AGUSAN DEL SUR STATE COLLEGE OF AGRICULTURE AND

TECHNOLOGY

BACHELOR OF INDUSTRIAL TECHNOLOGY MAJOR IN WELDING AND

FABRICATION

NERIO L. AYOD

JOEBEL ORDANILLA

Determinants of Skills and Competence of Bit-Waft Student in

Welding

Thesis adviser:

Edlor E. Turtoga

College of Engineering and Information Sciences

FEBRUARY 2022
 AGUSAN DEL SUR STATE COLLEGE OF AGRICULTURE AND

TECHNOLOGY

DETERMINANTS OF SKILLS AND COMPETENCE OF BIT-WAFT

STUDENT IN WELDING

NERIO L. AYOD

JOEBEL ORDANILLA

BACHELOR OF NDUSTRIAL TECHNOLOGY MAJOR IN WELDING AND

FABRICATION

FEBRUARY 2022

TRANSMITTAL SHEET
 The undergraduate thesis outline entitled DETERMINANTS OF

SKILLS AND COMPETENCE OF BIT-WAFT STUDENT IN WELDING

prepared and submitted by AYOD, NERIO L. and ORDANILLA, JOEBEL

in partial fulfillment of the requirements for the degree of BACHELOR OF

INDUSTRIAL TECHNOLOGY MAJOR IN WELDING AND FABRICATION

TECHNOLOGY, is hereby accepted and endorsed:

EDLOR E. TURTOGA

Adviser

__________

Date

APPROVAL SHEET
This undergraduate thesis outline entitled “DETERMINANTS OF SKILLS

AND COMPETENCE OF BIT-WAFT STUDENT IN WELDING” prepared

and submitted by AYOD, NERIO L. and ORDANILLA, JOEBEL in partial

fulfillment of the requirements for the degree of BACHELOR OF

INDUSTRIAL TECHNOLOGY MAJOR IN WELDING AND FABRICATION

TECHNOLOGY, is hereby accepted and approved:

EDLOR E. TURTOGA

Chairperson, Examining Committee

__________

Date

STEPHEN JOHN DLC GONZALES

 Research Coordinator, CTE

__________

Date

Accepted as partial fulfillment of the requirements for the degree of

BACHELOR OF TECHNOLOGY AND LIVELIHOOD EDUCATION

(Industrial Arts).

EDLOR E. TURTOGA

Chairperson, Bachelor of Industrial Technology

__________

Date
RODULFO A. MACALAM D.Eng.

Dean, College

__________

Date
 ACKNOWLEDGMENT

The researchers express their heartfelt appreciation and deepest

gratitude to those who serve as instrument for the success and

completion of the study.

To the Almightiest God for his favor, knowledge, wisdom, and

guidance during this process of proposing research study.

To Mr. Edlor E. Turtoga, research adviser, for his unwavering

support, assistance, patience, hard work and deep concern and effort in

reviewing and correcting the manuscript;

To Mr. Rondolf G. Mansal, chairman of the examining committee,

Mr. Felison R. Ramirez and Yvan Diether D. Amper, members of the

examining committee, for their comments, suggestions for the

improvement of the study;

To the researchers’ parents and family, for always being there,

encouraging them in the midst of difficulties; supporting morally,

financially, emotionally, and spiritually;

To the researchers’ friends, for their words of encouragement and

valuable assistance all throughout the conduct of this study.

 TABLE OF CONTENTS

PRELIMINARIES PAGE

Title Page I

Transmittal sheet Iii

Approval Sheet Iv

Acknowledgment V

Table of Contents Vi

INTRODUCTION 1

Background of the Study 1

Objectives of the Study 3

Significance of the Study 3

Scope and Delimitation of the Study 4

Time and Place of the Study 5

Operational Definition of Terms 5

 Conceptual Framework of the Study 7

REVIEW OF RELATED LITERATURE 8

METHODOLOGY 14

Research Design 14

Research Respondents and Sampling Procedures 14

Research Instruments 15

Data Gathering Procedures 15

Statistical Treatments 16

LITERATURE CITED 17

APPENDICES 27

Letter of Permission 28

Letter to Conduct 29

Survey Questionnaire 30

Gantt Chart of Activities 33

Curriculum Vitae 34
LIST OF APPENDICES

Appendix Title Page

A Letter of Permission 27

B Letter to Conduct 28

C Survey Questionnaire 30

D Gantt Chart of Activities 33

E Curriculum Vitae 34
 INTRODUCTION

Background of the Study

Most universities and even private schools in the Philippines offer

welding-related courses, which are more in demand nowadays. According

to the Technical Education Skills Development Authority (TESDA),

“Compared to other skilled workers, Filipino welders are more in-demand

here in the Philippines and abroad.” Indeed, many of the students, boys,

and even girls, who now wanted to learn and chose welding as their

primary course, faced different aspects that affected their ability and

capabilities along their way of studying as they practiced and applied

their learning to their work in the future. With this, the researchers aimed

to identify the determinants of skills and competence of a Bachelor in

Technology major in Welding and Fabrication Technology.

In everyday training, students can gain something that could

benefit them as a student to develop their skills and competence to apply

and use their knowledge to work outside or inside the school. Welding

requires skills from learners or the students as they do it in actuality.

Learners must know how to operate equipment and to use it safely.

Before or at the start of the practice, one must know all the equipment
and how to handle the welding machine efficiently and effectively. The

good thing and advantage of the students who have learned to weld are

that whatever the things they do could benefit and help them to improve

their skills to have a better output.

According to Zalkind (2007), the future need for competent welders

should prompt educational programs to adequately train individuals for

industrial assignments as punctually as possible for various levels of skill

requirements. Everywhere in the world needs many welders, and most

places need lots. This makes welding a great trade, as students who have

mastered welding never be out of work opportunities. Because there is

such demand for welders, it is easy to advance in the welding industry

and have a job quickly.

Director Washington Agustin of TESDA Region 1 mentioned that

“Welders are especially structural. Welders are the number one

requirement of manpower both here and abroad. He also said that Filipino

workers are most wanted abroad compared to other nationalities not only

because of their efficiency and good work ethics but also with their good

command of the English language, making them easy to negotiate with

their employers. The TESDA also trained these welder students using
Basic English to help them converse with employers abroad and make

themselves stand out among other foreign workers.

In this study, we the researchers will find out the determinants of

skills and competence in Bachelor in Technology in major Welding and

Fabrication Technology.

Objectives of the Study

This study aims to identify the determinants of skills and

competence in Bachelor in Technology in major of Welding and

Fabrication Technology.

and to determine the following:

1. determine the socio demographic profile of the respondents in

terms of the following:

1.a. age range,

1.b. sex;

1.c. marital status; and

1.d. number of months in experiencing welding related works;

 2. Determine the impact of the assessment of the skills and

competence of BIT-WAFT students currently possesses using the

self-assessment guide of SMAW NC II.

3. determine the significant different exist of the extent determinants

of skills and competencies in welding.

Significance of the Study

This Study will be beneficial to the following;

To the School Administrator- The study would be able to give input as to how

these learners are grasping the needed skills for them to be competent in

welding. Relevant empirical data would also show how well the course is

being taught to Senior High School learners.

To the Teachers- This study will help the teachers appropriately attend to their

students in SMAW, thus, will help increase the academic performance of

their students not only by teaching but also by improving their welding skills

to produce higher quality welds. They could also use the study results to

determine the Level of Skills and Competency of BIT-WAFT students in terms

of Job Market Competences.

To the Students- The study helps them better understand and possess good

welding skill.

To the future Researchers- This study will be used as a reference for the

welding skills of students.

Scope and Delimitation of the Study

This research study focuses on identifying the determinants of

skills and competence of Bachelor of Industrial Technology major in

Welding and Fabrication Technology Students in Welding. The target

respondents are the BIT-WAFT 2nd year to 4th year students in Agusan del

Sur State College of Agriculture and Technology.

Time and Place of the Study

This study entitled determinants of skills and competence of

Bachelor in Industrial Technology major in Welding and Fabrication

Technology Students in Welding will be conducted on BIT-WAFT Students

in ASSCAT, San Teodoro, Bunawan, Agusan Del Sur.

 Operational Definitions of Terms

For better understanding of this study, the following terms will

define:

BIT-WAFT the Bachelor of Industrial Technology Major Welding and

Fabrication Technology deals with fundamental principles of

welding process in metal working process in metal working

industry. It provides knowledge skills and attitudes in various

welding processes that can be used in their on- the-job and on their

careers.

Determinants a determinant is a factor because that makes something

happen or lead directly to a decision. The word determinant hasn't

strayed much from its roots in the Latin word for 'determining'. As a

noun or adjectives, it refers to determining or deciding something.

Skills a competency combines skills, behaviors, knowledge, and abilities

that enable an employee to effectively

SMAW Shielded metal arc welding (SMAW), also known as manual metal

arc welding, is a manual arc welding process that uses a consumable and
protected electrode. As the electrode melts, a cover from oxygen and other

atmospheric gases.

TESDA the Technical Education and Skills Development Authority

(TESDA) is the government agency tasked to manage and supervise

technical education and skills development (TESDA) in the

Philippines. It was created by of Republic Act 7796, otherwise

known as the Technical Education and Skill Development Act of

1994". The said Act integrated the functions of the former National

Manpower and Youth Council (NMYC), the Bureau of Technical-

Vocational Education of the Department of Education, Culture and

Sports (BTVE-DECS) and the Office of Apprenticeship of the

Department of Labor and Employment (DOLE).

TVET the Technical Vocational Education and Training (TVET) is the

education or training process where it involves, in addition to

general education, the study of technologies and related sciences

and acquisition of practical skills relating to occupations in various

sectors of economic life and social life, comprises formal.

CAD the Computer-Aided Design (CAD)is the use of computer-based

software to aid in design processes. CAD software is frequently used

 by different types of engineers and designers. CAD software can be

used to create two-dimensional (2-D) drawings or three-dimensional

(3-D) models.

ANOVA the Analysis of variance, or ANOVA, is a statistical method that

separates observed variance data into different components to use

for additional tests. A one-way ANOVA is used for three or more

groups of data, to gain information about the relationship between

the dependent and independent variables.

Fabricator a Metal fabrication is the creation of metal structures by

cutting, bending and assembling processes. It is a value-added

process involving the creation of machines, parts, and structures

from various raw materials.

LMIR the Labor Market Intelligence Report provides insights on current

trends, issues, and challenges available in the local and

international labor markets, both demand, and supply.

Conceptual Framework

Independent Variable Dependent Variable

Students profile of in terms  skills and competence of BIT-

of the following: WAFT students currently

 age range, possesses using the self-

 sex; assessment guide of SMAW NC

II.
 marital status;

 significant difference exists

 number of months in
among the skills and
experiencing welding
competencies of the BIT-WAFT
related works.
students that they currently

possess.

Figure1: Paradigm of the study

The independent variable is the student’s profile which consist of

age range, sex, marital status and number of months in experiencing

welding related works. On the contrary, skills and competence of BIT-

WAFT students currently possesses using the self-assessment guide of

SMAW NC II and the significant difference exist among the skills and

competencies of the BIT-WAFT students that they currently possess.

REVIEW OF RELATED LITERATURE

Shielded Metal Arc Welding (SMAW) NC II

The welding process joins metals together using pressure, heat,

flame or electric arc. In the welding process, a filler metal, and the work

piece are heated to form the weld using an electric arc or combustion gas

(SAIF Corporation, 2015). The role of education is very important to create

a smart, peaceful, open and democratic society. Education is fundamental

approach in the process of change; therefore, education provides learning

activities that can equip student with life skills (life skills or life

competency) that are in accordance with the environment and needs of

student. (Firdaus, et.al.,2019).

Shielded Metal Arc Welding (SMAW) NC II is one of the top 5

construction-related TVET qualifications with training regulations with

high number of graduates on 2018. To capture construction-related TVET

qualifications, they use TESDA’s 2019 Labor Market Intelligence Report

(LMIR) for the construction sector (TESDA 2019), which identifies

qualifications related to occupations employed in construction industries

(Orbeta, & Corpus, 2021). Welding is the most efficient way of joining

metal, that it plays a key role in the manufacturing and production

process in industry. Shielded metal arc welding uses the heat produced

by an arc created between metal specimen and flux that coated with

consumable electrode to weld metals. Slag formed during welding process

is required to be removed after weldments is cooled. SMAW equipment is

inexpensive and other operator only needs a little training (Djatmiko,

Kurniawan, and Pratiwi, 2020).

The arc welding process is conducted manually, and its quality

varies depending on the welders. The process seems to be hazardous

when conducted with the improper precautions (Freschi et al., 2017). As

mentioned, the manual welding process relies solely on humans, and

therefore its productivity is inevitably low (Liu et al., 2017).

Welding requires skills from learners. Shielded Metal Arc Welding

(SMAW) in the Philippines will train you in welding carbon steel and pipe
components as specified by layout, blueprints, diagrams, work order,

welding procedures, or oral instructions using shielded metal arc welding

equipment. The technique of welding shielded metal arc (SMAW) is a

subject that provides knowledge of welding techniques that are needed as

a theory and basic practice for each student so that they can carry out

the manufacturing process properly and correctly (Abuga, 2019).

This course is designed to enhance the knowledge, skills and

attitudes in shielded metal arc welding (SMAW) in accordance with

industry standards. It covers core competencies such as setting-up

welding equipment, fitting up weld materials, welding carbon steel plates

and pipes using SMAW and repairing welds (TESDA, 2020). TESDA PTC-

CN (2016), added that the units of competency comprising this

qualification including the basic competencies: participate in workplace

communication, work in team environment, practice career

professionalism practice occupational health and safety procedures.

Common competencies: apply safety practices, interpret drawing and

sketch, perform industry calculations, contribute to quality system, use

hand tools, prepare weld materials setup welding equipment, fit up weld
materials and repair welds. Weld carbon steel plates and pipes using

SMAW as core competencies.

Jeffuse (2012) asserted that welding is a specialized task that

usually requires training and certification of abilities before a welder can

work in industry. Jeffus & Bower (2010) stated that a young person

planning a career in welding should possess good eyesight, manual

dexterity, and good hand-eye coordination, as well as an understanding of

welding.

According to Kappler (2008), with the existence of this virtual reality

simulator, US military can produce more than 90 percent skilled pilot

with faster and safe compared to actual practice. 

Brat (2006) mentioned that the average age of welders, currently

54, keeps climbing. As a wave of retirements loom, welding schools and

on-site training programs aren't pumping out replacements fast enough.

As a result, many companies are going to great lengths to attract skilled

welders, sending recruiters to far-away job fairs and dangling

unprecedented perks.

Cary & Helzer (2005) stated that welding is a “joining process that

produces coalescence of materials by heating them to the welding

temperature, with or without the application of pressure or by the

application of pressure alone, and with or without the use of filler metal”.

In other words, welding is the fusion of two pieces of material by heating

the materials to the point of melting and flowing together.

Hoffman et al., (2012) mentioned that Anecdotal evidence has

shown that SMAW as the most difficult weld process to master by

secondary students. GMAW requires fewer operator-controlled variables

than SMAW Having fewer operator-controlled variables during welding

practice sessions should improve secondary students’ ability to meet weld

quality standards for an ASW 1F test. This could be accomplished by

sequencing laboratory experiences so that students practice welding with

GMAW first followed by SMAW. This may translate to improved student

performance of SMAW.

Nowadays, research which involves virtual environment more

concentrated to skills enhancement such a sensor motor skill. This is

supported by Choquet (2008), which states that virtual welding simulator

can build motor skill such as detecting the movement of head and hand

during welding and helping students to identify optimum point of view

during welding process. Thilakawardhana (2002) the existence of these

simulators is parallel with the emphasis on computer-based training

(CBT). Generally Technical and Vocational Educational Training (TVET)

has already converged to education and training by CBT. CBT is one way

of training without supervision from instructors. With CBT, trainees can

interact with software and get “hands on” training. This training style also

save time, energy and money and can be done according to needs and

user ability.

Industrial Technology Related Careers

Welders are professionals who use special machines to join metal

parts together. Regardless of your current job history and qualifications,

acquiring the required skills to be a welder can significantly improve your

odds of succeeding in this field. You can find out what the most important

skills are for the role and work on them through research and practice.

Some more specific types of industrial technology that can help develop

the skills such as Automation, Data and analytic, Numerical control,

Cyber-physical systems, Additive manufacturing that can be used in

searching jobs in the future like Engineering jobs, Technologist jobs,

Technician jobs, Supervisor jobs, Toolmaker, fabricator, welder or

machinist jobs, Analyst jobs, and any related jobs. (Indeed Editorial

Team, 2021)

Is Welding a Good Career for Women?

Important skills to develop as Industrial technology graduates are

the following: Math and computer skills, Scientific knowledge,

Organizational behavior, CAD/CAM software familiarity, Hand-eye

coordination, Attention to detail, and Communication. (Indeed Editorial

Team, 2021)

One of the most important physical factors when it comes to

welding is hand stability. A steady hand produces a consistent weld.

According to pubmed.com, women have better hand stability than men.

Research shows that, on average, the total fluctuation is 1.3 times greater

in men than in women. It is even greater in 100Hz tremors as it was

measured at being 1.6 times larger with men opposed to women. In the

welding industry, a steady hand welds better weld. Welders who can

consistently produce top quality welds get better job opportunities leading

to a higher. Typically, women already employ these skills through

traditional female fields and hobbies.

 It is important for young women to find confidence in their previous

experience because there could be more overlap in welding than they

think. But we all know that Welding is a male dominated industry.

Females in the welding industry (or any other trade) may find they are the

only female on a worksite, or even the only woman in the company. Even

strong, confident women may feel out of place among so many men.

However, the welding industry has made it clear that it wants to hire

more women. The ratio of men to women are starting to change. However,

Lift requirements are sometimes limiting. Although welding generally

requires mind over muscles, sometimes there are physical challenges to

overcome. Some lift requirements may exclude women from a job. These

requirements are developed to keep the worker safe. While many women

can easily handle lift requirements, it is best to be honest about your

physical abilities. This goes both ways. Too many men endanger

themselves or the people around them due to overconfidence in their

abilities. (C. Asvanonda 2022).

 METHODOLOGY

Research Design

The study utilized descriptive research design as it focuses on

obtaining information systematically to determine the skills and

competence in welding of the students in Bachelor in Industrial

Technology major in Welding and Fabrication Technology in Welding. This

study will be conducted in the Agusan del Sur State College of Agriculture

and Technology.

Research Respondents

The research respondents will be the students of Bachelor in

Industrial Technology major in Welding and Fabrication Technology of

Agusan del Sur State College of Agriculture and Technology (ASSCAT).

The researcher used purposive sampling technique and it consist of Thirty

(30) students from the 2nd Year, Twenty (20) from the 3rd Year and Twenty

from the 4th year.

Research Instruments

This study utilized the modified self-assessment checklist format

developed. The content of the self-assessment checklist will be based and

aligned on the Training Regulation in SMAW NC II to gather data needed

in the study. Also, the said checklist will assess the 2 nd year, 3rd year, and

4th year BIT-WAFT students. To interpret the data, the researchers will

employ 4-point likert scale by Cabag (2015). Likert Scale is a Rating Scale

to assess opinions, attitudes or behavior of the respondents.

Table 1: The numerical and descriptive rating will be used in

identifying the competencies of BIT-WAFT students currently possesses.

Rat Interval Descriptive Interpretation

e Scale Rating

4 3.26-4.00 Advanced The BIT-WAFT student had Expert

performance in the field of welding.

3 2.51-3.25 Competent The BIT-WAFT student had

Competent Performance in the field

of welding

2 1.76-2.50 Developing The BIT-WAFT student had

Developing Performance in the field

of welding

1 1.00-1.75 Beginner The BIT-WAFT student had Beginner

Performance in the field of welding

Data Gathering Procedures

The gathering of data will initiate by asking permission from the

Agusan del Sur State College of Agriculture and Technology, Vice-

President of Research Development and Extension, College Research

Coordinator and the Dean of College of Engineering and Information

Sciences to conduct the study. After the approval will be secure, the
researchers will proceed to the following steps. Asking permission to 2 nd

year, 3rd year, and 4th year students to cooperate and fill out the self-

assessment checklist. Then, the researchers will distribute the survey

questionnaire to each student.

Statistical Treatment

After the return of the survey questionnaire, the responses of the

selected skilled welders will be tally by the researcher and analyze by the

statistician. Other comments of the respondents will be summarized and

presented by the researchers.

In order to address the objective of the study, appropriate statistical

tools will be utilized. For the objective number 1, which is to determine

the profile of the respondents, frequency and percentage will be used. For

the objective number 2, which is to determine and assess the skills and

competence of BIT-WAFT students currently possesses, weighted mean

will be used. For the objective number 3, which is to determine the

significant different exist of the extent determinants of skills and

competencies in welding, ANOVA will be used. The researcher used

possessively sampling technique, after the researcher gathered all the

data the data will be analyzed and interpreted base on the likert scale.

LITERATURE CITED

Abuga, A. (2019). Competency-Based Learning Material (CBLM): An

Alternative Delivery Mode for G12 TVL Track Students. Retrieved on

May 23, 2021 from http://gssrr.org/index.php?journal.Jour

nalOfAndApplied

Agub, R. A. (2012). Competency-Based Learning Material: Facilitating

Learning Sessions. Retrieved on June 3, 2021 from

https://outcomesbased.weebly.com/uploads/2/1/0/1/21015222/

cblm_facilitate_learning_sessions.pdf&ved
Asvanonda, C. (2022) Is Welding a Good Career for Women?

https://www.careerweld.com/blog-1/is-welding-a-good-career-for-

women?

fbclid=IwAR0hSaledKyOcPOb5DC3ly3ra9736UvWC3K1aEVFA0IWcrqhW7

aEDgTXjE Retrieved on February 2, 2023.

Brat, I. (2006). Where have all the welders gone, as manufacturing and

repair boom. The Wall Street Journal Online. Retrieved from:

http://visiblewelding.com

Cary, H. & Helzer, S. (2005). Modern Welding Technology (6th ed.). Upper

Saddle River, NJ: Pearson Education,

Inc.https://lib.dr.iastate.edu/ cgi/viewcontent.

Choquet, C. (2008). ARC + ®: Today’s Virtual Learning Environment

Solution for Welders. Retrieved October 5, 2009 from

www.123certification.com/en/article press /iiw2008_16v08.pdf
Djatmiko, R. D., Kurniawan, DA., & Pratiwi, H. (2020). Visual Inspection

on Shielded Metal Arc Welding Products of Asian Welding

contestants in Yogyakarta Province: Journal of Physics: Conference

series1446(1), 012006,2020. Retrieved on June 12, 2021 from

https://iopscience. iop.org/article/

Firdaus, H., Jalinus, N. & Effendi, H. (2019). Development Learning

Modules Manual Shielded Metal Arc Welding (SMAW) with Service-

Learning Approach. International Research Journal of Advanced

Engineering and Science, Volume 4, Issue 2, pp.247-251, 2019.

Retrieved on June 1, 2021 from

http://irjaes.com/wp-content/uploads/2020/10/IRJAES-

V4N2P516Y19.pdf

Freshi, F., Giaccone, L. & Mitolo, M. (2017). Arc Welding Process: An

electrical safety analysis. IEEE T. I and. Appl.,53(2) :819-825.

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Indeed Editorial Team, (2022) Industrial Technology Related Careers

https://www.indeed.com/career-advice/career-development/

industrial-technology types?

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OeWtGgIB4

Jeffuse, L. (2012). Welding and Metal Fabrication. Clifton Park, NY:

Delmar.

Jeffus, L., & Bower, L. (2010). Welding skills, processes and practices for

entry-levelwelders: book 1. Clifton Park, NY:

Kappler, W.D. (2008). Smart Driver Training Simulation: Save Money.

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sda.gov.ph/ tesda-ptc-cn/
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2020/TVET%20Brief%20Issue%20no.%204_CBT%20and

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APPENDICES
Appendix A

Letter of Permission to Conduct

Republic of the Philippines

Agusan del Sur State College of Agriculture and Technology

Bunawan, Agusan del Sur

FERNANDO L. MARZO, Ph. D.

Vice President

Research Development and Extension

ASSCAT, Bunawan, Agusan del Sur

Sir:

We, the undersigned students, will like to ask permission from your

good office to allow us to our experimental researcher at BIT laboratory of

Agusan del Sur State College of Agriculture and Technology.

We are hoping for your approval. Thank you and God bless!
Very Truly Yours;

NERIO L. AYOD

JOEBEL ORDANILLA

Researchers

Noted by:

EDLOR E. TURTOGA, MAEd.

Adviser

Recommending Approval

RODULFO A. MACALAM, Ph.d SHIELA G. REYES, Ph.d

Dean, College of Teacher Education Vice-Pres. for Academic Affairs

Approved by:
FERNANDO L. MARZO, Ph.d

Vice President, Research Development and Extension

Appendix B
SELF-ASSESSMENT CHECKLIST IN SMAW NC II

Description: Please answer this self-assessment checklist honestly. Rest

assured that your answer will be kept confidential by the researchers. The

researchers used research-made checklist that was validated and has two

(2) parts. The first part of the checklist would determine respondent’s

profile that includes age range, sex, marital status, and number of

months in experiencing welding. The second part of the instrument would

determine and assess the current competencies that you possess. Please

indicate your answer by putting check (/) the following responses by every

category.

Part I. Respondents’ Profile

 Name (Optional): ___________________________________ Date: ____________

Age Range: Marital Status:

Below-15 ( ) Single

( ) 16-21 years of age ( ) Married

( ) 22-26 years of age ( ) Separated

( ) 27-31 years of age ( ) Divorced

( ) 32-37 years of age ( ) Widowed

( ) 38- above

Number of months in experiencing Sex:

welding related works

( ) Male

( ) 1 month
( ) Female

( ) 2-5 months
 ( ) 6-10 months

( ) 11-15 months

( ) 16 months above

Experienced encountered

TVL SMAW

_____________

Applicable

Not applicable

Part II: Self-assessment instrument in assessing the skills and

competencies they possessed

4 – Advanced

3 – Competent

2 – Developing

1 – Beginner
Basic Competencies 4 3 2 1

1. Participate in Workplace Communication

1.1. Can I able to Obtain and convey workplace

information such as Personal interaction is

carried out clearly and concisely?

1.2. Can I Participate in workplace meetings and

discussions such as Workplace interactions

are conducted in a courteous manner?

1.3. Can I Complete relevant work-related

documents such as Reporting requirements

to supervisor are completed according to

organizational guidelines?

2. Work in Team Environment

2.1. Can I Describe team role and scope such as

Team parameters, reporting relationships

and responsibilities are identified from team

discussions and appropriate external

sources?
 2.2. Can I Identify own role and responsibility

within team?

2.3. Can I Work as a team member?

3. Practice career professionalism

3.1. Can I Integrate personal objectives with

organizational goals such as work plans are

pursued towards improving the qualifications

set for the profession?

3.2. Can I Set and meet work priorities Practices

along economic use and maintenance of

equipment and facilities are followed as per

established procedures?

3.3. Can I Maintain professional growth and

development such as Training's and career

opportunities are identified and availed of

based on job requirements and Licenses

and/or certifications relevant to job and

career are obtained and renewed

4. Practice occupational health and safety procedures

 4.1 Can I Identify hazards and risks such as

Safety regulations and Contingency measures

during workplace accidents, fire and other

emergencies are recognized and established

in accordance with organization procedures?

4.2. Can I Evaluate hazards and risks?

4.3. Can I Control hazards and risks such as

Personal protective equipment (PPE) is

correctly used in accordance with

organization OHS procedures and practices?

4.4. can I Maintain OHS awareness such as

Emergency-related drills and trainings are

participated in as per established

organization guidelines and procedures?

Common Competencies

1. Apply Safety Practices

1.1. Can I Identify hazardous area?

1.2. Can I Use protective clothing and devices?

 1.3. Can I Perform safe handling of tools,

equipment and materials?

1.4. Can I Perform first aid?

1.5. Can I Use fire extinguisher?

2. Interpret Drawings and Sketches

2.1. Can I Identify standard alphabet of lines?

2.2. Can I Identify orthographic/ isometric views?

2.3. Can I Interpret standard drawing symbols,

dimensional tolerances and notations that is

interpreted according to specifications?

3. Perform Industry Calculations

3.1. Can I Perform four fundamental operations

such as addition, subtraction, multiplication

and division?

3.2. Can I Perform conversion of units such as

English measurements are converted to

metric measurements according to

 procedure?

3.3. Can I Perform calculations on algebraic

expressions such as Simple calculations are

performed on algebraic expressions using the

four fundamental operations?

3.4. Compute percentage and ratio such as Ratio

and proportion are computed using

appropriate formula?

4. Contribute to Quality System

4.1. Can I Inspect work done such as Appropriate

inspections are conducted to ensure company

quality systems and procedures are

maintained/ followed?

4.2. Can I Apply quality standards to work such as

Inspections are conducted throughout the

manufacturing processes to ensure quality?

4.3. Can I Protect company property and customer

interests such as Quality of work is reviewed

 to ensure customer requirements and

company standards are met?

5. Use Hand Tools

5.1. Can I Select hand tools that is appropriate to

the requirements of the task.?

5.2. Can I Use hand tools to performed Task in

accordance with company or industry safety

procedure?

5.3. Can I Maintain hand tools such as Hand tools

are stored in designated location in

accordance with manufacturer’s

instruction/standard operating procedure?

6. Prepare Weld Materials

6.1. Can I Set up cutting equipment that is

appropriate for operation intended?

6.2. Can I Cut and prepare edge of materials based

on specified dimension/specifications?
 6.3. Can I Clean surfaces and edges in accordance

with company or industry requirements and

safety procedure?

6.4. Can I Prepare welding consumables in

accordance with required specifications and

codes?

6.5. Can I Prepare welding safety and protective

equipment?

7. Setup Welding Equipment

7.1. Can I Set up welding machine?

7.2. Can I Set up welding accessories such as

Ground cable is connected directly to

materials to be welded and Welding cables,

electrode holders and accessories installed are

consistent with equipment requirements and

work specifications, and shall be free from

cracks, burns and cuts along the length of

cable insulation?
 7.3. Can I Set up welding positioners, jigs,

fixtures, Braces, stiffeners, rails and other jigs

are provided and in conformity with job

requirements?

7.4. Can I Set up pre-heating tools/equipment as

required Equipment operated in conformance

with the manufacturer’s instructions?

8. Fit up Weld Materials

8.1. Can I Perform tack welding in accordance

with the requirements of WPS and client’s

specifications?

8.2. Can I Check gap and alignment within the

range of acceptability of code and standard?

8.3. Can I Set up welding positioner and secured

according to the requirements?

9. Repair Welds
 9.1. Can I Mark/locate weld defects

marked/located according to recommended

practice?

9.2. Can I Prepare tools and equipment in

accordance with company or industry

requirements and safety procedure?

9.3. Can I Remove weld defects and excavated in

accordance with approved industry

procedures or client requirements?

9.4. Can I Perform re-welding in accordance with

approved repair procedure

Core Competency

1. Weld Carbon Steel Plates and Pipes Using SMAW

1.1. Can I Perform root pass accordance with WPS

and/or client specifications?

1.2. Can I Clean root pass and free from defects

and Discontinuities?
 1.3. Can I Weld subsequent/filling passes in

accordance with approved WPS and visually

acceptable in accordance with applicable

codes and standards?

1.4. Can I Perform capping in accordance with

WPS and/or client specifications and visually

acceptable in accordance with applicable

codes and standards?

Other Comments:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________.
___________________________________________

Signature Over Printed Name

Appendix C

CURRICULUM VITAE
PERSONAL BACKGROUND

Name : Nerio L. Ayod

N-Name : Bingkoy

Civil Status : Single

Sex : Male

Home Address : Sitio Guinobatan, Poblacion, Veruela Agusan

del Sur

Date of Birth : August 03 1999

Place of Birth : Sitio Guinobatan, Poblacion, Veruela Agusan

del Sur

Parents Name:

Mother : Delia L. Ayod

Father : Paulito C. Ayod

EDUCATIONAL ATTAINMENT

Elementary : Veruela Central Elementary School

Secondary : Veruela National High School

 Tertiary : Agusan del Sur State College of Agriculture and

Technology

Degree : Bachelor of Industrial Technology

Major : Welding and Fabrication Technology

CURRICULUM VITAE
PERSONAL BACKGROUND

Name : Joebel A. Ordanilla

N-Name : Joy-Joy

Civil Status : Singel

Sex : Female

Home Address : Bunawan Brook, Bunawan, Agusan del Sur

Date of Birth : May 22, 1999

Place of Birth : Bunawan Brook, Bunawan, Agusan del Sur

Parents Name:

Mother : Isabel A. Ordanilla

Father : Joel P. Ordanilla

EDUCATIONAL ATTAINMENT

Elementary : Tagbayangbang Elementary school

Secondary : Bunawan National High School

Tertiary : Agusan del Sur State College of Agriculture and

Technology

Degree : Bachelor of Industrial Technology

Major : Welding and Fabrication Technology
Nov. Dec. Jan.
Feb.
2021 2021 2022
2022
 September Oct.
Activities August
2021 2021
2021

Research Title and Data

Documentation and Thesis

Processing and Submission of

Softbound

Conduct of Study

Final Documentation and

Data Consultation

Manuscript Writing:

Finalization of Thesis Paper

Processing for Hardbound

Copy for Final Submission