Vol. 7, Issue 1, Part G (2025)

This study examines the acceptability, effectiveness, and lived experiences associated with the Multi-Functional Electrical Table (MFET) as an instructional tool for students of Electrical Installation and Maintenance. Employing a sequential explanatory research design, it integrates quantitative and qualitative methods across two phases. The first phase employs a quasi-experimental one-group pretest-posttest design to evaluate learning improvements, while the second phase utilizes phenomenological research to explore students' lived experiences. Expert evaluations, grounded in the Technology Acceptance Model (TAM), confirm the MFET's high acceptability in terms of Perceived Ease of Use (PEOU), Perceived Usefulness (PU), and Behavioral Intention to Use (BIU). Statistical analysis reveals a significant enhancement in student performance between pre-test and post-test assessments, underscoring the MFET's effectiveness in competency development. The qualitative findings identify Enhanced Practical Engagement as a central theme, highlighting the MFET's role in bridging theoretical instruction with hands-on application, fostering deeper learning, and reinforcing essential technical skills. The study concludes that the MFET is a valuable and innovative teaching aid, advocating for its integration into technical and vocational education to optimize student learning outcomes and align instructional practices with industry standards.