Acknowledgment

The successful completion of this research study requires dedication,

determination, hard work, and collaboration. The researchers would like to

express their sincere gratitude to the individuals who have provided invaluable

guidance and support, as well as to the Almighty God for His divine assistance.

First and foremost, the researchers would like to extend their heartfelt

appreciation to their esteemed research mentor, Ma’am Hazel Rose V.

Corachea. Her wisdom, guidance, and inspiration have motivated the

researchers to work diligently, and her insightful advice has been instrumental in

their progress.

The researchers would also like to acknowledge the valuable contributions

of their panelists: Ma'am Alma E. Agulan, Ma'am Jean M. Dizon, and Ma'am

Niza B. Ponteras. Their constructive feedback and recommendations have

significantly improved the quality of this paper.

Furthermore, the researchers would like to express their deep gratitude to

their advisor, Mr. Alvin S. Camia. His invaluable insights, words, and intellectual

suggestions have broadened the researchers' perspectives and enhanced the

overall quality of their work.

The researchers are also grateful to their families for their unwavering

financial and moral support, constant presence, and encouraging words

throughout the study. Their support has been a source of motivation and focus for

the researchers.
 Additionally, the researchers would like to acknowledge the support and

motivational advice provided by their friends. Their encouragement and guidance

have played a vital role in keeping the researchers hopeful and courageous.

Last but certainly not least, the researchers would like to express their deepest

gratitude to the Almighty God. His grace and guidance have been paramount in

their journey towards completing this research study.

IGNITING WELDING SUCCESS: ANALYZING THE EXTERNAL
FACTORS AFFECTING THE WELDING PERFORMANCE
AMONG GRADE 12 SMAW STUDENTS

A Quantitative Research Project

______________

BY:
ALIMA, Rod john B.
ANGOT, Lawrence D.
CAYANONG, Jimrex
GUMAWID, Paolo T.
FABRICANTE, Jobert I.
OMAR, Mohammad Ammar M.
PARAISO, Ernesto Jr. P.
RIVAMONTE, Meggy A.

Grade 12/SMAW
Senior High School Department
General Santos City National High School
Calumpang, General Santos City

March 2024
IGNITING WELDING SUCCESS: ANALYZING THE EXTERNAL
FACTORS AFFECTING THE WELDING PERFORMANCE
AMONG GRADE 12 SMAW STUDENTS

_____________________

A Research Project
Presented to the Research Panel
__________________

In Partial Fulfillment of the Requirements

For TVL Track Senior High School Curriculum

_______________

BY:

ALIMA, Rod john B.

ANGOT, Lawrence D.
CAYANONG, Jimrex
GUMAWID, Paolo T.
FABRICANTE, Jobert I.
OMAR, Mohammad Ammar M.
PARAISO, Ernesto Jr. P.
RIVAMONTE, Meggy A.

Grade 12/SMAW
Senior High School Department
General Santos City National High School
Calumpang, General Santos City

March 2024
 Chapter I
INTRODUCTION

Background of the Study

Welding performance of Grade 12 Shielded Metal Arc Welding (SMAW)

students refers to the level of skill, competence, and effectiveness displayed by

these students in executing welding tasks using the SMAW technique. It

encompasses technical proficiency, accuracy, speed, and adherence to safety

protocols. The students’ ability to operate welding equipment, select appropriate

materials, and apply proper techniques to produces precise and accurate welds

while maintaining efficient work speed and ensuring compliance with safety

measures. However, the problem at hand revolves around the external factors

affecting the welding performance among Grade 12 SMAW students. These

factors include access to resources, working space conditions, and teacher

qualification.

Johnson et al. (2018) explored the impact of limited access to resources

on vocational student’s performance. This research investigated the effects of

resource constraints on skill acquisition and training outcomes. It becomes

evident that limited access to resources can hinder students’ ability to practice

and develop their welding skills effectively.

Additionally, Smith and Brown (2019) emphasized the significance of

providing appropriate working spaces conducive to effective skill development.

Smith and Brown highlighted the dangerous effects of poor working space
conditions, such as noise, inadequate ventilation, and limited space, on students’

concentration and overall performance. Furthermore, Jones (2020) demonstrated

that highly qualified and experienced teachers have a significant positive impact

on students’ learning and skill development.

SMAW students may face several challenges when it comes to welding.

Firstly, limited access to essential welding resources, such as equipment, tools,

protective gear, and materials, can hinder their ability to practice and develop

their skills effectively. Without the necessary resources, they may struggle to gain

hands-on experience or explore different welding techniques. Secondly,

inadequate working space conditions, including limited space, poor ventilation,

lighting issues, noise distractions, or unsafe environments, can negatively impact

their concentration and overall performance. Lastly, issues related to the

qualification and expertise of welding instructors may arise, which could affect

the quality of instruction they receive.

This study will determine the external factors affecting the welding

performance of SMAW students. By analyzing these external factors, the

research aims to provide valuable insights for educational institutions,

policymakers, and stakeholders to improve the quality of welding education

programs. Ultimately, the purpose is to ensure that Grade 12 SMAW students are

equipped with the necessary resources, working conditions, and highly qualified

teachers to maximize their welding performance and prepare them for successful

careers in the welding industry.

Statement of the Problem

This study generally aims to determine the relationship between the

external factors and welding performance of Grade 12 SMAW students in

General Santos City National High School.

Specifically, this study will seek answers to the following question:

1. What is the external factor affecting the welding performance of SMAW

students in terms of:

1.1 access to resources;

1.2 working space conditions; and

1.3 teacher qualification?

2. Based on the result of the study, what program can be designed to

address the problem?

Scope and Delimitation

The research aims to determine external factor affecting the welding

performance among Grade 12 Shielded Metal Arc Welding (SMAW) students.

Specifically, it will focus on analyzing access to resources, working space

conditions, and teacher qualification. The study will utilize quantitative research

methods, such as surveys, to gather data and analyze it using statistical

techniques. This research will be carried out in General Santos City National
High School, particularly G12 SMAW Students in Senior High School (S.Y 2023-

2024). This study will be conducted from September to May 2024.

However, the research is delimited to Grade 12 SMAW students of

General Santos City National High School, neglecting other grade levels and

welding techniques. Additionally, the findings may be delimited to the defined

geographic are and may be subject to self-reporting bias. Nonetheless, the

research intends to provide valuable insights into the relationship between

external factors and welding performance in the specified context.

Significance of the Study

This study will benefit the following individuals:

Students. The research outcomes will directly benefit Grade 12 SMAW students

by identifying the key factors that affect their welding performance.

Understanding how access to resources, working space conditions, and teacher

qualification impact their learning can empower students to advocate for better

learning conditions and resources. It will guide them in making informed

decisions regarding their educational path and career choices.

Teachers and Educators. This study will provide valuable insights into the

impact of external factors on welding performance among Grade 12 SMAW

students. Teachers and educators can use these findings to better understand

the influence of resources, working space conditions, and teacher qualification on

student outcomes. This knowledge can help them develop more effective

teaching strategies and create an optimal learning environment for students.

School Administrators. The findings of this study can assist educational

institutions in evaluating and improving their welding education programs.

Institutions can use the insights gained to make necessary adjustments to their

curriculum, resource allocation, and teacher training programs. This can result in

enhanced educational experiences for students and improved overall program

quality.

Curriculum Developers. The study’s findings will give insights to the

development and enhancement of welding education curriculum. Curriculum

developers can use the research outcomes to integrate necessary resources,

create appropriate working space conditions, and establish guidelines for teacher

qualification. This can lead to more comprehensive and effective curricula that

align with industry standards and equip students with the necessary skills for

future employment.

Welding Employers. Employers in the welding industry can benefit from this

research by gaining a deeper understanding of the factors that influence the

welding performance of Grade 12 SMAW students. With this knowledge, they

can align their hiring practices, training programs, and work environment to better

support new graduates. This can ultimately lead to a more skilled workforce and

improved productivity within the welding industry.

Policy Makers. The study’s findings can serve as a foundation for evidence-

based policy-making in the field of welding education. Policy makers can use the

research outcomes to inform decisions regarding resource allocation,

infrastructure development, and teacher qualification standards. This can

contribute to the improvement of educational policies and practices, leading to

better educational outcomes for future generations of welding students.

Researchers. The study will benefit researchers in the field of welding education

by providing valuable insights and serving as a foundation for future research.

They can use the findings to delve deeper into specific aspects of welding

performance, explore related factors, and investigate different student

populations or regions. By building upon this study, researchers can contribute to

the advancement of knowledge in welding education.

Future Researchers. This study can serve as a basis for future research in the

field of welding education. Researchers can build upon the findings to explore

related factors, investigate different student populations, or expand the study to

different geographical regions. The research can inspire further investigations

that deepen our understanding of how external factors impact welding

performance, thereby contributing to the advancement of knowledge in this area.

 Chapter II

REVIEW THE RELATED LITERATURE AND STUDIES

This chapter provides a broad of significant literature, research gaps and

conceptual framework. This signifies the researchers thorough and

comprehensive analysis of the data assembled and analyzed to extract crucial

information that can reinforce and add to present study.

A. Related Literature

This following is the body in which the variables are anchored with.

External Factors Affecting Welding Performance

According to Ranganathan et al. (2020), the presence of contaminants

such as moisture, oil, or rust on the surface of the base metal led to poor weld

quality and reduced strength of the joint. These contaminants can significantly

affect the bonding between the filler material and the base metal, resulting in

weak or incomplete fusion. Additionally, DebRoy (2013) highlighted that external

factors such as the presence of moisture or high humidity in the welding

environment can lead to hydrogen embrittlement, resulting in reduced weld

toughness susceptibility to crocking.

On the other hand, Kutsuna et al. (2018) observed that the choice of

shielding gas composition significantly affected the weld pool characteristics,

including penetration depth, bead shape, and porosity. And he also mentioned

that different shielding gases, such as argon, helium, or a combination of both,

have varying thermal conductivities and ionization potentials, which directly

influence the heat transfer and stability of the welding arc.

As per Jeff (2017) observed that the influence of welding speed on the

heat input and subsequent effects on the weld microstructure and mechanical

properties. He also found that faster welding speeds resulted in shorter exposure

time to the high-temperature welding arc, leading to decreased heat dissipation

and larger heat-affected zones. Besides, Khandula (2021) said that the choice of

filler material significantly influenced the formation of corrosive phases and the

overall corrosion resistance and certain filler materials with higher alloy content

offered better resistance to localized corrosion, such as pitting or crevice

corrosion.

Moreover, Akrhan et al. (2020) observed that preheating increased the

diffusivity of hydrogen, minimizing the risk of hydrogen-induced cracking. They

recommended selecting an appropriate preheating temperature based on the

steel grade and thickness to achieve the desired benefits.

According to the statement given by Lakshminarayanan (2013) the

contamination of the welding surface by foreign materials such as dirt or grease,

can lead to poor weld quality and reduced performance due to the formation of

defects like porosity or inclusions.

In addition, Welding Technology Department (2016) stated that the

changes in the joint fit-up, caused by variations in the external dimensional

tolerances or misalignment can lead to increase weld defects and welding

performance, particularly in critical applications.

 Furthermore, Reeve (2018), highlighted that use of improper shielding

gas composition or inadequate gas flow can result in the formation of excessive

spatter during welding, leading to reduced weld quality and increased post-weld

cleanup.

Finally, Kou and Enoki (2014), emphasized that external factors such as

the presence of surface contaminants or oxidation on the base metal can hinder

the wetting and fusion of the filler metal resulting in poor joint integrity and

reduced mechanical properties.

Access to Resources

Access to resources significantly influences the welding performance of

SMAW students, as quality equipment, comprehensive training materials, skilled

instructors, adequate workshop facilities, and industry exposure opportunities all

contribute to their development and success. Welding and Inspection Program

(2019) cited that access to high-quality welding materials, such as electrodes and

filler metals, significantly affects welding performance, as it directly impacts the

quality and strength of the weld.

In accordance to Finch (2017), the availability of proper ventilation

systems and personal protective equipment (PPE) greatly influences welding

performance, as it ensures a safe and healthy work environment, reducing the

risk of welder fatigue and injuries.

On the other hand, Kunsuna (2016), emphasized that the provision of

adequate training and resources, including access to welding simulation software

and real-time feedback systems, can greatly enhance welding performance by

allowing welders to practice and improve their skills in a controlled and efficient

manner.

Besides, Gervontei (2015) said that the availability of welding fixtures

and jigs on welding performance, concluding that these tools can greatly

enhance accuracy, repeatability, and productivity that can lead to improved weld

quality and overall performance.

Moreover, Harris (2021) stated that limited access to welding workshops

and facilities outside of class hours poses significant hindrances to SMAW

students. This limitation ultimately affects their practice, skill development, and

overall performance.

According to the statement given by Larry (2015) there is limited access to

welding equipment and materials can hinder the learning process and impede

the students' ability to acquire and refine their welding skills. Without proper

access to the necessary tools and materials, SMAW students may face

challenges in practicing and honing their techniques, leading to suboptimal

performance.

Additionally, Rio and Ganja (2016) highlighted that providing sufficient

resources to SMAW students is not only beneficial for their individual progress

but also for the overall quality of education in welding programs. When students

have access to a wide range of welding equipment and materials, they can

explore different welding techniques, experiment with various materials, and gain

a comprehensive understanding of the welding process

 Furthermore, Rwuando (2014) stated that welding requires specific types

of metals, electrodes, filler wires, and other consumables. Insufficient financial

support can limit the availability and variety of materials for SMAW students,

hindering their ability to practice and experiment with different welding techniques

and materials.

However, Nikolai (2018), highlighted that the detriminal effects of

insufficient access to up-to-date welding manuals and instructional materials on

effective teachings and learning among SMAW students, which subsequently

impacts their performance.

Lastly, Koons (2019) mentioned that the barriers faced by SMAW students

due to limited access to training resources such as welding tools, welding boots,

protective gear, and instructional videos, affecting the development of proper

welding techniques and welding performance.

Working Space Conditions

The working space conditions in SMAW (Shielded Metal Arc Welding)

classrooms and training workshops significantly influence the welding

performance and learning outcomes of students. Khan (2018), emphasized that

the importance of optimizing conditions such as proper ventilation and adequate

lighting, as they greatly enhance welding performance and ensure the safety of

the students. Good ventilation helps remove harmful fumes and gases produced

during the welding process, while sufficient lighting ensures clear visibility of the

work place.
 According to Collins (2015) a clean and well-organized working space

positively impacts efficiency and accuracy in completing welding tasks. A clutter-

free environment reduces the chances of errors and facilitates smooth workflow.

On the other hand, Chen et al (2017), highlighted that inadequate space

conditions with restricted work areas can hinder mobility and freedom of

movement, which may result in errors and decreased productivity. Providing

equal space for students to maneuver and manipulate the welding equipment is

crucial for achieving precise welds.

Besides, Cooper (2016) pointed out the significance of proper temperature

control in achieving consistent and uniform weld quality, as well as minimizing

material distortion. Maintaining suitable working temperatures ensures that the

weld pool solidifies correctly and prevents distortions or cracks.

Additionally, Bennet (2019), emphasized the need for an ergonomically

optimized working space layout and design to reduce physical strain and fatigue

among students. Adequate workbench height, proper tool storage, and easy

access to materials contribute to a comfortable and efficient working experience.

Also, Xiao et al. (2020) indicated that noisy environments negatively

impact students’ concentration and communication, potentially compromising

welding performance and safety. Providing a quiet workspace or implementing

noise-reducing measures can enhance student focus and understanding of

instructions.

According to Parker (2014), it was highlighted the importance of having

sufficient space for comfortable positioning during welding operations, reducing

the risk of musculoskeletal injuries. Appropriate space allows students to

maintain a proper posture and avoid overexertion or strain on their bodies.

Additionally, Harris (2017) emphasized that the need for effective extraction

systems and air filtration to maintain a healthy and safe environment free of

welding fumes. Proper ventilation systems help remove welding fumes and

maintain air quality, protecting students from respiratory health issues.

Furthermore, Murphy (2018) stated that well-maintained and calibrated

welding equipment leads to consistent arc characteristics, thereby improving

weld quality, ease of control, and students’ overall performance. Regular

maintenance and calibration ensure that the equipment operates optimally and

produces reliable results.

Finally, Reed (2019) noted that careful consideration of distance and

separation between welding stations minimizes interference and distractions,

allowing SMAW students to focus on their individual tasks. Adequate spacing

between workstations prevents accidents and allows students to concentrate on

their welding activities without being disturbed by nearby activities.

Teacher Qualification

Based on the statement given by Chiang (2016), it was highlighted that

teachers with extensive welding experience and proper certifications have a

significant positive influence on student learning outcomes. The author

emphasized the need for schools to prioritize hiring qualified teachers who can

effectively transfer their knowledge and skills to SMAW students. Additionally,

Fajra and Novalinda (2020) observed that teachers with extensive industry
experience bring practical knowledge and real-world insights into the classroom,

which positively influences students’ welding skills and performance.

Moreover, Jalinus et al (2017) suggested that teachers with a deep

understanding of welding techniques, safety protocols, and industry standards

are better equipped to guide and mentor SMAW students, leading to improved

welding performance. Prelistari et al (2017) observed that teachers who actively

engage with students, provide constructive feedback, and encourage hands-on

practice foster a positive learning environment that positively impacts welding

performance.

Besides, Demuga and Nkengbeza (2022) suggested that teachers who

possess a strong understanding of effective teaching strategies and instructional

techniques can adapt their approach to meet the diverse learning needs of

SMAW students, leading to improved welding performance.

Zafirov (2013) mentioned that teachers who provide guidance,

encouragement, and individualized support to SMAW students foster a positive

learning environment that promotes skill development and increases welding

performance. In addition, Indrawan (2020), highlighted that teachers who

effectively communicate welding concepts, instructions, and feedback to students

in a clear and concise manner facilitate better understanding and skill

development.

Furthermore, Hughes (2017) suggested that teachers who are

enthusiastic, passionate, and motivated about teaching welding inspire students

to engage actively in the learning process and strive for higher welding
performance. The author emphasized the significance of teachers’ motivational

strategies in creating a positive and encouraging learning environment.

Moreover, Despoina (2015), stated that teachers who use varied and

formative assessment methods, provide timely and constructive feedback, and

set clear performance expectations contribute to students’ understanding of their

welding strengths and weaknesses, thereby enhancing overall performance.

Lastly, Carter (2018) suggested that teachers who create a positive, inclusive,

and supportive atmosphere in the welding classroom foster a sense of belonging,

confidence, and motivation among students, leading to improved welding

performance.

B. Related Studies

Foreign

According to the descriptive research study conducted by Williams (2018)

entitled Factors Affecting Welding Performance in Industrial Settings, using

purposive sampling technique, this study explored the external factors influencing

welding performance in industrial settings. The authors conducted interviews and

observations among shielded metal arc welding (SMAW) students. They found

that factors such as noise, temperature, and lighting conditions significantly

impacted welding performance. Additionally, the availability and condition of

welding equipment, as well as the presence of distractions and interruptions,

were identified as key influences on performance outcomes.

Consequently, a correlational research study was conducted by Miller and

Moore (2019) using a simple random sampling entitled Instructor Competence

and Welding Performance in Technical College, this study examined the role of

instructor competence in welding performance among technical college students.

Through surveys and assessments, they found a positive correlation between the

instructor’s teaching ability, knowledge, and experience, and the students’

welding performance. The study highlighted the importance of skilled instructors

in fostering a conducive learning environment and providing effective guidance to

enhance welding performance.

Besides, an experimental research study was conducted by Taylor et al.

(2017) entitled The Impact of Environmental Conditions on SMAW Weld Quality,

using a purposive sampling technique. This study investigated the influence of

environmental conditions on shielded metal arc welding (SMAW) weld quality.

They examined factors such as humidity, wind, and airborne contaminants. The

study revealed that high humidity levels and gusty winds adversely affected weld

quality due to increased porosity and lack of fusion. Moreover, the presence of

airborne contaminants, such as dust or fumes, resulted in weld defects and

reduced performance.

In accordance to the experimental research study by Thomas and

Jackson (2016) entitled Effects of Electrode Selection on SMAW Welding

Performance, using a random sampling technique, this study focused on the

effects of electrode selection on SMAW welding performance. They compared

different types of electrodes and their impact on weld quality, efficiency, and

overall performance. The study found that electrode composition, coating, and

diameter significantly influenced welding parameters, such as arc stability,

penetration, and deposition rate. Proper electrode selection played a crucial role

in achieving desired weld properties and improving performance.

Additionally, a correlational research study was conducted by White and

Robinson (2015) entitled Student Motivation and Welding Performance in

Vocational Training using a purposive sampling. This study investigated the role

of student motivation in welding performance within vocational training programs.

Through surveys and interviews, they examined motivational factors such as

interest, self-efficacy, and goal orientation. The study revealed that highly

motivated students demonstrated better welding performance, as motivation

positively influenced their engagement, effort, and persistence. Understanding

and nurturing student motivation were identified as key factors in enhancing

welding performance.

Besides, a descriptive research study was conducted by Montecarlo et al.

(2014) entitled The Impact of Welding Equipment on Performance, using a

random sampling technique. This study explored the influence of welding

equipment on performance outcomes. They examined factors such as equipment

condition, calibration, and technological advancements. The study highlighted

that well-maintained and properly calibrated equipment led to improved welding

performance, as it ensured consistent arc stability, heat control, and electrode

feeding. Technological advancements, such as advanced power sources and

automation, also showed potential in enhancing performance outcomes.

According to the descriptive research study by Clark and Hill (2013)

entitled The Impact of Welding Environment on SMAW Performance, using a

purposive sampling technique, t7he study found that maintaining optimal

temperature and humidity levels in the welding environment had a significant

impact on the performance of students learning Shielded Metal Arc Welding

(SMAW). By controlling the environmental conditions, it was observed that the

weld quality and bead appearance improved significantly. Students working in an

environment with precise temperature and humidity control achieved better weld

penetration, reduced spatter, and minimized defects. This finding underscores

the importance of providing a conducive welding environment for SMAW training

programs, as it directly influences the learning outcomes and skill development of

the students.

In addition to the experimental research study conducted by Lewis and

Walker (2019) entitled Effect of Electrode Selection on SMAW Performance,

using a random sampling method. This research revealed that the choice of

electrode type had a substantial impact on the performance of SMAW welders.

By considering factors such as electrode coating composition, diameter, and

polarity, it was found that certain electrode types contributed to improved weld

penetration, enhanced arc stability, and overall welding performance. Moreover,

specific electrode types were identified as more suitable for welding different

base metals, leading to better fusion and reduced defects. These findings

highlight the significance of electrode selection in achieving high-quality SMAW

welds and emphasize the need for welders to have a comprehensive

understanding of electrode characteristics and their applications.

 Furthermore, an experimental research study conducted by Hall et al.

(2015) Influence of Current Setting on SMAW Weld Quality, using a purposive

sampling, demonstrated that adjusting the current setting within a specific range

significantly affected the weld quality in SMAW. By optimizing the current

parameters, students were able to achieve higher weld strength, improved visual

appearance, and reduced instances of undercuts or excessive spatter. It was

observed that lower current settings resulted in shallow penetration and

insufficient fusion, while higher settings led to excessive heat input and potential

distortion. These findings emphasized the importance of precise current control

in SMAW to ensure consistent weld quality and prevent common welding defects.

Lastly, a descriptive research study was conducted by Allen and Young

(2013) entitled Analyzing the Impact of Welding Speed on SMAW Performance,

using a random sampling method. The research investigated the relationship

between welding speed and performance in SMAW. The study revealed that

finding the right balance in welding speed had a significant impact on the quality

of the weld joint. It was found that excessively high welding speeds led to

insufficient heat input, poor fusion, and reduced penetration, resulting in weaker

welds. Conversely, excessively slow welding speeds increased the heat input,

increasing the risk of distortion and potential defects. The optimal welding speed

range was identified, which resulted in improved weld penetration, minimized

heat-affected zones, and enhanced overall performance in SMAW.

Local
 According to the descriptive research study was conducted by Torres et al.

(2017) entitled The Impact of External Factors on the Performance of SMAW

Students in the Philippines, using a purposive sampling, the study explored how

socio-economic factors, family support, and community environment affect the

academic achievement and career prospects of SMAW students. The findings

highlighted the importance of addressing these external factors to enhance the

educational outcomes of SMAW students.

Besides, a correlational research study was conducted by Neri and Llego

(2016) entitled Access to Resources and Its Implications for SMAW Students

using a purposive sampling. The study examined the influence of resource

availability on the learning experiences and skill development of SMAW students.

The research emphasized the significance of providing adequate resources, such

as welding equipment, materials, and proper training facilities, to enhance the

educational opportunities for SMAW students.

Additionally, a correlational research study was conducted by Garcia et al.

(2021) entitled Access to Resources and its Effects on SMAW Students

Performance, using a stratified random sampling. The researchers investigated

the availability and utilization of resources, such as textbooks, equipment, and

materials, in SMAW education. The research found that limited access to these

resources hindered students’ learning and skill acquisition. The study

emphasized the importance of equitable resource distribution and investment in

SMAW education to enhance student performance.

 On the other hand, a correlational research study was conducted by Solis

et al. (2013) entitled Working Space Conditions and Academic Achievement of

SMAW Students using a convenience sampling. The research analyzed factors

such as ventilation, lighting, and ergonomics in the welding workshop. The

findings underscored the need for well-designed and safe working spaces to

optimize the learning outcomes of SMAW students.

Also, a correlational research study conducted by Reyes and Maniago

(2016) entitled Teacher Qualification and Its Relationship to the Performance of

SMAW Students using purposive sampling. The research aimed to explore the

influence of teacher qualifications, including their expertise in SMAW techniques

and pedagogical skills, on the academic achievement and skill development of

SMAW students. The study emphasized the importance of well-trained and

qualified teachers in delivering effective instruction to SMAW students.

Moreover, an experimental research study was conducted by Somintic et

al. (2015) Examining the Interplay of External Factors, Access to Resources,

Working Space Conditions and Teacher Qualification on the Educational

Experience of SMAW Students using a stratified random sampling. The research

provided a comprehensive analysis of the combined effects these factors on

SMAW students. The study highlighted the interconnected nature of these

variables and suggested strategies for improving the educational experience and

outcomes of SMAW students.

According to a correlational research study conducted by Villanueva and

Naig (2019) entitled Access to Resources and Its Impacts on Welding

Performance using a purposive sampling, the researchers discovered a strong

positive correlation between access to welding equipment, materials, and

resources, and the performance of welding students. Students with better access

to resources demonstrated higher levels of skill, efficiency, and quality in their

welding tasks. The study employed a case study design, focusing on specific

technical schools, and utilized interviews and observations to assess the

availability and utilization of welding resources.

Furthermore, a descriptive research study was conducted by Carlos et al.

(2019) entitled The Role of Teacher Qualification in Enhancing SMAW Student’s

Performance. By using a stratified random sampling, the researchers abled to

examined the relationship between teacher qualification and the academic

achievement of SMAW students. The research analyzed the impact of teachers’

educational background, teaching experience, and professional development on

student performance. The study emphasized the importance of qualified and

competent teachers who possess subject expertise and learned skills in SMAW

education.

Also, a correlational research study was conducted by Diaz et al. (2020)

entitled Working Space Conditions and their Effects of Welding Performance: An

Experimental Study using the convenience sampling. The researchers

investigated the impact of optimized working space conditions on welding

performance. It was found that factors like proper ventilation, adequate lighting,

and sufficient space positively influenced welding performance. Students working

in well-ventilated, well-lit, and spacious welding areas showed higher levels of

productivity and quality in their welding tasks. The study employed an

experimental design, where different working space conditions were manipulated

and controlled for different groups of participants.

Finally, a descriptive research study conducted by Magdaluyo and

Fernandez (2020) entitled Factors Affecting the Performance of SMAW Students:

A Synthesis of Literature. This study synthesized existing literature on various

factors, including external factors, access to resources, working space

conditions, and teacher qualification, that influence the performance of SMAW

students. The review emphasized the need for a holistic approach to address

these factors and create an enabling environment for SMAW students to thrive

academically and professionally.

Research Gaps

Besides, a research study conducted by Taylor et El (2017), it only

emphasized the impact of environmental conditions on SMAW weld quality using

a purposive sampling techniques However, in this study working space

conditions will be analyzed.

In accordance to the research study conducted by Thomas and Jackson

(2016), they only emphasized the entitled effects of electrode selections on

smaw welding performance using random sampling technique. But in this study

the working space conditions will be highlighted.

Lastly, the study conducted by Lewis and Walker (2019), it revealed the

effect of electrode selection on SMAW performance. However, in this study the

working space conditions will be clearly analyzed.

 In conclusion, the studies mentioned above were studies that lack of

emphasis on the analysis of external factors affecting the Welding performances

among Grade 12 SMAW students. To fill-in the research gaps the study External

Factors Affecting Welding Performance will be conducted.

D. Conceptual Framework

The research Input include the variable external factors affecting welding

performance. Also, sub-variable access to resources, working space conditions,

and teacher qualification. These variables will be considered and analyzed in

relation to their impact on welding performance.

The research process involves analyzing data using techniques such as

frequency count, percentage distribution, and weighted mean. These methods

will allow us to gather and interpret data to better understanding on how the

identified variables affect welding performance.

The desired output of our research is to develop a program or intervention

aimed at enhancing welding performance. This program could potentially

address and mitigate the identified external factors that have an impact on

welding performance.
 INPUT PROCESS OUTPUT

External Factors

Access to Resources
Determining the
External
Factors Affecting
Welding
Performance Analyzing Program on Enhancing
Working Condition Data using frequency Welding Perforamance
Count percentage
distribution and
weighted mean

Teachers
Qualification
d

Figure 1. Conceptual Paradigm of the study

Chapter III
METHODOLOGY

This chapter presents the research methodology which includes the

research design that will be used in conducting the study. It also includes the

respondents, locale of the study, data collection, sampling, interpretation

research instrument, data and collection, and data analysis.

Design

In this study, we will use a Research and Development design to

investigate and improve the welding performance of SMAW students at General

Santos City National High School. This design will involve systematically

developing and implementing interventions to enhance the welding skills and

performance among SMAW students. By incorporating the principles of Research

and Development, our aim is not only to describe the external factors affecting
welding performance but also to develop innovative strategies and solutions to

enhance the students’ welding abilities.

Respondents

The respondents of this study will be the Grade 12 SMAW Students in

General Santos City National High School. The total population of Grade 12

SMAW Students is (108).The researchers will set a sample size of five (32)

respondents. These students have experience of at least 1 year of Welding. It

must also be a SMAW student of General Santos City National High School. With

the use of the LR Gay technique, there will be (32) students of SMAW who

Should answer this study. Specifically, this survey will be set into the existing

sections in General Santos City National High School, there are (3) sections of

Grade 12 SMAW Students the researchers will consider.

Locale of the Study

The study conducted at the General Santos City National High School in

the barangay of Calumpang in General Santos City. In addition to offering a

comprehensive education at the senior high school level, it offers 460 teachers

and approximately 13,000 students. Among its strands are EIM, SMAW, FBS,

Automotive, and ICT, which cover academics, sports, arts, and design, as well as

technical and vocational livelihoods.. The Study will conducted this academic

year 2023-2024. The map of the locale of the study is found on page

Data Collection

The following steps were conducted by the researcher in gathering the

necessary data from the respondents.

1. The researcher will ask permission from the school head and the respondents

to conduct the study.

2. The researcher will validate the research questionnaire with three experts in

the field;

3. The researcher will write a research questionnaire;

4. The researcher will gather and collect data.

5. The researcher will analyze the data and interpret the results; and.

6. The researcher will draw reflections and recommendations.

Sampling Technique

The research will employ criterion purposive to analyze the external

factors affecting welding performance among SMAW students in General Santos

City National High School. This sampling technique will involve selecting

participants based on specific criteria relevant to the research question or

objectives of SMAW students in the school. By examining these external factors,

the study aims to identify the key variables that influence welding performance

and potentially improve the effectiveness of welding education in the school. The

findings of this research will provide insights into the factors that impact welding

performance and contribute to the enhancement of welding education in the

context of General Santos City National High School.

Instrumentations
 To determine the external factors affecting welding performance among

SMAW students, the researchers will use a researcher–made questionnaire.

Specifically, the questionnaire will have 15 questions. The questionnaire will

consist of 3 parts and each part contains 5 questions. In the first part, the

question will answer the indicators that will determine the access to resources.

The second part will answer the indicators that will determine the working space

conditions. The third part will answer the indicators that will determine the

teacher qualifications of Grade 12 SMAW students which is the sub-variable of

the study

Data Analysis and Interpretation

In SOP 1, the focus is on describing the external factors affecting welding

performance among SMAW students. The weighted mean will be used to

analyze the information that will be collected. It will be interpreted using the

following range and descriptions which means high to lowest.

Operationalization of Variables

External Factors Affecting Welding Performance. It refers to the various

conditions and elements outside of the welding process itself that can impact the

quality and efficiency of the weld

Access to Resources. This refers to the availability and adequacy of welding

resources and materials (e.g., welding machines, electrodes, safety equipment)

provided to SMAW students, and evaluates how it influences their welding

performance.

Working Space Conditions. This term refers to the working space conditions in

the welding area, including factors such as space layout, cleanliness, and

organization. Evaluate how these conditions impact the welding performance of

SMAW students.

Teacher Qualification. This term refers to the qualifications and experience of

the welding instructors, including their certifications, teaching experience, and

knowledge of welding techniques and the measure on how the teacher’s

qualification affects the welding performance of SMAW students.

Welding Performance. This term refers to measuring the welding performance

of SMAW students based on objective criteria such as the number of weld

defects (e.g., cracks, porosity), weld strength, and the overall quality of the weld

joints. Use standardized tests or assessments to evaluate their performance and

evaluate how these conditions impact the welding performance of SMAW

students.
Map of the Location of the Study

Figure 2. Map of the Locale of the Study