educational setting. It is a multidimensional concept
that involves not only the acquisition of knowledge and skills but also the development
of critical thinking, problem-solving abilities, and social-emotional competencies. Paul,
R., & Elder, L. (2003).

Confidence

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 It means you accept and trust yourself and have a sense of control in your life.
You know your strengths and weakness well and have a positive view of yourself. You
set realistic expectations and goals, communicate assertively, and can handle criticism.
Coopersmith, S. (1967).

Academic
Is used to describe things that relate to the work done in schools, colleges,
and universities, especially work which involves studying and reasoning rather than
practical or technical skills. Bruner, J. S. (1960).

Scope and Delimitation of the study

This study was conducted to evaluate the impact of electrical installation
maintenance hazard and risks on students performance of the Senior High School
students in Mintal Comprehensive High School. Furthermore, the characteristics
included in the study primarily applied to all EIM Senior High School students who were
formally enrolled in the 2023–2024 academic year.

Definition of Terms
The following terms are defined operationally to ensure a clearer understanding
of this study:

Electrical. operating by or producing electricity. During a professional engagement, I

participated in a live demonstration showcasing high-voltage electrical experiments.

Installation. the action or process of installing someone or something, or of being

installed. In a professional capacity, I led the installation of a sophisticated industrial
automation system. Collaborating with a skilled team, addressing unforeseen
challenges, and ensuring the seamless integration of components underscored the

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importance of meticulous planning and effective project management in complex
installations within the engineering domain.

Maintenance. the process of maintaining or preserving someone or something, or the

state of being maintained. Coordinating with technicians, ensuring precise placement of
panels, and witnessing the system come online underscored the impactful role of
sustainable technologies in modern infrastructure.

Hazard. a dangerous phenomenon, substance, human activity, or condition. While

working on an electrical project, an unexpected short circuit occurred, leading to sparks
and equipment malfunction. Promptly shutting down power, identifying the fault, and
implementing safety measures emphasized the potential hazards in dealing with
electricity and reinforced the importance of adherence to safety protocols.

Risks. a situation involving exposure to danger. During a power grid upgrade project,
unforeseen equipment failures posed potential risks of service disruptions.
Implementing contingency plans, conducting rapid diagnostics, and collaborating with
the team emphasized the critical role of proactive risk management in maintaining the
reliability and stability of electrical systems.

Student Performance. the measurement of student achievement across various

academic subjects. The practical application of theoretical concepts sparked
enthusiasm, fostering a deeper understanding of electrical principles. It highlighted the
effectiveness of experiential learning in enhancing student comprehension and
engagement in complex subjects.

Confidence. the feeling or belief that one can rely on someone or something: firm trust.
I recall a student who initially lacked confidence in understanding electrical circuits.

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Through targeted guidance, hands-on experiments, and positive reinforcement, the
student gradually gained confidence. Witnessing their transformation from uncertainty to
competence highlighted the role of tailored learning experiences in building confidence
in the realm of electricity.

Academic. relating to education and scholarship. In my academic journey, I delved into

a comprehensive electricity and magnetism course. The rigorous curriculum, coupled
with challenging problem-solving sessions, not only expanded my theoretical knowledge
but also honed my analytical skills. This academic experience underscored the
intricacies of electrical principles and their fundamental role in various scientific
disciplines.

Review of Related Literature

Safety in any operation works best if the person or people in charge take a
leading role in managing safety and health. Many business enterprises have proven that
good safety management leads to increased productivity, and the same works for farms.
By having a good safety management program, you can avoid not only farm injuries, but
also other incidents that are costly, time consuming, stressful and inconvenient. This
makes good economic sense. In the performance of the EIM students’ they’ve learn a
lot about the electrical safety in workplace.

Confidence

A study about self-efficacy states that “People fear and tend to avoid threatening
situations they believe exceeding their coping skills, whereas they get involved in
activities and behave assuredly when they judge themselves capable of handling
situations that would otherwise be intimidating.” (Bandura, 1977). Self-confidence could
be defined as awareness and concern for self–efficacy, making both terms related
closely (Owens, 1993). Therefore, Bandura’s statement about self-efficacy could be

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expanded to self-confidence as well, and it is this fear or judging of capability that
defines success or failure for many people in various contexts, academic or social.

Some factors affect one’s self-confidence at a given circumstance in addition to

one’s judgment of their own abilities. Among these factors a person’s mental and
emotional state, concerns about the environment and the interaction with society play a
big role.

In a society, some predefined roles for people of certain age, gender, and
background have effects on self-confidence as well. Such an example is women in
science and technical disciplines such as engineering. In fields of science and technical
jobs many women lose their self-esteem and feel that they are less capable than others
and give up looking for jobs. One of the reasons for that is the role that they learned
from their parents that girls should be quiet and should not be bragging about their
achievements. (Teague, 1992) Similar gender, age or background issues keep people
less self-confident than they should be for certain areas of workforce.

One of the most important factors that effect self-confidence is the gender.
Although, it is not clear the reasons for different self-confidence levels for genders are
cultural or evolutionary, studies document the presence of the difference. A study
investigated the behaviors that define self-confidence in competitive situations with
regard to the actual ability of the opponent, the person’s perception of the ability of the
opponent, and the gender of the person and the opponent. The competitive action was
chosen to be a TV ping-pong game, where both genders had no specific advantage
against each other. The study has found that females shown the same self-confidence
as males after a game against whom they thought had a poor ability, but lost more of
their self-confidence after a game against whom they perceived to have a superior
ability than the males. (Corbin, 1981). This showed that a specific gender may be more
inclined to lose self-confidence based on individual events, where another gender may
be able to retain their self-confidence for a longer period of what they perceive as
failures.

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 Perhaps the most important result of self-confidence is risk taking behavior. Risk
taking, when applied properly, is a key factor on improving oneself and pushing one’s
limits for a bigger success.

If a person avoids to take certain risks and always wants to work at a safe level,
where the challenge is only up to a certain portion of that person’s abilities, he will never
not be able to have a success that his abilities and skills could entitle him to. M oreover
since he is not pushing himself outside of his comfort zone , he will not have an
opportunity to expand his skillset and experience to take on a bigger challenge next
time. Maybe he will very rarely experience failure, but his progression of success will
advance minimally.

I believe that a healthy level of risk-taking will introduce new opportunities to

improve the abilities and skill set of a person by pushing him right above his limits and
encourage him to improve. The journey may sometimes be frustrating and some failure
could be experienced, but the level of these would be recoverable. Unhealthy risk
taking, on the contrary would result in a huge amount of stress and perhaps an
unrecoverable failure conditions, which will damage a person’s self-confidence even
further.

Academic

According to Narad and Abdullah, cited by Lago (2022), academic performance

is the knowledge learned as assessed by a teacher's evaluations, and educational goals
set by students and teachers are to be achieved over a specified period. In their study,
Arshad et al., cited by Labis (2021), indicated that academic performance measures
education outcome and emphasized that it demonstrates and assesses the amount to
which a school, teachers, and students have met their educational goals.

Tumba and Eze (2016), Olewele (2021), Escarcha (2021), and Code (2022)
suggested the importance of teachers constantly updating their teaching skills and
knowledge on different strategies for teaching and conducting remedial activities as well
as the schools in providing adequate and up to date materials and equipment to ensure
that quality learning and skills are being taught and learned by the students.

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 According to Terrel, cited by Labis (2021), A program on electrical installation and
maintenance is introduced through practical experience coaching, electrical system and
circuit management, electrical installation evaluation, and testing process. Electrical
craftsmen use manufacturers’ guides to evaluate, assess, maintain, operate, and
completely restore any malfunction on electrical tools and systems. The goal is to
expose students and have an influence on the skills that will produce craftsmen,
specialists, and other craft people who will be creative and enterprising. Making
anything stronger than it was before is what has been referred to as development. Thus,
when a student completes technical training in an electrical installation trade, it is
hypothesized that they will be expected to possess excellent abilities in electrical
installating work, the installing of electrical machines and equipment, the inspection and
testing of electrical installing, the maintaining of equipment machines and equipment,
the winding of electrical machines, and the repair of electrical devices (Yusuf, 2018).

This study was anchored on the theory by Ivan Pavlov on Behaviorism.

Behaviorism focuses on how people behave. In the field of education, behaviorism
examines how students behave through learning. More specifically, behaviorism
focuses on observing how students respond to certain stimuli that, when repeated, can
be evaluated, quantified, and eventually controlled (McLeod, 2017). The studies of Cox
and Weegar cited by Oco (2022) revealed that behaviorism is still significant in today’s
teaching and learning process; however, it must be aligned with learners' current
learning needs and styles.

Thus, using a theory in the teaching and learning process needs enhancements
and modifications to make it more useful and effective. This was seen in the study of
Reese cited by Oco (2022) that behaviorism plays a vital role in child development.
However, to make it more effective, it must be accompanied by the use of available
technologies that can align learning with the current trend in education. “Establishment
and Administration of the National Trade Skills Standards”. In order for private
corporations’ organizations and industry groups to perform allowed trade assessment
activity in their various areas in compliance with the requirements, the agency shall
design and execute quality assurance program. The Authority shall develop and

16
implement a certification and accreditation program in which private industry groups and
trade associations are accredited to conduct approved trade testing activities in their
respective areas in accordance with the guidelines.

In the same view, Nwachukwa, cited by Uy (2021), submitted that technical with
the relevant and adequate knowledge, skills, and attributes for employment under the
guidelines of a teacher in a related occupation. The pace of skill acquisition in technical
education cannot be over emphasized; too many trades are to be learned to achieve
these objectives.

Chapter 2
Methodology

This chapter describes the research steps and methodologies that will be used
in this study. These phases and procedures included the study design, research
location, research respondents, research tools, data collection techniques, and
statistical data treatment and analysis.

Research Design

The quantitative correlational research approach was applied in this study. This
strategy was suited for the study since its goal was to determine the level of both the
dependent and independent variables. Furthermore, this study approach provided
summary statistics such as the mean, standard deviation, and correlation between
variables. This approach was used to examine correlations across several variables by
employing tests such as Pearson's Product Moment correlation, regression, and
multiple regression analysis. Furthermore, Bevins (1999) noted that the quantitative
correlational study design prioritizes measuring and characterizing the dependent and
independent variables. Its goal is to discover and characterize phenomena, as well as to
investigate and explain variable connections.

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Research Locale

The Mintal Comprehensive Senior High School, which is located at San

Francisco St, Tugbok, Davao City, 8000 Davao del Sur, served as the research site for
this study. The next few paragraphs provided an explanation of this.

In Mintal Comprehensive Senior High School, there are students who

experience hazard and risk of electrical installation and maintenance, the study focuses
on the senior high school Grade 11-12 students under TVL tracks specially the EIM
students.

The school offers secondary education, senior high school. The study focuses
on the senior high school Grade 11-12 students under TVL tracks specially the EIM
students.

Figure.2 Location Map

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Research Respondents

The respondents for this study were gathered from Senior High School
students at Mintal Comprehensive High School during the school year 2022–2023.

The respondents of the study are the selected 159 grade 11-12 in TVL-EIM
from simple random sampling. Student’s evaluators are informed through a letter their
rights to confidentiality and anonymity. Their written consent is also facilitated and
acknowledges, indicating their willingness to take part of the study.

Research Instrument

The researchers used a researcher-made questionnaires instrument for actual

data gathering at Mintal Comprehensive Senior High School. This questionnaire was
constructed from the related literature and submitted to the advisers for corrections and
suggestions. In addition, the researcher-made questionnaire was validated by experts to
establish and ensure content validity.

Also, through this research-made questionnaire, the researcher was able to

know the impact of electrical installation maintenance hazard and risks on student’s
performance in mintal comprehensive senior high school.

Part 1 of the questionnaire contained the Hazard and Risks in EIM. The Five-
point Likert Scale was used, with 5 as the highest and 1 as the lowest. The respondents’
level of Electrical Installation and Maintenance Hazard and Risks was rated using the
parameter.

Part 2 of the questionnaire contained the confidence. The Five-point Likert

Scale was used, with 5 as the highest and 1 as the lowest. The respondents’ level of
Electrical Installation and Maintenance Hazard and risks was rated using the parameter.

19
 Part 3 of the questionnaire contained the academic performance of the
respondents of the Mintal Comprehensive senior high school students. The Five- point
Likert Scale was used, with 5 as the highest and 1 as the lowest. The respondents’ level
of Academic Performance was rated using the parameter Above:

Parameter Descriptive Description

limits equivalent
4.21 – 5.00 Strongly Agree This indicate that students strongly agree Electrical
Installation and Maintenance Hazard and risks has a
positive effect
3.41 – 4.20 Agree This indicate that students agree Electrical
Installation and Maintenance Hazard and risks has a
positive effect
2.61 – 3.40 Neutral This indicate that students are fair on Electrical
Installation and Maintenance Hazard and Risks has
a positive effect
1.81 - 2.60 Disagree This indicate that students Disagree Electrical
Installation and Maintenance Hazard and Risks has
a positive effect
1.00 - 1.80 Strongly Agree This indicate that students strongly agree Electrical
Installation and Maintenance Hazard and Risks has
a positive effect

Date Gathering Procedures

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 The researchers followed the following procedures to gather the data needed for
the study:

Permission for the Conduct of the Study. To formally acknowledge the

conduct of the research, letters of consent were submitted to the academic president,
English coordinator, Grade 11-12 coordinator, and class presidents of the Mintal
Comprehensive High School students.

The construction and refinement of the Research Tool. The mentor and the
panelists improved the study instrument to assure its validity. The outcomes of the
refining establish any improvements that must be made to the research tool or
instrument with the help and advice of an expert.

Administration of the Research Tool. The questionnaire will be provided by the

researchers and distributed to the class presidents of the various grade 11-12 sections
after receiving the approval of the academic president, the English coordinator, and the
grade 11-12 coordinator of Mintal Comprehensive High School. The questionnaires
were presented to the class presidents, who were then entrusted with passing them out
to their classmates. Instructions were provided prior to the completion of the
questionnaires to ensure truthful, understandable, and comprehensive responses. The
questionnaire was obtained from the Class Presidents by the researchers after the
respondents had completed it.

Collation, Analysis, and Interpretation.

The researchers and a statistician reviewed, gathered, and combined all the
respondents' responses. The responses were handled using the proper statistical

21
methods, and the researchers carefully examined, analyzed, and discussed the findings
of the data collected.

Ethical Considerations

The researchers adhered to the following ethical guidelines:

Firstly, research volunteers were not harmed in any way. Second, the
dignity of study participants was prioritized. Third, prior to the trial, all subjects
provided written consent. Fourth, the privacy of research participants was
protected. Fifth, proper confidentiality of study data was assured. Sixth, the
confidentiality of persons and organizations participating in the research was
maintained. Seventh, any misrepresentation or exaggeration regarding the
research's goals and objectives was avoided. Eighth, all research-related
communication was honest and transparent. Finally, any sort of false information,
as well as the presenting of main data results in a biased manner, is prohibited.

Statistical Treatment

The following statistical tools were used in analyzing and interpreting to get the
outcome of the gathered data in this study.

Mean. This is the average set of data of the two sexes (male and female)

Pearson R. This test allowed an examination of relationship between variables.

We used this test to explore the relationship between the and Electrical Installation

22
Hazard and Risks (independent variable) and Students Performance (dependent
variable) of this study, whether they were positively and negatively related or not
significant at all.

Chapter 3

Results and Discussion

This chapter presents the data analysis, interpretation, and findings obtained
through the use of research instruments. The purpose of this study is to determine the
impact of electrical installation maintenance hazard and risks on students’ performance
of Mintal Comprehensive High School Senior High School Students.

Socio-demographic Profile of the Respondents

This study involved a total of 159 respondents all coming from senior high school
students on Mintal Comprehensive High School. As shown in Table 1, there are 159
males. Moreover, these respondents are distributed as follows with respect to their
corresponding sections: Pothos, Jasmine, Lauan have 58, 53 and 48 students each,
respectively.

Table1. Distribution of Respondents Based on Gender and Section

Category Frequency Percent

Male
Sex 159 100%

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 Pothos 58 36.5%
Sections Jasmine 53 33.3%
Lauan 48 30.2%

Total Respondents 159 100%

Table 2. Hazards and Risks on Students’ Performance

Items Std. Dev. Mean Descriptive Level

Confidence 0.66 4.20 Agree

Academic 0.70 3.79 Agree

Overall 0.68 3.99 Agree

Presented in Table 2 is the level of students in terms of items Hazard and Risks
on Students Performance. The overall standard deviation is 0.75<1.00 which is
consistent among the participant's responses. The accumulated data had an overall
mean of 3.99 and a descriptive level of Agree. This means that the students agree
hazard and risk on students’ performance has positive effects.

The table above shows items 1-6 under the dependent variable. Items “1-6”,
accumulated a total mean of 3.99 which considered Agree and this means that the
students agree Hazard and Risk on Students’ Performance.

Table 3. Confidence

Statement Weight Mean Descriptive

Equivalent

24
 1. Navigating the school building on 3.86 Agree
your own.

2. The feeling of being watched or 3.91 Agree

judged while using electrical equipment.

3. Approaching or using electrical 3.92 Agree

equipment in classrooms or labs.

4. The possibility of getting shocked or 3.89 Agree

electrocuted.

5. Participating in hands-on activities 3.88 Agree

or projects related to electricity.

6. The uncertainty about where safe 4.76 Strongly Agree

and unsafe areas are.

Overall Mean 4.20 Agree

Presented in Table 3 is the Confidence. Item 1, “Navigating the school building

on your own,” Item 2, “The feeling of being watched or judged while using electrical
equipment,” Item 3, “Approaching or using electrical equipment in classrooms or labs,”
Item 4, “The possibility of getting shocked or electrocuted,” Item 5, “Participating in
hands-on activities or projects related to electricity,” Item 6 “Wiring plan before doing
wiring installation,” with the same descriptive level of Agree and Strongly Agree. Item 1,
“Navigating the school building on your own,” received with the lowest mean of 3.86
with descriptive level of agree. Item 6, “The uncertainty about where safe and unsafe
areas are,” receive with the highest mean of 4.76 with descriptive level of strongly
agree.

The Confidence has an overall mean of 4.20 with interpretation of agree which mean
indicate that students agree on electrical installation and maintenance hazard and risks
on students’ performance has a positive effect.

25
Table 4. Academic

Statement Weight Mean Descriptive

Equivalent
1. It moderately reduces my ability to 3.80 Agree
concentrate on my studies.

2. The impact on my focus varies 3.67 Agree

depending on the situation.

3. It significantly hinders my focus and 3.78 Agree

learning in all subjects.

4. It slightly distracts me in some 3.85 Agree

situations.

5. They moderately reduce my grades 3.88 Agree

or performance in some subjects.

6. They might slightly lower my grades 3.76 Agree

or performance in some cases.

Overall Mean 3.79 Agree

Presented in Table 4 is the Confidence. Item 1, “It moderately reduces my ability

to concentrate on my studies,” Item 2, “The impact on my focus varies depending on the
situation,” Item 3, “It significantly hinders my focus and learning in all subjects,” Item 4,
“It slightly distracts me in some situations,” Item 5, “They moderately reduce my grades
or performance in some subjects,” Item 6 “ They might slightly lower my grades or
performance in some cases,” with the same descriptive level of Agree. Item 2, “The
impact on my focus varies depending on the situation,” received with the lowest mean of
3.67 with descriptive level of agree. Item 5, “They moderately reduce my grades or
performance in some subjects,” receive with the highest mean of 3.88 with descriptive
level of agree.

26
The Academic has an overall mean of 3.79 with interpretation of agree which mean
indicate that students agree on electrical installation and maintenance hazard and risks
on students’ performance has a positive effect.

Table 5. The Relationship Between the Effects of Hazards and Risks on Students’
Performance

Variable Means PEARSON Degree of Computed Significant Decision

-r Correlation P-value @0.05 of Ho
(r-value) Alpha
Level

Independent 0.00
Variable Weak Positive
0.19 Correlation 0.10 Significant Reject
Dependent 3.66
Variable

p-value>0.05= “no significant difference”

p-value<0.05= “There is a significant difference”

In support of the result of table 5. The result indicates weak positive correlation,
with an r-value of 0.19. According to the guidelines for interpreting r-values, this falls
within the range of 0 to 0.25, indicate a Weak Positive Correlation relationship between
the two variables. The calculated p-value of 0.10 support the conclusion, as it is less
than the commonly used significance level of 0.05. This means that we can reject the
null hypothesis, which states that there is no relationship between the two variables,

27
and accept the alternative hypothesis, which suggest that there is a Weak positive
correlation between the Impact of Electrical Installation and Maintenance Hazard and
Risks on Students Performance.

Chapter 4

Summary, Conclusion, and Recommendation

Presented in this chapter is the summary of findings and the pertinent

conclusions and recommendations given by the researchers based on the obtained
results.

Summary of Findings

The following findings are enumerated and summarized based from the
results discussed in the preceding chapter.

The level of students' hazards and risks was analyzed in terms of academic
performance. The data revealed that the mean score for all items was 3.99 respectively.
With a descriptive level of agree.

The Level of students’ hazard and risk in their academic performance, data show
has an overall mean of 3.99 with a descriptive level equivalent of Agree and standard
deviation of 0.68, which indicates that the responses of the participants are consistent
and can be used to generalize the population.

Conclusion

28
 Based on the findings of the study, the following conclusions are drawn:

The level of students’ hazard and risk on their academic performance it shows
that students agree on electrical installation and maintenance hazard and risks has
positive effects and the responses are consistent base on the standard deviation.

The level of students’ hazard and risks on students’ performance indicate that the
students agree hazard and risks have positive effects and the responses are consistent
based on the standard deviation.

It the confidence it can lack the student’s confidence while installing electrical
installation and the academic it bothered the academic performance of the students by
doing it and practiced or analyzing the hazards and risks and also if they are a victim on
it. It can affect the performance of the students if they can’t concentrate on class
activities.

There is a significant difference between the effects of hazards and risks in

students’ performance in different grade levels.

Recommendation

The following are the recommendations based on the findings of the study:

1. Researchers recommend that all of EIM students must study the hazard and
risks in Electrical Installation and Maintenance because it a necessity in their
field.
2. The researchers recommend that all of EIM students must wear proper protective
equipment during installation.
3. The researchers recommend the future researchers to further study the important
details about hazard and risk for the incoming EIM students.

29
 .

REFERENCES

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Bakshi, U. A., & Bakshi, V. U. (2009). Basic electrical engineering. Pune, India:
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Code, N. (2022). FACTORS RESPONSIBLE FOR FAILURE OF STUDENTS IN

ELECTRICAL INSTALLATION AND MAINTENANCE WORK IN THE SELECTED
TECHNICAL COLLEGES. https://codemint.net/

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Daneshyari, M., Moj.This study, published in 2017, analyzed data on electrical burn
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de Roche, R., Lüscher, N. J., Debrunner, H. U., & Fischer, R. (1994).
Epidemiological data and costs of burn injuries in workers in Switzerland: An
argument for immediate treatment in burn centres. Burns, 20(1), 29-34.
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Escarcha, S. (2021). LEVEL OF ELECTRICAL SKILLS OF GRADE 12

ELECTRICAL INSTALLATIONAND MAINTENANCE STUDENT IN GENERAL
MARIANO ALVAREZ TECHCNICAL SCHOOL. https://www.coursehero.com/

Eze, O. (2016). Skill Improvement Needs of Electrical Installation Trade Teachers in

Technical CEze, O. (2016). Skill Improvement Needs of Electrical Installation Trade
Teachers in Technical Colleges for Productive Employment.
https://core.ac.uk/olleges for Productive Employment. https://core.ac.uk/

Floyd, L., Rogers, M., and UzoKa, U (2008). Home electricity safety retrieved on July
15, 2013, from: http:/www.safeelectricity.org/new/news.room

https://www.sciencedirect.com/science/article/pii/S2468912217300032

J. Cruz, J. Lizardo A regression analysis of epidemiologic factors affecting survival in

pediatric burn patients in a Philippine tertiary burn center January 2004 – December
2012.

Joy Teague. 1992. Raising the self-confidence and self-esteem of final year female
students prior to job interviews. SIGCSE Bull. 24, 1 (March 1992), 67-71. DOI:
http://doi.acm.org/10.1145/135250.134525

Labis, C. (2021). Challenges and Innovations on Learning Electrical Installation and

Maintenance among SHS Students. Misamis Oriental, Philippines

Labis, R. G. (2021). Effects of electrical performance of senior high school students.

Global Scientific Journal, 9(2).

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AND ACADEMIC PERFORMANCE OF THE PUPILS. Cagayan de Oro City,
Philippines

Mcleod, S. (2017). Behaviorist approach. SP Journal Publications, (10). Retrieved

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Nawal, Allan; Lim, Frinston (December 27, 2017). "Mall worker brings to 38 the
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Oco, R. (2022). Student’s Exposure on Synchronous-Asynchronous-Tutorial Aided
Distance Learning: Impact on Academic Performance in Mathematics. Global
Scientific Journals. EOI: 10.11216/gsj.2022.01.57745

Olelewe, C. (2021). Effects of innovative pedagogy integration in electrical

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Owens, T. (1993). Accentuate the Positive-and the Negative: Rethinking the Use of
Self-Esteem, Self-Deprecation, and Self-Confidence. Social Psychology Quarterly,
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treatment in burn centres Burns.

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32
 APPENDIX A

Endorsement letter from the Research Teacher

33
34
 APPENDIX B

Letter of Approval from the School Principal

35
36
 APPENDIX C

Survey Questionnaire

37
 SURVEY QUESTIONNAIRE ON
_____________________________________________________

Grade 12 Bagras
Mintal Comprehensive High School – Senior High School
Mintal, Tugbok, Davao City

Dear Students:

This survey to gather feedback about the Impact of Electrical Installation and Maintenance
Hazard and Risks on Student Performance would serve as the basis for planning and designing
better services offered in the canteen. Your participation in this study is purely voluntary and your
answers are kept confidential.
Thank you very much for sharing your time in answering this survey.

The researchers

Name
(optional)____________________________________Grade/Section:_____________________
Sex (M/F):___________________________________ Age:________________________

GENERAL INSTRUCTION:
Please read carefully each item. Check the appropriate box for your ratings based on the
scale below;

1 – Strongly Disagree
2 - Disagree
3 – Neutral
4 - Agree
5 – Strongly Agree

38
 ITEMS 1 2 3 4 5
A. GENDER

1. Boys' confidence in approaching or using electrical

equipment in classrooms or labs.

2. Boys' confidence in participating in hands-on activities

or electricity-related projects.

B. AGE

1. There are some minor differences in risk perception

across age groups.
2. All students understand the same level of risk.

3. There are significant differences in how students of

different ages perceive electrical risks.

C. CONFIDENCE

1. Navigating the school building on your own.

2. Approaching or using electrical equipment in classrooms

or labs.

3. Participating in hands-on activities or projects related to

electricity.

D. ACADEMIC

1. It moderately reduces my ability to concentrate on my

studies.

2. The impact on my focus varies depending on the

situation.

3. It significantly hinders my focus and learning in all

subjects.

4. It slightly distracts me in some situations.

39
 Appendix D
Validation Sheet

40
41
42
Curriculum Vitae

43
Age: 18

Sex: male

Date of Birth: April 30, 2005

Civil Status: Single

Citizenship: Filipino

Religion: Catholic

Educational Attainment:

 Elementary: Mintal Elementary School

 Junior: Mintal Comprehensive High school
 Senior: Mintal Comprehensive Senior High School

Full Name: Vince Lawrence Rica

Address: Silangan st purok 39 Mintal Davao City

Email Address: [email protected]

Contact Numbers: 09534878194

PERSONAL INFORMATION

44
Age: 18

Sex: male

Date of Birth: January 08, 2006

Civil Status: Single

Citizenship: Filipino

Religion: Catholic

Educational Attainment:

 Elementary: Mintal Elementary School

 Junior: Mintal Comprehensive High School
 Senior: Mintal Comprehensive Senior High School

Full Name: Chris Jhan O. Gellica

Address: Purok14 Palm St. Mintal Davao City

Email Address: [email protected]

Contact Numbers: 09366487580

PERSONAL INFORMATION

45
Age: 19

Sex: male

Date of Birth: September 1, 2004

Civil Status: Single

Citizenship: Filipino

Religion: Catholic

Educational Attainment:

 Elementary Imelda Elementary School

 Junior: Holy Cross High School
 Senior: Mintal Comprehensive Senior High School

Full Name: Lawrence D Cubillas

Address: Brgy.Sto Nino Purok 2 Dona Aurora St Davao City

Email Address: [email protected]

Contact Numbers: 09634412080

PERSONAL INFORMATION

46
Age: 20

Sex: male

Date of Birth: February 7, 2003

Civil Status: Single

Citizenship: Filipino

Religion: Catholic

Educational Attainment:

 Elementary: Tanauan Leyte Elementary School

 Junior: Sta Ana National High School Davao City
 Senior: Mintal Comprehensive Senior High School

Full Name: Jimwel Patcho Mendoza

Address: Uraya Mintal Davao City

Email Address: [email protected]

Contact Numbers: 09558897421

PERSONAL INFORMATION

47
Age: 18

Sex: Male

Date of Birth: December 19, 2004

Civil Status: Single

Citizenship: Filipino

Religion: Catholic

Educational Attainment:

 Elementary: GSIS Heights Elememtary School

 Junior: Mintal Comprehensive High School
 Senior: Mintal Comprehensive Senior High School

Full Name: Jade Michael G. Naungayan

Address: Campo Uno Kalubihan Cat. Grande Davao Del Sur.

Email Address: [email protected]

Contact Numbers: 09677129876

PERSONAL INFORMATION

48
Age:19

Sex: Male

Date of Birth: August 14, 2004

Civil Status: Single

Citizenship: Filipino

Religion: Catholic

Educational Attainment:

 Elementary: Imelda Elementary School

 Junior: Bago Oshiro National High School
 Senior: Mintal Comprehensive Senior High School

Full Name: Adrian C. Cañalita

Address: Brgy.Bago Oshiro Prk. 6-A

Email Address: [email protected]

Contact Numbers: 09639066436

PERSONAL INFORMATION

49
Age: 17

Sex: Male

Date of Birth: January,24 2006

Civil Status: Single

Citizenship: Filipino

Religion: Catholic

Educational Attainment:

 Elementary: Mintal Elementary School

 Junior: Mintal Comprehensive High School
 Senior: Mintal Comprehensive Senior High School

Full Name: James C. Alboroto

Address: Purok 20 maguey street Mintal Davao City

Email Address: [email protected]

Contact Numbers: 09519058078

PERSONAL INFORMATION

50
Age: 18

Sex: Male

Date of Birth: April 22, 2005

Civil Status: Single

Citizenship: Filipino

Religion: Catholic

Educational Attainment:

 Elementary: Digos City Elementary School

 Junior: Digos City National High School
 Senior: Mintal Comprehensive Senior High School

Full Name: James S Lagrimas

Address: Elenita Heights Catalunan Grande

Email Address: [email protected]

Contact Numbers: 09169454062

PERSONAL INFORMATION

51
Age: 19

Sex: Male

Date of Birth: January 01, 2005

Civil Status: Single

Citizenship: Filipino

Religion: Catholic

Educational Attainment:

 Elementary: Bago Oshiro Elementary School

 Junior: Bago Oshiro National High School
 Senior: Mintal Comprehensive Senior High School

Full Name: Laurence Paul S. Terig

Address: Purok 4 Sinalikway Bago Oshiro

Email Address: [email protected]

Contact Numbers: 096306614876

PERSONAL INFORMATION

52
Age: 18

Sex: Male

Date of Birth: December 21, 2005

Civil Status: Single

Citizenship: Filipino

Religion: Catholic

Educational Attainment:

 Elementary: Maniki Central Elementary School

 Junior: Kapalong National High School
 Senior: Mintal Comprehensive Senior High School

Full Name: Christian Jay Adimos

Address: Purok 4 Maguey st. Mintal Davao Del Sur

Email Address: [email protected]

Contact Numbers: 09777606991

PERSONAL INFORMATION

53
Age: 17

Sex: Male

Date of Birth: June 21, 2006

Civil Status: Single

Citizenship: Filipino

Religion: LDS

Educational Attainment:

 Elementary: Bago Oshiro Elementary School

 Junior: Bago Oshiro National High School
 Senior: Mintal Comprehensive Senior High School

Full Name: Varis Rodherbert A. Tuazon

Address: Purok 4 Maguey st. Mintal Davao Del Sur

Email Address: [email protected]

Contact Numbers: 09107643644

PERSONAL INFORMATION

54
Age: 17

Sex: Male

Date of Birth: March 16, 2006

Civil Status: Single

Citizenship: Filipino

Religion: Catholic

Educational Attainment:

 Elementary: Bago Oshiro Elementary School

 Junior: Bago Oshiro National High School
 Senior: Mintal Comprehensive Senior High School

Full Name: Johnreynald Mula

Address: Purok 9 Mintal Davao Del Sur

Email Address: [email protected]

Contact Numbers: 09474014812

PERSONAL INFORMATION

55
56