DEVELOPING A STANDARDIZED ON-THE-JOB TRAINING GUIDE FOR COMPUTER TECHNOLOGY SERVICING

Abstract

On-the-job training (OJT) is a core component of technical-vocational degree programs, yet its content, supervision, and assessment often vary from one placement to another. This study assessed the OJT competence of fourth-year Bachelor of Science in Industrial Technology (BSIT) students majoring in Computer Technology at Negros Oriental State University (NORSU), Main Campus, Dumaguete City, as the basis for developing a standardized OJT guide for computer technology servicing. A descriptive survey design was used. A researcher-made questionnaire anchored on the basic, common, and core competencies of the Technical Education and Skills Development Authority (TESDA) was administered to 85 fourth-year students engaged in OJT during School Year 2022–2023 (52 males and 33 females). Data were analyzed using frequency, percentage, weighted mean, standard deviation, and a chi-square goodness-of-fit test. Most respondents were aged 18–24 years (71.76%) and male (61.18%). All respondents (100%) regarded comprehensive training materials, clear guidelines, regular supervisor feedback, and hands-on practice as requirements for effective computer servicing. Hardware-related competencies dominated the basic (91.76%), common (89.41%), and core (91.76%) categories. The leading suggestions for improvement were new training methods or technologies (51.76%) and additional support or mentoring (38.82%). Most respondents (78.82%) rated their OJT as completely aligned with the required competencies (M = 4.69, SD = 0.67); the distribution of ratings differed significantly from a uniform distribution, χ²(4, N = 85) = 188.71, p < .001. Respondents perceived their OJT as well aligned with competency requirements, but the strong hardware orientation, limited attention to network and software competencies, and the gender imbalance point to areas for improvement. A standardized OJT guide was developed, comprising learning objectives, training activities, assessment methods, evaluation procedures, industry collaboration, feedback mechanisms, and standardized TESDA competencies. The guide is expected to improve OJT quality, boost student performance, and strengthen partnerships between the university and industry, ultimately preparing computer technology students more effectively for the workforce and offering a potential model for similar programs.