Assessing the electric circuits conceptions of technical vocational education students

This study aimed to determine the robust conceptions of Technical Vocational Education students about electric circuits, to identify their mental models and to enumerate the teaching and learning implications of these conceptions and mental models. The study used descriptive design in snapshot approach. The results were interpreted using both qualitative and quantitative analysis. There were 195 respondents specializing in Electrical Installation and Maintenance (EIM) from grades 8 (n=88), 9 (n=88), 10 (n=4) and 11 (n=15) in Benigno Ninoy Aquino High School for SY 2016-2017. A 29-item validated diagnostic test entitled Determining the Resistive Electric Circuits Concepts Test (DIRECT) was used as evaluation tool. Interview was used as follow-up tool to qualitatively assess the students reasoning. Topics under items 18 and 21 were Nearly Mastered. Twenty-seven (27) items were Not Mastered. The highest score obtained (HSO) was 15 where lowest score obtained (LSO) was zero (0). The overall mean of scores achieved was 7.22 at standard deviation (SD) of 2.62. The overall mean percentage score (MPS) was 24.91 at No Mastery. Interview data showed students lack of familiarity about electric circuit symbols, types of electrical connections, nature of materials, and definition of fundamental electrical quantities. There were confusion about voltage, current, resistance and power. Among the mental models of electric circuits are: 1.) electricity moved similar to the flow of cars on a road that stops at a junction or intersection; 2.) electricity comes out from both terminals but positive-source is faster; 3.) electricity flowed uninterruptedly and unconsumed by the loads