College For Research and Technology

COLLEGE FOR RESEARCH AND TECHNOLOGY
Burgos Avenue, Cabanatuan City 3100

Tel. 463-2735 463-2697 600-2200
E-mail: crt.cabanatuan@gmail.com
CHAPTER 1
PROBLEM AND ITS BACKGROUND
INTRODUCTION
A competency assessment is the assessment of someone’s capabilities against the

requirements of their job. Those requirements are defined in a competency model. To be
valuable, competency models should contain only tasks and skills that are critical to
success in the role, not every activity they perform in their job. The assessment is
performed on those identified tasks and skills for which a rating is selected based upon
how they do the task, which defines their proficiency or skill gaps for each task and skill.
It can also use by individuals to assess their readiness for other roles, people will no
longer make assumptions about their readiness for a role or guess at the requirements
they will really know stated by Lasse, C.(2020). SHS level of education is the student’s
chapter of life wherein they will pursue their desired goals in the future that’s why they
must be prepared enough. Taking competency assessment plays a significant role and
function upon preparing the students for SHS, these are the assessments that shapes their
skills and talents, trainings that prepares them that can equip them the standard quality of
education. (Plamo, L.,2017)
Competency assessment is the process of collecting evidence and making

judgments on whether competency has been achieved. It focuses in assessing an
individual’s skills, knowledge, attitude and work values relative to a unit or cluster of
units of competency. Its purpose is that TESDA pursues the assessment and certification
of the competencies of the middle-level skilled workers to Philippine TVET Competency
Assessment and Certification System (PTCACS). The assessment process seeks to
determine whether the graduate or worker can perform to the standards expected in the
workplace based on the defined competency standards. Certification is provided to those
who meets the competency standards. This ensures the productivity, quality and global
competitiveness of the middle-level workers. TESDA has accredited assessment centers
“Readiness of Grade 12 ICT Student in College for Research and Technology in

Taking Competency Assessment Amidst of Covid-19 Pandemic’’
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as well as the competency assessors who conduct competency assessment process for
persons applying for certification. (TESDA, 2015)
Acoording to LPI, 2021, as the COVID-19 pandemic continues, the education

field is producing a growing body of useful resources to support student learning and
well-being during school closures. School preparing such as, safe and restorative school
reopening, restorative approaches to recovering lost learning time, policy and funding
strategies, distance learning, social-emotional learning, student health and well-being,
supporting students with special needs and educator preparation.With regards to face-to-
face TESDA had earlier submitted recommendations concerning the resumption of
training and assessment activities to the IATF for inclusion in the omnibus guidelines on
community quarantine in the Philippines. The IATF allows these to be conducted up to
50% of the training or assessment cite capacity, and provided that these are in strict
compliance with minimum public health standards, TESDA guidelines, and consultation
with local government units, further, according to the resolution, “virtual assessment and
portfolio assessment through electronic means” may also resume for certain TVET
qualifications. (TESDA,2020)
In this manner, the researchers conducted this study to determine how grade 12
ICT will be ready in taking competency assessment.
STATEMENT OF THE PROBLEM
The study attempts to find out the Readiness of Grade 12 ICT students in College
for Research and Technology in taking competency assessments, specifically it tries to
answer the following:
1. How may the Demographic Profile of the respondents be described as to:
1.1 AGE?
1.2 GENDER?

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2. Does grade 12 ICT will be ready for taking national assessment despite of the
pandemic?
OBJECTIVE
The objective of this study is to determine the readiness of Grade 12 ICT students
in College for Research and Technology in taking competency assessment.
1. To describe the Demographic profile of the respondents be follow:
1.1 AGE
1.2 GENDER
2. To determine the readiness for taking national assessment of grade 12 ICT

amidst of the pandemic.
SIGNIFICANCE OF THE STUDY
This study will also be helpful in serving as guide to the Grade 12 students to be
ready in this strand.
To the Grade 12 ICT Students
This study can help students gain awareness and consciousness to determine the
different factors to consider in order for them to be ready in taking national
assessment.

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To the Teachers
This research can help teachers gain awareness and consciousness with their essential
roles as an important foundation for student’s readiness upon taking national
assessment
To the Parents
This research can help parent’s guardians and relatives to provide support to the
students. Also, it can give parents awareness to their duties upon fulfilling the needs
of students.
SCOPE AND DELIMITATION
The study was entitled “The Readiness of Grade 12 ICT Students in College for
Research and Technology in Taking Competency Assessment”. The study was conducted
at College for Research and Technology campus at San Jose City. The respondents of our
topic are the Grade 12 ICT students in College for Research and Technology. There were
8 girls and 16 boys of respondents from Grade 12 ICT students in CRT campus, in which
the total of our respondents is 24.
The study does not cover the total number of Grade 12 students that in different
strand, because the focused of our study was to find out the Readiness of Grade 12 ICT
students in College for Research and Technology in taking competency assessment.

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CONCEPTUAL FRAMEWORK
It was a set of ideas organized in a manner that makes it easy to understand the
topic. It used Input, Process and Output model that show how processed the data and
provide an Output.
From this study, the researchers determine the Readiness of Grade 12ICT
Students in College for Research and Technology in Taking Competency Assessment
Amidst of Covid-19 Pandemic
INPUT: PROCESS: OUTPUT:

1. How may the The researchers using “The Readiness of
Demographic Profile of the online survey Grade 12 ICT Students
the respondents be questionnaire as their in College for Research
described as to: method of study. and Technology in
Taking Competency
1.1 AGE?
Assessment Amidst of
1.2 GENDER? Covid-19 Pandemic.”.
2. Does grade
12 ICT will be ready for
taking national
assessment despite of
the pandemic?
3. What are the

preparations
experienced of the
student’s during
pandemic?
Figure 1. Research Paradigm

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CHAPTER II
REVIEW OF RELATED LITERATURE
LOCAL
From WHO (2020), communities need to be empowered during pandemic

preparedness and response. Risk communication systems can be developed by including
risk assessment as part of coordination efforts, monitoring infodemic and enlisting media
channels and/or community organizations for dissemination of accurate and valid
information on COVID-19.
As Jimenez, L,.(2020) stated, the annual state assessment is the only consistent
and comparable measure available for all students related to their learning. Without this
data, district and school system leaders will have limited to no information to understand
the extent of the overall academic impacts the pandemic and economic downturn have
had on student learning and student group performance. But, amidst of the pandemic
more of the institution are suspended their Competency Assessment and the students are
staying at home, reason for them not fully-equipped.
According to Briones, C.B. (2018), in the Philippines the 21 st Century Skills

required by a holistically developed Filipino are information, media, and technology
skills; therefore, the use of ICT in the teaching and learning process is critical in
developing this lifelong skills required by learners as they leave school and face the
realities of the workplace. As a result, successful ICT incorporation is a general
requirement that teachers must carefully implement in order to direct students in
acquiring or improving this skill. “21st Century Education for all Filipinos, Anytime,
Anywhere,” is the Department of Education’s (DepED) vision for ICT in education. As
stated in DepEd strategic plan, students from senior high school are not required to take
the National Assessment. Hence, they have a lot of ways to prepare the students, they
must think the health assurance of them. Vicerra, P., Bincang, J., & Ogena, A. (2012),

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Llorente and Cabero (2005), as expressed in relation to ICT’s, digital or technical

literacy is viewed today as an important element for university student’s education,
implying the need to be competent in the use of modern and old codes, symbolic
structures, and forms of interaction. The creation of these competencies tends to be a
paradigm in education, and they offer a description of competency that defines competent
people as those who do very well what is required of them in a given sector. However,
some students are facing so much struggles in their study since they have to stay at home.
A lot of parents are confused if their children can learn without face-to-face.
FORIEGN
According to Liberman, J., Diego, L., & Levin, V.(2020), as countries consider
approaches to including learning assessment in the process of school re-opening, the note
provides guidance on how to prepare and administer assessment activities and how to
ensure that the results from assessments are used as intended. Black, Latinx, Indigenous,
and low-income students disproportionately lacked access to opportunity and high-
quality instruction even before COVID-19. Now, in the midst of the pandemic, they are
more likely to experience the stressful impacts of the coronavirus outbreak and the
economic recession it has helped to create. For example, parents of these students are far
more likely to work in “essential” positions, meaning that they cannot work from home
and support their children’s learning. Students of color and low-income students are also
more likely to feel the effects of lost income due to their parents’ job loss. Finally, they
are more likely to experience the trauma of losing a loved one to the coronavirus.
Enabling students to learn at their highest levels would require mitigating these traumatic
and stressful conditions. Schools cannot play that role unless they know what students are
experiencing and, most importantly, how the pandemic has affected their well-being.
TAEP (2018), principals detailed the infrastructure preparations that their schools
had made before the COVID-19 pandemic began. Specifically, principals were asked
weather, before the pandemic started, their schools had undertaken the following five

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practices: first, providing devices(e.g., laptops, tablets)to, at a minimum, those students

who need them, second, training teachers on delivering online instructions, third, using a
learning management system, fourth, providing fully online or blended learning courses
and lastly, establishing plans to deliver instruction during a prolonged school closure.
From EAPRO,(2020), schools may be called on by the ministry of education or

their own students to deliver and/or develop assessment resources through non-traditional
channels, e.g. digital platforms, radio, etc., and or to push the development of home-
based assessment, student self-assessment, especially in situations of protracted school
closures. Such changes represent major shifts in assessment culture for schools and
parents. Schools may also be asked to established a role for the school in assessing and
ensuring accountability of teachers and family for children’s learning. One thing is for
sure, that the students are not ready to take competency assessments as a result of
pandemic to the students who are trying hard to understand the lesson on their own.
Todd, J.B., Blyaone.(2018)

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CHAPTER III
RESEARCH METHODOLOGY
This chapter introduces and addresses study’s research design, respondents,

sampling method, research design, respondents, sampling method, research place,
research instrument, data collection procedure, and statistical treatment.
RESEARCH DESIGN
This quantitative descriptive method of research used survey questionnaire aimed

to determine the readiness of grade 12 ICT students in taking competency assessment in
College for Research and Technology. After that that data must be organized and
presented in a structured manner such that clear and reliable conclusions can be drawn.
(Areola, 2016)
To address the research question, the quantitative study was made insightful
information on the comprehension of grade 12 ICT students for them to be ready in
taking competency assessment.
SAMPLE SAMPLING
The researchers chose College for Research and Technology as the sample school
for their analysis, with the total of 24 respondents. The computed figure was distributed
to the College for Research & Technology San Jose Campus by the researchers. In
addition, the actual respondents were chosen using Slovin’s formula.

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Slovin’s Formula
n = N/(1+Ne²)
where;
n = number of samples
N = total population
e = margin of error
Table 1. Respondents of the Study
Name of School Population Respondents

College for Research and 24 19
Technology

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RESEARCH LOCALE
The researcher chooses to conduct this study at Sanchez Street San Jose City
Nueva Ecija at College for Research and Technology campus, because the respondents
came from this school to know the number of the respondents.

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INSTRUMENTATION
The questionnaire was used to collect the required data, and the researchers chose
to use a closed ended questionnaire. All questionnaires are answerable by A.) Strongly
Agree B.) Agree C.) Disagree D.) Strongly Disagree. This data collection by the
researcher was perform on a group of students from the school. The instrument used by
the researcher to consider the study’s limitation in order to complete it successfully.
GATHERING PROCEDURE
The researchers first approach their research teacher asking if they can use google
form to perform an online survey in order to collect data and information about the
school’s respondents.
The researchers calculated the size of the student population and began designing
questionnaires. Following the completion of questionnaires, the students tried and asked
their teacher if the questions they had constructed were accurate and effective.

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CHAPTER IV
The chapter presents and discusses the gathered information about readiness of
grade 12 ICT students in College for Research and Technology in taking competency
assessment.
Table 2. Age of the Respondents
AGE FREQUENCY PERCENTAGE

15-17 1 5.3
18-20 15 78.9
21-23 3 15.8
24 0 0
Table 2 shows that out of 19 students 1 or 5.3% is in 15-17 years old, and most of
the students that in 18-20 years old are 15 or 78.9% while 3 or 15.8% is in 21-23 years
old. Findings showed that most of the students’ respondents is in 18-20 years of age.
Table 3. Gender of Respondents
SCHOOL FREQUENCY PERCENTAGE

MALE 12 66.7
FEMALE 7 38.9
Table 3 shows that out of 19 students, 12 or 66.7% were males and 7 or 38.9%
were females. Findings showed that there have a lot of male students respondents rather
than the female students respondents who answer to our research question.
Table 4. Readiness of Grade 12 ICT Student in College for Research and

Technology in Taking Competency Assessment Amidst of Covid-19 Pandemic
QUESTIONNAIRE / SURVEY S D A S W VI

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D A M
1. Despite the pandemic I am sure that I improved my 0 5 1 2 2.73 Agree

skills to be ready enough to take national assessment. 2
2. I am more capable with this new learning for 1 7 1 0 2.47 Disagree
national assessment during pandemic. 1
3. I can't focus preparing for national assessment 1 4 1 0 2.60 Agree
during pandemic due to a lot of distractions in my 4
surroundings.
4. With this time of pandemic, I can't say that I'm 0 6 9 4 2.87 Agree
ready for national assessment due to emotional stress
brought by the pandemic.
5. As I am preparing for national assessment, I'm 0 1 1 3 3.13 Agree
having a hard time to communicate with my teacher 5
because of not having a face to face classes.
6. I don't really think I will be ready for national 0 5 1 2 2.80 Agree
assessment particularly with this time of pandemic I 2
am lack of knowledge and didn't cope-up with the
virtual training as well.
7. Having no stable internet connections make my 0 2 8 9 3.40 Strongly Agree
studies even harder during pandemic.
8. I have been distracted by so many online 1 6 1 2 2.67 Agree
applications during virtual training and classes. 0
9. I'm not prepared for the national assessment due to 1 7 1 1 2.47 Disagree
some changes in learning approach made by the 0
pandemic.
10. As the learning delivery approach changed, I've been 0 9 9 1 2.47 Disagree
losing my motivation to study so I'm not prepared for
the national assessment.
11. I am ready for the national assessment, even the 2 1 1 2 2.80 Agree
classes are virtual, we still conducted a face to face 4
training.
12. I am ready to take national assessment; I have my 0 6 1 1 2.73 Agree
own ways to prepare myself for it. 2
13. I am ready, I have my own computers so I can cope 3 6 1 0 2.27 Disagree
up easily with the virtual trainings. 0
14. I am prepared for the national assessment; the 0 7 1 0 2.60 Agree
trainers are very hands-on to my training's despite of 2
the virtual discussion.
15. I am ready to take the national assessment; I have a 0 4 1 0 2.73 Agree
prior learning about the qualification. 5
Chapter IV table is presenting the questions and surveys used by the ICT
students. In this table, question 1, 3, 4, 5, 6, 8, 11, 12, 14, and 15 has been interpreted as
“Agree” and has a weighted mean ranging from 2.51 – 3.51. While the questions 2, 9, 10,
and 13 has been interpreted as “Disagree” with a weighted mean ranging from 1.76 –
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2.50. Question 7, on the other hand, has been interpreted as “Strongly Agree”, as we can
see the students all strongly agreeing to the question with the weighted mean ranging
from 3.26 – 4.00. The overall table interpret as “Agree” with the range of 2.51 – 3.51.
Findings showed that most of the grade 12 ICT students are agreed to our survey
questionnaire. It means that the ICT Grade 12 students are not prepared on taking
National Assessment due to the changes of Learning modality brought by the Covid-19.
As stated in DepEd strategic plan, students from senior high school are not required to
take the National Assessment. Hence, they have a lot of ways to prepare the students,
they must think the health assurance of them. Vicerra, P., Bincang, J., & Ogena, A.
(2012),
CHAPTER IV
Summary:

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The main purpose of the researchers aimed to determine the readiness of Grade 12
ICT student in College for Research and Technology in taking competency assessment at
the same time Grade 12 ICT students in CRT campus is our main respondents.
Researchers used online survey questionnaire to collect the required data in which
all questions are answerable by A.) Strongly Agree B) Agree C). Disagree and D.
Strongly Disagree.
The findings of the Study were summarized as follows:
I. Socio-demographic Profile of the Respondents
Teacher’s note: paki-lagay po dito yung findings ng Sicio-demographic profile.
II. Readiness of Grade 12 ICT Student in College for Research and Technology in
Taking Competency Assessment Amidst of Covid-19 Pandemic
Furthermore, as a result of the conducted survey, some students tend to get

discouraged preparing upon taking the national assessment during the times of pandemic
and online class because it is very easy to get out of focus and do other stuff instead of
listen to the instructor or teacher. Some students also start to slowly get discouraged
because they don’t have the motivation to take the Competency Assessment. Some or
most of the students also don’t have a fixed internet connection and/or computer device
used to join online classes and meetings.
The importance of this study is to help students gain awareness and consciousness
to determine the different factors to consider in order for them to be ready in taking
national assessment for their future career as an Information and Communication
Technologies and other related works.
CONCLUSION
TEACHER’S NOTE: YUNG ILALAGAY NYO DITO AY YUNG

FINDINGS NA NAKUHA NYO SA TALLY NG DATAS NG SURVEY NYO.

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The ICT students can be ready enough to take National Assessment for their future jobs.
Even though there are some problems along the way such as not having good internet
connection and devices to find stuff connected to their lessons. Even with the
discouragement they get from peers and themselves, they will always try to push through
and do what they need to do. And with the used also of online platforms such as google
classroom, zoom, virtual learning environment and social media and various group
forums such as messenger, WhatsApp and WeChat are explored and tried for teaching
and learning to continue education, this can be explored further even after face-to-face
teaching resumes, and these platforms can provide additional resources and coaching to
the learners.(Sumitra, P, Roshan, C, 2021)
RECOMMENDATION
Based on the findings and conclusion presented, the following recommendations

were suggested.
1. The researchers recommended that the students’ respondents should know the
different factors to consider in order for them to be ready upon taking national
assessment.
2. The researchers recommended that the parent’s guide and support their children in
their studies.
3. The researchers recommended that the teachers should fulfill their essential roles
as an important foundation for students.
4. Future researchers should increase the number of respondents and provide a lot of
time in conducting their own study.

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COLLEGE FOR RESEARCH AND TECHNOLOGY

Burgos Avenue, Cabanatuan City 3100

PROBLEM AND ITS BACKGROUND

A competency assessment is the assessment of someone’s capabilities against the

Competency assessment is the process of collecting evidence and making

“Readiness of Grade 12 ICT Student in College for Research and Technology in

Acoording to LPI, 2021, as the COVID-19 pandemic continues, the education

STATEMENT OF THE PROBLEM

1. How may the Demographic Profile of the respondents be described as to:

“Readiness of Grade 12 ICT Student in College for Research and Technology in

1. To describe the Demographic profile of the respondents be follow:

2. To determine the readiness for taking national assessment of grade 12 ICT

SIGNIFICANCE OF THE STUDY

To the Grade 12 ICT Students

“Readiness of Grade 12 ICT Student in College for Research and Technology in

SCOPE AND DELIMITATION

“Readiness of Grade 12 ICT Student in College for Research and Technology in

INPUT: PROCESS: OUTPUT:

3. What are the

Figure 1. Research Paradigm

“Readiness of Grade 12 ICT Student in College for Research and Technology in

REVIEW OF RELATED LITERATURE

From WHO (2020), communities need to be empowered during pandemic

According to Briones, C.B. (2018), in the Philippines the 21 st Century Skills

“Readiness of Grade 12 ICT Student in College for Research and Technology in

Llorente and Cabero (2005), as expressed in relation to ICT’s, digital or technical

“Readiness of Grade 12 ICT Student in College for Research and Technology in

practices: first, providing devices(e.g., laptops, tablets)to, at a minimum, those students

From EAPRO,(2020), schools may be called on by the ministry of education or

“Readiness of Grade 12 ICT Student in College for Research and Technology in

This chapter introduces and addresses study’s research design, respondents,

This quantitative descriptive method of research used survey questionnaire aimed

“Readiness of Grade 12 ICT Student in College for Research and Technology in

Table 1. Respondents of the Study

Name of School Population Respondents

“Readiness of Grade 12 ICT Student in College for Research and Technology in

“Readiness of Grade 12 ICT Student in College for Research and Technology in

“Readiness of Grade 12 ICT Student in College for Research and Technology in

Table 2. Age of the Respondents

AGE FREQUENCY PERCENTAGE

Table 3. Gender of Respondents

SCHOOL FREQUENCY PERCENTAGE

Table 4. Readiness of Grade 12 ICT Student in College for Research and

“Readiness of Grade 12 ICT Student in College for Research and Technology in

1. Despite the pandemic I am sure that I improved my 0 5 1 2 2.73 Agree

“Readiness of Grade 12 ICT Student in College for Research and Technology in

The findings of the Study were summarized as follows:

I. Socio-demographic Profile of the Respondents

Teacher’s note: paki-lagay po dito yung findings ng Sicio-demographic profile.

Furthermore, as a result of the conducted survey, some students tend to get

TEACHER’S NOTE: YUNG ILALAGAY NYO DITO AY YUNG

“Readiness of Grade 12 ICT Student in College for Research and Technology in

Based on the findings and conclusion presented, the following recommendations

“Readiness of Grade 12 ICT Student in College for Research and Technology in

“Readiness of Grade 12 ICT Student in College for Research and Technology in

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