Learning Barriers of Senior High School Learners in Electrical Installation and Maintenance

Abstract

This study determined the learning barriers encountered by Grade 12 Senior High School learners in Electrical Installation and Maintenance (EIM) in selected schools in the Division of Albay during the School Year 2025–2026. Specifically, the study assessed the extent of barriers encountered by learners in terms of availability and accessibility of tools and equipment, adequacy of instructional materials, teacher-related factors, learning environment and facilities, and learner-centered factors. It also examined the level of difficulty experienced by learners in acquiring EIM competencies and tested the significant relationship between learning barriers and competency acquisition. A descriptive-quantitative research design was employed involving 136 Grade 12 EIM learners. Data were gathered using a validated researcher-made questionnaire, interviews, observations, and library research. Statistical tools such as weighted mean and Chi-square test of independence were utilized in analyzing the data. Findings revealed that learners experienced a moderate extent of barriers in terms of tools and equipment, instructional materials, teacher-related factors, learning environment, and learner-centered factors. Learners also experienced difficulty in acquiring competencies related to electrical tasks, interpreting plans, safety practices, tool usage, and troubleshooting techniques. The study further revealed a significant relationship between learning barriers and learners’ level of difficulty in acquiring EIM competencies. Based on the findings, a supplemental learning module was proposed to address identified barriers and enhance competency acquisition among learners. The study concluded that addressing educational barriers through contextualized instructional support materials may improve learners’ practical skills, engagement, and competency development in Electrical Installation and Maintenance.