INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,

MANAGEMENT & APPLIED SCIENCE (IJLTEMAS)

ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XIV, Issue I, January 2025

www.ijltemas.in Page 179

"Bridging Technical Vocational and Livelihood Module Learning

Gaps on Shielded Metal Arc Welding Through Code-Switching"

Dr. Ferdinand T. Glor

Department of Education. Talipan, Pagbilao, Quezon, 4302, Philippines

Development Academy of the Philippines, Meralco Avenue, Ortigas Center, Pasig City, Philippines

The study used stratified sampling to get the right number of respondents per STVEP schools.

A quasi-experimental design was used, with 79 participants. Data collection involved scores from written work (quizzes, essays,

reports), performance assessments, and final examination results. Pre- and post-implementation scores were compared using a T-

test to establish whether there was a significant difference.

A significant improvement in Written Work Percentage Scores was shown (M=11.229; SD=5.546; F(1,78)=-17.994, p≤.005) as

well as in Performance Scores (M=-4.37848; SD=5.27115; F(1,78)=-7.383, p≤.005). Moreover, Quarterly Scores manifested

more competency growth (M=90.0380; SD=2.74768). The study found that the main problem for completing a task was technical

vocabulary - 91.5% of the respondents experienced this challenge. After intervention, it was shown that 92.1% of learners were

more independent when performing tasks.

This suggests the effectiveness of code-switched SLMs in improving comprehension, skills acquisition, and learner autonomy.

rights to education at risk. The Department of Education (DepEd) responded to this by crafting the Basic Education Learning

Continuity Plan (BE-LCP), a strategic framework to ensure that learning would be continued during the crisis (DO 12, s. 2020).

At the core of this plan was the introduction of the Most Essential Learning Competencies (MELCs), which streamlined 60% of

the existing competencies and concentrated on enabling skills that would foster lifelong learning (Pawilen, 2020).

Although implemented, the modular distance learning modality, with 58.03 percent of learners preferring it in Quezon province,

came with its challenges, especially for the Technical Vocational and Livelihood track (DepEd Quezon, 2020). Hands-on

training, which comprised technical vocational and livelihood education, became impracticable with a further limitation on face-

to-face activities; the learners were then left to the mercy of self-learning modules. However, gaps in modules, which included

technical terminologies in English, resulted in poor understanding and further declined performance upon task execution (Glor,

2020).

INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,

MANAGEMENT & APPLIED SCIENCE (IJLTEMAS)

ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XIV, Issue I, January 2025

www.ijltemas.in Page 180

II. Methods

Research Design

A sample of 234 students was selected using proportional stratification and a 3% margin of error. A mixed-methods approach was

applied, combining surveys, focus group discussions, and document reviews to gather data on code-switching's effectiveness in

closing learning gaps.

MSEMSAT,

Mauban, Quezon

BPAHS, Mulanay,

Quezon

GMTISAT, San

Narciso, Quezon

III. Results

using code-switching to aid student comprehension. Prior to the project, 95.7% of students engaged in code-switching 16-20

times per session to understand lessons. The primary reason was difficulty with technical vocabulary, as indicated by 91.5% of

respondents. In response, teachers often used code-switching to help students overcome challenges with module terminologies.

92.1% of the students stated that they have become more independent in the task accomplishment. And 79 of them had greatly

improved in terms of their performance in academics. Their written work improved from a mean of 68.4% to 79.6%, thus scoring

above 75% that would pass the level. Also, their performance tasks and quarterly scores showed an increase from a mean of

82.6% to 87.0%. Statistical analysis confirmed significant differences (p≤.005) in both written work and performance task scores,

indicating that code-switching contributed positively to competency development.

Further analysis of quarterly final examination scores revealed a similar improvement, with scores rising from 85.6% to 90.0%.

These results align with prior studies suggesting that code-switching enhances student understanding and engagement, ultimately

bridging learning gaps and improving academic outcomes in technical vocational education..

IV. Discussion

Baseline data are always important to ground the effectiveness of any academic study, and this study on bridging learning gaps in

Shielded Metal Arc Welding (SMAW) through code-switching is no exception. The researcher, in collaboration with the Division

highlighting a need for intervention.

The project began by gathering perspectives from students, teachers, and parents, focusing on how code-switching could help

clarify difficult technical terminology in the SMAW modules. These insights, based on firsthand experiences, informed the

INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,

MANAGEMENT & APPLIED SCIENCE (IJLTEMAS)

ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XIV, Issue I, January 2025

www.ijltemas.in Page 181

The project results revealed that 92.1% of students reported increased confidence in completing learning tasks and self-checks

independently after the code-switched modules were implemented. The remainder, 7.9%, required minimal supervision, not due

V. Conclusion

The findings of this study on bridging learning gaps in Shielded Metal Arc Welding (SMAW) through code-switching have

demonstrated significant improvements in students' understanding and competency. By incorporating the feedback of students,

teachers, and parents, the project developed Code-Switched modules that facilitated the comprehension of complex technical

terminology and procedures. The results found that 92.1 percent of the respondents could independently undertake self-checking

and learning independently while 7.9 percent did with close monitoring, giving evidence of a positive effect from code-switching

for enhancing students' learning independence. It is supported by the view that code-switching is effective for improving students'

comprehension especially during technical learning as they learn technical terms in English. In addition, the engagement of

learners and parents in the development process created a sense of ownership and contributed to the overall success of the project.

This intervention points out the necessity of adaptive teaching strategies to cater to diverse learning needs in technical-vocational

switching on student performance across different technical programs and potential incorporation into other subjects to create

more general engagement in learning (Yao, 2011).

Acknowledgement

The researcher would like to extend very sincere thanks to the Division of Quezon Province's Strengthened Technical Vocational

Education Program (STVEP) for its support in implementing this Capstone Project. Special appreciation goes to the teachers,

students, and parents who were eager to share their insights and experiences, providing valuable input that shaped this study.

Appreciation is also extended to the DepEd quality assurance team for guiding the validation of code-switched modules. Finally,

heartfelt thanks to the DAP Scholar for their dedication and leadership, and to all those who contributed to the success of this

project. Your collective efforts made this study possible. To my family, you made me stronger than ever. To God be the highest

glory.

INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,

MANAGEMENT & APPLIED SCIENCE (IJLTEMAS)

ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XIV, Issue I, January 2025

www.ijltemas.in Page 182

FIGURES