Improving BTLED-HE2 Students’ Skills in Cable Installation Diagram Layouting Through Guided Use of EdrawMax
DOI:
https://doi.org/10.5281/zenodo.24096043Keywords:
Cable Installation Diagram Layouting, BTLED-HE2 Students, Guided EdrawMax Technique, Technical Skills, Action Research, Technology-Based LearningAbstract
This classroom-based action research examined whether the Guided EdrawMax Technique improved the cable installation diagram layouting skills of BTLED-HE2 students at Davao Oriental State University. Baseline assessment showed difficulties in symbol placement, cable-path arrangement, diagram organization, and the application of standard layouting procedures. A quantitative one-group pre-test–post-test design was used with 23 purposively selected students. The four-week intervention combined step-by-step demonstrations, supervised practice, immediate feedback, and hands-on diagram activities using EdrawMax. Outputs were scored with a 30-point Cable Installation Diagram Layouting Performance Rubric. The mean score rose from 13.00 (SD = 3.02) in the pre-test to 27.83 (SD = 0.78) in the post-test. A paired-samples t-test showed a statistically significant increase, t(22) = 22.94, p < .001, with a very large paired-data effect size (Cohen’s dz = 4.78). All 23 students scored below the 61% mastery criterion before the intervention, whereas all obtained Very Good ratings afterward. These results show substantial improvement in students’ performance following the intervention. Because the design had no comparison group, the findings do not establish causation; replication with a stronger design and complete inter-rater reliability reporting is recommended.
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