1.

Level of Capability of Grade 12 SMAW

(Shielded Metal Arc Welding)
Students at Tomas Cabili National High School

A Thesis Presented to Tomas Cabili National High School

In partial fulfillment of the requirements for the subject inquiries, innovation, Immersion

NAME OF STUDENTS
DIAN F. GUADALUPE
KEITH HARVEY PADILLA
RUEL REBUSTO
EDRIAN MANALAO
2.

Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Welding requires skills from learners. It is important that learners know how to operate
equipment related to Shielded Metal Arc Welding (SMAW). Before or at the start of the practice,
one has to know all of the equipment and how to handle the welding machine efficiently and
effectively. According to Zalkind (2007), the future need for competent welders should prompt
educational programs to adequately train individuals for industrial assignments as punctually as
possible for various levels of skill requirements. The challenge arises in high schools,
universities, and technical institutions to adequately recruit and prepare younger talent. As stated
by Meyers et al (2012) found experienced agriculture teachers perceived pre-service teacher
training should focus on “managing the laboratory setting, for effective student learning” to help
new and beginning teachers successfully teach a 4-welding course. Hoffman et al (2012) mention
that Anecdotal evidence has shown that SMAW is the most difficult weld process to master by
secondary students. GMAW requires fewer operator-controlled variables than SMAW Having
fewer operator-controlled variables during welding practice sessions should improve secondary
students’ ability to meet weld quality standards for an ASW 1F test. This could be accomplished
by sequencing laboratory experiences so that students practice welding with GMAW first
followed by SMAW. This may translate to improved student performance of SMAW. As
indicated by Simon & Chase (1973), accumulating 10,000 hours of practice is non-existent in an
entry-level class; therefore, reducing the amount of time it takes to become proficient in welding
will aid in replacing skilled workers faster for industrial assignments. Ericsson and others (1993)
suggested that the instructor organize the sequence of appropriate training tasks and monitor
improvement to decide when transitions to more complex and challenging tasks are appropriate
such as the case when transitioning students from GMAW to SMAW laboratory practicums.
Additionally, Wulf et al (1998) studied how to improve the effectiveness of deliberately
structured practices it is suggested that students concentrate on the resulting effects of
movements rather than on the movements themselves. The purpose of this study was to describe
the welding skills of Grade 12 learners with the hopes to provide inputs on their current skills in
welding. This study also hopes to give ample information on how well the SMAW students of
Tomas Cabili Nation High School had grasped the necessary skills in their field of specialization
to further improve their skills and also help the school administration to make curricular actions
on the rendering of the course to the learners.
3.
REVIEW OF RELATED LITERATURE

This chapter contains a review of related literature and studies in both foreign and local that
serves as a source of information and guide for the reliability of this research study.
Related Literature
Jeff Us et al. (2012) asserted that welding is a specialized task that usually requires training and
certification of abilities before a welder can work in the industry. Jeff Us &Bower (2010) stated
that a young person planning a career in welding should possess good eyesight, manual dexterity,
and good hand-eye coordination, as well as an understanding of welding. Fleming (1937)
indicated that welding training programs have employed aptitude tests that evaluate mechanical
ability, ability to judge shapes and sizes, ability to remember designs, and manual dexterity, but
have not extensively evaluated the predictive ability of individual factors regarding future
performance. Giachino & Weeks (1985) also stated that welders need the ability to concentrate
on detailed work and must be free of disabilities that prevent working in awkward positions.
Ericsson et al. (1993) noted inadequate performance strategies often account for the lack of
improvement. Further, Ericsson and others (1993) recommended to assure effective learning of
motor skills students need to be given explicit instructions about the best method and be
supervised by an instructor. Congruent with the ecological approach, 10 Ericsson and others’
(1993) suggested that the instructor organize the sequence of appropriate training tasks and
monitor improvement to decide when transitions to more complex and challenging tasks are
appropriate such as the case when transitioning students from GMAW to SMAW laboratory
practicums. Cary metal. (2005) stated Welding is a “joining process that produces coalescence of
materials by heating them to the welding temperature, with or without the application of pressure
or by the application of pressure alone, and with or without the use of filler metal. In other
words, welding is the fusion of two pieces of material by heating the materials to the point of
melting and flowing together. According to Kappler (2008), with the existence of this virtual
reality simulator, the US military can produce more than 90 percent skilled pilots faster and safe
compared to actual practice. Nowadays research that involves virtual environments is more
concentrated on skills enhancement such as sensor motor skills. This is supported by Croquet
(2008), which states that a virtual welding simulator can build motor skills such as detecting the
movement of the head and hand during welding and helping students to identify the optimum
point of view during the welding process. Thilakawardhana, (2002) the existence of these
simulators is parallel with the emphasis on computer-based training (CBT). Generally, in the
Technical and Vocational Educational Training approach, 10 Ericsson and others’ (1993)
suggested that the instructor organize the sequence of appropriate training tasks and monitor
improvement to decide when transitions to more complex and challenging tasks are appropriate
such as the case when transitioning students from GMAW to SMAW laboratory practicums.
Cary et al.
4.
Definition of Terms
Carefully follows written and/or verbal directions. Ask for clarification, if necessary. Adheres to
safety guidelines. Requires minimal supervision beyond initial explanation
(www.cscc.edu/academics).
Age.
The length of time that a person has lived or a thing has existed.(www.google.com.ph)
Applications of Safety Practices.
Safety practices not only improve working
conditions but also positively influence employees’ attitudes
and behaviors with regard to safety, thereby reducing accidents in the workplace.
(www.sciencedirect.com).
Evaluation.
It is the main purpose of a program evaluation that can be determined
the quality of a program by formulating a judgment “MartheHurteau
, Sylvain Holve, Stephanie Mongiat (2009). In this study, evaluation refers to the Grade 12
SMAW learners and they are the ones who have welding as a specialization.
Gender
. The state of being male or female (www.google.com.ph.)
Implication.
Contextualizing the findings within the research helps readers to grasp the significance of the
research.
Learners.
It is someone who is learning about a particular subject or how to do something.
https://www.collinsdictionary.com/dictionary/english/learner. In this study, a learner refers to the
Grade 12 SMAW learners and they are the ones who have welding specialization.
Level of Assistance.
Outline of levels of assistance clients may require when performing physical tasks.
(www.sialliance.health.nz).
Profile
. An outline of something, especially a person's face, as seen from one sidewww.google.com.ph
5.
Shielded Metal Arc Welding (SMAW).
It is shielded metal arc welding equipment typically consists of a constant current welding power
supply and an electrode with an electrode holder, a 'ground' clamp, and welding cables (also
known as welding leads) connecting the two. https://en.wikipedia.org/wiki/Shielded metal arc
welding. In this study, SMAW refers to the Grade 12 SMAW learners and they are the ones who
have welding as a specialization.
Skills.
It is the ability and capacity acquired through ugh deliberate, systematic, and sustained effort to
smoothly and adaptively carry out complex activities or job functions involving ideas (cognitive
skills), things (technical skills), and/or people (interpersonal skills).
https://en.wikipedia.org/wiki/Skill. In this study, skills refer to the Grade 12SMAW learners and
they are the ones who have welding as a specialization.
Welding.
It is a fabrication or sculptural process that joins materials,
usually metals or thermoplastics, by causing fusion, which is distinct from low-temperature meta
l-joining techniques such as brazing and soldering, which do not melt the base metal.
(wikipedia.org). in this study, welders refer to the Grade 12SMAW learners and they are the ones
who have welding as a specialization.
Tool Return.
All other cutting tools that are not stored in the tool carts, i.e., drill bits’ counter bores, and
counter sinks must be wiped clean before returning them to their storage bins

Frameworks
The content of this curriculum guide for Shielded Metal Arc Welding (SMAW) includes
Personal Entrepreneurial Competencies (PECs), Environment and Market (EM), and Process and
Delivery (PD).

Issues
Both acute and chronic health risks are associated with welding fume. Occupational lung disease,
including lung cancer, is the most common health risk, but welding can also affect the eyes and
skin. There is also a significant risk of asphyxiation when welding in confined spaces
Variables
6.
The process variables formed in SMAW welding are electrode position, arc length, arc travel
speed, temperature, and power input (Agarwal, 1992). These process variables affect the out
response in terms of material properties.

Theoretical/Conceptual Framework
 The researchers gathered all the profile information of the respondents, who are regular Grade
12 SMAW learners at Tomas Cabili National High School. Likewise, the respondents’ welding
skills were determined with the use of the
questionnaire which is composed of a 15-20 item multiple choice type of test.
 

 Figure 1. The Paradigm of the Study

The paradigm first shows the relevant profile of the respondents. It is followed by the illustration
of
the researchers’ aim to evaluate the welding skill
s of Grade 12 SMAW learners. Likewise, implications as to the teaching of Shielded Metal Arc
Welding(SMAW) were drawn from the empirical results.
7.
Statement of the Problem

This study aimed to describe the welding skills of Shielded Metal Arc Welding
(SMAW) majors. This study sought answers to the following questions:
1. What is the profile of the respondents in terms of:
1.1 age; and
1.2 gender?
2. How may the students be described along their:
2.1 ability to follow directions
2.2 level of needed assistance
2.3 applications of safety practices
2.4 keeping with assigned tasks & attitude
2.5 clean-up & tool return
3. What are the implications of the study to Shielded Metal Arc Welding (SMAW)?

Significance of the Study

To the School Administrator.
The study would be able to give inputs as to how these learners are grasping the needed
skills for them to be competent in welding. Relevant empirical data would also provide a looking
glass on how well the course is being taught to Senior High School learners.
To the Teachers
The information that they would get from the study would give them proper attention to
their students about SMAW so that teachers could also help in increasing the academic
performance of their students not just by teaching them lessons on the subjects they handled.
To the Students
A better understanding of possessing good welding skills can
make them more cognizant about welding skills and improve student’s ability to
 produce higher-quality welds. They could wise the results of the study to enrich their research
on welding.
8.

To the Parents. The parents may give support and be aware of the possible benefits and effects
of being a welder student, parents might give their child extra allowance for expenses.
To future Researchers. This study may be used as a reference for the welding skills of students.
Scope and Delimitation
The study aimed to know the welding skills of grade 12 SMAW learners at Tomas Cabili
National High School- San Miguel Campus (TCNHS). Thirty-five (35) SMAW learners enrolled
at TCNHS during the school year 2017– 2018 were the respondents. Especially, this study
looked at their age and gender. A descriptive survey questionnaire was administered to gather
specific data about their welding skills.