IRCHE 2017

4th International Research Conference on Higher Education

Volume 2018

Conference Paper

Justifiably Improved Model for Car Engine and

Lighting Simulation: A Teaching Device for
Automotive Servicing, National Competency
Level 1 (NC 1)
Jimcel P. Pecaso1 and Jaime P. Pecaso Jr.2
1
Faculty, College of Engineering and Technology, Partido State University-Goa Campus,
2
High School Principal, Kinalansan High School, San Jose, Camarines sur

Abstract
Learning engine and chassis electrical system in automotive technology should con-
form to the manipulative requirements of the Technical Education Skills Development
Authority (TESDA). National Competency (NC) in levels I, and II requires tedious
trainings for automotive student-trainees in order to pass the TESDA certification
Corresponding Author: body. Subsequently, the K-12 program of the Department of Education(Dep-Ed) in
Jimcel P. Pecaso
[email protected]
the country offering automotive as one of it’s course should be made acceptable
and compliant to the TESDA National Competency (NC) standard as embodied
Received: 23 April 2018
Accepted: 8 May 2018
in the Philippine TVET Qualifications Framework (PTQF. Infancy of the program
Published: 4 June 2018 offering require trainers, mock-ups and relative educational materials in automotive

Publishing services provided by

technology to facilitate and heighten automotive technology instructions specially in
Knowledge E the implementation of the K-12 program.
Jimcel P. Pecaso and Jaime P. A need to design, develop, try-out and evaluate an environment-friendly instructional
Pecaso Jr.. This article is device for automotive technology using locally available materials was made and
distributed under the terms of
utilized with aims to enhance the manipulative skill of the trainees.
the Creative Commons
Attribution License, which The researchers opted to follow the Research and Development (R&D) process. The
permits unrestricted use and
descriptive method was introduced through a survey questionnaire to automotive
redistribution provided that the
original author and source are technology students, mentors of Partido State University (PSU) and selected shop
credited. owners in the locality as respondents. T-test is also applied to further validate the
Selection and Peer-review under study.
the responsibility of the IRCHE The instructional model was introduced in automotive mainly for learning automotive
2017 Conference Committee.
engine and chassis electricity, thus this study was conceptualized.

Keywords: automotive technology, chassis wiring, design, engine electricity,

instructional model

How to cite this article: Jimcel P. Pecaso and Jaime P. Pecaso Jr., (2018), “Justifiably Improved Model for Car Engine and Lighting Simulation: A
Teaching Device for Automotive Servicing, National Competency Level 1 (NC 1)” in 4th International Research Conference on Higher Education, KnE Page 647
Social Sciences, pages 647–658. DOI 10.18502/kss.v3i6.2411
 IRCHE 2017

1. Introduction

Teaching and training future skilled workers in the Philippines was entrusted by the
Aquino government to the Department of Education (Dep-Ed) through the establish-
ment of the K-12 program before his term ends. The first two years in college was
today’s new burden delegated to the Department of the Education (DepEd) consid-
ering the inadequacy of relative teaching materials for the course. Said program was
aimed at producing workers competitive in the Association of South East Asian Nation
(ASEAN) and throughout the world. Teachers in the secondary schools were sent to
trainings and are required to have their National Competency (NC) levels to cope up
with new program requirements of the government.
National certificate is a certification issued to individuals, students and profession-
als who achieved all the required units of competency for a national qualification
as defined under the TESDA training regulations. National certification are aligned to
specific levels within the Philippine TVET Qualifications Framework (PTQF-TESDA board
resolutions no. 2004-13, Training regulations framework) where worker is expected in
a. NC1 performs a routine and predictable task; and works under supervision and b.
NCII perform prescribe range of function involving known routines and procedures;
has limited choice and complexity of functions, and has little accountability.
Reality, to pass the certification test, instructional mock-ups and trainers in the K-12
program of Department of Education (Dep-Ed) must be available and functional. But
it was found to be inadequate considering it’s infancy and newness of the curriculum
offered to the secondary education. Specifically, almost all high schools in the province
start from the basic in an attempt to introduce K-12 programs including automotive
technology as course. In this sense, acquisition of the needed knowledge and manip-
ulative skills of the students will definitely be taken for granted. Newly recruited and
illegible teachers of the program will resort to the written and oral use of words.
Expectation from this mentors should be at par with instructors teaching in the college
or universities offering the same program.
Corpus (2016) explained that his study was aimed at revolutionizing learning through
his online module to make highly technical computer languages used in microchip tech-
nologies accessible, suitable, and operational for the benefit of engineering students.
The study was a descriptive and developmental in nature which utilize the Analyze-
Design- Develop-Engage-Engage-Evaluate(ADDEE) framework as guide. The product
is a promising project in creating a platform that will ensure student achievement and
improve learning technical disciplines.(p.vii)

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Babalcon (2015) reiterated that concerns about instructional modifications inspire

faculty researchers to get ready with instructional materials, teacher–made tools and
gadgets as well as technology- laden learning approaches to enable K to 12 graduates
who may pursue courses in college to acquire lifelong learning skills that will make
them better prepared for job opportunities for self-employment (p.61)
As Cruz (2012) explained that instructional materials a r e specific items in a lesson
and delivered through various m e d i a formats such as video, audio, print, improved
devices and so on. It is a channel of communication that carry messages with an
enhanced instructional purpose.(p.23)
Marty (2010) also stated that the economic progress of a county depends on tech-
nological advancement and manpower training. He reiterated that technology has a
great contribution to economic progress, as the economy is periled with continuous
increase in price of oil and prime commodities and other threats to our industry, to
policy makers are giving great importance on research and development, specifically
on the introduction of new discoveries and invention of new products.(p.15)
Needless to say, as instructors, improvement of teaching styles trusted much how
the instructor faces the main concern of teaching, thus, various application of teaching
is at cost and must properly be identified. In this premise, instructional device is an
indispensable aid in carrying out the ideals and objectives formulated in developing
would-be trainees and future workers in the automotive discipline.
In an attempt to answer and provide solution to lack of instructional materials in the
Department of Education (DepEd) offering the technology strands in Partido, thus this
study was conceptualized.

2. Objectives of the Study

The present study attempted to: 1.design, fabricate, try-out and evaluate a device that
will expedite teaching-learning process in automotive compliant to Technical Educa-
tion and Skill Development Authority (TESDA)NC-1 level, 2. test the capability and
limitation of the training device, 3. perform try-out and revision, 4. determine the
level of acceptability of the device in terms of: a. functionality and b. usability, 5.
know the performance of the student respondent in pre-test and post-test following
required National Competency (NC)1 learning areas: a. starting system, b. charging
system, c. ignition system, d. lighting, and accessory system 6. compute the significant
difference on the of the student-respondents as revealed by pre-test and post-test
on the identified learning areas, and 7.identify the significant difference between the

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evaluation of two groups of respondents on the acceptability of the improved training

device.

3. Materials and Methods

The Research and Development process (R&D) was the technique employed in the
study for the output is the project that will be valuable to the teacher. Likewise, the
descriptive method was used since a survey questionnaire was administered in order
to realize the validation of the improved teaching material.
Experimental method using two groups- experimental and control groups was
adapted to compare the conventional manner of teaching with the utilization of the
improved instructional device compliant to Technical Education and Skills Development
Authority (TESDA) NC-1 standards based on what is required in the curriculum.
Bachelor of Technology (BAT) 212 subject of Partido State University (ParSU) to find
out the accomplishment of the groups of respondents.
Weighted mean and t-test was also used in the validation of the study..

4. Results and Discussion

Project Presentation, Analysis and Interpretation

The teaching device in this study is a utility model for engine electricity comprised
of ignition, starting and charging system. It is also combined with chassis electricity
for lighting system accessories for headlight, signal light, park tail light, stop light horn
system and wiper system in the device.

4.1. Stages in the construction of design and plan

The proponents followed different stages in fabricating the improved teaching device:
1) Conceptualization of the design-The researchers designed the trainer applicable for
engine and chassis training. The planned working drawings was followed to assure
accuracy of the proposed project, 2) Supplies and materials, tools and equipment
needed were estimated, purchased and used in the fabrication of the trainer, 3)The
construction and assembly of parts include: a) mock-up (main frame) fabrication
through welding, brazing grinding and finishing based on the prepared working draw-
ing, and b) mounting of required engine electrical parts and other sub-component
parts for headlight; signal light; tail/park light, stop light, horn and wiper circuit.

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Figure 1: The trainer and students manipulating the teaching device.

During the try-out of the improved device, the Technical Education and Skills Devel-
opment Authority (TESDA) NC-1 core competencies was applied: 1) test, service and
replace battery, 2) test, service and repair wiring/lighting system, 3) Remove and
re-install starting, charging and ignition circuitry, and 4) use special service tool for
checking dwell and ignition timing following prescribed specifications.
Appropriate number of Three hundred(300) hours was allotted for the fabrication
and development of the teaching device. The activities are as follows: preparation of
the main frame, welding of the frame assembly, installation and mounting of compo-
nents. The time table set in the preparation of the device minimize wastage of time,
money and effort.

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Figure 2: The researcher during the fabrication of the device.

Some minor defects were identified and revised while testing the trainer: Neces-
sary attachment and alignment was made. Proper grounding and lubrication of some
moving parts were made.
The total cost of the project was based on the current prices in terms of supplies
and materials include overhead cost and return of investment is thirty five thousand
pesos. (Php 35,000.00)
Discussed below is the level of performance of the experimental group and control
group as revealed by the pretest and posttest in different learning areas.
Above result presents the computed mean and standard deviation on the level of
performance in BAT212 of the experimental and control groups in the pretest and
posttest.
As shown, the experimental group obtained “ Poor “ performance in all learning
areas in the pretest with mean score of 4.36, 3.64, 3.84, 3.04, 4.00 and 3.56 respec-
tively with standard deviations of 1.80, 1.55, 1.97, 1.64, 1.60 and 1.72. High performance
was obtained in all learning areas except in “Charging system” with “Average” per-
formance in the post test of the experimental group after the exposure utilizing the
improved training device with mean score of 8.80, 6.88, 7.88, 8.32, 8.16 and 7.48
respectively.

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Table 1: Computed Mean and standard deviation on the level of performance of the experimental and
control groups as revealed by the pretest and posttest.

LEARNING EXPERIMENTAL GROUP CONTROL GROUP

AREAS
Pretest Post Test Pretest Post Test
Mean VI SD Mean VI SD Mean VI SD Mean VI SD
Starting 4.36 P 1.80 8.80 H 1.41 4.64 P 1.55 7.28 H 2.07
system
Charging 3.64 P 1.55 6.88 A 1.09 2.96 NI 1.40 4.96 P 1.54
system
Ignition 3.84 P 1.97 7.88 H 1.24 4.20 P 1.55 6.76 A 1.94
system
Lighting 3.04 P 1.64 8.32 H 1.18 2.84 NI 1.47 6.56 A 2.09
system
Accessory 4.00 P 1.60 8.16 H 1.72 4.08 P 1.67 6.56 A 2.03
system
Storage 3.56 P 1.72 7.48 H 1.81 3.60 P 1.35 5.04 A 1.88
battery
H-High A-Average P-Poor NI-Needs Improvement

For the control group, four (4) learning areas obtained “Poor” performances and
two(2) “ Needs Improvement.” “Charging system and Accessory system” obtained the
lowest mean score of 2.96 and 2.84 respectively and standard deviation of 1.40 and
1.47. Posttest result in “Starting system” obtained the “High Performance” with a mean
rating of 2.07 while “Charging system” got “Poor” performance with a mean score of
4.96 and a standard deviation of 1.54.
However, all other items obtained 6.76, 6.56, 6.56 and 5.04 mean scores and inter-
preted “ Average.” The findings connote that performance in BAT 212 of the exper-
imental group improved immensely after exposure to the training device. Much the
same, the control group’s performance also gained with modest mean increases in
favor of the post test.
The significant difference on the level of performance in BAT212 of the two groups
of respondents in the pretest and posttest in the different learning area is discussed
below.
As reflected in the table, the performance of the experimental group differs signif-
icantly in the pretest and posttest since the computed t-value of 6.857, 8.538, 7.439,
13.313, 8.823 and 7.935 exceeded the tabular t-value of 2.064 at.05 level of significance
with 24 degrees of freedom. The findings imply that the use of the improved teaching
device contributed to the significant improvement in students performance.

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Table 2: Computed t-values on the level of performance of the experimental group in the pretest and
postest in the different learning areas.

Learning Mean Df t𝑐𝑜𝑚𝑝 t𝑡𝑎𝑏 Ho VI

Areas
Pre test Post test
Starting 4.36 8.80 24 6.857 2.064 Rejected Significant
system
Charging 3.64 6.88 24 8.538 2.064 Rejected Significant
system
Ignition 3.84 7.88 24 7.439 2.064 Rejected Significant
system
Lighting 3.04 8.32 24 13.313 2.064 Rejected Significant
system
Accessory 4.00 8.16 24 8.823 2.064 Rejected Significant
system
Storage 3.56 7.48 24 7.935 2.064 Rejected Significant
battery

Table 3: Computed t-values on the level of performance of the control group in the pretest and posttest in
the different learning areas.

Learning Mean Df t𝑐𝑜𝑚𝑝 t𝑡𝑎𝑏 Ho VI

Areas
Pretest Posttest
Starting 4.64 7.28 24 4.878 2.064 Rejected Significant
system
Charging 2.96 4.96 24 13.680 2.064 Rejected Significant
system
Ignition 4.20 6.76 24 5.179 2.064 Rejected Significant
system
Lighting 2.84 6.56 24 7.307 2.064 Rejected Significant
system
Accessory 4.08 6.56 24 4.731 2.064 Rejected Significant
system
Storage 3.60 5.04 24 3.106 2.064 Rejected Significant
battery

Table above revealed that the computed t-values all exceeded the t-value of 2.064
at.05 level of significance with 24 degrees of freedom, thus rejected the null hypoth-
esis. The result disclose that the meaningful function of automotive instructors in the
teaching-learning process cannot be refuted.

4.1.1. Functionality

In terms of functionality, the table manifest that respondents evaluated the

improved trainer as “Extremely functional” with a general weighted average mean of
4.8. The findings revealed that students and instructors discern the improved training

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Table 4: Acceptability mean rating as perceived by student and instructor respondents.

ITEM 1 2 3 4 5 Total Weighted

Ave.
Teaching 0 0 3 2 25 30 4.73
model in
teaching
engine and
chassis
electricity
- - 9 8 125 142
Comparable 0 1 3 1 25 30 4.67
to a
functional
car engine
and chassis
electrical
unit.
- 4 9 4 125 140
Teaching 0 0 1 3 26 30 4.83
device
simulates
engine
electricity:
a. Ignition - - 3 1 130 145
system 2
b. Charging
system
c. Starting
System
Teaching
device
simulates
chassis
electricity:
a.
Headlight
Circuit
b. Signal
Light Circuit
c. Park/Tail 0 0 0 3 27 30
Light Circuit
d. Stop 4.9
Light Circuit
e. Horn - - - 1 135 147
Circuit
f. Wiper 2
circuit
General Weighted Average 4.8
Interpretation Extremely
Functional

device as valuable instructional material in the teaching-learning process in BAT212.

Besides, the training device is very useful in unravelling of practical problems.

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4.1.2. Usability

Table 5: Usability of the teaching device as perceived by the respondents.

ITEM 1 2 3 4 5 TOTAL Weighted

Ave.
The 0 1 5 3 19 30 4.13
teaching
device is
usable for
teaching
automotive
electricity.
- 2 15 12 95 124
The utility 0 1 3 5 20 30 4.37
model can
be easily
repaired if
found
defective.
- 2 9 20 100 131
Availability 0 2 6 3 19 30 4.3
of genuine
parts to
maintain
usability of
the
teaching
device.
- 4 18 12 95 129
General Weighted Average 4.27
Interpretation Highly
Usable

As to the ”Usability” of the teaching device, findings revealed the general weighted
average mean rating is 4.27 which mean “ Highly usable.”
Based from the computed weighted mean of the two (2) main indicators, the Func-
tionality with a mean of 4.8 which means “Highly Functional”, and Usability with a
rating of 4.27 which means “Highly Usable” has an acceptability mean rating of 4.535.

5. Conclusion and Recommendation

Students exposed to the improved training device attained better performance than
students taught without the use of the trainer. The teaching device has provision for
developing students for Automotive Servicing National Competency I (NC-I) in ignition,
charging and starting system combined with chassis electricity for headlight, signal
light, park/tail light, stop light, horn and wiper circuit.

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The role of the instructor in the educational process is still the key factor in class-
room learning situation specially when suitable learning strategies are coupled with
teachers’ competencies-success in the teaching learning process is ensured.
In this sense, the utility model as perceived by respondents was effective and an
added strategy for learning engine and chassis electricity. Other researchers with sim-
ilar study may follow the same processes and stages in modifying device like a trainer
into a utility model.
Utilization of the improved training material is hereby recommended for use in auto-
motive instruction. And, to maintain the functionality of the teaching device, the sup-
plies and materials used in the trainer, must be supplied by the administration through
the professor/instructor of the university.
Students and teachers using the teaching model should continuously check and
diagnose possible functions or failures to identify its defects for immediate repair and
maintenance.
The utility model could be introduced to other school as instructional model for
teaching engine and chassis electricity. More innovations can be made to the enhanced
instructional material (Phase 2). In addition, the Competency Based Learning Module
(CBLM) can be prepared to further support strategy in teaching while using the device.

Author’s Note

Wishful acknowledgement to Raul G. Bradecina, Ph.D.-University President for the

encouragement to engage in research and family for the financial and moral support
in accomplishment of the project.

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