Perceived Effectiveness of a Performance-Based Assessment Toolkit on the Competency Development of Computer Systems Servicing Students

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{"abstract":"This study evaluated the effectiveness of a Performance-Based Assessment Toolkit for Computer Systems Servicing (CSS) students at Toledo National Vocational School during the 2025–2026 school year, serving as a basis for an Enhancement Action Plan. Specifically, it described the respondents' demographic profile in terms of gender, frequency of technology use, and time spent on computer-related activities. It also assessed students’ perceptions of the toolkit across content, comprehensibility, functionality, and overall effectiveness, and examined their performance in troubleshooting, repair, hardware assembly, software configuration, and network setup. Furthermore, the study determined the relationship between students’ perceptions and their performance levels. A descriptive-correlational research design was employed, involving 50 CSS students selected through purposive sampling. Data were collected using a researcher-adapted questionnaire and performance evaluation sheets. Descriptive statistics (frequency, percentage, mean, and standard deviation) were used to summarize the data, while Pearson’s correlation coefficient was applied to examine the relationship between variables. Results indicated that students rated the toolkit highly for clarity, usability, and practical relevance, with mean scores indicating “very high.” Students also demonstrated high levels of performance across most skill areas, although slightly lower mean scores were observed in tasks requiring advanced technical competencies. Correlation analysis revealed a statistically significant positive relationship between students’ perceptions and their performance, suggesting that more favorable perceptions of the toolkit are associated with higher levels of technical competence. These findings support the use of performance-based and authentic assessment tools in enhancing skills acquisition in CSS. The proposed Enhancement Action Plan focuses on strengthening guided practice, refining instructional materials, and improving task complexity alignment to support student learning outcomes further.","abstract_source":"original","authors":["James Delos Reyes Camangyan","Daisy Obiso"],"date":"2026-06-07","doi":"10.70838/pemj.570710","id":8065,"issue":7,"journal":{"issn":"2822-4353","name":"Psychology and Education: A Multidisciplinary Journal"},"pdf_sha256":"7f85839094ab6ae54f4cb2a0b78e63393130c4b02594ab65b72eb06480142c23","schema":"scimatic-article/1","title":"Perceived Effectiveness of a Performance-Based Assessment Toolkit on the Competency Development of Computer Systems Servicing Students","volume":57}

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printf '%s' "$(curl -s https://scimatic.org/nft/articles/8065.json | jq -r .canonical_record)" | sha256sum

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curl -s https://rpc.scimatic.net -H 'content-type: application/json' \
  -d '{"jsonrpc":"2.0","id":1,"method":"eth_call","params":[{"to":"0x0E596B4bb924937aA35D9b342A90347ed6F05eF8","data":"0xf3e0c2900000000000000000000000000000000000000000000000000000000000001f81"},"latest"]}'

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