An Analysis in Student Learning Achievement in Electrical Concepts Using a Guided Curriculum

Abstract

This study explored the effect of using a guiding curriculum with a customized learning management system (LMS) as a teaching delivery method on students’ learning achievements in electrical and electricity concepts. A quasiexperimental with a post-test design was used to conduct the research. sixty tenth-graders from a private high school in the Dominican Republic voluntarily participated in the study. Students from different classes were divided into two instructional modules: traditional classroom instruction, and guided-LMS instructions. Students in each of the two experimental groups receive instructions in electrical and electricity concepts in weekly sessions by a class teacher. A test was developed to measure students’ understanding of basic concepts of electricity. The educational experiment was completed within 6 months. The results showed that a guided curriculum was an effective learning tool to support students in developing electrical engineering knowledge (t = 0.844, df = 58, p = .402).