Measuring the Impact of Limited Computer Resources on the Hands-On Performance
and Technical Skills of Grade 12 Computer System Servicing Students at Amaya School
of Home Industries.
A Research Paper Presented to
Senior High School Faculty
Amaya School of Home Industries
In Partial Fullfilment of
The Requirements for the Course
Inquiries, Investigations, and Immersion
Submitted by:
Amiote, Andrei
Cañedo, Mark
Codillio, Prince
Erazo, Denmark
Espinosa, Kane Joseph
Estraña, Erich
Labuan, Angelo
Mañoso, Reyanthony
Santos, Gian
Grade 12-Marcos
Group 2
Submitted to:
Ma’am Ronalie D. Punzalan
Inquiries, Investigations, and Immersion Teacher
March 2025
CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
BACKGROUND OF THE STUDY
The integration of technology in education is widely recognized as essential for
student learning and skill development. However, access to computer resources remains a
challenge in many countries, including the Philippines. The 2019 Southeast Asia Primary
Learning Metrics (SEA-PLM) survey found that while over 75% of primary schools had
computers, only 22% of students had access to them for learning activities. Similarly, the
2023 Global Education Monitoring (GEM) Report by UNESCO highlighted the Philippines
as a country with positive administrator attitudes toward technology integration but noted that
most students still lack access to computers for education.
At Amaya School of Home Industries, the Computer System Servicing (CSS) course
is designed to equip students with technical skills necessary for careers in IT and technical
support. However, a shortage of computer resources limits hands-on training, affecting
students' ability to develop practical competencies. Despite studies emphasizing the role of
technology in education, there is limited research specifically examining how resource
shortages impact hands-on performance and technical skill acquisition in vocational courses
like CSS in the Philippines.
This study aims to measure the impact of limited computer resources on the hands-on
performance and technical skills of Grade 12 CSS students at Amaya School of Home
Industries. It seeks to determine how inadequate access to computers affects skill acquisition,
assess its impact on student performance, and provide insights to improve resource allocation
in vocational education. By addressing this issue, the study contributes to enhancing the
effectiveness of technical education programs in the Philippines.
STATEMENT OF THE PROBLEM
This study aims to measure the effects of this resource limitation on student
capabilities, identify challenges they face due to restricted access, and explore possible
interventions to improve the quality of technical education. This issue negatively impacts
their hands-on performance and technical skill development, which are crucial for mastering
computer system servicing. The limited availability of computers may prevent Grade 12 CSS
students from fully developing their technical skills, which are essential for both academic
success and future career opportunities.
1. What are the demographic information of the student?
A. Age
B. Section
C. Gender
D. TVL-CSS Teacher
2. What percentage of students report that limited computer access affects their ability to
complete practical assignments?
3. How frequently do students experience difficulty in completing hands-on activities due to
limited access to computers?
4. What is the average academic performance of students with frequent computer access
compared to those with limited access?
SIGNIFICANCE OF THE STUDY
This study is essential in understanding how the lack of computer resources impacts the hands-on
performance and technical skills of Grade 12 Computer System Servicing (CSS) students at Amaya
School of Home Industries. The findings of this research will benefit the following:
Students. The research directly impacts students by identifying the challenges they
face due to limited resources. By identifying how this shortage affects their hands-on training
and technical skill development, the study aims to advocate for better resource allocation,
ultimately improving their learning experience and preparedness for future careers.
Parents. Parents will gain insights into the quality of computer system servicing
education their children receive. Understanding the impact of resource limitations will enable
them to support their children’s learning and engage in discussions about potential
improvements in the school’s facilities.
TVL Heads and School Administrators. The study provides valuable insights for
Technical-Vocational-Livelihood (TVL) program heads, school administrators, and other
authorized personnel regarding the current state of computer resources in the CSS program.
By understanding the challenges faced by students and teachers, they can make informed
decisions on resource allocation, curriculum adjustments, and policy improvements to
enhance the quality of technical education.
Future Researchers. This study serves as a foundation for future research on the
effects of limited technological resources in vocational education. Future studies may
replicate this research in other schools, expand the scope to assess long-term effects on
students' career paths and earning potential, or explore alternative solutions to improve
hands-on training in resource-limited environments.
Conceptual Framework
This study investigates how limited computer resources impact the hands-on
performance and technical skills of Grade 12 Computer System Servicing (CSS) students at
Amaya School of Home Industries. The conceptual framework presents the relationship
between independent, dependent, mediating, and moderating variables.
Independent Variable Dependent Variable
Limited Computer Resources Hands-On Performance &
(Number of Available Computers Technical Skills
for Training, Access Time,) (Practical assessments,
competency tests, performance
tasks, networking skills)
SCOPE AND LIMITATION
This study focuses on measuring the impact of limited computer resources on the
hands-on performance and technical skills of Grade 12 Computer System Servicing (CSS)
students at Amaya School of Home Industries. It aims to evaluate how the accessibility of the
computers and other related hardware affects students learning experiences, proficiency in
troubleshooting, and overall skill development in their Technical-Vocational-Livelihood
(TVL) track.
However, This research focuses only on the availability of the computer hardware and
doesn’t include factors like software limitations, software development, internet connectivity
and system vulnerability. This study has certain limitations such as it only covers 118 Grade
12 CSS students at Amaya School of Home Industries and does not cover other grade levels
or strands.
By identifying these factors, this study aims to provide insights into the challenges
posed by limited computer resources and suggest possible solutions to enhance hands-on
learning in the CSS curriculum.
DEFINITION OF TERMS
Computer Resources – Refers to the availability, accessibility, and quality of
computer units, hardware components, software programs, and internet connectivity provided
for the Computer System Servicing (CSS) students.
Hands-On Performance – The ability of students to apply theoretical knowledge
through practical tasks, including assembling, troubleshooting, and maintaining computer
systems. This is measured through performance tasks, practical assessments, and competency
tests.
Technical Skills – The specific skills required in computer system servicing,
including hardware diagnostics, software installation, troubleshooting techniques, and
networking fundamentals.
Limited Computer Resources – A situation where the number of available
computers, access hours, or the quality of hardware and software is insufficient to meet the
students' training needs.
Grade 12 CSS Students – Refers to senior high school students enrolled in the
Computer System Servicing (CSS) program at Amaya School of Home Industries during the
academic year 2024-2025.
Competency Tests – Standardized practical exams used to assess students'
proficiency in computer system servicing tasks.
Computer Resources – The distribution of computers, computer laboratory,
equipment, and tools provided by the school administration to support student learning.
Technical-Vocational-Livelihood (TVL) Heads – School officials responsible for
overseeing the TVL programs, including the CSS track, ensuring proper curriculum
implementation and resource management.
CHAPTER 2
REVIEW OF LITERATED LITERATURE
