Abstract

This study examined the use of an interactive circuit board to support Grade 10 students’ electrical-installation skills at Caybiga High School. It addressed difficulties in applying classroom concepts to wiring tasks, maintaining engagement, using tools safely, and developing practical knowledge and skills. The study used a quasi-experimental design involving sixty-two (62) purposively selected Grade 10 Technology and Livelihood Education students specializing in electrical installation. Participants were assigned to a control group receiving traditional instruction and an experimental group using the interactive circuit board. Data were collected through surveys, pretests, and posttests and analyzed using percentage, weighted mean, standard deviation, paired t-test, and Mann–Whitney U test. Before the intervention, the control group had a mean score of 12.32 and the experimental group had a mean score of 13.84. In the control group, 58% scored within the 11–15 range and 6% within the 16–20 range; corresponding values for the experimental group were 48% and 29%. After the intervention, the experimental group had a mean of 17.52, with 97% scoring within the 16–20 range, while the control group had a mean of 12.74, with 29% in the same range. The Mann–Whitney U test produced U = 54.000 and p < 0.001, and the reported t-statistic was -9.66 with p = 0.00001. Students also reported difficulty applying theory to practice (68%), troubleshooting (60%), and handling tools correctly (60%). The experimental group’s posttest performance was higher than that of the control group, supporting the interactive circuit board as a promising instructional tool under the study conditions. Teachers and administrators may consider its use alongside appropriate resources, training, and safety procedures. Because participants were purposively selected and random group assignment was not reported, conclusions about causal effectiveness and generalizability should remain cautious.