CHAPTER 1

The Problem and Its Background

Background of the study

This study will help future Grade 12 CSS (Computer System Servicing) students to know

what can be the effects of lacking tools and computers to their performance. They will

know the importance of complete tools to every performance.

Future CSS Students in Grade 12 will benefit from knowing what effects a lack of tool

may have on their performance their according to this study. They’ll be aware of the

value of comprehensive tools for every performance.

This study provides details on the tools required for maintaining computer systems. The

school is to blame for the student’s poor performance because there aren’t enough tools

available.In this study, the significance of having the ability to work with limited

resources when researching computer systems.

Amaya School of Home Industries in Sahud Ulan, Tanza, Cavite was created under

Act.No.3987 sponsored by Cong. Montano, a native of Barangay Amaya Tanza, Cavite.

The bill was a approved by Congress on June 18, 1964. Amaya School of Home

Industries is a public Technical Vocational High School which implements education

programs in accordance with its curriculum strengthened Technical-Vocational Education

Program-Competency based curriculum (STVEP-CBC).

1
Theoretical Framework

In this study is based on the Theory of Difficulties and the Theory of Repair of Repair

Theory. According to (David Perkins, 2006), both educational researchers and

experienced teachers develop what are known as theories of difficulty. A strong theory of

difficulty identifies learner’s characteristics trouble spot for a specific area of instruction

and includes some casual analysis of hey they occur toward improved teaching.

Statement of the Problem

Our goal with this research is to determine The Perceived Effect of Lack of Tools and

Computers to the Performance as experience by Selected on Computer System Servicing

student of Amaya School Home Industries SY. 2022-2023.These problems affect not just

one but in some cases many targeted who are studying Computer Systems Servicing

Students. This study aims to determine the effect of lack of tools and computers affects to

the selected Gradr 12 Computer Systems Servicing Students of Amaya School of Home

Industries.

1.What are the perceived effects of lack of tools and computers as experienced of

computer systems servicing students?

2.What are the perceived outcome of lack of tools and computers?

Objective of the Study

1.To determine the perceived effects of lack of tools and computers as experienced of

computer systems servicing students.

2
2.To know the perceived outcome of lack of tools and computers.

Significance of the study

Principal

This will serve as guide or a means of awareness for the school principal regarding the

inadequacy of the tool for the public performance. Additionally, this will acts as a

foundation for the purchase of additional tools for Computer System Servicing Students.

Teacher

The results of this study will assist teachers in understanding the tools or equipment

required for each performance and the impact that a lack of tools and computers has on

each student’s performance.

Students

This future students in Grade 12 Computer System Servicing will benefit from knowing

what effects a lack of tools and computers may aware of the value of comprehensive tool

for every performance according to this study.

Future Researchers

This study can also be their topic, so this study will help them to have information, it will

act as their guide for understanding the effects of a lack of tools and computers on

student’s performance.

3
Scope and Limitations

Only selected in Amaya School of Home Industries of Grade 12 Computer System

Servicing Students for the academic year 2022-2023 are included in this study.

Definition of Terms

To aid readers in understanding the study more effectively. The terminology used in it

were described from the stance point of the researcher operational activities.

Lack of Tools

An insufficiency, shortage or absence of something required or desired.

Curriculum

Is a standards based sequence of planned experiences where student practice and achieve

proficiency in content and applied learning skills.

Tools

A device or implement, especially one held in the hand, used to carry out a particular

function.

Computer Systems Servicing

Is a vocational program that teaches students how to install, configure and maintain

computer systems and network. It develops student skills in diagnosis and

4
troubleshooting of computer system, as well as in the performance of computer

operations.

Performance

The action or process of carrying out or accomplishing an action, task, or function

5
 CHAPTER ll

Review of Related Literature and Studies

Computer

According to Villanueva(June 2015), this form refers to the act of supporting and

maintaining computer hardware and includes fundamental and common competencies

like installing, maintaining, configuring, and diagnosing computer systems and networks.

(Akniar,2010) emphasized the importance of a sound policy and holistic plan for ICT

integration, as well as the role that researchers play in ensuring the appropriate, effective

and sustainable use of ICT to provide quality for all. Essentially, (Shell, 2007)

demonstrated that by using word processing store to create presentation slides, teachers

can significantly increase their output or productivity.

(Dodado,2005) found that teachers and administrative at Calbayog Pilot cent school had

limited knowledge of computers in terms of computer use There have been studies that

school students working collaboratively in small groups when they generate a free

computer, such as ( Nason,1996) who conducted a study of a database format and the

construction of knowledge in primary school. ICTs have changed how teachers in various

regions of the world educate and how students learn over the past 20 years. Computers

have mostly been used in education as teaching aids and to create environments that are

richer and more engaging for students Duffy and Cunningham 1996). Authenticity,

interactivity, adoptability, and lifelong naming one other significant affordances that

6
make technology o suitable learning instrument. The restricted human working memory

issue is also resolved by the technology supported techniques.

According to (Mach, 2002) students gain knowledge by actively thinking when

"computer assist knowledge creation, explorations, learning by doing, and chatting" (p.7).

Technologies that encourage knowledge construction instead of knowledge replication,

discourse instead of receiving, articulation instead of repetition, and cooperation instead

of competition will lead to meaningful learning competition as well as reflection rather

than advice (S, 2003). Skill in managing complex information, higher order cognitive

abilities, and self - awareness are among the linked abilities. Directed lifelong learning,

and capacity to plan, assess, and keep track of their own learning By its very nature

online learning necessitates active student participation in educational activities as well as

a high level of learner control, motivation, and discipline.

Technology serves as a cognitive tool but its primary purpose is to make the thinking and

learning processes easier for students. The appropriate role for a computer system is not

that of a teacher or an expectant, but rather that of a mind - extension "cognitive tool"

according to (Mark, 1993). Computers won't necessarily teach students content or

thinking skills but they will internalize how computers won't think as a cognitive tool for

their own use (Rose, 2007). (p 5). "Carefully developed computer - based cognitive aids

can scaffold learning by imitating complicated contexts or expert problem solving

procedures" claim (Kennedy 2001), computers con mediate cognitive processes by giving

students the necessary cognitive support to build dynamic modes which form encourages

even deeper processing and improved learning Students and technology con work

7
together as intellectual partners in the learning process when technology is used as a

cognitive tool. This helps learners get past the limits of their typically very limited

cognitive abilities, such as their capacity for reasoning and problem-solving, and it allows

them to delegate some of the low level tasks, like computation, storage, and information

retrieval, to computers. All of these tools help the students think more clearly and

participate in critical articulation and reflection processes which are the basis for

developing higher order cognitive abilities and knowledge According to ( Jon, 1994), a

learner must engage (actively), ponder (Deeply), and express their knowledge in order to

COE any cognitive tool effectively. With these technological opportunities, kids

construct knowledge rather than copy it. According to the "cognitive tool perspective,

only happens when students actively participate in challenging learning situations that

encourage higher-level reasoning and problem-solving abilities The socio-

cultural work of Vygotsky (1978) and activity theory (covered in section 27A) serve as a

foundation in this regard based on enabling us to externalize our thinking into forms that

we can shore with others and act up on, tools moderate and enhance our capacity for

interpersonal interaction. He suggested that learning required two types of mediation the

use of tangible (technical) tools and intangible (sign) tools (semiotic tools)

Lack of Computer

According to (Err, 2012), the most frequently cited reason for a lack of technology is a

lack of funds. Professional development and training are insufficient when implemented

in the classroom. The Professional development in education is being expanded by the

National Education Association (NEA). One of their policy recommendations is to use

8
technology (NEA, 2008). According to NEA findings (2008) report that teacher

confidence in using classroom technology is growing, software and internet searching,

but because technology is constantly changing, it is more difficult. It is more important

than ever for teachers to maintain their technological expertise Regardless of whether. If

a school district only hired teachers who were proficient in current classroom technology,

countless new technologies would be developed during their teaching careers, and they

would be required to learn them.

Early stories of technology integration placed a great deal of emphasis on computers are

accessible in schools (Fisher. Dwyer, 1996). Of course, the most fundamental broad

availability of the tools required to run technology is a step toward effective technology

integration, applications on computers that teach. If weekly computer lab time is only one

hour, relentless. It is not practical to employ technology in schooling. While numerous

institutions nationwide are making one-to- one (1:1) computing's transition (Fare, 2014),

a lot of pupils lack consistent access to a computer. Inconsistent it is quite challenging for

teachers to incorporate technology into their established class plans without computer

access. Regular use of equipment (such as computers or tablets), software (such as

reading and Internet browsers, authoring programs. And an essential prerequisite is

having access to the internet.

A computer simulation is defined as "a software that incorporates a model of a system

(natural or artificial; for example, equipment) or a process" by de Jong and (Fare, 1998).

Their usage in science lessons could result in improved learning results in ways that

weren't previously conceivable (Ale, 2000). The benefits of a learning environment with

9
a computer simulation over textbooks and lectures include the ability for students to

stress-free practice tasks and problem-solve in a realistic environment while exploring

hypothetical situations and interacting with a simplified version of a process or system

(1991). When a learner understands how future events in a simulation validate

expectations, they are more likely to do so.

According to (Elise. 1999), the most important form of support for teachers can shift over

time. The technology integration project is maturing. Teachers are needed during the

early stages of a project. More technical assistance simply to use new technology, which

could be accomplished by hiring Professionals in educational technology and information

technology Teachers are becoming more if they are proficient in the technical skills

required for the new technology, their requirements may change administrative and peer

support to assist in the development and application of new uses for technology in their

organizations classrooms. This type of assistance may be provided in professional

learning communities. Regular discussions about novel. Domain - relevant applications

of the technology.

Challenges of having lack of technologies

Research studies indicated several reasons for the lack of access to technology, In

Sicilia's study (2005), teachers complained about how difficult it was to always have

access to computers. The author gave reasons like "computers had to be booked in

advance and the teachers would forget to do so, or they could not book them for several

periods in a row when they wanted to work on several projects with the students (p. 50).

In other words, a teacher would have no access to ICT materials because most of these

10
were shared with other teachers. According to (Belly, 2004), the inaccessibility of ICT

resources is not always merely due to the non-availability of the

hardware and software or other ICT materials within the school. It may be the result of

one of a number of factors such as poor resource organization, poor quality hardware,

inappropriate software, or lack of personal access for teachers (Belly, 2004).

The challenges related to the accessibility of new technologies for teachers are

widespread and differ from country to country ( Elle , 2006) European study found that

lack of access is the largest barrier and that different challenges to using ICT in teaching

were reported by teachers, for example a lack of computers and a lack of adequate

material. Similarly, found that in European schools there are some infrastructure barriers

such as broadband access not yet being available. They concluded that one third of

European schools still lack broadband Internet access. Pelgrum001) explored

practitioners' views from 26 countries on the main obstacles to ICT implementation in

schools. He concluded that four of the top ten barriers were related to the accessibility of

ICT. These barriers were insufficient unit of computers, insufficient peripherals,

insufficient numbers of copies of software, and I insufficient immediate Internet access.

To found that low numbers of computers, oldness or slowness of ICT systems, and

scarcity of educational software in the school were barriers to the successful ICT

implementation in Turkish schools. Similarly, found that having no access to the Internet

during the school day and lack of hardware were hampering technology integration in

Saudi schools. Recent research on Syrian schools indicated that insufficient computer

11
resources were one of the greatest impediments to technology integration in the

classroom.

There are several reasons why people lack access to technology, according to research

reports. Teachers grumbled about how challenging it was to always have access to

computers in Sicilia's research from 2005. When teachers wished to work on many

projects with pupils, they could not book computers for multiple times in a row since they

had to be reserved in advance, according to the author (p. 50). In other words, since most

ICT resources were shared by instructors, a teacher would not have access to them. (Lee,

2004) asserts that the lack of availability of ICT materials within the school does not

always result in the inaccessibility of ICT resources.

The difficulties of making new technology accessible to teachers are numerous and vary

from nation to nation. According to a study conducted in Europe by (Patrick, 2006).

Teachers reported a variety of difficulties with using ICT in the classroom, including a

lack of computers and insufficient instructional materials. Lack of access was found to be

the biggest obstacle. In a similar vein. (Vicente, 2007) discovered that certain

infrastructure hurdles, such as the lack of broadband connection, exist in European

schools. According to their findings, only one-third of European schools have access to

broadband Internet. Investigated 26 nations' practitioners perspectives on the key barriers

to ICT adoption in school.

12
 CHAPTER lll

Research Methodology

Research Design

This study utilized Descriptive Research Design. This research design is seeks to

accurately and methodically describe a population, situation, or phenomenon. A

descriptive research design can employ a wide range of research methods to investigate

one or more variables, Unlike in experimental research, the researcher does not control or

manipulate any of the variables, but only observes and measures them(Anthony,2001).

Descriptive Research Design is appropriate when the goal of the research is to identify

characteristics, frequencies, trends and categories (Brooks, 2002). It is useful when little

is known about the topic or the problem. Before you can investigate why something

occurs, you must first comprehend how, when, and where it occurs. Especially the

researchers used survey research design because, researchers can conduct research in a

variety of ways, but surveys have been shown to be one of the most effective and reliable

research methods. This Research design is appropriate on the present study, because

descriptive research design entails collecting data using quantitative research methods to

accurately describe a research problem. Descriptive Research Design is an acceptable

method for researching specific topics and as a prelude to more quantitative stud

13
stand the limitations, this type of study is an invaluable scientific tool. While the result

are always open to interpretation, there is no doubt that they are preferable to conducting

no research at all.

Sampling Procedure

Probability Sampling is a technique in which the researcher selects samples from a larger

population using a probability theory based method. A participant must be chosen at

random in order to be considered as a probability sample. The most important

requirement of probability sampling is that everyone in your population has an equal and

known chance of being chosen. Probability sampling employs statistical theory to select a

small group of people (sample) at random from a large population and then predict that

all their responses will match the overall population. Probability was developed in the

17th century. (Antoine, 1954) initiated and developed an interest in this field. The

concept "has evolved into one of the fundamental tools of statistics. The probability of a

given event is defined as its expected frequency of occurrence among events of a similar

sort (Garrett). The probability theory provides a methods for calculating the like hood of

various events occurring as a result of random event. Using probability sampling,

researchers can create a sample that truly representative of the population of interest in

real life.

The Respondent

The respondents are people who fill out a survey for researcher or provide data for the

research study. Below is the computation of the respondents that we need to give a

14
survey. The total respondents is 106, therefore 106 respondents are we need to give a

survey. For many years, the term “Respondents” has been used to describe a person who

participates in a market research project. However, as researchers and clients recognize

the value of a more collaborative interviewing relationship, the term “Participant “is

gradually replacing it. That is the research

subject is no longer viewed as a passive object to be studied, unaware of the research and

its objectives and simply responding, but as a valued partner in an exploratory process,

Formula; n=N/1+Ne²

Computation;

146/1+146(0.05)²

146/1+146(0.0025)

146/1+0.365

146/1.0365

=106

Instrument Used

This study used survey questionnaire in gathering the data .A survey questionnaire is a

type of research instrument that consists of a series of questions(or other types of

15
prompts)designed to collect information from respondent via survey or statistical

study .Research survey is a type of research design in which the primary method of data

collecting by survey .Surveys are used as a tool by researchers in this study design to gain

a better understanding of individual or group perspective on a specific concept or topic of

interest. A survey typically consists of a set of structured questions, each designed to

obtain a specific information. A survey can be conducted for a variety of reasons, but one

thing that surveys and online forms.

The researcher used this instrument because it provide a quick, efficient, and low-cost

way to collect large amounts of information from large sample volumes. These

instruments are especially useful for assessing subject

behavior, preferences, intentions, attitudes and opinions. Researcher can obtain

quantitative data by using open and close research questions, resulting in more

comprehensive result.

Data Collection Method

First we make a questions that connected in our statement of the problem (sop) for our

survey. Then we checked it to our research teacher, Sir Racal and he noticed that have a

question that we need to revised, and after we revised, We proceed to our respondents,

and to know how many respondents we need to give a survey, We used a Slovin formula

of where in this formula help us to identify the total of our respondents, and after

computation using the slovin formula, We already knew the total of respondent we giving

a survey, Finally we proceed on the last part, The Respondent where in this part is the

16
computations of how many respondent we need to give a survey by using slovin' s

formula.

Statistical Treatment of Data

These are the formula's we were used in our research, Percentage and Mean.

p=f/Nx100

Where P-Percentage f-frequency N-Population

Percentage

A percentage is a number or ratio expressed as a fraction of 100.A percentage is

calculated by deviding a number by 100 and multiplying it by the whole.

Mean

The sum of a set of numbers devided by the number of items in the set. When the

comparing different sets of data, the mean can be an effective tool, However, this method

may be hampered by the impact of extreme values.

Usually a percentage or mean, is always used to answer research questions. When it is

important to know how many of the participants gave a specific answer, a percentage is

appropriate when the responses have discrete categories, a percentage is usually reported.

When the data discrete categories, frequencies are sometimes reported as well. However,

percentages are easier to comprehend than frequencies because they can be interpreted as

follows.

17
When it is important to understand the typical response of all participants, the mean is

reported. When the responses are continuous, the mean is usually reported. The means

that the data contains number that continue indefinitely.

18
 CHAPTER IV

PRESENTATION, INTERPRETATION

AND ANALYSIS OF DATA

This chapter presents a table of means and interpretations for each question derived from

the statement of the problem.

Table 1

The Perceived Effects of Lack of Tools and Computers as experienced of Computer

Systems Servicing Students.

QUESTION Mean interpretation

1. I had experienced a negative effect of lack of tools and 2.87 Agree

computers to our performance.

2. I had experienced that having lack of tools and computers 3.22 Agree

is the one of the hardest things to work or to perform.

3.1 I had experienced to have a low confident to perform 2.99 Agree

because of having negative effect of lack of tools and

computers.

4.I had experienced that how difficult of having lack of tools 3.08 Agree

and computers affected to our performance.

19
Table 1 in question number 2 is about the effect of having lack of tools and computers

that is the one of the hardest things to work or to perform got the highest mean of 3.22

and its interpretation is agree, while the question in number 3 is about experienced of

having lack of tools got the lowest mean of 2.82 and its interpretation is also agree.

This table is about the experiences of the respondent about the lack of tools to the

performance and its mean is 2.87, there interpretation is agreed, because most students

they experience a lack of tools and computers to their performance, the second is having

lack of tools and computers is the one of the hardest things to work or to perform and it

mean is 3.22 and their interpretation is agreed, because most of them are having or

experienced it to their performance, the third question is about experienced to have a low

confident to performed because of having negative effect of lack of tools and computers

the mean is 2.99 and their interpretation is agree because due the lack of tools, the

confidence and expectation had been lower and dropped, the last question is about

experienced that how difficult of having lack of tools affected to our performance, its

mean shows 3.08,then its interpretation is agree, because some students encountered how

difficult to perform due to lack of tools.

According Kaia, (2001), in addition to the direct impact on productivity, a lack of tools

has an impact on employee morale that should not be overlooked, It is very frustrating

when employees try to do their jobs with pride and dedications but are hampered by lack

of tools. This can cause the students of computer system servicing to lost interest in their

performance, resulting in less energy to compute the task.

20
 Table 2

The Perceived Outcome of Lack of Tools and Computers .

Question Mean Interpretation

1. I can perform well even my tools is incomplete. 2.68 Agree

2..I can do anything even lack of tools and computer. 2.72 Agree

3. I had experienced a bad outcome to our performance 2.93 Agree

because of having lack of tools and computers.

4. I had experienced to have a good outcome in our 3.06 Agree

performance, even we have lack of tools and computer.

5. Lacking of tools and computers can affect the outcome. 3.06 Agree

The table above presented the summary of data that we collected from the respondent's

answers within the given survey questioner.

The data with a highest mean got a total of 3.33 which is number 5, while the data with

the lowest mean got 2.68 which is number 1, These data define that the table 2 got the

highest mean with scale of 3.33 which shows that most of respondents agreed with the

given question. While the lowest mean got a total scale of 2.68, which shows that those

students agreed with the given question, this means that most of computer system

servicing students affected the possible outcome of their performances by lacking of

21
tools, it means that students need complete tools to perform their activities well and

efficiently to have a good outcome. The lowest mean we got from the given question

which is number 1 with the total of 2.68 of computer system servicing students and

perform well even their tools is incomplete, it means that not all students have the ability

to perform activity even the tools is incomplete.

A website AE “Anonymous Employee” (2012) asserts that a lack of tools at work equates

to a lack of results. If there is one thing that is clear in the modern business environment,

it is the lack of tools at work results in inefficiencies, subpar output, and sometimes even

injury. Every task requires a distinct set of tools, from computers to heavy machinery to

items design for a particular task. No matter how talented an individual may be, if there

aren't the right tools available, they won't be able to perform to their maximum potential.

Avoiding a tool shortage among students motivates them to work efficiently and

systematically, making the greatest use of their skills and using the techniques they

believe when help them succeed the biggest effect. Beyond the immediate effects on

production, it is important to consider the effects on student morale as well. It is really

upsetting when children are trying to work on their activity with pride and determination

but are hindered by a lack of resources. Due to a loss of enthusiasm for their work, team

members may experience this and have less energy to complete the task at hand. They

will continue work, without a doubt, but they won't be as motivated as usual because they

constantly feel constrained. These arguments make it obvious that any problem involving

a lack of tools should be promptly fixed by changing the thing (or buying it in the first

instance). To avoid ever having a shortage of tools, a mechanism should be put in place

to keep corporate buyers informed of any products that need to be added or replaced. 

22
 CHAPTER V

Summary of Findings, Conclusions and Recommendations

In this research used descriptive research design, sampling procedure using probability

sampling, instrument used in gathering data, and the respondents who provide data for

the research study.

Summary of Findings

After the interpreting the data, the researchers come up with the following findings:

1. What are the perceived effects of lack of tools and computers as experienced of

computer systems servicing students?

The perceived effect of lack of tools and computers as experienced of computer systems

servicing students are having low grades because of the hardest things to work or to

perform (3.22), experienced that how difficult of having lack of tools affected to their

performance (3.08), and to experience to have lack of tools and computers.

2. What are the perceived outcome of lack of tools and computers?

The perceived outcome of lack of tools and computers are having a bad outcome because

of lack of tools (3.33), some students have a good outcome even they have a lack of tools

(3.06), and some of the respondents can perform well even their tools is incomplete

(2.68).

23
Conclusions

Based from the findings of the study, the following conclusions were draw:

1. Many of the respondents agree that having lack of tools and computers is one of the

hardest things to work or to perform, some students is agree that based on their

experienced that how difficult of having lack of tools and computers affected in their

performance, and some of the respondent who agree that one of the effect of having lack

of tools and computers is to have a low confident to perform.

2. Many respondents agree that having lack of tools and computers can affect the

outcome of their performance, some of them experienced to have a good outcome even

they have a lack of tools and computers, and some of respondents is also agree that they

can perform well even they have not enough tools and computers.

Recommendation

1. We recommended that students to have a complete tools and computers for their

performance as a computer systems servicing.

2. We recommended the teacher to boost the confident of their students in every

performance.

3. We recommended the future researchers to avoid jargon and unnecessary words. Make

your title statement.

24
 References

Adams, R., & Wu, M. (Eds.) (2002), Program for International Student Assessment

(PISA). PISA 2000 technical report. Paris, France: Organization for Economic

Cooperation and Development.

Angrist, J., & Lavy, V. (2002). New evidence on classroom computers and pupil

learning. TheEconomic Journal, 112, 735-765. doi: 10.1111/1468-0297.00068

A. Méndez-Vilas, A. Solano Martín, J.A. Mesa González & J. Mesa González (Eds.),

Research,Reflections and Innovations in Integrating ICT in Education (pp. 1291-1295).

Retrieved frohttp://www.formatex.org/micte2009/book/1291-1295.pdf

Becker, H. J. (2000), Who's wired and who's not: Children's access to and use of

computertechnology. The Future of Children: Children and Computer

Technology,10/2),4475Retrievedhttp://futureofchildren.org/futureofchildren/

publications/docs/10_02_02.pdf Di, S. L., & Singh, K. (2002). Applications of social

capital in educational literature: A critical synthesis. Review of Educational Research,

72(1), 31-60. Do: 10.3102/00346543072001031Fuchs, T., & Wo L. (2004). Computers

and student learning: Bivariate and multivariate evidence on the availability and use of

computers at home and at school.Celso Working Paper Series (No.1321). Munich,

Germany: Ifo Institute for Economic Research

Gil-Flores, J. (2009). Computer use and students' academic achievement. In A. Méndez-

Vilas, A.Solano Martin, J.A. Mesa González & J. Mesa González (Eds.), Research,

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Reflections and Innovations in Integrating ICT in Education (pp. 1235-1512), Badajoz:

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26
 ACKNOWLEDGEMENT

This work would not have been possible without the assistance of the following

individuals;

First and foremost, We would like to express our heartfelt gratitude to our teacher

Mr. Jay Ar N. Racal, Our teacher in Practical Research 2, for his unwavering support,

patience, motivation, enthusiasm and vast knowledge.

Apart from our teacher, we would like to express our sincere gratitude to the

following people; Ms. Cheska Lei A. Sabando for giving our permission, Ms. Charo

Nepumoceno as our advisory to giving a time to do our research, and also we'd like to

thank the respondents for allowing us to survey them about this study. They become an

important part of this research.

We cannot complete this research without them. We would also like to thank our

panelist for analyzing and reviewing our research.

Finally we thank God for providing us with strength and knowledge to conduct and

present this research paper.

-The researcher
 TABLE OF CONTENTS

PAGES APPROVAL SHEET …………………………………………………… ii

ACKNOWLEDGEMENT ………………………………………………………… iii

TABLE OF CONTENTS ……………………………………………………………iv

Chapter

1. THE PROBLEM AND ITS BACKGROUND

Background of the study…………………………………………………… 1

Theoretical Framework………………………………………………………2

Statement of the Problem…………………………………………………… 3

Objectives of the Study……………………………………………………… 4

Scope and Limitations……………………………………………………… 5

Definition of Terms………………………………………………………… 5

2. REVIEW OF RELATED LITERATURE AND STUDIES

3. RESEARCH METHODOLOGY

Research Design …………………………………………………………… 17

Sampling Procedure ……………………………………………………… 18

The Respondents …………………………………………………………… 19

Instrument Used…………………………………………………………… 20

Data Collection Method …….……………………………………………… 20

Statistical Treatment of Data ……………………………………………….21

4. PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA

Table 2 ………………………………………………………………………..24

Table 3………………………………………………………………………...25

5. SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATION

Summary of Findings ………………………………………………………. 31

Conclusions …………………………………………………………………..32

Recommendation …………………………………………………………….33

References …………………………………………………………………………..35
 THE PERCEIVED EFFECTS OF LACK OF TOOLS AND

COMPUTERS TO THE PERFROMANCE AS EXPERIENCE BY

SELECTED ON COMPUTER SYSTEMS SERVICING STUDENTS OF

AMAYA SCHOOL OF HOME INDUSTRIE S.Y 2022-202

This paper entitled The Perceived Effect of Lack of Tools and Computers to the

Performance as experience by Selected on Computer System Servicing student of

Amaya School Home Industries SY. 2022-2023 prepared and submitted by Araneta,

Jolly, Baculod, Jeremy, Quisay, David, Talisic Rosemarie,Centino, Maria Carrieza,

Sumaylo, Clarissa, Morada, Patrica, Alarca, Cyrille, impartial fulfillment of the

repairmen for the subject Practical Research II has been examined and is recommended,

for acceptance and approve for ORAL EXAMINATION.

PANEL OF EXAMINIST

Approved by the committee or ORAL EXAMINATION with the grade of___%. 

  _______________ _____________

JAYMAR PAREJA MARY ANN GUBAN

Acceptance and approved in Partial Fulfillment of the Requirements for the course

Practical Research II. 

  ______________ 

JAY- AR N. RACAL

                                                                                   Teacher, Practical Research  

THE PERFROMANCE AS EXPERIENCE BY SELECTED ON COMPUTER

SYSTEMS SERVICING STUDENTS OF AMAYA SCHOOL OF HOME

INDUSTRIE S.Y 2022-202

A Research Paper Presented To

Senior High School Faculty

Amaya School of Home Industries

In Partial Fulfillment

Of the Requirements for the

Course Practical Reasearch II

Submitted by:

Araneta, Jolly

Baculod, Jheremy

Quisay, David

Centino, Marrie Carrieza

Talisic, Rosemarie

Sumaylo, Clarissa

Morada, Patricia

Alarca, Cyrille

Grade 12- Nitrogen

Submitted to:

Mr. Jay-ar Racal