Abstract
The development of competent graduates in Computer Systems Servicing (CSS) is vital for preparing Senior High School students for employment and industry certification. This study assessed the demographic profile, self-assessed competency levels, and work immersion performance of CSS students at Baliwasan Senior High School Stand-Alone during the School Year 2024–2025. Specifically, it evaluated whether competency levels differed according to age, sex, and socio-economic status and examined the difference between students' self-assessed competency levels (school-based readiness) and their workplace performance as rated by industry supervisors. Utilizing a descriptive-quantitative research design with simple random sampling, data were collected from n=106 Grade 12 CSS student respondents and their immediate work immersion supervisors using a modified TESDA NC II Self-Assessment Guide. Non-parametric procedures—including the Mann-Whitney U test, Kruskal-Wallis test, and Wilcoxon signed-rank test—were executed due to significant non-normality in the data distribution (W=0.597, p<.001). Results showed that respondents were predominantly male (88.7%), aged 18–24 years old (74.5%), and belonged to low-income households earning below ₱21,190 monthly (84.9%). Students demonstrated high overall self-assessed competency (M=4.05), rating themselves highest in installing and configuring computer systems (M=4.16). Industry supervisors likewise evaluated student performance as high overall (M=3.72), with peak ratings in installation and configuration (M=3.85) and lower scores in maintenance and repair (M=3.63). Non-parametric group comparisons indicated no significant differences in self-assessed competency across sex (p=.798) or age groups (p=.721); however, significant differences were identified across socio-economic brackets (p<.001). Furthermore, a Wilcoxon signed-rank test revealed a statistically significant difference between students' self-assessed readiness (M=4.05) and supervisors' actual evaluations (M=3.72; Z=-2.694, p=.007), demonstrating a perception gap where students systematically overrate their technical capabilities relative to workplace expectations. Strengthening authentic hands-on troubleshooting, expanding simulated server administration environments, and enhancing school-industry feedback mechanisms are recommended to align student self-perceptions with industry standards.