Level of Competency in Welding Skills of Grade-12 Dewey of Goldenstate

College, General Santos City

Practical Research I
Submitted to the Faculty of Senior High School
Goldenstate College
General Santos City

In Partial Fulfillment of the Requirements

For Senior High School

GRADE 12

Proponents

Jhon Bert Q Leoncio

Gil AdreanDDemafelis
Ricky Cabeza
Kenneth Molina
Russel XianeOlaybar
EdmarSenama
Julio Evangelio
John Edward Quintanilla
JomarSaripa
Gerald Lasaca
Aladin Taha
JobertBinoy
ArchenellPrecillas
Joshua Pahaganas

Loren Marie L. Acebo

Adviser

SY: 2019-2020
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 INTRODUCTION

1.1 Background of the Study

Welding is a practical skill that requires continual practice and careful

attention to the variables that the welder controls to improve. The requirement for

competence in welding is very necessary to guarantee the safety of every person

involve, at the same time ensure they’re going to contribute significantly for both

industry and vocational community. Assessment for competence, specifically for

welding, is carried out by the National Competency Standards. This specifies the

skill, knowledge and attributes applied to a particular occupation, and identify the

standards of a competent worker and the various contexts in which work may

take place. These standards provide explicit advice to assessors regarding the

skill and knowledge to be demonstrated by candidates seeking formal recognition

either following training or through work experience.

The need for competent welders in the future should prompt educational

programs to adequately train individuals for industrial assignments as punctually

as possible for various levels of skill requirement. The challenge arises in high

schools, universities, and technical institutions to adequately recruit younger

talent (Zalkind, 2008). Pre-service teacher training should focus on managing

laboratory setting, for effective student learning. This will help new and beginning

teachers to successfully teach a 4-welding course (Meyers et. al., 2012).

Anecdotal evidence has shown that SMAW as the most difficult weld processes

to master by secondary student. Compared to GMAW, SMAW has more

operator-controlled variables which is quite challenging for the part of students

(Hoffman, 2012).
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 In the trend across the 1994 welding industry study, it was noted that the local

welding industry has been more focused on the conventional welding processes

and methods despite the fact that the neighboring countries were already shifting

to modern welding processes. Mainly, the welding industry during thistimes

focused on repair services and job activities. As such, with small investments,

traditional welding process particularly Shielded Metal Arc Welding became

traditional welding activities. SMAW, through local welding workplace has

propagated all over the country. With the help of various welding education and

training groups, relevant knowledge has been augmented to compete with the

leading countries in welding industries. In the light of the new educational set-up,

K-12, this augmented knowledge has been accessible for aspiring young minds.

Determining the level of competence in welding skills of the students allows

one to evaluate the training offered by concerned institution or training group.

Moreover, the result will also provide necessary knowledge for the concern

institution or training to augment their respective offered trainings. In particular

this study aims to determine the level of competence in welding skills of grade

12-Dewey ofGoldenstate College, General Santos City. This study will also asses

the demographic profile of respondents and be conducted on the month of

October, school year 2019-2020.

1.2 Statement of the Problem

The study will be conducted to determine the level of competence in welding

skills of grade 12-Bretz of Goldenstate College, General Santos City, as well as

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answer the following questions:

1.) What is the socio-demographic profile of the respondents?

1. NAME

2. AGE

3. GENDER

2.) What is the level of competency in WeldingSkills of Grade 12-DeweyStudents

of Goldenstate College S.Y 2019-2020.

3.) What implication can be drawn from the data?

1.3 Scope and delimitation

This study focuses only on determining the level of competence in welding

skills of grade 12-Dewey of Goldenstate College, General Santos City.

Additionally, this study will also evaluate the socio-demographic profile of the

students. Moreover, this study will be limited only in drawing implication from the

data obtained.

1.4 Significance of the Study

This study will benefit the following:

SMAW students-for them to know the national competence standard training

skills for welding

Welding workers-for them to have the idea that competence must be a

lifetime commitment in welding industry.

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 Future researchers-for them to have a guide in pursuing further studies

related to SMAW track.

1.5 Definition of Terms

The following terms we’re given brief definitions to guide you in understanding

the context of this study more easily:

Competency - The ability to perform particular tasks and duties to the

standard of performance expected in the workplace, applying all relevant skills,

knowledge and attitudes consistently over time in the required workplace

situations.

Competency Standards - Competency standards are made up of a

number of units of competency each of which describes a key function or role in

a particular job function or occupation.

Shielded Metal Arc Welding (SMAW) - SMAW is also known as manual

metal arc welding (MMAW) or stick welding. SMAW is a manual arc welding

process that uses an electric current to strike an arc between the base material

and a consumable electrode rod or stick. The electrode rod is made of a material

that is compatible with the base material being welded and is covered with a flux

that gives off vapors that serve as a shielding gas and provide a layer of slag,

both of which protect the weld area from atmospheric contamination.

Welding Operation- Welding is a fabrication or sculptural process that

joins material, usually metals by using high heat to melt the parts together and

allowing them to cool causing fusion.

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 Standards/Technical Standards – A standard is a document that

provides requirements, specifications, guidelines or characteristics that can be

used consistently to ensure that materials, products, processes and services are

fit for their purpose. Standards are published in terms of codes, procedures and

specifications.

1.6 Conceptual Framework

Input ThroughputOutput

1.) What is the

socio-
demographic
profile of the In gathering Level of
respondents? data, the Competency in
1. NAME researcher will Welding Skills of
use test Grade-12 Dewey
2. AGE questioner. of Goldenstate
College, General
3. GENDER Santos City
2.) What is the
level of
competency in
Welding Skills of
Grade 12-Dewey
Students of
Goldenstate
College S.Y

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 Chapter 2

REVIEW OF RELATED LITERATURE

The Welding Skills and Competencies

National competency standards play an important and increasing role in

skills development and recognition in the Asia-Pacific region, as they do in many

other parts of the world. They are a guide to the range of skills and knowledge

required for a whole industry. Competency standards can be flexibly combined

into jobs and occupations. They are the common basis for training programmers,

skills assessment and certification in many countries. Competency standards,

when recognized nationally, or across a cluster of nations, can form a key

component in assisting the mobility of skilled labor (ILO, 2015).

The National Competencies Standards are set of core competencies that

assess the skills, knowledge and abilities of practitioner. The practitioners may

acquire certificates which will categorize them according to their respective skills,

knowledge and abilities. The category is divided into three levels; National

Certificate Level 1, National Certificate Level 2 and National Certificate Level 3.

National Certificate Level 1 categorizes practitioners as semi-skilled. They

can carry out processes that; are narrow in range, are established and familiar,

offer a clear choice of routine responses and involve some prioritizing of tasks

from known solutions. Learning demands under this category covers basic

operational knowledge and skill, utilization of basic available information, known

solutions to familiar problems and little generation of new ideas. Responsibilities

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of this competency are applied in directed activity, under general supervision and

quality control, with some responsibility for quantity and quality.

National Certificate level 2 on the other hand categorizes practitioners as

craftsman. They can carry out processes that require a range if well-developed

skills, offer a significant choice of procedures requiring prioritization and are

employed within a range of familiar context. Learning demands under this

category covers relevant theoretical knowledge, interpretation of available

information, discretion and judgements and a range of know responses to

familiar problems. Responsibilities under this competency are applied in directed

activity with autonomy, under general supervision and quality checking, with

significant responsibility for the quantity and quality of output and with some

possible responsibility for the output of others.

Lastly, National Certificate Level 3 categorizes practitioners as Master

craftsman. They can carry out processes that require a wide range of technical or

scholastic skills, offer a considerable choice of procedures requiring prioritization

to achieve optimum and are employed in a variety of familiar and unfamiliar

contexts. Learning demands under this category covers a broad knowledge base

which incorporates some theoretical concepts, analytical interpretations of

information, informed judgement and a range of sometimes innovative responses

to concrete but often unfamiliar. Responsibilities under this competency are

applied in self-directed activity, under broad guidance and evaluation, with

complete responsibility for quantity and quality of output and with possible

responsibility for the output of others.

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 This suite of two qualifications is designed for people interested in a

career as a Welder. The first of the two qualifications is the National Certificate

Level 2 in Welding. The Level 2 qualification recognizes the skills and knowledge

required for people working as a skilled Welder in the workplace. The

qualification comprises of two units of Competency Standards that cover the

essential knowledge and skills required of Welder in performing works related to

performing gas welding / cutting / brazing and performing arc welding / cutting.

The National Certificate Level 2 in Welding prepares people for entry into further

qualifications and is a prerequisite for entry into the National Certificate Level 3.

The National Certificate Level 3 in Welding is currently the final achievement in

this qualification pathway. Candidates wishing to be admitted into training should

hold the National Certificate Level 2 in Welding. The Level 3 qualification

recognizes the competencies required to work as a highly skilled Welder. This

qualification includes three units of Competency that covers the skills and

knowledge required in performing spot / seam welding, performing MIG / MAG

welding and then in performing plasma cutting (DOS, 2014).

The design of National Competency Standards in the Philippines is rooted

from the RMCS, Regional Model Competency Standards, for welding services

developed by ILO. Each unit of competency describes the skills of a worker

applies when performing the identified task or role, as well as underpinning skills,

knowledge and attitudes the worker needs to perform task effectively. Individual

units define the competency outcomes necessary for a particular area of work. It

is the combination of a number of units that describes a whole job role. The

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combination of units also captures the need to manage different tasks

simultaneously and to adapt to different workplace environments and situations.

These RMCS have been divided into six functional areas, which are comprised of

32 units of competency. These are; Core units, performing fillet and groove

welding on carbon steel plate, performing groove welding on carbon pipe,

performing fillet and groove welding on carbon plate and steel tubes/pipes,

performing filler and groove welding on alloy steel plate and Performing and

groove welding on alloy steel pipe.

Functional Area A, coded as WS-A, deals mainly with the basic core skills

that practitioners must master. These core skills are; WS-A1 or Practice

Housekeeping procedures, WS-A2 or Practice Occupational Safety and Health

procedures, WS-A3 or Apply Safety and Health Practice, WS-A4 or Read and

understand Drawing and Sketches, WS-A5 or Read and Understand WPS, WS-

A6 or Perform Basic Industry Calculation, WS-A7 or Contribute to Quality

System, WS-A8 or Use hand Tools, WS-A9 or Prepare Weld Materials, WS-A10

or Set-up Welding Equipment, WS-A11 Fit up Weld Materials and WS-A12 or

Repair Weld.

Functional Area B, coded as WS-B, deals mainly fillet and groove welding

on carbon steel plate. There are 5 competencies under this functional area, but

the most relevant on this discourse is the WS-B5 or Weld carbon steel plates

using SMAW. This unit covers the skills, knowledge and attitudes required in

setting up and operating automatic/mechanic welding equipment used in welding

carbon steel plates using SMAW process. The elements of this competency are;

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prepare power source, accessories and position; perform root pass; weld filling

passes and perform capping. Critical skills and essential knowledge offered by

this competency includes; applying weld techniques, basic mathematics (MDAS),

communication skills, drawing/plan/WPS, electrode heating and warming,

handling welding materials and consumables, handling welding tools and

equipment, identification of weld defects, materials and consumables, measuring

skills, parameter setting, rectifying weld defects, weld codes and welding

equipments and tools.

Functional Area C, coded as WS-C, deals mainly with groove welding on

steel pipe. There are 4 competencies under this functional areas; WS-C1 or

Weld steel pipes using FCAW, WS-C2 or Weld Carbon steel pipes using GMAW,

WS-C3 or weld carbon steel pipes using GTAW and WS-C4 or Weld Carbon

steel pipes using SAW.

Functional Area D, coded as WS-D, deals mainly with fillet and groove

welding on carbon steel plate and tubes/pipes. There are 2 competencies under

this functional Area. The most relevant for this discourse is the WS-D2 or Weld

Carbon Steel plates and pipes using SMAW. This unit covers the skills,

knowledge and attitudes in welding carbon steel plates and pipes using SMAW

process. The elements under this competency are; prepare power source,

accessories and position; perform surface preparation; perform gas welding and

clean weld pass. Critical skills and knowledge offered by this competency are;

applying weld techniques, basic mathematics (MDAS), communication skills,

Drawing/Plan/WPS, Gas welding materials and consumables, handling gas

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welding materials and consumables, handling welding tools, gas and equipment,

identification of weld defects, materials and consumables (filler rod, oxy-

acetylene, base metal, etc.), measuring skills, rectifying weld defects, types of

flame and welding codes.

Functional are E, coded as WS-E, deals mainly with fillet and groove

welding on alloy steel plate. Under this are 5 competencies, having WS-E5 or

Weld alloy on steel plate using SMAW as the most relevant for this discourse.

This unit covers the skills, knowledge and attitudes in welding alloy steel plates

using SMAW process. The elements on this competency are; prepare power

source, accessories and positionl perform root pass; weld filling passé and

perform capping. Critical skills and essential knowledge offered by this

competency are applying weld techniques, basic mathematics (MDAS),

communication skills, drawing/plan/WPS, electrode heating and warming,

handling materials and consumables, handling welding tools and equipments,

identification of weld defects, materials and consumables (electrodes, base

metal), measuring skills, rectifying weld defects, welding codes, welding

equipment and tools.

Functional Are F, coded as WS-F, deals mainly with filler and groove

welding on alloy steel pipe. There 4 competencies under this are, being WS-F4

or Weld alloy steel pipes using SMAW as the most relevant for this discourse.

This unit covers the skills, knowledge and attitudes in welding alloy steel pipes

using SMAW process. The elements under this competency are; prepare power

source, accessories and position; perform root pass; weld filling passes and

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perform capping. Critical skills and essential knowledge offered by this

competency are applying weld techniques, basic mathematics (MDAS) ,

communication skills, drawing/plan/WPs/ electrode heating and warming (Lowe

Hydrogen Type), Handling welding materials and consumables, handling welding

tools and equipment, identification of weld defects, materials and consumables

(electrodes, base metal), measuring, rectifying weld defects, welding codes and

welding equipment and tools.

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3.1 Research site and location

This study will be conducted on October at the Goldenstate College,

General Santos City, in line with the National Competence Standards for Welding

Skills.

3.2 Research respondents

The respondents of this study will be the students from grade 12 Dewey of

Goldenstate College, General Santos City, during the school year 2019-2020. 50

will be chosen randomly to be the respondents.

3.3 Data Collection

A Quantitative questionnaire survey method of data collection is to be

used in this study to achieve the aims and objectives. The question will be asked

on the data questionnaire will be based on a likert scale and open ended

questions. Likert scale questionnaire requires each respondents to rate the

statement on a 5-point scale. Such as scale 1= strongly disagree, scale 2=

disagree, scale 3= undecided, scale 4= agree and scale 5= strongly agree. The

questionnaire designed is based on the National Competence Standards

intended for welding skills.

3.4 Data Analysis

Calculation of the general weighted mean scores will be carried out after

the collection of data. The calculated general weighted means scores will be then

evaluated to answer second objective.

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 Chapter 3

Methodology

This chapter deals about the method used by the researcher in conducting the

study, the respondent of the study, the sources of data, the instruments used in

gathering the data and the procedure on how the study will come up with an

accurate statistical treatment to the problem.

Researcher Design

The descriptive method of research is being used in this study. Descriptive

researcher describes and gathers quantifiable information that can be used for

statistical inference. This method is appropriate to the study since it aims to

describe the Level of Competency of Grade 12-Dewey SMAW students of

Goldenstate College during the Academic Year 2019 - 20

Respondents of the study

In this study, the Level of Competency of Grade 12 Dewey SMAW

students, the researcher used the complete enumeration technique since the

respondents was resulted to 20 respondents where there are 20 boys. The

respondent should be officially enrolled at GoldenState College of General

Santos City of the first semester, Academic Year 2019- 2020.

Research Instrument

In this study, the instruments used are questionnaires, which are

necessary for descriptive method of research. They were developed, validated

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and pretested before the actual administration. The questionnaire was composed

by questions and was adopted and imposed from the cite

https://quizizz.com/admin/quiz/570f9d5983a1c83611c22c33/smaw-gmaw-final-

exam

Date Gathering procedure

In data gathering, the researcher follows a procedure in conducting this

study.

In conducting this research, the researcher asked for permission first. The

questionnaire will be draft in a clear and concise manner to prevent conflict

among the respondent. The respondents will be given a plenty of time to answer

the questions that was given to them to avoid errors. The individual personality

will remain confidential. After this gathering instrument data will be extracted and

analyzed using the statistical instrument.

Statistical Treatment

The data gathered on this study are subject to analysis using a

quantitative method. The data gathered through questionnaire and survey will

undergo a statistical instrument for analysis.

The formula in computing the percentage is as follow:

Relative Frequency Formula:

f/n x 100

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Where:

f – is the frequency of the respondents who answer the questions.

n– Total number of respondents

100– Percentage

The formula on computing the weighted mean is as follow:

Where:

X- Mean

fx – Total number of Weighted Scores

n – Total number of the Respondents

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