Conceptualizing Case-based Simulation Framework: Evidence from Electrical Technology in TVET Case Study

Abstract

This study was conducted to generate the Electrical Case-based Simulation (CBS) framework that contributes to the transformation of TVET learning pedagogical practices. CBS is believed to be able to enhance the ability of TVET students in soft skills required by the industry, such as thinking skills and problem solving skills. This study used case study design through a mixed-method approach. A total of four electrical technology curriculum implementers from a vocational college had participated in this study. Evaluation of the case-based simulations were made by experts using questionnaires whereby the absolute agreement among them was then determined using Intraclass Correlation Coefficient (ICC). A high value of agreement was obtained for both the CBS process and structure categories. The qualitative data was thematically analyzed. Three themes (achieve electrical course learning outcomes, opportunity to learn and related to electrical technology of content) had emerged for the process category and five themes (enhance electrical technology students’ thinking skills, workplace situation, students’ engagement, enhance electrical students’ problem solving skills and trigger learning activities) for the structure category. From the ICC results and the curriculum implementers views, it can be construed the case-based simulations reflected the workplace situations. In conclusion, this study contributes to the creation of electrical CBS framework that can be used as a guide for curriculum implementers and industry to support the transformation of TVET education in Malaysia.