The interplay between instructional resources, teaching method, and technical skills among Grade 12 Computer System Servicing (CSS) at Mabolo National High School

Abstract

Technical skills are essential for success in the rapidly evolving computer service industry, enabling professionals to diagnose and resolve complex technical issues efficiently. However, a gap exists between the required skills and the actual competencies of many students, particularly in public secondary schools. This research aims to identify the key obstacles preventing students at Mabolo National High School from acquiring these essential skills. The study drew seventy-three (74) respondents selected in a systematic manner to represent the CSS students. The researchers used an adapted tool to gather data from the respondents, and the tool underwent validity and reliability testing. The study employed a weighted mean and Pearson correlation coefficient to analyze the data. This result indicates a low positive correlation (r = 0.211), implying that effective teaching techniques relate to the improvement of students' technical abilities. Nevertheless, the connections between instructional resources and teaching techniques, as well as between instructional resources and technical skills, showed an eligible correlation (r = 0.003), suggesting that merely having instructional resources does not greatly affect teaching strategies or directly influence the growth of technical skills. This research suggests providing students with practical experience in technical activities, real-life problem-solving, and consistent feedback to improve their abilities.