i

Abstract

NAME OF INSTITUTION : College of Sciences, Technology and

Communications, Inc.

ADDRESS : General Luna St. Maharlika Hi-way Poblacion 3

Arellano Subdivision Sariaya, Quezon

TITLE : Development of Industrial Electronic Closed-

Circuit Television (CCTV) Products
Training Mock-Up

AUTHORS : Hazel Nair L. Kumar

Kenneth B. Ogayre
Recheline M. Villanueva

DATE STARTED : January 2023

DATE FINISHED : December 2023

This study addresses the resource gap in technical education by creating an industrial

electronic closed-circuit television (CCTV) training mock-up, aligned with the needs of

electrical trainers. Using an exploratory sequential approach, researchers conducted a

qualitative descriptive survey with written interviews, followed by a quantitative

descriptive survey using a checklist questionnaire at a private secondary school in

Quezon Province. Five electrical trainers and experts were selected through purposive

sampling. The weighted average mean and coding technique were utilized in analyzing

and presenting the data. Respondents identified the shortage of resources as the primary

motivation for developing the CCTV mock-up. The construction process involved

meticulous planning, proper setup, and thorough evaluation. The acceptability variables

showed that usability, engagement, and universality had the highest overall weighted

average mean of 4.00, indicating highly acceptable. In terms of validation, usability

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received the highest overall weighted average mean of 4.00, also indicating highly valid.

The study recommends that (1) school administrators, should allocate resources

specifically earmarked for the development of practical training tools in technical

education; (2) trainers and training institutions should integrate comprehensive guidelines

or frameworks for developing practical training mock-ups into their programs; (3)

researchers and institutions involved should continuously gather feedback from users and

educators to refine and improve the existing CCTV training mock-up, and (4) further

researchers and educational bodies should support further studies exploring the

applicability of similar mock-ups in diverse technical fields beyond electrical technology.

Keywords: Closed-Circuit Television, instructional resources, training mock-up

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CHAPTER 1

The Problem and Its Background

Introduction

In the teaching and learning process, the utilization of instructional materials

plays an instrumental role in shaping the teaching-learning dynamic. These materials are

not mere adjuncts but foundational tools that educators wield to elevate and enrich the

learning experiences of their students. Dhakal (2020) underscores the significant nature

of these resources, emphasizing the need for well-crafted, adaptable, and cost-effective

materials that serve as gateways to essential knowledge. Their absence poses a substantial

hurdle for students, impeding their access to vital information necessary for academic

growth and holistic development.

As a matter of fact, the educational landscape of the 21st century presents a

unique challenge to educators tasked with catering to a generation born and raised in the

digital era. Kim et al. (2019) accentuate the vital importance of teacher adeptness in

creating engaging, pertinent, and intellectually stimulating learning environments. In a

world where students possess boundless access to internet resources, educators must

navigate this digital domain adeptly to prepare future generations effectively.

Simultaneously, Hizon (2018) underscores the profound impact of exemplary

instructional materials on learner academic achievements, highlighting their important

role in shaping the teaching-learning paradigm.

Moreover, Mendiola and Estonanto (2022) emphasize the integration of

instructional materials is not just about adopting technology but about tailoring the
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learning experience to suit individual student needs. These tools accommodate various

learning styles, allowing educators to personalize their approach, thus ensuring that each

student receives an optimal learning experience. However, the absence of these

instructional tools poses a significant disadvantage to the educational process at large.

Oden (2022) identifies this dearth as a formidable obstacle, obstructing the efficiency and

efficacy of teaching and learning endeavors. It becomes imperative to address these

deficiencies to propel student knowledge and skills forward, recognizing that the absence

of instructional resources signifies more profound systemic issues within the educational

framework (Baron, 2021).

In addition, a persistent challenge confronting both students and educators lies in

the inadequacy of shop laboratories, severely hindering practical learning experiences.

Ramdi (2020) substantiates the important role of well-equipped laboratories in enhancing

student performance, particularly in vocational subjects like automotive engineering. The

insufficiency of essential equipment and specialized materials impedes educator ability to

provide crucial hands-on learning opportunities, significantly impacting students

pursuing vocational education.

With regards to the sphere of technical education, institutions such as TESDA

(Technical Education and Skills Development Authority) aim to cultivate a skilled

workforce vital for national economic development (TESDA, 2019). This pursuit

mandates the provision of instructional materials—equipment, simulators, and models—

integral for practical training. The shortage of these materials markedly curtails student

opportunities to acquire hands-on experience, potentially stunting their skill development

necessary for future employment in various industries.

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Moreover, the relevance and currency of instructional materials in alignment with

industry standards are paramount. Outdated content resulting from a scarcity of resources

can leave graduates ill-equipped to meet industry demands (Salubre et al., personal

communication, January 24, 2023). This underscores the critical need for updated,

industry-aligned materials that reflect evolving practices and technological

advancements.

For instance, addressing identified challenges where electrical trainers highlighted

the need of instructional materials for an effective training, the researchers aim to develop

a training mock-up specifically addressing its needs in the electrical and electronics

laboratory. This proposed closed-circuit television mock-up intends to encompass

features like realistic representation, user-friendly interfaces, hands-on functionality,

multi-functionality, and comprehensive documentation. By integrating these elements,

the mock-up seeks to provide an immersive, interactive, and comprehensive training

experience, empowering both learners and instructors to bridge existing gaps in

educational resources.

Statement of the Problem

The objective of this study was to develop and evaluate a training mock-up for

industrial electronic closed-circuit television (CCTV) products that would be used to

instruct electrical students.

Specifically, the researchers desired to answer the following questions:

1. What is the perceived consideration of the respondents in developing a CCTV mock-

up in terms of its importance to the teaching and learning process?

2. What is the process on how to construct CCTV training mock -up?

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3. What is the level of acceptability of the developed closed-circuit television (CCTV)

training mock-up as perceived by the respondents in terms of:

3.1 Usability;

3.2 Engagement;

3.3 Manageability; and

3.4 Universality?

4. What is the level of validity of the developed closed-circuit television (CCTV) training

mock-up as perceived by the respondents in terms of:

4.1 Usability;

4.2 Engagement;

4.3 Manageability; and

4.4 Universality?

Conceptual Framework

In the development of a Closed-Circuit Television training mock-up, the

researchers considered usability, engagement, manageability and universality to

determine the level of acceptability and validity of the developed training mock-up.

Aligned with these terms are the principles and concepts discussed in the article entitled

Universal Design: Process, Principles and Applications by Burgstahler (2020)

emphasizing the need for designing products and environments that are accessible,

usable, and inclusive for individuals with diverse characteristics, including disabilities in

the context of universal learning design. The article provides a comprehensive overview
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of how these principles can be applied in higher education settings and support teaching

and learning.

Usability, in the context of universal design, usability refers to the design being

efficient, easy to use, and accessible to individuals with diverse abilities. It emphasizes

the importance of creating products and environments that are accessible to everyone

without the need for adaptation. In the developed CCTV training mock-up, usability is

addressed by ensuring that the design considers the diverse characteristics of potential

users (e.g., different abilities to see, and hear) and provides multiple ways for users to

utilize and interact with the system.

Engagement, in the context of universal design, engagement involves stimulating

interest and motivation for learning through various means. In the developed CCTV

training mock-up, engagement can be enhanced by incorporating multiple modes of

instruction, such as interactive elements, simulations and multimedia content/diagrams, to

cater to diverse learning preferences.

Manageability, in the context of universal design, is related to principles such as

simplicity, intuitiveness, and tolerance for error. A design that is easy to manage

contributes to a positive user experience. For the developed CCTV training mock-up,

manageability is achieved by ensuring that the system is straightforward, provides clear

instructions, and minimizes the chances of errors during operation.

Universality, as a principle of universal design, emphasizes designing products

and environments that are usable by all people to the greatest extent possible. This

includes considering a wide range of characteristics such as gender, age, abilities, and
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language skills. In the developed CCTV training mock-up, universality is achieved by

considering the needs of users with diverse characteristics, and ensuring that the system is

accessible to a broad audience.

After incorporating usability, engagement, manageability, and universality

variables in developing the CCTV training mock-up, the trainers assessed its

acceptability and validity. Through evaluations and user testing, researchers gathered

feedback from the respondents aligning with universal design principles. The assessment

aimed to refine the mock-up to ensure accessibility, usability, and inclusivity, enhancing

its overall effectiveness for a broad educational audience.

Conceptual Paradigm

This paradigm serves as a framework to understand and analyze the various

components involved in the study.

As seen in Figure 1 on the next page, the model focuses on developing and

evaluating an industrial electronic closed-circuit television training mock-up. This

conceptual paradigm outlines the input, process, and expected output of the study.
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Figure 1

Conceptual Paradigm of the Study in Developing and Evaluating an Industrial Electronic

Closed-Circuit Television (CCTV) Product Training Mock-up

INPUT PROCESS OUTPUT

Perceived consideration Development, Developed and

of the respondents in
developing a CCTV
mock-up
Process on how to
construct CCTV
training mock –up
Level of acceptability
and validity of the
developed closed-circuit
television (CCTV)
training mock-up as
perceived by the
respondents in terms of:
 Usability;
 Engagement;
 Manageability;
and
 Universality
validation and Evaluated Industrial
administration of Electronic Closed-
Written Interview and Circuit Television
Survey Checklist (CCTV) Training
Questionnaire Mock-up
Retrieval and
interpretation of
responses
Analysis of the data
gathered concerning
the level of
acceptability and
validity of the
developed CCTV
training

The model illustrates the connection between the three major parts of the research

paradigm namely the input, process and output.

The input consist of the perceived consideration of the respondents in developing

a CCTV mock-up, process on how to construct CCTV training mock-up and level of

acceptability and validity of the developed closed-circuit television (CCTV) training

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mock-up as perceived by the respondents in terms of usability, engagement,

manageability and universality.

The process consists of how the data were treated such as the development,

validation and administration of written interview and survey checklist questionnaire,

retrieval and interpretation of responses and analysis of the data gathered concerning the

level of acceptability and validity of the developed CCTV training.

The output consists of the Developed and Evaluated Industrial Electronic Close

Circuit Television (CCTV) Training Mock-up. It would be based on the findings and

results obtained from the analyzed data.

The IPO model was used as the research paradigm because the research intended

to work on the input data gathered. After the input data was processed, an output was

crafted to serve as an outcome of this research.

Significance of the Study

The study on the development and evaluation of an industrial electronic closed-

circuit television (CCTV) training mock-up held significant benefits for various

stakeholders.

To the students, they can use the mock-up as a learning resource to enhance their

proficiency and confidence in using closed-circuit television products, as well as gain a

better understanding of its concepts.

For electrical and electronics trainers/instructors, they can use the developed

mock-up for a more effective teaching and learning process, and as a means of presenting
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an actual closed-circuit television system to their students, which would also benefit them

in their teaching.

The development of the mock-up for a closed-circuit television system will

benefit the school administrators, by providing actual teaching resources that enable

teachers to achieve the required learning outcomes. It could also increase student

engagement, leading to higher retention rates.

The researchers, by engaging in this study, they are actively applying theoretical

knowledge into practical contexts within the realm of electrical technology. This hands-

on experience not only enriches their understanding of the subject matter but also

cultivates crucial skills in research, analysis, and problem-solving, essential for future

careers as technical educators.

Lastly, this study can serve as a reference for future researchers who are

conducting studies related to this topic. This study stands as a cornerstone for future

researchers exploring instructional materials in technical-vocational education within

electrical technology. Beyond serving as a reference point, it offers a platform for

expansive research avenues.

Scope and Limitation

This study focuses on the development and evaluation of an industrial electronic

closed-circuit television (CCTV) training mock-up, with a specific emphasis on

enhancing the expertise of electrical students. The assessment encompasses the entire

mock-up process, evaluating its acceptability and validity based on key factors such as

Usability, Engagement, Manageability, and Universality. The research follows an

exploratory sequential approach, initially conducting a qualitative descriptive survey

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followed by a quantitative descriptive survey. The study is carried out at the College of

Sciences Technology and Communications Inc., located in Sariaya, Quezon, with five

selected electrical and electronics trainers and TESDA-accredited assessors serving as

respondents. The purposive sampling method was employed to ensure participants

expertise and key roles as evaluators of instructional materials.

Despite its comprehensive approach, this research is constrained by its limited

scope, primarily stemming from the small sample size of five trainers and assessors

selected from a single institution. While the chosen participants offer valuable insights

within the realm of electrical and electronics training, the findings may not be fully

generalized to a broader population within this field. The outcomes of the study should be

interpreted with caution, considering the restricted participant pool, and further research

with a more extensive and diverse sample could provide a more nuanced understanding

of the applicability and effectiveness of the developed CCTV training mock-up in

broader educational contexts.

Definition of Terms

The following terms are conceptually and operationally defined by the researchers

for a better understanding of the key concepts in this study.

Development refers to a procedure that brings about development, advancement,

good change, or the addition of elements that are physical, economic, environmental,

social, and demographic (SID-Israel, 2023). In this study it is a way that satisfies the

target audience needs as well as the specific learning objectives by creating a mock-up

for industrial electronic closed-circuit television (CCTV) training.

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Evaluation it is a systematic process of assessing the design, implementation, and

outcomes of programs, projects, or policies to determine their effectiveness, efficiency,

relevance, and impact (American Evaluation Association, 2023). In this study, it alludes

to the procedure of evaluating the degree of accuracy and efficacy of the created CCTV

training mock-up in achieving its intended aims and objectives.

Industrial Electronic Closed-Circuit Television refers to the technology used

for video surveillance. Closed-circuit Television networks are frequently used to identify

and discourage criminal activity as well as to record traffic offenses. The term “closed-

circuit” refers to transmissions that are restricted (closed) to a certain group of monitors

(Cavanaugh, 2022). In this study the researchers define this as the output model of a

closed-circuit television (CCTV) training mock-up that can be able to provide students

with a more engaging and fruitful learning experience by integrating CCTV technology

as a teaching tool.

Training Mock-up refers to an artistic representation of a concept or object that

shows the thing in use. Mock-ups are frequently used for presentation, instruction, or

advertising and might be a model, image, or scenario of a proposed design or product

(Bruski, 2021). In this study, the training mock-up is the closed-circuit television itself

developed by the researchers which is an effective tool for teaching students skills by

practicing CCTV installation in a controlled environment.

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CHAPTER 2

Review of Related Literature and Studies

This chapter presents the cited literature and studies relevant to the present

research and served as the basis for making the study more informative and easier to

understand. The researchers extracted information from e-journals, published theses, and

web-based resources.

Related Literature

The related literature gives vital information about the variables in this study. The

contents are presented using the thematic format and explain how they connect with the

present study.

Closed-Circuit Television

The Simulated environments enable students to interact with and manipulate

virtual CCTV systems, effectively eliminating the potential risks associated with

handling real equipment. This secure space encourages students to explore various

configurations, test diverse scenarios, and troubleshoot potential issues without the fear

of causing real-world damage or errors. This risk-free experimentation fosters a deeper

understanding of CCTV system functionality, allowing students to learn from their

mistakes and refine their problem-solving skills (Galang, 2021).

In accordance with TESDA (2019) emphasizes the installation, operation, and

maintenance of CCTV systems in their administered institutions and training centers as

crucial. These guidelines cover various aspects of CCTV system management, including
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setup, use, upkeep, monitoring, and the proper handling of CCTV footage and data

privacy. They highlight the imperative need to address the skills deficit and set the

standard to ensure that learners and professionals acquire the necessary skills and

readiness for their roles.

The TESDA guidelines, served as a guiding framework for this study. It validated

the emphasis on simulated environments for teaching CCTV systems, aligning with the

need for risk-free practical learning to enhance system comprehension. By stressing

ethical, legal, and technical facets, as highlighted in existing sources, the study ensured

compliance with government directives, promoting responsible usage and balancing

security needs with privacy concerns. The comprehensive coverage of installation,

operation, and maintenance echoed the literature emphasis, aiding in bridging skill gaps

among learners and professionals.

Mock-up

According to Alam et al. (2018), the main point regarding CCTV training

programs is the lack of resources. They suggest that implementing affordable mock-ups

can strategically offset these constraints and enhance hands-on learning experiences.

Additionally, integrating simulation into these cost-effective mock-ups aligns with the

need for simulated cameras, displays, and scenarios to improve practical learning

experiences while addressing limitations in accessing real CCTV systems.

In addition, an exploration of the repercussions stemming from a lack of training

in the workplace, it becomes evident that well-prepared and adequately trained

employees contribute significantly to a company success (Amo, 2019). The absence of

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comprehensive training not only leads to unhappy employees, high turnover rates, and

low morale but also affects the overall productivity of the workforce. By assessing the

effectiveness of these materials, the study seeks to enhance the quality of training, reduce

errors, and improve overall productivity. The investigation will delve into how well-

designed instructional materials or mockups can contribute to a safer work environment,

better staff management, and decreased business expenses. However, Schools and

colleges focus on assisting students in developing practical skills and competencies, with

an increasing emphasis on skills-based learning. The curriculum is expanding to include

hands-on activities, experiential learning opportunities, and vocational and technical

courses to meet the demand for a highly skilled workforce (Gatchalian, 2022).

Moreover, a mock-up strongly advocates for innovative approaches in CCTV

training, emphasizing the need for cost-effective mock-ups integrated with simulations to

enhance practical learning. It acknowledges the escalating demand for electrical

technology training in the Philippines and stresses the importance of adapting teaching

methods to meet evolving learner needs. The focus on hands-on activities and technical

courses aligns with industry requirements for a skilled workforce. By emphasizing the

efficacy of simulation-based training in improving operator skills, the material

underscores the potential of a CCTV training mock-up, utilizing simulations to engage

learners effectively and prepare them for real-world security challenges. Ultimately, it

highlights the vital role of practical, innovative strategies in meeting the evolving

demands of the industry and enhancing operator competencies.

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Usability

Educational resources are vital for advancing skills and fostering student

interaction within learning environments. According to Ononye (2021), selecting

resources that deepen subject comprehension and seamlessly integrating them into

lessons ensures comprehensive understanding among students. This interconnected

approach illustrates a symbiotic relationship between resource usability, teacher

involvement, and enriched learning experiences.

As stated by, Bukoye (2019) underscores the significance of educational

resources in advancing various skills by providing real-life scenarios that enhance learner

participation in technological, reading, listening, problem-solving, speaking, and writing

abilities. Empowering students with materials that facilitate understanding and skill

development enables them to grasp the significance of CCTV systems in security

measures and contribute effectively to crime prevention efforts within their communities.

These resources offer students opportunities to interact with words, symbols, and

concepts, fostering progress in their learning.

In line with this perspective, Kay and Knaack (2019) emphasize the critical

importance of usability in educational technology. They highlight the impact of poorly

designed or challenging-to-use tools on learning outcomes and student engagement.

When instructional technology lacks user-friendliness, it can negatively affect student

learning experiences. Students generally prefer technology that is intuitive and easy to

navigate.
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Additionally, Smith and Johnson (2020) argue that educational tools with

attributes such as user-friendliness, mirroring real-life systems, and fostering

effectiveness become potent catalysts for immersive learning experiences. Learning

deeply resonates with this notion, emphasizing the crucial role of well-designed

educational tools in connecting theoretical knowledge to real-world implementation. This

significantly influences skill acquisition, engagement, and enriched learning outcomes.

However, in the context of property theft CCTV systems have demonstrated their

effectiveness in deterring incidents, as evidenced by a study conducted in the Philippines

by (Invent System Technologies Inc., 2020). The ease of manipulation and user-friendly

design of training mock-ups for these systems is pivotal, ensuring that individuals can

efficiently learn and implement advanced surveillance technology. A user-friendly

training mock-up enhances the practical application of CCTV systems, contributing to

their effectiveness in preventing property theft.

Therefore, the effectiveness of Closed-Circuit Television (CCTV) in identifying

criminals and solving crimes, especially in the absence of other evidence, underscores its

value as a crucial tool for law enforcement agencies (Welsh and Farrington, 2018).

Considering this, the training mock-up capability to adequately simulate a real-life CCTV

system becomes instrumental in preparing law enforcement personnel for scenarios

where reliance on surveillance technology is pivotal. It is realistic emulation facilitates

skill development and emphasizes the need for a balanced approach, reinforcing the

importance of integrating CCTV with other investigative strategies and maintaining a

proportional use that respects individual civil liberties and privacy.

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Also, as emphasized by Tatum (2022) the use of mock-ups extends beyond

specific contexts and can be harnessed effectively in education as visual or practical aids

for teachers. This educational versatility aligns with the training mock-up efficacy in

teaching the skills and knowledge required to operate a CCTV system. By providing a

hands-on, interactive learning experience, the mock-up engages learners and facilitates a

deeper understanding of the intricacies involved in CCTV operation, making it an

invaluable tool for practical skill development.

The growing popularity of simulation-based training, as highlighted by Johnson

and Cannon (2019) is underscored by its ability to create a safe and controlled

environment for students to practice essential skills across diverse industries. This

approach aligns seamlessly with the usability of the training mock-up, which is not only

visually appealing but also engaging. The visually appealing design of the mock-up

enhances the overall user experience, while its engaging features contribute to an

effective and immersive learning environment, ensuring that users can interact with and

grasp essential skills in operating a CCTV system with heightened interest and

comprehension.

To sum up, the importance of carefully selecting resources that deepen subject

understanding and seamlessly integrating them into lessons to enhance student

comprehension. Additionally, these resources play a vital role in advancing various skills

by providing real-life scenarios and fostering student interaction, thereby enabling

learners to grasp the significance of CCTV systems in security measures. The literature
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stresses the critical aspect of usability in educational technology, highlighting that user-

friendly tools are crucial for positive learning outcomes and student engagement.

Engagement

The relationship between instructional materials, student engagement, and

learning outcomes is crucial in creating an effective learning environment. When

educators thoughtfully select materials, explain their significance, and seamlessly

integrate them into lessons, it sets the stage for enhanced understanding and active

student involvement (Abubakar, 2020). The careful curation of these resources ensures

alignment with curriculum goals, while clear explanations highlight their relevance,

sparking student curiosity and encouraging their active participation. Engaged students

tend to achieve higher levels of understanding and retention. By employing engaging and

relevant instructional materials, educators can captivate student attention, making

learning an immersive and interactive experience. The varied tools and items

encompassed by instructional materials provide educators with a diverse arsenal to

facilitate information transfer effectively.

Moreover, the role of an Instructional Designer in analyzing the target audience

and creating engaging learning activities is emphasized, with a focus on understanding

retention of the learners abilities and motivational factors. The research also stresses the

impact of a good User Experience (UX) design on the level of learner engagement and

the importance of effective communication through design to convey messages

efficiently. Additionally, the study acknowledges that well-crafted instructional designs

have the potential to inspire learners to take proactive actions and exceed expectations.
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As a related extension, a proposed study aims to delve into the effectiveness of

instructional materials or mockups in complementing Instructional Design strategies for

eLearning, exploring how these elements contribute to improved engagement, knowledge

retention, and overall learning outcomes (Neelakandan, 2019).

Furthermore, the practical relevance of learning about CCTVs and their usage

becomes evident in their potential contribution to reducing crime rates in neighborhoods

(Taylor, 2023). This practical application aligns with the notion of optimizing student

learning and engagement through relevant and applicable instructional materials.

Similarly, the study by Reyes et al. (2021) highlights the importance of interactive

elements in educational materials, citing their role in enhancing student engagement and

motivation by giving the learners the ability to take charge of their own learning, making

decisions. Moreover, offering timely and relevant feedback aids in reinforcing learning

and guiding students toward improvement, ultimately enhancing their overall learning

experience.

Also, in contrast to the concerns raised by Forbes (2018) regarding the potential

misuse of surveillance technology, the training mock-up for CCTV systems addresses the

importance of user engagement and attention. Its captivating design and interactive

features serve as a stark juxtaposition to the potential privacy issues associated with real-

world surveillance technologies. By holding the user attention and fostering engagement,

the training mock-up not only facilitates effective learning but also underscores the

ethical considerations required in the development and use of surveillance technology,

emphasizing the need for responsible and privacy-conscious practices.

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In addition, aligned with the commitment of the Philippine government to the

responsible and efficient use of CCTV systems, as stipulated by the Department of the

Interior and Local Government (DILG) and TESDA (Technical Education and Skills

Development Authority) guidelines (Pineda, 2021), the training mock-up interactive

features play a pivotal role. By encouraging active participation, the mock-up ensures that

users not only acquire the necessary skills for operating CCTV systems but also reinforce

the principles of responsible and privacy-respecting surveillance practices. This emphasis

on interactivity within the training platform mirrors the government commitment to

guidelines that prioritize the ethical and secure utilization of surveillance technology in

line with privacy and security considerations.

In tandem with the contemporary educational paradigms highlighted by Jones and

Smith (2021), the training mock-up provision of feedback represents a multifaceted

approach that accommodates various learning styles. The feedback system not only

ensures accessibility but also fosters engagement by encouraging continuous learning

among students. This inclusive feature reflects the significance of educational resources

that cater to diverse learner needs while maintaining effectiveness, aligning seamlessly

with the principles emphasized in contemporary educational settings.

According to the guidelines outlined in Senate Bill 948 (2022), the training mock-

up not only aligns with but reinforces the importance of standardized practices in the

installation and usage of CCTV systems. By incorporating realistic scenarios, the mock-

up offers an engaging and relevant learning experience, mirroring the recognized benefits

of CCTV systems in reducing crimes in diverse settings such as homes, businesses, and
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public areas. The inclusion of practical scenarios enhances the training applicability,

ensuring that users are well-prepared to navigate real-world situations in compliance with

legislative standards.

Additionally, the role of engaging resources is fostering student involvement and

improved learning outcomes. It highlights the significance of thoughtfully chosen

materials that align with curriculum goals, sparking student curiosity and active

participation. These resources create an immersive learning experience, captivating

student attention and elevating their interest in the subject matter. The integration of

interactive elements within instructional materials bridges the gap between theory and

practice, sustaining learner engagement throughout their educational journey. Moreover,

the practical relevance of learning about CCTV systems aligns with the aim of optimizing

student engagement through applicable and engaging materials. The literature emphasizes

the importance of interactive elements, timely feedback, and student autonomy in

enhancing engagement, leading to improved learning experiences and outcomes.

Manageability

Addressing these challenges is crucial in ensuring that instructional materials

effectively support the diverse needs of learners in the context of CCTV training. The

utilization of materials holds substantial sway over learner engagement and significantly

contributes to academic success. These materials contribute to the accessibility,

enjoyment, and effectiveness of teaching and learning activities. They encompass a wide

range of resources used during the teaching process to enhance student knowledge, skills,

and overall growth. Additionally, by locating relevant teaching resources supplements

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lectures and texts, broadening student interest and enhancing their learning experience

(Kochhar, 2021).

Furthermore, the utilization of instructional materials significantly influences the

quality of teaching and learning experiences. Educators rely on a spectrum of resources,

ranging from traditional tools like textbooks, chalkboards, and charts to foster engaging

lessons and bolster learning outcomes. The use of these instructional resources by

teachers is favored for their perceived ability to heighten student engagement, motivation,

and overall learning achievements. However, challenges related to the availability of

these resources and educators proficiency in using them are notable. Addressing these

challenges through comprehensive training for educators and ensuring the accessibility of

instructional materials can substantially elevate their impact. When these materials are

made more readily available and teachers are adeptly trained in their utilization, it leads

to more engaging and effective teaching practices. This concerted effort creates an

environment conducive to richer and more inclusive learning experiences for students

(Farouk and Yunus, 2019).

In addition, a comprehensive examination of the widespread use of surveillance

cameras in public spaces, the study highlights their role in monitoring population

movements, preventing crime, and enhancing security, with a particular focus on the

integration of AI and analytics software. The deployment of closed-circuit television

(CCTV) systems, comprising video cameras, display devices, and data networks, serves

the purpose of detecting and deterring criminal activities across public and private

sectors. As an extension, a proposed study aims to investigate the manageability of

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instructional materials or mockups as tools for enhancing the effectiveness and

responsible utilization of surveillance technologies (IFSEC Insider, 2022).

However, there are also challenges faced by educators in leveraging traditional

instructional materials like textbooks, chalkboards, and charts due to limited access and

insufficient training. These hurdles can inhibit the optimal utilization of these resources

in conventional classroom settings. The aim is not only to enhance learner understanding

but also to cultivate their active engagement in the learning process. These aspects

significantly contribute to the efficient utilization of instructional materials, allowing for

accessible and adaptable learning environments. Attention to the need for thoughtful

consideration in resource selection and integration acknowledges the challenges faced by

educators in traditional settings (Garcia and Martinez, 2019).

Moreover, corresponding with the importance of instructional materials

highlighted by Shukla (2021) and Information Science Reference, the ease of access and

compatibility features of the training mock-up are crucial in addressing challenges

associated with CCTV training. The mock-up design ensures accessibility by being easy

to access and control, catering to diverse needs and learning preferences. Its compatibility

with different devices and operating systems further enhances its effectiveness,

contributing to the overall accessibility, enjoyment, and success of teaching and learning

activities in the context of CCTV training.

Furthermore, Fronda et al. (2021) highlighted the emphasis on considering

student needs in instructional material selection with the features of the training mock-up.

Its user-friendly design, including ease of handling and the incorporation of relevant
 26

information, caters to diverse student requirements. Additionally, the mock-up capability

to allow students to track their progress and seamlessly resume where they left off

mirrors the principles of individualized learning programs, fostering an adaptable and

student-centric approach in the context of CCTV training.

To sum up, the crucial role of diverse resources is supporting effective CCTV

training, emphasizing their impact on learner engagement and academic success. These

materials contribute significantly to the accessibility, enjoyment, and effectiveness of

teaching and learning activities, encompassing a broad range of tools to enhance student

knowledge and skills. However, challenges related to resource availability and educator

proficiency in utilizing them are notable. Addressing these hurdles through

comprehensive training and improved accessibility of materials can elevate their impact,

fostering more engaging and inclusive learning experiences. Ethical considerations in

CCTV training are also emphasized, highlighting the need for proper training to ensure

ethical monitoring practices.

Universality

In a broader educational context, incorporating diverse perspectives into lesson

plans is crucial to instill an understanding and appreciation of diversity among students

from diverse cultural backgrounds (Western Governors University, 2020). Introducing a

spectrum of writers and historical figures enables students to connect with and be

inspired by individuals they can relate to, regardless of their cultural backgrounds. This

approach fosters a sense of inclusivity and respect for diversity while encouraging

students to identify with figures who resonate with their experiences, thereby enriching
 27

their educational journey. This strategy promotes a more comprehensive and engaging

learning environment that celebrates diversity and encourages empathy and

understanding among students.

The aim of educational materials is to be universally understandable across

various backgrounds and education levels without discrimination, employing common

language, culturally appropriate examples, and scenarios. For effective education, it is

vital to provide diverse engagement methods and robust support systems that cater to all

student needs (Gupta and Patel, 2020). Strategies emphasizing cultural inclusivity in

educational resources are pivotal in achieving universality in learning materials. These

strategies align closely with the attributes evaluated within the design of a CCTV training

mockup.

Additionally, the incorporation of diverse perspectives in lesson planning not only

promotes an understanding and appreciation of diversity among students but also

underscores the importance of considering individual student needs when selecting

instructional materials and implementing personalized learning programs (Hitchcock and

Stahl, 2019). In line with this, the Universal Design for Learning (UDL) approach aims to

provide an inclusive educational environment where all students, including those with

impairments, have access to high-quality education. This approach revolves around

offering multiple options for representation, action, and expression to engage and support

diverse learners effectively, accommodating varied needs and providing diverse options

to engage and support all students, ultimately fostering a more equitable and effective

educational experience.
 28

However, the article by Liboro (2020) extends that the consideration of the

diversity of the learners enhances the overall learning experience by promoting

inclusivity, accommodating various learning styles, and fostering a positive and

respectful environment, together with the National Privacy Commission, which

acknowledges the increasing popularity of CCTV systems for personal protection and

underscores the need for individuals to understand and consider the impact of their

systems on the freedom and rights of others.

Moreover, the universal use of CCTV systems, as emphasized by Salvador III

(2021) underscores the widespread adoption of surveillance technology for personal and

commercial purposes, particularly due to the ease of monitoring they offer. In parallel,

the training mock-up design aligns with this universality, ensuring accessibility for

individuals with diverse backgrounds and education levels. By employing a language that

is commonly understood and incorporating culturally appropriate examples and

scenarios, the mock-up eliminates discrimination and facilitates comprehension among

users from different cultural and educational backgrounds. This inclusive approach

resonates with the notion that individuals and organizations, as mentioned in the article,

have control over the personal information gathered by their own CCTV systems.

To sum up, it aims to provide multiple options for engagement and support,

accommodating diverse learners effectively and fostering a more equitable educational

experience. Additionally, it underscores the responsibility of individuals and

organizations in considering the impact of CCTV systems on privacy and rights,

highlighting the need for a comprehensive understanding of the system implications.

 29

Integrating these insights into a CCTV training mockup can promote inclusivity,

diversity, and responsible usage of CCTV systems, ensuring a comprehensive and

respectful educational experience for learners.

Related Studies

There are several studies of the same nature as this research. The researchers

believe that the different concepts presented below, as reflected in several investigations,

revealed different insights that are relevant to the present study.

Osuji et al. (2022) discovered that education activities in South States of Nigeria

cannot be carried out effectively without material resources, which must be adequate in

number and quality. The available material resources are poorly managed; effectiveness

could be achieved in teaching/learning if there were judicious management of material

resources. As a result of this study, they concluded that the acquisition of the identified

skills in planning, organizing, controlling, and coordinating the use of material resources

in teaching and learning in tertiary education in the state will enhance the achievement of

the stated objectives for the sake of learners and educators. Both the cited study and the

present one share a common view regarding the lack of learning materials in education,

crucial for achieving desired learning outcomes. The past study prioritized functional

tools and equipment to foster skill acquisition, whereas the current study centers on

designing and producing a usable Closed Circuit Television (CCTV) mock-up to enhance

teaching and learning effectiveness. In comparison their difference lies in sampling

technique the past study did not use sampling, while the present study employed

purposive sampling to select suitable respondents.

 30

In addition, Okeze (2018) found out that the long method of talk-n-chalk in the

Nigerian educational system has been rendered obsolete by innovations by introducing

the usage of educational materials in the classroom for memory retention and

concretization of the learners. It was also discovered that the use of instructional

materials was a critical factor for effective teaching and learning. The researcher

recommended supervision of instruction and in-service training of administrators and

teachers for quality instructional delivery. As a result of the study, it was concluded that

to achieve valued outcomes from activities, such factors as instructional materials,

educational media, and improvisation should be considered, which will connect the

subject areas to real life applications. Control by the students and not the teacher as usual.

Constant supervision of the teacher activities in the classroom is another factor for quality

delivery and achievement of the desired objective. Both studies share a common focus on

creating instructional materials using visuals like pictures, diagrams, videos, and mock-

ups to aid modern learners in understanding lessons better. However, they differ in

research approach: the past study used an experimental method, while the present study

employed a descriptive developmental approach, blending qualitative and quantitative

methods.

However, Williams (2020) claimed that there is a mismatch between the

objectives of vocational education and the instructional approaches that are most

effective in achieving those objectives. Unquestionably, this study shows that a

disconnect exists between the goals of vocational education and the pedagogies most

effective in achieving those goals. The study will describe the current situation, propose

frameworks within which a critique of the current situation can be made, and then draw
 31

some conclusions about the elements of appropriate pedagogical practice. As a result of

this study, it was concluded that the proficiency of teachers directly affected the academic

performance and learning outcomes of the students. The learning outcomes of the

students depend largely on the proficiency of the teachers in content knowledge, a

conducive learning environment, and pedagogy. These are those that are student-

centered, implemented in authentic contexts, social, and cross-disciplinary, which are

really just sound pedagogical principles of general education. So it would seem that in

order for vocational education to fulfill its potential, it must better satisfy the needs of

employers and develop students to their full potential. Both studies agreed on the

significance of pedagogical approaches in influencing student performance and learning

outcomes. In comparison, the present study focused on utilizing instructional materials to

enhance a constructivist, collaborative, reflective, and integrative teaching approach.

Their difference lies in statistical treatment: the cited study used frequency and

percentage distribution, while the present study employed weighted average mean.

Moreoever, Wada et al. (2022) found out that (1) Instructional materials such as

electrical drawings for residential wiring diagrams, recorded compact discs, filmstrips,

computers, audio players, microphones, and televisions are available for teaching and

learning the electrical installation and maintenance trade. (2) The attitude of teachers

toward the use of instructional materials includes poor selection of relevant

instructional materials and non-application of instructional materials for lesson delivery.

(3) There was no significant difference between the mean perception of teachers and

administrators on the available instructional materials for effective teaching and learning

of the electrical installation and maintenance trade in Adamawa State Technical Colleges.
 32

As a result, it was revealed that the attitude of the teacher toward instructional materials

include: poor selection of relevant Instructional materials during lesson delivery,

poor technical skills in manipulating the instructional. Both studies share the goal of

assessing teaching effectiveness using a descriptive survey method, but they differ in

sampling technique: the cited study used random sampling, while the present study

employed purposive sampling to select respondents. Moreover, their statistical treatments

varied—the past study used a t-test, whereas the present study utilized a weighted

average mean.

Furthermore, Mallillin et al. (2023) focused on identifying the components of

instructional design that result in effective classroom pedagogy of teaching among the

respondents and assessing the role of instructional design in that practice. As a result,

research found that instructional materials demonstrate and emphasize the learning

process and strategy for effective pedagogy of teaching, recognizing the method and

benefit of teaching effort through various tools instructional design, which means it

necessitates reflection on the application of the lesson and experiences to other contexts

on the part of the students and offers helpful information. This is likewise based on

instruction and instructional design interventions in the learning environment, where it

embraces the model theory of teaching. The researcher concluded that experiential

learning and activity-oriented activity should be based on the needs of students. shows

that independent study involves instructional design, mock-up, video, picture, and audio

in advance of teaching to equip students with better learning where it requires students to

study independently for their own capacity where proper instruction, guidance, and

supervision are needed. Both studies share a common consideration of John Dewey
 33

"Learning by Doing" theory, emphasizing learner independence with the teacher as a

facilitator. They also used purposive sampling. Even though, their research designs

differ—the cited study employed descriptive quantitative research, while the present

study utilized descriptive developmental research, combining both qualitative and

quantitative methods.

According to Pereyras (2020) focused on the design and development of an

electrical wiring installation trainer to be used as instructional material in teaching

electrical wiring installation at Pangasinan State University-Lingayen Campus,

Philippines. This electrical circuit mock-up allows the students to experience the actual

wiring of the electrical circuit for a certain task, enhance their learning experience and

appreciation of the subject, and allow the professors to assess the performance of their

students. As a result of this study, it was concluded that through this mock-up, learners

learned how to observe procedures and specifications, follow manuals of instruction,

perform roughing-in, wire and cable for single-phase distribution, power, lighting, and

auxiliary systems, and install wall-mounted outlets and wiring equipment. In addition,

during laboratory time, trainers will demonstrate and evaluate easily with the help of

utility mock-ups on how well the students are supposed to do. Both studies share the goal

of enhancing learning experiences and achieving learning outcomes through the

development of instructional materials, although they focus on different mock-ups—

utility wiring vs. closed circuit television (CCTV) training. The past study used

developmental research, focusing on the mock-up structure, while the present study,

employing descriptive developmental research, utilizes both qualitative and quantitative

 34

methods. The present study utilizes a narrative approach in phase one for data gathering

and a quantitative descriptive and correlational study in phase two.

In continuation, Pereyras (2020) found out that the electrical wiring

installation trainer was very acceptable and technically feasible. This indicates that the

assessment findings indicate that the study goals were met. The expert responses

concurred that the training mock-up is extremely beneficial, safe, and simple to use,

legitimate, trustworthy, and highly repeatable. This implies that the mock-up trainer can

assist in delivering the learning experience and knowledge of the subject and course to

the students, in addition to teacher presentations and evaluation of student performance

during the lab session. Both studies share similarities in measuring the acceptability of

mock-ups, utilizing descriptive research methods and purposive sampling to gather data.

Additionally, they both employed a weighted average mean for statistical treatment.

However, they differ in phasing—the present study involves two phases to identify,

develop, and validate issues, while the cited study followed a direct approach without

distinct phases.

Likewise, Lacanilao et al. (2022) found out that (1) The portable auto-electricity

trainer (PAET) was planned based on the needs of teachers and students as outlined in the

automotive and electrical curriculum at Nueva Ecija University of Science and

Technology, Cabanatuan City, Philippines; (2) the researchers designed the PAET’s

electrical plan, including the materials used; (3) In terms of implementation and

evaluation, the researchers conducted four trials on the operation and use of the PAET in

The researchers gathered industry experts, industry teachers, and students to test its

competence and acceptability. As a result of these studies, it was concluded that with this
 35

mock-up, the teaching would be more effectively delivered, especially when it came to

laboratory exercises. Both studies highlighted the significance of instructional materials

in enhancing teaching effectiveness, especially in the electrical field. However, the past

study involved respondents such as teachers, students, and an industrial technology

expert, while the present study focuses on the electrical trainer and the Technical

Education and Skills Development Authority (TESDA) provincial office as respondents.

In addition, Alfuen et al. (2018) found out the advantages of using actual mock-up

to enhance more advanced technical skill in a specific specialized area and supposes to

investigate how it works in the point of view of the learning system in Tayabas City

Stand Alone Senior High School. As a result of this study, it was concluded that by using

a mock-up during the actual lesson, the learner would better understand the concept and

procedure. Both studies stressed the value of mock-ups for improving hands-on learning

experiences. They also utilized weighted average mean (WAM) for statistical treatment.

However, the past study involved trainers and learners as respondents, whereas the

present study focused on trainers and experts to assess mock-up acceptability.

Moreover, De Guia (2018) examined the electrical skills of Grade 12 students in

the Electrical Installation and Maintenance (EIM) program at San Pascual Senior High

School 1. The study aimed to assess proficiency levels and identify areas for

improvement through practical assessments, written tests, and surveys. Factors

influencing skill levels, including educational resources and teaching methods, were

explored. The findings provided insights for enhancing the curriculum and developing

more effective teaching strategies. To extend this research, a related study is proposed,
 36

focusing on Grade 12 students in the Electrical Engineering Technology (EET) program

at the same institution. The objective is to comprehensively evaluate proficiency levels,

explore influential factors, and inform targeted enhancements to prepare students for

successful careers and further education in the electrical field. Both studies share a

common commitment to skill development through practical assessments. The existing

research focuses on assessing the proficiency of Grade 12 students in the Electrical

Installation and Maintenance program, while the present study specifically targets skills

related to CCTV systems. The methodologies differ, with De Guia utilizing practical

assessments, written tests, and surveys, while the current study involves the creation and

evaluation of a CCTV training mock-up. Furthermore, existing study has a broader scope

encompassing various electrical skills, while the present study is more specialized,

reflecting a specific emphasis on CCTV system skills.

 37

CHAPTER 3

Research Methodology

This chapter discussed the research design, research locale, research population,

and research instrument. It also included the data gathering procedures and statistical

treatment used in conducting this research.

Research Design

The researchers adopted an exploratory sequential approach for data collection in

two phases a qualitative descriptive survey followed by a quantitative descriptive survey.

Creswell (2018) highlights this approach involving qualitative data collection initially to

deeply explore the research problem through methods like interviews or observations.

The subsequent phase focuses on quantitative data to validate or generalize the qualitative

findings, often employing surveys or experiments with a larger sample size. This

combined approach is advantageous for complex research problems, providing a

comprehensive understanding that neither qualitative nor quantitative method can achieve

alone, enabling researchers to gain a holistic view of the investigated phenomenon.

To gather the qualitative data, the researchers used written interview to determine

perceived consideration of the respondents in developing CCTV mock-up in terms of its

importance to teaching and learning. This approach enabled participants to provide

detailed and reflective responses at their own pace, ensuring comprehensive insights.

Written interviews also offered anonymity, encouraging candid responses, and provided

flexibility in scheduling, enhancing participation and convenience for respondents.

According to Hoffman (2019) conducting written interviews allow the candidates to take
 38

their time to compose thoughtful responses, providing a baseline for everyone in the

company to understand the candidate, reducing biases inherent in live interviews, and

allowing candidates to showcase creativity and critical thinking skills. Furthermore, as

stated by Rosala (2024) the use of open-ended questions encourages participants to share

freely, interviewers create an environment where individuals can express their thoughts,

motivations, and experiences in their own words.

To gather the quantitative data, the researchers used checklist survey

questionnaires based from the Electronics Products and Assembly Servicing NC II

Training Regulations to determine the level of acceptability and level of validity of the

developed closed-circuit television (CCTV) training mock-up as perceived by the

respondents in terms of usability, engagement, manageability and universality.

In addition, the researchers developed the actual training mock-up. They would

need to make sure that the content concepts are presented clearly and that the training

mock-up is useful, engaging, manageable and universal. The researchers would test the

mock-up for usability, engagement, manageability and universality and make any

necessary adjustments based on user feedback.

Research Locale

The study was conducted at the College of Sciences, Technology, and

Communications, Inc., (CSTC Inc.) in Sariaya campus, for the school year 2022 to 2023

it is located at Gen. Luna St., Maharlika Highway, Arellano subdivision, Poblacion 3,

Sariaya, Quezon. It is an institution accredited by TESDA that offers Technical and

Vocational Education and Training Courses (TVET) under the Technical Education and
 39

Skills Development Authority (TESDA) on July 7, 1997. And by the year 2011, this

institution began to offer CHED degree programs.

The researchers at the (CSTC Inc.) have identified the absence of a specific mock-

up for CCTV installation stands as a significant gap in their instructional resources. It is a

critical void that impacts both the institution and its students. Without a dedicated mock-

up for industrial electronic closed-circuit television (CCTV) products, the institution

faces a challenge in offering comprehensive practical training to students pursuing

electrical and electronic services. This absence inhibits student hands-on exposure to

crucial components and processes integral to CCTV systems, impeding their ability to

develop the necessary skills demanded in the industry.

The significance of having this mock-up at CSTC Inc., cannot be overstated. It is

not merely about filling a resource gap but about enabling an effective learning

environment. A dedicated CCTV mock-up equips students with practical knowledge,

allowing them to familiarize themselves with the intricate details and functionalities of

CCTV systems. Such hands-on experience is vital for students aspiring to excel in

electrical and electronic services, providing a foundational understanding and practical

skill set that directly translates to real-world applications. Additionally, for instructors,

having access to this mock-up enhances their ability to deliver comprehensive and

practical training ensuring students are equipped with industry-relevant competencies

upon graduation. This not only hampers the institution ability to provide comprehensive

training but also limits student readiness to navigate and contribute effectively in the

industry upon completion of their education.

 40

Research Population

The researchers intended to conduct the study on the electrical and electronics

trainers and TESDA competency accredited assessors who are currently teaching at

CSTC, Inc. There are five (5) electrical trainers/assessors who are currently teaching at

CSTC, Inc., for the academic year 2022-2023. The researchers selected the respondents

mentioned above due to their expertise in teaching electrical technology, including the

CCTV installation, which is important in developing and validating the closed-circuit

television (CCTV) mock-up as an instructional material to fulfill the shortage of

educational materials for teaching. The researchers utilized the open-ended written

interview to enable the participants to provide detailed and reflective responses at their

own pace, ensuring comprehensive insights.

In addition, the researchers utilized total enumeration method which is a type of

purposive sampling technique in choosing the respondents. Total enumeration method is

a special type of purposive sampling technique that is typically used when the target

population is small or easily accessible. It is also employed when the cost and effort

required to survey or study the entire population are feasible and justifiable. This

sampling approach is commonly seen in studies involving small and well-defined

populations, such as a specific community, organization, or group of individuals sharing

particular traits or conditions (Creswell, 2018).

Research Instrument

This study used a descriptive-survey questionnaire and it is divided into two

phases. In phase one (1) of data gathering, the researchers formulated an open-ended
 41

written interview questionnaires regarding on the perceived consideration of the

respondents in developing CCTV mock-up in terms of its importance to teaching and

learning and the process of the development of closed-circuit television. According to

Hoffman (2019) implementing written interviews affords candidates the opportunity to

carefully craft thoughtful responses, establishing a foundation for all team members to

comprehend the candidate more thoroughly. This approach is seen as a means to mitigate

biases inherent in live interviews and provides candidates with a platform to exhibit their

creativity and critical thinking skills. Additionally, as highlighted by Rosala (2024), the

incorporation of open-ended questions in interviews fosters an environment conducive to

participants freely expressing their thoughts, motivations, and experiences in their own

words.

During phase two (2), a self-made checklist survey questionnaire was used in the

study to gather the needed information from the respondents, consisting of the criteria to

determine the level of acceptability of the developed closed-circuit television (CCTV)

training mock-up. It was divided into four (4) categories: usability, engagement,

manageability, and universality. The respondents have to put a checkmark in each

statement where they are guided by a 4-point likert scale which is: (4) Highly Acceptable,

(3) Acceptable, (2) Less Acceptable and (1) Not Acceptable.

Afterward, the researchers asked for the assistance of the electrical and electronics

trainers and TESDA competency accredited assessors to validate the developed closed-

circuit television training mock-up using a self-made checklist survey questionnaire in

the study to gather the needed information from the validators, consisting of the criteria
 42

to determine the level of validity of the respondents in the developed closed-circuit

television (CCTV) training mock-up. It was divided into four (4) categories: usability,

engagement, manageability, and universality. The respondents have to put a checkmark

in each statement where they are guided by a 4-point likert scale which is: (4) Highly

Valid, (3) Valid, (2) Less Valid, and (1) Not Valid.

The researchers presented their survey questionnaire to their research adviser for

feedback, suggestions, and recommendations on how to create a valid, reliable, and well-

structured survey questionnaire. In addition, the researchers asked for the assistance of

the five (5) validators with a designation of four (3) Master of Arts in Education major in

Technology and Livelihood Education at Luis Palad Integrated High School, one (1)

Master in Technical Education major in Electrical Technology at Luis Palad Integrated

High School and one (1) Master of Arts in Education major in English at College of

Sciences, Technology and Communication, Inc., to validate the contents of the survey

questionnaire. As a result, the researchers made changes to the research instrument based

on the validators notable remarks, feedback, and recommendations.

Data Gathering Procedures

The researchers considered several steps for gathering and managing the needed

data to accomplish the present study.

Initially, the researchers sought permission from the head of the Technical-

Vocational Education and Training (TVET) department and conducted preliminary

interviews with electrical and electronics trainers and experts. These interviews aimed to

ascertain any existing gap in educational materials. Subsequently, based on the identified
 43

problem statements, the researchers developed questionnaires. A validation process

ensued, involving a letter administered by the research adviser and relevant individuals

for questionnaire validation. Modifications were made to the research instrument based

on feedback received. Further preparation involved drafting a letter for administering

survey questionnaires, distributed to respondents following the necessary approvals. The

gathered results were tallied and analyzed, helping define goals and guide the selection of

appropriate learning materials. The decision was made to create a closed-circuit

television (CCTV) training mock-up as the research output. This mock-up underwent

development, ensuring clarity in content presentation and adherence to usability,

engagement, manageability, and universality standards. Expert feedback was gathered,

leading to adjustments in the mock-up. Additional testing was conducted to assess

improvements. The next step is the researchers presented, analyzed, and interpreted the

data. Finally, the researchers conceptualized the findings, conclusions, and

recommendations of the study.

Data Analysis Procedure

To analyze the qualitative data obtained from the open-ended written interview

responses in Phase I, the researchers utilized thematic analysis, following the guidance

outlined by Braun and Clarke (2019). Thematic analysis involves identifying, analyzing,

and reporting patterns or themes within qualitative data. It allowed the researchers to

systematically examine the responses, identifying recurring ideas, concepts, or

perspectives related to the shortage and needs of educational materials in electrical and

electronics training. This approach enabled the extraction of rich and detailed insights,
 44

facilitating the identification of key themes, patterns, and critical findings inherent in the

qualitative data.

Thematic analysis, as per Braun and Clarke framework, provided a structured yet

flexible methodology for organizing and interpreting the qualitative data. The researchers

engaged in a systematic process of coding, categorizing, and refining themes emerging

from the narrative of the participants. This methodical approach facilitated a

comprehensive understanding of the nuances and diverse perspectives regarding the

shortage and requirements of educational materials among electrical and electronics

trainers and experts. This thematic analysis served as a robust means to extract, explore,

and present the multifaceted insights inherent in the qualitative data collected during

Phase I of the study.

Analytical Framework

The main objective of this study was to develop and evaluate a training mock-up

for industrial electronic closed-circuit television (CCTV) products. The graphical

representation of analytical framework shown below served as the researchers guide

throughout the investigation.

Step 1 Step 2 Step 3

Familiarization of Initial coding Generating themes
data

Thematic analysis by Braun and Clarke

Step 6 Step 5 Step 4

Writing up Defining and naming Reviewing themes
themes
 45

In this study, the researchers adhered to the Braun and Clarke thematic analysis

framework to systematically analyze the qualitative data gathered from open-ended

written interview responses. The initial step involved familiarization with the data,

where the researchers immersed themselves in the content to gain a comprehensive

understanding. This thorough reading and re-reading of responses helped them grasp the

intricacies and nuances in the feedback from the participants regarding the need for

educational materials in electrical and electronics training.

Moving on to the process of initial coding, they systematically labelled and

organized segments of the data that conveyed similar concepts or topics. This step aimed

to identify recurring ideas and patterns across the responses, laying the foundation for the

subsequent stages of analysis. Through this coding process, they began to witness the

emergence of themes, reflecting key ideas or concepts related to the needs of educational

materials.

As the analysis progressed, a rigorous examination of the coded segments led to

the organic generation of themes. These patterns of meaning across the dataset provided

deeper insights into the perspectives of the participants on the need for educational

materials. Once the initial themes were identified, they underwent a thorough review and

refinement process. This ensured that each theme accurately represented the content of

the coded segments and remained distinct from others.

Following the review, they defined and named each theme, providing clear

descriptions and labels that encapsulated the essence of the identified patterns in the data.
 46

This step aimed to create a concise yet comprehensive framework for understanding the

needs of educational materials in electrical and electronics training.

Finally, they wrote a detailed narrative, documenting the themes and supporting

evidence from the qualitative data. This comprehensive account incorporated excerpts

and quotes from the responses, substantiating each theme and providing a rich context for

their findings. Throughout this analytical journey, the Braun and Clarke thematic analysis

framework served as their guiding tool, facilitating a systematic exploration of the

qualitative data and enhancing the rigor of this study.

Statistical treatment of data

The data would be subjected to different statistical measures and tools to help the

researchers present, analyze, and interpret the quantitative data.

The researchers used the Weighted Arithmetic Mean to determine the

acceptability and validity of the developed Closed Circuit Television (CCTV) mock-up.

The weighted Arithmetic mean formula is defined as follows:

∑𝑛𝑖=1 𝑤𝑖 𝑋𝑖
𝑊=
∑𝑛𝑖=1 𝑤𝑖

Where:

𝑊 = weighted average

𝑛 = number of terms to be averaged

𝑤𝑖 = weights applied to x values

𝑋𝑖 = data values to be averaged

 47

For the interpretation of data, the following description was utilized:

Point Scale Mean Ranges Verbal Interpretation

4 3.26 - 4.00 Highly Acceptable (HA)
3 2.51 - 3.25 Acceptable (A)
2 1.76 - 2.50 Less Acceptable (LA)
1 1.00 - 1.75 Not Acceptable (NA)

Point Scale Mean Ranges Verbal Interpretation

4 3.26 - 4.00 Highly Valid (HV)
3 2.51 - 3.25 Valid (V)
2 1.76 - 2.50 Less Valid (LV)
1 1.00 - 1.75 Not Valid (NV)
 48

CHAPTER 4

Presentation, Analysis and Interpretation of Data

This chapter contains a presentation, analysis, and interpretation of data gathered

through survey questionnaires to develop the industrial electronic closed-circuit

television (CCTV) products training mock-up. The data are being presented in the table

and structure according to the statement of the problem.

Part I. Considerations Done in Development of Industrial Electronic Closed-Circuit

Television (CCTV) Products Training Mock-Up

Table 1

Considerations Done in the Development of Industrial Electronic Closed-Circuit

Television (CCTV) Products Training Mock-Up

Question Superordinate themes

Is there a need to develop a Closed-Circuit
Television training mock-up for Shortage of Resources
educational purposes? Yes or No? Why?

What could be the advantage/s of teaching Practical Skills

the Closed-Circuit Television using mock- Risk-free Environment
ups? Cost-effective

What could be the disadvantage/s of

teaching the Closed-Circuit Television Limited Practical Skills
without using mock-ups?

Table 1 presents the respondents considerations for developing the industrial

electronic closed-circuit television (CCTV) products training mock-up. The questions

denoting the need to develop a closed-circuit television training mock-up for educational

purposes, advantage/s of teaching the closed-circuit television using mock-ups and the

disadvantage/s of teaching the closed-circuit television without using mock-ups generated

 49

the subordinate themes of these terms or subordinate themes collectively to the trainers.

Shortage of resources, practical skills, risk-free environment, cost-effective and limited

practical skills restricts hands-on learning for all where it improves student practical

understanding and application in controlled setting.

Shortage of Resources

The shortage of available resources, particularly in this context, the shortage of

Closed-Circuit Television (CCTV) training mock-ups for educational purposes it

encompasses the restricted availability of practical learning tools necessary to facilitate

hands-on experiences for students. This shortage hampers the ability to provide

comprehensive and interactive educational resources to learners interested in CCTV

technology. The limited availability of such mock-ups impedes student access to practical

understanding and application within a controlled learning environment. Additionally, it

restricts the opportunity for educators to enhance teaching methodologies by

incorporating tangible, real-world experiences into their instructional strategies,

ultimately affecting the depth and effectiveness of practical learning experiences.

Shortage of resources has been identified in the following responses:

“…It limits practical opportunities of the students due to shortage of resources…” (T1)

“…The shortage of resources is restricting hands-on learning of the learners…” (T2)

“…By providing effective educational tools it address the shortage of resources…” (T3)

“…To compensate the shortage of resources fabricating of an effective educational tools

is in need…” (T4)
 50

“…By producing this kind of instructional material it will overcome shortage of

resources…” (T5)

The shortage of resources in the availability of closed-circuit television (CCTV)

training mock-ups for educational purposes encapsulates a critical shortage impacting

practical learning opportunities. This shortage inhibits the comprehensive delivery of

interactive educational resources, hindering student access to hands-on experiences

within the CCTV technology domain. The identified responses from the interviewees

underscore the urgent necessity to address this deficit and highlight the crucial role of

developing mock-ups to bridge this educational gap effectively.

Additionally, addressing this shortage aligns with the evolving educational

landscape, where institutions focus on honing practical skills and competencies. This

emphasis on skills-based learning mirrors the broader trend in education, which now

includes vocational and technical courses, experiential learning, and hands-on activities.

This shift in curriculum design caters to the growing demand for a workforce equipped

with diverse practical skills (Gatchalian, 2022). This evolution in educational paradigms

underlines the importance of creating immersive learning environments such as CCTV

training mock-ups to align with the changing needs of learners in educational landscape.

Practical Skills

It reflects the emphasis on applying theoretical knowledge into practical scenarios

related to CCTV technology. The consideration of practical skills involves designing

mock-ups that simulate real-life situations, enabling students to engage directly with the

technology. This theme highlights the importance of providing a learning environment

 51

that fosters experiential learning and allows students to apply their theoretical knowledge

in a controlled, practical setting. Additionally, it underscores the significance of hands-on

experiences in enhancing student understanding and proficiency in operating CCTV

systems, preparing them effectively for real-world applications. Practical skills have been

identified in the following responses:

"…Improving students’ practical understanding and application…" (T1)

"…It allows the trainees to develop practical skills in a controlled setting..." (T3)

"…Helping students to gain practical experience and in-depth understanding..." (T4)

The focus on the shortage of resources in CCTV training resonates as a central

theme, highlighting the challenges in providing extensive access to real CCTV systems

for teaching and learning purposes. This underscores the necessity for cost-effective

mock-ups as a strategic solution to compensate for these constraints and elevate practical

learning experiences in CCTV technology. Additionally, according to Alam et al. (2018),

the emphasis on the lack of resources within CCTV training programs aligns with the

adoption of affordable mock-ups as strategic alternatives to overcome these limitations.

This aligns with the need for simulated cameras, displays, and scenarios to enrich

practical learning experiences while mitigating the obstacles in accessing authentic

CCTV systems. Those cost-effective training mock-ups can offer a viable solution to

bridge the gap between theoretical knowledge and practical application in CCTV training

sessions.
 52

Risk-free Environment

Mock-ups, in the context of learning, offer a simulated or imitation environment

where students can explore and experiment without the fear of making mistakes or facing

real consequences. In the case of learning about Closed-Circuit Television (CCTV)

knowledge, utilizing mock-ups allows students to interact with and manipulate simulated

CCTV systems without the potential risks associated with handling actual equipment.

This risk-free environment is crucial as it encourages students to try different

configurations, test various scenarios, and troubleshoot potential issues without the worry

of causing real-world damage or errors. By having this safe space to experiment, students

can deepen their understanding of how CCTV systems function, learn from their

mistakes, and refine their problem-solving skills. Risk-free environment have been

identified in the response below:

"… Providing a risk-free environment for students to experiment..." (T2)

The use of mock-ups in learning environments creates a secure space that fosters

experimentation and exploration without the fear of negative consequences. This

approach promotes deeper understanding, skill development, and problem-solving

abilities among students in subjects like Closed-Circuit Television (CCTV) knowledge.

Therefore, simulated environments enable students to interact with and manipulate virtual

CCTV systems, effectively eliminating the potential risks associated with handling real

equipment. This secure space encourages students to explore various configurations, test

diverse scenarios, and troubleshoot potential issues without the fear of causing real-world

damage or errors. This risk-free experimentation fosters a deeper understanding of CCTV

 53

system functionality, allowing students to learn from their mistakes and refine their

problem-solving skills (Galang, 2021).

Cost-Effective

Employing mock-ups in electrical training offers a range of cost-effective

advantages. These simulated environments substantially cut down on expenses associated

with maintaining and repairing actual equipment. Real-world electrical systems, like

Closed-Circuit Television (CCTV) setups, demand regular maintenance, repairs, and

upgrades, all of which come with a substantial financial burden. By using mock-ups,

practitioners avoid these ongoing costs while still providing an immersive and practical

learning experience. Cost-effective have been identified in the response below:

"…Using mock-ups are cost effective..." (T5)

Using mock-ups not only reduces maintenance expenses but also eliminates the

need for continuous investment in updated equipment, thus significantly lowering the

overall cost of educational resources. Moreover, these simulated environments promote

resource sustainability by reducing the consumption of materials and energy required for

operating real equipment, aligning with eco-friendly practices. This cost-effectiveness

extends beyond initial savings, providing a sustainable and efficient solution for long-

term electrical training needs.

Additionally, an exploration of the repercussions stemming from a lack of training

in the workplace, it becomes evident that well-prepared and adequately trained

employees contribute significantly to a success of the company (Amo, 2019). The

 54

absence of comprehensive training not only leads to unhappy employees, high turnover

rates, and low morale but also affects the overall productivity of the workforce. And the

rising demand for competent professionals in the electrical domain emphasizes the

importance of affordable yet effective training solutions. By employing mock-ups,

educational institutions can curtail expenses and address resource scarcity, ultimately

contributing to meeting the surging demand for skilled electricians in the country. This

approach aligns with the broader goal of providing accessible and sustainable educational

resources to support the growth of the electrical workforce.

Limited Practical Skills

It entails the limited opportunity for students to acquire and refine skills essential

for operating, troubleshooting, or understanding CCTV systems due to the absence or

limited availability of appropriate training resources. Limited practical skills, highlights

the gap between theoretical knowledge and practical application in CCTV technology,

hindering students from gaining hands-on experience crucial for proficiency. This theme

suggests that the absence of adequate educational tools, such as mock-ups, real

equipment, or practical training environments, results in a limitation of practical skill

development among learners, potentially impacting their preparedness for real-world

scenarios. Limited practical skills have been identified in the following responses:

"…Lacking of practical skills among learners…" (T1)

"…Limiting understanding of complex concepts without hands-on experience…" (T2)

"…Lacking skills needed to handle real-world incidents …" (T3)

 55

"…Hindering learners’ ability to gain practical experience and deep understanding…"

(T4)

"…Resulting to uneven skills development among learners…" (T5)

The absence of practical training tools like mock-ups in CCTV education can

have profound implications for learners, resulting in skill gaps that hinder their ability to

effectively apply theoretical knowledge to practical situations. This could greatly impact

their preparedness and competence, especially in managing complex scenarios.

Addressing this gap is crucial to ensure learners and professionals acquire the requisite

skills for roles within the security surveillance domain. Moreover, guidelines from

TESDA (2019) underscore the significance of competence in the installation, operation,

and maintenance of CCTV systems. These guidelines emphasize the importance of skill

development and readiness, stressing the need to bridge skill deficiencies to meet

industry standards and ensure competent professionals in the field.

PART II: Process on how to Construct the CCTV Training Mock -Up

Constructing a CCTV training mock-up is a meticulous process that involves

three key phases: planning, proper setup, and evaluation. The initial planning phase sets

the foundation for an effective learning environment. This includes developing a detailed

layout blueprint for the training area, strategically optimizing space, and ensuring

comprehensive camera coverage. The selection and placement of suitable cameras are

critical considerations, aiming to authentically mimic real-world scenarios and align with

training objectives. Diverse simulation scenarios are then crafted, serving as the
 56

backbone for practical learning and enhancing the overall effectiveness of the training

program.

Moving on to the proper setup phase, the focus is on methodically implementing

the plans. Mock-up cameras are installed with precision, replicating the appearance of

actual surveillance equipment. Meticulous wiring and calibration of camera angles and

settings contribute to the authenticity of the simulation, providing trainees with a lifelike

experience. The establishment of a control room equipped with integrated monitoring

systems adds an extra layer of realism, allowing for the oversight and management of

simulated scenarios.

Lastly, the evaluation phase systematically assesses the effectiveness of

constructed mock-up. This involves analyzing recorded footage and reviewing trainee

responses within the simulated scenarios. An efficiency check evaluates how well the

mock-up replicates real-world incidents, considering the accuracy and authenticity of the

simulated scenarios. Findings from the evaluation serve as valuable feedback for

continuous improvement. By identifying areas for enhancement, refining training

methodologies, and aligning learning outcomes with desired objectives, the construction

process ensures that the CCTV training mock-up is purposeful, realistic, and adept at

preparing trainees for real-world situations within a controlled learning environment.

Therefore, the careful planning and thoughtful layout development in constructing

a CCTV training mock-up are deemed pivotal for establishing a meaningful learning

environment. The precise installation and arrangement of components during the setup
 57

phase are not merely important but crucial for authentically and effectively simulating a

training environment. Additionally, the evaluation phase, backed by systematic reviews

of the effectiveness of learning material, is considered not only vital but indispensable for

continuous improvement in the construction of a CCTV training mock-up. This

comprehensive approach is viewed as instrumental in creating a genuinely realistic and

adept training environment, providing individuals with the necessary skills to confidently

navigate real-world situations within a controlled learning setting.

Moreover, according to Pereyras (2020) the effectiveness of the mock-up in

enhancing learning experiences and achieving desired learning outcomes. The study

concluded that the electrical circuit mock-up allowed students to experience actual wiring

tasks, enhancing their learning experience and appreciation of the subject. Additionally,

the mock-up facilitated the assessment of student performance during laboratory sessions.
 58

Part III. Level of Acceptability of the Respondents on the Developed Closed-Circuit

Television (CCTV) Training Mock-up

Table 2
Acceptability of the Respondents on the Developed Closed-Circuit Television (CCTV)
Training Mock-up in terms of Usability
No. Indicators WAM Verbal
The training mock-up is… Interpretation
1 easy to manipulate and use Highly
4.00
Acceptable
2 adequately simulates a real-life CCTV system Highly
4.00
Acceptable
3 effective in teaching the necessary skills and Highly
4.00
knowledge for operating a CCTV system Acceptable
4 visually appealing and engaging Highly
4.00
Acceptable
Overall Weighted Average Mean Highly
4.00
Acceptable
Note . WAM refers to the computed weighted arithmetic mean which is described based

on the following ranges: 1.00 – 1.75 (Not Acceptable), 1.76 – 2.50 (Less Acceptable),

2.51 – 3. 25 (Acceptable), and 3.26 – 4.00 (Highly Acceptable).

Table 2 reveals the level of acceptability of the respondents on the developed

closed-circuit television (CCTV) training mock-up in terms of usability. The gathered

data from the electrical trainers generated a weighted average mean of “4.00”, verbally

interpreted as “Highly Acceptable.” It signifies that the electrical trainers generally affirm

acceptability of the developed CCTV training mock-up in terms of its usability. It means

that educational resources are essential for advancing various skills and providing

opportunities for student interaction. It is important to consider the usability of

instructional technology, as well-designed and user-friendly tools contribute to positive

learning outcomes and student engagement.

 59

Educational resources serve as the cornerstone for skill advancement and

fostering student interaction within learning environments. According to Ononye (2021),

by selecting resources that promote a deeper comprehension of subjects and seamlessly

integrating them into lessons, teachers ensure comprehensive understanding among

students. This interconnected approach, illustrate a symbiotic relationship between

resource usability, teacher involvement, and enriched learning experiences.

All indicators got a weighted average mean of 4.00 , verbally interpreted as

“Highly Acceptable,” which are easy to manipulate and use, adequately simulates a real-

life CCTV system, effective in teaching the necessary skills and knowledge for operating

a CCTV system and visually appealing and engaging. A well-crafted educational tool

plays a pivotal role in cultivating rich and immersive learning experiences. Its influence

on skill development and engagement within educational environments is profound,

shaping the optimization of educational results and nurturing deeper understanding

among learners. This tools acceptability in the teaching-learning process stems from its

ability to seamlessly connect theoretical knowledge with practical application,

positioning it as a commendable resource in enhancing comprehension of CCTV

operations and contributing significantly to educational effectiveness.

In addition, according to Smith and Johnson (2020) the attributes of being user-

friendly, mirroring a real-life system and fostering effectiveness in imparting the requisite

skills mark an educational tool as a potent catalyst for immersive learning experiences.

Wherein, learning resonates deeply with this notion, underscoring the important role of

well-designed educational tools in linking theoretical underpinnings to real-world

 60

implementation. It influence the over skill acquisition and engagement and enriching

learning outcomes.

Table 3

Acceptability of the Respondents on the Developed Closed-Circuit Television (CCTV)

Training Mock-up in terms of Engagement

No. Indicators WAM Verbal

The training mock-up… Interpretation
1 capture my attention and keeps me engaged Highly
4.00
Acceptable
2 provide interactive features that encourage Highly
4.00
participation Acceptable
3 offer feedback that encourages students to Highly
4.00
continuous learning Acceptable
4 provide realistic scenarios that are interesting Highly
4.00
and relevant Acceptable
Overall Weighted Average Mean Highly
4.00
Acceptable
Note . WAM refers to the computed weighted arithmetic mean which is described based

on the following ranges: 1.00 – 1.75 (Not Acceptable), 1.76 – 2.50 (Less Acceptable),

2.51 – 3. 25 (Acceptable), and 3.26 – 4.00 (Highly Acceptable).

Table 3 shows the level of acceptability of the respondents on the developed

closed-circuit television (CCTV) training mock-up in terms of engagement. The gathered

data from the electrical trainers generated a weighted average mean of “4.00”, verbally

interpreted as “Highly Acceptable.” Learning materials that incorporate captivating and

interactive elements play a crucial role in connecting theoretical concepts to practical

applications, sustaining learner interest, and actively involving them in the learning

journey.

The role of an Instructional Designer in analyzing the target audience and creating

engaging learning activities is emphasized, with a focus on understanding retention of the

 61

learner abilities and motivational factors. The research also stresses the impact of a good

User Experience (UX) design on level of learner engagement and the importance of

effective communication through design to convey messages efficiently (Neelakandan,

2019). Learning materials stand out for teaching ability to offer comprehensive and

engaging content, ensuring a nuanced understanding by providing both depth and breadth

of information. And elevating student interest and academic achievements, these

materials foster a healthy spirit of competition among learners, igniting a drive for

excellence that further enriches their educational pursuits.

All indicators got a weighted average mean of 4.00, verbally interpreted as

“Highly Acceptable,” which are capture my attention and keeps me engaged, provide

interactive features that encourage participation, offer feedback that encourages students

to continuous learning and provide realistic scenarios that are interesting and relevant.

The proper selection, explanation, and utilization of instructional materials are

emphasized as key factors in optimizing student learning and engagement. When

educators meticulously choose materials, thoroughly explain their relevance, and

skillfully integrate them into lessons, it significantly impacts how students grasp concepts

and actively engage with the learning process.

The relationship between instructional materials, student engagement, and

learning outcomes is crucial in creating an effective learning environment. When

educators thoughtfully select materials, explain their significance, and seamlessly

integrate them into lessons, it sets the stage for enhanced understanding and active

student involvement. The careful creation of these resources ensures alignment with
 62

curriculum goals while clear explanations highlight their relevance, sparking student

curiosity and encouraging their active participation. Engaged students tend to achieve

higher levels of understanding and retention. By employing engaging and relevant

instructional materials, educators can captivate student attention, making learning an

immersive and interactive experience. The varied tools and items encompassed by

instructional materials provide educators with a diverse arsenal to facilitate information

transfer effectively (Abubakar, 2020).

Table 4

Acceptability of the Respondents on the Developed Closed-Circuit Television (CCTV)

Training Mock-up in terms of Manageability

No. Indicators WAM Verbal

The training mock-up is… Interpretation
1 easy to access and control Highly
4.00
Acceptable
2 compatible with different devices and operating Highly
4.00
systems Acceptable
3 easy to handle and find relevant information Highly
3.80
Acceptable
4 allowing students to track their progress and Highly
3.80
resume where they left off and relevant Acceptable
Overall Weighted Average Mean Highly
3.90
Acceptable
Note . WAM refers to the computed weighted arithmetic mean which is described based

on the following ranges: 1.00 – 1.75 (Not Acceptable), 1.76 – 2.50 (Less Acceptable),

2.51 – 3. 25 (Acceptable), and 3.26 – 4.00 (Highly Acceptable). The results are presented

in descending order of WAM values.

Table 4 elicits the level of acceptability of the respondents on the developed

closed-circuit television (CCTV) training mock-up in terms of manageability. The

 63

gathered data from the electrical trainers generated a weighted average mean of “3.90”,

verbally interpreted as “Highly Acceptable.” Instructional materials play a vital role in

enriching teaching and learning experiences by fostering accessibility, enjoyment, and

effectiveness. Educators often rely on resources like textbooks, chalkboards, and charts to

create engaging lessons and enhance learning outcomes.

The utilization of instructional materials significantly influences the quality of

teaching and learning experiences. Educators rely on a spectrum of resources, ranging

from traditional tools like textbooks, chalkboards, and charts to foster engaging lessons

and bolster learning outcomes. The use of these instructional resources by teachers is

favored for their perceived ability to heighten student engagement, motivation, and

overall learning achievements. However, challenges related to the availability of these

resources and educators proficiency in using them are notable. Addressing these

challenges through comprehensive training for educators and ensuring the accessibility of

instructional materials can substantially elevate their impact. When these materials are

made more readily available and teachers are adeptly trained in their utilization, it leads

to more engaging and effective teaching practices. This concerted effort creates an

environment conducive to richer and more inclusive learning experiences for students

(Farouk and Yunus 2019).

Indicators one and two got a weighted average mean of 4.00, verbally interpreted

as “Highly Acceptable,” which are easy to access and control and compatible with

different devices and operating systems. Teachers often employ conventional tools like

textbooks, chalkboards, and charts to effectively involve students and enhance their
 64

learning outcomes. However, challenges such as restricted access and insufficient

training can impede the optimal utilization of these resources.

There are challenges faced by educators in leveraging traditional instructional

materials like textbooks, chalkboards, and charts due to limited access and insufficient

training. These hurdles can inhibit the optimal utilization of these resources in

conventional classroom settings. These aspects contribute significantly to efficient

utilization of instructional materials, allowing for accessible and adaptable learning

environments. And attention to the need for thoughtful consideration in resource selection

and integration, acknowledging the challenges faced by educators in traditional settings

(Garcia and Martinez , 2019).

Table 5

Acceptability of the Respondents on the Developed Closed-Circuit Television (CCTV)

Training Mock-up in terms of Universality

No. Indicators WAM Verbal

The training mock-up is… Interpretation
1 can be easily understood by people with Highly
4.00
different backgrounds and education levels Acceptable
2 does not discriminate against any particular Highly
4.00
group of people Acceptable
3 available in common language Highly
4.00
Acceptable
4 uses culturally appropriate examples and Highly
4.00
scenarios Acceptable
Overall Weighted Average Mean Highly
4.00
Acceptable
Note . WAM refers to the computed weighted arithmetic mean which is described based

on the following ranges: 1.00 – 1.75 (Not Acceptable), 1.76 – 2.50 (Less Acceptable),

2.51 – 3. 25 (Acceptable), and 3.26 – 4.00 (Highly Acceptable).

 65

Table 5 exhibits the level of acceptability of the respondents on the developed

closed-circuit television (CCTV) training mock-up in terms of universality. The gathered

data from the electrical trainers generated an weighted average mean of “4.00”, verbally

interpreted as “Highly Acceptable.” The importance of incorporating diverse perspectives

in lesson promotes understanding and appreciation of diversity among students.

Considering student needs when selecting instructional materials and adopting

individualized learning programs.

The incorporation of diverse perspectives in lesson planning not only promotes an

understanding and appreciation of diversity among students but also underscores the

importance of considering individual student needs when selecting instructional materials

and implementing personalized learning programs. In line with this, Hitchcock and Stahl

(2019) delve into the concept of Universal Design for Learning (UDL). This approach

aims to provide an inclusive educational environment where all students, including those

with impairments, have access to high-quality education. The core principle of UDL

revolves around offering multiple options for representation, action, and expression to

engage and support diverse learners effectively. This gives importance on

accommodating varied needs and providing diverse options to engage and support all

students, ultimately fostering a more equitable and effective educational experience.

All indicators got a weighted average mean of 4.00, verbally interpreted as

“Highly Acceptable,” which are can be easily understood by people with different

backgrounds and education levels, does not discriminate against any particular group of

people, is available in common language and uses culturally appropriate examples and

scenarios. Providing varied engagement methods and strong support systems is crucial
 66

for meeting the needs of all students effectively. Integrating these aspects into the design

of a CCTV training mockup has the potential to foster diversity, inclusivity, and the

responsible use of CCTV systems.

The aim of educational materials is to be universally understandable across

various backgrounds and education levels without discrimination, employing common

language, culturally appropriate examples, and scenarios. For effective education, it is

vital to provide diverse engagement methods and robust support systems that cater to all

students needs. Gupta and Patel (2020) highlight the significance of offering multiple

avenues for engagement and support in educational settings to address diverse learner

needs. Strategies emphasizing cultural inclusivity in educational resources are pivotal in

achieving universality in learning materials. These strategies align closely with the

attributes evaluated within the design of a CCTV training mockup.

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PART IV. Validation of the Respondents on the Developed Closed-Circuit

Television (CCTV) Training Mock-Up
Table 6
Validation of the Respondents on the Developed Closed-Circuit Television (CCTV)

Training Mock-Up in terms of Usability

No. Indicators WAM Verbal

The training mock-up is… Interpretation
1 easy to manipulate and use 4.00 Highly Valid
2 adequately simulates a real-life CCTV system 4.00 Highly Valid
3 effective in teaching the necessary skills and
4.00 Highly Valid
knowledge for operating a CCTV system
4 visually appealing and engaging 4.00 Highly Valid
Overall Weighted Average Mean 4.00 Highly Valid
Note . WAM refers to the computed weighted arithmetic mean which is described based

on the following ranges: 1.00 – 1.75 (Not Valid), 1.76 – 2.50 (Less Valid), 2.51 – 3. 25

(Valid), and 3.26 – 4.00 (Highly Valid).

Table 6 presents the level of validity of the respondents on the developed closed-

circuit television (CCTV) training mock-up in terms of usability. The gathered data from

the electrical trainers generated a weighted average mean of “4.00”, verbally interpreted

as “Highly Valid.” The careful selection of resources for educational purposes serves the

primary goal of promoting a deeper understanding of subject matter. When these

resources are integrated thoughtfully into lessons, they enhance comprehensive

comprehension among students. These educational resources play a vital role in

advancing various skills and providing valuable opportunities for student interaction,

fostering engagement and active participation in the learning process.

In alignment with this perspective, Kay and Knaack (2019) emphasize the critical

importance of usability in educational technology. They highlight the impact of poorly

 68

designed or challenging-to-use tools on learning outcomes and student engagement.

When instructional technology lacks user-friendliness, it can negatively affect student

learning experiences. Students typically prefer technology that is intuitive and easy to

navigate.

All indicators got a weighted average mean of 4.00, verbally interpreted as

“Highly Acceptable,” which are easy to manipulate and use, adequately simulates a real-

life CCTV system, effective in teaching the necessary skills and knowledge for operating

a CCTV system and visually appealing and engaging. The importance of practical

knowledge about CCTV systems and their application is apparent, given their role in

reducing property theft and enhancing security measures. Acknowledging these insights,

educators should prioritize resources that facilitate comprehensive understanding, skill

enhancement, and user-friendly experiences in teaching students about CCTV systems.

Moreover, Bukoye (2019) underscores the importance of educational resources in

advancing various skills through providing real life scenario that the learners enhancing

their participation in technological, reading, listening, problem-solving, speaking, and

writing abilities. Selecting materials that facilitate understanding and skill development,

educators empower students to comprehend the significance of CCTV systems in security

measures and equip them with the knowledge to contribute effectively to crime

prevention efforts within their communities. These resources provide students with

opportunities to interact with words, symbols, and concepts, enabling them to progress in

their learning.
 69

Table 7

Validation of the Respondents on the Developed Closed-Circuit Television (CCTV)

Training Mock-Up in terms of Engagement

No. Indicators WAM Verbal

The training mock-up… Interpretation
1 capture my attention and keeps me engaged 3.60 Highly Valid
2 provide interactive features that encourage
4.00 Highly Valid
participation
3 offer feedback that encourages students to
3.80 Highly Valid
continuous learning
4 provide realistic scenarios that are interesting
4.00 Highly Valid
and relevant
Overall Weighted Average Mean 3.85 Highly Valid
Note . WAM refers to the computed weighted arithmetic mean which is described based

on the following ranges: 1.00 – 1.75 (Not Valid), 1.76 – 2.50 (Less Valid), 2.51 – 3. 25

(Valid), and 3.26 – 4.00 (Highly Valid). The results are presented in descending order of

WAM values.

Table 7 reveals the level of validity of the respondents on the developed closed-

circuit television (CCTV) training mock-up in terms of engagement. The gathered data

from the electrical trainers generated a weighted average mean of “3.85”, verbally

interpreted as “Highly Valid.” Academic materials are pivotal in providing knowledge

and guidance to students, serving as a significant motivator and contributing factor to

their progress, especially in online courses where access to a comprehensive library of

resources is crucial for effective learning. The careful selection, explanation, and

utilization of instructional materials are highlighted as fundamental factors in optimizing

student engagement and learning outcomes.

Moreover, the practical relevance of learning about CCTVs and their usage

becomes evident in their potential contribution to reducing crime rates in neighborhoods

 70

(Taylor, 2023). This practical application aligns with the notion of optimizing student

learning and engagement through relevant and applicable instructional materials.

Indicators two and four got a weighted average mean of 4.00, verbally interpreted

as “Highly Valid,” which are provide interactive features that encourage participation,

and provide realistic scenarios that are interesting and relevant. The student engagement

is recognized as a significant determinant of learning outcomes, with highly engaged

students exhibiting higher levels of achievement and retention. Student engagement

thrives when materials are interactive, empowering students to direct their learning and

receive timely, pertinent feedback. Giving students control over their learning process not

only fosters a sense of ownership but also promotes active participation and deeper

understanding of the subject matter.

Similarly, the study by Reyes et al. (2021) highlights the importance of interactive

elements in educational materials, citing their role in enhancing student engagement and

motivation by giving the learners ability to take charge of their own learning, making

decisions to Moreover, offering timely and relevant feedback aids in reinforcing learning

and guiding students toward improvement, ultimately enhancing their overall learning

experience.
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Table 8

Validation of the Respondents on the Developed Closed-Circuit Television (CCTV)

Training Mock-Up in terms of Manageability

No. Indicators WAM Verbal

The training mock-up is… Interpretation
1 easy to access and control 3.60 Highly Valid
2 compatible with different devices and operating
3.60 Highly Valid
systems
3 easy to handle and find relevant information 3.80 Highly Valid
4 allowing students to track their progress and
3.40 Highly Valid
resume where they left off and relevant
Overall Weighted Average Mean 3.60 Highly Valid
Note . WAM refers to the computed weighted arithmetic mean which is described based

on the following ranges: 1.00 – 1.75 (Not Valid), 1.76 – 2.50 (Less Valid), 2.51 – 3. 25

(Valid), and 3.26 – 4.00 (Highly Valid). The results are presented in descending order of

WAM values.

Table 8 depicts the level of validity of the respondents on the developed closed-

circuit television (CCTV) training mock-up in terms of manageability. The gathered data

from the electrical trainers generated a weighted average mean of “3.60”, verbally

interpreted as “Highly Valid.” Educational materials play a pivotal role in enriching

teaching and learning experiences by fostering accessibility, enjoyment, and efficacy.

They serve as invaluable aids that educators employ to engage students and enhance

overall learning outcomes. Traditionally, resources like textbooks, chalkboards, and

charts have been staples in classrooms, serving as foundational tools. However, despite

their significance, obstacles like restricted accessibility and insufficient training often

impede their optimal utilization. When these materials are effectively integrated into

pedagogy, they promote inclusivity and cater to diverse learning styles, elevating the
 72

overall educational experience. Consequently, addressing challenges such as limited

availability and providing comprehensive training to educators becomes essential in

harnessing the full potential of instructional materials, ensuring they become catalysts for

enriched learning environments.

In addition, a comprehensive examination of the widespread use of surveillance

cameras in public spaces, the study highlights their role in monitoring population

movements, preventing crime, and enhancing security, with a particular focus on the

integration of AI and analytics software. The deployment of closed-circuit television

(CCTV) systems, comprising video cameras, display devices, and data networks, serves

the purpose of detecting and deterring criminal activities across public and private

sectors. As an extension, a proposed study aims to investigate the manageability of

instructional materials or mockups as tools for enhancing the effectiveness and

responsible utilization of surveillance technologies (IFSEC Insider, 2022). This holistic

approach not only enhances ethical awareness but also elevates the proficiency of

handling these systems effectively.

Indicator three got a weighted average mean of 3.80, verbally interpreted as

“Highly Valid,” which is easy to handle and find relevant information. The use of

instructional materials like textbooks, chalkboards, and charts significantly influences

learner engagement and academic success. However, acknowledging challenges such as

restricted access and inadequate training is essential in optimizing their effectiveness.

Overcoming barriers like limited accessibility involves strategic resource selection that

not only enhances understanding but also actively engages learners in the educational
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process, aligning with the modern educational focus on inclusivity and tailored learning

experiences.

Additionally, addressing these challenges is crucial in ensuring that instructional

materials effectively support the diverse needs of learners in the context of CCTV

training. The utilization of materials can holds substantial sway over learner engagement

and contributes significantly to academic success. These materials contribute to the

accessibility, enjoyment, and effectiveness of teaching and learning activities. They

encompass a wide range of resources utilized during the teaching process to enhance

student knowledge, skills, and overall growth. While the importance of locating relevant

teaching resources to supplement lectures and texts, broadening student interest and

enhancing their learning experience (Kochhar, 2021).

Table 9

Validation of the Respondents on the Developed Closed-Circuit Television (CCTV)

Training Mock-Up in terms of Universality

No. Indicators WAM Verbal

The training mock-up is… Interpretation
1 can be easily understood by people with
3.60 Highly Valid
different backgrounds and education levels
2 does not discriminate against any particular
3.80 Highly Valid
group of people
3 available in common language 4.00 Highly Valid
4 uses culturally appropriate examples and
4.00 Highly Valid
scenarios
Overall Weighted Average Mean 3.85 Highly Valid
Note . WAM refers to the computed weighted arithmetic mean which is described based

on the following ranges: 1.00 – 1.75 (Not Valid), 1.76 – 2.50 (Less Valid), 2.51 – 3. 25

(Valid), and 3.26 – 4.00 (Highly Valid). The results are presented in descending order of

WAM values.
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Table 9 exhibits the level of validity of the respondents on the developed closed-

circuit television (CCTV) training mock-up in terms of universality. The gathered data

from the electrical trainers generated a weighted average mean of “3.85”, verbally

interpreted as “Highly Valid.” Including diverse viewpoints in lessons is crucial; it fosters

understanding and respect for differences among students. When choosing teaching

materials, it is vital to factor in each student unique requirements, enabling personalized

learning experiences. By embracing diverse perspectives in the curriculum, educators

create an inclusive environment that validates varied backgrounds and viewpoints. This

approach not only enhances comprehension but also cultivates empathy and open-

mindedness among students, preparing them to navigate a diverse world. Ultimately,

tailoring instructional strategies to accommodate individual learning styles and

perspectives significantly contributes to a richer educational journey for every student.

In addition, the article by the Liboro (2020) extend that the consideration of the

diversity of the learners enhance the overall learning experience by promoting inclusivity,

accommodating various learning styles, and fostering a positive and respectful

environment together with the National Privacy Commission who acknowledges the

increasing popularity of CCTV systems for personal protection and underscores the need

for individuals to understand and consider the impact of their systems on the freedom and

rights of others.

Indicators three and four got a weighted average mean of 4.00, verbally

interpreted as “Highly Acceptable,” which are can be easily understood by people with

different backgrounds and education levels, does not discriminate against any particular
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group of people, is available in common language and uses culturally appropriate

examples and scenarios. Providing diverse engagement methods and robust support

options is vital for accommodating the needs of all students. Integrating these approaches

into a CCTV training mockup promotes diversity, inclusivity, and ethical utilization of

CCTV systems.

In a broader educational context, incorporating diverse perspectives into lesson

plans is crucial to instill an understanding and appreciation of diversity among students

from diverse cultural backgrounds. Introducing a spectrum of writers and historical

figures enables students to connect with and be inspired by individuals they can relate to,

regardless of their cultural backgrounds. This approach fosters a sense of inclusivity and

respect for diversity while encouraging students to identify with figures who resonate

with their experiences, thereby enriching their educational journey (Western Governors

University, 2020). This strategy promotes a more comprehensive and engaging learning

environment that celebrates diversity and encourages empathy and understanding among

students.
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CHAPTER 5

Summary of Findings, Conclusions, and Recommendations

This chapter encapsulates the results of the study. It furnishes the summary of the

findings generated from the data gathered, the conclusion from the findings, and the

recommendation deduced from the conclusion of the study.

Summary of the Findings

Based on the data gathered from the respondents, the following are the significant

findings of the study.

1. Considerations Done in the Development of Industrial Electronic Closed-Circuit

Television (CCTV) Products Training Mock-Up
Shortage of resources identified as the primary reason for developing the CCTV

mock-up. Practical skills, risk-free environment and cost-effective emerged as a

significant advantage, while the absence of such a tool was associated with limited

practical skills in teaching and learning.

2. Process on how to Construct the CCTV Training Mock –Up

The construction of a CCTV training mock-up involves a meticulous process

encompassing planning, good setup, and thorough evaluation. These steps show the

different phases needed to make a great training mock-up for learning and skill

development.

3. Acceptability of the respondents on the developed closed-circuit television (CCTV)

training mock-up
The respondents found the developed CCTV training mock-up highly acceptable

across various aspects. Usability scored an average of 4.00, indicating it was easy to use,
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simulated real CCTV systems well, effectively taught necessary skills, and was visually

engaging. Engagement also scored 4.00, showing it captured attention, encouraged

participation, provided relevant feedback, and realistic scenarios. Manageability, at 3.90,

was rated highly for being easy to control, accessible, and compatible across devices.

Universality, with an average of 4.00, was praised for being understandable across

diverse backgrounds, non-discriminatory, available in common language, and using

culturally appropriate examples.

4. Validation of the respondents on the developed closed-circuit television (CCTV)

training mock-up
The validation from respondents on the developed CCTV training mock-up

showcases highly valid ratings across different aspects. Usability received an average of

4.00, indicating highly valid, especially for its ease of use, realistic simulation, effective

teaching, and engaging visuals. Engagement scored 3.85, showing highly valid in

providing interactive features and relevant scenarios. Manageability achieved an average

of 3.60, indicating highly valid, particularly in handling and finding information easily.

Universality, with an average of 3.85, showed highly valid in being available in common

language and using culturally appropriate content.

Conclusions

In light with the findings of the study, the present researchers arrived at the

following conclusions:

1. The development of an industrial electronic Closed-Circuit Television (CCTV)

training mock-up stemmed from a shortage of resources, as revealed by electrical

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trainers. This approach offers distinct advantages, providing a practical, risk-free

environment for learning while being cost-effective. Conversely, the absence of such

a tool was linked directly to limited practical skill development in teaching and

learning CCTV systems. In essence, the mock-up serves as a crucial solution to

resource constraints, enhancing practical skills and fostering a safer, more cost-

efficient educational approach in the realm of CCTV training.

2. Constructing a CCTV training mock-up involves careful planning, a good setup to put

everything just right, and a proper evaluation to check how it all works. These steps

are keys to creating a top-notch training environment for learning about CCTV

systems.

3. The developed CCTV training mock-up revealed highly acceptable ratings across

various dimensions. Usability, engagement, manageability, and universality were all

rated highly acceptable, indicating strong positive feedback regarding the mock-up

ease of use, engagement features, device compatibility, and inclusivity across diverse

backgrounds and languages. This collective acceptance underscores the favorable

reception and comprehensive appeal of the training mock-up among the respondents.

4. The developed CCTV training mock-up garnered highly valid ratings across all

dimensions. Usability, engagement, manageability, and universality were consistently

highly valid, indicating effectiveness, interactivity, and cultural inclusivity.

Showcasing the mock-up overall validity and credibility among respondents for

instructional purposes.
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Recommendations

Based on the findings and conclusion obtained from the study, the following

recommendations are with this offer:

1. School Administrations and educational boards, should allocate resources specifically

earmarked for the development of practical training tools in technical education. By

investing in resources dedicated to creating more mock-ups and practical tools,

institutions can enhance the quality of technical education, addressing shortages and

enabling a more hands-on learning experience.

2. Trainers and training institutions should integrate comprehensive guidelines or

frameworks for developing practical training mock-ups into their programs. Providing

standardized guidelines or frameworks for constructing training mock-ups will ensure

a consistent and effective development process, leading to better learning outcomes

and skill acquisition.

3. Researchers and institutions involved should continuously gather feedback from users

and educators to refine and improve the existing CCTV training mock-up. Continuous

improvement based on user feedback ensures that the mock-up remains relevant,

engaging, and effective in catering to the evolving needs of learners and educators.

4. Further Researchers and educational bodies should support further studies exploring

the applicability of similar mock-ups in diverse technical fields beyond electrical

technology. Encouraging research in other technical disciplines can expand the scope

and utility of mock-ups, fostering a more comprehensive approach to practical

training across various vocational domains.