EFFECTS OF ELECTRICAL PERFORMANCE OF

SENIOR HIGH SCHOOL STUDENTS

Issue: November 21, 2024

Global Scientific Journals

Roy Daleon & Erlinda

Quirap
 Introduction
The Ultimate goal of vocational-technical education training is acquiring
knowledge, attitude, and practical skills for sustaina- ble development. The
training of vocational-technical education students is based on producing goods
and services that are relevant to themselves and society. Stated that the
acquisition of lifelong practical skills calis for effective and efficient teaching
strategies, appropriate evaluation methods, and utilization of stand and teaching
materials, tools, machines, and equipment to ensure the pro- duction of desired
graduates with practical skills. Other requirements include training manuals and
availability.

Students attending training in wiring system are expected to have a variety of

specialized skills, including configuration, innovation, fabrication, excellent
electrical planning installation and application of drilling machinery and
equipment, and servicing of elec- trical/ electronics inconnects. The development
of skills, particularly in the electrical repair and commissioning trades, would
surely help in the formation of opportunities and a greater sense of
empowerment because tech college graduates' jobless is a sign that they
However, there are rising issues and concerns regarding implementing programs
like this. Lack of facilities and equipment, lack of books, and even lack of qualified
teachers that will handle the program. Issues on students' graduation with a low
level of skills and performance need to be addressed to implement EIM successfully
and benefit the students. Despite all of these setbacks, the growing demand for
skills and skilled workers is still high here in the country and abroad (Cabreza,
2021).

Okoro, cited by Bayloces (2021), remarked that the products of technical

institutions do not have the knowledge and skills to
enable them to take up the available jobs. Moreover, he asserted that the top
universities for industrial counseling to get practical

knowledge. Comment section phase professionals must therefore establish

toughness and expertise. This indicates that campuses are intended to give full
craft man training to prepare youths for entry into various occupations of their
interest. Among the professions that children are given training in the technical
college include electrical installation such as repair, maintenance, and installation.
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.

Therefore, this study determined the students' Electrical Installation and

Maintenance skills. With the above premise, the researcher was interested in
determining the Electrical Installation and Maintenance Skills and the
academic performance of the stu- dents in East Gusa National High School,
Senior High School, the School Year 2021-2022. This study provided ideas on
students' level of competence and performance that can serve as the basis
for improving innovations for a better outcome.
 Hypothesis

Null Hypothesis (H₀): There is no significant relationship between the

competence in electrical installation tasks (such as roughing-in, cabling,
and installing protective devices) and the academic performance of senior
high school students.

Alternative Hypothesis (H₁): There is a significant relationship between the

competence in electrical installation tasks (such as roughing-in, cabling,
and installing protective devices) and the academic performance of senior
high school students.
 Review of Related Literature
The relationship between competence in electrical installation tasks and
academic performance. According to Dalaon and Quirpa (2022), hands-on
skills in electrical tasks like wiring and installing devices are essential for
students' academic success. Studies show that students who perform well
in practical skills tend to have better academic results, as the application
of these skills enhances their understanding of theoretical concepts.

Professional development programs, including training and seminars, also

improve both teaching and student performance. Dalaon and Quirpa
highlight that experiential learning, such as performing real-world
electrical tasks, is crucial for skill development, supporting Kolb’s
Experiential Learning Theory (1984). Additionally, Dalaon and Quirpa
stress the importance of competency-based assessments, which
accurately measure students' skills and encourage improvement, aligning
with industry standards and educational goals.
 Methodology and data collection
This research used correlational research that aims to collect information
regarding the technical skills of the EIM students. A quantitative research
design was used to find adequate and accurate interpretations. These
methods involved range from the survey on the level of skills of EIM
students' technical competence can be acquired through technology
education. The study utilized the descriptive and correlation research
design. Both are quantitative approaches that find the relationship between
variables to represent the relationship through statistical analysis. The
purpose of employing the descriptive method is to describe the nature of a
condition as it takes place during the study and to explore the cause or
causes of a particular situation. The descriptive method of research is to
gather information about the existing condition.
The present study used total population sampling or a take all the EIM
students from East Gusa National High School, Senior
High School as the study's respondents. The study included a total
number of fifty (50) EIM respondents. Therefore, no sampling procedure
was made. Instead, these students were engaged in face-to-face classes,
so the researcher considered the respondents best to answer the
competency being mastered in Electrical Installation.

Before gathering data, the researcher sought approval of the permit from
the Dean of Graduate Studies of SPC. Upon approval, this was sent to the
Schools Division Superintendent of Cagayan de Oro City to access data
from the respondents. From there, the researcher facilitated the
questionnaire distribution to the Grade 12 EIM students at East Gusa
National High School, Senior High was arranged, coded, tabulated, and
submitted to the statistician for analysis and interpretation.
Problem 1. What is the level of competence among senior high school students on electrical installation
maintenance in terms of: Perform Roughing-in Wiring and Cabling Works, Installing Electrical Protective
Devices, Install Wiring devices.
Table 1: Perform Roughing-in Wiring and Cabling works
Descriptors Mean SD Interpretation

1. Interpret electrical wiring diagrams and mechanical drawings 3.42 0.89 Very competent

2. Identify proper usage and types of conduits, and fittings in

3.62 0.63 Very competent
electrical installation

3. Apply proper usage of safety harness 3.43 0.77 Very competent

4. Practice proper handling of materials, tools, and equipment 3.72 0.76 Very competent

5. Interpret electrical/mechanical drawing 2.46 0.90 Less competent

6. Determine suitability for installation and used of bus way, cable

tray, fittings and pan els, conformity with the provision of the PEC 3.30 0.74 Very competent
Code

7. Perform proper procedure in installation of auxiliary terminal

3.28 0.68 Very competent
cabinet and distribution panel

8. Apply methods and techniques in various type of wiring wires 2.26 0.80 Less competent

9. Follow procedures in bending radius and loop tolerances for cables. 2.66 0.86 Competent

10. Practice good housekeeping, maintenance, and storage of tools &

3.70 0.82 Very competent
Note: 1.00-1.75 Not competent, 1.76-2.50 Less competent 2.51-3.25
Competent, 3.26-4.00 Very competent
Overall 3.19 0.80 Competent

It garnered an overall Mean of 3.19 (SD=0.80), equivalent to the Competent level. Seven
(7) out of 10 (70%) of the indicators were at a Very Competent level, and one out of 10
(10%) was at a Competent level, while one (1) out of 10 was at a Less Competent level.
This means that the student's level of competence in terms of roughing in wiring and
cabling works is at the Competent level. This implies that the students understand the
termination of the wire installations at the respective ends.
Table 4 Level of Competence in Electrical Installation and Maintenance
Perform Roughing in Cabling and
3.19 0.80 Competent
Wiring

Installing Electrical Protective Devices 3.21 0.91 Competent

Installing Wiring Devices 3.33 0.78 Very competent

Overall 3.24 0.83 Competent

Table 4 presents data on respondents' overall responses to electrical installation
and maintenance. It garnered an overall Mean of 3.24(SD=0.83), equivalent to
the Competent level. Two (2) out of three (3) or (67%) of the variables were at a
Competent level, and one (1) out of three (3) or (33%) was at a Very Competent
level. This data implies that the student's level of competence in terms of
installation and maintenance was at the Competent level.

The variable with the highest level is "Installing Wiring Devices," with a Mean of
3.33(SD=0.78), equivalent to the Very Competent level. This means that most
respondents show command in installing wiring devices compared with the other
indicators. This means that the school provides good hands-on facilities such as
mock-ups, electrical tools and equipment that are beneficial to the learning and
hands-on experiences of the students.
 Conclusion

1. The respondents are less competent level on performing Roughing Cabling and
Wiring. This means there are still areas in the program that require additional efforts
and attention to achieve the highest level of competence. Thus, remedial activity
can be provided to address such issues.

2. Students' performance was very satisfactory level while few at fairly satisfactory.
The students were able to achieve the high- est level of performance. This indicates
that basic concepts and methods were mastered.

3. Significant relationships were registered between the EIM competencies and

students' performance. The competencies under electrical installing and maintaining
contribute to students' educational outcomes substantially. Therefore, all three
categories or sets of competencies must be given equal attention so that the
students can learn all of them at the highest level and perform their skills at the
 Recommendations
1. Continuous improvement in monitoring and making additional activities to ensure
that skills needed for the EIM program will be fully achieved and mastered.
Especially in applying methods and techniques in various types of wiring wires and
cables. Students must be able to master the concepts under proper handling of
tools, materials, and equipment used for electrical installation and maintenance;
however, applications of various methods and techniques in various types of wiring
wires and cables were at a minimal level.

2. The teachers must assist students with low performance so they can continue to
improve themselves. Furthermore, the teachers must also keep abreast of various
teaching strategies so that the teaching and learning process between the teacher
and the students are up to date and according to the standards set for the EIM
program.

3. Knowing the importance of the level of competence towards students'

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