000			03784nam a22003257a 4500
003			OSt
005			20250729153451.0
008			250729b |||||||| |||| 00| 0 eng d
040			_aTUPM _bEnglish _cTUPM _dTUPM _erda
050			_aBTH T 65 _bT85 2025
100			_aTuibeo, Charles Ian _eauthor
245			_aDesign and development of electrahouse simulator for enhancing practical skills acquisition in basic electrical wiring: _ba design-based research (dbr) study/ _cCharles Ian Tuibeo, Cris Loyd TJ Quilatan, Jayvher Andrew Caligagan, Jordanes Yvonne Adelaide Javate, and Pia Lauren Orbista.--
260			_aManila: _bTechnological University of the Philippines, _c2025.
300			_axi, 134pages: _c29cm.
336			_2rdacontent
337			_2rdamedia
338			_2rdacarrier
500			_aBachelor's thesis
502			_aCollege Of Industrial Education.-- _bBachelor of science in industrial education major in industrial arts: _cTechnological University of the Philippines, _d2025.
504			_aIncludes bibliographic references and index.
520			_aThis 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.
650			_aPractical skills
650			_aElectrical wiring
650			_aInstructional tool
700			_aQuilatan, Cris Loyd TJ _eauthor
700			_aCaligagan, Jayvher Andrew _eauthor
700			_aJavate, Jordanes Yvonne Adelaide _eauthor
700			_aOrbista, Pia Lauren _eauthor
942			_2lcc _cBTH CIE _n0
999			_c30550 _d30550