The Role of Client-Server Network in Integration Strategies in Teaching Computer System Servicing

This study determined the extent of integration of client-server network strategies in teaching Computer Systems Servicing (CSS) and its relationship to learners’ performance. Specifically, it examined the demographic profile of the respondents, the extent of integration in terms of availability and accessibility, adaptability and flexibility, interactivity and collaboration, and scalability and security, as well as the learners’ performance in system installation and configuration, troubleshooting and maintenance, and preparedness for TESDA NC II assessment. It also tested the significant differences when grouped according to profile variables and the significant relationship between integration and learners’ performance. The study utilized a descriptive-correlational research design with 104 student respondents. A structured questionnaire was used to gather data, which were analyzed using frequency, percentage, mean, t-test, and Pearson correlation. Findings revealed that most respondents were 19–20 years old, male, with beginner ICT literacy level and basic prior exposure to ICT-related subjects. The extent of integration of client-server network strategies was generally rated as moderate across all indicators. Learners’ performance was rated as very good in system installation and configuration and good in troubleshooting and maintenance and TESDA NC II preparedness. Significant differences were found in some profile variables such as sex, ICT literacy level, and prior ICT exposure, while no significant differences were found in others. However, no significant relationship was found between the extent of integration of client-server network strategies and learners’ performance in CSS. The study concludes that while client-server network strategies are moderately integrated in instruction and learners demonstrate satisfactory performance, the integration alone does not significantly influence performance outcomes. It is recommended that instructional strategies be strengthened through hands-on activities, simulation-based learning, and competency-based training aligned with TESDA NC II standards to enhance learners’ technical skills and readiness.