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The Fire Detection and Alarm System (FDAS) is a newly incorporated competency in the Electrical Installation and Maintenance NC II curriculum following the updated TESDA training regulations. It is now part of the standard training for the Electrical Installation and Maintenance NC II qualification, requiring trainees to learn about installation and maintenance of FDAS systems. This study intended to develop a Fire Detection and Alarm System Trainer as an instructional material for Technical-Vocational Livelihood Track, Industrial Arts Strand specializing in Electrical Installation and Maintenance. The developed product was conceptualized to provide students with hands-on learning experiences in operating and troubleshooting fire detection and alarm systems and to address the learning difficulties experienced by the students, particularly due to the lack of school laboratories because of its shifting to academic classrooms and the scarcity of instructional materials to facilitate the teaching and learning process.
The study aimed to evaluate and determine the acceptability of the developed Fire Detection and Alarm System Trainer and sought answers to the following: (1) What fire detection and alarm system trainer may be developed?; (2) What are the steps involved in the development of Fire Detection and Alarm System Trainer?; (3) What is the level of acceptability of the developed Fire Detection and Alarm System Trainer as assessed by the teacher and student along: (a) Functionality, (b) Durability, (c) Portability, (d) Usability, and (e) Safety?; (4) Is there a significant difference on the level of acceptability of the developed Fire Detection and Alarm System Trainer as assessed by two (2) groups of respondents?.
This inquiry used the developmental-descriptive research method in the development and evaluation of the developed product. This method involves procedures and steps such as planning, designing, construction, testing, and evaluation to develop the trainer. The product development was aided using the widely used structured framework known as ADDIE model to ensure that the instructional product meet learners' needs and achieve the desired outcomes. The acronym ADDIE stands for Analysis, Design, Development, Implementation, and Evaluation, which are the five phases of the process. Each phase of the framework played an important role in ensuring the success of the developed fire detection and alarm system trainer. In the evaluation of the acceptability of the finished product, a group of respondents composed of TVL - Electrical Installation and Maintenance teachers and students were selected using the purposive sampling method. The product was presented and assessed by the respondents through the use of survey questionnaires as the primary data gathering tool. The acceptability of the Fire Detection and Alarm System Trainer was determined in terms of functionality, durability, portability, usability, and safety.
The findings of the study showed that the developed Fire Detection and Alarm System Trainer was constructed with lightweight and durable materials, including aluminum angle bars and acrylic sheets. It incorporates actual fire detection and alarm components, such as a smoke detector, sounder strobe, manual call point, and fire alarm control panel, to provide realistic hands-on experience to the end-user of the product. Banana plugs and jack were used to make the system ideal for quick assembly and reconfiguration. The trainer is also equipped with a small compartment intended for organizing cables, connectors, and additional components, providing a tidy and accessible learning setup. The application of the ADDIE model outlined the development of the Fire Detection and Alarm System Trainer.
Furthermore, the product was evaluated as highly acceptable in terms of functionality, with average weighted means of 5.00 and 4.96, respectively. Likewise, the trainer achieved average weighted means of 4.90 and 4.77 in terms of durability, earning a rating of highly acceptable. Similarly, the product obtained an average weighted means of 4.96 and 4.89 for portability, 4.92 and 4.86 for usability, and 5.00 and 4.92 for safety. These three variables were rated as highly acceptable. In addition, there is no significant difference between the level of perception of teachers and students along the identified variables.
In conclusion, incorporating the actual components of fire detection and alarm system can provide realistic hands-on experience and helps learners develop skills in installation, troubleshooting, and maintenance of fire alarm systems. The application of the ADDIE model made the development of the product effective and efficient. There are also seven identified steps or procedures needed for the development. Moreover, the developed trainer was deemed highly acceptable across its identified variables and the agreement between the two key user groups reinforces the idea that the product was well-designed and suitable for its intended purpose, making it a reliable and acceptable instructional tool for use. |