100% found this document useful (1 vote)
35 views24 pages

Eric Chapter 1 5

The document discusses the integration of virtual machines (VMs) in Computer Systems Servicing (CSS) education at Mapandan National High School, highlighting the challenges of traditional hands-on learning due to limited resources and safety concerns. It aims to assess the effectiveness of VMs in enhancing students' practical skills, problem-solving abilities, and overall readiness for ICT careers. The research methodology includes a descriptive design, surveys, and statistical analysis to evaluate the impact of VMs on students' skill improvement.
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
100% found this document useful (1 vote)
35 views24 pages

Eric Chapter 1 5

The document discusses the integration of virtual machines (VMs) in Computer Systems Servicing (CSS) education at Mapandan National High School, highlighting the challenges of traditional hands-on learning due to limited resources and safety concerns. It aims to assess the effectiveness of VMs in enhancing students' practical skills, problem-solving abilities, and overall readiness for ICT careers. The research methodology includes a descriptive design, surveys, and statistical analysis to evaluate the impact of VMs on students' skill improvement.
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 24

CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Rationale

In today's rapidly evolving technological landscape, the integration of

virtual tools and environments has become essential for education, particularly in

technical and vocational fields. Computer Systems Servicing (CSS) is a critical

component of the Information and Communications Technology (ICT) curriculum,

which aims to equip students with the necessary skills to repair, troubleshoot,

and maintain computer systems. To achieve these learning outcomes, practical,

hands-on experience is crucial. However, challenges such as limited access to

physical hardware, the high cost of resources, and safety concerns can hinder

students' ability to practice effectively in traditional settings.

Mapandan National High School offers a specialized track for students

interested in computer systems servicing, where hands-on skills are crucial for

understanding and mastering the maintenance, repair, and management of

computer systems. Traditional learning methods often rely on physical hardware

for practical exercises, which can be costly, prone to wear and tear, and limited in

availability. The introduction of VMs as a teaching tool addresses these

challenges by providing virtual environments that replicate the functionality of

physical computers. Despite the growing adoption of VMs in education, there is a

need to evaluate their effectiveness in enhancing students' practical skills and


understanding, particularly in the context of a high school setting where

resources and exposure may vary.

Computer Systems Servicing (CSS) is a technical-vocational course

offered at the secondary level, which prepares students for various IT roles by

equipping them with skills in computer assembly, software installation,

networking, and troubleshooting. In a typical classroom setting, these activities

require physical hardware, which may not always be available or feasible for all

students. Virtual machines, which simulate physical computers, offer an

alternative by allowing students to perform these tasks in a controlled and risk-

free environment.

Despite their potential, the effectiveness of virtual machines in practical

skills improvement is not well-documented in the context of secondary education,

particularly at Mapandan National High School. Understanding the impact of VM

technology on students' skill acquisition and confidence in real-world scenarios is

crucial for optimizing the learning experience and preparing students for future

careers.

Virtual Machines (VMs) offer an innovative solution to these challenges

by providing a simulated environment where students can perform tasks that

would otherwise require physical equipment. With VMs, students can explore

various operating systems, configure networks, and practice troubleshooting

without the risk of damaging actual hardware. This virtual environment also

allows for repeated practice, experimentation, and learning from mistakes,

thereby enhancing students' confidence and competence.


The use of Virtual Machines in Computer Systems Servicing education is

a growing trend globally, but there is limited research on their impact within the

context of public high schools, such as Mapandan National High School. This

study aims to assess the influence of VMs on the practical skills development of

CSS students. Specifically, it seeks to determine whether VMs enhance students'

ability to apply theoretical knowledge in real-world scenarios, improve their

problem-solving skills, and increase their overall readiness for employment or

further studies in ICT-related fields.

By assessing the influence of virtual machines on practical skills

development, this research seeks to fill the gap in existing literature specific to

secondary education. The findings could help educators understand whether

VMs are a viable substitute or supplement for physical equipment and how they

can be effectively incorporated into teaching methodologies.

Ultimately, this research lies in its potential to transform the learning

experience for CSS students at Mapandan National High School and similar

institutions. If virtual machines are proven to be effective, schools could reduce

costs associated with hardware procurement and maintenance, minimize risks of

equipment damage, and enhance learning by providing students with more

opportunities to engage in hands-on activities.


Conceptual Framework

Input Process Output


1. Profile of the
students in terms
of:
a) Age
b) Gender
2. Effect of Virtual
 Survey Proposed intervention
Machine on
 Data scheme to improve
practical skills
processing practical skills of CSS
improvement of
CSS students in  Data Analysis students
terms of:
a) Hands On
Experience
b) Cost Efficiency
c) Timeliness

Figure 1. Paradigm of the Study

Statement of the Problem

This research aimed to assess the influence of Virtual Machine

on Practical Skills Improvement of CSS students in Mapandan National

High School.

Specifically, this study sought to answer the following sub problems:

1. What is the profile of the students in terms of?

a. Age

b. Gender

2. What are the effect of Virtual Machine on practical skills

improvement of CSS students in terms of?

a. Hands On Experience

b. Cost Efficiency
c. Timeliness

3. Is there a significant difference between the Practical Skills

Improvement of male and female CSS student?

4. What intervention scheme can be proposed to improve students’

skills in Computer System Servicing NC II?

Hypothesis

Null Hypothesis (Hₒ): This study was tested at 0.05 alpha level of

significant difference between the practical skills improvement of male and

female CSS students.

Scope and Delimitation

This study focused on assessing the influence of Virtual Machine on

practical skills improvement of CSS student at Mapandan National High School.

The researcher included the profile of the students in terms of Name; Age; and

Gender. It was also delimited the effect of Virtual Machine on practical skills

improvement of CSS students in terms of Hands On Experience; Cost Efficiency;

and Timeliness. The study also tested the significant relationship between the

effect of Virtual Machine and the practical skills improvement of CSS student.

Significance of the Study

This study holds significance for several stakeholders, including

teachers, parents, and students.


The Teachers, the findings of this study can provide valuable insights into the

effectiveness of using virtual machines as a teaching tool in computer systems

servicing courses.

The Parents, the study also significant for parents, as it can highlight the benefits

of integrating technology, such as virtual machines, into the educational

curriculum.

The Students, for students, the study is highly relevant as it focuses on the

enhancement of their practical skills in computer systems servicing, a vital

component of their education.

Administrators, The study will provide them feedback from the supervision

which they can use as basis in the formulation of their policies and interventions

in helping the teachers improve the instructional skills.

Definition of Terms

This section defines key terms used in this document to ensure clarity and

shared understanding.

Virtual Machine (VM). A software-based simulation of a physical computer,

allowing users to run an operating system and applications as if on a separate

machine.

Computer Systems Servicing (CSS). The process of maintaining,

troubleshooting, and repairing computer systems to ensure they operate

efficiently.
Virtual Learning Platforms (VLP). Online environments where educational

content, resources, and tools are provided for remote learning and interaction.

Information and Communication Technology (ICT). The use of technology to

manage, process, and communicate information, including computers, networks,

and digital tools.


CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature

The integration of virtual learning platforms (VLP), virtual reality (VR),

augmented reality (AR), and virtual laboratories has become a popular method

for enhancing students’ practical skills in educational environments. These

technologies have been explored in various disciplines to address the limitations

of physical laboratories, such as cost, accessibility, and safety concerns.

Numerous studies have examined the impact of these virtual tools on students’

learning outcomes, motivation, and skill development, offering insights into how

they can improve the educational process in both theoretical and practical

contexts. This synthesis explores recent findings related to the application of

VLPs, VR, AR, and virtual laboratories to evaluate their effectiveness in

cultivating students’ skills across different educational settings.

Ahmed and Hasegawa (2019) introduced a novel VLP aimed at

improving undergraduate students’ ability to design and produce online virtual

laboratories (OVLs). Their study of 30 Year-4 educational technology majors

showed that the VLP significantly increased students’ knowledge and practical

skills, as evidenced by pre- and post-test comparisons. In a similar vein, Eroglu

(2023) found that the use of virtual manipulatives, specifically isometric drawing

tools, significantly enhanced rural students’ spatial skills in mathematics. This

highlights the capacity of virtual tools to compensate for the lack of physical

manipulatives in remote learning environments.


Alnaser and Forawi (2024) extended this concept to the context of

science education, revealing that virtual science laboratories improved students’

motivation, perceived self-efficacy (SE), and attitudes toward science (ATS) in an

American school. Their findings were supported by Gungor et al. (2022), who

demonstrated that VR applications reduced students’ anxiety and enhanced their

self-efficacy in an introductory chemistry course. This aligns with the meta-

analysis by Yang et al. (2024), which synthesized 37 empirical studies and found

a moderate positive effect of VR on the practical skills of science and engineering

students. Interestingly, medical students exhibited the largest improvements, and

a hybrid approach of combining VR with traditional methods yielded the greatest

benefits.

Moreover, Suhaili et al. (2023) demonstrated that the deployment of

Oracle VM VirtualBox in a decentralized virtual laboratory setting positively

influenced students’ comprehension and motivation in Linux administrative tasks,

reinforcing the idea that VLPs can foster hands-on learning in technology-related

disciplines. In industrial training, Perez-Ramirez et al. (2019) used VR to safely

simulate complex maintenance tasks, effectively improving the technical skills of

power line operators while minimizing safety risks. This mirrors findings from

AlNajdi et al. (2018), who used AR in an assembly task with a Pedagogical

Virtual Machine (PVM), showing enhanced learning outcomes and greater user

satisfaction compared to traditional methods.

Across various disciplines, virtual platforms such as VLPs, VR, AR, and

virtual laboratories have consistently demonstrated their value in enhancing


students’ practical skills, motivation, and self-efficacy. Whether applied to

educational technology, science, engineering, or industrial training, these tools

offer interactive and engaging alternatives to traditional learning methods. The

synthesis of these studies illustrates that virtual environments can not only

replicate real-world tasks but also provide safe, cost-effective, and flexible

learning experiences that meet diverse educational needs. Future research

should focus on refining these tools and exploring hybrid approaches that

combine the strengths of both virtual and physical learning environments to

optimize student outcomes across different contexts.


CHAPTER III

RESEARCH METHODOLOGY

This chapter discusses the research methodology, population and locale

of the study, instrumentation, data gathering procedures and treatment of data

which were utilized by the researchers in conducting the study.

Research Design

This research will employ a variety of methods and techniques to assess

the influence of virtualized computer systems on the practical skills improvement

of computer systems servicing students at Mapandan National High School. To

understand the profile of the students, a descriptive research design will be used,

gathering data on students’ age and gender through a self-administered

questionnaire. This method helps provide a clear overview of the demographic

background of the participants (Creswell, 2014).

To explore the difference between the use of virtualized systems and the

improvement of practical skills, the study will employ a correlational analysis to

determine the degree of association between variables such as hands-on

experience, and cost efficiency. Additionally, a cross-sectional study will be

conducted to capture data at a single point in time, assessing how the virtualized

systems impact students’ skills development in a specific context (Bryman,

2016).

Moreover, an assessment study will be used to evaluate the extent to

which virtualization influences skill improvement through practical tests and

exercises. This allows for the direct measurement of students’ hands-on abilities
and troubleshooting skills (Robson & McCartan, 2016). Finally, a comparative

study will compare the performance of students using virtualized systems to

those using traditional physical systems, using pre-test and post-test evaluations.

This approach will guide the development of an intervention program to further

enhance students’ skills in computer systems servicing (Teddlie & Tashakkori,

2009).

Participation and Locale of the Study

The study will be conducted at Mapandan National High School,

located in the municipality of Mapandan, Pangasinan.

Figure 1. Map of the town on Mapandan, Pangasinan


The respondents of the study were composed of ICT students of Senior High

School learners under TVL. The researchers priority our 12 members of grade 11

A & B CSS students and 13 members of grade 12 A & B CSS students to answer

the questionnaire with the total of 50 respondents.

Instrumentation

The primary instrument for data collection will be a structured survey

questionnaire using descriptive normative survey, designed to gather detailed

information on several aspects relevant to the study’s objectives. The

questionnaire will first collect demographic data, including the students’ age and

gender, to profile the participants. Next, it will assess the impact of virtualized

computer systems on students’ practical skills, focusing on areas such as hands-

on experience, and cost efficiency.

The second part of the questionnaire consisted of the effect of practical

skills of CSS students utilizing 5 – Point Likert Scale with a legend of 5 – Strongly

Agree, 4 – Agree, 3 – Neutral, 2 – Disagree, 1 – Strongly Disagree.

Additionally, the survey will explore the significance of the relationship

between the effects of virtualized computer systems and the students’ skills

improvement. Finally, based on the findings, the study will seek to propose an

intervention scheme aimed at further enhancing the students’ skills in computer

systems servicing. This methodological approach will provide a comprehensive

understanding of how virtualized systems influence skill development and guide

the creation of targeted interventions.


Data Gathering Procedures

To gather data for this descriptive research study, the following

procedures were employed. First, the researchers prepared and submitted a

letter of permission to the school administrator and the subject teacher at

Mapandan National High School, seeking authorization to administer

questionnaires to the students. Upon obtaining consent, the researchers

distributed questionnaires to collect data on the students’ profiles and their

experiences with virtualized computer systems. The profile section of the

questionnaire collected demographic information including age and gender. The

main focus of the study was to assess how virtualized computer systems

influenced students’ practical skills in computer systems servicing. Thus, the

questionnaire included items on hands-on experience, and cost efficiency related

to the use of virtualized systems. Finally, based on the findings, an intervention

program will be proposed to enhance students’ skills in computer systems

servicing. This comprehensive approach aims to provide a detailed

understanding of the impact of virtualized systems and inform potential

improvements in instructional methods.

Statistical Treatment

Sub-Problem 1
To analyze Sub-problem 1: The researchers analyze the frequency

distribution and percentage of students according to their age and gender,

providing a clear demographic overview.

P=fnx100

Where:

P=Percentage

f=Frequency

n=Number of classes

100=Constant value

Sub-Problem 2

To analyze Sub-problem 2: The researchers evaluate the practical skills

by calculating the average weighted mean for their assessments in hands-on

experience, cost efficiency, and timeliness.

WM= F1+F2+F3+F4+F5\n

Where:

WM= Weighted Mean

F1= Number of students who answered “Strongly Disagree”

F2= Number of students who answered “Disagree”

F3= Number of students who answered “Neutral”

F4= Number of students who answered “Agree”

F5= Number of students who answered “Strongly Agree” n= Number of

Classes
Sub-Problem 3

To analyze Sub-problem 3: By conducting a t-test, the researchers aimed

to identify whether there is a statistically significant differences between the

practical skills of male and female CSS students.


CHAPTER III

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the data obtained from the questionnaire, the

following are the analysis of the data presented using the appropriate statistical

treatment and the interpretation of the findings and results obtained.

Results and Findings

Table 1: Demographic Profile of the Respondents


Variable Frequency Percentage
A. Age
19 2 4%
18 8 16%
17 27 53%
16 13 25%
15 1 2%
N=51 Total = 100%
B. Gender
Male 38 75%
Female 13 25%
N=51 Total = 100%

The data presents the demographic breakdown of a sample of 51

respondents in terms of age and gender. The majority of the respondents are 17

years old, comprising 53% of the sample (27 individuals). This is followed by

those aged 16, who make up 25% (13 individuals). Respondents aged 18

account for 16% (8 individuals), while those aged 19 and 15 represent smaller
portions of the group, at 4% (2 individuals) and 2% (1 individual), respectively. In

terms of gender, the distribution reveals a higher number of male respondents,

making up 75% (38 individuals) of the sample, compared to female respondents,

who constitute 25% (13 individuals). Overall, the data indicates a predominantly

male sample with a concentration of respondents aged 17.

Table 2.1: The Effect of Virtual Machine on Practical Skills of Male students
WM VI
A. Hands-on Experience
1. Hands-on experience with virtual machines enhances my 4.05 A
skills in configuring computer systems.
2. Virtual machines allow me to practice systems changes and 3.76 A
recovery without the risk of damaging physical hardware.
3. Overall, my practical skills in computer systems servicing 4.05 A
improve due to my experience with virtual machines.
GRAND MEAN 3.95 A
B. Cost Efficiency
1. Do you believe that virtualized computer systems have 3.73 A
reduced the cost of hardware for practical training in
computer systems servicing?
2. Has using virtualized systems allowed for more frequent 3.68 A
hands-on practice without incurring additional costs?
3. In your opinion, have the cost savings from virtualized 3.94 A
systems led to better access to practical training resources
for students?
GRAND MEAN 3.78 A
C. Timeliness
1. I find that using virtual machines helps reduce the time I 3.94 A
spend troubleshooting technical issues.
2. I believe that virtual machines allow me to complete lab 3.81 A
exercises faster compared to using physical machines.
3. The use of virtual machines reduces the time I need to set up 4.05 A
the environment for practical tasks.
GRAND MEAN 3.93 A

Legend: 4.21 – 5.00 Strongly Agree (SA)

3.41 – 4.20 Agree (A)

2.61 – 3.40 Neutral (N)


1.81 – 2.60 Disagree (D)

1.00 – 1.80 Strongly Disagree (DA)

The data in Table 2 explores the impact of virtual machines (VMs) on the

practical skills of male students, focusing on three aspects: hands-on experience,

cost efficiency, and timeliness. For *hands-on experience*, the grand mean is

3.95, indicating that respondents agree that using VMs enhances their skills in

configuring systems, allows for safe practice of system changes without the risk

of hardware damage, and overall improves their practical skills in computer

systems servicing. Regarding *cost efficiency*, the grand mean is 3.78,

suggesting that respondents believe virtualized systems reduce the need for

hardware, allowing for more frequent practice without extra costs, and providing

better access to training resources due to cost savings. In terms of *timeliness*,

the grand mean is 3.93, reflecting agreement that VMs help reduce the time

required for troubleshooting, completing lab exercises, and setting up practical

environments. Overall, the positive assessments across these dimensions

demonstrate that male students perceive VMs as beneficial for improving their

practical skills in terms of skill-building, cost reduction, and time efficiency.

Table 2.2: The Effect of Virtual Machine on Practical Skills of Female


students
WM VI

A. Hands-on Experience
1. Hands-on experience with virtual machines enhances my 3.69 A
skills in configuring computer systems.
2. Virtual machines allow me to practice systems changes and 3.46 A
recovery without the risk of damaging physical hardware.
3. Overall, my practical skills in computer systems servicing 3.3 N
improve due to my experience with virtual machines.
GRAND MEAN 3.48 A

B. Cost Efficiency

1. Do you believe that virtualized computer systems have 3.3 N


reduced the cost of hardware for practical training in
computer systems servicing?
2. Has using virtualized systems allowed for more frequent 3.46 A
hands-on practice without incurring additional costs?
3. In your opinion, have the cost savings from virtualized 3 N
systems led to better access to practical training resources
for students?
GRAND MEAN 3.25 N

C. Timeliness

1. I find that using virtual machines helps reduce the time I 3.76 A
spend troubleshooting technical issues.
2. I believe that virtual machines allow me to complete lab 3.46 A
exercises faster compared to using physical machines.
3. The use of virtual machines reduces the time I need to set up 3.3 N
the environment for practical tasks.
GRAND MEAN 3.50 A

Legend: 4.21 – 5.00 Strongly Agree (SA)

3.41 – 4.20 Agree (A)

2.61 – 3.40 Neutral (N)

1.81 – 2.60 Disagree (D)

1.00 – 1.80 Strongly Disagree (DA)

The table shows how virtual machines (VMs) affect the practical skills of

female students in three areas: Hands-on Experience, Cost Efficiency, and

Timeliness. For "Hands-on Experience," students generally agree that VMs help

improve their skills in configuring systems (3.69) and practicing without damaging

hardware (3.46). However, they are neutral about whether their overall practical

skills improved due to VMs (3.3). The average for this section is 3.48, meaning

most students agree VMs are helpful. In terms of "Cost Efficiency," students are
neutral about whether VMs reduce hardware costs (3.3) and provide better

access to training resources (3.0). But they agree that VMs allow more practice

without extra costs (3.46). The overall score here is 3.25, showing mixed

feelings. For "Timeliness," students agree that VMs save time by reducing

troubleshooting (3.76), speeding up lab exercises (3.46), and setting up

environments faster (3.3). The average score for this is 3.50, meaning students

generally feel VMs improve their efficiency. Overall, students think VMs are

helpful for hands-on learning and saving time but are less sure about cost

benefits.

Table 3: t-test Results Comparing Males and Females on Practical Sills


Improvement
n Mean SD t-cal t-crit df p Decision

Male 9 3.89 0.139 6 2.12 16 .05 Significant

Female 9 3.41 0.214

The table presents a t-test comparing the improvement in practical skills

between male and female students. The mean score for males is 3.89 with a

standard deviation (SD) of 0.139, while females have a lower mean score of 3.41

and a higher SD of 0.214. With a calculated t-value (t-cal) of 6, which exceeds

the critical t-value (t-crit) of 2.12 at a significance level (p) of 0.05, the result is

significant. This means there is a significant difference between males and

females in practical skills improvement, with males showing greater

improvement.
CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS


This chapter presents the summary, conclusions and recommendations.

Summary of Findings

1. The demographic profile of the respondents shows that the majority are 17

years old, representing 53% (27 out of 51 respondents). This is followed

by 16-year-olds at 25%, 18-year-olds at 16%, 19-year-olds at 4%, and 15-

year-olds at 2%. In terms of gender distribution, 75% of the respondents

are male (38 individuals), while 25% are female (13 individuals).

2.1 Hands-on Experience: Male students scored higher (3.95) in hands-on

experience compared to female students (3.48). Both groups agreed that

virtual machines (VMs) significantly enhance their practical skills in

computer servicing, with male students expressing slightly more

confidence.

2.2 Cost Efficiency: Male students (3.78) perceived VMs as more cost-

efficient than female students (3.25). Both groups recognize VMs' role in
reducing costs and improving access to training, though female students

were neutral on some aspects, while males consistently agreed (A).

2.3 Timeliness: Male students (3.93) also rated timeliness higher than female

students (3.50). Both groups agreed that VMs help reduce troubleshooting

time and expedite lab exercises.

3. The t-test results comparing males and females on practical skills

improvement show a significant difference between the two groups. Males

had a higher mean score (3.89) compared to females (3.41), with standard

deviations of 0.139 and 0.214, respectively. The t-calculated value of 6

exceeds the t-critical value of 2.12, with 16 degrees of freedom and a

significance level of 0.05. This indicates that the difference in mean scores

is statistically significant, suggesting that males improved their practical

skills more than females in this study.

Conclusion

Based from the findings, the following are drawn conclusions:

1. The demographic profile reveals that the majority of respondents are 17-

year-olds, indicating that this age group may be the most engaged or

represented in the study. Additionally, the significant gender disparity, with

75% being male, suggests that males may have a stronger presence or

interest in the topic being studied.

2. Both male and female students believe that virtual machines positively

impact their practical skills, cost efficiency, and timeliness in computer


systems training. However, male students exhibit higher confidence in the

benefits of virtual machines across all categories.

3. This analysis reveals that males showed significantly more improvement

in practical skills than females. It highlights the importance of

understanding how different factors, such as gender, may influence

learning outcomes. The findings suggest that tailored strategies might be

necessary to support and enhance skill development for both groups,

ensuring equal opportunities for growth and improvement.

Recommendations

1. Further support and resources should be provided to female students to

improve their confidence in using virtual machines. Additionally, exploring

the reasons behind their neutral stance on cost efficiency might help

address potential barriers in training accessibility.

2. Enhance Learning Tools: Offer more hands-on opportunities and

scenarios with VMs for all students to solidify their understanding and

application of practical skills without the need for physical hardware.

3. Monitor Progress: Regular assessments of both male and female

students' performance and perceptions of VMs should be conducted to

identify any ongoing disparities and ensure that all students benefit equally

from virtualized training environments.

You might also like