CHAPTER I

THE PROBLEM

Introduction

Welding requires skills from learners. It is important that learners know how to operate equipment
related to Shielded Metal Arc Welding (SMAW). Before or at the start of the practice, one has to know
all of the equipment and how to handle the welding machine efficiently and effectively. 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
requirement. The challenge arises in high schools, universities, and technical institutions to adequately
recruit and prepare younger talent. As stated by Meyers et al (2012) he found experienced agriculture
teachers perceived pre-service teacher training should focus on “managing the laboratory setting, for
effective student learning” to help new and beginning teachers successfully teach a 4-welding course.
Hoffman et al (2012) mention 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. As indicated by
Simon & Chase (1973), to accumulate 10,000 hours of practice is non-existent in an entry-level class;
therefore, reducing the amount of time it takes to become proficient in welding will aid in replacing
skilled workers faster for industrial assignment.

Ericsson and others’ (1993) suggested that the instructor organize the sequence of appropriate training
tasks and monitor improvement to decide when transitions to more complex and challenging tasks are
appropriate such as the case when transitioning students from GMAW to SMAW laboratory practicums.
Additionally, Wulf et al (1998) studied how to improve the effectiveness of deliberate structured
practices it is suggested that students concentrate on the resulting effects of movements rather than on
the movements themselves. The purpose of this study was to describe the welding skills of Grade 12
learners with the hopes to provide inputs on their current skills in welding. This study also hopes to give
ample information on how well the SMAW students of Tarlac Nation High School – San Miguel Campus
had grasped the necessary skills in their field of specialization to further improve their skills and also
help the school administration to make curricular actions on the rendering of the course to the learners

Statement of the Problem

The study aimed to assess the implication of the SMAW Curriculum among the Grade 12
students of SDO Batangas City

This study sought to answer the following questions;

1. What are the distinct features of the Shielded Metal Arc Welding Curriculum in SDO Batangas
City?

2. Profile of the respondents in terms of;

2.1 Age

2.2 Gender

2.3 Students experience as welders or helpers

2.4 Students level of interest

3. To what extent are the students competence in Shielded Metal Arc Welding be described in
terms of:

3.1 Level of needed assistance

3.2 Application of Safety Practices

3.3 Tools and Equipment that they are using during practical works

3.4 Deliberation of the teachers to the welding lectures during classes

4. What difficulties are encountered by the teachers among students taking SMAW Curriculum?

5. Based from the findings, what activities may be proposed to improve students’ performance
taking SMAW Curriculum?