1

“Effects of Job Shadowing in the Mean Percentage Score in

Computer Hardware Servicing NC II”

I. Rationale

One of the offered tracks and strands of San Jacinto National High School is the

Computer Hardware Servicing NC II. In this strand, there are 34 enrolled senior high

school students. The Mean Percentage Score of the First Quarter Test Result in

Computer Hardware Servicing NC II is 71.12. The result does not meet the passing rate.

This problem used by the researcher to introduce an intervention which can help to

enhance the mean percentage score of the quarter test result in Computer Hardware

Servicing NC II. The intervention that the researcher will be implementing to the

Computer Hardware Servicing NC II senior high school students of San Jacinto National

High School is the Job Shadowing.

Job shadowing is a work experience option where students learn about a job by

walking through the work day as a shadow to a competent worker. The job shadowing

work experience is a temporary, unpaid exposure to the workplace in an occupational

area of interest to the student. Students can experience firsthand work environment,

employability and occupational skills in practice, value of professional training and

potential career options. Job shadowing is designed to increase career awareness to

help model student behavior through examples and to reinforce in the student the link

between classroom learning and work requirements. Almost any workplace is a potential

job shadowing site. (https://www.livecareer.com/quintessential/job-shadowing)

This study focus on the effects of Job Shadowing in the Mean Percentage Score

in Computer Hardware Servicing NC II. The Senior High School students of San Jacinto

National High School for S.Y. 2016-2017 are the respondents of the study. Each student
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was deployed in the different Computer shops, Computer Repair Shops, and other

related jobs for them to experience the firsthand learning.

II. Review of Related Literature

The career-exploration aspect of job shadowing is certainly one of its benefits.

Young students just starting to think about careers and college students about to embark

on careers can try on jobs by visiting workplaces and observing what goes on. But the

experience can be just as valuable for established job-seekers considering changing

careers. If you know you want to change careers but not sure what career is right for

you, job-shadowing can give you a taste of what various careers are like. By

experiencing a workplace first-hand, you can learn a great deal more about a career

than you can through research in print publications and on the Internet.

(https://www.livecareer.com/quintessential/job-shadowing)

Job shadowing is effective for any job in which the seeing is more graphic than

the telling, or when the seeing is an important component of the learning. In job shadow,

the individual sees the actual performance of the job in action. In job shadow, the

participant also sees and experiences the nuances of how the service is provided or the

job performed. Job shadowing provides a far richer experience than reading a job

description or doing an informational interview during which an employee describes his

or her work.

(https://www.thebalance.com/job-shadowing-is-effective-on-the-job-training-1919285)

(Schwartz,2012) In its simplest form, experiential learning means learning from

experience or learning by doing. Experiential education first immerses learners in an

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experience and then encourages reflection about the experience to develop new skills,

new attitudes, or new ways of thinking.

Dale’s Cone of Experience is a visual model that is composed of eleven (11)

stages starting from concrete experiences at the bottom of the cone then it becomes

more and more abstract as it reaches the peak of the cone. Also, according to Dale, the

arrangement in the cone is not based on its difficulty but rather on its abstraction and on

the number of senses involved. The experiences in each stages can be mixed and are

interrelated that foster more meaningful learning. According to one of the principles in

the selection and use of teaching strategies, the more senses that are involved in

learning, the more and the better the learning will be but it does not mean that concrete

experience is the only effective experience that educators should use in transferring

knowledge to the learner. Like what was mentioned above, the experiences in each

stages can be mixed and are interrelated thus, a balance must be achieved between

concrete and abstract experiences in order to cater and address all the needs of the

learners in all the domains of development and in order to help each learner in his

holistic development.

III. Research Questions

A. General Problem:

This study aimed to determine the Effects of Job Shadowing in the Mean

Percentage Score in Computer Hardware Servicing NC II.

B. Specific Problem:

Specifically, this study sought to answer the following:

1. What is the Mean Percentage Score in the first quarter test results in Computer

Hardware Servicing NC II?

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2. What is the Mean Percentage Score in the third quarter test results in Computer

Hardware Servicing NC II after accomplishing the Job Shadowing by the Grade 11 CHS

students for S.Y. 2016-2017?

3. What is the significant difference in the Mean Percentage Score of the first quarter

test results and the Mean Percentage Score in the third quarter test results in Computer

Hardware Servicing NC II?

4. What is the level of acceptance on Job Shadowing of Computer Hardware Servicing

NC II senior high school students of San Jacinto National High School for S.Y. 2016-

2017?

IV. Scope and Limitation

The study of this research focused on the effects of job shadowing in the mean

percentage score in the quarter test result. The study involved 34 Computer Hardware

Servicing NC II senior high school students of San Jacinto National High School for

school year 2016-2017. Each student rendered at least 5 meetings on their target

computer shops, computer repair shops, and other related jobs. The respondents also

accomplished a narrative report in every session and affixed the signature of the

computer shop’s owner or manager.

V. Methodology

The researcher calculated the mean percentage score in the first quarter test

results in Computer Hardware Servicing NC II. The mean percentage score in the third

quarter test results in Computer Hardware Servicing NC II was computed to identify the

level of achievement of the students after undertaking the job shadowing. The

researcher used the MPS of first and third quarter test result to identify the significant
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difference. A questionnaire was administered after finishing the job shadowing to identify

the level of acceptance of the respondents.

The researcher made use of Descriptive Method. This method was the most

appropriate in this type of study. The descriptive research is concerned with the

conditions of relationships that exist, processes, and effects.

A. Sampling

The sample of the study consisted of 34 Grade 11 senior high school students

enrolled in Computer Hardware Servicing NC II of San Jacinto National High School for

S.Y. 2016-2017. The sample selected as a purposive sampling focusing only the

Computer Hardware Servicing NC II senior high school students.

B. Data Collection

The researcher computed the mean percentage score in the first quarter test

result in Computer Hardware Servicing NC II.

The researcher computed the mean percentage score in the third quarter test

result right after introducing the Job Shadowing to the senior high school students

enrolled in Computer Hardware Servicing NC II. Furthermore, the researcher used a

questionnaire to get the level of acceptance of Computer Hardware Servicing NC II

senior high school students of San Jacinto National High School for school year 2016-

2017 to Job Shadow.

C. Plan for Data Analysis

The data was gathered, tallied, and presented in a tabular treatment.

The mean percentage score in the first quarter test result in Computer Hardware

Servicing NC II was computed and gathered before the introduction of Job Shadowing.

The mean percentage score in the third quarter test result in the said subject was

computed after accomplishing the Job Shadowing.

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The mean percentage score in the first quarter test result and third quarter test

result was used to identify if there is a significant difference after introducing the Job

Shadowing to the senior high school students enrolled in Computer Hardware Servicing

NC II. To compute the mean percentage score of the test result, the researcher was

used this formula

Mean Percentage Score = (mean ÷ total number of items) x 100 where;

mean = total scores ÷ number of students

After undertaking the job shadowing, the researcher used a questionnaire

entitled “Job Shadow Questionnaire and Evaluation” to identify the level of acceptability

of the respondents.

VI. Gantt Chart

June July Aug Sept Oct Nov Dec Jan Feb

ACTIVITIES
1234 1234 1234 1234 1234 1234 1234 1234 1234
Secured permit from
the school and from
the division to
conduct an action
research
Identified the target
respondents

Computed the MPS

for 1st quarter test
result
Conducted the job
shadowing

Identified the level of

acceptance of the
respondents to job
shadowing
Analyzed the result
of MPS of the 3rd
quarter test
Findings and
finalization of the
action research
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Submission of Final
Paper

VII. Cost Estimates

The researcher purchased the following materials which were needed in the

conduct of Action Research.

Item Quantity Amount

Short bond paper 1 rem 140
Printer’s ink 4 bottles(complete colors) 1200
Folder 5 50
TOTAL 1390

VIII. Action Plan

Programs/
Strategies/ Persons Time Expected
Projects/ Objectives
Activities involved frame Output
Activities
I. Student 1. To compute The researcher Grade 11 August - The

Development the first and will be CHS January researcher

a. Getting the third quarter gathering the students will get the

quarterly MPS MPS in CHS quarterly test and accurate

in CHS NC II NC II scores of the teacher of quarterly

learner to San result of the

compute the Jacinto MPS in

quarterly MPS National CHS NC II

in CHS NC II High and use it

School for as basis of

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S.Y. 2016- the study

2017

b. Students’ 1. To measure The students The

Acceptability the level of will evaluate Grade 11 December research will

on the Job Acceptability of their job CHS measure the

Shadowing the students shadow students level of

on the job experience acceptability

shadowing through a of the

questionnaire students on

the job

shadowing

II. Curriculum
The
Enhancement
students will
a. Integration 1. To expose The students Grade 11 October -
be
of Job the students in will look for CHS NC II January
familiarized
shadowing in the fields of computer students,
with the
the curriculum ICT shops where Teacher,
computer
they can and
peripherals,
3. To have a conduct the job Computer
hardware
firsthand shadow shops
devices,
experience owners
and
using job Finding
software
shadow available time
programs
for the actual

observation
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The students

will accomplish

the

observation

form during the

conduct of the

job shadow

IX. Results and Discussion

A. Findings

Based on the data gathered from the respondents. The Mean percentage score

of the respondents in the first quarter test result is 71.12 which is very low.

After introducing the Job Shadow to Grade 11 CHS students, the mean

percentage score during the third quarter test result increased to 81.65. There is an

immense significant difference comparing the mean percentage score during the first

quarter to third quarter.

Moreover, the level of acceptance of the respondents to job shadow was very

positive.
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B. Analysis and Interpretation

Figure 1: Mean Percentage Score in First Quarter Test

Result
80 71.12
70
60
50
50 43 45 42 44 45 45
38 41 38 38 38 38 38 40 39 39 40 38 41 41 38 38 38 38
40 35.56
29 27 28 30 30
30 25 25 22
20 17
13
8.07
10
0
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 s PS
m
i te M
f
.o
No

Figure 1 shows the First Quarter Test Result of the Grade 11 CHS students. The

computed Mean was 35.56 and 50 as the total number of items. The Mean Percentage

Score in the first quarter test result was 71.12 with 8.07 as the standard deviation.

Figure 2: Mean Percentage Score in Third Quarter Test

Result
90 81.65
80
70
60 50 50
50 42 44 45 46 46 46 45 46 46 43
38 39 38 39 38 38 38 38 38 38 40 40 40 38 40 41 41 38 38 38 39 38 40.82
40 36
30
20
10 3.52
0
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 s PS
m
i te M
f
o.o
N

From the figure 2, it shows the scores of the CHS students during the conduct of

the third quarter examination. The computed mean was 40.82 and 50 as the total number of
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items. The Mean Percentage Score for the third quarter was 81.65 with 3.52 as the standard

deviation.
90
80 81.65
70 71.12
60
50 50
44 45 45 46
42 44
46 46 45 46
45 46
45
4038 43
39 38 38
39 42
38 41 38 38 38 38 38 38 38 40 40
39 39 40 38 36 40 41
38 41 41
38 38 38 39
43
38 38 38
3029 27 28 30 30
25 25 22
20 17
13 14.81
10 10.53
0
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33 PS s e
M ea
ncr
I
of
%

First Quarter Third Quarter

Figure 3: Comparison of the Mean Percentage Score of First and Third Quarter

Figure 3 shows the comparison of the Mean Percentage Score for the First and

Third Quarter. It is clear that the computed Mean Percentage Score in the third quarter test

result of 81.65 is higher compared to first quarter test result with 71.12. The mean difference

between the first and third quarter test result is 14.81. The result manifested the positive

effects of job shadowing in the performance of Grade 11 CHS students.

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Table 1: Acceptability of the Grade 11 CHS Students on Job Shadowing

Indicators Weighted Mean Descriptive

1. Job shadow was an effective way of learning
4.76 Strongly Agree
different parts of the computer.
2. My Job Shadow experience helped me see how
4.74 Strongly Agree
school is important to my future plans.
3. I learned skills and knowledge that are needed to
4.71 Strongly Agree
have a better understanding about CHS.
4. I learned about
4.65 Strongly Agree
the general expectations for being a good employee.
5. Since taking job shadowing, I felt more comfortable
4.65 Strongly Agree
with computer peripherals and devices.
6. Job shadowing made me happy. 4.62 Strongly Agree
7. I enjoyed my Job Shadow experience. 4.59 Strongly Agree
8. The company personnel was helpful and
4.59 Strongly Agree
informative during my Job Shadow.
9. I liked job shadow more than traditional way of
4.59 Strongly Agree
teaching.
10. I love job shadowing. 4.56 Strongly Agree
11. My Job Shadow experience prompted me to think
4.56 Strongly Agree
about my career options.
12. Job shadowing was easy. 4.29 Agree
Weighted Mean 4.61 Strongly Agree
Legend
4.4-5.0 Strongly Agree
3.5-4.3 Agree
2.8-3.5 Undecided
1.9-2.7 Disagree
1-1.8 Strongly Disagree
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Table 1 shows the level of acceptance of the respondents to the job shadowing.

Only one indicator rated as AGREE by the respondents. “Job Shadow was easy” is the only

indicator that obtained the lowest weighted mean of 4.29 which means that some

respondents were that convinced on the difficulty of job shadowing. And the rest of the

indicators are rated STRONGLY AGREE. The indicator that received the highest weighted

mean of 4.76 is the “Job shadow was an effective way of learning different parts of the

computer”. This only means that the respondents showed positive response and key for

better understanding in terms of first hand learning.

X. Conclusions

Based on the statistical findings of the study, it can be concluded that:

1. The Mean Percentage Score of the respondents during the first quarter is very

low.

2. Job Shadow increased the Mean Percentage Score of the respondents after

comparing the test result throughout first and third quarter.

3. The respondents of the study are Strongly Agree on the use of Job shadow to

enhance their learning on the subject.

XI. Recommendations

With the affirmative results of this study, the following recommendations are forwarded:

1. Integrate different teaching strategies to enhance the performance of the

students in Computer Hardware Servicing NC II.

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2. Job Shadowing is highly recommended tool in giving firsthand learning. It can

also help the learners to enhance their knowledge on the subject.

3. Teachers should be encouraged to integrate the Job Shadow in the subject

because it received a positive response from the students.

XII. List of References

K. Hansen, (2013). Research Companies and Career Through Job Shadowing. Retrieved
on November 25, 2016 from https://www.livecareer.com

J. House, (2012). NHS shadowing scheme not enough to keep patients safe.
http://apps.uflib.ufl.edu

B. C. Hutchins & P. Akos, (2013). Rural high school youth’s access to and use of school-to-
work programs. Career Development Quarterly.

D. Leonard, et. al. (2013). Making yourself an expert. Harvard Business Review.
https://www.exed.hbs.edu

W.J. Rothwell, (2011). Invaluable Knowledge: Securing Your Company's Technical

Expertise. Amacom Books; New York City.

J. Smithee, (2011). Vitality of Florida library staff posted in 140 characters.

digitalcommons.kennesaw.edu

The International University of Kagoshima, (2013). Annual Report for the Job Shadowing
Project. The International University of Kagoshima. https://www.kent.ac.uk/hr-
learninganddevelopment/
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XIII. Appendices

Appendix A

Job Shadow Questionnaire and Evaluation

(http://www.conejousd.org/Portals/19/Career%20Education/Downloads/New%20Job
%20Shadow%20Questionnaire%20and%20Evaluation.pdf)
Direction: Read each statement then decide and put a check on the column that best
describes your feeling.
Strongly Strongly
Agree Undecided Disagree
Agree Disagree
1. Job shadowing
made me happy.
2. Job shadowing was
easy.
3. I enjoyed my
Job Shadow
experience
4. I love job
shadowing.
5. My Job Shadow
experience prompted
me to think about my
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career options
6. I learned about
the general
expectations for being
a good employee
7. The company
personnel was helpful
and informative during
my Job Shadow
8. I learned skills and
knowledge that are
needed to have a
better understanding
about CHS
9. Since taking job
shadowing, I felt more
comfortable with
computer peripherals
and devices.

10. Job shadow was

an effective way of
learning different parts
of the computer
11. My Job
Shadow experience
helped me see how
school is important to
my future plans
12. I liked job shadow
more than traditional
way of teaching
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Appendix B

Communication Letter

Republic of the

Region I
PANGASINAN DIVISION II
SAN JACINTONATIONAL HIGH SCHOOL
SENIOR HIGH

20 December 2016

Sir/Madam:

Greetings!
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One of the tracks/strands offered in San Jacinto National High School for Senior High
School is Computer Hardware Servicing NC II. At present there are 34 Senior High School
Students who are enrolled in our School.
In connection with this, may I request from your office to please allow my CHS students
to have their hands-on training and observation which have something to do with my present
study entitled “The Effects of Job Shadowing in the Mean Percentage Score of Computer
Hardware Servicing NC II students of San Jacinto National High School”.
The assistance and service you would extend to us will be greatly appreciated.
Thank you so much and God Bless.

Sincerely,

ROGER Z. ESTABILLO JR.

Researcher

Noted by:

PERLITA B. OSTREA, Ph.D. (h.c.)

Principal IV

Appendix C

Photos during the Conduct of Job Shadowing

The students are having their observations to the selected

Computer Repair Shops
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The students are trying to troubleshoot the unit

The students are doing their observation to the different to

Computer Shops
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The Researcher facilitates the Data Gathering from the respondents to get
the level of acceptability to Job Shadowing
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Curriculum Vitae

PERSONAL DATA

Name: Roger Z. Estabillo Jr.

Position: Teacher III
Designation: Senior High School Teacher
School: San Jacinto National High School
School Address: Guibel, San Jacinto, Pangasinan
Year in service: 3 years
Date of Birth: December 18, 1990
Father’s Name: Roger T. Estabillo Sr.
Mother’s Name: Nancy Z. Estabillo
Address: Sta. Maria, San Jacinto, Pangasinan
Contact Number: 09120039882

EDUCATIONAL BACKGROUND

Educational Year
School/ University Honor Received
Background Graduated
Elementary Asan Sur Elementary School 2003
Secondary Alejandro F. Oligan National High 2007
School
College Don Mariano Marcos Memorial 2011
State University
Graduate Pangasinan State University, Finished
Studies School of Advance Studies Academic
Requirements

WORK EXPERIENCE

Position Inclusive Dates/ Year School

Teacher III June 13 – Present San Jacinto National High School
Teacher III October 20, 2014 – June 12, 2016 Juan G. Macaraeg National High School
Teacher I May 15, 2013 – October 19, 2014 Juan G. Macaraeg National High School
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CIVIL SERVICE ELIGIBILITY

License (if
Date of Place of applicable)
CAREER SERVICE/
Rating Examination/ Examination /
RA 1080 Number Date of
Conferment Conferment
release
Licensure Examination June
75.00% March 2012 Baguio City 1132821
for Teachers 2012