Computer ownership and it's relation to skills, knowledge and attitude in CAD subject.
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JESSICA D. DAWIS [email protected] MSU-Iligan Institute of Technology Tibanga, Iligan City Philippines, 9200 MICHAEL ART R. NAPOLES [email protected] MSU-Iligan Institute of Technology Tibanga, Iligan City Philippines, 9200
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Transcript of Computer ownership and it's relation to skills, knowledge and attitude in CAD subject.
JESSICA D. [email protected]
MSU-Iligan Institute of Technology Tibanga, Iligan CityPhilippines, 9200
MICHAEL ART R. [email protected]
MSU-Iligan Institute of Technology Tibanga, Iligan CityPhilippines, 9200
Luzon
Visayas
Mindanao
The PhilippinesIligan City, Philippines
Northern Mindanao
Computer Ownership and Its Relation to Skills, Knowledge and Attitude
in CAD SubjectJessica D. Dawis
[email protected] Institute of Technology
Student
Maria Luissa M. [email protected]
MSU-Iligan Institute of TechnologyStudent
Mat Ronald P. [email protected]
MSU-Iligan Institute of TechnologyStudent
Background
The area of study is at Computer Laboratory, Room 301 College of Education, MSU-IIT.
The respondents focus mainly on the 20 BSTTE-DT who are currently enrolled inDT 211 - AutoCAD 3D Application for the school year 2013-2014, during second semester.
Objective
1
Thes purpose of this study is to find out whether computer ownership has a relationship to the skills, knowledge and attitude in taking CAD subject.
1
Also to determine whether computer ownership is the reason of getting a high grade in taking CAD or it depends on students determination.
Conceptual Framework
RECOMMENDATION
Perceived performance in relation to the skills knowledge and attitude in Learning CAD subject
PROFILE:
Age
Gender
Computer Ownership
Independent Variable Dependent Variable
The conceptual framework shows the interplay of the independent and dependent variables.
Statement of the Problem 1
•What is the profile of the respondents in terms of :• -Age• -Gender • -Computer Ownership
AGE FREQUENCY PERCENTAGE
16 years old 1 5.0
17 years old 3 15.0
18 years old 9 45.0
19 years old 6 30.0
20 years old 1 5.0
TOTAL 20 100.0
Mean Value 18.15
Table 1. Profile of the Respondents according to their Age
Most of the respondents are on the age of eighteen (18) years old.
GENDER FREQUENCY PERCENTAGE
Female 16 80.0
Male 4 20.0
TOTAL 20 100.0
Table 2. Profile of the Respondents according to their Gender
The Table shows that most of the respondents were female.
COMPUTER OWNERSHIP FREQUENCY PERCENTAGE
With computer 11 55.0
Without computer 9 45.0
TOTAL 20 100.0
Table 3. Profile of the Respondents according to Computer Ownership
The table shows that most of the respondents owns a Computer.
Statement of the Problem 2
•What is the respondent’s perception in skills, knowledge and attitude in CAD subject?
Frequency PercentageSkill Low Average Moderate High
0172
0.0
10.070.020.0
Total 10 100.0
Table 4.2 Skill Distribution of the Respondents with Computer
Frequency PercentageSkill Low Average Moderate High
0172
0.0
10.070.020.0
Total 10 100.0
Table 4.3 Skill Distribution of the Respondents without Computer
Frequency PercentageKnowledge Low Average Moderate High
00
100
0.00.0
100.00.0
Total 10 100.0
Table 5.2 Knowledge Distribution of the Respondents with Computer
Frequency PercentageKnowledge Low Average Moderate High
0370
0.0
30.070.00.0
Total 10 100.0
Table 5.3 Knowledge Distribution of the Respondents without Computer
Frequency PercentageAttitude Low Average Moderate High
0271
0.0
20.070.010.0
Total 10 100.0
Table 6.2 Attitude Distribution of the Respondents with Computer
Frequency PercentageAttitude Low Average Moderate High
0721
0.0
70.020.010.0
Total 10 100.0
Table 6.3 Attitude Distribution of the Respondents without Computer
Statement of the Problem 3
• Is there a significant relationship between the profile of the respondents and their perception on skills, knowledge and attitude?
Age Spearman Rank P value Remarks
Skills -0.182 0.591 Not Significant
Knowledge 0.251 0.456 Not Significant
Attitude 0.184 0.587 Not Significant
Table 8. Relationship Between the Age and the Skills, Knowledge and Attitude of theRespondents With Computer in CAD.
Age Spearman Rank P value Remarks
Skills -0.132 0.734 Not Significant
Knowledge 0.686 0.041 Significant
Attitude -0.065 0.868 Not Significant
Table 8.1 Relationship Between the Age and the Skills, Knowledge and Attitude of the Respondents Without Computer in CAD.
Gender Point Bi-serial P value Remarks
Skills -0.312 0.351 Not Significant
Knowledge -0.049 0.887 Not Significant
Attitude 0.450 0.165 Not Significant
Table 9. Relationship Between the Gender and the Skills, Knowledge and Attitude of the Respondents With Computer in CAD.
Gender Point Bi-serial P value Remarks
Skills 0.337 0.375 Not Significant
Knowledge -0.200 0.607 Not Significant
Attitude 0.222 0.565 Not Significant
Table 9.1 Relationship Between the Gender and the Skills, Knowledge and Attitude of the Respondents Without Computer
Grades Spearman Rank P value Remarks
Skills -0.432 0.185 Not Significant
Knowledge -0.217 0.522 Not Significant
Attitude 0.639 0.034 Significant
Table 10. Relationship Between the Grades and the Skills, Knowledge and Attitude of the Respondents With Computer in CAD.
Grades Spearman Rank P value Remarks
Skills 0.069 0.861 Not Significant
Knowledge 0.032 0.936 Not Significant
Attitude 0.301 0.431 Not Significant
Table 10.1 Relationship Between the Grades and the Skills, Knowledge and Attitude of the Respondents Without Computer in CAD.
Statement of the Problem 4
• Is there a significant difference between the perception of the students having personal computer and students with no computer in terms of skills, knowledge and attitude in taking CAD subject?
N Mean
Skills With Computer 11 3.12
Without Computer 9 3.18
Knowledge With Computer 11 3.00
Without Computer 9 2.60
Attitude With Computer 11 2.64
Without Computer 9 2.42
Table 11. Significant Difference between the Respondents with computer and without computer in terms of their Skills, Knowledge and Attitude in CAD.
ConclusionComputer Ownership and Its Relationship to Skills,
Knowledge, and Attitude in CAD Subject
With or without computers the Gender does not affect the performance of the students who are taking in CAD subject.
There is no significant relations hip between age and skills and attitude but in Knowledge, there is significant relationship.
Having no computers the Grade has no significant relationship, but having computer does.
1. A further study is recommended on a qualitative study on the “Computer Ownership and Its Relation to Skills, Knowledge and Attitude in CAD subject.”
Recommendation
BibliographyBook Aquirre J. (2011) “Level of Awareness of Family Maratabat and Pupils Behavior Towards Education: Unpublished Master’s Thesis: Bukidnon State University, Malayabalay City. Internet Source
Autodesk inc. (2012). “CAD Software Defined” Retrieved from: 26 July 2013. Available at:http://usa.autodesk.com/adsk/servlet/item?siteID=123112&id=17690382 BusinessDictionary.com (2013).“Laptop Defined” Retrieved from: 26 July 2013. Available:http://www.businessdictionary.com/definition/laptop.html
BibliographyBattro ,Antonio M. (2012).” Importance of Laptop in Student Life. Retrieved from:Nov. 20, 2013 05:11 AM. Available: http://www.defence.pk/forums/social-issues-current-events/219999-importance-laptop-student-life.html#ixzz2adOmFlJP Importance of Laptop in Student Life. (2012). Retrieved from: Feb.02, 2012 in Guest Blogging, Teaching, Technology. Available: http://www.theteachingbox.com/importance-of-laptop- in-student-life/ Laptops: Pros and Cons.(2013).Retrievefrom: March 3,2014 05:11 AM. Available:http://www.showandtellforparents.com/wfdata/frame1641020/pressrel15.asp?printable=True
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