National Certificate Assessment (NC II) and Academic Performance

of TVL-ICT Students: Basic for Intervention

A Quantitative and Qualitative Research

Presented to the Faculty of Senior High School
Culianan National High School
Culianan, Zamboanga City

In partial fulfillment of the requirements in

INQUIRIES, INVESTIGATION AND IMMERSION

Alih, Angelyn M.
Casimiro, Donna Mae E.
Daji, Nur-Ada I.
Del Monte, John Paul A.
Ferrer, John Michael C.
Gomez, Mark Anthony M.
Mendoza, Aeron Jay P.
Ramos, Grant Louise Victor I.
Ramos, Miggy A.
Soreño, Devena B.

Grade 12 –GALILEO (TVL-ICT)

Ms. Marinol Samantha L. Solis

Research Adviser
March,2023
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ACKNOWLEDGEMENT

First and foremost, the researchers would like to thank with grateful heart, give

praise and honor to the Almighty God, for all the wisdom, for granting us the strength,

hope, faith and confidence to finish this research.

The researchers would like also to give thanks and gratitude to the courteous

people in making this research study possible, for their help, expertise, unconditional

support, encouragement, guidance and inspiration to make this research successful. The

researchers would like to thank the people:

Ma’am Marinol Samantha L. Solis, for all the intellectual guidance, expertise

and motivation throughout the process of research work.

Sir Noland Duhaylunsod and Ma’am Maria Clariza Oquias, for giving ideas

and in-depth literacy on how to improve the research study and what are the things that

needed changes.

To the Senior High School students of Culianan National High School, who

became the respondents of the study for their full cooperation during the gathering of

data.

To the co-researchers, who gives their support and who contributed and help our

research unconditionally.

To the relatives and friends, who never failed to help us and stays with us no

matter what and gives us their unending moral support all through the way.
 iii

To the parents, who is there to assist and guide us morally and financially and

led us to accomplish this research paper

To The Principal, We are deeply grateful to you for granting us permission to

conduct the survey questionnaire as part of this research.

TABLE OF CONTENTS

Page

Title Page................................................................................................ i

Acknowledgement............................................................................... ii

Table of Contents.................................................................................. iv
 iv

List of Tables........................................................................................... vi

List of Figures.......................................................................................... Vi

Abstract.................................................................................................. Vii

CHAPTER

I INTRODUCTION

Background of the Study................................................. 1

Statements of the Problem.............................................. 3

Significance of the Study................................................. 4

Scope and Limitations of the Study................................ 5

II THEORETICAL AND CONCEPTUAL FRAMEWORK

Related Literature.............................................................. 6

Related Studies.................................................................. 11

Conceptual Framework................................................... 16

Hypotheses......................................................................... 17

Definition of Terms............................................................. 17

III METHODOLOGY

Research Design................................................................ 19

Research Locale................................................................ 20

Population and Respondents of the Study.................... 20

 v

Sampling Design................................................................ 22

Research Instruments........................................................ 23

Validity and Reliability of the Research Instrument....... 23

Data Gathering Procedure.............................................. 24

Statistical Treatment of Data........................................... 24

REFERENCES............................................................................................. 42

APPENDICES

A Permission Letter............................................................................. 46

B Consent Form.................................................................................. 47

C Survey Questionnaire..................................................................... 48

D Request E-Mail to the Author………………………….................... 50

E Research Permission From the Research Instrument Author..... 50

DOCUMENTATION.................................................................................. 51

CURRICULUM VITAE............................................................................... 52

LIST OF TABLES

Table Page

1 Target Population and Respondents of the Study by

Schools.................................................................................... 21

2 Profile of the Respondents in Terms of Age........................ 26

3 Profile of the Respondents in Terms of Sex......................... 27

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4 The level of national certificate assesment by the

respondents........................................................................... 29

5 Level of academic performance........................................ 30

6 Significant relationship between level of national certificate

assessment (NCII) and academic

performance.......................................................................... 32

7 ANNOVA TABLE for age........................................................ 33

8 T-TEXT TABLE for sex................................................................ 34

9 Proposed activities................................................................ 37

LIST OF FIGURES

Figure

Page

1 Conceptual Framework of the Study................................. 16

ABSTRACT

ALIH, ANGELYN M., CASIMIRO, DONNA MAE E., DAJI, NUR-ADA I., DEL
MONTE, JOHN PAUL A., FERRER, JOHN MICHAEL C., GOMEZ, MARK
ANTHONY M., MENDOZA, AERON JAY P., RAMOS, GRANT LOUISE
VICTOR I., RAMOS, MIGGY A., SOREÑO, DEVENA B., “NATIONAL
CERTIFICATE ASSESSMENT (NC II) AND ACADEMIC PERFORMANCE OF
TVL-ICT STUDENTS”. A RESEARCH STUDY FOR SENIOR HIGH SCHOOL
ACADEMIC TRACK (COMPUTER SYSTEM SERVICING), 2022-2023,
CULIANAN NATIONAL HIGH SCHOOL. ADVISER: MARINOL SAMANTHA
L. SOLIS.
 vii

This study aimed to determine the National Certificate Assessment (NC II) and

academic performance of TVL-ICT students who were officially enrolled in the school

year 2022-2023. A validated and authenticated survey questionnaire checklist was used in

gathering the data. Frequency, Numerical scale and Analysis of Variance (ANOVA) were

used in the analysis of data.

The findings of the study revealed that out of 150 respondents, 142 or 94.7% were

15-19 years old and 8 or 5.3 respondents were 20-24 years old. There were 80 males and

70 females . There were 16 respondents who were graded outstanding, 55 respondents

who were graded very satisfactory, 70 respondents who were graded satisfactory, 7

respondents who were graded fairly satisfactory, 2 respondents who were graded did not

meet expectations.

The academic performance of the students has an average mean of 3.26, which is

described as satisfactory, and a numerical rating of 80 – 84. Students performed

satisfactorily in the field of TVL-ICT. This means, academic performances were on the

average level. This implies that students develop the fundamental knowledge and need a

little assistance from the teacher or from other people to improve their skills and

knowledge.

It is advised that respondents be encouraged to take the national certificate

assessment by their parents, instructors, and school officials. This evaluation will offer an

accurate assessment of the student's academic ability and may be utilized to assist in

future academic success planning. It will also give useful feedback to students and
 viii

educators, helping them to make more informed decisions regarding future course

choices, college and career options.

 1

CHAPTER I

INTRODUCTION

This chapter of the paper presents the background of the study, the statement of

the problem, the significance of the study, and the scope and delimitation of the study.

BACKGROUND OF THE STUDY

National certificate is a document issued by TESDA to individuals after being

subjected to a national competency assessment and proven competent in all the required

units of competency of a national qualification defined under the promulgated training

regulation.

One of the courses offered in Senior High School is Computer System Servicing

(CSS). National certificate II on Computer System Servicing a course that focuses in

developing and improving the knowledge, skills, and attitudes of the TVL-ICT student.

One of which is passing the National Assessment in Computer System Servicing (CSS).

Computer System Servicing (CSS) is a vocational program that teaches students how to

install, configure and maintain computer systems and networks. It develops students’

skills in diagnosis and troubleshooting of computer systems, as well as in the

performance of computer operations. From this idea we can conclude that Computer

System Servicing skills are needed for people by also they are used for technology fixing.

Most especially by the student, since good ICT skills are needed to actively participate in

class discussions.
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One of the advantages of having a National Certificate II (NCII). NC II passers

enable them to be more employable, productive and flexible to the changing requirements

of the industry and the workplace domestic and overseas. In line with this concern,

students are empowered, become self-reliant and capable of supporting themselves and

their family”. According to Catherine Joy Oña, his study implies that the highest

percentage or 31% of the respondents are unemployed because of financial constraints on

applying for a job. However, there are 27% of the respondents who are aiming to work

overseas to work in a computer-based company. 21% are considering building their own

business connected to their NCs. 12% of the respondents took computer-related courses

and pursued college. 9% of the students are still undecided on their future career plans.

According to the gathered data of Catherine joy Oña, some of the students who passed

their National Certificate II (NC II) did not use it because of the following reasons: First,

some of the students find unrelated jobs to computer services that are immediately

available to provide for their living. Second, students remain undecided about their future

career plans. And lastly, respondents took computer-related courses and pursued college.

Statement of the problem

This research study aimed to determine the effects of the National Certificate

Assessment (NC II) on the academic performance of TVL-ICT students. Specifically, this

study sought to answer the following questions:

1. What is the frequency rate of students taking NC on CSS?

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2. What is the level of National Certificate Assessment (NC II) for TVL-ICT

students?

3. What is the academic performance of TVL-ICT students?

4. Is there a significant relationship between the level of National Certificate

Assessment (NC II) and academic performance of TVL-ICT students?

5. Is there a significant relationship between the level of National Certificate

Assessment (NC II) and academic performance when data are grouped

according to profile?

6. What are the effects of National Certificate Assessment (NC II) on the

academic performance of TVL-ICT students?

7. On the findings, what intervention plan can be developed?

Significance of the Study

This study will provide information about National Certificate Assessment (NC

II) and academic performance of TVL-ICT students.

This study will not only present the data about National Certificate II (NC II)

assessment and academic performance of TVL-ICT students, but also to provide the

benefits to the following:

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School Administrator. The results of this study will help the administrator perform their

duties more easily by using computers for communication, visitor management, word

processing, spreadsheet and presentation creation, and filing.

Students. The results of this study will assist students in learning how to install and

maintain computer systems and networks. And for students to understand what else they

need to know about computer systems.

Parents. The outcome of this study will help parents to learn virtual words, which is an

important part of the social interactions with their children, while simultaneously

allowing them to control their activities.

Teachers. The results of this will assist the teachers frequently used computers to create

question banks, plan lessons, create additional instructional materials, notify pertinent

information via the internet, and update their subject knowledge and teaching techniques

Future researchers. The results of this study will provide knowledge to future

researchers who plans to gather data about the importance of NCII. It also provides

deeper understanding for their study and develop their critical thinking throughout their

research journey.

Scope and Delimitation

This study focused on the National Certificate Assessment (NC II) and academic

performance of TVL-ICT students. This study was delimited to TVL-ICT students who

were officially enrolled in Culianan National High School during the school year of 2022-

2023.
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This study was conducted in select sections of TVL-ICT students. The sections

were Aries, Aquarius, Einstein, and Galileo. These sections were coded as Section A,

Section B, Section C, Section D.

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter of the paper presents the different related literature and related

studies to serve as the foundation of the research claims. It also tackles the conceptual

framework, research hypotheses, and definition of terms.

Related Literature

According to Fajardo (2019), the world is currently in the information age, and

as technology advances, it is expected that computer technology and its application

wascome the primary medium of information distribution. while many people use

computers nowadays, few understand how they work in terms of components and

circuitry. as a result, there is an urgent need to find a way to expose this knowledge to end
 6

users in a meaningful way and make it simple for everyone to understand how the

computer works through the subject of computer system servicing.

De Angria (2019) discussed that the Republic Act 10533, also known as the K12

Education Curriculum, requires students to enter grades 12 and choose a track based on

their interests. One of these tracks is Technical Vocational and Livelihood (TVL), which

allows students to earn a National Certificate Level II (NCII). It is a recognized

certification even outside of the country. Ensuring that Grade 12 students are prepared

and pass the Institutional Assessment will assist them in gaining confidence prior to the

actual assessment.

Connelly (2013) stated that The school that helped every student become a

successful and informed person is one of the aspects that helps them to have more skill in

whatever subject they choose. The goal of education is to mold and shape pupils so they

are equipped to meet all the obstacles of the future labor market. Public education helped

students become more informed and open-minded so they could make informed decisions

and follow the careers they were interested in based on the many needs of employment in

society. Additionally, given the current economic and social developments in the nation,

now is the ideal time to express our deep worry for the future of kids who will look for

employment as soon as they graduate from high school.

According to Aguilar, et.al., (2021), The DepEd senior high school track aims to

equip students with the knowledge and skills necessary to suitably prepare them for their

chosen professional path, whether it is further education, employment, or

entrepreneurship. The Technical Education and Skills Development Authority (TESDA)

is in responsible of evaluating and awarding the National Certificate (NC) for Technical

Vocational and Livelihood Courses in order to enhance students' employment chances

 7

following graduation. Students who desire to pursue technical-vocational education will

receive a National Certificate I (NCI) or National Certificate II (NCII) certificate after

passing an exam.

Budhrani and Espiritu (2012) said in their journal entitled “Online vocational

education: A Philippine experience” The Technical Education and Skills Development

Authority (TESDA) oversees middle school education. It emphasizes postsecondary

technical-vocational education and training, or TVET, for intermediate learners. These

learners include: (1) those who have completed formal and informal education and

training that is at least equivalent to a secondary education; or (2) skilled workers who

have achieved a level of expertise in their trade or craft that is recognized by business. To

demonstrate proficiency, all middle-level students go through the certification procedure

outlined in the Philippine TVET Quality Framework (PTQF).

Elli, & Ricafort (2020). stated in their journal entitled “competencies of grade VI

teachers in technology and livelihood education(TLE)”.Republic Act 10533, also known

as the Enhanced Basic Education Act, which says that the program shall fulfill the need

for qualified teachers and school administrators, mandates the improvement. The primary

Technology and Livelihood Education (TLE) curriculum was improved in response to

this mandate in terms of the particular skills and information that the elementary students

must acquire in order to fulfill the prerequisites for future learning. In addition to

agriculture, home economics, industrial arts, and ICT & entrepreneurship, grade 6

students are also taught home economics. It is focused on fostering technical competence

and is founded on knowledge and information, entrepreneurial ideas, delivery methods

and procedures, work, and values.

 8

Mella, Villareal, and Cura (2021) stated that the Junior High School's

Technology and Livelihood Education (TLE) program has improved as a result of this

goal. In order to obtain a National Certification (NC), which is required by the industry,

students in grades 7 through 10 receive technical-vocational education that is based on the

rules of the Technical Education and Skills Development Authority (TESDA). In grades 7

and 8, students’ study four TLE minicourses at each level, covering the four components

of Agri-fishery arts, home economics, industrial arts, and information and

communications technology. This is the start of the technical education program. Students

select a specialized TLE from among their previous courses in Grade 9 and continue with

it until Grade 10 in order to earn a Certificate of Competency (COC) or National

Certificate I/II.

According to Mamolo, L. (2019), Computer Servicing System (CSS) is shown to

be more knowledgeable compared to Home Economics and other strands in the TVL

track because their inclinations are also to mathematics, creative arts, information

technology, and office work. Moreover, the academic track is significantly different from

the TVL track because the former’s inclination is into academe while the latter are more

into skills development for vocational jobs.

Foden, F. E. (1951) stated that the National Certificate has had over-much

influence on the present-day provision of part-time technical education, and it is by no

means certain that the authorities concerned are fully alive to the problems that this

excessive dominance is creating. The tendency has been for the National Certificate to

produce stereotyped and narrow courses concerned mainly with the theory rather than the

practice of industrial processes. These courses have tended to attract teachers whose own
 9

experience is narrow and whose chief object is to produce examination successes. Many

of the part-time teachers themselves are products of National Certificate courses and have

little ability or experience in teaching. The pattern of teaching involved in National

Certificate work tends to dominate the work in other types of courses, not always to their

advantage.

According to Jacolbia (2016) Education in technology and practical skills is

essential to succeeding in the modern job. The likelihood of job success can be greatly

increased by selecting a career route and then studying the technologies associated with

that sector or company. Although it is frequently offered, technology education is not

always free. Typically, students who want to pursue technology, including computer

programming, attend vocational schools, technical institutions, and universities.

Black (1989) stated that The National Certificate must include a sufficient

explanation of the precise learning result that it is intended to assess. It should enable the

user to make informed judgments regarding the student accomplishments that the

National Certificate seeks to convey. And it should be conducted in a manner that is

impartial and professional, supporting good practice in both education and assessment.

Although it draws from our own views, our knowledge of the factors that could contribute

to quality—or its absence—is backed by more methodical study.

Related Studies

A study by Harmse (2018) titled “Expectations of industry regarding the ICT

competencies of HEI graduates” The scarcity of information and communication

technology (ICT) skills is a global issue. Organization expects the implementation of new

technologies to be supported by a competent ICT workforce with up-to-date ICT skills

sets. The attainment of suitable ICT skills has become a problematic task that requires
 10

intervention. Industry holds higher education institutions (HEIs) accountable for not

providing suitable and applicable ICT graduate skillsets. The ICT industry frequently

changes, resulting in new career requirements and new career opportunities that are

regularly introduced. Therefore, ICT graduates entering the industry are required to have

developed sufficient knowledge and skills.

Duhaylungsod (2021) discussed in their study entitled “Industry Employability

ICT Skills Vis-à-Vis ICT Skills of the Information and Communication Technology

Program of Senior High Curriculum.” the Philippine Qualifications Framework was

developed by the Government of the Philippines through Republic Act No. 10968 which

the higher employability requirements. Specifically, the Framework will resolve job

incompatibility and align employee training and education with business demands and

expectations. School curricula should therefore be adapted to developments in technology

and job creation, especially in industries with communication and information technology

needs.

According to Sarmiento & Orale (2016) in their study entitled “Senior high

school curriculum in the Philippines, USA and Japan” SHS curriculum is intended to

prepare students to enter into college/university or to work in the industry or be an

entrepreneur. The SHS program is the last level in all basic education programs of the

countries reviewed. The Philippines has a clearer model with at least four tracks

(academics, tech-voc, sports, arts & design) and at least ten strands. Japan has two tracks

in academics and tech-voc. The US basic education system varies from state to state,

similar to its SHS curriculum.

Saud, Buntat, & Jabor (2012) discussed in their study entitled “relevance of

information and communication technology skills in technical and vocational education

 11

for graduates’ employability” the spread of Information and Communication

Technologies (ICTs) across all sectors of the economy puts new demands on the skills of

workers. Both expanding job possibilities and imposing new demands are the changing

skill set. For people joining the workforce and for those looking to find a better career,

basic ICT skills are deemed important in today's job market. The economic well-being of

a nation depends on the productive use of ICT for industries and industrial processes.

Ventayen (2018) discussed in their study entitled “Level of competency in

computer systems servicing of teachers in one town in Northern Luzon: A needs

assessment and analysis” the Department of Education embraces technology as the K-12

implementation arrived. The agency also devised a computerization program for all

public schools as part of the program. Advanced training in installing computer systems

and networks, diagnosing and troubleshooting computer systems, configuring computer

systems and networks, and maintaining computer systems and networks which are the

four-core competency of TESDA’s NC2 Computer Systems Servicing Course was an

extension program if there is a need for training. Based on the result of the study, the

majority of the ICT coordinator of primary and secondary schools are competent and

experts in the field of Computer Systems Servicing, because high school ICT

coordinators are the holder of National Certificate Level 2 in the field of computer

systems servicing.

According to Lai, & Pratt (2004) in their study on “Information and

communication technology (ICT) in secondary schools: the role of the computer

coordinator.” Making judgments based on technological potential rather than pedagogical

requirements is one of the most prevalent issues when employing information and

communication technologies (ICTs) in education. In developing nations, where higher

 12

education is plagued by substantial issues on several levels, there is an increasing need to

ensure that technology potential are evaluated in the context of educational expectations.

ICT in education encourages more student-centered learning environments, which

frequently leads to conflict between certain teachers and students. However, as the world

shifts toward digital media and information, ICT wascome increasingly vital in education

during the course of the twenty-first century.

A study by Jacolbia (2016) titled. “Future educators’ perceptions on technology

and livelihood education status and development of work skills”. Schools must encourage

academic and lifetime learning for all students. These students are expected to make

substantial contributions over time to the development of a dynamic and self-sustaining

economy, the quest of a greater quality of life, and global competitiveness. Given the

current economic situation, students should seek a degree that will prepare them for the

workforce and may help them improve their life. One of the BBTE curriculum courses,

Technology and Livelihood Education, prepares students for the workforce by teaching

them how to apply fundamental principles and instill moral standards via real-world

working experiences.

Kumar, and Zhang (2013) discussed in their study entitled “Middleware for

pervasive computing: A survey. Pervasive and Mobile Computing”, The rapidly

emerging area of pervasive computing faces many challenging research issues critical to

application developers. Wide heterogeneity of hardware, software, and network resources

pose veritable coordination problems and demand thorough knowledge of individual

elements and technologies.

Manalo, Caguicla, Dimalaluan, Macatangay, Robles, & Felicen, (2018)

discussed in their study entitled “Effectiveness of TESDA National Certification to

 13

Cruise Line Operation in Culinary Arts Graduates of 2015 and 2016” The efficiency of

TESDA National Certification to improve people's competences and abilities for future

employment in the sector is now being evaluated in higher education institutions. Using

their knowledge, skills, and talents to adjust to work conditions that are growing more

flexible and sophisticated as their demands change is becoming a problem for recent

graduates.

Conceptual Framework

The conceptual framework which guided this study illustrated the relationship

between the level of National Certificate Assessment and the academic performance of

TVL-ICT Students.

Independent Dependent

Level of National Academic Performance of

Certificate Assessment TVL-ICT students

Profile of the respondents

Figure 1. Conceptual Framework of the Study

Figure 1 showed the conceptual framework with consist of independent,

dependent and intervening variables. The independent study was the level of National
 14

Certificate Assessment. On the other hand, the dependent variable in the study was

academic performance of the TVL students. Moreover, the intervening variable was the

profile of the students in terms of name(optional), age, sex.

The purpose of this research is to determine the effects of the National Certificate

Assessment on the academic performance of TVL-ICT students. Its goal is to see if there

is a significant difference between the level of National Certificate and academic

performance of TVL-ICT students.

Research Hypotheses

Based on the questions formulated, the following hypotheses were tested:

There is no significant relationship between the level of National Certificate

Assessment (NC II) and academic performance of TVL-ICT students.

There is no significant relationship between the level of National Certificate

Assessment (NC II) and academic performance when data is gathered according to

profile.

Definition of Terms

The following terms were operationally defined for better understanding of the

study.

National Certificate Assessment - is issued when a candidate has demonstrated

competence in all units of competency that comprise a qualification

Academic Performance- the extent to which a student, teacher, or institution has

attained their short or long-term educational goals.

 15

Technical Vocational Livelihood- designed to develop students' skills that is useful for

livelihood and technical projects.

Information and Communications Technology- a Senior High School strand that

prepares you for a career in Information and Communication Technology

Intervention Plan- is a blueprint for helping a student build specific skills or reach a

goal.

CHAPTER III

RESEARCH METHODOLOGY
 16

This chapter presents the research design, the research locale, population and

respondents of the study, sampling design, research instrument of the study, validity and

reliability of the research instrument, data gathering procedure and the statistical

treatment of data used in the study.

Research Design

This study employed the descriptive — correlational research design, using the

quantitative method of research to analyze the survey questionnaire of the respondents.

The quantitative approach is used to determine the level of national certificate assessment

using a survey questionnaire of the respondents. Furthermore, it is used to determine the

significant difference between the level of national certificate assessment and academic

performance of the respondents when data was grouped according to profile.

The description method involves description, recording, analysis, and

interpretation of the general characteristics of the group under the study. According to

Aquino (2010), descriptive survey methods include those that purport to present facts

concerning anything, a group of persons, a number of objects, a set of conditions or any

kind of phenomenon, in which the data must be subjected to the thinking process in terms

of ordered reasoning.

Moreover, it is correlational because it determines the significant relationship between the

competencies and pedagogical practices of the respondents on multiple intelligence –

based differentiated instruction. According to Bhandari (2022), a correlational research

design investigates relationships between variables without the researcher controlling or

manipulating any of them. A correlation reflects the strength and/or direction of the

relationship between two or more variables.

Research Locale
 17

This study was conducted at Culianan National High School (PAGCOR building).

Culianan National High School (PAGCOR building) is located in Culianan,

Zamboanga City.

Population and Respondents of the Study

A total of 240 students from the four selected sections will constitute the

population of the study. The distribution of these students by section is presented in Table

1 below.

Table 1
Target Population and Respondents of the Study by Schools
Population Sample
Sections
N % n %
A 50 21 31 21
B 67 28 42 28
C 59 24 37 24
D 64 27 40 27
Total 240 100 150 100
The

target population of the study are the Senior High Students during the first semester of the

school year 2022-2023 at Culianan National High School in Culianan, Zamboanga City.

These students belong to the TVL strand K-12 program, namely: Information

Communication Technology (ICT).

With a population size of 240, the researchers considered a sample of 150

respondents determined using Slovin’s formula for computing the sample size with a five
 18

percent margin of error. This sample shall be randomly selected through stratified random

sampling with the Senior High Students being used to define groups and a systematic

method to randomly determine the samples. Using the percentage share of 150

respondents was shown in the table above. Section B, having the greatest number of

students, also has the greatest number of respondents for this research, consisting of 42

respondents, because they are about 28% of the total population, which is the highest

percentage. Section D ranks as the second of the most respondents being taken as they

have 40 respondents, because they are about 27% of the total population, which is the

second highest percentage. Section C, as the third of most respondents being taken, has

37 respondents and 24% of the total population, and section A, which has the least

respondents being taken, consists of 31 respondents because they are about 21% of the

total population, with a total of 150 respondents.

Sampling Design

The simplified random sampling design was used to determine and select the

respondents of the study. In this design, each teacher from the selected schools was given

equal chances of being selected as respondents in the study. This sampling design was

used since the selected respondents were representative of the target population. It is also

considered to be more powerful in eliminating sampling bias.

The researcher will create a simple random sample using the lottery method,

where each member of the population is assigned a number. After that, numbers are

selected at random. But for larger populations, a lottery method can be inconvenient.

Selecting a random sample from a large population usually required a computer-

generated process by which the same methodology as the lottery method was used; only

the number requires assignments and subsequent selections are performed by computers.
 19

Research Instruments

This study used a research instrument to provide data on the variables being

studied. A survey questionnaire checklist was used to determine the national certificate

assessment and academic performance of TVL-ICT students. The researcher used a

survey questionnaire checklist as a research instrument in gathering data and information

from the respondents. The survey questionnaire checklist was used as a research

instrument for this study, because it is the appropriate tool for gathering the data and

information in the said research.

Section I consisted of the respondent’s demographic information such as

name(optional), age, and sex.

Section II was designed to describe the level of National Certificate assessment of

TVL-ICT students.

Section III solicited the effects of the National Certificate Assessment on the

academic performance of TVL-ICT students.

Validity and Reliability of the Instrument

The survey questions were developed using previously proven effective

measurements. When used to address the construct or variables of this study, it has been

shown to be valid and trustworthy. Every question in the student surveys was reworded to

focus on the students' perspectives, attitudes, and experiences. Furthermore, the research

uncovered significant cognitive and affective disparities among students. Before using the

specified tools, the researcher will seek permission. The research tool was given to the

advisor for any content revisions that are required. The same tool was presented to a
 20

group of evaluators who would assess its consistency, relevance, and suitability to the

research problems. The group of assessors will choose to modify the research instrument

to match the research study. We will consider the recommendations of the adviser and the

panel of judges.

Data Gathering Procedure

A letter of permission from the school principal was requested in order to collect

data from the respondents. After the permit was approved, a copy of the letter was given

to the advisers and subject teachers. When the data collection schedules with the teachers

are finalized, the researcher will coordinate with the participants to obtain consent. They

were assured of the confidentiality of the responses.

Each respondent was given a survey questionnaire checklist to complete and

answer. The researcher will gather and retrieve the instruments and fully explain to the

respondents the true purpose of the study, as well as proper tabulation, analysis, and

interpretation.

Statistical Treatment of Data

The following statistical tools were used in analyzing and interpreting data after

the gathering of responses from the respondents:

Slovin’s formula. This measure was used to calculate the sample size (n) of a

given population size (N) and a margin of error (e).

Frequency count and percentage. This measure was used to determine the profile of the

respondents in terms of age and sex. This was also used to determine the frequency rate

of students taking National Certificate Assessment. This measure was used to answer

Problem 1.
 21

Mean. This measure was used to determine the level of National Certificate

Assessment and academic performance of TVL-ICT students. This measure was used to

answer Problem 2 and 3.

Pearson Product – Moment Correlation Coefficient. This measure was used to

determine the significant relationship between the level of National Certificate

Assessment and academic performance of TVL-ICT students. This measure was used to

answer Problem 4.

One Factor Analysis of Variance (ANOVA). This measure was used to

determine the significant relationship between the level of National Certificate

Assessment and academic performance of TVL-ICT students when data were grouped

according to profiles in terms of age. This was used to answer Problem 5.

T-test. This measure was used to determine the significant relationship between

the level of National Certificate Assessment and academic performance of TVL-ICT

students when data were grouped according to profiles in terms of sex. This was used to

answer Problem 5.

CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents, analyses and interprets the data obtained from the

respondents of the four sections in Culianan National High School using the survey

questionnaire-checklists. The data were presented in tables and were discussed

subsequently.

Demographic Profile
 22

Table 2

Profile of the respondents in terms of Age

Age (f) (%)

15 - 19 years old 142 94.7
20 - 24 years old 8 5.3
25 - 29 years old 0 0
30 years old and above 0 0
Total 150 100.00

As shown in table 2, 94.7% of the respondents from the age of 15-19 answered the

questionnaire and 5.3% from the age of 20-24. Therefore, most of our respondents came

from 15-19 and answered our questionnaire.

The finding of Mamolo (2019), Senior high school students in the Philippines are

between 17 and 18 years of age and because of DepEd's K to 12, now have the

opportunity of two more years of basic education. It is therefore important to see if these

added years make a difference. With different tracks in senior high school in the

Philippines, it is appropriate to gauge how students perform in a test. With PISA, there is

likewise a question of alignment between the test questions and the curriculum in

Philippine schools. Thus, constructing an exam that is completely aligned with DepEd's K

to 12 curriculums can avoid this problem.

Table 3

Profile of the respondents in terms of Sex

Sex (f) (%)

Female 70 46.7
Male 80 53.3
Total 150 100.00
As shown in table 3, most of the respondents who were included in the study were

males, which represents (53.3%) of the total population of the respondents or 80 students
 23

out of 150. While only 70 of the respondents were female, which represents 46.7% of the

total number of respondents.

The findings of Oghiagbephan & Asamaigo, (2010). As a result of gender roles

assigned by different cultures, many women have been brought up to see technology and

its use as reserved for the male gender.

According to Asuquo & Onasanya (2006), many factors in and outside the

classroom result in girls being turned away from computer technology. These factors

include the media depicting men as experts in technology, societal expectations of

different goals for boys and girls, the structure of learning tasks, the nature of feedback in

performance situations, and the organization of classroom seating. Because these factors

are often subtle, they go unnoticed. It is little wonder why girls are not interested in

computer technology.

Problem no.1 What is the frequency rate of students taking NC on CSS?

In our survey, there is no frequency rate for students taking NC on CSS. The

frequency rate of students taking NC on CSS depends on the specific training center.

Each training center may have different policies regarding the frequency rate of students

taking NC on CSS. Generally speaking, most training centers will allow students to take

NC on CSS at least once per week, with some centers allowing students to take the course

more than once per week.

According to Tesda, the duration of the course, it can be said that the frequency

rate of students taking NC on CSS is 640 hours. According to industry standards, this

course aims to improve a computer systems service technician's knowledge, abilities, and

attitudes. Together with the core competencies, it provides the fundamental and common
 24

skills needed to install and configure computers, set up servers, networks, and maintain

and repair computer systems and networks.

Problem no.2 What is the level of National Certificate Assessment (NC II) of

TVL-ICT students?

Table 4

The level of National Certificate Assessment by the Respondents

Statements Mean Interpretation

1. Install and configure computer systems 3.28 Agree

2. Setting-up computer networks 3.20 Agree

3. Setting-up computer servers 3.23 Agree

4. Maintain and repair computer systems & networks Agree

3.13

5. Apply quality standards Agree

3.19
6. Perform measurement and calculation Agree
3.02

7. Terminate and connect electrical wiring and Agree

3.00
electronics circuit
8. Test electronic components 3.12 Agree
9. Use hand tools 3.17 Agree
10. Perform computer operations 3.13 Agree
Average mean 3.15 Agree
Legend: 3.51-4.00 Strongly Agree, 2.51-3.50 Agree, 1.51-2.50 Moderately Agree, 1.0-1.50 Disagree.

As shown in table 4, the mean responses of the respondents towards the level of

National Certificate assessment were evident in the total mean of 3.15, which means that

the respondents agreed with the level of National Certificate assessment. Along with that,

the data showed that the respondents gave the highest mean of 3.28 to the statement
 25

“Install and configure computer systems”. The respondents understood the importance of

this statement and the need to have good knowledge of the same. Moreover, the

respondents gave the lowest mean of 3.00 to the statement “Terminate and connect

electrical wiring and electronics circuit”. This means, the respondents were not so

confident about their level of knowledge in this statement.

Duhaylungsod (2021) discussed that it is expected that they are knowledgeable of

the skills and most of the respondents require those skills that the Senior High School

graduates should possess.

Overall, the data from Table 3 shows that the respondents were satisfied with the

level of National Certificate assessment. However, there were some points about which

the respondents were not confident. This indicates that the respondents need more

training and guidance to enhance their skills and knowledge in these areas.

Problem no.3 What is the academic performance of TVL-ICT students?

Table 5

NAME OF 5- 4-very 3- 2-fairly 1-did not Total

RESPONDE outstandi satisfactor satisfactor satisfactor meet
NT ng y y y expectatio
(90-100) (85-89) (80-84) (75-79) n
(below -
75)
SECTION 1 1 3 22 5 0 31
SECTION 2 0 3 28 11 0 42
SECTION 3 8 22 6 1 0 37
SECTION 4 8 15 15 0 2 40
TOTAL 16 55 70 7 2 150
Weighted 165 392 423 62 2 3.26
mean (Satisfactory)
Level of Academic Performance
As shown in table 5, the academic performance of senior high school students.

The academic performance of the students has an average mean of 3.26, which is
 26

described as satisfactory, and a numerical rating of 80 – 84. Students performed

satisfactorily in the field of TVL-ICT. This means, academic performances were on the

average level. This implies that students develop the fundamental knowledge and need a

little assistance from the teacher or from other people to improve their skills and

knowledge.

The scoring of the grades was based on the scoring used by the Department of

Education (DepEd Order No. 8, s. 2015) also Known as the Policy Guidelines on

Classroom Assessment for the K to 12 basic Education Program; Outstanding (O) with

90% and above where the learner surpasses the core necessity in terms of knowledge,

skills, and understandings; Very Satisfactory (VS) with 85%-89% where the learner has

enhanced core knowledge, skills, and understandings; Satisfactory (S) with 80%-84%

where the learner has developed the fundamental knowledge and skills and core

understandings, with little assistance from the teacher and/or with some assistance from

peers; Fairly Satisfactory (FS) with 75%-79% where the learner has the least core

knowledge, skills, and understandings, but needs help throughout the learning process;

and Did Not Meet Expectations (DNM) with 75% and below where the learner struggles

with understanding; prerequisite and fundamental knowledge and/or skills have not been

acquired to aid understanding.

According to Peng & Yu (2022), the effects of the grading system on students had

positive and negative attributes. While it’s useful to have grades to understand how a

student is performing, it could cause detrimental side effects like lowering their own self-

worth. With education, the primary focus should always be to expand one’s knowledge

and understanding so they can apply what they learn in real-world situations. It’s clear,
 27

this is doable with or without grades, but the system is so inherently linked with grades

that it’s hard to imagine education without the O-DNM ranking.

Problem no.4 Is there a significant relationship between the level of National

Certificate Assessment (NC II) and academic performance of TVL-ICT students?

Table 6

Significant relationship between level of National Certificate Assessment (NC

II) and academic performance
X Y R-value p-value Decision Interpretation
Level of Academic .019 .822 Not No
national performance Significant correlation
certificate
assessment
Legend: 0.01-0.19 no relation, 0.20-0.29 weak positive correlation, 0.30-0.39 moderate positive correlation, 0.40-0.69

strong positive correlation, 0.70-1.00 very strong positive correlation

As shown in table 6, a significant relationship between the level of National

Certificate Assessment (NC II) and academic performance of TVL-ICT students showed

that the p-value for .822, which is greater than .05, means that the independent variable

does not statistically significantly affect the dependent variable. Moreover, it is safe to

conclude that the level of National Certificate Assessment does not significantly affect

the academic performance of senior high school students.

The hypothesis which states that, “There is no significant relationship between the

level of National Certificate Assessment and academic performance”, was accepted. This

means that the level of National Certificate Assessment has no significant effects on

academic performance.
 28

Problem No.5 Is There a Significant Relationship Between the Level of

National Certificate Assessment (NC II) And Academic Performance When Data
Are Grouped According to Profile?

Table 7

ANNOVA TABLE FOR AGE

Variable Age Computed f-value p- Decision
Mean value
Level of 15-19 3.14 .475 .492 Not
National Years Old Significant
Certificate 20-24 3.25
Assessment Years Old
Academic 15-19 2.48
Performance Years Old
20-24 2.62
Years Old
As shown in table 7, the ANNOVA Table to test if the academic performance

significantly differs when the respondents were grouped according to age, showed that

the p- value for .492, which was greater than α = 0.05. The results indicate that there is no

significant difference between the level of national certificate assessment and academic

performance of respondents of different age groups.

The hypothesis which states that, “There is no significant difference in the level of

national certificate assessment and academic performance when data are grouped

according to profile” was accepted on the level of national certificate assessment and

academic performance when respondents’ data were grouped according to age. This

means that the level of national certificate assessment has no significant effect on

academic performance when data are grouped according to age.

Table 8

T-TEST TABLE FOR SEX

Variable Age Computed t-value p-value Decision
Mean
level of national male 3.16 .479 .633 Not
 29

certificate female 3.13 . Significant

assessment
academic male 2.68
performance female 2.29
As shown in table 8, the Independent Sample T-Test Table test, if Academic

Performance significantly differed when the respondents were grouped according to their

sex, showed that the p- value was .633 which was greater than α = 0.05. It is safe to

conclude that. The level of national certificate assessment and academic performance has

no significant difference between the respondents when grouped according to sex.

Moreover, it means that this level of national certificate assessment and academic

performance are not affected by the sex of the respondents.

The hypothesis which states that, “There is no significant difference between the

level of national certificate assessment and academic performance when data are grouped

according to profile” was the accepted level of national certificate assessment and

academic performance when respondents’ data were grouped according to sex. This

means that the level of national certificate assessment and academic performance have no

significant effects on the students’ performances when data were grouped according to

sex.

Problem No.6 What are effects of National Certificate Assessment (NC II) on

the academic performance of TVL-ICT students?

43 respondents or 29% say that “it enables them to be more employable,

productive and flexible to the changing requirements of the industry”. Most of the
 30

respondents, comprising 85 respondents or 58%, say that it “gives quality assurance to its

graduates in terms of knowledge, skills, attitudes and values competencies among the

middle level skilled occupations”. While 17 respondents or 12% say that “Give

recognition of competency, shows commitment to the profession, and helps with job

advancement”, And likely, 5 respondent or 1% stands that Can provide with more

opportunities both domestically and internationally.

The majority of respondents selected “gives quality assurance to its graduates in

terms of knowledge, skills, attitudes and,, values competencies among the middle level

skilled occupations”, which means that TESDA pursues the assessment and certification

of the competencies of the middle-level skilled workers through the Philippine TVET

Competency Assessment and Certification System (PTCACS). The assessment process

seeks to determine whether the graduate or worker can perform to the standards expected

in the workplace based on the defined competency standards. Certification is provided for

those who meet the competency standards. This ensures the productivity, quality and

global competitiveness of middle-level workers.

As a conclusion, most of the respondents realized that the effects of the National

Certificate Assessment are that it is the quality assurance to its graduates in terms of

knowledge, skills, attitudes and competencies values with the middle level skilled

occupations. While the effect that gets the lowest rate goes for the statement, that likely,

can provide with more opportunities both domestically and internationally.

Problem No.7 On the findings, what intervention plan can be developed?

Proposed activities
Specific Activity title Person/s Duration Expected output
Objective/s involved
Introduction to Tech Tune-Up: Teacher August to Fundamentals and basics
 31

CSS Introduction To (ICT) september of the computer system

Computer System students
Servicing
Installing and System Set-Up: A Teacher October to Disassemble and
Configuring Hands-On Guide To (ICT) november assemble a computer.
Computer Installing And students
Systems Configuring Computer Install the operating
Systems system and necessary
program applications
Setting Up Networking Magic:A Teacher December to Create network cables
Computer Step-By-Step Guide To (ICT) january and configure the
Networks Setting Up Computer students network.
Networks
Configure the router and
terminate and connect
cables for a workstation
Setting Up Server Setup Sprint: : A Teacher Febrary to Set up computer servers.
Computer Hands-On Guide To (ICT) march This includes setting up
Servers Setting Up Computer students user access, configuring
Servers network services, and
performing testing and
documentation
procedures.
Maintaining Tech Check-Up: A Teacher April to may Plan and prepare for the
Computer Comprehensive Guide (ICT) maintenance of computer
Systems and To Maintaining students systems and networks
Networks Computer Systems And and inspect and test
Networks configured and repaired
computer systems and
networks.

CHAPTER V

SUMMARY OF FINDINGS CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusions, and recommendations

of the study.

Findings
 32

1. In our survey, there is no frequency rate for students taking NC on CSS.

2. The level of National Certificate assessment was evident in the total mean of 3.15

which means that the respondents agreed with the level of National Certificate

assessment. Along with that, the data showed that the respondents gave the

highest mean of 3.28 and the respondents gave the lowest mean of 3.00.

3. There were 16 respondents who were graded outstanding, 55 respondents who

were graded very satisfactory, 70 respondents who were graded satisfactory, 7

respondents who were graded fairly satisfactory, and 2 respondents who were

graded did not meet expectations.

4. The p-value for .822, which is greater than .05, means that the independent

variable does not statistically significantly affect the dependent variable.

Moreover, it is safe to conclude that the level of National Certificate Assessment

does not significantly affect the academic performance of senior high school

students.

5. The p- values for .492 and .633, which were greater than α = 0.05. The results

indicate that there is no significant difference between the level of national

certificate assessment and academic performance of respondents of different age

and sex groups.

6. 43 respondents or 29% say that “it enables them to be more employable,

productive and flexible to the changing requirements of the industry”. Most of the

respondents, comprising 85 respondents or 58%, say that it “gives quality

assurance to its graduates in terms of knowledge, skills, attitudes and values

competencies among the middle level skilled occupations”. While 17 respondents

 33

or 12% say that “Give recognition of competency, shows commitment to the

profession, and helps with job advancement”, And likely, 5 respondent or 1%

stands that Can provide with more opportunities both domestically and

internationally.

Conclusion

Based on the findings, this study arrived at the following conclusions

1. There is no frequency rate for students taking NC on CSS, because none of the

respondents provided data on this topic.

2. The academic performance of the students has an average mean of 3.26, which is

described as satisfactory, and a numerical rating of 80 – 84. Students performed

satisfactorily in the field of TVL-ICT.

3. There is no significant relationship between the level of National Certificate

Assessment and academic performance, which means that the level of National

Certificate Assessment has no significant effects on academic performance.

4. There is no significant difference in the level of national certificate assessment and

academic performance when data are grouped according to profile. This means that

the level of national certificate assessment has no significant effect on academic

performance when data are grouped according to age.

5. There is no significant difference in the between the level of national certificate

assessment and academic performance when data are grouped according to profile.

This means that the level of national certificate assessment and academic

performance have no significant effects on the students’ performances when data

were grouped according to sex.

 34

6. Most of the respondents answered that the main effect of national certificate

assessment is that it gives quality assurance to its graduates in terms of knowledge,

skills, attitudes and values competencies along the middle level skilled

occupations.

Recommendations

Based on the findings and conclusions, this study recommends that:

1. This research should be further studied.

2. We suggest the respondent take the NC assessment

3. We suggest that the IT specialist and the school administration should work

together.

4. The school administrator should take action about having no NCII in CSS

5. The school administrator should make some budgets for the equipment in the

computer lab.

6. Students should develop good ICT skills in order for them to express their

thoughts, ideas and opinions.

 35

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the Information and Communication Technology Program of Senior High

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 38

APPENDICES

A PERMISSION LETTER
 39

B CONSENT FORM
 40

C SURVEY QUESTIONNAIRE
National Certificate Assessment (NC II) and Academic

Performance of TVL-ICT Students

Part I. Profile of the Respondent

Directions: Below is a checklist form in gathering the profile of the respondent which was used in
the study of the National Certificate Assessment (NC II) and Academic Performance of TVL-ICT
Students. Please put a tick (̷) in the box which corresponds to your characteristics.

Name: __________________________________
(optional)

Age: 15 - 19 years old 25 – 29 years old

20 - 24 years old 30 years old and above

Sex: Male Female

Part II level of National Certificate assessment of TVL-ICT students in terms of:

Directions: Put a tick (̷̷) mark for the appropriate number according to your answer for each
statement. Each statement contains 4-point scale where 4=strongly agree, 3=agree, 2=disagree,
1=strongly disagree.
No. Statement SA A DA SD
(4) (3) (2) A
(1)
1 Install and configure computer systems
2 Setting-up computer networks
3 Setting-up computer servers
4 Maintain and repair computer systems & networks
5 Apply quality standards
6 Perform measurement and calculation
7 Terminate and connect electrical wiring and electronics circuit
8 Test electronic components
9 Use hand tools
 41

10 Perform computer operations

Part III. Academic Performance of the Respondents
Direction: Put a tick (̷̷) mark which corresponds to your academic performance.

Outstanding (90-100)

Very Satisfactory (85-89)

Satisfactory (80-84)

Fairly Satisfactory (75-79)

Did Not Meet Expectation (below 75)

Part IV. What are the effects of National Certificate Assessment (NC II) on the academic

performance of TVL-ICT students?

Direction: Put a tick (̷̷) mark which corresponds to your answer.

Enable them to be more employable, productive and flexible to the changing

requirements of the industry

Gives quality assurance to its graduates in terms of knowledge, skills, attitudes and values

competencies along the middle level skilled occupations.

Give recognition of competency, shows commitment to the profession, and helps with
job advancement

Can provide with more opportunities both domestically and internationally.

Other, please specify:

 42

D REQUEST EMAIL TO THE AUTHOR

E RESEARCH PERMISSION FROM THE RESEARCH INSTRUMENT

AUTHOR
 43

DOCUMENTATION
 44

CURRICULUM VITAE

Name: Alih, Angelyn M.

Age: 21

Birthdate: January 23,2002

Address: Boalan Habitat village

Mother’s Name: Ateka M. Alih

Father’s Name: Idris L. Alih

Name: Casimiro, Donnamae E.

Age: 18

Birthdate: September 24,2004

Address: Cabaluay Catumbal

Mother’s Name: Belina Eugenio

Father’s Name: Expedito Casimiro

Name: Daji, Nur-Ada I.

Age:18

Birthdate: February 14, 2005

Address: Culianan Villa Teresa

Mother’s Name: Maila I. Sammah

Father’s Name: Bakkal S. Daji

Name: Delmonte, John Paul A.

 45

Age: 18

Birthdate: September 7, 2004

Address: Culianan zone 4B

Mother’s Name: Evangeline A. Delmonte

Father’s Name: Elorde M. Delmonte

Name: Ferrer, John Michael

Age: 17

Birthdate: June 25,2005

Address: divisoria zone 2

Mother’s Name: Agnes C. Ferrer

Father’s Name: Elvin B. Ferrer

Name: Gomez, Mark Anthony M

Age: 18

Birthdate: March 23,2005

Address: Pasobolong Zone 2

Mother’s Name: Merlyn M. gomez

Father’s Name: Anthony L. Gomez

Name: Mendoza, Aeron Jay P.

Age: 17
 46

Birthdate: September 28, 2005

Address: Culianan zone 6J

Mother’s Name: Jeniebi V. Pedro

Father’s Name: Albin C. Mendoza

Name: Ramos, Grant Louise Victor I.

Age: 18

Birthdate: October 25, 2004

Address: Culianan zone 4B

Mother’s Name: Gina I. Ramos

Father’s Name: Rene C. Ramos

Name: Ramos, Miggy A.

Age: 17

Birthdate: April 7, 2005

Address: Culianan zone 2

Mother’s Name: Rosebel Atilano

Father’s Name: Orvin F. Ramos

Name: Soreño, Devena B

Age: 23

Birthdate: February 14, 2000

 47

Address: Culianan zone 4B

Mother’s Name: Felma C. Soreño

Father’s Name: Noven Soreño