1

“Student Attitude and Academic Performance of Grade 12 SMAW Students

in Sta. Cruz National High School

A Research Paper
Presented to the Faculty of
Santa Cruz National High School
Santa Cruz Davao Del Sur

In Partial Fulfilment
of the Requirements for
TVL/SMAW

Proponents:
Malanji, Harold Keith M.

MAY 2024
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 i

ABSTRACT

The study aims to investigate the correlation between students' attitudes

toward welding and their performance in Shielded Metal Arc Welding (SMAW)

among senior high schools. Results indicate that many of the respondents have

a “High” attitude towards SMAW in terms of Confidence, Enjoyment, and

Value/Benefits with mean scores of 3.6, 3.9, and 3.9, respectively However, the

Anxiety has a “Moderate” attitude towards SMAW with the mean score of 3.2.

This suggests that the students recognize and appreciate the importance of

Enjoyment and Benefits/Value in their everyday lives.

Keywords: Attitudes, Academic Performance, Senior High School Students

ACKNOWLEDGEMENT
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The researchers wish to express their heartfelt appreciation to all individuals and

entities who contributed to the successful completion of this study.

First and foremost, gratitude is extended to God, the Almighty Father, for

providing strength, guidance, and wisdom throughout the research process.

The researchers are profoundly thankful to Sir Joe Faith Bernardino, their

research adviser, for their invaluable guidance, patience, and support at every stage of

this study.

Special acknowledgment extended to Sir Kean Barinan for his assistance with

data analysis and interpretation.

Furthermore, the researchers would like to acknowledge Ms. Beverly Estabaya,

Mr. Kean Barinan and Sir Nahur Hasan for their valuable evaluation, comments,

suggestions, and contributions to the research paper and survey questionnaire, which

significantly aided in the successful completion of the study.

Appreciation is also extended to the teachers and administration of Sta. Cruz

National High School for their support and cooperation during the study.

The researchers are grateful to the Grade 12 students who willingly participated

in the survey, providing valuable data for the study’s completion.

Lastly, thanks go out to the parents, friends, teachers, and classmates from the

SMAW 12-Perseverance class for their support and encouragement throughout the

research journey.
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CHAPTER I
Introduction

Background of Study

Welding is a crucial skill in various industries, and its importance

continues to grow in today's workforce. The performance of students in Senior

High School welding programs can significantly impact their future careers and

opportunities. The research aims to identify factors influencing attitudes,

contributing valuable insights to improve SMAW education and promote student

engagement in skill development.

Chung, et al (2017). The study identifies several positive outcomes

associated with the implementation of the Push-pull Mobile Learning Course of

Electric Welding in a University of Science and Technology. It concludes that the

course significantly enhances students' learning of electric welding, fosters a

positive attitude among students, and facilitates productive discussions,

cooperative learning, and improved learning effects. Despite these positive

findings, the study falls short in identifying any potential challenges or limitations

that may have been encountered during the implementation of the push-pull

technology-based mobile learning system. A more comprehensive analysis that

addresses potential drawbacks or areas for improvement would contribute to a

more balanced assessment of the course's effectiveness

The disparity in development of soft skills, such as teamwork, and hard

skills, like welding, among vocational high education students when exposed to

different teaching methods. The experimental research reveals that project-

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based learning prioritizes teamwork skills over welding skills, while direct

teaching places greater emphasis on welding skills over teamwork.

Consequently, this highlights the challenge of achieving a balanced development

of hard and soft skills in vocational education, a crucial consideration in the

context of the 21st-century workforce (Jalinus , et al, 2020).

This quantitative research aims to explore of the correlation between

student attitude toward welding and Shielded Metal Arc Welding (SMAW)

performance among Santa Cruz Senior High School students in Davao del Sur.

While there is a motivating, growing interest in vocational education and its

impact on student outcomes, there is a lack of empirical research that focuses on

this particular subject within this specific context. Nevertheless, as there was no

existing previous study that has been conducted that relates to this issue,

therefore this study will be conducted to understand students' attitudes as they

relate to acquiring this skill may be quite helpful in determining how well they

perform overall.

Statement of the Problem

The study aims to investigate the correlation between students' attitudes

towards welding and their performance in Shielded Metal Arc Welding (SMAW)

among senior high schools. This research addresses the following key problems:

1. What is the level of student attitudes of SMAW students?

2. What is the level of SMAW performance of SHS students?

3. Is there a significant relationship between student attitudes and SMAW

performance of SHS students?

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Hypotheses

H0: There is no significant relationship between student attitudes and SMAW

performances of senior high school students

H1: There is a significant relationship between student attitudes and SMAW

performances of senior high school students

Theoretical Framework

This study is anchored with the Theory of Flow, Mihaly Csikszentmihalyi

in the 1970. The theory suggests that individuals experience a state of "flow"

when they are fully engaged in an activity that matches their skill level and

presents a clear set of goals and immediate feedback. The state of flow is

characterized by feelings of heightened focus, concentration, and enjoyment, as

well as a sense of control and mastery over the task at hand. One of the key

strengths of flow theory is its ability to explain the psychological mechanisms

underlying optimal experiences. The theory suggests that flow can be achieved

when the balance is struck between the individual's skill level and the level of

challenge presented by the task. When the task is too easy, individuals may

become bored and disengaged, while when the task is too difficult, individuals

may become anxious and stressed.

The relationship between the Theory of Flow and academic study is in its

capacity to augment students' learning experiences and achievements. By

comprehending the effects of flow states on engagement, motivation, focus,

challenge, enjoyment, and productivity, educators and researchers can

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customize learning environments and instructional strategies to foster flow

experiences among students. This can result in enhanced academic

achievement, as students become more fully engaged in their studies, encounter

higher contentment with their learning, and get superior outcomes through

heightened concentration and effectiveness. Consequently, investigating the

correlation between flow theory and academic study might offer significant

insights for educators aiming to enhance the learning process and assist

students in achieving their maximum capabilities.

Significance of the Study

The study aims to examine the correlation between student attitude

towards welding and SMAW performance among senior high school students.

This study would benefits the following:

School Administrators. The study will support their curriculum development

and implementation in welding. The study can also help them evaluate the

effectiveness of their welding programs and facilities in terms of student

achievement and satisfaction.

Teachers. This study will benefit them with useful insights on how to enhance

their teaching strategies and methods in welding. The study can also help them

identify the factors that influence student attitudes toward welding and address

them accordingly.

Parents. Parents can benefit from insights into their children's attitudes towards

SMAW. This information can aid parents in making informed decisions about

their child's education and potential career path.

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Students. The study will benefit them in understanding how their attitude

towards welding affects their learning outcomes and skills development. The

study can also motivate them to adopt a positive attitude towards welding and

improve their SMAW performance.

Future Researchers. This will would help them by having the review related

literature to intensify the information needed. In addition, It is also a way to

awaken their minds and encourage them to pursue this research.

Conceptual Framework

Predictor Variable Outcomes

Variables

Student Attitude
 Anxiety
 Confidence
 Enjoyment
Academic Performance
 Value/Benefits

Figure 1. Schematic Diagram of the Conceptual Framework

The schematic diagram in Figure 1 shows the relationship of the factors in

the study. The proposed framework suggests that Student attitude, reflected

through indicators such as Anxiety, Confidence, Enjoyment, and Value/Benefits,

may collectively influence the Academic Performance of students in SMAW

Shielded Metal Arc Welding. In essence, these indicators contribute to a

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comprehensive understanding of the multifaced relationship between Student

attitudes and Academic Performance exhibited by the students.

Scope and Delimitations

The scope of the study "Student Attitude and Academic Performance of

Grade 12 SMAW Students in Sta. Cruz National High School" focused on

examining the relationship between student attitudes and academic performance

specifically in the context of Shielded Metal Arc Welding (SMAW) coursework

among Grade 12 students at Sta. Cruz National High School. The study aimed to

assess the attitudes of students towards SMAW learning and their corresponding

academic performance, measured by grades obtained in SMAW-related

assessments and exams. The study considered various factors that may

influence attitudes and academic performance, such as student demographics,

prior welding experience, and teaching methods. Delimitations include focusing

solely on SMAW students in Grade 12, limiting the study to Sta. Cruz National

High School, and excluding other factors outside the realm of student attitudes

and academic performance in SMAW.

Definition of Terms

Student Attitude: In the context of this research, "student attitude" refers to the

overall perception, feelings, and opinions that senior high school students have

towards welding as a skill, as well as their willingness and motivation to learn and

excel in SMAW.

SMAW Performance: "SMAW performance" pertains to the competency and

skill level of senior high school students in Shielded Metal Arc Welding. This
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includes their ability to carry out SMAW techniques, produce quality welds, and

meet industry standards.

Senior High School Students: This refers to students who are enrolled in senior

high school education, typically at the upper levels of secondary education, often

with a vocational or career-oriented focus.

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CHAPTER II

Review Related Literature

This chapter presents a review of related literature and studies that are

relevant to the present study. It provides adequate information that supports to

the main aspects of the study.

Developing Welding Safety Concepts and Behaviors

The study conducted in a rural high school's Agricultural Mechanics class

revealed a potential issue in the conventional approach to welding safety

education. With a participant pool consisting of 1 female and 19 male students,

the study aimed to address the challenge of making such education more

engaging and to evaluate its impact on student behavior. The need for

improvement was evident, prompting a 2-week intervention that included group

research, presentations, and the formulation of safety guidelines. The study's

findings underscored a crucial problem: the traditional methods may not

effectively instill a motivation for safe practices among students, highlighting the

necessity for more interactive and participatory approaches to welding safety

education.. (Travis Edwards, 2007).

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Certifying SMAW Competency

This research examined factors influencing Shielded Metal Arc Welding

instruction for grade 12 students at Luray II National High School in Toledo City

Division. It found that the availability of tools and equipment significantly

impacted academic performance, while parental involvement had a moderate

effect, and engaging in appropriate activities also significantly affected

performance. These findings can inform school administrators in designing a

teaching and learning guide to enhance student academic performance.

Recommendations include encouraging family involvement in cottage industries,

obtaining a compliant welding shop with the city government's help, providing

standard tools and materials, minimizing workshop activities, and scheduling

separate time for other subject activities. (Callao &Tomarong, 2021).

Assessing the Impact of Practical Learning on SMAW Attitude

This study investigated the influence of practical learning experiences on

the attitude of grade 12 senior high school students towards SMAW. Utilizing

surveys and interviews, the researchers found a positive correlation between

hands-on learning in SMAW and students' overall attitude. Students who actively

engaged in practical welding exercises expressed higher levels of interest and

confidence in their SMAW performance (Kilaton, L. Et.al 2021)

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Student Perceptions of Male and Female Instructors in a Post-Secondary

Welding Course
Decker, et al (2023). The research on gender stereotypes in agricultural

mechanics and welding highlights a notable problem within the educational

landscape. The historically male-dominated nature of these fields has fostered

biases that affect students' perceptions of instructors based on gender. The

study, conducted with 45 undergraduate students in a welding course at Utah

State University, brings attention to the influence of instructor gender on students'

attitudes and self-efficacy in welding technology. The findings indicate that while

having a female welding instructor positively impacted students' beliefs, gender

biases persisted among some students. Particularly, male students exhibited

higher self-efficacy, possessed more technology-oriented degrees, and had

greater welding experience, indicating a potential issue with gender-related

disparities in confidence and experience within the learning environment.

Technical Skills and Performance

The study conducted by Agluba (2021) examined the academic

performance and interests of Grade 9 students in Technology and Livelihood

Education at Talavera National High School in the academic year 2018-2019.

The majority of students showed a preference for Academic streams, yet they

also exhibited notable technical aptitude. Some students showed a negative

correlation between their technical competence and their interest in agriculture.

However, there were also students who excelled academically in subjects such

as Cookery, SMAW, and ICT, despite having high technical abilities in those

fields. This study emphasizes the significance of giving priority to Tech-Voc

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strands in order to enhance students' academic achievements. It also

encourages educators to inspire students to pursue their specialization in Senior

High School, as it can lead to skill development and improved prospects.

Assessing the Impact of Hands-On Learning in SMAW on Student

Engagement
The study conducted in 2019, titled "Palomata," examined the correlation

between practical learning experiences in Shielded Metal Arc Welding (SMAW)

and the level of student involvement among Grade 12 Senior High School

students. The findings indicated a direct relationship between actively

participating in practical SMAW activities and a higher level of student

engagement. The study highlighted the significance of integrating practical

components into the curriculum to augment student engagement and disposition

towards Shielded Metal Arc Welding (SMAW).

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CHAPTER III

Methodology

This chapter presents the design, roles of the researchers, respondents,

data collection, analysis and interpretation of the data, and Research

Instruments.

Research Design

This study adopted a descriptive-correlational research design.

Descriptive correlational research is a type of research design that tries to

explain the relationship between two or more variables without making any

claims about cause and effect Aprecia (2022). It aims to investigate the

correlation between students' attitudes toward welding and their SMAW

(Shielded Metal Arc Welding) performance among senior high school students in

Santa Cruz, Davao del Sur. The research design involves the collection and

analysis of numerical data to identify any statistically significant relationships

between the variables.

Research Locale

The research was conducted at Santa Cruz Senior High School, as it is

situated in Santa Cruz, Davao del Sur, Region 11. Santa Cruz Senior High

School is chosen to present the student attitude towards Shielded Metal Arc

Welding SMAW Performance among students.

Research Respondents
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The study focused on Grade 12 Students on the TVL track who enrolled in

Santa Cruz National High School - Senior High School in Davao del Sur. These

respondents were selected through a purposive sampling method to ensure the

representativeness of the population.

Research Instrument

To gather the data on students' attitudes toward Academic performance,

the researchers adapted the Learners’ Attitudes questionnaire. Learners’

Attitudes questionnaire developed by Kasimu (2017) has four indicators namely:

anxiety, confidence, enjoyment, and benefits/values. In evaluating the attitude of

SMAW students, the respondents will use the following scale in rating the

questionnaire: 5 as strongly agree; 4 as agree; 3 as moderately agree; 2 as

disagree, and 1 as strongly disagree. The table of interpretation below will be

used to analyze the result:

Range of Means Description Interpretation

4.20-5.00 Very High This means that the learners’
positive attitudes are always
manifested.

3.40-4.19 High This means that the learners’

positive attitudes are often
manifested.

2.60-3.39 Moderate This means that the learners’

positive attitudes are sometimes
manifested.

1.80-2.59 Low This means that the learners’

positive attitudes are rarely
manifested.

1.00-1.79 Very Low This means that the learners’

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positive attitudes are never

manifested.

The survey questionnaire consisted of 26 items in total. The indicator

“anxiety” had 5 items; “confidence” had 7 items; “enjoyment” had 6 items; and

benefits/values had “8 items”. Afterward, this questionnaire underwent validation

by experts of the field.

Data Gathering Procedure

After successfully administrating and retrieving the survey questionnaires,

the data were collated and tabulated. Then, appropriate statistical tools was

employed to get the data required for interpretation and further analysis.

Data Analysis

In analyzing the results of the study, the researcher will use the following

statistical tools:

Mean. It was used for the computation of average scores on student attitudes

towards SMAW performance. This gave a central tendency statistic, enabling the

determination of these students’ overall attitudes.

Standard Deviation. It determined the range of variation or spread in

responses. It showed the spread of attitudes from mean.

Pearson correlation coefficient. It employed to analyze the nature of linear

correlation between two variables, including student attitudes and SMAW

performance. This may help to see whether there is a strong correlation between

these variables.
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Students’ Attitudes Toward SMAW Questionnaire

5 4 3 2 1 N/
A
Anxiety
1 Working in SMAW makes me nervous
2 I get a sinking feeling when I think of learning welding.
3 Learning welding skills is very frustrating
4 I feel insecure about asking welding questions in class
5 I get nervous when SMAW teacher is in class
5 4 3 2 1 N/
A
Confidence
1 Welding does not scare me at all
2 I have self-confidence in learning welding.
3 I have confidence in taking a SMAW test
4 I can solve welding problems within a given time
5 I am able to solve welding problems without difficulty.
6 I have confidence in asking welding questions in class.
7 I am able to answer welding questions in class.
5 4 3 2 1 N/
A
Enjoyment
1 I enjoy doing welding.
2 SMAW problems fascinate me.
3 I look forward to a SMAW class.
4 Welding is very interesting to me.
5 I enjoy learning welding with my friends.
6 I feel comfortable working welding problems.
5 4 3 2 1 N/
A
Benefits/Value
1 SMAW is important in everyday life.
2 I want to develop my welding skills.
3 SMAW is a very necessary subject.
4 Knowing welding will help me earn a living.
5 I will need welding for my future work.
6 Welding helps people to make good decisions.
7 Welding improves my thinking capacity.
8 Welding is important for other subjects.

(Adapted from Heppner (1988)

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CHAPTER IV

Results and Discussion

This chapter presents the results and findings of the study conducted

among Grade 12 Academic and Technical-Vocational-Livelihood (TVL) Track

Shielded Metal Arc Welding (SMAW) students at Sta. Cruz National High School,

focusing on assessing the level of attitude and Academic Performance.

Level of Attitudes of Grade 12 SMAW student

The obtained data indicates that many of the respondents have a “High”

attitude towards SMAW in terms of Confidence, Enjoyment, and Value/Benefits

with mean scores of 3.6, 3.9, and 3.9, respectively However, the Anxiety has a

“Moderate” attitude towards SMAW with the mean score of 3.2. This suggests

that the students recognize and appreciate the importance of Enjoyment and

Benefits/Value in their everyday lives.

Table2. Level of attitudes of Grade 12 students Shielded Metal Arc Welding

(SMAW).
Students attitude Mean SD DI
Anxiety 3.2 1.20 Moderate
Confidence 3.6 1.06 High
Enjoyment 3.9 1.05 High
Value/Benefits 3.9 1.07 High
Overall 3.6 1.09 High

The results indicate that the highest mean score among senior high school

students of Sta. Cruz National High School is in the Enjoyment and

Value/Benefits, with the same mean of 3.9, which is interpreted as high. This

suggests that the students enjoy welding and they feel comfortable working on
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welding problems. Also, they think that SMAW is important in everyday life and it

helps people to make good decisions. This is supported by the study of Kilag, et

al. (2023) which revealed that senior high school students tend to give priority to

activities that they feel are enjoyable and personally significant. Their motivation

stems from the inherent satisfaction they experience from learning and the

perceived significance of education in attaining their objectives.

Similarly, Roxas (2020) emphasizes that the attitudes of senior high

school students towards learning are influenced by their aspiration for personal

growth and development, as well as the tangible advantages they anticipate from

their education.

On the other hand, the data shows that the category with the lowest mean

score is Anxiety, with a score of 3.2. This suggests that the students are not

anxious in their SMAW activities. In a study conducted by Nabuya, et al. (2019),

the researchers examined the perspectives of vocational students in Oman on

practical learning. Although the study did not particularly examine SMAW, it

revealed that vocational students generally possess favorable views toward

practical learning encounters. This implies that they are likely not apprehensive

about participating in hands-on activities.

The overall mean score is 3.6, indicating a high level of attitude among

senior high school students. This means that the learner’s positive attitudes are

always manifested. Similarly, a study conducted by Canceran and Temporal

(2018) examined the perceptions of senior high school students regarding their

extracurricular activities. The results indicated that students exhibited a notable

 18

degree of eagerness and dedication when it came to engaging in diverse

extracurricular programs, demonstrating a favorable disposition towards

involvement in activities associated with their school.

Further, Digamon and Dela Pena (Jan 2022) investigated the perspectives

of senior high school students on their prospective job choices. The study

revealed that a significant number of students exhibited a strong feeling of

resolve and hopefulness when it came to their career aspirations, indicating a

favorable outlook toward their future objectives and desires.

Academic Performance of Grade 12 SMAW Students

Table 3 presents the overall academic performance of Grade 12 SMAW students

in terms of grades.

Table 3. Academic Performance of Grade 12 SMAW Students

Grade Mean SD

SMAW 83.1 4.18

It shows that the overall mean grade is 83.1 with a standard deviation of

4.18. The high SD indicates that the data is spread out over a large range of

values. Santos and Reyes (2021) conducted a study examining the academic

achievement of senior high school students in vocational disciplines, such as

SMAW. Although the study could not provide a specific average grade of 81.3, it

revealed a correlation between frequent participation in practical activities and

competency in SMAW and higher overall grades among students.

Rivera and Garcia (2021) conducted a study that specifically examined the

relationship between participation in vocational courses, such as SMAW, and

academic achievement. The study indicated that students who consistently

 19

attended these sessions and actively engaged in experiential learning activities

were more inclined to attain superior grades.

In addition, Hernandez and Cruz (2021) conducted a study that examined

the influence of teacher-student interactions on SMAW grades. The results

suggested that strong teacher-student connections and successful teaching

methods played a role in enhancing academic achievement in vocational topics,

perhaps resulting in grades that are comparable to or beyond 81.3.

Relationship Between Attitude and Academic Performance of Grade 12

SMAW students

Table 4 shows the relationship between attitude and academic

performance of Grade 12 SMAW students. The data show that there is no

significant relationship exists between the indicators such as Anxiety,

Confidence, Enjoyment, Value/Benefits between attitude and academic

performance of grade 12 SMAW students, since the p-value is 0.736406 is higher

than the significance level of 0.05.

Table 4. Relationship Between Attitude and Academic Performance of Grade 12

SMAW students
Mean r-value p-value Decision
Attitudes 3.6 0.04688 0.736406 Fail to reject
null hypothesis
Academic 83.1
performance

*Significant at .05 level

Based on these findings, it is evident that there is no significant

association between Attitudes and Academic Performance. The results support

 20

the study conducted by Capuno et al. (2019) examined the attitudes of high

school pupils towards their academic courses and how it affected their academic

performance. Interestingly, the results showed that although students had

favorable attitudes about their courses, there was no notable connection between

these attitudes and their real academic achievement. This implies that there may

be additional elements, beyond attitudes, that have a greater impact on

determining academic performance.

Furthermore, the results indicate a moderate relationship between

Attitudes and Academic Performance In a study done by Hwang and Son (2021),

the researchers examined the perspectives of university students regarding their

schoolwork and their academic performance. Although students expressed

favorable attitudes toward their studies, the investigation revealed no significant

correlation between these sentiments and their academic achievement. This

suggests that variables other than attitudes, such as study habits, motivation,

and external conditions, can have a more significant impact on academic results.

However, in a study conducted by Mao et al. (2021), the researchers

investigated the correlation between students' learning attitudes and their

academic achievements. The study revealed a strong positive link between

favorable attitudes toward learning and elevated academic performance across

diverse disciplines and grade levels. This indicates that attitudes can impact

academic success.
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Chapter V

SUMMARY, CONCLUSION, AND RECOMMENDATION

This summarized the study’s objectives, methodology, and findings. The

conclusion was based on insights drawn by the researchers from the study’s

findings. Additional recommendations and suggestions for future researchers and

stakeholders impacted by the study were also provided.

Summary
Academic performance and attitudes of students are complexly and

diversely correlated, often influenced by a variety of internal and external factors.

Still, certain important points might be highlighted to have a better grasp of this

relationship.

The research identified the level of attitudes of Grade 12 SMAW students

indicates that many of the respondents have a “High” attitude towards SMAW in

terms of Confidence, Enjoyment, and Value/Benefits with mean scores of 3.6,

3.9, and 3.9, respectively However, the Anxiety has a “Moderate” attitude towards

SMAW with the mean score of 3.2. This suggests that the students recognize

and appreciate the importance of Enjoyment and Benefits/Value in their everyday

lives.

On the other hand, the academic performance of SMAW students was

measured. It shows that the overall mean grade is 83.1 with a standard deviation

of 4.18. The high SD indicates that the data is spread out over a large range of

values. Santos and Reyes (2021) conducted a study examining the academic

achievement of senior high school students in vocational disciplines, such as

 22

SMAW. Although the study could not provide a specific average grade of 81.3, it

revealed a correlation between frequent participation in practical activities and

competency in SMAW and higher overall grades among students.

Finally, the relationship between attitude and academic performance of

Grade 12 SMAW students was determined. The data show that there is no

significant relationship exists between the indicators such as Anxiety,

Confidence, Enjoyment, Value/Benefits between attitude and academic

performance of grade 12 SMAW students, since the p-value is 0.736406 is higher

than the significance level of 0.05.

Conclusion

Based on the study’s findings, the following conclusions were drawn:

1. The level of student attitude of SMAW students is High (with a mean of

3.6 and a standard deviation of 1.09). This suggests that the attitude of

the majority of SMAW students exhibit a positive attitude towards their

welding coursework. With a mean score of 3.6 and a standard

deviation of 1.09, the distribution of attitude scores indicates that most

students fall within the higher end of the attitude spectrum. This

suggests that they are likely enthusiastic, motivated, and engaged in

their learning activities related to Shielded Metal Arc Welding (SMAW).

This positive attitude is essential for fostering a conducive learning

environment and promoting academic success in SMAW coursework.

2. The level of Academic Performance of SMAW students is 83.1 which

means satisfactory. This suggests that the academic performance of

 23

SMAW students is satisfactory, with an average score of 83.1. This

indicates that students are generally meeting the expected standards

and achieving adequate grades in their SMAW coursework. While

there may be room for improvement, the overall performance level

suggests that students are demonstrating competency in their welding

skills and understanding of the subject matter. With continued effort

and support, they have the potential to further enhance their academic

performance in SMAW.

3. There is no significant relationship between students' attitudes and the

academic performance of SMAW students.

Recommendations

Based on the study’s results and the conclusions drawn from them, the

following recommendations are suggested for future researchers and interested

in pursuing similar studies.

1. Targeted Interventions: Despite the lack of significant difference between

student attitudes and academic performance in SMAW, it's important to

implement targeted interventions aimed at improving both aspects. This

could involve providing additional support and resources to students who

may be struggling academically or who exhibit negative attitudes towards

their coursework. Interventions could include tutoring sessions,

mentorship programs, or workshops focused on enhancing welding skills

and fostering a positive attitude towards learning.

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2. Focus on Engagement: Emphasizing interactive and hands-on learning

experiences can help increase student engagement and motivation in

SMAW coursework. Incorporating practical projects, real-world

applications, and collaborative activities can make the learning process

more enjoyable and meaningful for students. By actively involving

students in their learning and encouraging participation, educators can

potentially enhance both their attitudes and academic performance in

SMAW.

3. Regular Monitoring and Feedback: Implementing regular monitoring and

feedback mechanisms can help track student progress and provide timely

support when needed. Teachers can use formative assessments, progress

checks, and one-on-one discussions to gauge student attitudes and

academic performance throughout the semester. Based on the feedback

received, educators can tailor their instruction and support strategies to

address any challenges or concerns that students may be facing in

SMAW.
 25

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