i

ENHANCEMENT AND EVALUATION OF FIRE DETECTOR AND ALARM

SYSTEM MOCK UP AS A TRAINING TOOLS FOR ELECTRICAL
INSTALLATION AND MAINTENANCE NC II

A Research
Presented to the
Faculty of School of Teacher Education
College of Sciences, Technology and Communications, Inc.

In Partial Fulfilment of the

Requirements for the Degree of
Bachelor of Technical-Vocational Teacher Education
Major in Electrical Technology

Michael John D. Asuncion

Mark Joseph G. Atienza
Charles T. Banaag

December 2023
 ii

APPROVAL SHEET

The research entitled “ENHANCEMENT AND EVALUATION OF FIRE

DETECTOR AND ALARM SYSTEM MOCK UP AS A TRAINING TOOLS FOR

ELECTRICAL INSTALLATION AND MAINTENANCE NC II” prepared and

submitted by Mark Joseph G. Atienza Michael John D. Asuncion Charles T. Banaag in

partial fulfilment of the requirements for the Degree Bachelor of Technical-Vocational

Teacher Education Major in Electrical Technology, had been examined and passed the

Oral Examination.

BELINDA C. PAJARILLO, LPT, MAEd

Research Adviser

ORAL EXAMINATION COMMITTEE

Approved by the Committee on Oral Examination with a rating of ________.

JEAN ROSE B. RABANO, Ed. D KATHLEEN MAE S. CARANDANG, MAEd

Member Member

JOHN MARC R. MENDOZA, MAEd, MLIS

Chairperson

Approved and accepted in partial fulfillment of the requirements for the degree of

Bachelor in Technical-Vocational Teacher Education major in Automotive Technology.

JOHN MARC R. MENDOZA, MAEd, MLIS

Dean, School of Teacher Education
 iii

ACKNOWLEDGEMENT

This research study would not be possible without the guidance and help of

several individuals who, in one way or another, contributed and extended their valuable

assistance in the preparation and completion of the study.

First and foremost, to Almighty God, for giving them wisdom, strength, patience,

and determination to finish this research.

Ms. Belinda C. Pajarillo, the researchers` adviser, for her support and guidance,

for sharing her knowledge, time and expertise in giving insightful comments,

suggestions, and recommendations, and for providing bundle of patience and lot of

advice in turning ideas in this study into reality.

Mr. John Marc R. Mendoza, Dean of School of Teacher Education in CSTC

and one of the members of the Oral Examination Committee. For guiding the researchers

and for the final review of this manuscript;

The Committee on Oral Examination, namely Dr. Jean Rose Rabano and Ms.

Kathleen Mae S. Carandang, for their valuable time in giving comments, suggestions,

and recommendations to improve the contents of the study and for allowing the

researchers to modify its title and to alter the level of its target respondents;

To Dr. Gener C. Delos Reyes, Principal IV in Luis Palad Integrated High School

and Dr. Ma. Aileen A. Averilla, Master Teacher I, OIC, Asst, Principal for Learners

Support in Luis Palad Integrated High School, for generously granting permission for

selected faculty members to validate the research tool before its administration to the

respondents.
 iv

To the validators, for providing their precious time and expertise n validating the

research questionnaire

To the respondents, the five Electrical Trainers and Experts of Technical-

Vocational Education and Training Department of College of Sciences, Technology and

Communications, Inc., for their full cooperation in responding and answering the

questionnaires used in this study.

To the researchers’ beloved families for providing financial support and

continuous encouragement throughout the process of the study; and

To all who are not mentioned but in one way or another helped in completing this

study, thank you very much.

-The Researchers
 v

DEDICATION

This research study is respectfully dedicated to those people who keep on helping

and inspiring us from the beginning up to the end. To our Almighty God, for the

wisdom, guidance and strength; to our family and loved ones, for being our constant

source of inspiration, dedication and cash as well ; and to our friends, and classmates

even they struggling too in their research thank you for support and motivation to us

throughout the study. Our gratitude is overflowing. This is all for you.

-JMDA-

-MJGA-

-CTB-
 vi

TABLE OF CONTENTS

Title Page

TITLE PAGE…………………………………………………………………... i
APPROVAL SHEET.………………………………………………………...... ii
ACKNOWLEDGEMENT……………………………………………………... iii
DEDICATION...................................................................................................... v
TABLE OF CONTENTS………………………………………………………. vi
LIST OF FIGURES……………………………………………………………. viii
LIST OF TABLES……………………………………………………………... ix
ABSTRACT…………………………………………………………………….. x

CHAPTER

1 THE PROBLEM AND ITS BACKGROUND

Introduction……………………………………………………………...... 1
Statement of the Problem………………………………………………..... 4
Conceptual Framework…………………………………………………… 5
Conceptual Paradigm……………………………………………………... 7
Significance of the Study…………………………………………………. 8
Scope and Limitation……………………………………………………… 9
Definition of Terms……………………………………………………….. 10

2 REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature………………………………………………………….. 12
Related Studies………………………………………………….................. 22

3 RESEARCH METHODOLOGY

Research Design…………………………………………………………… 33
Research Locale…………………………………………………………… 34
Research Population and Sample………………………………………….. 34
Research Instrument……………………………………………………….. 35
Data Gathering Procedures………………………………………………... 35
Data Analysis Procedure…………………………………………………. 36
Analytical Framework…………………………………………………….. 37
Statistical Treatment of Data…………………………………………….... 38
 vii

4 PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Part I – Considerations done in enhancing the Fire Detector and Alarm 40

System mock-up as a training tool for EIM NCII in terms of learners
needs………………………………………………………………………
Part II – Process of enhancing the fire detector and alarm system …....... 46
Part III - Level of Acceptability of the fire detector and alarm system
mock-up………………………………………………………… 48
Part IV- Level of validity of the enhanced fire detector and alarm
54
system mock-up…………………………………………………………

5 SUMMARY OF FINDINGS, CONCLUSIONS, AND

RECOMMENDATIONS

Summary of Findings……………………………………………………… 63
Conclusions………………………………………………………………… 65
Recommendations………………………………………………………….. 66

REFERENCES

APPENDICES

A. Research Output…………………………………………………………… 74
B. Letters……………………………………………………………………… 77
C. Certifications………………………………………………………………. 85
D. Research Instrument……………………………………………………….. 89
E. Results and Coding 95
F. Statistical Computations………………………………………………….... 105
G. Gannt Chart…………………………………………………………….... 109

CURRICULUM VITAE
 viii

LIST OF FIGURES

Figure Title Page

No.

1 Conceptual Paradigm of the study of enhancement and evaluation of

fire detector and alarm system mock-up as a training tools for NC II
EIM …………………………………………………………………...
7
2 Braun and Clarke’s (2006) six-phase framework for doing a thematic
analysis ………………………………………………………………. 37
 ix

LIST OF TABLES

Table Title Page

No.

1 Enhancement of fire detector and alarm system mock-up help

40
students in terms of Cognitive skills…………………………………..
2 Enhancement of fire detector and alarm system mock-up help
students in terms of Psychomotor skills……………………………… 42
3 Perceived consideration in the Enhancement of Fire Detector and
44
Alarm System Mock-up in terms of its features ……………………..
4 Acceptability of the respondents on the enhanced fire detector and
48
alarm system mock-up in terms of Usability…………………………
5 Acceptability of the respondents on the enhanced fire detector and
49
alarm system mock-up in terms of Universality ……………………...
6 Acceptability of the respondents on the enhanced fire detector and
51
alarm system mock-up in terms of Durability ………………………..
7 Acceptability of the respondents on the enhanced fire detector and
52
alarm system mock-up in terms of Efficiency ………………………
8 Validity of the respondents on the enhanced fire detector and alarm
54
system mock-up in terms of Usability……………………………….
9 Validity of the respondents on the enhanced fire detector and alarm
55
system mock-up in terms of Universality ……………………………
10 Validity of the respondents on the enhanced fire detector and alarm
56
system mock-up in terms of Durability ………………………………
11 Validity of the respondents on the enhanced fire detector and alarm
58
system mock-up in terms of Efficiency……………………………….
 x

Abstract

NAME OF INSTITUTION : College of Sciences, Technology and

Communications, Inc.

ADDRESS : General Luna St. Maharlika Hi-way Poblacion 3

Arellano Subdivision Sariaya, Quezon

TITLE : Enhancement and Evaluation of Fire Detector and

Alarm System Mock up as a Training Tools for
Electrical Installation and Maintenance NC II

AUTHORS : Mark Joseph G. Atienza

Michael John D. Asuncion
Charles T. Banaag

DATE STARTED : January 2023

DATE FINISHED : December 2023

This research focuses on enhancing the fire detector and alarm system mock-up for

Electrical Installation and Maintenance (EIM) National Certificate II (NCII) students at

the College of Sciences Technology and Communication INC. (CSTC) in Sariaya

Quezon. Employing an exploratory sequential approach, the study integrates qualitative

insights from oral interviews and quantitative data from a checklist questionnaire

measuring acceptability and validity. The findings highlight the importance of addressing

learners' needs, emphasizing an understandable diagram, binding posts, banana jacks, and

a portable case for effective training. The enhanced mock-up received highly acceptable

ratings in usability, universality, durability, and efficiency, as evaluated by the five EIM

trainers. Acceptability Scores, calculated using the Weighted Arithmetic Mean (WAM),

reveal favorable ratings for each dimension. Usability scored 1.04 on the WAM,
 xi

indicating learners' proficiency in gaining hands-on knowledge. Universality achieved a

WAM score of 1.24, demonstrating the mock-up's adaptability across diverse learning

scenarios. Durability obtained a WAM score of 1.02, showcasing its robust quality.

Efficiency garnered a WAM score of 1.02, indicating the mock-up's effectiveness in

facilitating efficient learning experiences. Emphasizing enhanced wiring connection,

appearance, and durability, the mock-up is poised to optimize its role as an educational

tool for EIM. The study aligns with the ADDE model, ensuring a comprehensive

approach to analysis, design, development, and evaluation, ultimately meeting the

learning objectives of the EIM track.

Keywords: Fire detector and alarm system, mock-up, electrical installation and

maintenance
 1

CHAPTER 1

The Problem and Its Background

Introduction

The utilization of instructional materials in the classroom significantly enhances

the teaching-learning process by providing tangible tools that cater to diverse learning

styles. These materials, ranging from visual aids and multimedia presentations to hands-

on activities, create an interactive and dynamic learning environment. According to Bawa

(2021), the effectiveness of instructional materials lies in their ability to make complex

concepts more accessible, promoting active engagement among students. By

incorporating real-world examples and practical applications, instructional materials

bridge the gap between theory and practice, facilitating a deeper understanding of the

subject matter. This multisensory approach captures students' attention, fostering not only

comprehension but also retention of information.

Moreover, instructional materials play a pivotal role in creating a holistic learning

experience. They catalyze active participation, encouraging students to explore, analyze,

and apply knowledge in real-world contexts. The use of instructional materials transforms

abstract concepts into concrete experiences, making the learning process more relatable

and applicable. In essence, the strategic integration of instructional materials elevates the

quality of instruction, making lessons more engaging, comprehensible, and conducive to

long-term retention and application of knowledge.

Likewise, using instructional materials can assist teachers in effectively teaching

new concepts of knowledge to the students. Since teachers play a crucial role in the
 2

student learning process. Teachers can educate students in a way that is easier for them to

understand by using instructional tools. Research on teaching materials needs to reach

beyond traditional 'armchair' analyses and evaluations to appreciate the place of

instructional materials in the wider social and educational context (Harwood, 2021).

However, students will not be able to learn if their classrooms are not filled with

the resources they need. All over the world, some classrooms are not supplied with

sufficient resources (Kutztown University, 2020). The scarcity of instructional materials

worsened by insufficient financial resources to fund the initiatives spelled the doom of

earlier curriculum reforms. Teacher's capacities to effectively deliver in the classroom

can be strengthened if they have more access to instructional learning resources that

facilitate the grasping of concepts by learners (Sengai, 2021).

In addition to that, based on INQUIRER.NET (2022) the Philippines is also

experiencing a lack of funding for education. This lack of funding negatively affects the

academic performance of a student. Furthermore as cited by Galvez (2022) the

Department of Budget and Management (DBM) admitted that the government does not

have enough funds under the proposed P5.2-trillion 2023 national budget to address the

classroom shortage in the country. This means that the funds for learning materials are

also affected.

Moreover, the lack of learning materials also has a big effect on teachers.

Teachers are having a hard time with the deficiency of materials. The Alliance of

Concerned Teachers (ACT) scored the Department of Education (DepEd) over the

supposed lack of printed learning materials documented in various public schools

nationwide (Mateo, 2019). This is one of the factors that affect student's development.
 3

This affects the ability of teachers or trainers to efficiently and effectively handle their

pupils (Estremera et al,. 2018).

In addition, based on the interview conducted with the instructors in the College

of Sciences, Technology and Communications, Inc. (CSTC), the shortage of instructional

materials have a significant impact on students learning development. The shortage of

instructional materials not only disrupts the flow of the class but also results in students

having to take turns during training sessions. This not only extends the learning process

but also hinders teaching efficiency. Instructors face challenges in delivering effective

lessons when confronted with undeveloped learning materials, impacting their ability to

teach seamlessly. For instance, CSTC, recognized for offering valuable opportunities for

skill-based learners, possesses instructional materials for Fire detectors and alarm

systems. However, there's a need for enhancement to ensure their effectiveness in

teaching. It's noteworthy to mention that the number of available instructional materials

may not be proportional to the number of students, further emphasizing the urgency for

adequate resources to support the learning environment.

Therefore, instructors teaching Electrical Installation and Maintenance NCII face

obstacles with the current fire detector and alarm system, as it lacks crucial features for

effective teaching and student engagement. Notably, its fixed structure on plywood

makes it vulnerable to termite damage, and using a terminal board for wiring proves

time-consuming. Instructors express the need for a more adaptable and efficient tool that

can be easily transported to enhance the learning experience.

To address these challenges, researchers have revamped the fire detector and

alarm system, focusing on improving its functionality and usability. The enhanced mock-
 4

up, encased in a durable utility case, prioritizes portability. The redesign eliminates the

conventional terminal board, replacing it with banana jacks and binding posts for quicker

and more user-friendly wiring. Aligned with the Joint Delivery Voucher Program (JDVP)

under the Department of Education (DepEd), this study seeks to fulfill the instructional

material requirements, especially in preparing senior high school students for their

National Certificate II (NCII). Developed in collaboration with CSTC, a JDVP partner

school, the upgraded mock-up stands out as a significant advancement in the educational

landscape.

Statement of the Problem

The main purpose of this study is to enhance a fire detector and alarm system as a

training tool for Electrical and Installation Maintenance NC ll.

Specifically, this study seeks to answer the following research questions.

1. What are the consideration in the enhancement of the fire detector and alarm

system as an instrument tool in EIM NC II in terms of:

1.1 learners needs

1.1.1 Cognitive skills (Analysation)

1.1.2 Psychomotor skills (Application)

1.2 features

2. What is the process of enhancing fire detector and alarm system?

3. What is the level of acceptability of the respondents in the enhanced fire

detector and alarm system in terms of:

3.1 Usability;

3.2 Universality;
 5

3.3 durability;

3.4 efficiency?

4. What is the level of validity of the respondents in the enhanced fire detector

and alarm system in terms of:

4.1 Usability;

4.2 Universality;

4.3 durability;

4.4 efficiency?

Conceptual Framework

The variables employed in this study were derived from Bergmanns research

conducted in 2021, titled "Questioning the Questionnaire: Augmenting the User

Experience and Engagement of Young People in a Value Exploration Survey." Bergmann

found that the design or the features of a mock-up should meet specific criteria, including

usability, durability, efficiency, and universality. The present researchers have adopted

these findings as the basis for evaluating the variables in the mock-up assessment.

Usability, takes a central role, emphasizing the practicality and user-friendliness of

the mock-up. The adaptation of Bergmann's findings by the current researchers shows the

important role of usability in evaluating the variables within the mock-up assessment.

The researchers used the usability as one of the variables because it is significant as it

directly impacts how effectively users can interact with and navigate through the design,

ultimately shaping the overall success of the assessment process.

Durability, plays a very significant role in the mock as it is focus on the longevity

of the mock-up. In the study of Bergmanns insights underline the profound impact
 6

durability can have on a mock-up's effectiveness. In the realm of user experience and

engagement, a durable design ensures sustained functionality and resilience over time.

The researchers adopt this findings as one of the variables for the reason that a durable

design ensures sustained functionality and resilience over time which exactly a good

basis in evaluating a mock-up.

Efficiency, is important in this context, as it ensures that the mock-up design not

only meets user expectations but also optimizes resource utilization and streamlines

processes. In Bergmanns study show efficiency is essential for evaluating the mock-up's

effectiveness in enhancing the user experience and engagement, based on Bergmann's

insights. For that reason the researchers used it as one of the variables in the enhancement

of fire detector and alarm system.

Universality, pertains to the applicability and accessibility of the design within

diverse user groups. The present researchers used this concept to make sure that the

variables assessed in their mock-up align with a broad spectrum of user experiences. This

strategy not only strengthens the thoroughness of the evaluation but also assists

researchers in crafting designs that cater to a more inclusive and diverse audience. As a

result, it contributes significantly to the progress of user experience and engagement

research.

In addition, the variable learners needs is derived from the statement of Steed (2023)

where it states that it is important to consider the learners need such as cognitive and

psychomotor skills because each student possesses unique characteristics, including

individualized goals and learning preferences. Recognizing these differences empowers

educators to craft personalized and effective learning experiences considering pace,

 7

interests, and abilities, ultimately enhancing the enjoyment and impact of learning. This

provides idea for the researchers to adopt this statement as the basis of their variables.

This variable allows the researchers to gather information that helps them in enhancing

the fire detector and alarm system mock-up.

Conceptual Paradigm

To easily understand the process of the study, the illustrate figure of the

conceptual paradigm is presented below.

Illustrative figure 1 shows the Conceptual Paradigm of the enhancement and

evaluation of fire detector and alarm system.

Figure 1
Conceptual Paradigm of the study of enhancement and evaluation of fire detector and

alarm system mock-up as a training tools for NC II EIM OUTPUTTP

INPUT
Consideration in the Enhancement of the Fire
Detector and Alarm System as an
Instructional Tool
I. Learners’ needs
II. Cognitive skills
III.Psychomotor skills EVALUATION
IV. Features
Level of Acceptability and
UT Validity of the
respondents
PROCESS
OUTPUT I. Usability
Process of Enhancing Fire Detector and Alarm II. Universality
System III. Durability
IV. Efficiency

OUTPUT
Enhanced Fire Detector and Alarm System
 8

During the input phase, careful consideration was given to the improvement and

assessment of the fire detector and alarm system mock-up. The enhancement process

took into account the learners' needs, specifically addressing cognitive skills (analysis)

and psychomotor skills (application). This meticulous adjustment of instructional

materials aimed to ensure an effective learning experience for students. Additionally, the

features of the mock-up were a pivotal factor in the enhancement, emphasizing the

importance of incorporating key elements to refine the fire detector and alarm system

mock-up.

In the process phase, the manifestation involves the tangible construction of the fire

detector and alarm system. With the aim of make a superior instructional materials, the

researchers conscientiously incorporated the considerations and suggested designs

provided by the instructors. The construction of the fire detector and alarm system

spanned slightly under three weeks, attributing the additional time to the one-week

delivery period for the devices. Following the development phase, the researchers

conducted an evaluation of the constructed system under the guidance of the instructors.

The output phase is the Enhanced and evaluated fire detector and alarm system. This

is used as a instructional materials to provide better quality understanding of the fire

detector and alarm system. Being evaluated by the trainors this ensure the usability,

durability, efficiency, and universality of the instructional materials.

Significance of the Study

The study enhanced the existing training tools in College of Sciences, Technology

and Communication so that the learners have more experience regarding the fire detector

and alarm system. The ones that benefits in these outputs are:
 9

For the students, gained advantages from this study as the enhanced tool

accelerates and enhances the efficiency of their learning process. This developed students

cognitive and psychomotor skills.

Also, the teachers, gained benefits from this research as they utilize the created

output in instructing and training students for their NCII, enhancing the teaching process.

This also helps them provides a more realistic examples for the students and accelerate

their learning.

The School administrators, also benefit from the contributions as the output adds

valuable training tools for Electrical Installation and Maintenance NC II practitioners

within the school. This substantial contribution significantly enhances the learning

experience for NCII practitioners.

The researchers, benefits from this study as it develops their skills in wiring and

and improved their knowledge on how the fire detector and alarm system works

Last, the future researchers benefits in this study as it provides information

about fire detection and alarm systems. It provides various information that can serves as

a foundation for their upcoming researchh study.

Scope and Limitation

This study evaluates the acceptability and validity of an enhanced fire detector

and alarm system at the College of Sciences Technology and Communication INC.

(CSTC) in Sariaya Quezon. The research combines qualitative and quantitative methods,

utilizing oral interviews and checklist questionnaires. The assessment criteria include

usability, durability, efficiency, and universality, with a specific emphasis on meeting the

learners' needs and incorporating desired features. The study aims to contribute insights
 10

into instructional material enhancement, particularly in the Electrical Installation and

Maintenance (EIM) track.

The research is constrained by a specific timeframe, limited to the first semester

of the academic year 2022-2023, and geographically confined to CSTC Sariaya. The

study's population consists solely of EIM instructors/trainers, potentially restricting the

generalizability of findings to other educational settings. Additionally, the chosen criteria

for enhancement evaluation, namely usability, durability, efficiency, and universality,

may not encompass all potential considerations. These limitations are acknowledged to

contextualize the study's findings and insights.

Definition of Terms

For the clearer understanding of the important terminologies in this study, the

following are defined conceptually and operationally.

Alarm system According to Bremicker (2022) alarm systems are devices that use

different sensors to signal the sirens. In this study it refers to one of the main materials. It

a device that the researchers used in order to signal individuals about the smoke that the

sensor sense

Fire Detector According to WinTech (2023), Fire detection technologies are

essential, serving both as a legal requirement and a means to ensure personal safety while

preventing significant material and financial losses for companies or local authorities.

Commonly used technologies encompass smoke, heat, and flame detectors. In this study

it refers to the device used in detecting the fire in the nearby area.
 11

Mock up According to Hufford (2022), a Mock-up is a design of a web page or

application that features many elements that develop skills. In this study it refers to the

develop tool of the researchers that trainers used in the actual activity of the students.

Training Tools According to Koumparaki (2023), training are programs, platforms,

or templates that helps trainers explains their knowledge to their learners.In this study it

refers to the develop tool of the researchers used to develop the students cognitive and

psychomotor skills.
 12

CHAPTER 2

Review of Related Literature and Studies

This chapter provides a comprehensive understanding of the existing body of

knowledge and research pertaining to the research topic, the review of related literature is

an essential component of any research study. This chapter looks at a wide range of

academic works, published articles that have helped us understand and grow in our field.

The primary objective of this chapter is to critically examine and synthesize the existing

literature, locating important themes, concepts, and research gaps that will serve as the

foundation for our current investigation. We want to build on the findings of previous

researchers, validate our research questions, and determine the scope and direction of our

study by looking at their work.

Related Literature

The related literature provides important information about the variables in this

study. The contents are presented using the thematic format and explain how they

connect with the present study.

Learners Needs

Recognizing and addressing the unique needs of individual learners, as emphasized

by Steed (2023), is foundational for effective teaching and learning. This involves

understanding their strengths, weaknesses, goals, and preferences, ultimately customizing

education to maximize potential and enhance the educational landscape. It also helps
 13

educators adapt teaching methods, materials, and assessments to accommodate diverse

learning styles, ensuring a more inclusive and impactful learning environment.

In addition, Malec (2022) adds that understanding individuals' learning requirements

is crucial for delivering tailored learning resources. This ensures each person has an

enhanced opportunity for accessible, engaging, effective, useful, and memorable learning

experiences. When evaluating team learning needs, it is essential to identify both

organizational and team-level objectives, along with individual preferences, and assist

individuals in choosing learning content that effectively addresses these needs.

Moreover, as highlighted by Barron (2022), the initial step in the educational journey

involves crucially identifying learner needs through tools like questionnaires and

interviews. This process assesses students' prior knowledge, learning styles, and specific

requirements, addressing a range of factors from physical disabilities to linguistic

challenges. Meeting these diverse needs fosters an inclusive learning environment,

supporting the overall goal of building an effective and responsive education system.

Moreover, Poell and Beausaert (2018), discusses the role that human resource

development plays in addressing skill shortages and gaps, as well as offers examples of

efficient methods for identifying and addressing these gaps. Human resource

development (HRD), according to the authors, is essential for addressing workforce skill

shortages and gaps. They emphasize the significance of utilizing techniques like

competency modeling and job analyses to identify skill gaps and suggest that efficient

HRD programs can assist in bridging these gaps by providing employees with the
 14

required training and development opportunities. Job rotation programs, cross-functional

training, and coaching and mentoring programs are all examples of successful HRD

strategies for addressing skill gaps. Employees can learn the skills and knowledge they

need to succeed in their jobs with the help of these strategies, which also offer

opportunities for career development and advancement. In general, the article lends

support to your variable "learners needed" by emphasizing the significance of human

resource development (HRD) programs in addressing skill shortages and gaps and

offering examples of successful approaches to identifying and addressing these issues.

Organizations can assist employees in acquiring the skills they need to succeed in their

roles and advance in their careers by investing in HRD programs.

In summary, recognizing and addressing individual learners' needs is foundational

for effective education, as highlighted by Steed (2023), Malec (2022) Barron (2022) and

Poell and Beausaert (2018) . This involves understanding strengths, weaknesses, goals,

and preferences, enabling customized learning experiences. Overall, prioritizing learners'

needs contributes to building an inclusive, responsive, and skill-enhancing educational

landscape.

Cognitive Skills

According Bane (2018) underscores the instructional design goal of enhancing

accessibility for learners by focusing on learning objectives. The instructional design

process prioritizes creating activities aligned with desired learning outcomes,

 15

emphasizing the need to consider learners' cognitive needs for effective mock-up

development.

Addition to this, Herrity (2023) emphasizes the significance of cognitive learning in

instructional materials. Cognitive learning, rooted in mental processes, is crucial for

effective knowledge acquisition. Instructional materials aligned with cognitive learning

theory play a vital role in enhancing the educational experience, ensuring materials are

not only informative but also optimized for cognitive processes.

Moreover, Morin (2020) highlights that cognitive thinking goes beyond acquiring

new information; it involves applying and improving cognitive skills over time. These

skills contribute to enhanced focus, memory, critical thinking, understanding

relationships between ideas, and developing analytical abilities, showcasing the broader

impact of cognitive skills on student development. The cited literature showed that

instructional design emphasizes making learning highly accessible for learners. The focal

point of this process is the learning objective, representing the desired outcome. Through

instructional design, activities are strategically created to help learners achieve this

objective effectively. Considering learners' needs is crucial in developing a mock-up that

aligns with the learning goal, ensuring the educational content is tailored to enhance

accessibility and promote successful learning outcomes.

Together, these insights underscore the crucial interplay between instructional

design, cognitive learning, and the overall enhancement of educational experiences for

learners.
 16

Psychomotor

According to Hill and Jordan (2018) instructional materials is important in the

development of psychomotor skills, guiding learners through muscular actions and

providing essential support for skill acquisition. These materials offer clear directions,

visuals, and step-by-step breakdowns, facilitating repeated practice and feedback to

enhance proficiency. By integrating job aids and visual guides, instructional materials

reduce memory requirements, especially beneficial for skills with numerous steps.

Effectively bridging theory and practical application, these materials contribute

significantly to the structured and efficient learning of psychomotor skills, transforming

learners' understanding into hands-on proficiency.

In addition, according to Lane (2022), which explains that Instructional materials

can save time for both teachers and students. Good instructional materials should be well-

organized and easy to use, in order to have less time spent trying to figure out what to do

next or troubleshooting issues. This is especially beneficial in classrooms where teacher-

student ratios are high or there is little time for direct instruction due to other factors such

as testing requirements. When teachers have quality instructional resources at their

disposal, they can spend less time preparing lessons and more time actually teaching. In

essence, students can spend less time searching for information or completing other work

tasks, and have more time to have an engaging and meaningful learning experiences.

The cited literature showed that using instructional materials saves time for

teachers and students by providing well-organized, user-friendly resources. This

efficiency is crucial in classrooms with high teacher-student ratios or time constraints due

to assessments, allowing more time for meaningful learning experiences.

 17

Features of Fire Detector

According, the article of Pondiscio (2021), states that the most common

reasons teachers develop and modify instructional materials are because they perceive the

need to make it more engaging or to view its challenge level as inappropriate for their

students. Having engaging instructional materials helps teachers to give students a better

learning experience. Instructional materials also motivate learners to take part of the

activity.

Moreover, to Bordia (2022), simple or understandable instructional materials play a

important role in helping students learn and develop mentally. This develop students

skills that help them in future professions. This applies to classroom training where you

are physically present before your students, or conducting a virtual setting. Instructional

materials, along with regular books or any training tools, ensure the students is fully

engaged and finds all the learning topic interesting enough.

The cited literature showed that teachers modify instructional materials to

enhance engagement and adjust challenge levels, aiming for a more captivating and

suitable learning experience. Engaging materials contribute to a better learning

atmosphere, motivating active participation among students.

Usability

According to Shaw (2023), instructional materials is crucial in education,

serving as the driving force that push student from unfamiliarity to familiarity. While

learning objectives chart the course and assessment track advancement, it’s the

instructional materials that truly shape the core of this educational experience. Whether

its written e-book, video lectures, or interactive lessons, these materials serve as the
 18

means through which students actively participate, enhance their understanding, and

ultimately find success in your course.

In addition to the statement, according to Bordia (2022), instructional materials play

a important role in helping students learn and develop mentally. This will develop

students skills that will help them in future professions. This applies to classroom training

where you are physically present before your students, or conducting a virtual setting.

Instructional materials, along with regular books or any training tools, ensure the students

is fully engaged and finds all the learning topic interesting enough.

The cited literature showed that instructional materials play a vital role in student

learning and mental development by fostering engagement and interest. Whether in

traditional or virtual settings, these materials enhance the learning experience, ensuring

students are fully engaged and find the topics interesting.

Universality

According to, the article of Bros (2021), states that the quality of the

instructional materials is important in student development. The instructional materials

can either engage or demotivate students, so the quality of the instructional materials

should be made with the better-quality materials. By equipping the classroom with high

quality instructional materials, you can develop curriculum foundations with ease.

Furthermore, Lee et al. (2021) highlights the flexibility inherent in their design,

focusing on the incorporation of Internet of Things (IoT) and machine learning for a

versatile fire detection and alarm system. Utilizing open-source software and hardware

aligns with universal design principles, allowing easy modification for diverse

environments. The emphasis on integrating IoT and machine learning underscores the
 19

system's potential universality and effectiveness in fire alarm systems. In research terms,

this article showcases how leveraging cutting-edge technologies enhances the

adaptability and accessibility of fire detection and alarm systems, serving as an effective

training tool for EIM NC II.

In addition, according to Chief for Change (2018) Crucial instructional materials

play a important role in adjusting to diverse learning styles and needs within a classroom.

These materials offer adaptability, allowing educators to customize their teaching

methods to accommodate various learning preferences, speeds, and abilities. By

providing a versatile range of resources, such as multimedia presentations, interactive

activities, and accessible texts, flexible instructional materials empower teachers to create

an inclusive learning environment.

Together, the cited articles insights underscore the significance of high-quality and

flexible instructional materials in promoting optimal student development and creating

inclusive educational settings.

Durability

According to Propello (2022) states that instructional materials should be made

high quality or strong. These instructional materials should be adaptable and easy to tailor

student needs. High-quality instructional materials should be customizable for students of

different levels and effortlessly rearranged at the teacher’s discretion.

Moreover, Cook (2022) emphasizes the importance of maintaining instructional

materials to prevent permanent loss and ensure continuous learning. The enhanced fire

detector and alarm system mock-up demonstrates high durability, resisting wear and tear.

Cook's insight extends to the direct impact on student learning, avoiding disruptions that
 20

could hinder progress. The data supports the idea that regular maintenance minimizes

wear, reducing the need for frequent replacements and associated costs. Acknowledging

the mock-up's limitation with repeated use, a weekly maintenance routine is proposed,

highlighting a unified approach to sustain instructional tools effectively.

Furthermore, according to Hultberg (2018), providing a instructional design is

essential to catering long-lasting learning experiences. Effectively delivering high-quality

instructional materials needs careful consideration of their design, ensuring resilience

over extended periods. The durability of these materials becomes paramount, with a focus

on creating designs capable of withstanding the test of time. By conscientiously

addressing both the content and structural aspects, instructional designers contribute

significantly to the sustained impact and effectiveness of educational resources, thereby

fortifying the foundation for enduring learning outcomes.

The cited literature showed that high-quality instructional materials lie in their

adaptability and ease of customization to meet individual student needs. These materials

should be strong, ensuring durability and effectiveness. The focus on quality means that

instructional materials should be easily tailored for students at various levels, allowing

teachers to seamlessly rearrange them based on instructional requirements. This

adaptability ensures that the educational resources remain relevant and accessible,

catering to diverse learning styles and levels of understanding among students.

Efficiency

According to Saunders and Wong (2020), instructional material should be simple,

clear, and straightforward. Facilitators should reduce any extraneous words and anything

that occupy too much time from our instructional materials. The brains limited capacity
 21

impacts its ability to engage in active processing to learn. It can avoid cognitive overload

and facilitate active processing by reducing or eliminating extraneous work from our

instructional materials. It should also always ensure our instructional materials are all

accessible to all learners, including providing things that will helps our learners develop

more.

In addition, according to Lukman (2021) Instructional materials are essential and

significant tools needed for teaching and learning of school subjects to promote teachers

‘efficiency and improve students performance. They make learning more interesting,

practical, realistic and appealing. They also enable both the teachers and students to

participate actively and effectively in lesson sessions. They give room for acquisition of

skills and knowledge and development of self- confidence and self- actualization.

Teaching aids are those materials used for practical and demonstration in the class

situation by students and teachers. Instructional materials are objects or devices that assist

the teacher to present a lesson to the learners in a logical and manner.

The cited literature showed that instructional materials are crucial tools that

enhance teaching and learning by making lessons interesting, practical, and engaging.

They contribute to teacher efficiency, improve student performance, and foster the

acquisition of skills and knowledge. These materials, including teaching aids, play a vital

role in creating a dynamic and enriched educational experience, promoting active

participation and self-confidence among students.

 22

Related studies

Numerous studies have explored the precise nature of this research. The researchers

assert that the concepts delineated below, as evidenced in various investigations, have

unveiled distinct insights pertinent to the current study.

According to Bakirci and Ozugurlu (2018) the critical domain of fire emergency

response systems, stressing the imperative need for effective training methodologies for

firefighters. The study introduces a multimodal virtual reality (VR) training system that

employs cutting-edge technologies such as haptic feedback gloves, a head-mounted

display, and a smoke-scent generator to create immersive and realistic training

environments. Significantly, the research extends its focus beyond training by proposing

developing a novel multimodal fire alarm system, particularly targeting the National

Certificate Level II in Emergency Incident Management (NC II EIM) training. The study

underscores the importance of routine maintenance for fire alarm systems in multi-story

buildings, addressing potential design flaws and installation issues through inspections.

By addressing the challenges and opportunities in responding to fire emergencies, the

study aims to advance training technologies, incorporating feedback-based VR training,

enhanced fire alarm systems, and IoT-based solutions to augment fire safety protocols. In

terms of research methodology, the current study, conducted in 2024, employs an

exploratory-sequential mixed-method approach, mirroring the related study's approach by

Bakirci and Ozugurlu. Both studies utilize a combination of qualitative and quantitative
 23

methods, with Bakirci and Ozugurlu employing oral interviews and a checklist

questionnaire to gather data. However, the current study specifically focuses on

enhancing fire detector and alarm systems in an educational setting, targeting EIM

instructors/trainers at the College of Sciences, Technology, and Communication INC.

(CSTC). The related study, on the other hand, delves into broader aspects of firefighter

training and fire emergency response systems. While both studies contribute to improving

fire safety measures, the specific contexts, methodologies, and objectives differentiate

them, providing complementary perspectives on enhancing fire-related training and

systems.

However, in accordance with the study conducted by Ning et al. (2018) titled "An

Intelligent Device Fault Diagnosis Method in Industrial Internet of Things," is primarily

focused on the development and evaluation of a functional fire alarm system with broader

applications beyond training. This study emphasizes the integration of cutting-edge

technologies such as machine learning and the Internet of Things (IoT) to create an

intelligent and efficient device fault diagnosis method. The methodology employed by

Ning et al. likely involves real-world testing of the fire alarm system in diverse industrial

settings, emphasizing practical applications and the performance of the system in

authentic scenarios. The study aims to contribute to advancements in industrial safety and

device fault diagnosis, showcasing a broader scope compared to a training-focused study.

 24

In contrast, the present study, conducted in 2024, appears to concentrate specifically on

enhancing a training tool within the context of electrical installation and maintenance

NCII. The methodology of the current study might be adjusted to meet the specific needs

of training in this field, potentially incorporating practical training elements such as

simulations and hands-on exercises. The primary goal seems to be the development of a

useful training tool tailored to the educational setting, with a focus on student learning

and safety. While both studies share a common thread related to fire alarm systems, the

emphasis, scope, and application of the developed tools differ significantly. Ning et al.'s

study leans towards broader industrial applications, incorporating advanced technologies,

whereas the current study seems more tailored to the specific educational context of

electrical installation and maintenance.

Likewise, the study conducted by Fang et al. (2019) focusing on "An Intelligent

Fire Alarm System Based on IoT," prominently features an experimental design that

involves the development and implementation of a sophisticated fire alarm system

utilizing the Internet of Things (IoT) technology. The methodology likely encompasses

the integration of IoT devices and sensors to detect and respond to fire hazards

intelligently. The emphasis on real-world application suggests the study's commitment to

practical testing and validation of the developed intelligent fire alarm system. The

experiments may involve scenarios mimicking actual fire conditions, requiring the
 25

processing of sensor data through machine learning methods for precise identification

and response to potential fire hazards. In comparison, the present study seems to adopt a

similar experimental or design-focused approach, emphasizing the development and

testing of a training tool within the context of electrical installation and maintenance

NCII. There is a likelihood of a design and evaluation approach in the current study,

possibly involving the modification or creation of a mock-up system for training

purposes. The testing and evaluation likely occur in controlled scenarios, potentially with

stakeholders such as trainees or instructors involved to assess the system's performance in

a simulated environment. Both studies share a commonality in their experimental

approach, with a focus on practical testing and validation to demonstrate the effectiveness

of the developed systems – one being an intelligent fire alarm system based on IoT and

the other, a training tool tailored for electrical installation and maintenance NCII.

In addition, the study by Zhang et al. (2018) titled "Fire emergency response in the

built environment: a review of challenges and opportunities," employs a literature review

methodology, demonstrating a more analytical and observational nature. This study takes

a broader scope, examining challenges and opportunities in fire emergency response

across various built environments. Unlike the practical focus of the current study, Zhang

et al.'s research is centered on the potential advantages of incorporating cutting-edge

technologies into fire emergency response systems. The methodology involves reviewing
 26

existing technologies and their applications in fire response systems, showcasing a more

theoretical and strategic approach. The present study is notably practical and application-

oriented, concentrating on the refinement and evaluation of a specific training tool within

the realm of NCII electrical installation and maintenance. The methodology appears to

involve a controlled environment and the potential incorporation of trainee feedback.

While specific details about technology integration are not provided, the focus seems to

be on enhancing the mock-up tool, possibly by collecting data locally through trainee

feedback or performance indicators specific to the tool. The study's emphasis is on local

data collection, likely employing a more traditional approach to technology, with a

primary goal of improving the training experience within a specific educational context.

While both studies lack detailed specific methodologies, they share a common thread in

their design and evaluation processes, aiming to improve or enhance specific aspects

within their respective domains. The distinction lies in the applications: one directed at

refining training tools for a specific technical field and the other at examining

overarching challenges and opportunities in fire emergency response systems with a

focus on cutting-edge technologies.

In contrast, Liu et al.'s study (2018) titled "A smart fire detection and alarm system

based on wireless sensor networks and machine learning," concentrates on the creation

and application of a practical smart fire detection and alarm system. Their methodology
 27

involves the integration of technology, installation of sensors, and experimentation in

practical situations. Liu et al.'s study distinctly emphasizes the integration of machine

learning and wireless sensor networks (WSNs) into the fire detection and alarm system,

utilizing machine learning algorithms, deploying sensors, and conducting real-world fire

detection processes. The current study, conducted in 2024, is distinctly practical and

hands-on, with a primary focus on refining and evaluating a specific training tool, likely

incorporating trainee feedback and controlled, hands-on exercises. While there's an

emphasis on improvement, the methodology lacks clarity on technological aspects,

potentially not thoroughly exploring cutting-edge technologies. It may cover technical

aspects of enhancing the training tool but leaves out specifics on technology

implementation. The resemblance between the present study and Liu et al. (2018) lies in

their apparent design and evaluation approach, although precise details about

methodologies are not explicitly provided. The current study aims to enhance a training

tool through practical exercises or simulations, involving participants and modifications

to a mock-up system within the context of electrical installation and maintenance NCII.

On the other hand, Liu and colleagues focus on the creation and evaluation of an

intelligent fire detection and alert system using a more technological approach,

incorporating WSNs and machine learning for real-world fire detection processes.
 28

Furthermore, the study by Lee et al. (2018) titled "A virtual reality firefighting

training system with multisensory feedback," specifically focuses on the development

and evaluation of a virtual reality firefighting training program. Lee et al.'s methodology

employs immersive technologies and multisensory feedback, incorporating a smoke-

smelling scent generator, haptic feedback gloves, and a head-mounted display as integral

components of the virtual reality firefighting training system. The emphasis is on using

cutting-edge technologies to create a more engaging and realistic training environment.

The evaluation process in Lee et al.'s study involves a user study methodology,

measuring training immersion, engagement, and the impact on firefighting knowledge

and abilities. The present study centers on the enhancement and testing of a fire detector

alarm system mock-up, likely through adjustments and hands-on practice within a

controlled setting. Although the technical details are not explicitly outlined, the

methodology may involve evaluating the improved mock-up system's effectiveness and

performance, potentially utilizing simulations or real-world exercises in a safe

environment. Unlike the potential integration of modern technologies, such as virtual

reality or multisensory feedback, the study aims to refine the practical aspects of the

training tool, possibly without incorporating cutting-edge technologies. While both the

present study and Lee et al.'s research share the common objective of enhancing training

methodologies through innovative approaches, they differ in their focus and use of
 29

technology. The present study, with unspecified technical details, targets the

improvement of training for electrical installation and maintenance NCII, while Lee et

al.'s study leverages advanced virtual reality technologies to enhance firefighting skills

and training engagement.

Additionally, Mateo (2022) titled "Design, Development, and Evaluation of a

Virtual Reality Serious Game for School Fire Preparedness Training," delves into the

enhancement of emergency response abilities through simulators in the realm of

Emergency and Incident Management (EIM) education. The primary objective is to

meticulously compare the efficacy of simulators with traditional training techniques in

skill development, aiming to assess skill acquisition metrics, retention rates, and

participant perspectives. The study places a strong emphasis on obtaining detailed

participant feedback to glean insights into the educational value and usability of the

simulator. Ultimately, the project aspires to illuminate the transformative potential of

simulators in elevating emergency response training, to guide the development and

improvement of EIM education initiatives. The outcomes of this research have the

potential to fortify society's preparedness and resilience to actual emergencies and crises.

sThis study builds upon earlier research that explored the effectiveness of mock-up

environments for improving Emergency and Incident Management (EIM) students' skills.

The specific focus of this research is to delve into the intricacies of fire alarm and
 30

detector systems. Through the integration of instructional materials and mock-ups, the

project endeavors to provide students with a more engaged and practical learning

experience. The methodology enables participants to comprehend the complexities of fire

alarm systems at a profound level, fostering a deeper understanding of the intricate wiring

and features associated with such systems. Moreover, the study aims to enhance students'

knowledge of fire alarm systems, equipping them with the requisite understanding for

efficient emergency response. In essence, the project strives to cultivate a comprehensive

and practical understanding of fire alarm systems among EIM students by integrating

mock-up simulations with targeted training materials.

Moreover, Martinez (2021) conducts a comprehensive investigation into fire safety

education, focusing on Emergency and Incident Management (EIM) students. It involves

meticulous assessments comparing Virtual Reality (VR) simulations with traditional

training methods, analyzing learning objectives, and evaluating retention rates post-VR

exposure. The research delves into the benefits and drawbacks of VR technology for fire

safety training, aiming to offer nuanced insights into its efficacy and feasibility as a tool

for enhancing fire safety education in EIM contexts. The observations from this study are

poised to inform strategic developments in emergency response training, potentially

leading to more engaging and successful instructional strategies that better prepare EIM

personnel for real-world crisis management. In comparison, the present study shares
 31

similarities with the aforementioned research by employing mock-ups to enhance

children's learning experiences, with a specific focus on the intricacies of fire detection

systems. The study aims to make the learning process about fire alarm systems more

accessible and interesting for children through the use of mock-ups. By engaging with

these hands-on demonstrations, children can better understand the purpose and

significance of fire alarm systems in real-world situations, fostering both theoretical

knowledge and practical skills. The ultimate goal of the current study is to equip children

with the skills and confidence needed to navigate and mitigate fire threats, emphasizing

the incorporation of mock-up demonstrations into the instructional approach. Both

studies share a common objective of enhancing education through practical and engaging

approaches, one for EIM students using VR simulations and the other for children using

mock-ups in fire safety education.

Likewise, as stated by Reyes (2022) a thorough assessment of simulation-based

training techniques, potentially involving comparisons to identify their advantages and

disadvantages. The research aims to analyze how these training approaches impact

students studying Emergency and Incident Management (EIM), specifically assessing

readiness and reaction times. The primary goal is to determine the most effective

simulation techniques by examining elements such as response times, decision-making

capabilities, and skill acquisition. Insights from successful simulation techniques can be

utilized to tailor recommendations, thereby improving the relevance and effectiveness of

 32

training curricula. In contrast, the present study emphasizes the use of instructional

materials and mock-ups to enhance the learning processes of children. By incorporating

actual mock-ups and additional teaching tools like diagrams and explanation materials,

the study aims to provide a more engaging and dynamic education for children. Active

involvement with mock-ups and instructional materials is expected to result in a stronger

understanding of the curriculum for children, aiding better retention of information and

confident application in real-world situations. The integrated strategy has the potential to

maximize children's learning outcomes and improve their overall comprehension of fire

safety principles. While the former study focuses on optimizing simulation techniques for

EIM students, the latter study is tailored towards enhancing the learning experiences of

children through practical and engaging methodologies.

 33

CHAPTER 3

Research Methodology

This chapter discusses the research methods used in the study. It consists of how

the researchers carried out the study. This chapter explain all the details on how

researchers choose their locale, respondents and on how the researchers gather the needed

data for the study.

Research Design

The study uses exploratory-sequential method of research that employed a mixed-

method approach. According to Berman (2017), the exploratory sequential mixed

methods design is defined by a preliminary qualitative phase of data gathering and

analysis, followed by a phase of quantitative period of data collection and analysis, and a

concluding phase of linking or integrating the data from the two distinct strands of data.

The researchers used this method for gathering data of both qualitative and quantitative

approach. Using this method the researchers able to conduct the research with ease.

To provide a detailed answer from the respondents using the qualitative approach

the researchers conducted oral interview with the respondents on what are the

consideration in enhancing fire detector and alarm system in terms of feature, learners

needs, psychomotor skills, and cognitive skills. Also, for the quantitative phase, in order

to gather the data needed the researchers used a checklist questionnaire to determine the

level of acceptability and validity of the respondents on the enhanced fire detector and

alarm system.
 34

Research Locale

The study was conducted at College of Sciences Technology and Communication

INC. (CSTC), located at Gen. Luna St, Maharlika Highway, Poblacion 3 Sariaya Quezon.

CSTC is one of the schools that offers great opportunities for skill-based learners. CSTC

have Academic and Technical Vocational Livelihood (TVL) track that consists of

Electrical Installation and Maintenance (EIM) major.

The researchers chose this as the locale since CSTC have an existing instructional

material for fire detector and alarm system that is in need of enhancement according to

the instructors. Instructors suggested that enhancing the fire detector and alarm system

mock-up will have an significant impact to the learning of the students. Also, many EIM

students from different schools are doing their JDVP training at CSTC.CSTC is one of

the training grounds for EIM students and it is important for the school and students to

have an effective and enhanced learning materials to develop their skills and knowledge.

So the researchers offers a better quality and understandable instructional material to

provide the needs of the learners.

Research Population and Sample

The respondents studies are five (5) EIM instructors/trainers of College of Sciences,

Technology and Communications Inc. (CSTC). The researchers chose the EIM

instructors/trainers as the respondents because they have the characteristics needed in this

study which is experience in instructing EIM students using the fire detector and alarm

system. The researchers used total enumeration sampling technique in choosing the

respondents for a thorough examination and analysis of the entire population. According

to Canonizado (2021), total enumeration sampling is a type of purposive sampling

 35

technique that involves examining the entire population that have a particular set of

characteristics that is needed in the study.

Research Instrument

In this study, the researchers used two (2) kinds of questionnaires, a questionnaire

in the form of an interview and a questionnaire in the form of checklist. The interview

questionnaires are the modified questions from the initial interview regarding on what are

the consideration in the enhancement of fire detector and alarm system in terms of its

features and the learner's needs. The researchers choose oral interview to get a more

detailed answers from the respondents. The other questionnaire is a self-made

questionnaire formulated from the review of related studies in a form of check list. The

researchers choose close ended questionnaire to have an accurate result from the

respondents. The questionnaires is used to determine the level of acceptability and

validity of the respondents to the enhanced fire detector and alarm system in terms of

usability, universality, durability and efficiency. The check list questionnaires are divided

base on the variables. Each variables contains five (5) questions that can be answered

according to descriptors Highly accepted, accepted, less accepted, and not accepted for

the level of acceptability of the instructor/trainers and highly valid, valid, less valid, and

not valid for the validity of the enhanced fire detector and alarm system.

Data Gathering Procedures

The researchers considered several steps to gather the information needed. The

first step the researchers did is conduct a preliminary interview with the instructors to

gather information regarding on the necessary things needed to enhance the existing fire

detector and alarm system. After that the researchers asked permission to the head of
 36

Technology Vocational Education and Training department to conduct study. After the

approval, the researchers write a letter asking permission to the respondents which is the

EIM Instructors/Trainers to conduct an interview on how is the enhancement of fire

detector and alarm system being considered in terms of features and learner's needs. The

researchers also asked permission to gather data from the respondents in a way of

answering a checklist form of questionnaires regarding the level of acceptability and

validity of the enhanced fire detector and alarm system in terms of usability, universality,

durability, and efficiency.

Data Analysis Procedure

This study employed thematic analysis as a strong qualitative methodology to look

into the insights that gets from oral interviews with EIM instructors/trainers. Following

the methodological framework outlined by Braun and Clarke (2006), thematic analysis

allowed us to systematically explore, identify, and interpret recurring patterns and themes

inherent in the responses obtained during the initial phase of our study.

Commencing with review of interview transcripts, the thematic analysis involved

the carefull process of coding and categorization, enabling the distillation of essential

themes related to the considerations for enhancing the fire detector and alarm system.

This approach facilitated a various understanding of variables such as features, learner's

needs, psychomotor skills, and cognitive skills, offering a comprehensive perspective on

the qualitative aspects of our investigation.

By adopting thematic analysis, we aimed to uncover the depth and complexity

embedded in the qualitative data, providing meaningful insights into the considerations

and perspectives of EIM instructors/trainers. This methodological choice enhances the

 37

credibility and richness of our qualitative findings, contributing to the overall validity of

our research outcomes.

Analytical framework

The figure below shows the analytical framework of the study showing the

summarized procedure in analyzing the gathered data.

Figure 2. Braun and Clarke’s (2006) six-phase framework for doing a thematic analysis.

Becoming Generating Generating

Familiar with the Codes. Themes.
Data.

Locating Defining and Reviewing

Exemplars. Naming Themes.
Themes.

The analytical framework utilized in this study, inspired by Braun and Clarke's

thematic analysis, comprises a structured six-step process:

Becoming Familiar with the Data. This phase involves immersing ourselves in the

oral interview responses from EIM instructors/trainers, engaging in iterative cycles of

reading to gain familiarity and insight into the data. This process allows us to understand

the nuances and patterns present in the considerations for enhancing the fire detector and

alarm system.

Generating Codes. Codes are generated by identifying and labeling segments of the

data related to features, learner's needs, psychomotor skills, and cognitive skills
 38

concerning the fire detector and alarm system enhancement. Coding goes beyond simple

phrases, applied to contextual segments to capture the depth of responses.

Generating Themes. Themes are generated by sorting codes into higher-level

topics. This involves clustering related topics into broader groupings such as features and

cognitive skills. The end of this phase results in candidate themes and subthemes that

capture the essence of the data.

Reviewing Themes. Candidate themes are reviewed by revisiting the data coded to

the component codes. This ensures that themes are supported by the data and can

withstand scrutiny. Adjustments may be made, and themes may be renamed or refined

based on the thorough examination of the data.

Defining and Naming Themes. This phase involves refining the names of themes

and ensuring they occupy the same semantic plane. Themes are conceptually parallel,

maintaining a cohesive structure. Language consistency is emphasized to create a

coherent and meaningful representation of the data.

Locating Exemplars. Exemplars or illustrative examples are identified and

incorporated into the report. They serve to provide context and evidence for each theme,

offering a rich and textured understanding of the considerations for enhancing the fire

detector and alarm system. This phase contributes to the storytelling aspect of the themes,

connecting abstract concepts to concrete examples.

Statistical Treatment of Data

The researchers applied the following statistical treatment to effectively interpret

the data.
 39

The researchers used framework of analysis technique to analyze the gathered

information from the interview questionnaires.

The researchers used the weighted arithmetic mean (WAM) to determine the level

of acceptability and validity of the enhanced fire detector and alarm system

σ 𝑛𝑖=1 𝑊𝑖 𝑋𝑖
𝑊=
σ 𝑛𝑖=1 𝑊𝑖

Where:
W = weighted average
n = number of terms to be average
wi = weighted applied to x values
Xi = data values to be average
 40

CHAPTER 4

Presentations, Analysis and Interpretation of Data

This chapter contains the presentation, analysis, and interpretation of the data

gathered through the survey questionnaires to enhance the Fire Detector and Alarm

System mock-up. The data were presented in the table and structured according to the

statement of the problem.

I. Considerations done in enhancing the Fire Detector and Alarm System mock-up
as a training tool for EIM NCII in terms of learners needs

Table 1
Enhancement of fire detector and alarm system mock-up help students in terms of
Cognitive skills
Statement Superordinate themes

How can one enhance cognitive skills

specifically when it comes to interpreting
and comprehending FDAS diagrams?

Cognitive skills (Reading FDAS diagram) Simple diagram

Table 1 shows the interview regarding on how can the enhancement of fire

detector and alarm system helps students in terms of their Cognitive skills

Simple diagram

Simple diagram is significant in providing a better visualization of the mock-up for

the learners to easily follow the wiring connection. This provides better understanding

and faster learning outcome. It serves as a visual aid, facilitating the understanding of

complex electrical wiring connections and enhancing hands-on learning.

 41

“... Provide diagram that can be easily understand...” (T1)

“... Use understandable FDAS diagram...” (T2)

“...Provide a diagram that is not be complicated...” (T3)

“...The enhanced mock up helps students in analyzing electrical diagram because it has a

easy to understand diagram...” (T4)

“... The diagram provided is easy to understand ...” (T5)

The trainers suggested that in order to address the students needs in reading diagram,

the researchers must provide a diagram that can easily understand by the learners. It is

explained that it will help students to better visualize and understand the fire detector and

alarm system. This is why the researchers provided a simple diagram that easily shows

the connection of each device to consider the needs of the learners and have instructional

materials that is accessible to all learners.

These also state in the article according to Bane (2018), the goal of instructional

design is to make learning as accessible as possible for the learners. The main focus of

the instructional design process is the learning objective. This learning objective is the

desired outcome for the learner. The instructional design process finds out how to best

create and lay out activities for the learner to meet the desired learning objective. In

conclusion, it’s important to consider the learners needs in order to create a mock-up that

can reach the learning goal.

 42

Table 2
Enhancement of fire detector and alarm system mock-up help students in terms of
Psychomotor skills
Statement Superordinate themes

How can individuals improve their

psychomotor skills through engaging in
wiring activities involving components like
smoke detectors, alarm bells, manual call
points, and panels?

Psychomotor ( Wiring activities on Smoke can be easily connected

detector, Alarm bell, Manual Call Point,
and Panel

Table 2 shows the interview regarding on how can the enhancement of fire detector

and alarm system helps students in terms of their psychomotor skills.

Can be easily connected

Simple connection aids in comprehension for individuals interacting with the

electrical system, promoting a better understanding of the setup and ensuring proper

usage. It also has lesser consumed time which gives trainers more time in discussing the

importance of the connection. This also provide a better quality wiring and not a chaotic

connection.

“...They can easily connect the devices and have less consume time for activity...’’ (T1)

“... They will have easily wiring activity because of the banana jack and binding post...”

(T2)

“... They can have easy access to the devices and connect the devices easily...” (T3)

“... The enhanced mock-up helps students to easily connect devices by using a banana

jack and binding post ...” (T4)

 43

“... They can easily connect the components because they are using banana jacks and

banana plugs...” (T5)

The trainers emphasize the importance of enhancing learners hands-on capabilities

in wiring fire detectors and alarm systems. They propose to use an easily manipulable

wiring connection system to have a efficient learning process. Specifically, the

recommendation includes the used of banana jacks and binding posts, which not only

simplify the wiring process but also contribute to time efficiency during class sessions.

This choice facilitates a smoother learning experience, allowing learners to focus on

acquiring practical skills without being bogged down by intricate wiring complexities.

Additionally, the use of such connectors ensures a practical and efficient approach to

hands-on activities, aligning with the trainers' goal of optimizing the learning

environment for effective skill acquisition in fire detection and alarm system installation.

The statements of the trainers is supported by the article According to Lane

(2022), which explains that Instructional materials can save time for both teachers and

students. Good instructional materials should be well-organized and easy to use, in order

to have less time spent trying to figure out what to do next or troubleshooting issues. This

is especially beneficial in classrooms where teacher-student ratios are high or there is

little time for direct instruction due to other factors such as testing requirements. When

teachers have quality instructional resources at their disposal, they can spend less time

preparing lessons and more time actually teaching. In essence, students can spend less

time searching for information or completing other work tasks, and have more time to

have an engaging and meaningful learning experience.

Table 3
 44

Perceived consideration in the Enhancement of Fire Detector and Alarm System Mock-up
in terms of its features

Question Superordinate themes

Simple connection
How can the features of existing fire detector
and alarm system be improved?
Durable

Table 3 shows the interview regarding on how the features of the existing fire

detector and alarm system can be improved. This table shows the answers and

recommendations given by the trainers on how this mock-up improved.

Simple connection

The importance of a simple connection in an electrical mockup cannot be overstated.

A straightforward and well-executed connection ensures the reliability and efficiency of

the mockup, allowing for accurate representation of real-world electrical scenarios. It

facilitates a clear understanding of how components interact, aiding students and

practitioners in grasping fundamental concepts. Moreover, a simple connection is

essential for troubleshooting exercises, enabling individuals to identify and address issues

promptly. In the realm of electrical education and training, a simplified and robust

connection in mockups lays the foundation for practical skills development, preparing

individuals for the complexities of working with electrical systems in various

applications.
 45

“...Use a banana jack and binding post for the connection of the devices and have a case

to put the devices ...” (T1)

“... By improving the wiring connection and having an appropriate case to do wiring

activity ...” (T4)

“... By adding signs and symbols like lockout tagout ...” (T5)

Based on the table, the instructor suggested that the researchers use binding post

and banana jack for the connection of the devices to have an easy-to-understand wirings

and not time-consuming wiring activity. The trainers also suggest to have a portable case

for the devices so it can be able to carried anywhere. This will make the learning easier

for the learners because of the efficient way of connecting the devices. In conclusion, the

mock-up should not consume too much time and have a understandable structure to have

a engaging learning.

Moreover, the article of Pondiscio (2021), states that the most common reasons

teachers develop and modify instructional materials are because they perceive the need to

make it more engaging or to view its challenge level as inappropriate for their students.

Having engaging instructional materials will helps teachers to give students a better

learning experience. Instructional materials will also motivate learners to take part of the

activity.

Durable case

The significance of a durable and portable casing for a mock-up cannot be

overstated. A strong casing ensures the longevity of the mock-up, allowing it to withstand

frequent handling, transportation, and various environmental conditions. This durability

 46

is especially important in educational setting like during the JDVP PROGRAM, this will

provide proper protection for the mock-up.

“... Have appropriate labels and use durable devices...” (T2)

“... Have a strong case for the devices that can be carried anywhere ...” (T3)

Based on the recommendations of the trainers, it is important for the researchers to

develop a strong and comprehensive case to safeguard the devices comprising the fire

detection and alarm system. This measure not only ensures the protection of the

equipment but also facilitates ease of transportation for assessors during evaluations.

Furthermore, the creation of a durable mock-up will serve to enhance the educational

experience for both students and trainers, providing lasting utility and efficacy within

instructional settings.

Furthermore, according to Hultberg (2018), providing a instructional design is

essential to catering long-lasting learning experiences. Effectively delivering high-quality

instructional materials needs careful consideration of their design, ensuring resilience

over extended periods. The durability of these materials becomes paramount, with a focus

on creating designs capable of withstanding the test of time. By conscientiously

addressing both the content and structural aspects, instructional designers contribute

significantly to the sustained impact and effectiveness of educational resources, thereby

fortifying the foundation for enduring learning outcomes.

II. Process of enhancing the fire detector and alarm system

In enhancing the fire detector and alarm system mock-up certain steps has been

consider, starting from the planning, actual development, and evaluation. The initial step

that the researchers did was to plan everything thats needed to be done. The researchers
 47

interviewed the instructors regarding the things to consider in the enhanced design of the

fire detector and alarm system. After the interview the instructor provided a suggested

layout of FDAS. Using the layout provided by the instructor the researchers proceeded to

the second step which is the development step.

The commencement of the mock-up development involves the gathering of

equipment, a process spanning one week due to budgetary constraints. Following the

acquisition of equipment, the researchers initiated the construction phase, requiring

nearly two weeks for completion. The mock-up is constructed from steel plates, chosen

for their capacity to furnish a strong and well-built casing, ensuring durability for the

enclosed devices.

And lastly the evaluation step, this phase is where the researchers meets the

instructor for them to evaluate the enhanced instructional material. The instructor

evaluate the mock up base on its usability, durability, efficiency, and universality. Based

on the outcome of the evaluation, according to the instructors, the enhanced mock-up is

highly acceptable and valid as a training tool for the NCII practitioners.
 48

Part lll. Level of Acceptability of the fire detector and alarm system mock-up

Table 4
Acceptability of the respondents on the enhanced fire detector and alarm system mock-up
in terms of Usability
Statements Mean Verbal
Interpretation
1. Is able to enhance/hone wiring skills 3.8 Highly
Acceptable
2. Allows customization and adaptation to 4 Highly
meet the specific needs of Acceptable
trainees/students.
3. Can be a training aid for EIM NCII. 4 Highly
Acceptable
4. Provide clear and informative 4 Highly
instructions for using the system. Acceptable
5. Appropriately challenges students and 4 Highly
addresses their learning needs. Acceptable
Overall Weighted Average Mean 3.96 Highly Acceptable
Note. WAM refers to the computed weighted arithmetic mean, which is described based

on the following, 4.00 – 3.26 (highly acceptable), 3.25 – 2.51acceptable), 2.50 – 1.76

(less acceptable), 1.75 – 1.00 (not acceptable). The results are represented in descending

order of WAM values.

The results presented in Table 4 indicate a commendable level of acceptability for

the enhanced fire detector and alarm system mock-up, specifically in terms of usability.

With an impressive overall Weighted Average Mean (WAM) of 3.96, the mock-up is

deemed highly acceptable by the respondents. This underscores its effectiveness in

enhancing wiring skills, allowing customization to cater to the unique needs of trainees,

and serving as a valuable training aid for EIM NCII. The system also excels in providing

clear and informative instructions, appropriately challenging students, and addressing

their learning needs.

 49

In conclusion, the instructional material, exemplified by the enhanced fire

detector and alarm system mock-up, proves to be reliable in meeting the diverse needs of

learners. The engaging and adaptable nature of the mock-up contributes to its high level

of acceptability, aligning with the essential role instructional materials play in the

educational process. As emphasized by Shaw (2019), instructional materials serve as the

cornerstone of education, guiding students from unfamiliarity to familiarity. Whether in

the form of written e-books, video lectures, or interactive lessons, these materials actively

involve students, enhance their understanding, and pave the way for success in the

course.

Table 5
Acceptability of the respondents on the enhanced fire detector and alarm system mock-up
in terms of Universality
 50

Statements Mean Verbal

Interpretation
1.can be easily understood and operated by 3.8 Highly
Acceptable
individuals with different levels of
technical expertise.
2. can accommodate different learning 3.8 Highly
Acceptable
styles and preferences.
3. suitable for training purposes across 3.8 Highly
Acceptable
different educational institutions.
4. can be utilized in any environments and 4 Highly
Acceptable
settings.
5. can provide equitable access to quality 3.8 Highly
Acceptable
training and skill development for all
learners in the program.
Overall Weighted Average Mean 3.84 Highly Acceptable
Note. WAM refers to the computed weighted arithmetic mean, which is described based

on the following range: 4.00 – 3.26 (highly acceptable),3.25 – 2.51 (acceptable), 2.50 –

1.76 (less acceptable), 1.75 – 1.00 (not acceptable). The results are represented in

descending order of WAM values.

The findings presented in Table 5 reveal a notably high level of acceptability for

the enhanced fire detector and alarm system mock-up concerning universality. With an

impressive Overall Weighted Average Mean (WAM) of 3.84, the mock-up is

unequivocally interpreted as highly acceptable by the respondents. The results emphasize

that the mock-up is not only easily understood and operated by individuals with varying

levels of technical expertise but also possesses the versatility to accommodate different

learning styles and preferences. Importantly, the enhanced fire detector and alarm system

mock-up is deemed suitable for training purposes across diverse educational institutions,

and its adaptability to various environments and settings is highlighted with a remarkable

mean score of 4, signifying high acceptability. Furthermore, the mock-up is recognized

 51

for providing equitable access to quality training and skill development for all learners in

the program.

The universal design of the mock-up, evident in its ability to cater to different

learners and adapt to diverse environments, underscores its effectiveness as an

instructional material. As Bros (2021) advocates, the importance of diversifying tools and

approaches in selecting instructional materials cannot be overstated. The positive

outcomes from this study affirm that a universal design approach contributes significantly

to enhancing student engagement and overall effectiveness in the educational context.

Table 6
 52

Acceptability of the respondents on the enhanced fire detector and alarm system mock-up
in terms of Durability
Statements Mean Verbal
Interpretation
1. Appeared to be strong and well-built. 4 Highly
Acceptable
2. demonstrated resistance to wear and 4 Highly
tear. Acceptable
3. able to withstand repeated use without 3.8 Highly
significant degradation. Acceptable
4. Maintain their performance and 3.8 Highly
structural integrity after prolonged usage Acceptable
in the training program.
5. Effectively do the enhancement and 3.8 Highly
evaluation tools withstand exposure to Acceptable
various environmental factors.
Overall Weighted Average Mean 3.88 Highly Acceptable
Note. WAM refers to the computed weighted arithmetic mean, which is described based

on the following range: 4.00 – 3.26 (highly acceptable) 3.25 – 2.51 (acceptable), 2.50 –

1.76 (less acceptable), 1.75 – 1.00 (not acceptable). The results are represented in

descending order of WAM values.

The outcomes presented in Table 6 underscore a remarkably high level of

acceptability for the enhanced fire detector and alarm system mock-up concerning

durability. With an Overall Weighted Average Mean (WAM) of 3.88, the mock-up is

unequivocally deemed highly acceptable by the respondents. The results highlight that

the mock-up not only appears strong and well-built but also demonstrates exceptional

resistance to wear and tear. Crucially, the enhanced fire detector and alarm system mock-

up is recognized for its ability to withstand repeated use without significant degradation,

maintaining both performance and structural integrity after prolonged usage in the

training program. Additionally, the mock-up proves effective in withstanding exposure to

various environmental factors, contributing to its overall high acceptability.

 53

This emphasis on durability in instructional materials aligns with the notion that

mock-ups, like the one studied, should endure the demands of various teaching

methodologies and learning activities, showcasing adaptability. Prioritizing durability in

instructional materials, as suggested by Propello (2022), not only ensures that educators

have reliable tools that stand the test of time but also contributes to a more resilient and

sustainable educational infrastructure. The findings emphasize the importance of high-

quality, strong instructional materials that are adaptable and easily tailored to students'

needs, promoting a robust and effective educational environment.

Table 7
 54

Acceptability of the respondents on the enhanced fire detector and alarm system mock-up
in terms of Efficiency
Mean Verbal
Statements interpretation
1. able to speed up the learning process 3.8 Highly
and skill acquisition in Electrical Acceptable
Installation and Maintenance NCII.
2. can contribute to the mastery of 3.8 Highly
installation and maintenance skills. Acceptable
3. enables student to achieve competency 3.8 High
in a short timeframe. Acceptable
4. can be used to effectively instruct and 3.8 Highly
assess the student competence. Acceptable
5. effectiveness in ensuring prompt and 3.8 High
accurate fire detection and response. Acceptable
Overall Weighted Average Mean 3.8 High Acceptable
Note. WAM refers to the computed weighted arithmetic mean, which is described based

on the following range: 4.00 – 3.26 (highly acceptable),3.25 – 2.51 (acceptable), 2.50 –

1.76(less acceptable), 1.75 – 1.00 (not acceptable). The results are represented in

descending order of WAM values.

The findings presented in Table 7 demonstrate a highly commendable level of

acceptability for the enhanced fire detector and alarm system mock-up in terms of

efficiency. With an Overall Weighted Average Mean (WAM) of 3.8, the mock-up is

unequivocally interpreted as highly acceptable by the respondents. The results emphasize

that the mock-up expedites the learning process and skill acquisition in Electrical

Installation and Maintenance NCII. Significantly, the mock-up is recognized for its

contribution to mastering installation and maintenance skills, enabling students to achieve

competency in a short timeframe. Furthermore, the mock-up is seen as an effective tool

for instructing and assessing student competence, showcasing its overall efficiency. The
 55

high acceptability of the mock-up reflects its effectiveness in ensuring prompt and

accurate fire detection and response.

In conclusion, the study affirms that instructional materials, exemplified by the

enhanced fire detector and alarm system mock-up, should have a clear and

straightforward goal, aiming to expedite the learning process for students. This aligns

with the perspective of Saunders and Wong (2020), who emphasize the importance of

simplicity, clarity, and efficiency in instructional materials. The results underscore the

need for instructional materials that minimize cognitive overload, facilitate active

processing, and ensure accessibility for all learners, contributing to a more effective and

streamlined learning experience.

 56

IV. Level of validity of the enhanced fire detector and alarm system mock-up

Table 8
Validity of the respondents on the enhanced fire detector and alarm system mock-up in
terms of Usability
Statements Mean Verbal
Interpretation
1. is able to enhance/hone wiring skills 3.8 Highly
Valid
2. Allows customization and adaptation to 4 Highly
meet the specific need of trainees/students. Valid
3. Can be a training aid for EIM NCII. 4 Highly
Valid
4. Provide clear and informative 4 Highly
instructions for using the system. Valid
5. Appropriately challenges students and 4 Highly
addresses their learning needs. Valid
Overall Weighted Average Mean 3.96 Highly Valid
Note: WAM refers to the computed weighted arithmetic mean which is described based

on the following ranges 4.00– 3.26 (highly valid), 3.25 – 2.51 (valid), 2.50 – 1.76(less

valid), 1.75 – 1.00 (not valid).

The outcomes presented in Table 8 underscore a highly valid level of usability for

the enhanced fire detector and alarm system mock-up. With an Overall Weighted

Average Mean (WAM) of 3.96, the mock-up is categorically interpreted as highly valid

by the respondents. The results emphasize that the mock-up not only enhances and hones

wiring skills but also allows customization to meet specific needs, serving as a training

aid for EIM NCII. Crucially, the mock-up is acknowledged for providing clear and

informative instructions for using the system and appropriately challenging students

while addressing their learning needs. This comprehensive validation of usability

suggests that the enhanced mock-up effectively meets the diverse needs of learners,

particularly in the context of Electrical Installation and Maintenance NCII training. While
 57

the findings indicate the high validity of the mock-up, there is also a recognition that

further enhancements can be made to fully develop the wiring skills of the students. This

underscores the continuous improvement and refinement that instructional materials like

mock-ups should undergo to provide an even more engaging and effective learning

experience for learners.

In support of these findings, Bordia (2022) underscores the pivotal role of

instructional materials in facilitating student learning and mental development. Whether

in a physical classroom setting or a virtual environment, instructional materials, including

well-designed mock-ups, ensure active student engagement and foster a genuine interest

in the learning topics, ultimately contributing to the development of essential skills for

future professions.

Table 9
 58

Validity of the respondents on the enhanced fire detector and alarm system mock-up in
terms of Universality

Statements Mean Verbal

Interpretation
1. Can be easily understood and 3.8 Highly
Valid
operated by individuals with different
levels of technical expertise.
2. Can accommodates different learning 3.6 Highly
Valid
styles and preferences.
3. suitable for training purpose across 3.8 Highly
Valid
different educational institutions.
4. Can be utilized in environments and 4 Highly
Valid
settings.
5. Can provide equitable access to 3.8 Highly
Valid
quality training and skill development
for all learners in the program.
Overall Weighted Average Mean 3.8 Highly Valid
Note: WAM refers to the computed weighted arithmetic mean which is described based

on the following ranges 4.00– 3.26 (highly valid), 3.25 – 2.51 (valid), 2.50 – 1.76(less

valid), 1.75 – 1.00 (not valid).

The results presented in Table 9 affirm a highly valid level of universality for the

enhanced fire detector and alarm system mock-up. With an Overall Weighted Average

Mean (WAM) of 3.8, the mock-up is clearly interpreted as highly valid by the

respondents. The findings underscore that the mock-up is not only easily understood and

operated by individuals with varying levels of technical expertise but also possesses the

flexibility to accommodate different learning styles and preferences. Crucially, the

enhanced fire detector and alarm system mock-up is deemed suitable for training

purposes across different educational institutions and can be utilized in various

environments and settings, further emphasizing its universality. The mock-up is

 59

acknowledged for providing equitable access to quality training and skill development for

all learners in the program.

The high validity of the mock-up in terms of universality highlights its

adaptability to diverse environments and learners, showcasing its capacity to cater to

different needs within instructional settings. This aligns with the perspective presented by

Chief for Change (2018), emphasizing the pivotal role of instructional materials design in

accommodating diverse learning styles and needs in a classroom. The adaptability of

these materials allows educators to customize their teaching methods, meeting the

preferences, speeds, and abilities of a diverse student population. In essence, the

enhanced fire detector and alarm system mock-up stands out as a universally designed

instructional tool, contributing significantly to an inclusive and effective learning

experience.

Table 10
 60

Validity of the respondents on the enhanced fire detector and alarm system mock-up in
terms of Durability
Statements Mean Verbal
Interpretation
1. Appeared to be strong and well-built. 4 Highly
Valid
2. demonstrated resistance to wear and 4 Highly
tear. Valid
3. able to withstand repeated use without 3.6 Highly
significant degradation. Valid
4. Maintain their performance and 3.8 Highly
structural integrity after prolonged usage Valid
in the training program.
5. Effectively do the enhancement and 3.8 Highly
evaluation tools withstand exposure to Valid
various environmental factors.
Overall Weighted Average Mean 3.84 Highly Valid
Note: WAM refers to the computed weighted arithmetic mean which is described based

on the following ranges 4.00– 3.26 (highly valid), 3.25 – 2.51 (valid), 2.50 – 1.76(less

valid), 1.75 – 1.00 (not valid).

The results presented in Table 10 establish a highly valid level of durability for

the enhanced fire detector and alarm system mock-up. With an Overall Weighted

Average Mean (WAM) of 3.84, the mock-up is unmistakably interpreted as highly valid

by the respondents. The findings emphasize the mock-up's robust and well-built structure,

demonstrating clear resistance to wear and tear. While the mock-up is acknowledged for

maintaining its performance and structural integrity after prolonged usage in the training

program, it is noted that there is room for improvement in withstanding repeated use

without significant degradation. The call for weekly maintenance is highlighted as a

practical step to address this limitation and ensure sustained effectiveness.

 61

The importance of regular maintenance is underscored by Cook (2022), who

emphasizes its role in preventing permanent loss and ensuring continuous learning. The

findings from Table 10 align with this insight, indicating that a well-maintained

instructional tool, such as the enhanced fire detector and alarm system mock-up, not only

resists wear and tear but also minimizes disruptions that could hinder student progress.

This data supports the idea that a proactive approach to maintenance reduces wear,

extends the lifespan of instructional materials, and ultimately results in cost savings by

minimizing the need for frequent replacements.

Table 11
Validity of the respondents on the enhanced fire detector and alarm system mock-up in
terms of Efficiency
Statements Mean Verbal
Interpretation
1. able to speed up the learning process 3.8 Highly
and skill acquisition in Electrical Valid
Installation and Maintenance NCII.
2. can contribute to the mastery of 3.8 Highly
installation and maintenance skills. Valid
3. enables student to achieve competency 3.8 Highly
in a short timeframe. Valid
4. can be used to effectively instruct and 3.8 Highly
assess the student competence. Valid
5. effectiveness in ensuring prompt and 3.8 Highly
accurate fire detection and response. Valid
Overall Weighted Average Mean 3.8 Highly Valid
Note: WAM refers to the computed weighted arithmetic mean which is described based

on the following ranges 4.00– 3.26 (highly valid), 3.25 – 2.51 (valid), 2.50 – 1.76(less

valid), 1.75 – 1.00 (not valid).

The results presented in Table 11 establish a highly valid level of efficiency for

the enhanced fire detector and alarm system mock-up. With an Overall Weighted
 62

Average Mean (WAM) of 3.8, the mock-up is unequivocally interpreted as highly valid

by the respondents. The findings emphasize that the mock-up is not only capable of

speeding up the learning process and skill acquisition in Electrical Installation and

Maintenance NCII but also contributes significantly to the mastery of installation and

maintenance skills. Crucially, the enhanced fire detector and alarm system mock-up is

acknowledged for enabling students to achieve competency in a short timeframe.

Additionally, it is considered highly valid for effectively instructing and assessing student

competence, highlighting its multifaceted role in the educational process. Efficiency in

instructional materials, as demonstrated by the enhanced mock-up, is deemed paramount

for effective education. The streamlined and well-organized nature of the materials

enhances the learning experience by providing clarity and reducing unnecessary

complexity. Clear instructions save valuable classroom time, allowing students to grasp

concepts more swiftly. Furthermore, efficient materials accommodate diverse learning

styles, promoting inclusivity in education. Teachers also benefit from streamlined

resources, as they facilitate lesson planning and delivery.

In support of these findings, Lukman emphasizes the significance of instructional

materials in improving students' performance and making learning more interesting,

practical, and appealing. Instructional materials, such as the enhanced fire detector and

alarm system mock-up, serve as essential tools that contribute to the development of

skills, knowledge, and self-confidence, ultimately enhancing the overall efficiency and

effectiveness of the educational process.

CHAPTER 5

Summary of Findings, Conclusions, and Recommendations

 63

This chapter highlights the research's findings. It contains the conclusions

gathered from the data collected, the recommendations determined from the conclusion,

and a summary of the findings created based on the data collected.

Summary of Findings

Based on the data gathered from the respondents, the following are the

significance of the study.

1. The discussion highlighted learners' expressed need for improved ability to

analyze electrical diagrams, specifically those related to FDAS. Participants identified a

superordinate theme emphasizing the necessity of providing an easily comprehensible

FDAS diagram to address challenges in understanding complex configurations. They

emphasized that an enhanced diagram would not only aid in cognitive skill development

but also create a more visually intuitive learning environment, fostering better

understanding of electrical configurations. In hands-on activities, participants stressed the

use of banana jacks and binding posts to optimize wiring tasks, aligning with the goal of

enhancing psychomotor skills. The trainers suggested that user-friendly tools are essential

for efficient hands-on experiences, contributing to streamlined and accessible activities

that significantly promote skill acquisition. Furthermore, the trainers highlighted the

crucial role of a comprehensible diagram in fostering active engagement and cognitive

skill development. They emphasized that a clear diagram challenges learners to

understand complex concepts quickly, promoting critical thinking and problem-solving

skills. Aligning instructional design with these cognitive principles ensures that the

mock-up supports overall learning objectives. Lastly, considerations for enhancing the

mock-up's features centered on the utilization of binding posts and banana jacks, along
 64

with the incorporation of a portable case. Learners' perspectives on these features

provided specific recommendations aimed at improving the characteristics of the fire

detector and alarm system, emphasizing the importance of aligning design choices with

user needs.

2. The process of improving the fire alarm and detector system comprises phases of

analysis, design, development, and evaluation, all of which are outlined in the ADDE

model. Researchers interviewed teachers orally to define the issue and determine needs

during the analysis phase, emphasizing the significance of comprehending the current

state of circumstances prior to development. Following data collection, learning

objectives were established in the Design phase, and to expedite development, a wiring

diagram was made. Meticulous planning is the main focus of this phase. Development

entailed putting the mock-up together and putting the planned ideas into practice. Lastly,

teachers evaluated the mock-up's usability, durability, efficiency, and universality during

the evaluation phase. Positive comments confirmed the mock-up's high acceptability and

validity for NCII practitioners, in keeping with the ADDE model's critical role of

evaluation.

3. According to the respondents' evaluation of the enhanced fire detector and alarm

system mock up as a training tool for EIM NCII, the mock-up received highly

acceptable in all categories. Usability got an average score of 1.04, proving the ability of

learners to gain hands-on knowledge that will serve as eternal and lifetime learning.

Universality got an average score of 1.02, proving its adaptability as an instrument that is

able to be used with a broad spectrum of learners and in many kinds of learning

situations. Durability got an average score of 1.16, showcasing that the mock-up
 65

demonstrates a strong quality and build. Efficiency got an average score of 1.02,

indicating that the mock-up provided efficient in learning for the learners.

4. According to the respondents' evaluation of the enhanced fire detector and alarm

system mock up as a training tool for EIM NCII, the mock-up received highly

acceptable in all categories. Usability got an average score of 1.04, proving the ability of

learners to gain hands-on knowledge that will serve as eternal and lifetime learning.

Universality got an average score of 1.24, proving its adaptability as an instrument that is

able to be used with a broad spectrum of learners and in many kinds of learning

situations. Durability got an average score of 1.02, showcasing that the mock-up

demonstrates a strong quality and build. Efficiency got an average score of 1.02,

indicating that the mock-up provided efficient in learning for the learners.

Conclusions

The following conclusions are hereby presented:

1. The researchers considered the following highlights in the enhancement of fire

detector and alarm system mock-up as a training tool for EIM NCII as the trainers

advised in terms of Learners Needs, It should have understandable diagram and use

binding post and banana jack for the learners to easily analyze the connections of the

devices. Lastly, in terms of Features, the trainers suggest that the mock-up should have a

portable case for the devices and also use binding post and banana jack for easy wiring

connection.

2. All the criteria in evaluating level of Acceptability of the Enhanced fire detector

and alarm system mock up as a training tool for EIM NCII received a verbal
 66

interpretation of highly acceptable. The Usability gained verbal interpretation of highly

acceptable. While the Universality gained verbal interpretation of highly acceptable, then

the Durability gained verbal interpretation of highly acceptable. Lastly, Efficiency gained

verbal interpretation of highly acceptable.

3. All the criteria in evaluating level of validity of the enhanced fire detector and

alarm system mock-up as a training tool for EIM NCII received a verbal interpretation of

highly acceptable. The Validity of Usability gained verbal interpretation of highly

acceptable. While the Validity of Universality gained verbal interpretation of highly

acceptable, then the Validity of Durability gained verbal interpretation of highly

acceptable. Lastly, Validity of Efficiency gained verbal interpretation of highly

acceptable.

Recommendations

The following recommendation is made in accordance with the research's findings

and interpretation of "Enhancement and Evaluation of Fire Detector and Alarm System

Mock up as a Training Tools for Electrical Installation and Maintenance NC II" as it fits

the purpose, provides a plan of action, and demonstrates that an idea is sensible and

practical.

1. The students may consider using the Enhancement and Evaluation of Fire

Detector and Alarm System to help them gain experience in electrical installation and

maintenance. The student's cognitive and psycho-motor skills are enhanced by these

factors.
 67

2. The teachers may make sure that the teaching-learning process utilizes the use of

mock ups or simulations for hands-on activities and electrical diagram analyzing, as well

as the enhancement and evaluation of fire detector and alarm systems.

3. The Administration for a better teaching-learning process, encourage teacher may

create and improve additional simulators, mock-ups, and instructional materials that

might be practical, engaging, manageable, and accessible to diverse learners.

4. To the future researchers replicate this study in a different field where the scope

of developing and evaluating a fire alarm is broader. Make use of the study's findings as a

guide or references. Develop and operate the fire alarm and detector system.

Furthermore, as advised by the trainers; provide a understandable FDAS diagram for the

learners to easily analyze the connection; use portable case for the devices and; use

binding post and banana jack for easy wiring connection. Additionally, as suggested by

the improved accessibility. It encourages an inclusive classroom culture that recognizes

each individual through a variety of activities and hands-on activities, all while

supporting diverse learning preferences. It gives teachers the ability to establish a

stimulating and empowering learning environment for the student.

 68

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 74

APPENDIX A

Research Output

I. Element of Project

Title: ENHANCEMENT AND EVALUATION OF FIRE DETECTOR AND

ALARM SYSTEM MOCK UP AS A TRAINING TOOLS FOR
ELECTRICAL INSTALLATION AND MAINTENANCE NC II

Beneficiary: Students of Electrical Installation and Maintenance at CSTC College

of Sciences, Technology and Communications, Inc.
 75

II. Rationale

This study is motivated by the crucial need to enhance the learning experience in

Electrical Installation and Maintenance NC II, specifically focusing on Fire Detector and

Alarm Systems (FDAS). Recognizing the challenges learners face in understanding

 76

FDAS diagrams, we aim to develop and evaluate a mock-up that provides a clear and

intuitive learning environment. The incorporation of user-friendly features, such as

banana jacks and binding posts, is intended to optimize hands-on activities and promote

skill acquisition. Following the systematic ADDE model, the study emphasizes the

importance of thorough analysis, design, development, and evaluation phases. The

positive feedback received from trainers validates the effectiveness of the enhanced

mock-up in terms of usability, durability, efficiency, and universality. In summary, this

research aims to contribute valuable insights to instructional material development,

providing practical recommendations for educators and administrators to enhance the

overall learning experience for Electrical Installation and Maintenance NC II students.

III. Objectives

This mock-up will helps students in terms of;

 Analyzing FDAS diagram

 (Hands-on activities (Wiring activities on smoke detector, alarm bell,

manual call point and panel)

 77

APPENDIX B

Letters
78
79
80
81
82
83
84
 85

APPENDIX C

Certificates
86
 87

APPENDIX D

Research Instrument

Dear Respondents,
We, third-year students at College of Sciences, Technology and
Communications, INC. taking Bachelor of Technical-Vocational Teacher Education
Major in Automotive Technology, and we are conducting research entitled "
ENHANCEMENT AND EVALUATION OF FIRE DETECTOR AND ALARM
SYSTEM MOCK UP AS A TRAINING TOOLS FOR ELECTRICAL
INSTALLATION AND MAINTENANCE NC II
PART I. Considerations in Development and Evaluation of Brake System Mock-up.

Direction: Read the following question and write your answer in the space provided. .

1. Learner's needs How can the Enhancement of Fire Detector and Alarm System
Mock-up helps students in terms of:

a. Analyzing electrical diagram (Reading FDAS diagram)

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

b. Hands-on activity (Wiring activities on smoke detector, alarm bell, manual call point
and panel)

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________
 88

2. Features

1. How can the features of existing fire detector and alarm system be improved?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________
 89

Survey Questionnaires
Dear Respondents,
As part of our research, we are conducting a survey in the form of checklist
questionnaires for our study entitled "ENHANCEMENT AND EVALUATION OF
FIRE DETECTOR AND ALARM SYSTEM MOCK UP AS A TRAINING TOOLS
FOR ELECTRICAL INSTALLATION AND MAINTENANCE NC II" to gather the
needed data. The questions in this questionnaire is all connected according to your area
of specialization.
Part III: Acceptability of the enhanced fire detector and alarm system.
Directions: On the space provided, answer the following questions comprehensibly.
Please refer to the legend below.
Legend:
(1) Not Acceptable (3) Acceptable
(2) Less Acceptable (4) Highly Acceptable
STATEMENTS RATING

2.1 Usability 1 2 3 4
The fire detector and alarm system mock-up…
1. is able to enhance/hone wiring skills
2. allows customization and adaptation to meet specific need of
trainees/students.
3. can be a training aid for EIM NCII.
4. provide clear and informative instructions for using the system.

5. appropriately challenges students and addresses their learning needs.

2.2 Universality
The fire detector and alarm system mock-up…
1. can be easily understood and operated by individuals with different
levels of technical expertise.
2. can accommodates different learning styles and preferences.
3. suitable for training purpose across different educational institutions.

4. can be utilized in environments and settings.

5. can provide equitable access to quality training and skill development for
all learners in the program.
2.3 Durability
The fire detector and alarm system mock-up…
1. appeared to be strong and well-built.
2. demonstrated resistance to wear and tear.
 90

3. able to withstand repeated use without significant degradation.

4. maintain their performance and structural integrity after prolonged usage
in the training program.
5. effectiveness in ensuring prompt and accurate fire detection and
response.
2.4 Efficiency
The fire detector and alarm system mock-up…
1. able to speed up the learning process and skill acquisition in Electrical
Installation and Maintenance NCII.
2. can contribute to the mastery of installation and maintenance skills.
3. enables student to achieve competency in a short timeframe.
4. can be used to effectively instruct and assess the student competence.
5. effectiveness in ensuring prompt and accurate fire detection and
response.

Point Scale Mean Ranges Verbal Interpretation

1 1.00-1.75 Not Acceptable
2 1.76-2.50 Less Acceptable
3 2.51-3.25 Acceptable
4 3.26-4.00 Highly Acceptable
 91

PART IV: Validity of the enhanced fire detector and alarm system.
Directions: On the space provided, answer the following questions comprehensibly.
Please refer to the legend below.

Legend:
(1) Not Valid (3) Valid
(2) Less Valid (4) Highly Valid

STATEMENTS RATING

2.1 Usability 1 2 3 4
The fire detector and alarm system mock-up…
1. is able to enhance/hone wiring skills
2. allows customization and adaptation to meet specific need of
trainees/students.
3. can be a training aid for EIM NCII.
4. provide clear and informative instructions for using the
system.
5. appropriately challenges students and addresses their learning
needs.
2.2 Universality
The fire detector and alarm system mock-up…
1. can be easily understood and operated by individuals with
different levels of technical expertise.
2. can accommodates different learning styles and preferences.
3. suitable for training purpose across different educational
institutions.
4. can be utilized in environments and settings.
5. can provide equitable access to quality training and skill
development for all learners in the program.
2.3 Durability
The fire detector and alarm system mock-up…
1. appeared to be strong and well-built.
2. demonstrated resistance to wear and tear.
3. able to withstand repeated use without significant degradation.
4. maintain their performance and structural integrity after
prolonged usage in the training program.
5. effectively do the enhancement and evaluation tools withstand
exposure to various environmental factors.
 92

2.4 Efficiency
The fire detector and alarm system mock-up…
1. able to speed up the learning process and skill acquisition in
Electrical Installation and Maintenance NCII.
2. can contribute to the mastery of installation and maintenance
skills.
3. enables student to achieve competency in a short timeframe.
4. can be used to effectively instruct and assess the student
competence.
5. effectiveness in ensuring prompt and accurate fire detection
and response.

Point Scale Mean Ranges Verbal Interpretation

1 1.00-1.75 Not Valid
2 1.76-2.50 Less Valid
3 2.51-3.25 Valid
4 3.26-4.00 Highly Valid
 93

APPENDIX E

Results and Coding

ENHANCEMENT AND EVALUATION OF FIRE DETECTOR AND ALARM

SYSTEM MOCK UP AS A TRAINING TOOLS FOR ELECTRICAL
INSTALLATION AND MAINTENANCE NC II

Part I. Considerations in Enhancing the Fire Detector and Alarm System Mock-up.

Q1; How can the enhancement of Fire Detector And Alarm System Mock-up helps
student in terms of
I. Analyzing electrical diagram (Reading FDAS diagram)

II. Interpret Statement Codes Entercoder Category(Theme)

Trainer 1 Simple Understandable
Provide diagram diagram Simple diagram
diagram that
can be easily
understand.
Trainer 2 Use Simple Understandable
understandable diagram diagram Simple diagram
FDAS diagram.
Trainer 3 Providea Simple Simple
diagram that is diagram diagram Simple diagram
not be
complicated.
Trainer 4 The enhanced Simple Understandable
mock-up helps diagram diagram Simple diagram
students in
analyzing
electrical
diagram
because it has
an easy to
understand
 94

Trainer 5 The diagram Simple Understandable

provided is easy diagram diagram Simple diagram
to understand
Q1: How can the Enhancement and of Fire Detector and Alarm System Mockup helps
student in terms of:
B. Hands-on activity (wiring activities on smoke detector, alarm bell, manual call point
and panel)
Trainers Statement Codes Encoder Category(Theme)
Trainer 1 They can easily Simple wiring Easy to use Simple connection
connect the connection. wiring
devices and connection
have less
consume time
for the activity.
Trainer 2 easy wiring Simple wiring Easy to use Simple connection
activity became connection. wiring
of the banana connection
jack and
binding post.
Trainer 3 easy access to Simple wiring Easy to use Simple connection
the devices and connection. wiring
connect the connection
devices easily.
Trainer 4 Mock-up helps Simple wiring Easy to use Simple connection
students to connection. wiring
easily connects connection
the devices by
using a banana
jack and
binding post.
Trainer 5 Easily connect Simple wiring Easy to use Simple connection
the components connection. wiring
because they are connection
using banana
jacks and
banana plugs.
 95

Q2; : How can the features of existing fire detector And alarm system be improved
Trainers Statement Codes Encoder Category(Theme)
Trainer 1 Use a Banana Portable case Portable and Portable case,
jack and a Simple wiring Strong case
binding post for connection
the connection
of the devices Simple connection
and have a case
to put the
devices
Trainer 2 Have Portable case Appropriate Portable case,
appropriate Simple wiring label and
labels and use connection durability Simple connection
durable devices
Trainer 3 Have a strong Portable case Portable and Portable case,
case for the Simple wiring strong case
devices that can connection Simple connection
be carried
anywhere
Trainer 4 By improving Portable case Easy to use Portable case,
the wiring Simple wiring wiring
connection and connection connection Simple connection
having
appropriate case
to do wiring
activity
Trainer 5 By adding sign Symbols and Symbols and Symbols and signs
and symbols like signs signs
Lock out tag out
 96

ENHANCEMENT AND EVALUATION OF FIRE DETECTOR AND ALARM

SYSTEM

PART III: Acceptability of the Respondent on the Enhancement and Evaluation of

Fire Detector and Alarm System Mock-up

A. Acceptability of the Respondent on the Enhancement and Evaluation of fire detector

and alarm system mock-up in terms of Usability.

STATEMENTS WAM VD
The fire detector and alarm system mock-up…

1. is able to enhance/hone wiring skills. 3.8 HA

2. allows customization and adaptation to meet specific need of
trainees/students. 4 HA
3. can be a training aid for EIM NCII. 4 HA
4. provide clear and informative instructions for using the system. 4
HA
5.effectiveness in ensuring prompt and accurate fire detection and 4 HA
response
OVERALL WEIGHTED AVERAGE MEAN 3.96 HA

WAM = Weight Average Mean VD = Verbal Description

Legend: 4.00 -3.26 = Highly Acceptable (HV) 3.25-2.51 = Acceptable (A)
2.50 -1.76 = Less Acceptable (LA) 1.75- 1.00 = Not Acceptable(NV)
 97

B. Acceptability of the Respondent on the Enhancement and Evaluation of fire detector

and alarm system mock-up in terms of Universality.

STATEMENTS WAM VD
The fire detector and alarm system mock-up…

1. can be easily understood and operated by individuals with different 3.8 HA

levels of technical expertise.
2. can accommodates different learning styles and preferences. 3.8 HA
3. suitable for training purpose across different educational institutions 3.8 HA
4. can be utilized in environments and settings. 4 HA
5. can provide equitable access to quality training and skill development 3.8 HA
for all learners in the program.
OVERALL WEIGHTED AVERAGE MEAN 3.84 HA

WAM = Weight Average Mean VD = Verbal Description

Legend: 4.00 -3.26 = Highly Acceptable (HA) 3.25-2.51 = Acceptable (A)
2.50 -1.76 = Less Acceptable (LA) 1.75- 1.00 = Not Acceptable
9A0
 98

C. Acceptability of the Respondent on the Enhancement and Evaluation of fire detector

and alarm system mock-up in terms of Durability.
STATEMENTS WAM VD
The fire detector and alarm system mock-up…
1. appeared to be strong and well-built. HA
2. demonstrated resistance to wear and tear. HA
3. able to withstand repeated use without significant degradation. HA
4. maintain their performance and structural integrity after prolonged HA
usage in the training program.
5.effectively do the enhancement and evaluation tools withstand HA
exposure to various environmental factors.
OVERALL WEIGHTED AVERAGE MEAN HA

WAM = Weight Average Mean VD = Verbal Description

Legend: 4.00 -3.26 = Highly Valid (HV) 3.25-2.51 = Valid (V)
2.50 -1.76 = Less Valid (LV) 1.75- 1.00 = Not Valid (NV)

4
4
3.8
3.8
3.8
3.88

D. Acceptability of the Respondent on the Enhancement and Evaluation of fire detector

and alarm system mock-up in terms of Efficiency.
STATEMENTS WAM VD
The fire detector and alarm system mock-up…

1. able to speed up the learning process and skill acquisition in 3.8 HA

Electrical Installation and Maintenance NCII.
2. can contribute to the mastery of installation and maintenance skills. 3.8 HA
3. enables student to achieve competency in a short timeframe. 3.8 HA
4. can be used to effectively instruct and assess the student competence. 3.8 HA
5. effectiveness in ensuring prompt and accurate fire detection and 3.8 HA
response.
OVERALL WEIGHTED AVERAGE MEAN 3.8 HA
 99

WAM = Weight Average Mean VD = Verbal Description

Legend: 4.00 -3.26 = Highly Valid (HV) 3.25-2.51 = Valid (V)
2.50 -1.76 = Less Valid (LV) 1.75- 1.00 = Not Valid (NV)

PART V: Validity of the Respondent on the Enhancement and Evaluation of Fire

Detector and Alarm System Mock-up

Criteria WAM VD

F. Validity of the Respondent on the Enhancement and Evaluation of fire detector and
alarm system mock-up in terms of Usability.

STATEMENTS WAM VD
The fire detector and alarm system mock-up…

1. is able to enhance/hone wiring skills. 3.8 HA

2. allows customization and adaptation to meet specific need of 4
trainees/students. HA
3. can be a training aid for EIM NCII. 4 HA
4. provide clear and informative instructions for using the system. 4
HA
5.effectiveness in ensuring prompt and accurate fire detection and 4 HA
response
OVERALL WEIGHTED AVERAGE MEAN 3.96 HA

WAM = Weight Average Mean VD = Verbal Description

Legend: 1.00-1.75= Highly Valid (HV) 1.76-2.50= Valid (V)
2.51-3.251 = Less Valid (LV) 3.26-4.00= Not Valid (NV
 100

G. Validity of the Respondent on the Enhancement and Evaluation of fire detector and
alarm system mock-up in terms Universality.

STATEMENTS WAM VD
The fire detector and alarm system mock-up…

1. can be easily understood and operated by individuals with different 3.8 HA

levels of technical expertise.
2. can accommodates different learning styles and preferences. 3.6 HA
3. suitable for training purpose across different educational institutions 3.8 HA
4. can be utilized in environments and settings. 4 HA
5. can provide equitable access to quality training and skill development 3.8 HA
for all learners in the program.
OVERALL WEIGHTED AVERAGE MEAN 3.8 HA

WAM = Weight Average Mean VD = Verbal Description

Legend: 1.00-1.75= Highly Valid (HV) 1.76-2.50= Valid (V)
2.51-3.251 = Less Valid (LV) 3.26-4.00= Not Valid (NV
 101

H. Validity of the Respondent on the Enhancement and Evaluation of fire detector and
alarm system mock-up in terms of Durability.

STATEMENTS WAM VD
The fire detector and alarm system mock-up…

1. appeared to be strong and well-built. 4 HA

2. demonstrated resistance to wear and tear. 4 HA
3. able to withstand repeated use without significant degradation. 3.6 HA
4. maintain their performance and structural integrity after prolonged HA
usage in the training program. 3.8
5.effectively do the enhancement and evaluation tools withstand 3.8 HA
exposure to various environmental factors.
OVERALL WEIGHTED AVERAGE MEAN 3.84 HA

WAM = Weight Average Mean VD = Verbal Description

Legend: 1.00-1.75= Highly Valid (HV) 1.76-2.50= Valid (V)
2.51-3.251 = Less Valid (LV) 3.26-4.00= Not Valid (NV
 102

I. . Validity of the Respondent on the Enhancement and Evaluation of fire detector and
alarm system mock-up in terms of Efficiency.
STATEMENTS WAM VD
The fire detector and alarm system mock-up…

1. able to speed up the learning process and skill acquisition in Electrical 3.8 HA
Installation and Maintenance NCII.
2. can contribute to the mastery of installation and maintenance skills. 3.8 HA
3. enables student to achieve competency in a short timeframe. 3.8 HA
4. can be used to effectively instruct and assess the student competence. HA
3.8
5. effectiveness in ensuring prompt and accurate fire detection and 3.8 HA
response.
OVERALL WEIGHTED AVERAGE MEAN 3.8 HA

WAM = Weight Average Mean VD = Verbal Description

Legend: 1.00-1.75= Highly Valid (HV) 1.76-2.50= Valid (V)
2.51-3.251 = Less Valid (LV) 3.26-4.00= Not Valid (NV)
 103

APPENDIX F
Statistical Computation
Survey Questionnaires
Dear Respondents,
As part of our research, we are conducting a survey in the form of checklist
questionnaires for our study entitled "ENHANCEMENT AND EVALUATION OF
FIRE DETECTOR AND ALARM SYSTEM MOCK UP AS A TRAINING TOOLS
FOR ELECTRICAL INSTALLATION AND MAINTENANCE NC II" to gather the
needed data. The questions in this questionnaire is all connected according to your area
of specialization.
Part III: Acceptability of the enhanced fire detector and alarm system.
Directions: On the space provided, answer the following questions comprehensibly.
Please refer to the legend below.
Legend:
(1) Not Acceptable (3) Acceptable
(2) Less Acceptable (4) Highly Acceptable

STATEMENTS RATING

2.1 Usability 4 3 2 1
The fire detector and alarm system mock-up…
1. is able to enhance/hone wiring skills 4 1 0 0
2. allows customization and adaptation to meet specific need of 5 0 0 0
trainees/students.
3. can be a training aid for EIM NCII. 5 0 0 0
4. provide clear and informative instructions for using the 5 0 0 0
system.
5. appropriately challenges students and addresses their learning 5 0 0 0
needs.
2.2 Universality
The fire detector and alarm system mock-up…
1. can be easily understood and operated by individuals with 4 1 0 0
different levels of technical expertise.
2. can accommodates different learning styles and preferences. 4 1 0 0
3. suitable for training purpose across different educational 4 1 0 0
institutions.
4. can be utilized in environments and settings. 5 0 0 0
5. can provide equitable access to quality training and skill 4 1 0 0
development for all learners in the program.
 104

2.3 Durability
The fire detector and alarm system mock-up…
1. appeared to be strong and well-built. 5 0 0 0
2. demonstrated resistance to wear and tear. 5 0 0 0
3. able to withstand repeated use without significant degradation. 4 1 0 0
4. maintain their performance and structural integrity after 4 1 0 0
prolonged usage in the training program.
5. effectiveness in ensuring prompt and accurate fire detection 4 1 0 0
and response.
2.4 Efficiency
The fire detector and alarm system mock-up…
1. able to speed up the learning process and skill acquisition in 4 1 0 0
Electrical Installation and Maintenance NCII.
2. can contribute to the mastery of installation and maintenance 4 1 0 0
skills.
3. enables student to achieve competency in a short timeframe. 4 1 0 0
4. can be used to effectively instruct and assess the student 4 1 0 0
competence.
5. effectiveness in ensuring prompt and accurate fire detection 4 1 0 0
and response.

Point Scale Mean Ranges Verbal Interpretation

1 1.00-1.75 Not Valid
2 1.76-2.50 Less Valid
3 2.51-3.25 Valid
4 3.26-4.00 Highly Valid
 105

PART IV: Validity of the enhanced fire detector and alarm system.
Directions: On the space provided, answer the following questions comprehensibly.
Please refer to the legend below.
Legend:
(4) Not Valid (2) Valid
(3) Less Valid (1) Highly Valid
STATEMENTS RATING

2.1 Usability 4 3 2 1
The fire detector and alarm system mock-up…
1. is able to enhance/hone wiring skills 4 1 0 0
2. allows customization and adaptation to meet specific need of 5 0 0 0
trainees/students.
3. can be a training aid for EIM NCII. 5 0 0 0
4. provide clear and informative instructions for using the 5 0 0 0
system.
5. appropriately challenges students and addresses their learning 5 0 0 0
needs.
2.2 Universality
The fire detector and alarm system mock-up…
1. can be easily understood and operated by individuals with 4 1 0 0
different levels of technical expertise.
2. can accommodates different learning styles and preferences. 3 2 0 0
3. suitable for training purpose across different educational 4 1 0 0
institutions.
4. can be utilized in environments and settings. 5 0 0 0
5. can provide equitable access to quality training and skill 4 1 0 0
development for all learners in the program.
2.3 Durability
The fire detector and alarm system mock-up…
1. appeared to be strong and well-built. 5 0 0 0
2. demonstrated resistance to wear and tear. 5 0 0 0
3. able to withstand repeated use without significant degradation. 3 2 0 0
4. maintain their performance and structural integrity after 4 1 0 0
prolonged usage in the training program.
5. effectiveness in ensuring prompt and accurate fire detection 4 1 0 0
and response.
2.4 Efficiency
The fire detector and alarm system mock-up…
 106

1. able to speed up the learning process and skill acquisition in 4 1 0 0

Electrical Installation and Maintenance NCII.
2. can contribute to the mastery of installation and maintenance 4 1 0 0
skills.
3. enables student to achieve competency in a short timeframe. 4 1 0 0
4. can be used to effectively instruct and assess the student 4 1 0 0
competence.
5. effectiveness in ensuring prompt and accurate fire detection 4 1 0 0
and response.

Point Scale Mean Ranges Verbal Interpretation

1 1.00-1.75 Not Valid
2 1.76-2.50 LessValid
3 2.51-3.25 Valid
4 3.26-4.00 Highly Valid

APPENDIX G
 107

Gannt Chart
JAN FEB MAR APR MAY AUG SEPT OCT NOV DEC
1. Seeking approval of
proposed title
2. Submission of Concept
Paper for endorsement to
assigned Research
Adviser
3. Working on Chapters
1-3
4. Submission of Chapter
1-3 for oral Proposal
Defense
5. Revision of Chapters 1-
3
6. Validation of research
instrument
7. Securing of permit to
conduct the study
8. Administration of
research instrument
9. Data retrieval,
tabulation, analysis and
interpretation
10. Seeking assistance
from the statistician
11. Working on Chapter 4
and 5
12. Crafting of research
output
13. Working on the other
parts of the paper
14. Finalization of
completed manuscript
15. Submission of final
copy of the manuscript to
the School of Teacher
Education Faculty for
Final Oral Defense
16. Final Oral Defense

CURRICULUM VITAE
 108

PERSONAL INFORMATION

Name : Michael John D. Asuncion

Birthday : April 25, 2003

Birthplace : Sariaya, Quezon

Sex : Male

Civil Status : Single

Nationality : Filipino

Religion : Born Again

Name of Parents : Myrna D. Asuncion

EDUCATIONAL BACKGROUND

Tertiary : Bachelor of Technical - Vocational Teacher Education

Major in Electrical Technology
CSTC College of Sciences, Technology and
Communications, Inc.
Sariaya, Quezon
2021 – Present

Secondary : SENIOR HIGH SCHOOL

CSTC College of Sciences, Technology and
Communications, Inc.
Brgy. Poblacion 3 Sariaya Quezon
S.Y. 2019-2021, Quezon
2015 – 2021

Elementary :Lutucan Central Elementary School

Brgy. Lutucan malabag Sariaya, Quezon
2009 – 2015
PERSONAL INFORMATION
Name : Mark Joseph Atienza
 109

Birthday : January 5, 2002

Birthplace : Sariaya, Quezon
Sex : Male
Civil Status : Single
Nationality : Filipino
Religion : Born Again
Name of Parents : Nanette G. Atienza

EDUCATIONAL BACKGROUND
Tertiary : Bachelor of Technical - Vocational Teacher Education
Major in Electrical Technology
CSTC College of Sciences, Technology and
Communications, Inc.
Sariaya, Quezon
2021 – Present

Secondary : Lutucan National Highschool

Brgy. Lutucan Sariaya Quezon
S.Y. 2019-2021, Quezon
2015 – 2021

Elementary : Bignay 2 Elementary School

Brgy. Bignay 2 Sariaya, Quezon
2009 – 2015

PERSONAL INFORMATION
 110

Name : Charles T. Banaag

Birthday : June 23, 2003
Birthplace : San Juan
Sex : Male
Civil Status : Single
Nationality : Filipino
Religion : Roman Catholic
Name of Parents : Manuel Banaag

EDUCATIONAL BACKGROUND

Tertiary : Bachelor of Technical - Vocational Teacher Education

Major in Electrical Technology
CSTC College of Sciences, Technology and
Communications, Inc.
Sariaya, Quezon
2021 – Present

Secondary : Canda National High School

Brgy. Canda Sariaya , Quezon
2015 – 2021

Elementary : Tumbaga 2 Elementary School

Brgy. Tumbaga 2 Sariaya, Quezon
2009 – 2015