Effect of Scenario Simulation Teaching Method on Fire Prevention Ability of First-Year Vocational Students

Xiumei Jin; Suchawadee  Somsamran; Nitikorn Onyon

doi:10.60027/iarj.2026.e297735

Authors

Xiumei Jin Valaya Alongkron Rajabhat University under the Royal Patronage, Pathum Thani Province, Thailand https://orcid.org/0009-0001-1073-0803
Suchawadee Somsamran Valaya Alongkron Rajabhat University under the Royal Patronage, Pathum Thani Province, Thailand https://orcid.org/0009-0000-8516-4175
Nitikorn Onyon Valaya Alongkron Rajabhat University under the Royal Patronage, Pathum Thani Province, Thailand https://orcid.org/0009-0005-5171-3953

DOI:

https://doi.org/10.60027/iarj.2026.e297735

Keywords:

Scenario SimulationTeaching Method, First-yearVocational Students, Fire Prevention Ability

Abstract

Background and Aims: Fire prevention education is a core component of campus safety management in vocational colleges, especially in Yunnan Province, where vocational colleges are concentrated, and campus fire accidents involving vocational students have been reported in recent years. Vocational freshmen face higher fire risks due to insufficient safety education and unfamiliarity with campus environments. Traditional one-way indoctrination fails to equip students with practical fire prevention skills. This study explores the effectiveness of scenario simulation teaching in enhancing fire prevention ability among vocational freshmen to support campus fire prevention goals.

Methodology: This study adopts a quasi-experimental design of pre-test and post-test. Using the cluster random sampling method, 30 first-year students were selected from Yunnan Transportation Vocational College as samples. The intervention measures include 12 hours of scenario simulation teaching, covering six modules. Collect data through fire theory knowledge testing and fire practice skills testing, and analyzed using the dependency t-test and the single-sample t-test.

Results: After using scenario simulation teaching intervention, the average score of students' fire prevention ability (M=82.00, SD=3.54) significantly increased by 29.3 points compared to before intervention (M=52.70, SD=4.60), and the difference was highly statistically significant (t=28.36, p=.001<0.01)The score after intervention was significantly higher than the predetermined qualified standard of 70% (t=18.55, p=. 001<0.01).

Conclusion: The scenario simulation teaching method has effectively improved the fire prevention ability of first-year vocational college students and achieved high acceptance among participants. This indicates that integrating scenario simulation teaching into the systematic development of campus fire safety courses can help enhance students' fire prevention abilities.

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