Competency Level of Senior High School Students in Electrical Installation Maintenance: A Basis for an Enhanced Practical Program

This study evaluates the competency level of senior high school students in Electrical Installation and Maintenance (EIM) at Hadji Butu School of Arts and Trades to inform the development of an enhanced practical skills program. Using a descriptive-developmental research design, the study surveyed 90 Technical Vocational Livelihood (TVL) students through a validated questionnaire employing a five-point Likert scale. The assessment covered theoretical knowledge and practical skills across key EIM domains: safety practices, wiring/splicing, installation, and testing/troubleshooting. Results revealed that students possess a moderate level of theoretical knowledge (M = 3.29) and practical skills (M = 2.84). Students demonstrated strengths in routine installation tasks and adherence to safety protocols. However, they showed significant weaknesses in fundamental electrical concepts, including electrical quantities, wire sizing, hazard identification, wire color coding, multimeter use, and systematic troubleshooting. Safety practices were generally rated easy except for hazard identification, which was moderately challenging. Wiring and splicing tasks were rated average in difficulty, particularly in wire color coding and proper connections. In contrast, installation tasks were rated as easy, reflecting confidence gained through repeated practice and supervision. Testing and troubleshooting were more difficult, especially in multimeter operation and applying safe corrective actions after fault diagnosis. The Mann–Whitney U test indicated no statistically significant difference in competency between Grade 11 and Grade 12 students, suggesting that grade progression alone does not guarantee improved skills. Qualitative feedback highlighted the need for enhanced hands-on training, including step-by-step demonstrations, simulation exercises, and increased access to laboratory tools and equipment. The study recommends designing an enhanced practical skills program that emphasizes conceptual understanding, diagnostic proficiency, and independent hazard assessment to address competency gaps and foster occupational readiness in EIM.