Level of Job Preparedness of Electrical students in biñan

City senior high school

San Antonio Biñan Campus Year 2019-2020

Submitted by:

Jaymhar B. Mari

Submitted to:

Ms. Jie ann Bandong

 Background of the study: Rarely is electrical technology at the focus of the classic case studies
in engineering ethics courses and text books. This make it sometimes difficult to exit and to motivate
electrical engineering students to study and discuss this case. In teaching engineering ethics to this
students, it can be valuable to employ case studies to involve technical issues that electrical engineering
have already studied in other courses.

Conceptual framework:

Research hypothesis: Recently, there has been a shift from using lecture‐based
teaching methods in undergraduate engineering courses to using more learner‐centered
teaching approaches, such as problem‐based learning. However, research on the impact of
these approaches has mainly involved student perceptions of the teaching method and
anecdotal and opinion pieces by faculty on their use of the teaching method, rather than
empirically collected data on students' learning outcomes.

PURPOSE (HYPOTHESIS)
This paper describes an investigation of the impact of problem‐based learning (PBL) on
undergraduate electrical engineering students' conceptual understanding and their perceptions
of learning using PBL as compared to lecture.

DESIGN/METHOD
Fifty‐five students enrolled in an electrical engineering course at a Midwestern university
participated in this research. The study utilized a within‐subjects A‐B‐A‐B research design with
traditional lecture as the baseline phase and problem‐based learning as the experimental phase
of the study. Participants completed pre‐ and post‐tests surrounding the four topics covered in
the study and also completed a Student Assessment of Learning Gains (SALG) survey.

RESULT
Results suggested participants' learning gains from PBL were twice their gains from traditional
lecture. Even though students learned more from PBL, students thought they learned more from
traditional lecture. We discuss these findings and offer implications for faculty interested in
implementing PBL.

CONCLUSION
Given the limited research on the beneficial effects of PBL on student learning, this study
provides empirical support for PBL. We discuss findings from this study and provide specific
implications for faculty and researchers interested in problem‐based learning in engineering.

Statement of the problem: This paper describe a study of understanding of basic electrical
concepts shown by 15-17 years –old. The result were average across student groups the between
country differences on many aspects of this subject were quite small. Those electrical principles which
yielded significant differences fell into two main groups, one concerned with current, flow of charge and
energy, the other with voltage and its relationship to current. The consistency with which these
significant differences emerged across a range of problems concerning related principles suggests that
these represent real differences are not yet clear.

Definition of terms: In this new approach to the presentation of the electric circuit, the
three fundamental terms current, voltage, and resistance are introduced simultaneously in a
qualitative way, using the system aspect of the electric circuit as an integrative base. The
starting point to this is the individual knowledge and the conceptional schemes that students
bring into the classroom. This approach is in contrast to the traditional one, where the single
terms are introduced in a linear sequence, according to the structure of the discipline and based
on measurement operations.

Importance of the study: The rapid growth of computer sciences is presenting

electrical engineering with a serious problem. Should electrical engineering departments
adapt their curricula to meet the special needs of computer engineers and scientists or
should they leave the field to computer science departments? An argument is made in favor
of establishing special programs in computer sciences within electrical engineering, and a
new curriculum in electrical engineering at Berkeley, which includes such a program, is
outlined.

Scope and limitation of the study: One of the courses that the electrical engineering
students in university technology need to undertake is a research project called the final year
project (F.Y.P). this project is being taken and finished within two semesters. The students need
to choose an engineering problem related to their own field of specialization and be supervised
an instructor. Besides exposing students basic research, doing the FYP will also reflect the ability
of the ability to assimilate and apply the knowledge that they have learned to solve a
multidisciplinary projects.