Design and development of electrahouse simulator for enhancing practical skills acquisition in basic electrical wiring: a design-based research (dbr) study/ Charles Ian Tuibeo, Cris Loyd TJ Quilatan, Jayvher Andrew Caligagan, Jordanes Yvonne Adelaide Javate, and Pia Lauren Orbista.--

Bachelor's thesis

College Of Industrial Education.--
Bachelor of science in industrial education major in industrial arts: Technological University of the Philippines,
2025.

Includes bibliographic references and index.

This study aimed to design, develop, and evaluate the ElectraHouse
simulator to enhance the practical skills acquisition of students in basic electrical
wiring. The research addressed the challenges faced by students in acquiring
hands-on skills in the Industrial Education and Technical-Vocational Teacher
Education programs at the Technological University of the Philippines-Manila. A
total of 145 participants, including 3rd and 4th-year BSIE-IA and BTVTED-ET
students, teachers, and electrical experts, were selected through purposive
sampling. Data were collected using semi-structured interviews, focus group
discussions, and a Likert-scale survey questionnaire. Employing a Design-Based
Research (DBR) approach within a Mixed-Method framework, the study was
conducted in four phases.
Phase 1 involved problem exploration and identification, which revealed
significant challenges such as gaps in knowledge and understanding, limited
practical skills, resource constraints, and difficulties with diagram instructions. It
also identified essential features of effective instructional tools, including safety,
user-friendliness, practical application, instructional support, learning
simplification, and interactivity. Phase 2 focused on the design and development
of the ElectraHouse simulator, which included components such as a roof, ceiling,
wall panel, electrical wiring system, interior wall, downsized furniture, frame,
cabinet, drawers, and wheels. Phase 3, iterative testing, refinement, and
evaluation, incorporated expert feedback, emphasizing modularity, flexibility in
wiring connections, non-fixed components, and proper labeling. Evaluation

vi
indicated that the simulator was highly acceptable in terms of usability,
transportability, aesthetics, and safety. Phase 4 synthesized the design principles
derived from the study, including user-centered design, alignment with Kolb's
experiential learning theory, realism and practical relevance, modularity,
scalability, flexibility, and comprehensive design.
The study concluded that the ElectraHouse simulator significantly improves
students' hands-on learning experiences and is a highly acceptable instructional
tool. It is recommended that training be conducted for its effective use and that the
simulator be regularly integrated into basic electrical wiring instruction.