THE EFFECTIVENESS OF THE HAZARD & RISK IN ELECTRICAL INSTALLATION AND
MAINTENANCE IN THE PERFORMANCE OF THE SENIOR HIGH SCHOOL EIM LEARNERS
AL JOHN L. MAHILUM
CHAPTER I
Introduction
Background of the Study
Electrical Installation and Maintenance (EIM) is a crucial technical-
vocational course in Senior High School (SHS), equipping students with
essential skills for electrical work in residential, commercial, and industrial
settings. However, electrical tasks inherently involve various hazards and
risks, such as electric shock, burns, and fire hazards, which can impact the
performance and safety of learners. Understanding the effectiveness of
hazard identification and risk assessment in EIM training is essential to
ensuring students’ competence and safety in the field.
Studies indicate that integrating hazard identification and risk assessment
in technical-vocational education enhances students’ awareness and
preparedness for real-world electrical work (Gonzales & Reyes, 2020).
Proper safety training not only minimizes accidents but also improves
learners’ confidence and performance in practical applications (Smith et
al., 2019). Moreover, the Occupational Safety and Health Administration
(OSHA, 2021) emphasizes that comprehensive safety measures in
electrical work reduce workplace accidents and improve overall
productivity.
In the context of SHS EIM learners, assessing the effectiveness of hazard
and risk management strategies is vital for improving training programs.
By identifying safety gaps and implementing preventive measures,
schools can ensure that students gain both technical proficiency and
adherence to safety standards (Martinez, 2022). This study aims to
evaluate how hazard and risk management in EIM affects the performance
of Senior High School learners, ultimately contributing to safer and more
efficient learning environments.
Statement of the Problem
This study assesses the effectiveness of existing hazard and risk management training in
improving the performance of senior high school EIM learners.
1. What are the current methods used to teach hazard and risk management to senior high school
EIM learners?
2. To what extent do these training methods effectively equip learners with the necessary skills to
identify, assess, and manage hazards and risks in practical EIM situations?
3. What are the strengths and weaknesses of the current training approach in terms of improving
learner performance?
Scope and Delimitation
The study will not explore the specific types of hazards and risks
encountered by the learners.The study will not explore the effectiveness
of safety training and education programs in mitigating hazards and risks.
The study will focus on the effects of hazards and risks in electrical
installation and maintenance on the performance of Senior High School
EIM learners.
The study will analyze the learners’ performance in terms of academics
and confidence. The study will be conducted in Paco National High School.
Definition of Terms
Electrical Installation and Maintenance (EIM) – A Senior High
School technical-vocational program that trains students in wiring,
troubleshooting, and maintaining electrical systems.
Hazard Identification – The process of recognizing potential
dangers in electrical work before they cause accidents or injuries.
Risk Assessment – The evaluation of hazards to determine their
severity and the necessary preventive measures to reduce risks.
Chapter II
Review Related Literature
Electrical installation and maintenance (EIM) involve various hazards that
pose risks to learners, including electric shocks, burns, fire hazards, and
equipment-related injuries. According to (Kumar, & Jain, 2020), electrical
hazards in learning environments often arise from improper wiring, lack of
protective equipment, and inadequate knowledge of safety protocols.
These risks can impact not only the physical well-being of students but
also their ability to focus on learning and skill development.
Proper hazard and risk management significantly contribute to a safe and
productive learning environment. (Carter,& Smith, 2019) emphasize that
implementing safety measures, such as Personal Protective Equipment
(PPE), safety drills, and compliance with electrical codes, reduces the
occurrence of accidents and enhances students’ confidence in handling
electrical systems.Similarly, (Williams,2021) found that institutions with
structured safety training programs reported fewer electrical-related
incidents, leading to better student engagement and performance in
practical assessments.
The presence of well-established safety protocols positively influences the
learning experience of EIM students. (Gonzalez et al.,2022) conducted a
study on vocational schools and found that learners who underwent
comprehensive safety training performed better in practical tasks due to
reduced anxiety and increased competence. Furthermore,(Brown, &
Taylor, 2020) argue that safety in technical-vocational education fosters a
culture of responsibility and professionalism among learners, preparing
them for real-world electrical work.
While existing studies highlight the importance of hazard and risk
management in electrical education, there is limited research focusing
specifically on Senior High School (SHS) learners. Further studies are
needed to explore the direct correlation between safety measures and
academic performance in EIM programs within SHS settings.
