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THE EFFECTUALITY OF W3SCHOOLS ON ENHANCING THE

PROGRAMMING SKILLS OF TECHNICAL VOCATIONAL
LIVELIHOOD-INFORMATION AND COMMUNICATION
TECHNOLOGY STUDENT AT CARLOS L. ALBERT
HIGH SCHOOL S.Y 2023-2024

A Research Paper
Presented to
The Faculty of the Senior High School
Carlos L. Albert High School

In partial fulfillment of
The requirements for the subject in
Practical Research 2
By:

Bennell B. Lacap
Sean Gabriel B. Macandog
Gelarnie B. Palomeras
John Jefferson S. Ramirez
Mark S. Reana
Sophia Ashley A. Tamayo
Justine E. Turaray
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TABLE OF CONTENTS

TABLE OF CONTENTS N

CHAPTER1: THE PROBLEM AND ITS BACKGROUND

Introduction N

Theoretical Framework N

Conceptual Framework N

Statement of the Problem N

Hypothesis N

Scope and Limitation of the Study N

Significance of the Study N

Definition of Terms N

CHAPTER 2: REVIEW OF RELATED LITERATURE AND STUDIES

Foreign Literature and Studies N

Local Literature and Studies N

Synthesis Review of Related Literature and Studies N

CHAPTER 3: RESEARCH DESIGN AND METHODOLOGIES

Research Design N
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Locale of the Study N

Respondents N

Sample and Sampling Technique N

Data Gathering Instrument N

Research Instrument N

Statistical Treatment of Data N

CHAPTER 4: PRESENTATIONS, ANALYSIS AND INTERPRETATION OF

DATA

Demographic Profile of the Respondents N

Table 1. Frequency Distribution of the Respondents Age N

Table 2. Frequency Distribution of the Respondents Age N

Table 3. Frequency Distribution of the Respondents

Sections N

Table 4. Accessibility of W3schools N

Table 5. Knowledge Enhancement N

Table 6. Coding Skill Improvement N

Table 7. Effectiveness of W3schools N

CHAPTER 5: SUMMARY, CONCLUSION, AND RECOMMENDATIONS

Summary N

Conclusions N

Recommendations N
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BIBLIOGRAPHY
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Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

In today's digital era, where websites and online applications play an

integral role in shaping businesses, communication, and entertainment,

understanding and mastering web technologies has become increasingly

essential (Jehwae et.al., 2023). Amidst the abundance of resources available,

W3Schools stands out as a prominent platform for learning web development,

particularly for Technical-Vocational Livelihood (TVL) - Information and

Communication Technology (ICT) students. Website application programming

skills empower individuals to develop and expand their technological

knowledge while fostering creativity and innovation (Mehta & Sivanandam,

2014). However, mastering web application programming can be a complex

endeavor, requiring a structured and engaging learning environment (T.

Online, M. R. Sanjaya, A. Sapsutra, & D. Kurniawan, 2021).

To address this challenge, W3Schools offers a comprehensive and

user-friendly platform that guides students through the intricacies of web

development, making the learning process efficient, enjoyable, and accessible

(Jehwae et.al., 2023). W3Schools provides a wealth of resources, including

interactive tutorials, real-world examples, and comprehensive documentation,

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covering a wide range of web development topics, such as HTML, CSS,

JavaScript, PHP, SQL, and Query (Jehwae et.al., 2023). This extensive

collection of materials caters to students of all skill levels, enabling them to

progress at their own pace and grasp the fundamental concepts of web

development.

Despite the widespread adoption of W3Schools as a valuable learning

tool, limited research has been conducted to specifically investigate its

effectiveness in enhancing the programming skills of TVL-ICT students. This

study aims to address this gap by examining the impact of W3Schools on the

programming proficiency of TVL-ICT students at Carlos L. Albert High School.

The primary objective of this study is to determine whether utilizing

W3Schools as a learning resource leads to noticeable improvements in the

programming skills of TVL-ICT students. This assessment will involve

employing rigorous research methods and data collection techniques to

evaluate the impact of W3Schools on students' programming abilities.

The findings of this study will provide valuable insights into the

effectiveness of W3Schools as a tool for enhancing web development skills

among TVL-ICT students. Additionally, the study will contribute to the growing

body of knowledge on online learning platforms, E-learning, and code tutorials.

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Moreover, this research will empower learners to make informed decisions

about their learning resources, enabling them to effectively utilize W3Schools

to maximize their learning potential and prepare for future career opportunities

in the field of web development.

Theoretical Framework

This study is anchored on the Cognitive Theory of Multimedia Learning

(CTML) developed by Richard Mayer (2021). CTML posits that learners

process information through two distinct channels: the auditory channel for

processing spoken words, music, and other auditory elements, and the visual

channel for processing images, text, and animations. This dual-channel theory

suggests that effective learning occurs when both channels are

simultaneously engaged.

W3Schools, the online learning platform used in this study, effectively

utilizes CTML principles to enhance the learning experience for TVL-ICT

students. The platform incorporates both auditory and visual elements,

catering to different learning styles and preferences. For instance, W3Schools

provides instructional videos, interactive exercises, and text-based tutorials,

allowing students to learn through their preferred mode of instruction.

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Furthermore, W3Schools adheres to the "limited capacity" principle of CTML,

which states that learners can only process a limited amount of information at

a time. The platform breaks down complex concepts into manageable chunks,

providing step-by-step instructions and interactive exercises to prevent

cognitive overload. This structured approach ensures that students can

effectively grasp the material without feeling overwhelmed.

Figure 1: Cognitive Theory of MultiMedia Learning

W3Schools promotes active learning, aligning with the third CTML

principle that emphasizes the importance of filtering, selecting, and organizing

information based on prior knowledge. The platform incorporates quizzes and

hands-on exercises to allow students to apply their newly acquired knowledge

and assess their understanding. This active learning approach reinforces

comprehension and encourages deeper engagement with the material.

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The Cognitive Theory of Multimedia Learning provides a robust framework for

understanding how W3Schools effectively enhances the programming skills of

TVL-ICT students. The platform's adherence to CTML principles, particularly

its incorporation of dual-channel instruction, limited capacity considerations,

and active learning strategies, contributes to a comprehensive and engaging

learning experience that promotes deep understanding and skill development.

Conceptual Framework

The proposed conceptual framework revolves around three key

variables: Programming Skills, W3Schools, and Mediating Variables.

Programming Skills serve as the independent variable, influencing other

variables such as W3Schools engagement or performance. Mediating

Variables, which act as intermediary factors, include accessibility, increased

knowledge, and coding skills improvement.

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INPUT PROCESS OUTPUT

• Profile of
Grade 12
Senior High
School
students:
A. Age
B. Gender The effect of
• To what does Collection W3Schools
the use of and Analysis on enhancing
W3Schools of Data the
improve the through programing
programming Questionnaire skills of TVL-
skills of ICT and Statistical ICT Students
students? Treatment. at Carlos L.
Albert High
School.

Propose to conduct a training program about the

effectiveness of using W3Schools online tutorial.

Figure 2: Conceptual Framework

Statement of the Problem

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This study aims to investigate the effectiveness of W3Schools in enhancing

the programming skills of TVL-ICT students at Carlos L. Albert High School

during the school year 2023-2024. Specifically, the study seeks to address the

following research questions:

1. What is the demographic profile of TVL-ICT students, in terms of:

1.1 age

1.2 gender

2. How do TVL-ICT students perceive the quality and effectiveness of

W3Schools' programming tutorials and resources in terms of:

2.1 accessibility,

2.2 knowledge enhancement, and

2.3 coding skills improvement

3. To what extent does the use of W3Schools effect the programming skills of

TVL-ICT students?

4. Based on the findings, what training program can be proposed to effectively

utilize W3Schools for enhancing the programming skills of TVL-ICT students

at Carlos L. Albert High School?

Hypothesis
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Null Hypothesis

There is no significant effect of W3Schools on the enhancement of

programming skills among TVL-ICT students at Carlos L. Albert High School
during the school year 2023-2024.

Alternative Hypothesis

There is a significant positive effect of W3Schools on the enhancement

of programming skills among TVL-ICT students at Carlos L. Albert High

School during the school year 2023-2024.

Scope and Limitation of the Study

The study titled "The Effectuality of W3Schools on Enhancing the

Programming Skills of TVL – ICT Students at Carlos L. Albert High School S.Y

2023 – 2024" is conducted with the primary aim of assessing the impact of

W3Schools as an online learning resource on the programming skills of TVL –

ICT students during the specified academic year. The study will focus on TVL

– ICT students enrolled at Carlos L. Albert High School during the 2023-2024

school year. The study will gather data from students, teachers, and school

administrators to gain a comprehensive understanding of the effectiveness of

W3Schools in enhancing programming skills.

The study may face certain limitations that could affect its generalizability and

conclusions. These limitations include Sample Size: The study's findings may
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not be representative of the entire population of TVL – ICT students due to the

limited sample size. External Factors: External factors such as students' prior

programming experience, individual learning styles, and access to technology

could potentially influence the results. Short-Term Assessment: The study's

assessment of programming skills may not capture long-term retention of

knowledge and skills.

Despite these limitations, the study aims to provide valuable insights into the

effectiveness of W3Schools as a learning tool for TVL – ICT students and

contribute to the development of effective strategies for enhancing their

programming skills.

Significance of the Study

The findings of this study will be beneficial to the following group or

person:

TVL – ICT Student. The study will raise awareness to the advantages of

using w3school specially to TVL – ICT student so they can incorporate it within

the curriculum.
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School Programming Teachers. This will assist the school in creating

efficient teaching and learning strategies that utilize w3school.

Future Researchers. The study's conclusions might be used as a source of

information and a manual for other researchers in the future who want to

undertake research pertaining to the w3schools and other entities.

Definition of Terms

Cognitive Multimedia Learning Theory is based on three cognitive science

principles of learning: the human information processing system includes dual

channels for visual/pictorial and auditory/verbal processing (i.e., dual-channel

assumption), each channel has a limited capacity for processing (i.e., limited-

capacity assumption).

Online learning, also known as distance education or eLearning, refers to the

delivery of educational content and instruction through the internet.

CSS is a computer language for laying out and structuring web pages (HTML

or XML). This language contains coding elements and is composed of these

“cascading style sheets” which are equally called CSS files (. CSS).
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Endeavor is an attempt to do something, especially something new or

original.

HTML or Hypertext Markup Language is a markup language for the web that

defines the structure of web pages. It is one of the most basic building blocks

of every website, so it's crucial to learn if you want to have a career in web

development.

JavaScript is a lightweight interpreted (or just-in-time compiled) programming

language with first-class functions.

MultiMedia Learning Theory describes the use of multiple simultaneous

techniques in instructional message design, such as combining narration and

visuals in a presentation. 1) Dual coding, 2) limited working memory capacity,

and 3) the need to maximize cognitive resources for learning are fundamental

principles.

W3Schools is a free educational website for learning coding online. Initially

released in 1998, it derives its name from the World Wide Web but is not

affiliated with the W3 Consortium. W3Schools offers courses covering many

aspects of web development. W3Schools also publishes free HTML templates.

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MultiMedia Learning Theory describes the use of multiple simultaneous

techniques in instructional message design, such as combining narration and

visuals in a presentation. 1) Dual coding, 2) limited working memory capacity,

and 3) the need to maximize cognitive resources for learning are fundamental

principles.

Neuroimaging is a branch of medical imaging that focuses on the brain.

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

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This chapter covers a collection of related foreign and local literature

and studies related to the matter at hand: The Effectuality of W3schools on

enhancing the programming skills of technical vocational livelihood -

information and communication technology students in Carlos L. Albert High

School. The researchers collected this data that will seek to establish the facts

revolving around the topic.

Foreign Literature

According to the literature research findings of Tintin Nasiatin et al.

(2023), it was discovered that the e-learning model affects learning

satisfaction, which is simultaneous with its influence. The level of contentment

that students have with the outcomes of their e-learning experiences can be a

primary measure of the quality of education provided in higher education.

According to A Harini (2023), E-Learning platforms make it possible to

connect people around the globe. Using the various technologies that are

available, Gamification enhances the performance of e-learning platforms.

Gamification of e-learning platforms helps in providing an engaging learning

experience for users of all ages.

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According to Hongbin Wu (2029), We need to recognize that online

learning has its own advantages for enhancing students’ learning and should

be considered a potential teaching method in medical education. To guarantee

the effectiveness of online learning, the design principles of digital learning

materials, learning goals and students’ preferences and characteristics should

be rigorously evaluated.

Foreign Studies

In a study of Mohamad Darwish et al. (2020), The findings showed that

the students’ background, experience, collaborations, interactions, and

autonomy positively affected students’ satisfaction. Moreover, effects of the

students’ application, remembering, understanding, analyzing, and satisfaction

was positively aligned with students’ academic achievements.

According to Berlinda Mandasari (2020), The result showed that online

learning has positive impact on students’ academic performance in term of

learning motivation, learning achievement and learning engagement.

Participants also showed that conducting online learning is relevant during

pandemic. Furthermore, flexibility, accessibility, learning autonomy, and

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boosting students’ achievement become the strengths of conducting online

learning.

Based on Monika Sidabutar et al. (2021), The results found that the

implementation of online learning was effective. 100% of the lecturers

implemented online learning using LMS, of which 86.67% were skilled at using

the LMS platform in carrying out online learning. The lecturers used various

strategies to organize learning, including integrating cognitive materials in core

activities to improve student preparation, involvement, and independence in

online learning activities. In addition, 50% of the lecturers have conducted

student satisfaction surveys on online learning.

Local literature

Based on Joseph Cantala et al. (2021), it was found that students

strongly agreed on preparedness as the most vital to engagement in online

learning. Accordingly, findings suggest that strengthening online teaching and

delivery of methods by creating contents tailored to the needs of the students

during flexible learning will propel to ensuring the efficacy of teaching and

learning processes.
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Maria Angela S Esteron (2021), Online learning is efficient, affordable,

and flexible. It can also suit various learning styles as a learning delivery

modality. Online learning also has positive and negative implication to the

values and ethics of the learners. Some of the positive implication to learners’

values is having persistence, self-discipline, and respect while having online

learning. On the other hand, there is also a negative implication to learners’

values like online academic fraud.

According to Mutiara Ayu (2020), E-learning has the potential to

transform the way of teaching and studying across the board. It can develop

standards and improve involvement in learning. This cannot substitute teacher

or lecturer role, but in addition to existing methods it can develop the quality

and decrease the time spent.

Local Studies

Based on Evelie P. Serrano et al. (2022), E-learning was accepted as

an innovative way of improving and upscaling the capabilities of the human

resources, and eventually operations of the organization. However, since the

respondents still preferred traditional classroom type of trainings, there is the

need to further sensitize and educate the people on the advantages and
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features of online training courses and e-learning platforms for lifelong

learning.

According to R Moralde (2023). The results showed that the facilities

found in three community e-Learning resource centers are safe, secure,

functional in every aspect, highly acceptable and comfortable to use.

Based on Jose Mari Carpena et al. (2020), This study has significant

contribution to the growing demands and necessity to embrace ICT for

education in the Philippines, especially when the government has recently

overhauled the education system by inserting additional 2 years of Senior

High School and the on-going revamp of higher education curriculum.

Synthesis of Related Literature and Study

The e-learning model significantly influences learning satisfaction in

higher education. Factors such as students' background, experience,

collaborations, interactions, and autonomy positively contribute to satisfaction.

Additionally, the study links students' application, understanding, and

satisfaction with academic achievements. Online learning, acknowledged for

its efficiency, affordability, and flexibility, caters to diverse learning styles.

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However, it carries both positive aspects like fostering persistence and self-

discipline and negative implications such as the risk of online academic fraud.

Chapter 3

RESEARCH DESIGN AND METHODOLOGIES

This section shows the methods used in conducting the collection of

data for the study it shows the Research Design which illustrates the type of

research being used to ensure that research problems would be answered

systematically and effectively Data Gathering Procedures which explain the

detailed steps in gathering the data needed for the research Il contains the

flow of situations in collecting data from the respondents is preceded by

Research Instruments which explains the type of tool being used to gather

data Then it shows the Participants where in it describes the target population

or respondents of the study sampling technique used and the distribution of

the respondents in the study and its percentage It also shows the locale of the

research which explains the environment or place of the study.

Research Design

To examine the impact of using W3Schools on the academic

performance of Technical-Vocational Livelihood (TVL) - Information and

Communication Technology (ICT) students at Carlos L. Albert High School on

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their programming skill, researchers employed s Correlational Research

Design to know if there are relationships between variables and also the

researcher use convenience sampling technique in this study.

Locale of the Study

The study was conducted at Carlos L. Albert High School. The school is

located at the Brixton Hill St. Brgy Santol 1105 Quezon City. This is located

near saint peter and passed by So-en, then walked until the school name

Carlos L. Albert High School and beside it is the Holy Redeemer of Parish and

behind it is the Barangay Hall of Santol.

Respondents

The study's respondents are the TVL ICT SENIOR HIGH SCHOOL.

They are the one who will answer the survey questionnaires that will be made

by researchers. Male and Female students of TVL ICT SENIOR HIGH of

Carlos L. Albert HIGH SCHOLL will be the respondents in the study that was

conducted by the researchers. The researchers' total respondents are

Technical Vocational Livelihood (TVL) － Information Communication and

Technologies (ICT) students at Carlos L. Albert High School S.Y 2023 － 2024.

Sample and Sampling Technique

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CS or Cluster Sampling is the one that the researchers will use to find the

respondents can be either male or female. The researchers would select from

TVL ICT Section of Carlos L. Albert High School

Data Gathering Instrument

To initiate the data collection process, researchers began by sending out

request letters bearing the signatures of both the researchers and the class

adviser. Subsequently, they scheduled a designated time for distributing the

survey questionnaires to the intended participants of the study, who were the

TVL - ICT students at Carlos L. Albert High School. Once the respondents

completed the questionnaires, the researchers proceeded to thoroughly

examine and analyze the gathered data, ultimately drawing conclusions from

the assessment results.

Research Instrument

The profile of the Technical Vocational Livelihood (TVL) - Information

and Communication Technology (ICT) Senior High School Students: Grade

11, 12 was gathered using the data collection tools. In order to conduct the

type of research we are doing; the researcher employed a questionnaire that

was derived from earlier studies and research. This approach of data

collection was also adopted by the researcher because it is recognized to be

the least expensive and least biased. Additionally, it encourages the use of the
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open-minded options that were made available to take into account those that

are relevant to our study in order to prevent bias in the way that the data was

gathered. Additionally, because it is significantly more comfortable, it

motivates the respondents to cooperate more comfortable to respond and

much open to options but still related and specific to the type of research that

the researcher is conducting.

Statistical Treatment of Data

The data collected from the respondents was analyzed using the

following statistical methods.

1. Percentage – This tool was employed to establish the connection

between each frequency and the overall population size.

Formula:

Where: P = percent

f = frequency
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n = sample size

2. Mean – This statistical method would calculate the average degree of

components as perceived by respondents for each item on the

questionnaire.

Formula:

Where: M = mean

Σ = summation

X = scores

n = number of responses

3. T-test – This tool is used because the researchers compares the

means of the two variables. In hypothesis testing, it involves a null

hypothesis stating that the group means’ difference is zero, and an

alternative hypothesis suggesting that the difference in group means is

non-zero.
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Formula:

Where: t = Students t-test

m = mean

μ = theoretical value

s = standard deviation

n = variable set size

 CHAPTER 4

PRESENTATIONS, ANALYSIS AND INTERPRETATION OF DATA

This chapter includes the presentation, analysis, and interpretation of

data that have been gathered from the questionnaires distributed to the
respondents. This chapter also contains the presentation of data in tabular
form along with their corresponding interpretations.

Demographic Profile of the Respondents

Table 1
Distribution of the Respondents according to Age

Age Zuckerb Steve Goslin Charle Billgat Frequency Percenta

erg Jobs g s es total ge
Babba
ge

14 0 0 0 0 0 0 0%

15 0 0 0 0 0 0 0%

16 0 0 0 0 0 0 0%

17 9 12 4 0 4 29 32.22%

Other 9 13 11 19 9 61 67.78%

total 18 25 15 19 13 90 100%

Table 1 shows the age of Grade 11 - 12 of Tech-Voc students in Carlos L.

Albert High School. Most of the students we computed are above 17 called the

Others with 67.78%, and age 17 the small number of respondents with

32.22%. This is supported by the study of Eugene Geist (2016) where no age
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is too early to begin fostering these skills. Eugene Geist explores how

developmentally appropriate coding and programming activities can serve as

a vehicle for the exploration, discovery, and innovation.

Table 2

Distribution of the Respondents according to Sex

Sex Zuckerb Steve Goslin Charle Billga Total Percent
erg Jobs g s tes Freque age
Babba ncy
ge

Male 13 17 11 14 8 63 70%

Female 5 8 4 5 5 27 30%

Total 18 25 15 19 13 90 100%

The table 2 represents respondents' sex and their total frequency. Out of

100%, male respondents have a bigger percentage 70%, while female

respondents only have at least 30%. They found out that male students

perceived programming as easier, had a higher intention to program in the

future, and achieved higher learning outcomes compared to female students.

Rubio, M. A., et al. (2015).

Table 3
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Frequency Distribution of the Respondents according to Section

Section Frequency Frequency Percentage

Zuckerberg 18 20%

Steve Jobs 25 27.77%

Gosling 15 16.66%

Charles Babbage 19 21.11%

Billgates 13 14.44%

Total 90 100%

Table 3 shows the frequency and the Percentage of each section, Based on

the responses above the highest is Steve Jobs with a frequency of 25 and a

Percentage of 27.77%, Charles Babbage being on second with 19 Frequency

with a percentage of 21.11%, Zuckerberg being on third by 18 Frequency with

a Percentage of 20%, And Gosling being on fourth with 15 Frequency with a

Percentage of 16.66%, Billgates being the last with a Frequency of 13 and a

percentage of 14.44%. This finding is supported by the study of K. Wallenius,

R.M. Niemi, H. Rita (2011), To estimate both the mean and spatial variation

they used Stratified sampling. A reserve of multiple individual samples is

collected and divided into homogenous subgroups, We use this for our finding

given that this is a frequency distribution of respondents according to the

section where our sampling technique is purposive sampling where we chose

only the respondents that used W3schools and have experience on using any
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programming language.

Table 4

Accessibility

Verbal
Statement N Mean Rank Interpretatio
n
1.I can understand the programming
tutorials and it is easy to find and to 90 4.66 1 Strongly
access. Agree

2. I am able to understand the

navigation on W3Schools website 90 3.97 5 Agree
and it is clear and easy to follow.

3. I can access W3Schools using my

smart phones and tablet. 90 4.39 2 Strongly
Agree

4. I can access several languages on

W3Schools website including HTML, 90 4.14 4 Strongly
CSS, JavaScript and more. Agree

5. I can access W3Schools

resources easily and efficiently. 90 4.28 3 Agree

Total 90 4.29 Strongly

Agree

We question some repondents on what there opinion on the accessibility of

W3schools. Majority of our repondents strongly agreed that W3school is easily

can be find and be accessable, they also agreed that the W3school can be

able to understand clearly and easily navigate of where they need to go to if

they want to learn diffirent languages like HTML, CSS, JavaScript or more
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then can easily access it this was strongly agreed by the repondents on the

table above. Most of our respondents also strongly agree that they already

access W3schools on there phone and tablet so they can open W3school

where ever they want. Overall, base on the table above its was proven and

agreed by the respondents that they can access W3school resources easly

and efficiently where ever they. This study is supported by Deach Kamken,

Phaosan Jehwae (2023) how basic and advanced knowledge Learners can

learn at their own pace and quickly expand knowledge. convenient online

learning is Open for access anytime and anywhere.

Table 5
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Knowledge Enhancement

Verbal
Statement N Mean Rank Interpretatio
n
1. I have learned new programming
concepts and skills from using 90 4.58 1 Strongly
W3Schools' tutorials. Agree
2. W3Schools' tutorials provide clear
and concise explanations of 90 3.99 5 Agree
programming concepts.

3. W3Schools' tutorials are well- 90 4.27 2 Strongly

organized and easy to follow. Agree

4. W3Schools' tutorials provide plenty

of examples and exercises to help 90 4.24 3 Strongly
me practice my coding skills. Agree

5. W3Schools' tutorials have helped

me to improve my understanding of 90 4.1 4 Agree
programming concepts.

Total 90 4.23 Strongly

Agree

This table talks about the opinions of every respondent about knowledge

enhancement. Based on the table above respondents strongly agree that they

learn new codes and skills every time they use W3school tutorials because

they provide clear,well-organized, and easy-understanding explanations,

agreed on base the respondents above, majority of the respondents strongly

agreed that W3schools tutorials enhance their coding skills by doing plenty of

exercises and examples provided to them. overall, W3schools tutorials helped

a lot of our respondents understand and improve their coding skills through
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their clear,well-organized, exercises and easy-understanding explanations,

and it was strongly agreed based on the table above. Charles R. McClure,

Marcia A. Mardis, Susan C. Thomas etc. (2016) W3schools proves

fundamental knowledge of web development using advanced CSS. CSS is

used to control the style and layout of multiple web pages all at once.

Table 6
Coding Skills Improvement

Verbal
Statement N Mean Rank Interpretati
on
1. I am able to write more complex
and sophisticated code after using 90 4.36 1 Strongly
W3Schools' tutorials. Agree
2. W3Schools' tutorials have
helped me to develop better 90 3.94 5 Agree
problem-solving skills for coding.
3. I am more confident in my
ability to code after using 90 4.21 2 Strongly
W3Schools' tutorials. Agree

4. I am able to apply the

programming concepts I learned 90 3.99 4 Agree
from W3Schools' tutorials to my
own projects.
5. W3Schools' tutorials have
helped me to improve my overall 90 4.16 3 Agree
coding skills.

Total 90 4.13 Agree

In this table, our respondents answer some questions on how effectively

improve their performance at coding or programming skills using W3schools

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tutorials, Based on the rank 1 table above it is proven that W3schools helps

them to write harder codes easily after using W3Schools tutorials,

respondents also agree that they got better on problem-solving skills for

coding and got more and more confident at coding the more they use

W3school. Most of our respondents also agreed that they are able to use what

they learn from W3Schools tutorials to good use on their projects. in

conclusion, based on the rank 3 table above it has been proven and agreed

that W3Schools tutorials help students to improve their overall coding skills.

This study is supported by Deach Kamken and Phaosan Jehwae (2023) and

talks about how W3schools tutorials can improve or increase your

programming skills and it can develop and expand your knowledge of

technology and freedom in creating Technological works.

Table 7
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Effect of W3Schools on the Programming Skills

Verbal
Statement N Mean Rank Interpretatio
n
1. The use of W3Schools has boost
my confidence in my programming 90 4.52 1 Strongly
abilities. Evident
2. The use of W3Schools Has
enhanced my ability to write complex 90 3.92 5 Evident
and sophisticated code.
3. The use of W3Schools has
strengthened my ability to solve 90 4.23 2 Strongly
programming problem Evident
independently.
4. The use of W3Schools has
improved my overall programming 90 4.14 3 Evident
skills.
5. W3Schools improved my
debugging skill. 90 4.12 4 Evident

Total 90 4.19 Evident

This table talks about how W3Schools affect our respondent's programming

abilities. base out of the table above most of the respondents are Strongly

evident that they gain more and more confidence in their programming skills or

abilities the more they use W3Schools tutorials. they also believe that

W3school can effectively enhance their ability to use more complex or

advanced codes on their projects. the majority of our respondents also believe

that W3schools tutorials effectively enhance their problem-solving without

asking someone to help them and overall improve their debugging skills. In

summary, It expressed positive views by the majority of the respondents that

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W3schools have improved their programming abilities overall. This study is

supported by Deach Kamken, Phaosan Jehwae (2023) it talks about how

W3school uses images and coding examples to help learners understand and

apply easily. Experiment and practice. There is a section of sample usage

scripts that you can try yourself. can modify and add code to learn and test

knowledge.

CHAPTER 5
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SUMMARY, CONCLUSION, AND RECOMMENDATIONS

In this chapter the conclusions derived from the findings of this study,

information about the effectuality of W3Schools tutorial. The conclusions were

based on the purpose, research questions and results of the study. The

implications of these findings and the resultant recommendations will also be

explained. Recommendations were based on the conclusions and purpose of

the study.

Summary of the findings

The respondents of the study were from Technical Vocational Livelihood

– Information Communication Technology (TVL- ICT) in Carlos L. Albert High

School. The study sought out to identify the significance of the advantageous

contributions of watching W3Schools online tutorial videos to the technical

skills and knowledge of the students. The survey questionnaire was

formulated with the advices of the validators, Sir Jhopel Gatmaitan, Mrs.

Maybelyn Pajara, and Mrs. Maria Cristina Banot.

Based on Chapter 4. The data reveals that most Grade 11-12 Tech-Voc

students at Carlos L. Albert High School are above 17 years old (67.39%),

with a minority aged 17 (32.60%). Male respondents dominate (69.56%)

compared to females (30.43%). In terms of section preferences, Steve Jobs is

the most favored (25 respondents, 27.17%), followed by Charles Babbage

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(21, 22.82%), Zuckerberg (18, 19.56%), Gosling (15, 16.30%), and Bill Gates

(13, 14.13%).

Conclusions

Based on the findings the following conclusions have been made:

1. Most Grade 11-12 Tech-Voc students at Carlos L. Albert High

School are above 17 years old (67.39%), with only a small portion at

age 17 (32.60%).

2. In Table 2, male respondents account for 69.56% while females

represent 30.43% of the total frequency.

3. In Table 3, Steve Jobs emerges as the most preferred section with

25 responses, accounting for 27.17% of the total. Charles Babbage

follows with 21 responses (22.82%), Zuckerberg with 18 (19.56%),

Gosling with 15 (16.30%), and Bill Gates with 13 (14.13%).

4. The majority of respondents strongly agree that W3Schools is easily

accessible and user-friendly for learning programming languages

like HTML, CSS, and JavaScript. They also commonly access

W3Schools on their mobile devices. Overall, it's clear that

W3Schools is widely considered an efficient and convenient

resource for learning programming languages.

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5. The respondents strongly agree that W3Schools tutorials

consistently enhance their coding skills by providing clear, well-

organized explanations and ample exercises. Overall, W3Schools

has significantly helped respondents understand and improve their

coding skills, as evidenced by the consensus among respondents.

6. It's evident that W3Schools tutorials effectively enhance coding

skills. Respondents report improved ability to tackle complex code,

enhanced problem-solving skills, increased confidence in coding,

and practical application of learned skills in their projects. Overall,

the consensus among respondents supports the conclusion that

W3Schools tutorials significantly contribute to improving coding

proficiency.

7. Most respondents strongly believe that W3Schools tutorials

positively impact their programming abilities. They report gaining

confidence, using more advanced codes effectively, enhancing

problem-solving skills independently, and improving debugging

skills. Overall, the consensus among respondents reflects a positive

view of W3Schools' contribution to enhancing programming abilities.

Recommendation
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1. Providing additional support and resources to enhance the learning

experience, such as interactive exercises or tutorials, could further solidify

W3Schools' position as a leading resource for aspiring programmers.

2. The effectiveness of W3Schools tutorials in enhancing coding skills, I

recommend promoting these tutorials as a primary resource for individuals

seeking to improve their coding proficiency.

3. W3Schools should continue to enhance its tutorials by incorporating

more advanced topics and real-world project examples to cater to the needs of

learners at different skill levels.

4. To further promote the platform's benefits to attract more users.

Additionally, continuous improvement and updates to tutorials should be

prioritized to ensure relevance and effectiveness in meeting users' needs.

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