Electrical Installation and Maintenance Circuit Trainer for Senior High School
DOI:
https://doi.org/10.65339/ijsis.V1.I3.184Keywords:
Circuit Trainer, Cost-Effectiveness, Electrical Installation and Maintenance, Instructional Innovation, Instructional Materials, Safety, Technical-Vocational EducationAbstract
This study developed and evaluated an Electrical Installation and Maintenance (EIM) Circuit Trainer for senior high school students to support practical electrical competencies through an accessible and portable instructional device. Guided by instructional design principles and the Input-Process-Output framework, the study employed a quantitative developmental and descriptive research design involving 30 evaluator-respondents, comprising 15 Grade 11 EIM students and 15 teacher-experts at Bambang National High School, Nueva Vizcaya, Philippines, during the school year 2023–2024. Data were collected using an adapted 20-item, four-point Likert-scale questionnaire assessing design, functionality, cost-effectiveness, and safety. Mean scores and independent-samples t-tests were utilized for data analysis. The developed foldable, suitcase-type circuit trainer incorporated electrical components and reusable wire connectors to facilitate wiring installation, circuit assembly, maintenance, and troubleshooting, with a total fabrication cost of ₱24,191.75. Findings revealed a very high overall acceptability (M = 3.41), particularly in functionality (M = 3.53), design (M = 3.47), and safety (M = 3.40), while cost-effectiveness (M = 3.24) was rated highly acceptable. Significant differences between teacher-expert and student evaluations were established in design (p < .001), cost-effectiveness (p = .011), and safety (p = .001), but not in functionality (p = .054). The study concluded that the developed trainer was acceptable as an instructional resource for EIM practical activities. It recommends using affordable and locally available materials, strengthening stakeholder collaboration, and considering institutional replication and further technological improvements. The study supports Sustainable Development Goals 4 (Quality Education), 8 (Decent Work and Economic Growth), and 9 (Industry, Innovation and Infrastructure) by contributing to competency-oriented technical education and instructional innovation. Its potential sustainability contributions include improved institutional access to reusable training equipment, more flexible laboratory resource utilization, and support for technical workforce preparation, although actual learning improvements and long-term economic benefits were not measured.
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Copyright (c) 2026 Melody Cablinan Umlano (Author)
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