Automotive Student's Technological Competence And Work Attitude During Work Immersion In The Division Of Northern Samar

Abstract

This study investigated the technological competence and work attitude of Grade twelve Automotive Senior High School students during their work immersion in the Division of Northern Samar. Utilizing a descriptive-correlational design, data were gathered from one hundred five selected students from Basilio B. Chan Memorial Agricultural and Industrial School and Rawis National High School. Results indicated that learners are predominantly male adolescents from economically modest, self-employed households with limited formal parental education. Students demonstrated a competent level of foundational and entrepreneurial skills, particularly excelling in workplace safety protocols and ethical service. However, their technical and servicing competence remained only moderately competent, revealing specific deficiencies in executing complex diagnostic and hands-on servicing tasks. In terms of work attitude, respondents consistently exhibited high levels of professionalism, teamwork, and positive workplace values, which were not significantly influenced by any of their demographic profiles. Significant differences in technological competence were found based on age, sex, and parental educational attainment. A significant positive correlation was established between the students' technological competence and their work attitudes across all dimensions. These findings validate that hands-on technical proficiency and positive professional behaviors are mutually reinforcing in technical-vocational environments. The study concludes that while the automotive learners possess strong foundational abilities and commendable workplace attitudes, their preparation requires enriched, industry-aligned practical training to elevate advanced diagnostic capabilities. To address these gaps, a contextualized action plan is highly recommended, focusing on the enhancement of workshop facilities, the implementation of simulation-based training, and the strengthening of school-industry partnerships. These targeted interventions are essential to bridge the existing competency gaps and ultimately ensure that graduates are fully equipped with the holistic skills required for successful integration into the modern automotive labor market and diverse professional workplace environments locally and globally, securing a sustainable, highly dependable, resilient, and incredibly prolific.