1

ACHIEVING SKILL PROFICIENCY IN STRENGTHENING TECHNICAL-

VOCATIONAL EDUCATION PROGRAM (STVEP)-TECHNICAL DRAWING

A Thesis
Presented to
GRADUATE SCHOOL
CEBU TECHNOLOGICAL UNIVERSITY
Main Campus, M.J. Cuenco corner R. Palma Streets
Cebu City, Philippines 6000

In Partial Fulfillment
Of the Requirements for the Degree

MASTER OF ARTS IN VOCATIONAL EDUCATION

DOMENIC T. SANCHEZ
March 2016
 2

APPROVAL SHEET
This Thesis entitled, “ACHIEVING PROFICIENCY IN STRENGTHENING
TECHNICAL-VOCATIONAL EDUCATION PROGRAM (STVEP)-TECHNICAL
DRAWING” prepared and submitted by DOMENIC TANILON SANCHEZ, in partial
fulfillment of the requirements for the degree of Master of Arts in Vocational
Education has been examined and is recommended for Oral Examination.

THESIS ADVISORY COMMITTEE

ROSEIN A. ANCHETA, JR., C.E., D.M., Ph.D.

Chairman

JUANITO F. PAULO JR., M.Ed. CELBERT M. HIMANG, Ph.D.TM

Adviser Member

WILMA C. GIANGO, Ph.D.TM MARDE T. PONCE, Ph.D. TM

Member Member

ADORA A. VILLAGANAS, Ph.D.TM REBECCA DC. MANALASTAS, Ph.D.TM

Member Member
PERLA N. TENERIFE, Ed. D.
Censor

______________________________________________________________________
Approved by the Committee on Oral Examination with the grade of PASSED

PANEL OF EXAMINERS

ROSEIN A. ANCHETA, JR., C.E., D.M., Ph.D.

Chairman

JUANITO F. PAULO JR., M.Ed. CELBERT M. HIMANG, Ph.D.TM

Adviser Statistician

WILMA C. GIANGO, Ph.D. TM MARDE T. PONCE, Ph.D. TM

Member Member

ADORA A. VILLAGANAS, Ph.D.TM REBECCA DC. MANALASTAS, Ph.D.TM

Member Member
PERLA N. TENERIFE, Ed. D
Censor
ACCEPTED AND APPROVED in partial fulfillment of the requirements for the degree of
Master of Arts in Vocational Education.

Comprehensive Examination : Passed

Date of Oral Examination : March 9, 2016

REBECCA DC MANALASTAS, Ph.D. TM

Dean, Graduate Studies
 3

THESIS ABSTRACT

ACHIEVING PROFICIENCY IN STRENGTHENING TECHNICAL-VOCATIONAL

EDUCATION PROGRAM (STVEP)-TECHNICAL DRAWING

Domenic T. Sanchez (researcher)

domzsan76@gmail.com
Cebu Technological University – Main Campus

Juanito F. Paulo, Jr. ,M.Ed (adviser)

jun_paulojr61@yahoo.com
Cebu Technological University – Main Campus

Keywords: Vocational Education Supervision; Skills Proficiency in Technical

Drawing; Cebu City, Philippines.

The primary purpose of this study was to analyze the interrelationship of

Grade 9 students’ competence, their interest, and instructional environment of
STVEP (Strengthen Technical-Vocational Education Program) in technical drawing
at Naga National High School, City of Naga during Academic Year 2015-2016, basis
for a training guide. It was intended to help the teacher facilitate classes, maintain
the high quality of instruction, and the confidence to carry out the learning objectives
of technical drawing subject despite issues and concern that were beyond his
control. The main research instrument for this study was the adapted close-type
questionnaire. Findings of this study revealed that most of the respondents were
female who performed well than male in freehand drawing. The final grades revealed
that majority of the respondents had higher final grades in technical drawing.
Therefore, the high final grades indicated to be directly in proportion with the
respondents perception on the levels of performance and interest on competencies
in technical drawing. The teacher’s instructional effectiveness was perceived by the
students respondents as highly effective. Technical drawing facilities/equipments,
tools and materials were perceived as very adequate. As recommended, the
teacher must continue his professional advancement and research. The Schools
Division Superintendent and School Administrator should collaborate at improving
the technical drawing facilities/equipment. Mitigate the effect of issues and concerns
through strong collaborative implementation of school rules and regulations to
discipline students. It is, therefore, proposed that training guide must be adopted to
specifically deliver the quality instruction to students in technical drawing, whose
time, resources, learning and focus are compromised due to scarcity of qualified
teachers and other constraints which affected the learning process in general.

Program : Master of Arts in Vocational Education

Research Started : October 2015
Research Completed : March 2016
 4

ACKNOWLEDGMENT

The journey of this undertaking has just commenced, the quest for

learning is infinite and for sure along the way obstacles of any sort may challenge

us to never lose sense of direction to keep going and finally, the fruits of

endeavor and persistence is at hand. Great appreciation to an accomplishment

will be truly meaningful as we look back to our beginnings with the wonderful

people who had brought us inspiration, lessons and insights in life, therefore, it is

just appropriate and befitting to acknowledge them. The researcher sincerely

expresses his debt of gratitude and appreciations to all the individuals who, in

one way or another, have contributed in the realization of this thesis.

Dr. Rosein A. Ancheta, University President for allowing the researcher to

conduct his study;

Dr. Senen P. Paulin, Schools Division Superintendent, and Mrs. Florentina

R. Abella OIC-Principal for their kind permission to conduct his study, specifically

at Naga National High School;

Mr. Juanito F. Paulo, Jr. his former adviser during college days and still

his adviser in this academic undertaking, for the all out support, valuable time,

encouragement, guidance, suggestions and sharing;

Members of the Thesis Advisory Committee: Dr. Rebecca DC.

Manalastas, Dr. Wilma C. Giango, Dr. Adora A. Villaganas, Dr. Marde T. Ponce,

Dr. Perla N. Tenerife and Dr. Celbert M. Himang, for sharing their intelligent

critique and expertise, and motivated the researcher to pursue his study;
 5

Mr. Jay Cagas, a very special friend from Tagbilaran City, Bohol who

never hesitated to extend his help;

Mr. Conrado Dejarme, Mr. Lorenzo Dolorzo, Mr. Simon Cereño, and Mr.

Jerlan Alferez for the words of encouragement and true friendship;

Ma’am Veliganio, Ma’am Cañazares, and Ma’am Suarez for helping

facilitate the fielding of questionnaires to their respective classes;

Grade 9 STVEP Student Respondents, for their cooperation in providing

the necessary data utilized in this study;

And most of all, to Jesus Christ the Lord Almighty, for the good health,

wisdom, strength, determination, perseverance, courage, sense of direction,

enlightenment, financial blessing and peace of mind since day one until finally

he etched the last spark of idea in the completion of this thesis;

Success is the sum of all tiny efforts consistently repeated.

Sincerest Thanks to you all!

“I have fought the good fight, I have finished the course, I have kept the faith.”

2 Tim. 4:7

To God be the Glory!

 6

DEDICATION

To
The Almighty Merciful and Loving God, Jesus Christ,

thank you for the gift of life. Your infinite grace, love and compassion give me strength,

wisdom, sense of focus, self-discipline and serenity. I owe You the accomplishment of

this thesis;

My pretty and ever loving wife, Maria Ida De la Torre Sanchez, the apple of my eyes.

Words may not be enough to appreciate all the things that we have shared, through thick

and thin, you were always there for me. Thank you for the unconditional love; moral,

spiritual, and financial support; trust and confidence; and companionship;

My supportive children, Rafael and Ma. Theresa.

The reason I am holding on to what is right and virtuous . You are truly my source of

hope and inspiration;

My mother, Luisa Sanchez. I owe you my life, thank you for your prayers and constant

guidance;

My sister, Eileen Sanchez, for her presence and assistance;

My NagaNHS Arnis Team family who never stop believing and pursuing in the ART OF

ARNIS, Keep the Faith! Pugay Po!;

And, the students of Naga National High School STVEP to whom this work is intended.
 7

TABLE OF CONTENTS

Page
TITLE PAGE ……………………………………………………………………..………i
APPROVAL SHEET……………………………………………………………….……ii
ABSTRACT……………………………………………………………………………...iii
ACKNOWLEDGMENT…………………………………………………………………iv
DEDICATION………………………………………………………………………..….vi
TABLE OF CONTENTS……………………………………………………………….vii
LIST OF TABLES…………………………………………………………………….....x
LIST OF FIGURES…………………………………………………………..…………xi

Chapter 1 THE PROBLEM AND ITS SCOPE……………………………………1

INTRODUCTION………………………………………...……………...1
Rationale of the Study…………………………..………………1
Theoretical Background……….………………………………..3
Statement of the Problem……………………..………..…….10
Hypotheses………….………………………………………….11
Significance of the Study…………….………………………..11
THE RESEARCH METHODOLOGY………….……………………..13
Flow of the study…………….…………………………………11
Environment…………………..….…………………………….15
Respondents………………….………………………………..17
Instruments……………………………………………….. …...17
Procedure of Data Gathering……….…………….………….18
Scoring Procedure…………………………………………..…19
Data Analysis…………………………………………………. 19
DEFINITION OF TERMS…………………..…………………………22
 8

Chapter 2 PRESENTATION, DATA ANALYSIS AND

INTERPRETATION……………………………………………...……26
PROFILE OF THE RESPONDENTS……………………….……….27
Age and Gender………………..…………….………………..27
Final Grade in Technical Drawing……………………………28
Parents Highest Educational Attainment…..………………..29
Parents Occupation………………………….……………….31
Combined Monthly Family Income…………………………..33
STUDENTS PERFORMANCE IN
TECHNICAL DRAWING COMPETENCIES…..........................35
Mensuration…………………………………………………….36
Freehand Drawing………….…….…………………..............37
Lettering………………..……………………………………….38
Construct of Geometrical Figures………….………………...39
Orthographic Projection……………………………………….41
Construct Pictorial Drawing…………………………………..43
Teacher’s Instructional Effectiveness……………………….46
AVAILABILITY OF TECHNICAL DRAWING
FACILITIES/EQUIPMENT,
TOOLS AND MATERIALS……………..……….……….…………...49

STUDENTS’ LEVEL OF INTEREST ON COMPETENCIES

IN TECHNICAL DRAWING …………………...….………………….51

RESULT ON SIGNIFICANT RELATIONSHIP BETWEEN

STUDENTS’ PERCEPTION ON COMPETENCE IN
TECHNICAL DRAWING AND
THE IDENTIFIED PROFILE VARIABLES…………………………..53

ISSUES AND CONCERNS ENCOUNTERED

IN TECHNICAL DRAWING………………………………………..…55
 9

Chapter 3 SUMMARY, FINDINGS, CONCLUSION &

RECOMMENDATION..........................................................................59

SUMMARY……………………………………………………………..59

FINDINGS………………..…………………………………………….60

CONCLUSION…………………….…………………………………...64

RECOMMENDATION...……………………………………………….64

SUGGESTIONS FOR FURTHER STUDIES…..………...…………64

Chapter 4 OUTPUT OF THE STUDY…………………………………..……..65

BIBLIOGRAPHY……………………………………………….……….……………...84

APPENDICES………………………………………………….……….……………...87
A: Letter of Request………..……..……………….……….………....88
B: Questionnaires for Students……………...…….….……………...89

CURRICULUM VITAE…………………………..…………………….……………..103
 10

LIST OF TABLES

Table Page

1 Distribution of Respondents…………………………..………………………17

2 Age and Gender…………………………….…………………………...…….27

3 Final Grade in Technical Drawing 2…………………………………………28

4 Parents’ Highest Educational Attainment…………………………………...29

5 Parents’ Occupation…………………………..……………………………….31

6 Combined Monthly Family Income……………….………………………….34

7 Mensuration…………………………………………..………………………..36

8 Freehand Drawing……………………………………………………………..37

9 Lettering……………………………….…………………..……………………39

10 Construct of Geometrical Figures……………………………….…………...41

11 Orthographic Projection……………………..………………………………..43

12 Construct Pictorial Drawing……...…………………………………………..45

13 Teacher’s Instructional Effectiveness………………………………………..46

14 Technical Drawing Facilities/Equipment, Tools and Materials…………..49

15 Level of Interest on Competencies in Technical Drawing……………......51

16 Result on the Test of Significant Relationship Between

Students’ perception on Competence in Technical Drawing

and the Identified Profile Variables……………………….………………….53
17 Issues and Concerns Encountered in Technical Drawing…..………….…56
 11

LIST OF FIGURES

Figure Page

1 Theoretical Framework………………………………………………..………4

2 Flow of the Study……………………………………….………………….....14

3 Location Map…………………………………………………..……………...
 12

Chapter 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale of the Study

A picture means a thousand and one meanings. This is indeed true when

it comes to the description and functionality of drawing. Drawing has become part

of humanity since time immemorial. Man learned to express his thoughts, ideas,

and feelings not only through verbal but also in terms of manual sketching.

Nature is the mother of art, from which man referred his skill in drawing.

German A. Manaois in his book entitled “Drafting Volume 1 cites that“ Art is

something made out of man’s ingenuity that affects others through its meaning,

beauty and essence. Drawing, in its aesthetic nature is a, form of art.

Archaeological discoveries proved several ancient natural and man-made

structures like caves, pyramids and temples to have contained sophisticated

writings, carvings and clear characterization of the once rich powerful cultures

preserved through drawing. It helped us understand and develop our own

modern culture and the catalyst of change is evident from technology to life.

Concept translated to drawing and becomes something useful to humanity.

Drawing has been an integral course in various fields that proves man’s

ingenuity and artistry. A working drawing eventually contributes to the final

design, manufacturing and mass production of certain useful articles.

From the erection of many big structures to the smallest items that men

had thought of and made for, enjoyed and utilized in whatever pursuit they had
 13

in mind, basically, these were all just started with necessity, then concept turned

into drawing. Necessity is the mother of all inventions justified by drawing.

The Naga National High School, in line with the K-12 Educational Program

of the Department of Education (DepEd) in collaboration with Technical

Education and Skills Development Authority (TESDA), anchored its Mission and

Vision in educating the youth through the Technical Vocational Curriculum. The

K-12 Basic Education Program aims to cater sufficient time for mastery of

knowledge and skills, developing lifelong learners and prepare graduates for

college education, middle-level skills development, employment and

entrepreneurship. Provides quality basic education that is fairly available to all

and strengthen the foundation of lifelong learning and service for the common

good. Its objectives, structure, and content are in consonance with the 1987

constitution of the Philippines, the Education Act of 1982, and the Governance of

Basic Education Act of 2001. Moreover, the K-12 program promotes the

acquisition of technical skills, in which the graduates who may not be able to

pursue their college education can still find gainful employment through skills in

several technologies attested by National Certificate Level 2 (NC II) after passing

the TESDA assessment.

As the Strengthen Technical Vocational Education Program (STVEP)

requires the students to take up the Technical Vocational Education (TVE)

subject that offers the following industrial technologies such as welding, basic

electricity, carpentry and garments technology, the drawing skills of the students

must be developed and enhanced with the principle of learning by doing.

 14

Technical Drawing (TD ) is a subject of STVEP under K-12 Educational

Program of the Department of Education. It is a requirement for Grade 7 and 8

students. Designed to enhance their knowledge, desirable attitudes, and skills in

preparation to meet industrial standards. It covers core competencies such as

freehand drawing, lettering, mensuration, construct geometrical figures,

orthographic projection, and construct pictorial drawing.

The core competencies for Grade 7 are linked first to the development of

the students understanding to fundamentals of measuring. Systems of

Measurement are integrated as they learn to identify the basic units of measure

in Metric and English Systems of measurement and thereby practice its

application in other competencies such as freehand drawing , lettering and

constructing geometrical figures.

When the students have complied with the basic skills and academic

requirement in TD 1, they are now ready for the Technical Drawing 2. This is

intended to have continuity of the acquisition of knowledge and skills previously

learned. A brief recall through pre-assessment activities shall be given to

students to reinforce measuring, lettering and analytical skills. Core

competencies such as orthographic projection and the construct of pictorial

drawing complete the Technical Drawing 1 and 2 for Grade 7 and 8 levels.

Theoretical Background

This study has been supported by legal bases, theories and concepts as

illustrated.
 15

Article XIV, sec. 1

Theories of Learning: of Phil.
Constitution
DISCOVERY LEARNING
DEPED
EXPERIENTIAL K-12 PROGRAM
LEARNING
TESDA
MASTERY LEARNING
R.A. 1994

SKILL
PROFICIENCY IN
STVEP
TECHNICAL
DRAWING

TRAINING
GUIDE

Figure 1

Theoretical Framework
 16

Section 1 of Article XIV of the 1987 Philippine Constitution cites that “The

State shall protect and promote the right of all citizens to quality education at all

levels and shall take appropriate steps to make such education accessible to all”.

Furthermore, Section 5 mentions that “the State shall establish, maintain, and

support a complete, adequate, and integrated system of education aimed to

develop moral character, personal discipline, civic conscience, and vocational

efficiency”. The Technical Education and Skills Development Authority (TESDA)

is in charge of technological vocational education in the Philippines. It was

established by RA 1994 to mobilize private industry, labor, local government

units and technological-vocational institutions in the skills development of the

country’s human resources. Its tasks include the integration of skills

development programs, the restructuring of efforts to develop middle-level

manpower, and development of an accreditation system for institutions involved

in technical education. TESDA’s overall mandate is to formulate manpower and

skills plans, set appropriate skills standards and tests, and coordinate and

monitor manpower policies and programs.

TESDA and DepEd collaborate in response to the mandate of the

government to promote education to all, hence the K-12 program becomes

springboard of change to the educational thrust of the Philippines. Educate,

expose, and train Filipino youth to gain literacy; and the acquisition of necessary

knowledge, skills and work habits and become functional, helpful and competitive

citizens in the country as they partake into different sectors of our economy. This
 17

standpoint and other relative learning fundamentals were being synthesized in

support of this study.

Aventuna (2013) emphasized that if students were not offered the chance

to experience and develop their manual skills, as adults, there is possibility that

they would be deprived of their enormous use of them because manual skills

enhance the motor skills of the brain, rather than just reverse. This is true

according to Prosser who postulated the importance of Repetitive Training which

is the sixth theory of vocational education. It states that “Vocational education

will be effective in proportion as the specific training experience for forming right

habits of doing and thinking are repeated to the point that these habits become

fixed to the degree necessary for gainful employment.” It must be stressed that

the fundamental theory of vocational education is habit psychology. The set of

habits as outcome of repetitive experience may not be of use unless it is turned

into a form of skill. In fact the more repetitions made on the job or operation, the

more efficient the production carried on. Therefore, drawing as a necessary and

requirement skill to any trade must not be haphazardly taught by the teacher.

Time element is an essential for a slow but surely development of such a skill.

The students must be given enough time to understand, believe and master his

drawing skills.

Butler (2000) stressed the philosophy of “Mastery Learning” that with

practice, the slow learners will become faster learners and the gap of individual

differences will vanish as emphasized by Bloom. Mastery learning as “a set of

group-based, individualized teaching-learning strategy is based on the premise

 18

that students will achieve high level of understanding according to learning

domains if they are given enough time employing instructional strategies so that

they can achieve the same level of learning”. In addition, “the importance of time

element requirement for a learner to achieve mastery in a specific subject may

address the following factors: the student's understanding of the lessons;

comprehension, verbal and manual abilities; the quality of instruction may vary;

and the quality of the help to be provided based on the degree of learning

outcome”, according to Bloom.

Clark & White (2010) pointed out that "a quality university business

education program must include an experiential learning component" They have

claimed that students must possess necessary skills to attain certain level in

“professionalism” – if exposed to right stimulus through experiential learning. It

was patterned after Kolb who proposed a four-stage learning process with a

model that is often referred to in describing experiential learning Kolb’s research

revealed that learning may be meaningfully acquired in four ways through:

concrete experience, observation and reflection, abstract conceptualization, and

active experimentation. Experiential learning is acquired through experience, as

Aristotle (350 BC) wrote: "for the things we have to learn before we can do them,

we learn by doing them". Knowledge, skills and values in Technical drawing

may be learned through experiential learning as students are exposed learning

in step-by-step process.

Marzano (2011) described Discovery learning as a process that involves

preparing the learner for the learning task by providing the knowledge, skills and
 19

values to attain success. In this approach, the teacher provides the necessary

assistance required to complete the task of the students through individualized

or direct instruction which is essential in drawing. In relation to this, Paulo, in his

unpublished thesis cited that “self-discovery approach is highly recommended,

as such technique encourages the students to be active participant and to use

their imagination and power of visualization which are most needed in trade

drawing”.

The researcher believes that each student has questions and concerns

that might be given answers during such teacher-to-student encounter.

Therefore, the teacher should be supervising around to monitor students pace.

For example, before asking students how to bisect line, in the geometric

construction activities, it is best to present them lessons on measuring that

stimulates their curiosity before exposing them to other techniques of bisecting

using compass. Students may discover ways, on their own, how to innovate

effective usage of both ruler and compass in this regard.

Sanchez (2005) in his study entitled Attitude, Performance, and

Proficiency levels of Junior and Secondary students in Drafting at Mactan NHS

Lapu-lapu City Division: Certain proposal emphasized that, the Administrator

should provide a favorable drafting room which is properly ventilated and lighted

with complete drawing instruments and facilities.

Likewise, according to Laputan (2013) Educational Institutions to function

well so as to expedite the learning process, educational facilities are a necessity.

 20

These facilities refer to all structures as well as equipment used to facilitate

learning in school.

Drawing, as an integral subject in all fields of learning could be an activity

of enjoyment to students, but somehow it may be a culprit to cause damage to

the eyes once the drawing room is not well lighted. Eye strain symptoms of

students who are exposed continually to inadequately lighted classroom can lead

to serious and permanent eye problem if the poor lighting condition is not

improved. Ventilation brings comfort to any student who may not be good at

drawing but may learn to love it once the room is comfortable to stay in. The

favorable temperature may help students to balance consciousness, attention

and concentration to work. If they are conscious at fanning themselves because

of high humidity in the room, their attention and concentration will be at stake

which will downgrade the quality of outputs. The space is also a factor of

learning, in which students can move freely without bumping to someone’s table

and may cause misunderstanding and dispute. There must be enough allocation

of space to any drawing room. If not allowed to exceed the standard size of

classroom dimension of 8 meters by 9 meters, number of students may be

limited that the school administrator and teacher will agree upon.

Technical drawing is essential not only to those involved in various

drafting occupations such as architectural, topographical, electrical, automotive,

structural, ship, airplane etc., but also to those who are supposed to read and

interpret drawing and working plans such as those working with industrial

supplies who must read drawings; manufacturing and production workers who
 21

must always refer to drawings; individuals who are specialized in building

estimates construction must always consult to drawing; production planners,

material specialists and engineers of all types make and use drawings frequently;

and persons supervising mass production rely at all times on drawings. Drawing

is present in agriculture, industrial, and trade. Its contribution to the fast growing

economy cannot be ignored.

Statement Of The Problem

This study analyzed the interrelationship of grade 9 students’ competence,

their interest, and instructional environment of STVEP (Strengthen Technical-

Vocational Education Program) in technical drawing at Naga National High

School, City of Naga during Academic Year 2015-2016 as basis for a training

guide.

Specifically, it sought to answer the following questions:

1. What is the profile of the student respondents in terms of:

1.1 age and gender,

1.2 final grade in technical drawing 2,

1.3 parents’:

1.3.1.highest educational attainment

1.3.2. occupation, and

1.3.3. combined monthly family income?

2. What are the perceptions of the respondent groups as to:

2.1 students’ performance in technical drawing competencies as to:

 22

2.1.1 mensuration,

2.1.2 freehand drawing,

2.1.3 lettering,

2.1.4 construct of geometrical figures,

2.1.5 orthographic projection, and

2.1.6 construct pictorial drawing.

2.2 teacher’s instructional effectiveness, and

2.3 availability of technical drawing facilities/equipment, and tools and

materials?

3. What is the students’ level of interest on the indicated technical drawing

competencies?

4. Is there a significant relationship between students’ perception on

competence in technical drawing and the identified profile variables?

5. What are the issues and concerns encountered in technical drawing ?

6. Based on findings, what training guide can be formulated?

Null Hypotheses

The given null hypotheses was tested at the 0.05 level of significance.

1. H0 : There is no significant relationship between students’ perception on

competence in technical drawing and the identified profile variables.

Significance of the Study

This study was deemed important because it will disclose and discover

ways and means to come up with a training guide timely to address and upgrade
 23

performance and competence of students in technical drawing. The context of

the study may be broadened from the following perspectives:

The Administrator. Provides clear information and background of the

technical drawing subject according existing curriculum in terms of general plan,

implementation, and innovation of teaching facilities and strategies.

The Technical Drawing Teachers. The findings of this study will help

improving teaching methodologies and approaches. Future proposals can be

made to meet the standard that correlates to the students’ educational and

manipulative skills development.

The Students. The prime concern of this study. The findings of will serve

as guide for future plan for additional physical facilities and enhancement of

teaching to further learning and appreciation towards the subject.

Parents. This will give them the idea on the importance of moral and

financial support to their children. Parents, teachers and the community should

work hand-in-hand to provide quality education for the children.

The School. The setting from which this study is initiated and where its

findings and recommendation will be implemented in relation to better quality

delivery of technical drawing.

 24

RESEARCH METHODOLOGY

Descriptive method was utilized in this study using adaptive close-type

questionnaires as instruments of data gathering to shed light on queries

regarding status and problems in technical drawing.

Flow of the Study

The input of the study incorporated profile of the respondents in terms of

age, gender, final grade in TD 2, and parents’ highest educational attainment,

occupation, and combined monthly family income; perceptions of the group

respondents to the technical drawing units of competencies, teacher’s

instructional effectiveness, availability of technical drawing facilities, equipment

and tools; level of interest in technical drawing competencies; and issues and

concerns encountered. Questionnaires were distributed to the respondents in

order to gather data to support this study. The findings were analyzed and

interpreted using appropriate statistical instruments to come up with the answers

to the questions raised and to formulate proposals and recommendations. The

output may be the basis for the a training guide which could help the teacher to

enhance the performance and competence of students in technical drawing. The

flow of study is presented in Figure 1.

 25

Input Process Output

1.Profile of the respondents
in terms of:
1.1. age and gender Descriptive
1.2.final grade in technical drawing 2
Method
1.3 parents’:
1.3.1.highest educational attainment
1.3.2. occupation, and
1.3.3. combined monthly family income

2..Perceptions of the respondent

groups as to:
1. Data Gathering
2.1. students’ performance in technical

drawing competencies as to:

2.1.1 mensuration,
Training
2.1.2 freehand drawing,
Guide
2.1.3 lettering,
2. Data Processing
2.1.4 construct of geometrical figures,
2.1.5 orthographic projection, and
2.1.6 construct pictorial drawing
2.2. teacher’s instructional effectiveness,
and 3. Data analysis,
2.3 availability of technical drawing presentation and
facilities/equipment, and tools and Interpretation
materials using statistical
3. Students’ level of interest on the indicated treatment
technical drawing competencies
4. Significant relationship between
perception on competence in technical
drawing and the identified profile variables
4. Findings,
Conclusion, and
5. Issues and concerns encountered Recommendation

Figure 2

Flow of the Study

 26

Environment

The study took place at Naga National High School. It currently caters

students from grade 7 to grade 10 and soon grades 11 and 12, as mandated

under K-12 program, like other public schools in Central Visayas (Region VII).

Naga National High Schools offers 3 curriculums namely: SPSTE (Special

Program for Science, Technology, and Engineering), STVEP (Strengthen

Technical Vocational-Educational Program), and RBEC (Revised Basic

Education Curriculum).

The school has the total population of 3,033. Consisting of grade 7 which

is 1,005, grade 8 which is 791, grade 9 which is 649, and grade 10 which is

588. There are 110 faculty members composed of 22 Science teachers, 20

English teachers, 17 Math teachers, 8 Filipino teachers, 22 TLE/TVE teachers, 2

Technical Drawing teachers, 9 Araling Panlipunan teachers, 8 MAPEH teachers,

and 2 ESP teachers.

Naga National High School has a total of 65 well-lighted and ventilated rooms

utilized as computer laboratories, general academic classrooms, home economic

rooms, industrial/workshop, laboratories, library, and technical drawing room.

The City of Naga is a third income class component city in the province

of Cebu with 28 barangays. It was founded in June 12, 1829 and is one of the

oldest town in Cebu. Situated south approximately 22 kilometers away from

Cebu City. Bound to the north is Minglanilla, to the south is San Fernando, to the

west is Toledo and to the east is Bohol. It became a city in September 2007. City

of Naga has 22 Elementary Schools and 6 High Schools.

 27

Figure 3

Location Map
 28

Respondents

The respondents of this study were 100 Grade 9 STVEP students only of

the academic year 2015-2016, who had taken the subject the previous year.

Technical drawing is a requirement to STVEP students during Grade 7 and 8

levels only. As shown in Table 1, the present population of each 7 sections from

which students were randomly selected.

Table 1
Distribution of Respondents
GRADE 9 Students
STVEP STUDENTS
No. of Students Respondents %
IX- Joaquin 38 20 20
IX- Gonzales 30 10 10
IX- Silang 41 20 20
IX- Tolentino 43 20 20
IX- Arellano 33 10 10
IX- Hernandez 39 10 10
IX- Escoda 39 10 10
Total 263 100 100

Instrument

The main research instrument for this study was adapted close-type

survey questionnaire based on the DepEd and TESDA technical drawing module

for grade 7 and grade 8 students, K-12 technical drawing competencies and from

the questionnaires of Ughoc (2006) and Laputan (2013) modified by the

researcher to fit the scope of this study. The content was based on the salient

issues and concerns that need to be addressed for by the respondents. The

student respondents provided data of personal profile; which included gender,

 29

age, final grade in technical drawing 2, parents’ highest educational attainment,

occupation, and combined monthly family income; perceptions of the group

respondents to the technical drawing units of competencies, teacher’s

instructional effectiveness, availability of technical drawing facilities, equipment

and tools; level of interest ; and issues and concerned encountered in technical

drawing.

Procedure of Data Gathering

The procedure of data gathering was initiated through a written letter

addressed to the Schools Division Superintendent thru the School Administrator

seeking official permission. The researcher was permitted to conduct his

research at Naga National High School, distributed questionnaires to students

and interviewed them for necessary information; and was able to access useful

information in relation to the school profile such as the existing school

curriculums, total number of students, total number of teachers per subject area,

and existing school facilities which were a great help in this study, in one way or

another.

Specifically, the researcher administered the questionnaires to the

respondents. The nature and purpose of the undertaking was explained to them

clearly and that their answers will be treated as valuable source of data for this

study and shall be taken and kept with utmost confidentiality.

 30

Scoring procedure

The following scoring procedure has been used to describe the variables

of the study based on the 5-point Likert rating scale.

Data Analysis

As the respondents had accomplished and provided the data,

questionnaires were gathered, encoded, classified, interpreted, tabulated and

analyzed. To substantiate the data of each questionnaire, the following statistical

treatments were utilized.

Percentage – This was used to establish the status of profile variables of

the respondents.

Mean – This was utilized to determine the perceptions of respondents in

relation to the enumerated variables in this study.

Eta Correlation – This was used to establish the significance between

the respondents perception on competencies and profile variables.

Perception on the Level of performance in technical drawing

competencies. A five-point scale was used with the corresponding weights and

range:

WEIGHT RANGE LEVEL DECSCRIPTION

5 4.21 – 5.00 Easy If the competency is not

difficult.
4 3.41 – 4.20 Moderate If the competency is less
difficult.
3 2.61 – 3.40 Average If the competency is slightly
difficult.
 31

2 1.81 – 2.60 Hard If the competency is difficult.

1 1.00 - 1.80 Very Hard If the competency is
extremely difficult.

Perception on Teacher’s Instructional Effectiveness. A five-point

scale was used with the corresponding weights:

WEIGHT RANGE LEVEL DECSCRIPTION

5 4.21 – 5.00 Highly Effective If the instruction is helpful and

manifested at all times.
4 3.41 – 4.20 Effective If the instruction is helpful and
manifested most of the time.
3 2.61 – 3.40 Moderately If the instruction is helpful and
Effective manifested sometimes.
2 1.81 – 2.60 Less Effective If the instruction’s manifestation
is seldom.
1 1.00 – 1.80 Not Effective If the instruction is not
manifested at all.

Perception on the Availability of Technical Drawing

Facilities/Equipment, Tools and Materials. A five-point scale was used with

the corresponding weights:

WEIGHT RANGE LEVEL DECSCRIPTION

5 4.21 – 5.00 Very Much Adequate If you have more than what
is needed.
4 3.41 – 4.20 Very Adequate If you have just enough for
what is needed
3 2.61 – 3.40 Adequate If you have enough for what
is needed.
 32

2 1.81 – 2.60 In-adequate If you have something but not

enough.
1 1.00 – 1.80 None If it is non-existent.

Perception on Level of Interest towards technical drawing

competencies. A five-point scale was used with the corresponding weights:

WEIGHT RANGE LEVEL DECSCRIPTION

5 4.21 – 5.00 Very much interested If you extremely like the

competency
4 3.41 – 4.20 Very Interested If you like the competency
a lot.
3 2.61 – 3.40 Interested If you are just fascinated.
2 1.81 – 2.60 Less interested If you like the competency a
little.
1 1.00 – 1.80 Not interested If you do not like the
competency at all.
Issues and Concerns Encountered. A five-point scale was used with

the corresponding weights:

WEIGHT RANGE LEVEL DECSCRIPTION

5 4.21 – 5.00 Very Much Serious If it extremely affects the

class.
4 3.41 – 4.20 Very Serious If it affects the class most of
the time.
3 2.61 – 3.40 Serious If it affects the class.
2 1.81 – 2.60 Less Serious If it affects the class barely.
1 1.00– 1.80 Not Serious If it does not affects the class
at all.
 33

DEFINITION OF TERMS

To shed light on the terms used in this study, it is preferred that the

following be defined based on functionality:

Alphabet of Lines. A set of conventional lines symbols which have

different weights, forms, thickness, and uses.

Ampersand. The name of the symbol “&” which means “and”.

Angular Perspective. A perspective drawing having two vanishing points.

In such a drawing, no principal surface of the object parallel to the picture lane.

Blocking-in the Views. The technique of drawing the over-all rectangular

shapes of the three orthographic views by the use of very light straight lines.

Cabinet Drawing. A type of oblique drawing that the cross-axis of which

is generally drawn at 45 degrees and the measurement laid off along this axis is

reduced to half.

Cavalier drawing. A type of oblique drawing which cross-axis is generally

drawn at 30 degrees and the measurement laid off along this axis is an equal

measure to the corresponding measurement in the orthographic view.

English System. A system of linear measurement based on the standard

foot.

Freehand Drawing. A drawing made without the use of a drawing

instrument.

Geometrical Figure. An imaginary figure or shape such as lines, angle,

arc,
 34

Isometric Drawing. A pictorial drawing showing three surfaces of an

object, which appears tilted at 30 degrees to the front of the observer.

K-12 Program. Refers to the school curriculum which covers kindergarten

and 12 years of basic education where there will be six years of Elementary

Education, four years of Junior High School, and two years of Senior High School

Language of Industry. The lettering or notes in a working drawing or the

orthographic views found in the same drawing.

Likert Scale. Is a five or seven point rating scale which is used to allow

the individuals as to how much they agree or disagree with a particular statement

subject for deliberation. It is named after its inventor, psychologist Rensis Likert.

Metric System. A system of measurement based on the meter.

National Certificate (NC).is a certification issued to individuals who

achieved all the required units of competency for a national qualification as

defined under the Training Regulations. NCs are aligned to specific levels within

the TESDA Board Resolution No. 2004-13, Training Regulations Framework.

a. NC I performs a routine and predictable tasks; has little judgment; and,

works under supervision;

b. NC II performs prescribed range of functions involving known routines

and procedures; has limited choice and complexity of functions, and has little

accountability;

Oblique Drawing. A kind of pictorial drawing of an object, one surface of

which is shown in parallel to the front plane while the others are oblique or incline

to it. Oblique drawings include cavalier and cabinet drawings.

 35

Orthographic Drawing. The representation of an object in two or more

views by projecting the outline of the object to the plane of projection

perpendicular to each other.

Parallel Perspective. A perspective drawing with only one vanishing

point.

Perspective Drawing. A drawing which shows an object as it appears to

our eyes.

Revised Basic Education Curriculum (RBEC).Refers to the program

which emphasizes rubrics/student performance as basis of grading system.

Teachers are required to prepare their syllabus based on the objectives of the

revised Basic Education Curriculum of 2005.

Single-Stroke Gothic. A lettering style characterized by uniform thickness

of the stems of the letters, each stem being printed with one stroke of the pencil

or pen. The written language of industry.

Strengthen Technical Vocational-Education Program (STVEP).Refers

to a program that seeks to provide early training for labor skills, particularly on machine

works, trade, agriculture, information technology, among others. It is offered to high

school students which main purpose is to either prepare them for college or to enable

them to work in various industries.

Special Program for Science, Technology, and Engineering

(SPSTE).Refers to the formerly Engineering and Science Education Program or

(ESEP) is a science and mathematics-oriented curriculum devised for high

schools in the Philippines. The program is offered by specialized high schools,

 36

whether public or private, supervised by the Department of Education. It was

piloted in 1994 by the Department of Science & Technology (DOST).

Technical Drawing. This course is designed to enhance the knowledge,

desirable attitudes, and skills of students in accordance with the industry

standards. The subject on which the study is intended for on its enhancement

and effective delivery to students.

Technical Education and Skills Development Authority (TESDA).

Refers to the government agency that provides direction, policies, programs and

standards towards quality technical education and skills development. It gives job

opportunities to individuals who completed technical courses, have undergone

assessment and obtained National Certificate as evidence of competence

needed by the various industries.

 37

CHAPTER 2

PRESENTATION, DATA ANALYSIS, AND INTERPRETATION

This chapter dealt with the textual presentation, analysis, interpretation

and findings of data collected as tabulated from the questionnaires

accomplished by the student respondents. It clarified and answered the specific

questions raised in Chapter 1. The presentation was broken down into five parts.

The first part disclosed the profile of the student respondents which

included their age and gender, final grade in technical drawing 2; and parents’

highest educational attainment, occupation and combined monthly family

income.

The second part presented the student respondents perceptions on their

performance in technical drawing competencies such as mensuration, freehand

drawing, lettering, construct of geometrical figures, orthographic projection and

construct pictorial drawing; teacher’s instructional effectiveness; and technical

drawing facilities/equipment, tools and materials.

The third part gave light to the student respondents perception on their

level of interest on the competencies in technical drawing.

The fourth part presented the result and the significance relationship

between variables of the study

The fifth part presented the salient issues and concerns encountered in

technical drawing.
 38

PROFILE OF THE STUDENT RESPONDENTS

This part describes the profile of the student respondents shown in Table

2 to 6 which included age and gender, final grade in technical drawing 2; and

parents’ highest educational attainment, occupation, and combined monthly

family income.

Age and gender.

Table 2 shows the student respondents profile in terms of age and gender

Table 2

Age and Gender

Male female TOTAL

Age
f % f % f %
18 0 0 1 1.70 1 1.00
17 0 0 2 3.20 2 2.00
16 8 20.00 7 11.70 15 15.00
15 30 75.00 40 66.70 70 70.00
14 2 5.00 10 16.70 12 12.00
Total 40 100 60 100 100 100
Mean Age 15.15 15.07 15.10

As shown in Table 2, the age of the 100 student respondents ranged from

14 to 18 years of age. The male respondents were 40 which had the Mean Age

of 15.15 while female respondents were 60 which had the Mean Age of 15.07.

Total Mean Age was 15.10. One percent was 18 years of age, two percent were

17 years of age, 15 percent were 16 years of age 70.00 percent were 15 years of

age, 12.00 percent were 14 years of age. Furthermore, 18 years of age was
 39

one or 1.70 percent female, 17 years of age were two or 3.70 percent female,

16 years of age constitutes eight or 20 percent males and seven or 11.70 female,

15 years of age constitutes 30 or 75 percent males and 40 or 66.70 female,

student respondents at 14 years of age constitutes two or 5.00 percent male and

10 or 16.70 female. Based on the data, there were more female student

respondents which was 60 percent than male student respondents which was 40

percent. The table also presented that 70.00 percent of the student respondents

were 15 years of age, which was the majority, the exact school age for grade 9

students composed of 30 or 75.00 percent male and 40 or 66.70 female.

Final Grade in Technical Drawing 2.

Table 3 shows the final grade of the student respondents in technical

drawing 2.

Table 3

Final Grade In Technical Drawing 2

Final Grade in Technical Drawing 2 Frequency Percentage

90-94 35 35.00
85-89 39 39.00
80-84 25 25.00
75-79 1 1.00
Total 100 100

As shown in Table 3, there were 35.00 percent of the student respondents

got the final grade within the range of 90-95, 39.00 percent were within the

range 85-89, 25.00 percent were within the range of 80-85, and one percent was

within the range of 75-79.

 40

Based on the table there were 39.00 percent among student respondents

whose final grades in technical drawing 2 were within the range of 85-89. It

implied that majority of the students had enough learning of the competencies.

Factors concerning issues and concerns discussed and deliberated in this study

might have affected them in lesser degree. The consistent attendance and

submission of drawing outputs had helped more than anything.

Parents Highest Educational Attainment.

Table 3 presents the data to determine the student respondents parents’

highest educational attainment

Table 4

Parents Highest Educational Attainment

father mother
Highest Educational Attainment
f % f %
Elementary graduate 18 18.00 27 27.00
High School graduate 45 45.00 44 44.00
College Level 18 18.00 14 14.00
College graduate 14 14.00 8 8.00
Master’s degree level 2 2.00 3 3.00
Graduated Master’s degree 3 3.00 4 4.00
Total 100 100 100 100

As shown in Table 4, student respondents admitted their parents

educational attainment, based on the data, 18.00 percent among fathers and

27.00 percent among mothers were elementary graduates, 45.00 percent among

fathers and 44.00 percent among mothers were high school graduates, 18.00

percent among fathers and 14.00 percent among mothers were college level,
 41

14.00 percent among fathers and eight percent among mothers were college

graduates, two percent among fathers and three percent among mothers have

reached master’s degree level, and three percent among fathers and four

percent among mothers finished master’s degree.

Based on the table, majority of the student respondents parents’ were

high school graduates. It implied that parents must encourage their children to

finish their studies and not be contended as high school graduates. The

occupation will be directly in proportion with the educational attainment since the

labor sector emphasize it’s importance as one of the qualifications. Educational

attainment matters a lot in the aspect of employment. In the social strata, these

families might be part of the middle class whose income is enough to support the

family, as observed, their children were enrolled in public schools where

education is subsidized by the government. At certain instances, if these families

may have numerous siblings and whose parents meager income sometimes

may not be enough to support the luxuries of everyone, the elder ones might opt

to help their parents to earn extra income by doing sidelines. Others choose to

work in the morning and attend night high school classes. This has good effect to

the children who desire to help since they have the hands-on experience on

earning money at the same time studying, such experience will motivate them to

pursue. It will also give positive message to the young ones. Such effort will

make them more responsible and dependable as they grow, know how to value

money that is always hard earned, and realize that family members whatever will

be the status must help each other at all times.

 42

Parents’ Occupation.

Table 5 presents the student respondents several common occupation

categories of their parents specifically ,for both mother and father.

Table 5

Parents’ Occupation

Source: Department of Labor and Employment. See Details in Appendices

father mother
Occupation Category
f % f %
Agriculture, Food and Natural Resources 13 13.00 10 10.00
Architecture and Construction 29 29.00 1 1.00
Arts, Audio-Video Technology and 1 1.00 2 2.00
Communication
Business, Management and 5 5.00 8 8.00
Administration
Education and Training 2 2.00 4 4.00
Finance 2 2.00 6 6.00
Government and Public Administration 2 2.00 2 2.00
Health Science 1 1.00 2 2.00
Hospitality and Tourism 0 0 1 1.00
Human Services 2 2.00 8 8.00
Information Technology 1 1.00 1 1.00
Law, Public Safety and Security 4 4.00 1 1.00
Manufacturing 4 4.00 7 7.00
Marketing, Sales and Service 6 6.00 16 16.00
Science, Technology and Engineering 3 3.00 0 0
Transportation and Distribution 21 21.00 3 3.00
Unemployed 4 4.00 28 28.00
Total 100 100 100 100

As shown in Table 5, the student respondents claimed, based on the

available data in relation to their parents occupation, that 13.00 percent among

fathers and 10.00 percent among mothers belonged to Agriculture, Food and

Natural Resources occupation category; 29.00 percent among fathers and one

percent among mothers belonged to Architecture and Construction occupation

 43

category; one percent among fathers and two percent among mothers belonged

to Arts, Audio-Video, Technology Communication occupation category; five

percent among fathers and eight percent among mothers belonged to Business,

Management and Administration occupation category; two percent among

fathers and four percent among mothers belonged to Education and Training

occupation category; two percent among fathers and six percent among mothers

belonged to Finance occupation category; two percent among both fathers and

mothers belong to Government and Public Administration occupation category;

one percent among fathers and two percent among mothers belonged to Health

Science occupation category; one percent among mothers only belonged to

Hospitality and Tourism occupation category; two percent among fathers and

eight percent among mothers belonged to Human Services occupation category;

one percent among both fathers and mothers belonged to Information

Technology occupation category; four percent among fathers and one percent

among mothers belonged to Law, Public Safety and Security occupation

category; four percent among fathers and seven percent among mothers

belonged to Manufacturing occupation category; six percent among fathers and

16.00 percent among mothers belonged to Marketing, Sales and Service

occupation category; three percent among fathers only belonged to Science,

Technology and Engineering occupation category; 21.00 percent among fathers

and three percent among mothers belonged to Transportation and Distribution

occupation category; and four percent among fathers and 28.00 percent among

mothers were unemployed.

 44

Based on the data, most of the student respondents fathers were in the

Architecture and Construction occupation category and that most of their parents

were high school graduates. This implied that the kind of job or occupation in

which fathers or mothers may be employed is in proportion to their educational

attainment. As the data revealed, fathers who were mostly high school graduates

landed on blue collar occupations which skills are of significance and assets in

earning a living. Some of them might be working abroad where skilled workers

are in-demand.

Fathers who were mostly employed in any of the following under

Architecture and Construction occupation category as architect, carpenter,

drafter, electrician, heating and aircon mechanic, painter, plumber, rigger, roofer,

security system installer, or surveyor will have options either to work here in the

Philippines or work abroad instead. Moreover, if fathers choose to work abroad,

mothers, being unemployed, will be full-time housewives who usually take the

responsibility of household management, budgeting, homemaking and caring

of the children.

Combined Monthly Family Income.

Table 6 presents the financial status and capabilities of parents to support

their children and family needs in general.

 45

Table 6

Combined Monthly Family Income

Combined Monthly Family Income Frequency Percentage

Php 30,000.00 – above 4 4.00
Php 20,000.00 - 29,999.00 7 7.00
Php 15,000.00 -19,999.00 12 12.00
Php 10,000.00 - 14,999.00 8 8.00
Php 5,000.00 - 9,999.00 28 28.00
Php 3,000.00 - 4,999.00 23 23.00
Php 1,000.00 - 2,999.00 12 12.00
Php 1,000.00 - below 6 6.00
Total 100 100

As shown in Table 6, there were four percent of the respondents

admitted that the combined monthly family income of their parents was Php

30,000.00-above, seven percent of the respondents admitted that their parents

had a monthly income of Php 20,000.00-29,999.00, twelve percent of the

respondents admitted that their parents had a monthly income of Php 15,000.00-

19,999.00, eight percent of the respondents admitted that their parents had a

monthly income of Php 10,000.00-14,999.00, 28.00 percent of the respondents

admitted that their parents had a monthly income of Php 5,000.00-9,999.00,

23.00 percent of the respondents admitted that their parents had a monthly

income of Php 3,000.00-4,999.00, 12.00 percent of the respondents admitted

that their parents had a monthly income of Php 1,000.00-2,999.00, and six

percent of the respondents admitted that the monthly income of their parents was

Php 1,000-below. Based on the table, most of the parents of the student

respondents had a monthly income of Php 5,000.00-9,000.00. Its implication may

be related to the rising inflation rate which opted parents to be wise in budgeting
 46

of whatever amount of money earned. They see to it that every centavo will be

spent according to needs not wants. Parents, despite of the tight budget cannot

simply set aside the education of their children. They believe that it is the only

treasure that their children can keep for a lifetime than those material

possessions. They are able to provide for the basic family needs, send their

children to public school and support them all the way. Parents whose monthly

income is Php 20,000.00-above still chose to send their children to secondary

public school although they were capable of sending them to private institutions.

The main reason is to save in preparation for their children’s college education.

PERCEPTIONS OF THE RESPONDENT GROUPS AS TO:

Students Performance In Technical Drawing Competencies.

Table 7-12 presents the six common technical drawing competencies

which the student respondents had undertaken during their grade 7 and 8 levels.

Specific units of competency were used to help them recall, decide and make

intelligent perceptions.

Mensuration. As shown in Table 7, the following five units of competency in

mensuration were perceived by the respondents as easy: write measurement

on drawing, secure required measuring tool(ruler), measure object/distance in

Inch, measure distance/object in centimeter, measure object/distance in

millimeter. It must be noted that the total weighted mean as perceived by the

student respondents is 4.51 with a verbal description of easy. This implied that

the introduction of mensuration competency to the respondents when they were

in grade 7 had an impact on their continued learning in technical drawing in

 47

grade 8. Measuring has been part of all technical drawing activities that one

cannot do away. The skill of measuring using ruler is basic to the incoming

learning experience of the students who are currently enrolled in STVEP

curriculum. Later they will be dealing with sophisticated measuring tools in

whatever technologies that they desire to take up in the course of this curriculum.

Measuring is a sure qualification, for instance, in welding, electricity, and garment

trades, to name a few. Such will expose them to planning and drafting of layout

for their simulation projects supported by detailed drawings with measurement

which will prepare them to big challenges in the real trade and occupation in the

future.

Table 7

Mensuration

Units of Competency in Mensuration Verbal Description

Write measurement on drawing 4.65 Easy
secure required measuring tool (ruler) 4.60 Easy
Measure object/distance in inch. 4.52 Easy
Measure object/distance in centimetre 4.44 Easy
Measure object/distance in millimetre 4.35 Easy
Total 4.51 Easy

Freehand Drawing. As shown in Table 8, the following eight units of

competency in freehand drawing were perceived by the student respondents as

easy: draw long and short horizontal lines, draw long and short vertical lines, and

sharpen pencil, erase pencil lines, draw borderline, draw long and short

perpendicular, draw long and short incline lines, and draw long and short parallel

lines. In addition, the following two units of competency in freehand drawing were

perceived by the respondents as moderate: draw arcs and circles, and draw
 48

objects in outline form. The total weighted mean as perceived by the respondents

is 4.47 with a verbal description as easy. Implication of this may be traced on

the students fondness in drawing. Almost everybody had the experience of doing

crude sketching on their notebooks of the popular cartoon characters. Sketching

is a very rewarding past time activity of the school children. Writing, on the other

hand, is a form of sketching where each letter is a graphic character to be drawn

carefully in order to come up with the right word to communicate ideas as

premised in this study that a picture means a thousand and one meanings. The

respondents were deemed exposed to a lot of manual sketching, even in the

advent of high-end gadgets that may substitute it, still writing is part of everyone’s

learning pursuit in all walks of life. Students who write well can easily get across

to drawing different kinds of line and come up with something interesting. With

proper education and training, their habit of sketching can be a wholesome

experience.

Table 8

Freehand Drawing

Units of Competency in Freehand drawing Verbal Description

Draw short and long horizontal lines 4.67 Easy
Draw short and long vertical lines 4.67 Easy
Sharpen pencil 4.67 Easy
Erase pencil lines 4.65 Easy
Draw borderline 4.59 Easy
Draw short and long perpendicular line 4.44 Easy
Draw short and long incline lines 4.43 Easy
Draw short and long parallel lines 4.42 Easy
Draw arcs and circles 4.10 Moderate
Draw objects in outline form 4.09 Moderate
Total 4.47 Easy
 49

Lettering. As shown in Table 9, there was one unit of competency in lettering

which was perceived by the respondents as easy: draw guidelines.

In addition, the following nine units of competency in lettering were

perceived as moderate: maintain inter letter spacing, maintain inter word

spacing, center title using “scratch-paper method”, print lowercase single-stroke

letters, center title using “trial-and-error method”, print uppercase single-stroke

gothic letters, print single-stroke gothic numbers and ampersand, print word/s in

single-stroke gothic letter style, and print paragraph in single-stroke gothic letter

style. It must be noted that the total weighted mean, as perceived respondents,

is 3.95 with a verbal description as moderate. It just implied that lettering is not

difficult to learn, however, it takes time to develop such skill. With constant,

correct and well-directed practice, the desired quality of lettering output is met. In

technical drawing class, every new topic introduced and discussed by the

teacher will then be followed by series of activities. The student, on his drawing

paper will not proceed to the main activity yet but he has to make first the title

block. A title block is a portion of the drawing output that a student must not miss

or else his work is incomplete. It basically contains all the details of the drawing.

The title block making is an effective way to develop the lettering discipline of

technical drawing students in which, measuring, freehand, and lettering skills are

all incorporated. If the student fails to meet the requirements of an impressive

title block he has to repeat his work, go over with it and try producing one of good

quality that will impress the teacher’s keen eyes. Lettering is common in all

drawing activities. It has to be done carefully to maintain the uniformity of every

 50

letter composition. Hence, the constant repetition of a skill, will lead to a mastery

of it. Mastery learning is very essential in lettering.

Table 9

Lettering

Units of Competency in Lettering Verbal Description

Draw guide lines 4.57 Easy
Maintain inter letter spacing 4.07 Moderate
Maintain inter word spacing 4.05 Moderate
Center title using “scratch-paper method” 3.99 Moderate
Print lowercase single-stroke gothic Letters 3.88 Moderate
Center title using “trial-and-error method” 3.85 Moderate
Print uppercase single-stroke gothic letters 3.84 Moderate
Print single-stroke gothic numbers and Moderate
3.81
Ampersand
Print words/sentences in single-stroke Moderate
3.80
gothic letter style
Print paragraphs in single-stroke gothic
3.66 Moderate
letter style.
Total 3.95 Moderate

Construct of Geometrical Figures. As shown in Table 10, the following seven

units of competency in construct geometrical figures were perceived by the

respondents as easy: draw square, bisect horizontal and vertical lines, draw

pentagon, draw equilateral triangle, manipulate 30x60 and 45x45 triangles, bisect

common angles, and draw hexagon. In addition, the following eight units of

competency were perceived by the respondents as moderate: manipulate

protractor, manipulate compass, bisect arc, draw heptagon, draw octagon, draw

nonagon, draw decagon, and draw ellipse. The total weighted mean as perceived

by the respondents is 4.17 with a verbal description as moderate. In this

particular competency, the measuring, freehand, and lettering skills of the

students are expected to level up, in the since that, it will be associated to
 51

drawing geometrical figures which is more complicated than the previous

competencies. The usage of multiple drawing and measuring instruments will

challenge the mindset of the learners to have better focus. Geometrical

construction involves linear and angular measurement. Linear measurement was

a stock knowledge since it was the first lesson being introduced at the beginning

of the course. The angular measurement has something to do with angles. The

instruments involved are the 30x60 and 45x45 triangles for the layout of fix

angles, and the protractor which can be used to plot variety of angles in a

particular drawing. The student shall also use compass to draw circular figures

and bisect lines, arcs and angles.

Drawing geometrical figures is not common skill because its relative

operations are very specific and there is no short-cut of the procedure or else the

outcome expected is compromised. The students will be more conscious of their

work this time as they will deal on different drawing instruments and operations.

That is why, it is very necessary to remind students to bring always with them

their complete set of drawing tools and materials every meeting.

 52

Table 10

Construct of Geometrical Figures

Units of Competency in the Construct of

Verbal Description
Geometrical Figures
Draw Square 4.65 Easy
Bisect horizontal and vertical line 4.40 Easy
Draw Pentagon 4.39 Easy
Draw Equilateral Triangle 4.33 Easy
Manipulate 30x60 & 45x45 triangles 4.26 Easy
Bisect common angles. 4.21 Easy
Draw Hexagon 4.20 Easy
Manipulate protractor 4.19 Moderate
Manipulate compass 4.16 Moderate
Bisect arc 4.15 Moderate
Draw Heptagon 4.09 Moderate
Draw Octagon 4.05 Moderate
Draw Nonagon 3.92 Moderate
Draw Decagon 3.86 Moderate
Draw Ellipse 3.70 Moderate
Total 4.17 Moderate

Orthographic Projection. As shown in Table 11, the following two units of

competency in orthographic projection were perceived by the respondents as

easy: write measurement on top, front, and side views; and sketch alphabet of

lines (visible line, hidden line, center line, etc.).

While the following eight units of competency were perceived by the

respondents as moderate: manipulate pencil and 45x5 triangle, block in views,

draw orthographic views of the object with horizontal and vertical surfaces, draw

a detailed working sketch, draw orthographic views of the object with inclined

surfaces, sketch an assembly working drawing, draw orthographic views of

object with regular curve surfaces, and draw orthographic views from the given

pictorial view.
 53

It was revealed that the total weighted mean as perceived by the

respondents is 3.91 with a verbal description as moderate. In a given three-

dimensional graphical representation of an object, the analytical skill of the

students will be stimulated. It must be noted that this figure has height, length

and width, therefore, can be described as a whole. How does this object look like

from the three angles of view? What are its visible surfaces? It is revealed that

this competency, answers these questions. The orthographic projection is a

competency that challenges the analytical and visualizing skills of the students.

How do you know the other sides of the isometric view, when in reality, it is just a

drawing? Anyone cannot hold and turn it from one side to the other to disclose

everything about it.

The students learn to analyze the drawing and provide for its top, front and

side views, applying all the competencies learned previously. The logic of this

competency is simple. The width of the top view is equal to that of the side view.

The height of the front view is equal to that of the side view. The length of the

front view is equal to that of the top view. They will also have to prove the

relationship between visible and hidden lines, and surfaces, that both can be

presented at the same time with clarity. When they come to realize all these, they

begin to understand what an orthographic projection is.

 54

Table 11

Orthographic Projection

Units of Competency in Orthographic Verbal

Drawing Description
Write measurement on top, front, and
4.38 Easy
side views of an object
Sketch alphabet of lines (visible line,
4.33 Easy
hidden line, etc.)
Manipulate pencil and 45x45 Triangle 4.18 Moderate
Block in views 3.98 Moderate
Draw orthographic views of the object Moderate
3.83
with horizontal and vertical surfaces
Draw a detailed working sketch 3.80 Moderate
Draw orthographic views of object Moderate
3.74
with inclined surfaces
Sketch an assembly working drawing 3.69 Moderate
Draw orthographic views of object Moderate
3.61
with regular curved surfaces.
Draw orthographic views from the Moderate
3.57
given pictorial view
Total 3.91 Moderate

Construct Pictorial Drawing. As shown in Table 12, the following ten units of

competency in construct pictorial drawing, were perceived by the respondents as

moderate: draw parallel perspective, draw angular perspective, draw isometric

axes, draw isometric views of objects with horizontal and vertical surfaces, draw

cabinet pictorial views, draw cavalier and cabinet axes, draw isometric views of

object with incline surfaces, draw isometric view from the given orthographic

views, draw isometric views of objects with regular curve surfaces, and draw

cavalier pictorial views. The total weighted mean as perceived by the

respondents is 3.67 with a verbal description as moderate.

It can be summarized that based on the intelligent perception of the

student respondents, the competencies of technical drawing did not give them
 55

hard time to understand, learn and master. As the data revealed, competencies

like freehand drawing and mensuration along with the relative units of

competencies were perceived by the respondents as generally easy. The other

competencies like lettering, construct geometrical figures, orthographic

projection, and construct pictorial drawing along with the relative units of

competencies of each were perceived by the respondents as generally

moderate. The teacher’s instructional skill may be the reason of such unique

status. Technical drawing may be a difficult subject to the first timers, those who

do not have the know-how and the “eye” of understanding and looking into

graphic details. But if the students will be exposed to proper instruction with the

guidance and persistence of a competent teacher, acquisition of cognitive and

psychomotor skills are not impossible. Aside from the teacher’s instructional

skills, repetitive training was imposed. The usage of learning approaches in

relation to Kolb’s “Experiential learning”, Bloom’s “Mastery learning”, and

Marzano’s “Discovery learning” were evident in a skill-oriented subject like the

technical drawing. Learning by doing was the mantra and actuation. As Aristotle

related, “for the things we have to learn, before we can do them, we learn by

doing them.”
 56

Table 12

Construct Pictorial Drawing

Units of Competency in the Construct of

Verbal Description
Pictorial Drawing
Draw parallel perspective. 3.85 Moderate
Draw angular perspective. 3.74 Moderate
Draw isometric axes 3.69 Moderate
Draw isometric views of objects with
3.69 Moderate
horizontal and vertical Surfaces
Draw cabinet pictorial views 3.68 Moderate
Draw cavalier and cabinet axes 3.64 Moderate
Draw isometric views of object with Moderate
3.63
incline surfaces
Draw isometric view from the given Moderate
3.62
orthographic views
Draw isometric views of objects with Moderate
3.58
regular curved surfaces
Draw cavalier pictorial views 3.58 Moderate
Total 3.67 Moderate
 57

Teacher’s Instructional Effectiveness.

Table 13 presents the student respondents perception towards teacher’s

instructional effectiveness in the over-all conduct of technical drawing.

Table 13

Teacher’s Instructional Effectiveness

Verbal
Teachers Instructional Effectiveness
Description
Asserts discipline among students in all Highly Effective
4.62
drawing activities.
Prepares appropriate visual aids to Highly Effective
4.62
guide students in the learning process.
Returns students drawing output Highly Effective
4.61
after checking and recording.
Respects students learning limitation. 4.57 Highly Effective
Evaluates students drawing output Highly Effective
4.55
fairly and objectively.
Supervises thoroughly all drawing activities. 4.53 Highly Effective
Maintains a learning conducive classroom. 4.53 Highly Effective
Communicates concepts and ideas clearly. 4.53 Highly Effective
Shows honesty and integrity in dealing students 4.53 Highly Effective
Shows evidence of professionalism Highly Effective
4.50
and leadership.
Makes use of time for effective teaching. 4.48 Highly Effective
Observes punctuality. 4.48 Highly Effective
Shows impartiality and fairness to all students. 4.47 Highly Effective
Sets examples of moral and ethical Highly Effective
4.45
behavior among students.
Utilizes various instructional Highly Effective
4.43
techniques to stimulate learning.
Complements students’ performance Highly Effective
4.42
and encourages them to keep going.
Uses learning devices well during discussion. 4.37 Highly Effective
Deals students behavior firmly and appropriately. 4.36 Highly Effective
Integrates values and real life Highly Effective
4.35
situations in the lesson.
Delivers thought-provoking questions Highly Effective
4.23
to stimulate learning.
Total 4.48 Highly Effective
 58

As shown in Table 13, based on the keen perception and assessment of

the student respondents, the following 20 items in the teacher’s instructional

effectiveness were perceived as highly effective: asserts discipline among

students in all drawing activities, prepares appropriate visual aids to guide

students in the learning process, returns students drawing output after checking

and recording, respects students learning limitations, evaluates students’ drawing

outputs fairly and objectively, supervises thoroughly all drawing activities,

maintains a learning conducive classroom, communicates ideas and concepts

clearly, shows honesty and integrity in dealing students, shows evidence of

professionalism and leadership, makes use of time for effective teaching,

observes punctuality, shows impartiality and fairness to all students, sets

examples of moral and ethical behavior among students, utilizes various

instructional techniques to stimulate learning, complements students’

performance and encourages them to keep going, uses learning devices well

during discussion, deals students behavior firmly and appropriately, integrates

values and real-life situation in the lesson, and delivers thought-provoking

questions to stimulate learning. The table revealed, that the teacher’s

instructional effectiveness as perceived by the student respondents had a total

weighted mean of 4.48 with the verbal description as highly effective.

Its implication may be related to the aspect of classroom management and

essential is this in teaching technical drawing. The neatness and orderliness of

the learning environment assert students to maintain cleanliness all the time. All

undesirable attitude must be noted by the teacher and constantly remind

 59

students to observe proper decorum during class discussion and activity proper.

Silence must be strictly observed so as to maintain focus in drawing. In terms of

thought provoking questions to be integrated in every session, It may be seldom

done since the time one hour per session of twice meeting per week may opt the

teacher to really budget the time. As observed students refused to answer

difficult questions and chose to remain quiet until such time that the teacher will

be the one to answer his own questions for their benefit of information.

The teacher must still constantly update himself to whatever latest

norms and standards in teaching. Season has changed so as our children. Many

teachers tend to make spontaneous comparison of today’s youth from their

former students 5 to 10 years ago. And their reactions were hilarious when it

comes to the common value package a teacher might expect of what a model

student would be. Of course this in subjective nature. Not all can make same

impression. Objectively, one thing for sure, the generation of today’s youth are

most likely challenged by a lot of distraction such as the mass media exploitation,

environment corruption and, family troubles. Parents, most of the time, were

preoccupied with so many things for the family to survive. It seemed that they

gave so much effort on material accumulation and satisfaction. It turned out that

children are the ones always left to grandparents, closed relatives or to paid

nannies, to the point that their parental needs were compromised and

substituted by the not so desirable moral and ethical examples of those who are

not supposed to look after them. The result is juvenile delinquency. Therefore,

the teachers must be equipped with skills with a heart on how to handle such.
 60

Classroom must be an exciting venue for learning new things where students

and teachers collaborate in achieving goals. Research has it, that some students

tend to make up for the things they have missed at home. Positively or

negatively, the teacher is the hero of the day.

Availability of Technical Drawing Facilities/Equipment, Tools And

Materials.

Table 14 presents the availability and adequacy of technical drawing

facilities/equipment, tools and materials as perceived by the student

respondents.

Table 14

Technical Drawing Facilities/Equipment, And Tools And Materials

Facilities / Equipment, and Tools

Verbal Description
and Materials
Facilities/Equipment
Black board 4.92 Very Much Adequate
Drawing table 4.46 Very Much Adequate
Technical drawing room 4.45 Very Much Adequate
Drawing stool 4.36 Very Much Adequate
Lighting 4.20 Very Much Adequate
Display board 4.04 Very Adequate
Garbage receptacle 4.01 Very Adequate
Cleaning paraphernalia 3.85 Very Adequate
Ventilation 3.76 Very Adequate
Grooming corner 3.67 Very Adequate
Water and sink 2.61 Adequate
Comfort room 2.41 In-adequate
Tools and Materials
Ruler 4.61 Very Much Adequate
T-square 4.60 Very Much Adequate
Oslo paper 4.60 Very Much Adequate
Drawing Pencil 4.58 Very Much Adequate
45X45 triangle 4.57 Very Much Adequate
30X60 triangle 4.52 Very Much Adequate
 61

Compass 4.52 Very Much Adequate

Sharpener 4.50 Very Much Adequate
Protractor 4.49 Very Much Adequate
Soft white eraser 4.36 Very Much Adequate
Masking tape 4.31 Very Much Adequate
Total 4.19 Very Adequate

As shown in Table 14, the following school facilities/equipment, based on

the perception of the respondents, were perceived as very much adequate:

Black board, drawing tables, technical drawing room, drawing stool, and lighting;

while those that were perceived by the student respondents as very adequate:

display board, garbage receptacle, cleaning paraphernalia, ventilation, grooming

corner, and water and sink ; and finally the comfort room was perceived as in-

adequate. In addition, the following tools and materials based on the perception

of the student respondents, were perceived as very much adequate: ruler, t-

square, oslo paper, drawing pencil, 45x45 triangle, 30x60 triangle, compass,

sharpener, protractor, soft-white eraser, and masking tape. As perceived by the

respondents, the total weighted mean is 4.19 with a verbal description of very

adequate. Specifically, the technical drawing subject is in dire need of the

support of the administration. The perception of the students may be favorable to

their own level but they need more than what meets the eye. Any skill-oriented

subject has to equipped with the necessary and appropriate equipment, tools and

materials for it to become a source of qualifications. A qualified and competent

draftsman learned his craft from the likewise competent and learned teacher.

This teacher with all his expertise and know-how can surely deliver his

knowledge and skills to students provided the shop where the learning process is
 62

taking place must be totally equipped with everything the subject or trade is

needed. Failure or the lack of it, no matter how competent and qualified the

teacher will be, the learning outcomes are impossible to realize. According to

Laputan “educational Institutions to function well so as to expedite the learning

process, educational facilities are a necessity. These facilities refer to all

structures as well as equipment used to facilitate learning in school.”

STUDENTS’ LEVEL OF INTEREST ON COMPETENCIES IN TECHNICAL DRAWING.

Table 15 presents the technical drawing competencies as perceived by

the student respondents according to their level of interest.

Table 15

Level Of Interest On Competencies In Technical Drawing

Technical Drawing Competencies Verbal Description

Freehand Drawing 4.31 Very Much Interested
Lettering 4.03 Very Interested
Mensuration 3.96 Very Interested
Construct Geometrical Figures 3.64 Very Interested
Orthographic Projection 3.61 Very Interested
Construct Pictorial Drawing 3.50 Very Interested
Total 3.84 Very Interested

As shown in Table 15, the technical drawing competency: freehand

drawing, based on their perception, the student respondents perceived they were

very much interested at it; and In addition, the following technical drawing

competencies, based on the perception of the same respondents perceived they

were very interested: lettering, mensuration, construct geometrical figures,

orthographic projection, and construct pictorial drawing. The total weighted mean
 63

as perceived by the respondents is 3.84 with a verbal description of very

interested. Pencil manipulation could be very interesting to them since a lot of

strokes can be made on the paper, leading them to practice and enhance its

usage and functionality in sketching. Mensuration, freehand drawing, lettering,

geometrical construction, orthographic projection, and pictorial drawing skills

which have acquired by the students in the technical drawing 1 and 2 will

equipped them the As Aventuna emphasized that “if students were not offered

the chance to experience and develop their manual skills, as adults, there is

possibility that they would be deprived of the enormous use of them because

manual skills enhance the motor skills of the brain, rather than just reverse.”
 64

SIGNIFICANT RELATIONSHIP BETWEEN STUDENTS’ PERCEPTION ON

COMPETENCE IN TECHNICAL DRAWING AND THE IDENTIFIED PROFILE
VARIABLES

As shown in Table 16, the results of the analysis revealed that

relationship exist to some of the students’ perception on their technical drawing

competencies and their identified profile variables.

Table 16

Result on the ANOVA for significant relationship between students’ perception

on competence in technical drawing and the identified profile variables

Students Perception
Perception on the
Combined
on their Final Adequacy of
Age Gender Family
Technical Grade Income Tech.
Drawing Drawing
Competencie Facilities
s
R Sig Eta Sig Eta Sig Eta Sig R Sig
.19 .43 .02 .33 .010 .23 .64 .74
Mensuration .832 .020*
8 0 2 4 * 0 1 8
Freehand .24 .20 .22 .025 .28 .048 .28 .35 .82 <.001**
Drawing 4 8 3 * 1 * 1 2 8 *
.16 .59 .02 .19 .24 .57 .78
Lettering .820 .282 .002**
8 9 3 7 1 8 3
Construct
.21 .34 .04 .12 .25 .49 .75
Geometric .683 .678 .013*
4 4 1 5 6 6 6
Figures
Orthographi .12 .84 .06 .14 .31 .21 .70
.551 .585 .120
c Projection 1 3 0 1 1 3 5
Construct
.05 .99 .09 .14 .33 .11 .73
Pictorial .356 .540 .042*
2 2 3 9 9 7 2
Drawing

* is significant (p-value <.05),

** is highly significant (p-value <.01),
*** is very highly significant (p-value <.001).

It was found out that perception to the adequacy of technical drawing

facilities was significantly related to the following perceived level of competencies

 65

in freehand drawing (r = .828, p <.001), lettering (r = .783, p = .002), mensuration

(r = .748, p =.020), construct geometric figures (r = .756, p = .013), and

construct pictorial drawing (r = .732, .p = 042). The result signify that those

students who were provided with better facilities and have acquired the

appropriate tools and materials intended for the technical drawing were believed

to have better performance and quality of work output compared to other

students who experienced scarcity or non-availability of those. Sound facilities

brought comfort and motivation to students so that learning objectives would be

attained and assured. Therefore, the level of adequacy of the drawing facilities,

tools and materials must be directly in proportion according to the needs of the

students in technical drawing.

Moreover, it was found out that only the perceived competence in

freehand drawing was significantly related to gender (e = .223, p = =.025)

indicating that female students believed they are more competent in freehand

drawing than male. It was observed that most of the male students would tend

be careless. They oftentimes had submitted crude and haphazardly done

drawing output which would be marked for repetition until the desired quality

was achieved. On the other hand, female students were careful at what they do

in relation to technical drawing. Most of them submitted impressive drawing

outputs and received due commendations and high grades from the teacher for

a job well done. Psychology has it that female mature emotionally earlier than

male.
 66

On the same manner, analysis exposed that final grade is related to

perception on competence in freehand drawing (e = .281, p = .048) and

perception on competence in mensuration e = .334, p = .010). These results

suggested that those students who believed that they were competent in

freehand drawing and mensuration were the ones who have high final grades.

The high grades of the students were directly proportional to their competence in

the said competencies. The perception was based on their acquired skills in

freehand drawing and mensuration.

ISSUES AND CONCERNS ENCOUNTERED IN TECHNICAL DRAWING

Table 17 presents the different issues and concerns encountered by the

student respondents in technical drawing classes. The level of seriousness of

each item was determined through the respondents’ experience and perception.
 67

Table 17

Issues And Concerns Encountered In Technical Drawing

Issues and Concerns Encountered Mean Verbal Description

Noisy environment 3.53 Very Serious
Poor Classroom Management and Very Serious
3.50
Arrangement
Distraction of classes during school Very Serious
3.47
Activities
Late submission of drawing outputs 3.47 Very Serious
Defective Drawing Tables 3.45 Very Serious
Tardiness 3.36 Serious
Defective electric fans 3.33 Serious
Improper disposal of waste paper 3.32 Serious
Habitual absence 3.25 Serious
Defective drawing stools 3.23 Serious
Stealing drawing tools and materials 3.22 Serious
Not enough time for each session 3.20 Serious
Non-compliance of drawing outputs 3.20 Serious
Busted lighting bulbs 3.17 Serious
No Output Display Board 3.06 Serious
Mean 3.33 Serious

As shown in Table 17, the following issues and concerns in technical

drawing, based on the perception of the students respondents were perceived as

very serious: noisy environment, poor classroom management and

arrangement, distraction of classes during school activities, late submission of

drawing outputs, defective drawing tables; and in addition, the following issues

and concerns in technical drawing, based on the perception of the same

respondents, were perceived as serious: frequency, tardiness, defective

electric fans, improper disposal of waste paper, habitual absence, defective

drawing stools, stealing of drawing tools and materials, not enough time for each

session, non-compliance of drawing output, busted lighting bulb, and no output

 68

display board. The total weighted mean as perceived by the respondents is 3.33

with a verbal description of serious.

As revealed in the table, based on the perception of the respondents, the

issue and concern which was perceived as very serious was the noisy

environment was the first in rank. It cannot be denied that boisterous laughter

and shouting habit of some students were deemed beyond of what was proper

and normal to the point that it already disturbed classes around. Most of these

students who observed their free periods passed by the corridor and made

irritable noise. Their attention were called and got reprimanded discreetly.

Tardiness was observed to most of the students, especially during the

first period in the morning after the assembly, right after recess, and in the

afternoon after lunch. Students were reminded constantly on the importance of

punctuality whenever they came to school or attended classes late. Disciplinary

issues and concerns of the school are serious matters similar to their effect in

the learning environment. It must be noted that before a student is admitted for

enrolment, he has to undergo one-on-one interview with a teacher.

The enrolment form accomplished by that student will be the basis of

questioning in relation to his desire to enroll in a curriculum of his choice, his

idea of that curriculum, the viability of that curriculum on him, the possible

challenge and difficulty of travel if he, the student applicant, is not a local resident

of the city, and the academic consequences of the curriculum. The teacher will

explain to the student the nature of SPSTE, STVEP and RBEC Curriculums. And

above all, he must know and obey the existing school rules and regulations, that
 69

once he becomes part of the school community, he will abide them at any cost.

Moreover, defective school facilities must be given attention at once as it will

affect the user. The school administrator and school custodian must be vigilant

and consistent in monitoring and thereby providing immediate action.

 70

CHAPTER 3

SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATION

The summary, findings, conclusions and recommendations of the study

were presented in this chapter.

SUMMARY

The main intention of this study was to analyze the interrelationship of

grade 9 students’ competence, their interest, and instructional environment of

STVEP (Strengthen Technical-Vocational Education Program) in technical

drawing at Naga National High School, City of Naga during Academic Year

2015-2016 as basis for a training guide. Specifically, it sought answers to the

questions regarding: the profile of the respondents, their perceptions on the level

of performance in technical drawing competencies, teacher’s instructional

effectiveness, and availability of technical drawing facilities/equipment, and tools

and materials, level of interest on the indicated technical drawing competencies,

significance of relationship of students’ perceptions on competencies and profile

variables, and the issues and concerns encountered in technical drawing. Based

on findings, proposal of a training guide has to be formulated. This study made

use of descriptive method of research. The answers to the questions being

raised on this study came from the 100 randomly selected grade 9 STVEP

student respondents,. The main research instrument for this study was an
 71

adapted close-type questionnaire. This was used to collect and gather important

data for this study.

FINDINGS

In line with the theoretical background and legal bases from which this

study was anchored, the answers to the questions on this research relative to

status of events, issues and concerns in technical drawing, based on the data

provided by the respondents, became a source of facts. After statistical

treatments were employed, therefore, certain findings have emerged as follows:

Student Respondents Profile

Among the 100 student respondents most of them were female which

constitute seventy percent while forty percent of which were male. The common

age was 15, which was the appropriate school age for their level. Thirty-nine

percent of their final grade in technical drawing were within the range of 85-89.

Parents were mostly high school graduates and were roughly distributed to

several occupation categories, however, it was revealed that most of them

belonged to Architecture and Construction occupations such as architect,

carpenter, drafter, electrician, heating and aircon mechanic, painter, plumber,

rigger, roofer, security system installer, or surveyor. Majority of the mothers were

unemployed. Parents’ average combined monthly family income was

Php 5,000.00-9,000.00.
 72

Students Level of Performance In Technical Drawing Competencies.

As revealed, in mensuration, five units of competency were generally

perceived by the student respondents as easy. In freehand drawing, eight units

of competency were perceived by the student respondents as easy while two

units of competency were perceived as moderate. In lettering, one unit of

competency was perceived by the respondents as easy while nine units of

competency were perceived as moderate. Moreover, in the construct of

geometrical figures, seven units of competency were perceived by the

respondents as easy while its eight units of competency were perceived as

moderate. In orthographic projection, two units of competency were perceived by

the respondents as easy while eight units of competency were perceived as

moderate. In the construct pictorial drawing all ten units of competency were

perceived by the respondents as generally moderate.

Teacher’s Instructional Effectiveness.

As noted, all twenty items in the teacher’s instructional effectiveness

were similarly perceived by the student respondents as highly effective.

Availability of Technical Drawing Facilities/Equipment, And Tools And

Materials.

The school facilities/equipment such as black board, drawing tables,

technical drawing, drawing stool, and lighting, based on the perception of the

respondents, were perceived as very much adequate. School facilities/equipment

 73

such as display board, garbage receptacle, cleaning paraphernalia, ventilation,

grooming corner, and water and sink were perceived by the student respondents

as very adequate. Comfort room was perceived as in-adequate. In addition, the

following tools and materials based on the perception of the student respondents,

were perceived as very much adequate were ruler, t-square, oslo paper, drawing

pencil, 45x45 triangle, 30x60 triangle, compass, sharpener, protractor, soft-

white eraser, and masking tape.

Students Level Of Interest On Competencies In Technical Drawing.

Students respondents perception on technical drawing competencies

revealed that they were very much interested in freehand drawing. On the other

hand, they were very interested in lettering, mensuration, construct geometrical

figures, orthographic projection, and construct pictorial drawing.

Significant Relationship Between Students’ Perception On Competence In

Technical Drawing And The Identified Profile Variables.

The results of the analysis revealed that relationship exist to some of the

students’ perception on their technical drawing competencies and their identified

profile variables. It was found out that perception to the adequacy of technical

drawing facilities was significantly related to the following perceived level of

competencies in freehand drawing (r = .828, p <.001), lettering (r = .783, p =

.002), mensuration (r = .748, p =.020), construct geometric figures (r = .756, p =

.013), and construct pictorial drawing (r = .732, .p = 042). Therefore, the

 74

performance of the students is directly proportional to the adequacy of technical

drawing facility. Moreover, it was found out that only the perceived competence

in freehand drawing was significantly related to gender (e = .223, p = =.025)

indicating that female students believed they are more competent in freehand

drawing than male. On the same manner, analysis exposed that final grade is

related to perception on competence in freehand drawing (e = .281, p = .048)

and perception on competence in mensuration e = .334, p = .010). These results

suggested that those students who believed that they were competent in

freehand drawing and mensuration were the ones who have high final grades.

Issues And Concerns Encountered In Technical Drawing.

The issues and concerns in technical drawing, based on the perception of

the students respondents perceived as very serious were noisy environment,

poor classroom management and arrangement, distraction of classes during

school activities, late submission of drawing outputs, and defective drawing

tables. In addition, tardiness, defective electric fans, improper disposal of waste

paper, habitual absence, defective drawing stools, stealing of drawing tools and

materials, not enough time for each session, non-compliance of drawing output,

busted lighting bulb, and no output display board were perceived as serious. It

must be noted that noisy environment was the top of the list perceived as very

serious, and tardiness perceived as serious among issues and concerns

encountered by the students respondents in technical drawing.

 75

CONCLUSION

There was manifestation of learning in relation to competencies, teacher’s

instructional effectiveness, availability of technical drawing facilities/equipment,

tools and materials, and the issues and concern which had minor or no impact

on students performance. However, there are aspects that need to be further

improved.

RECOMMENDATION

On the basis of the findings and conclusion relative to this study, it is

highly recommended that the output of this study be adopted.

SUGGESTIONS FOR FURTHER STUDIES

Below are the different research materials recommended to the future

researchers associated in this study.
1. Benefits Of Vocational Education And Training In Europe For People,
Organizations And Countries.
2. Learning Theories and Education: Toward a Decade of Synergy.
3. How To Teach Vocational Education: A Theory Of Vocational Pedagogy
4. Journal of Vocational Behavior.
5. Theories of Learning and Teaching, What Do They Mean for Educators?
6. Prosser’s Sixteen Theorems on Vocational Education: A Basis for Vocational
Philosophy
7. Technological-Vocational Education And Training
8. Code Of Conduct And Ethical Standards For Public Officials And Employees
9. K to 12 Basic Education Curriculum Technology and Livelihood Education:
Learning Module in Mechanical Drafting
 76

OUTPUT OF THE STUDY

 77

CHAPTER 4

This chapter presents the overview of the proposed output of this

research. A simplified training guide to help facilitate the learning process in

coherence with the achieving skill proficiency in technical drawing.

PROPOSED TRAINING GUIDE IN TECHNICAL DRAWING 1 & 2

Rationale
In all activities whether they involve play or work a certain amount of

planning is necessary. For example, you must plan your study time in order to

manage other important concerns ahead your schedule . You plan your vacation

to save up money and resources for food and trips. The garden that you plant,

the landscaping that you do around the house or the repairs you make and the

things you build, all require thorough and careful planning. If you know something

about technical drawing or drafting, it will help you plan more wisely.

Technical Drawing (TD ) is a subject of STVEP under K-12 Educational

Program of the Department of Education. It is a requirement for Grade 7 and 8

students. Designed to enhance their knowledge, desirable attitudes, and skills.

It covers core competencies such as mensuration, freehand drawing, lettering,

construct geometrical figures, orthographic projection, and construct pictorial

drawing.
 78

Grade 7 shall take up first the mensuration competency which allows

them to understand the Systems of Measurement and its practicality. The

importance in learning how to use ruler, the basic measuring tool for students.

They must acquire the necessary measuring skills to work on other

competencies such as freehand drawing, lettering and the construct of

geometrical figures.

Grade 8 students will be dealing the last two competencies such as

orthographic projection and the construct of pictorial drawing. This complete the

Technical Drawing 1 and 2.

General Objectives

Through the given instruction, demonstration, and thorough guidance, the

students shall be able to:

1. Harness the power of visualization and keen observation;

2. Strengthen constructive imagination;

3. Enhance analytical and critical skills;

4. Hone accuracy of thought and expression;

5. Advance writing and reading skills towards the language of industry;

6. Develop the habits of neatness, orderliness, accuracy, cleanliness,

speed, creativity and resourcefulness;

7. Stimulate the appreciation of good workmanship and design; and

8. Sharpen the ability to apply the art and drawing principles; and techniques

in one’s work, in school, in industry, at home and in everyday life .

 79

TRAINING GUIDE
IN TECHNICAL DRAWING 1 & 2
(Adapted from DepEd STVEP Competency-Based Curriculum)

DOMENIC TANILON SANCHEZ

March 2016
 80

NAGA NATIONAL HIGH SCHOOL

TRAINING GUIDE IN TECHNICAL DRAWING 1 & 2

(Adapted from DepEd STVEP Competency-Based Curriculum)

Time Duration : 200 Hours

Description : This Course Is Designed To Enhance The Knowledge, Desirable

Attitudes, And Skills Of Students. It Covers Core Competencies Such Freehand
Drawing, Lettering, Mensuration, Constructing Geometrical Figures, Orthographic
Projection and Construct Pictorial Drawing

COMPETENCY UNITS OF COMPETENCY NO. OF HOURS

1. Measure Object/Distance In Millimeter
Mensuration 20 Hours/Meetings
2. Measure Object/Distance In
Grade 7 centimeter
3. Measure Object Distance In Inch
4. Write Measurement On Drawing
5. Secure Required Measuring Tool
(Ruler)
1. Draw Short And Long Horizontal Lines
Freehand Drawing 20 Hours/Meetings
2. Draw Short And Long Vertical Lines
Grade 7 3. Draw Short And Long Incline Lines
4. Draw Short And Long Perpendicular
Lines
5. Draw Short And Long Parallel Lines
6. Draw Arcs And Circles
7. Draw Borderline
8. Draw Objects In Outline Form
9. Sharpen Pencil
10. Erase Pencil Lines
1. Draw Guidelines
Lettering 20 Hours/Meetings
2. Print Lowercase Single-Stroke Gothic
Grade 7 Letters
3. Print Uppercase Single- Stroke Gothic
Letters
4. Print Single-Stroke Gothic Numbers
and ampersand
5. Print Words In Single-Stroke Gothic
Letters
6. Print Paragraphs In Sing-Stroke Gothic
Letters
7. Center Title Using “Trial-And-Error
Method”
8. Center Title Using “Scratch-Paper
Method”
9. Maintain Inter Letter Spacing
10. Maintain Inter Word Spacing
 81

1. Bisect Horizontal And Vertical Lines

Construct 30 Hours/Meetings
2. Bisect Arcs
Geometrical
3. Bisect Common Angles
Figures
4. Draw Equilateral Triangle
Grade 7 5. Draw Square
6. Draw Pentagon
7. Draw Hexagon
8. Draw Heptagon
9. Draw Octagon
10. Draw Nonagon
11. Draw Decagon
12. Draw Ellipse
13. Manipulate Compass
14. Manipulate Protractor
15. Manipulate 30x60 And 45x45
Triangles
1. Sketch Alphabet Of Lines
Orthographic 50 Hours/ Meetings
2. Block-In Views
Projection
3. Draw Orthographic Views Of The
Grade 8 Object With Horizontal and Vertical
Surfaces
4. Draw Orthographic Views Of Object
With Inclined Surfaces
5. Draw Orthographic Views Of Object
With Regular Curved Surfaces.
6. Draw Orthographic Views From The
Given Pictorial View
7.Draw A Detailed Working Sketch
8. Sketch An Assembly Working Drawing
9. Write Measurement On Top, Front, And
Side Views Of An Object
10. Manipulate Pencil And 45x45 Triangle
1. Draw Isometric Axes
Construct Pictorial 50 Hours/ Meetings
2. Draw Isometric Views Of Objects With
Drawing
Horizontal And Vertical Surfaces
Grade 8 3 Draw Isometric Views Of Object With
Incline Surfaces.
4. Draw Isometric Views Of Objects With
Regular Curved Surfaces
5.Draw Isometric View From The Given
Orthographic Views
6. Draw Cavalier And Cabinet Axes
7. Draw Cavalier Pictorial Views
8. Draw Cabinet Pictorial Views
9. Draw Parallel Perspective.
10.Draw Angular Perspective
 82

Teaching Methodologies:

1. Mastery learning

2. Illustrative Demonstration

3. Lecture/discussion

4. Research, others

Assessment methods:

A. Written ( Summative / Periodical) test

B. Plate-making

C. Performance / Practical test

Facilities/Equipment, tools and materials

A. Drawing table - 18”x20”x34”

B. Drawing stool

C. Ruler

D. Sharpener

E. Triangles (30x60, 45x45) – 10 inches

F. T-square – 24 inches

G. Compass

H. Protractor

I. Pencil (ordinary / mechanical)

J. Soft White Eraser

K. Masking Tape

L. Oslo paper -9”x12”

Learning resource materials:

A. Illustrated charts

B. Drafting books

C. Other related references

D. Printed materials
 83

Scheme of Implementation

This technical drawing guide shall be implemented starting in the

academic year 2016-2017 onwards for technical drawing subject to grade 7 and

8 students in STVEP curriculum under the K-12 Program. This training guide

shall be presented to the immediate Schools Division Superintendent for his

perusal and approval and follows the School Principal/Administrator, and subject

area coordinator. Its revision will be guided by the learning situation and

environment to maximize its purpose and intention.

Sample lesson guide sheets which is the main composition of this

training guide for each competency are included.

 84

Station : Naga National High School

Subject : Technical Drawing 1
Competency : Mensuration
A. Unit Title: Measuring

B. Learning Objectives:
Through A Given Illustrative Discussion, The Students, Shall Be Able To;
A. Define Measuring;
B. Identify The 2 Systems Of Measurement;
D. State The Importance Of Measurement; &
E. Practice Measuring Using Ruler.
Learning Procedure Activity Methods Resources Time
Content
Define Illustrative Metric Linear Individualize Illustrated
Measurement Demonstration Measurement Instruction charts
Guide Of The ff: If Necessary
Questions: Characters On Measuring in Photocopy 5 hours/
What Is The Ruler Millimeter Encourage Of Linear or 5
Measurement? Number Responsible Measuring meetings
Calibrations Good Usage Of Activity
Why Is There A Workmanship Ruler
Need For Units Of
Measurement? Measurement Inductive

Systems Of Discovery
Relate the ff. Measurement
Time A. Metric Application
Resources/ B .English
Money
Materials
Effort

C. Scoring Rubrics

ACCURACY

50 - output is exactly done.

45 - manifestation of 3 to 5 mistakes on the output.

 85

40 - manifestation of 6 to 10 mistakes on the output.

SPEED

10 - output is submitted before the deadline.

8 - output is submitted on the deadline.

5 - output is submitted after the deadline.

NEATNESS

25 - manifestation of dirty erasures on output is not evident.

20 - manifestation of 3 to 5 dirty erasures on the output.

15 - manifestation of 6 or more dirty erasures on the output.

LABELING

15 - uniformity of letters, proper spacing, and completeness of

printed information on output are manifested.

10 - uniformity of letters , proper spacing , and completeness of

printed information are not manifested.

Station : Naga National High School

Subject : Technical Drawing 1
Competency : Freehand Drawing

A. Unit Title: Title Block Making (Plotting Of Lines)

B. Learning Objectives:
Through a given illustrative discussion, the students, shall be able to;
A. Define line;
B. Know the different types of line;
C. Understand the purpose of each line as component in the title block;
D. Plot correctly the lines on the drawing paper; &
E. Apply the proper technique of measuring.

Learning Procedure Activity Methods Resources Time

content

Title block- Discuss & Defining Discussion Illustrated

making illustrate the ff: charts
 86

(plotting of A. Definition of Brainstorming Demonstration 5 hours/

lines) line or 5
Question-and
answer meeting
Discovery
B. Types of line Power point s

Types of presentation
Drawing
line Application
C. Application of

Horizontal the types of line

to title block- Measuring
line
making using it
Vertical as :
Good
lines
Border line Workmanship
Incline
lines Visible line

Guide line
Purpose of
line in tb
Define and
as:
illustrate the
Border line function of each
in the title block.
Visible line.
Integrate the
Guide line
techniques of line
Line projection such
projection as:
technique
Dot method
Dot method

Center to
Center to center
center
method
method

C. Scoring Rubrics

ACCURACY

50 - output is exactly done.

 87

45 - manifestation of 3 to 5 mistakes on the output.

40 - manifestation of 6 to 10 mistakes on the output.

SPEED

10 - output is submitted before the deadline.

8 - output is submitted on the deadline.

5 - output is submitted after the deadline.

NEATNESS

25 - manifestation of dirty erasures on output is not evident.

20 - manifestation of 3 to 5 dirty erasures on the output.

15 - manifestation of 6 or more dirty erasures on the output.

LABELING

15 - uniformity of letters, proper spacing, and completeness of

printed information on output are manifested.

10 - uniformity of letters , proper spacing , and completeness of

printed information are not manifested.

Station : Naga National High School

Subject : Technical Drawing 1
Competency : Lettering

A. Unit Title: Single-stroke gothic uppercase lettering (Deped mission)

B. Learning Objectives:
Through a given illustrative discussion, the students, shall be able to;
A. Review the techniques in plotting measurement;
B. Show the correct projection of visible lines and guide lines; &
C. Describe single-stroke gothic letters
D. Apply proper lettering for Deped mission.
Learning Procedure Activity Methods Resources Time
content
 88

A. Lettering A. Show the Perform Discussion Illustrated

content of the Measuring charts
5 hours/
activity to the
or 5
students Demonstration
meetings
“Deped Lettering Power point
B. Illustrate the
mission” presentation
relative
measurement Discovery

for: Visualizing

1. Distances
Application

2. Line of letters Good

Workmanship
3. Lettering
space

C. Scoring Rubrics

ACCURACY

50 - output is exactly done.

45 - manifestation of 3 to 5 mistakes on the output.

40 - manifestation of 6 to 10 mistakes on the output.

SPEED

10 - output is submitted before the deadline.

8 - output is submitted on the deadline.

5 - output is submitted after the deadline.

NEATNESS

25 - manifestation of dirty erasures on output is not evident.

20 - manifestation of 3 to 5 dirty erasures on the output.

15 - manifestation of 6 or more dirty erasures on the output.

LABELING

15 - uniformity of letters, proper spacing, and completeness of

printed information on output are manifested.

10 - uniformity of letters , proper spacing , and completeness of

printed information are not manifested.

 89

Station : Naga National High School

Subject : Technical Drawing 1
Competency : Construct Geometrical Figures

A. Unit Title: Drawing Geometrical Figures

B. Learning Objectives:
Through a given illustrative discussion, the students shall be able to:
A. Interpret specification given according to the required measurement;
B. Manipulate compass and other drawing instruments properly;
C. Bisect line, arc and angle and draw parallelograms and regular polygons ;&
D. Present a neat and accurate drawing output.
Learning Procedure Activity Methods Resources Time
Content
Geometric Part 1 Upgrade Illustrative Illustrated
Figures Discuss the skills in discussion charts
a. Bisect line usage of measuring 5 hours/
b. Bisect Arc compass in Demonstration Power point or 5
c. Bisect angle the process Upgrade presentation meetings
d. Draw of bisecting skills in using Inductive
equilateral Explain measuring
triangle specific instruments Application
measure of
e. Draw geometric Upgrade
parallelograms figures freehand and
lettering skills
1. inscribe and Part 2
circumscribe A. Bisect Line Practice
squared Discuss the using
steps in compass
2. Draw bisecting line
pentagon
B. Bisect Arc
3. Draw Discuss the Good
hexagon steps in Workmanship
bisecting arc
4. Draw
heptagon C. Bisect
 90

Angle
5. Draw Discuss the
octagon steps in
bisecting
6. Draw angle
nonagon
D. Discuss
7. Draw the steps in
decagon drawing
regular
8. Draw ellipse polygons

C. Assessment plan
1. Be able to interpret drawing specification.
2. Be able to use compass bisect lines, arcs, and angles.
3. Be able to Produce a neat and accurate drawing output
4. Be able to draw regular polygons using compass

D. Scoring Rubrics

ACCURACY
50 - output is exactly done.
45 - manifestation of 3 to 5 mistakes on the output.
40 - manifestation of 6 to 10 mistakes on the output.

SPEED
10 - output is submitted before the deadline.
8 - output is submitted on the deadline.
5 - output is submitted after the deadline.

NEATNESS
25 - manifestation of dirty erasures on output is not evident.
20 - manifestation of 3 to 5 dirty erasures on the output.
15 - manifestation of 6 or more dirty erasures on the output.
 91

LABELING
15 - uniformity of letters, proper spacing, and completeness of
printed information on output are manifested.
10 - uniformity of letters , proper spacing , and completeness of
printed information are not manifested.

Station : Naga National High School

Subject : Technical Drawing 2
Competency : Orthographic Projection

A. Unit Title: Orthographic Drawing

B. Learning Objectives:
Through a given illustrative discussion, the students shall be able to:
A. Define orthographic drawing;
B. Name the three fundamental views of orthographic drawing;
C. Draw orthographic project from a simple pictorial drawing;&
D. Present a neat and accurate drawing output.
Learning Procedure Activity Methods Resources Time
Content
Orthographic Discussion on Perform Illustrative Illustrated
Views the definition Analytical discussion charts
a. Top View of: skills Discovery 5 hours/ or
b. Front view Orthographic 5 meetings
c. Side View drawing and Perform Application
d. Projection its views Measuring Power point
lines Deductive presentation
e. Block-in Relationship Enhance
views of the three drawing skills Discovery
f. 45x45 views
triangle Good
Analyze Workmanship Good
simple Workmanship
isomeric view
and construct
into
orthographic
 92

drawing

Emphasize
appropriate
techniques
and the use of
45x45 triangle
Question-and
answer, and
processing
C. Scoring Rubrics
ACCURACY
50 - output is exactly done.
45 - manifestation of 3 to 5 mistakes on the output.
40 - manifestation of 6 to 10 mistakes on the output.

SPEED
10 - output is submitted before the deadline.
8 - output is submitted on the deadline.
5 - output is submitted after the deadline.

NEATNESS
25 - manifestation of dirty erasures on output is not evident.
20 - manifestation of 3 to 5 dirty erasures on the output.
15 - manifestation of 6 or more dirty erasures on the output.

LABELING
15 - uniformity of letters, proper spacing, and completeness of
printed information on output are manifested.
10 - uniformity of letters , proper spacing , and completeness of
printed information are not manifested.
 93

Station : Naga National High School

Subject : Technical Drawing 2
Competency : Construct Pictorial Drawing

A. Unit Title:
B. Learning Objectives:
Through a given illustrative discussion, the students shall be able to:
A. Define isometric view;
B. Differentiate isometric view from orthographic drawing;
C. Draw isometric view from a simple orthographic drawing;&
D. Present a neat and accurate drawing output.

Learning Procedure Activity Methods Resources Time

Content
Isometric Part 1 Synthesizing Illustrative Illustrated
view Brief recall on concepts of discussion charts
Left-cross orthographic orthographic
axis drawing to isometric Demonstration Powerpoint 5 hours/ or 5
Right- Let students presentation meetings
cross axis differentiate Perform
Vertical orthographic Measuring
axis drawing from
Isometric isometric view Enhance
box Part 2 drawing skills
30x60 Discuss the ff.
triangle Isometric view Good
and its axes Workmanship
Isometric box
Synthesizing
orthographic
drawing to
isometric view
Steps and
techniques and
the use of
30x60 triangle
Question-and-
 94

answer and
processing
D. Scoring Rubrics
ACCURACY
50 - output is exactly done.
45 - manifestation of 3 to 5 mistakes on the output.
40 - manifestation of 6 to 10 mistakes on the output.

SPEED
10 - output is submitted before the deadline.
8 - output is submitted on the deadline.
5 - output is submitted after the deadline.

NEATNESS
25 - manifestation of dirty erasures on output is not evident.
20 - manifestation of 3 to 5 dirty erasures on the output.
15 - manifestation of 6 or more dirty erasures on the output.

LABELING
15 - uniformity of letters, proper spacing, and completeness of
printed information on output are manifested.
10 - uniformity of letters , proper spacing , and completeness of
printed information are not manifested.
 95

BIBLIOGRAPHY
 96

Books

Cruz, Rosario. T.H.E. in the 21st Century: Quezon City: Rex Printing Company,
Inc.2005

Sanchez, C.A. Methods and Techniques of Research: 856 Nicanor Reyes, Sr.
Street.
Manila, Philippines: Rex Book Store. 2003

Manual

Carmilo V. Sison. Teaching the 1987 Constitution: 388 Quezon Avenue,

Quezon City Philippines: JMC Press, Inc. 2000.

Himang and Lawas. Thesis Writing Manual: Cebu Technological University.

Pages 10-20. 2010.

Unpublished Thesis Materials

Aventuna, Marvin M. “Woodcraft Industry in Lapu-Lapu City: Inputs to HELE

2013, K-12 Basic Education Curriculum”.2013.
Laputan, Janito G.“Exploring Mechanical Drafting in Identified National High
Schools in Carcar City: Action Plan”. 2013.

Sanchez, Jimmy B. “Attitude, Performance and Proficiency Levels of Junior

High and Senior Secondary Students in Drafting at Mactan National High
School Lapu-Lapu City Division: Some Proposals”.2005

Ughoc, Jessica M. “Competency-based Performance of Third Year Drafting

students of Jugan National high School, Consolacion Division of Cebu
Province: Basis for Development of Learning Exercises”. 2006.

Module

Department of Education: Technical Drawing Competency-based Curriculum

(Stengthen Technical-Vocational Education Program STVEP)

Department of Education:K to 12 Basic Education CurriculumTechnology

and Livelihood Education Learning Module
 97

K to 12 Basic Education Curriculum Technology and Livelihood Education:

Learning Module in MECHANICAL DRAFTING

Article

Abad, J. R. “TECHNOLOGICAL-VOCATIONAL EDUCATION AND TRAINING” Business

Focus of Manila Bulletin published October 18, 2002.

Prosser, C. A. & Quigley, T. H. “Vocational Education in a Democracy”

American Technical Society, Chicago, Illinois.

Internet source

Clark, et.al 2010. Experiential Learning as the Science of Learning and

Development. Englewood Cliffs, NJ: Prentice Hall.
Retrieved from https://en.wikipedia.org/wiki/Experiential learning

Rachel Adelson (2004) Instruction vs. Exploration in Science Learning.

Retrieved from https://en.wikipedia.org/wiki/Discovery learning
 98

APPENDICES
 99

Appendix A

LETTER OF REQUEST

February 23, 2016

Dr. SENEN P. PAULIN

Schools Division Superintendent
City of Naga, Cebu

Sir;
I am currently writing my master’s thesis entitled: “Achieving Skill
Proficiency In Strengthening Technical-Vocational Education Program
(STVEP) –Technical Drawing.” I would like to seek permission from your good
office that I will be allowed to distribute questionnaires to the randomly selected
grade 9 STVEP (Strengthen Technical Vocational Education Program) students
of Naga National High School. Rest assured that all information gathered shall be
maintained with discreet and utmost confidentiality, and will be only used for the
advancement of research and school operation.

Thank you for your favorable respond on this undertaking.

Yours truly,

(Sgd) DOMENIC T. SANCHEZ

Researcher
Noted by:

(Sgd) FLORENTINA R. ABELLA

OIC-NagaNHS Office of the Principal

Approved by:

(Sgd) SENEN P. PAULIN, Ed.D

Schools Division Superintendent
 100

Appendix B

QUESTIONNAIRES FOR STUDENTS

Good Day!
The purpose of this questionnaires is to secure data in relation to
researcher’s thesis entitled “Achieving Skills Proficiency In Strengthening
Technical-Vocational Education Program (STVEP) –Technical Drawing.”
The undersigned request for your sincere cooperation as a competent
respondent of this study. Rest assured that your answers will be treated with
utmost confidentiality.

(Sgd) DOMENIC T. SANCHEZ

1. Personal Profile
Direction: Kindly check the appropriate slot/space after each item
Name:
(Optional)_____________________________________________________
Name of School:_______________________________________________
1.1.Age:
13 ______ 17_______
14 ______ 18 _______
15 ______ 19 _______
16 ______ 20 _______
Gender: male _____ female ______

1.2. Final Grade in Technical Drawing 2:

90-94 ______
85-89 ______
80-84 ______
75-79 ______
 101

1.3. Socio Economic Status

1.3.1.Parent’s Highest Educational Attainment

Father Mother
Graduated Doctorate degree _____ _____
Graduated Master’s degree _____ _____
Master’s degree level _____ _____
College graduate _____ _____
College Level _____ _____
High School graduate _____ _____
Elementary graduate _____ _____

1.3.2. Occupation:

Father Mother
Agriculture, Food and Natural Resources _____ _____
Architecture and Construction _____ _____
Arts, Audio-Video Technology and Communication _____ _____
Business, Management and Administration _____ _____
Education and Training _____ _____
Finance _____ _____
Government and Public Administration _____ _____
Health Science _____ _____
Hospitality and Tourism _____ _____
Human Services _____ _____
Information Technology _____ _____
Law, Public Safety and Security _____ _____
Manufacturing _____ _____
Marketing, Sales and Service _____ _____
Science, Technology and Engineering _____ _____
Transportation and Distribution _____ _____
Unemployed _____ _____

Source: Department of Labor and Employment. See the details below.

 102

Agriculture, Food and Natural Resources

Farmers and Ranchers
Fish Hatchery Manager
Fisher
Food Scientists and Technologist
Forester
Landscaping and Groundskeeper
Nursery and Greenhouse Manager
Pest Control Worker
Zoologist
Architecture and Construction
Architect
Carpenter
Drafter
Electrician
Heating and Air Conditioning Mechanic
Highway Maintenance Worker
Painter
Plumber
Rigger
Roofer
Security System Installer
Surveyor
Arts, Audio-Video Technology and Communication
Actor
Art Director
Audio or Video Equipment Technician
Broadcast News Anchor
Camera Operator
Copywriter
Dancer
Desktop Publisher
Editor
Graphic Designer
Journalist
Librarian
Music Director
Musicians and Singers
Photographer
Public Relations Specialist
Radio and Television Announcer
Technical Writer
Ushers
Writer
Business, Management and Administration
Accountants and Auditors
Administrative Assistant
Budget Analyst
Customer Service Representative
Employment and Placement Specialist
File Clerk
 103

Human Resources Assistant or Manager

Legal Secretary
Manager
Medical Secretary
Proofreader
Receptionist
Secretary
Statistician
Title Examiner
Education and Training
Education Administrator
Elementary School Teacher
Fitness Trainers
Postsecondary Teacher
School Counselor
Secondary School Teacher
Teacher Assistant
Training Specialist or Manager
Finance
Bookkeeper
Credit Analyst
Economist
Financial Advisor
Financial Analysts and Examiners
Financial Manager
Financial Specialist
Insurance Appraiser
Insurance Claims Clerk
Loan Officer
Payroll Clerk
Procurement Clerk
Tellers
Government and Public Administration
Chief Executive
Environmental Inspector
Legislator
License Clerk
Municipal Clerk
Social and Community Service Manager
Urban Planner
Health Science
Anesthesiologist
Athletic Trainer
Dentist
Dietitians and Nutritionists
Doctor
Licensed Practical Nurse
Massage Therapist
Optometrist
Orthodontist
Pharmacist
 104

Physical Therapist
Psychiatrist
Radiologic Technician
Registered Nurse
Surgeon
Speech-Language Pathologist
Veterinarian
Hospitality and Tourism
Amusement and Recreation Attendant
Bartender
Chef
Cook
Dishwasher
Food Preparation Worker
Food Service Manager
Gaming Manager
Hotel Desk Clerk
Maids and Housekeepers
Recreation Workers
Tour Guides
Travel Agents
Umpires and Referees
Waiters and Waitresses
Human Services
Child Care Worker
Clergy
Clinical Psychologist
Counselor
Educational Psychologist
Marriage and Family Therapist
Social Worker
Sociologist
Substance Abuse Counselor
Information Technology
Computer and Information Science Manager
Computer Programmer
Computer Security Specialist
Computer Software Engineer
Computer Support Specialist
Computer Systems Analyst
Database Administrator
Network Administrator
Website Developer
Law, Public Safety and Security
Aircrew Officer
Court Clerk
Detective
Fire Inspector
Firefighter
Immigration and Custom Inspector
Judge
 105

Lawyer
Police Officer
Private Detective
Security Guard
Manufacturing
Baker
Carpenter
Civil Engineering Technician
Commercial Driver
Electrical Engineers and Technicians
Home Appliance Repairer
Locksmith
Machinist
Model Maker
Molding and Casting Workers
Purchasing Agents
Sewing Machine Operator
Tool and Die Maker
Upholsters
Welder
Marketing, Sales and Service
Advertising Manager
Appraiser
Barber
Butcher
Cashier
Fashion Designer
Hairdresser
Interior Designer
Jeweler
Makeup Artist
Marketing Manager
Model
Real Estate Agents and Brokers
Sales Manager
Sales Representative
Telemarketer
Science, Technology and Engineering
Aerospace Engineer
Archeologist
Astronomer
Atmospheric Scientist
Biologist
Cartographer
Chemical Engineer
Chemist
Civil Engineer
Engineering Manager
Environmental Scientist
Forensic Technician
Transportation and Distribution
 106

Air Traffic Controller

Aircraft Mechanic
Airline Pilot
Automotive Body Repairer
Automotive Mechanic
Bus Driver
Captains and Pilots of Water Vessels
Dispatcher
Flight Attendant
Locomotive Engineer
Motorboat Mechanic
Motorcycle Mechanic
Postal Service Mail Carrier
Tax/PUJ/Tricycle/Trisikad Driver
Transportation Manager
Truck Driver
1.3.3. Parents’ Combined Monthly Income
Php 30,000.00 – above ______
Php 20,000.00 - 29,999.00 ______
Php 15,000.00 -19,999.00 ______
Php 10,000.00 - 14,999.00 ______
Php 5,000.00 - 9,999.00 ______
Php 3,000.00 - 4,999.00 ______
Php 1,000.00 - 2,999.00 ______
Php 1,000.00 - below ______

2. Perception on Level of performance in Technical Drawing competencies

Direction: Below are the competencies of Technical Drawing 1 and 2 that you

had undertaken. Identify which competency that you encountered difficulty.

Indicate checkmark on the space provided for. The categories are weighted as

follows:

WEIGHT RANGE LEVEL DECSCRIPTION

5 4.21 – 5.00 Easy If the competency is not

difficult
4 3.41 – 4.20 Moderate If the competency is less
difficult
3 2.61 – 3.40 Average If the competency is slightly
difficult
2 1.81 – 2.60 Hard If the competency is difficult
 107

1 1.00 - 1.80 Very Hard If the competency is

extremely difficult

2.1.1 Units of Competency in Level of Performance

Mensuration E M A H VH
5 4 3 2 1
Measure object/distance in millimeter
Measure object/distance in
Centimeter
Measure object/distance in inch.
Write measurement on drawing
Secure required measuring tool (ruler)
Level of Performance
2.1.2 Units of Competency in E M A H VH
Freehand Drawing 5 4 3 2 1
Draw short and long horizontal lines
Draw short and long vertical lines
Draw short and long incline lines
Draw short and long perpendicular
line
Draw short and long parallel lines
Draw arcs and circles
Draw borderline
Draw objects in outline form
Sharpen pencil
Erase pencil lines
Level of Performance
2.1.3 Units of Competency in E M A H VH
Lettering 5 4 3 2 1
Draw guide lines
Print lowercase single-stroke gothic
Letters
Print uppercase single-stroke gothic
Letters
Print single-stroke gothic numbers
and
Ampersand
Print words/sentences in single-stroke
gothic letter style
Print paragraphs in single-stroke
gothic
letter style.
Center title using “trial-and-error
method”
 108

Center title using “scratch-paper

method”
Maintain inter letter spacing
Maintain inter word spacing
Level of Performance
2.1.4 Units of Competency in the E M A H VH
Construct of Geometrical Figures 5 4 3 2 1
Bisect horizontal and vertical line
Bisect arc
Bisect common angles.
Draw Equilateral Triangle
Draw Square
Draw Pentagon
Draw Hexagon
Draw Heptagon
Draw Octagon
Draw Nonagon
Draw Decagon
Draw Ellipse
Manipulate compass
Manipulate protractor
Manipulate 30x60 & 45x45 triangles
Level of Performance
2.1.5 Unit of Competency in E M A H VH
Orthographic Projection 5 4 3 2 1
Sketch alphabet of lines (visible line,
hidden line, etc.)
Block in views
Draw orthographic views of the object
with horizontal and vertical surfaces
Draw orthographic views of object
with inclined surfaces
Draw orthographic views of object
with regular curved surfaces.
Draw orthographic views from the
given pictorial view
Draw a detailed working sketch
Sketch an assembly working drawing
Write measurement on top, front, and
side view
Manipulate pencil and 45x45 Triangle
2.1.6 Units of Competency in the Level of Performance
Construct Pictorial Drawing E M A H VH
5 4 3 2 1
Draw isometric axes
 109

Draw isometric views of objects with

horizontal and vertical Surfaces
Draw isometric views of object with
incline surfaces
Draw isometric views of objects with
regular curved surfaces
Draw isometric view from the given
orthographic views
Draw cavalier and cabinet axes
Draw cavalier pictorial views
Draw cabinet pictorial views
Draw parallel perspective.
Draw angular perspective.

2.2.Perception on Instructional Effectiveness

Direction. Below are the teacher’s instructional skills. Please determine the level

of effectiveness of each in your technical drawing class by checking the

appropriate column. The categories are weighted as follows:

WEIGHT RANGE LEVEL DECSCRIPTION

5 4.21 – 5.00 Highly Effective If the instruction is helpful and

manifested at all times.
4 3.41 – 4.20 Effective If the instruction is helpful and
manifested most of the time.
3 2.61 – 3.40 Moderately If the instruction is helpful and
Effective manifested sometimes.
2 1.81 – 2.60 Less Effective If the instruction’s manifestation
is seldom.
1 1.00 – 1.80 Not Effective If the instruction is not
manifested at all.

Level of Effectiveness
Teacher’s Instructional skills HE E ME LE NE
5 4 3 2 1
Asserts discipline among students in
all drawing activities.
 110

Supervises thoroughly all drawing

activities.
Respects students learning
limitation.
Maintains a learning conducive
classroom.
Uses learning devices well during
discussion.
Delivers thought-provoking questions
to stimulate learning.
Integrates values and real life
situations in the lesson.
Prepares appropriate visual aids to
guide students in the learning
process.
Communicates concepts and ideas
clearly.
Utilizes various instructional
techniques to stimulate learning.
Deals students behavior firmly and
appropriately.
Makes use of time for effective
teaching.
Complements students’ performance
and encourages them to keep
going.
Evaluates students drawing output
fairly and objectively.
Returns students drawing output
after checking and recording.
Sets examples of moral and ethical
behavior among students.
Shows impartiality and fairness to all
students.
Shows honesty and integrity in
dealing students
Shows evidence of professionalism
and leadership.
Observes punctuality.
 111

2.3 Perception on the Level of Availability of Drawing facilities, tools and

materials

Direction. Below are the common drawing facilities, tools and materials that you

have utilized in Technical Drawing 1 and 2. Determine the level of availability of

the tools and material by checking the appropriate column. The categories are

weighted as follows:

WEIGHT RANGE LEVEL DECSCRIPTION

5 4.21 – 5.00 Very Much Adequate If you have more than

what is needed
4 3.41 – 4.20 Very Adequate If you have just enough for
what is needed
3 2.61 – 3.40 Adequate If you have enough for
what is needed
2 1.81 – 2.60 In-adequate If you have something but
not enough
1 1.00 – 1.80 None If it is non-existent
Level of Availability
Drawing Facilities/Equipment VMA VA A IA N
5 4 3 2 1
Technical drawing room
Black board
Display board
Grooming corner
Lighting
Ventilation
Drawing table
Drawing stool
Cleaning paraphernalia
Garbage receptacle
Comfort room
Water and sink
Tools and Materials
Drawing Pencil
Sharpener
T-square
 112

45X45 triangle
30X60 triangle
Compass
Protractor
Ruler
Oslo paper
Soft white eraser
Masking tape

3. Level of interest in Technical drawing competencies

Direction: Below are the competencies of Technical Drawing 1 and 2 that you

had undertaken. Determine your level of interest. Indicate checkmark on the

space provided for. The categories are weighted as follows:

WEIGHT RANGE LEVEL DECSCRIPTION

5 4.21 – 5.00 Very much interested If you extremely like the

competency
4 3.41 – 4.20 Very Interested If you like the competency
a lot
3 2.61 – 3.40 Interested If you are just fascinated
2 1.81 – 2.60 Less interested If you like the competency a
little
1 1.00 – 1.80 Not interested If you do not like the
competency at all

Level of Interest
Technical Drawing Competencies VMI VI I LI NI
5 4 3 2 1
Mensuration
Freehand Drawing
Lettering
Construct Geometrical Figures
Orthographic Projection
Construct Pictorial Drawing
 113

4. Issues and Concerns Encountered in Technical Drawing

Direction. Below is a list of problems encountered in Technical drawing class.

Please determine the level of seriousness by checking the appropriate column.

The categories are weighted as follows:

WEIGHT RANGE LEVEL DESCRIPTION

5 4.21 – 5.00 Very Much Serious If it extremely affects the

class
4 3.41 – 4.20 Very Serious If it affects the class most of
the time
3 2.61 – 3.40 Serious If it affects the class
2 1.81 – 2.60 Less Serious If it affects the class barely
1 1.00 – 1.80 Not Serious If it does not affects the class
at all

Level of Seriousness
Issues and Concerns Encountered VMS VS S LS NS
5 4 3 2 1
Classroom space is inadequate
Defective Drawing Tables
Noisy environment
Poor Classroom Management and
Arrangement
Improper disposal of waste paper
No Output Display Board
Not enough time for each session
Non-compliance of drawing outputs
Defective drawing stools
Busted lighting bulbs
Defective electric fans
Tardiness
Distraction of classes during school
Activities
Late submission of drawing outputs
Habitual absence
Stealing of drawing tools and materials
 114

CURRICULUM VITAE
 115

CURRICULUM VITAE

DOMENIC TANILON SANCHEZ

A. PERSONAL INFORMATION

Home Address : 125 D. Jakosalem St. Cebu City

Contact Number : 09233010236
E-mail Address : domzsan76@gmail.com
Date of Birth : December 13, 1976
Place of Birth : Cebu City
Citizenship : Filipino
Religion : Roman Catholic
Gender : Male
Status : Married
Occupation : Public Secondary School Teacher
Name of Spouse : Maria Ida dela Torre Sanchez
Occupation of Spouse : Private School Teacher
Name of Children : Rafael dela Torre Sanchez
: Ma. Theresa dela Torre Sanchez
 116

B. EDUCATIONAL BACKGROUND
Graduate Studies : Master of Arts in Vocational Education
Cebu Technological University-Main Campus
R. Palma St. Cebu City
March 2016
Tertiary : Bachelor in Secondary Education
Major in T.H.E. specialized in Drafting
Cebu State College of Science & Technology
2000-2001
Vocational/Trade Course : Computer- Aided Drafting
Josrika Computer Training Center
Colon St. Cebu City
2013-2014
Secondary : Abellana National School
Osmeña Blvd. Cebu City
1995-1996
Elementary : Zapatera Elementary School
Sikatuna St. Cebu City
1988-1989
C. SPECIAL SKILL/S : Arnis Master Instructor and Deped Regional
Officiating Official

D. PROFESSIONAL ELIGIBILITIES : Licensure Examination for Teachers (LET)

E. WORK EXPERIENCE
Naga National High School : 2013-present
The Sisters of Mary School : 2006-2013
St. Scholastica’s Academy : 2003-2006
Little Angels Montessori School : 2002-2003
Gaisano Group of Companies : 2001-2002
 117

F. SEMINARS/TRAININGS ATTENDED

Cebu Provincial Grassroots Sports Development Program Training on

Basic Coaching
Minglanilla , Cebu
July 10-12, 2015

Capability Building Program For Sports Officiating Officials

Cebu City Sports Center
December 14-18, 2014

Regional Seminar Workshop on Coaching Arnis

Mandaue City, Cebu
July 17-20, 2014

Public School Teachers’ Forum on Civil Service Matters

Cepoc Elementary School, Tinaan , City of Naga, Cebu
June 20-21, 2014

Refreshers Course for Sports Officiating Officials

Cebu City Sports Center
February 6-7, 2014

Training of Grade 8 TLE Teachers in K-12 BEC

Cebu Technological University- Main Campus
June 6-9, 2013
K-12 BEC Testing And Evaluation
The Sisters of Mary School Boys TownTungkop, Minglanilla, Cebu
May 24-25, 2012

Differentiated Curriculum, Instruction and Assessment

The Sisters of Mary School Boys Town Tungkop, Minglanilla, Cebu
November 5, 2011

Understanding By Design
The Sisters of Mary School Boys Town Tungkop, Minglanilla, Cebu
March 27, 2010
 118

Archdiocesan Assembly for Teachers

University of San Carlos South Campus, Cebu City
February 23-24, 2008

PTTF Training Methodology 1 and Assessors Methodology

The Sisters of Mary School Boys Town Tungkop, Minglanilla, Cebu
Technical Education and Skills Development Authority
April 10-15, 2008

Teachers’ Congress
The Sisters of Mary School Boys Town Tungkop, Minglanilla, Cebu
February 23, 2007

Team Building Workshop

The Sisters of Mary School Boys Town Tungkop, Minglanilla, Cebu
June 2, 2007