04158nam a2200181Ia 4500003000200000005001700002008004100019041000800060082002500068100002300093245014800116264005200264300002500316336001200341337001200353338001200365520359900377 20260105140920.0250428s9999    xx            000 0 und d  aeng  aTH 378.242 C743 20131 aConato, Alexis A.  0aCompetencies needed in electronic service industries: bBase for curriculum enrichment in State Universities and Colleges / cAlexis A. Conato  1aSibalom, Antique bUniversity of Antique.c2013  aXIV, 120 leavesccm   2 a b   2 a b   2 a b   aThis study aimed to find out the competencies needed in electronics service industries as bases for curriculum enrichment of state universities and colleges in Panay Island. 
This was conducted in February 2013. The respondents were 35electronics technicians, 22 managers, and 4 supervisors of electronics service industries in the provinces of Antique, Aklan, Capiz, and Iloilo. 
Data were gathered with the use of Competency Needs Assessment Questionnaire developed by the researcher and duly validated by a jury composed of five members. A documentary analysis and interview were likewise utilized to supplement the quantitative data.
 Statistical tools used were frequency, percentage, and mean as descriptive statistics and One-Way Analysis of Variance set at .05 alpha level as inferential statistics. Statistical computations were processed through Microsoft Excel Software version 2003.
The findings of the study indicated that the competencies prescribed by the electronics technology curriculum in state universities and colleges as indicated in their course syllabi were as follows: (1)Familiarizing with the characteristics, types, usage and application of different electronic components; (2) Applying block, schematics and wiring diagrams in troubleshooting electronic products and system; (3)Familiarizing with the types, characteristics, usage and application of different cables; (4) Performing power supply servicing; (5) Maintaining and operating test equipment and measuring instruments; (6) Applying mathematical formulas, theorems and laws in solving electronic circuit problems; (7) Understanding and explaining the principles behind radiocommunications technology; (8) Applying series and parallel configurations to AC and DC circuits; (9) Familiarizing with amplifier types, classes and their operating principles; (10) Understanding, explaining and describing digital concepts and circuitry; (11)Understanding, describing and demonstrating computer electronic concept; (12) Maintaining and servicing personal computers and laptops;(13) Maintaining and servicing audio video products and systems; (14)Understanding and explaining the principles behind optical electronics;(15) Understanding and describing the telecommunication receivers and transmitters operating principles; (16) Applying different approaches in techniques in servicing electronics appliances and gadgets; and (17)Maintaining and repairing cellular phones. 
Moreover, the competencies prescribed by the electronics technology curriculum of SUCS were all needed by the electronics service industries in Panay Island as perceived by electronics technicians, managers, and supervisors of electronics service industries. 
A significant difference existed in the competencies needed by electronics service industries as perceived by electronics technicians, managers, and supervisors.
 Finally, the competencies needed to further enrich the electronics curriculum of SUCS as recommended by the electronics technicians, managers, and supervisors were as follows: Using and operating modern electronic machines and equipment, repairing/servicing using computerized systems and robotics, understanding and explaining the principles of mechatronics in electronic circuits, using and operating AUTOCAD, and understanding and explaining the principles of Programmable Logic Controller (PLC). In addition, skills training for technology instructors and exposure of students both in school and industry were also needed to enhance the electronics technology curriculum of SUCS as recommended by the respondents.