Integrating Hybrid Simulation- and Measurement-Based Teaching Approaches in IT-Focused Vocational Electrotechnics Education: A Comparative Study

Basic electrotechnics education often separates calculation-oriented theory from practical measurement, potentially hindering conceptual understanding and knowledge transfer. During the COVID-19 pandemic, lockdowns made hands-on laboratory measurements impossible in many cases, requiring educators to adopt simulation-based alternatives. This study examines a hybrid instructional approach combining simulations with hands-on measurements in ISCED 3 (International Standard Classification of Education, 3-upper secondary education) vocational electrotechnics education in Slovakia. Curriculum and textbook analyses were complemented by a retrospective comparison of anonymised academic records from 79 students covering the period from 2011 and 2025. The analysis included cohorts taught using traditional methods and those taught through a hybrid, project-based approach. Non-parametric statistical methods were used to compare final grades in Electrical Measurements between instructional groups and to examine paired differences in grades between Fundamentals of Electrotechnics and Electrical Measurements within each group. Students in the hybrid-period cohorts achieved significantly more favorable grades in Electrical Measurements than those in the traditional-period cohorts. The paired comparisons revealed contrasting patterns, with less favorable grades in the later course among students in the traditional group and more favorable grades among those in the hybrid group. These findings indicate associations between instructional approaches and academic performance but do not establish causal effects or differences in knowledge transfer. Focusing on IT-oriented vocational secondary education, the study provides empirical evidence relevant to integrating simulation and physical experimentation within curricular and laboratory constraints.