<![CDATA[Simple electrical circuits can be difficult for elementary students because abstract concepts may not be readily connected to observable components. However, limited evidence addresses learning outcomes associated with simple, tangible circuit teaching aids in elementary classrooms. This study examined changes in fifth-grade students’ learning outcomes following instruction with a simple electrical circuit teaching aid. A quantitative, pre-experimental one-group pretest-posttest design involved 21 fifth-grade students. An achievement test on simple electrical circuits was administered before and after instruction. Descriptive statistics, the Shapiro-Wilk test, and a paired-samples t-test were used. Mean achievement increased from 39.29 (SD = 17.12) to 70.24 (SD = 11.72). The difference was statistically significant, t(20) = −10.594, p < .001, with a large standardized within-group change (Cohen’s dz = 2.31). The findings indicate substantial within-group improvement following the instructional experience. Because no control group was included, the improvement cannot be attributed exclusively to the teaching aid. The study provides preliminary classroom-level evidence for using simple, tangible circuit activities in elementary science learning. Future research should include larger samples, comparison groups, validated instruments, and stronger experimental designs.]]>
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