DEVELOPMENT AND VALIDATION OF AUTO-MECHANICS … AND...Psychomotor Achievement and Retention of...

DEVELOPMENT AND VALIDATION OF AUTO

TUTOR FOR TEACHING AUTO

DEPARTMENT OF VOCATIOAL

EDUCATION

Nwamarah Uche

ABD-EL-AZIZ ABD-EL-LATIF ADEKUNLE

(PG/Ph.D/06/42125)

DEVELOPMENT AND VALIDATION OF AUTO-MECHANICS INTELLIGENT

TUTOR FOR TEACHING AUTO-MECHANICS CONCEPTS IN TECHNICAL COLLEGES

Education

DEPARTMENT OF VOCATIOAL TEACHER

EDUCATION

Nwamarah Uche

Digitally Signed by: Content manager’s

DN : CN = Webmaster’s name

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OU = Innovation Centre

LATIF ADEKUNLE

MECHANICS INTELLIGENT

MECHANICS CONCEPTS IN TECHNICAL

TEACHER

: Content manager’s Name

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DEVELOPMENT AND VALIDATION OF AUTO-MECHANICS INTELLIGENT TUTOR FOR TEACHING AUTO-MECHANICS

CONCEPTS IN TECHNICAL COLLEGES

BY


(PG/Ph.D/06/42125)

THESIS SUBMITTED TO THE DEPARTMENT OF VOCATIOAL TEACHER

EDUCATION, UNIVERSITY OF NIGERIA, NSUKKA, IN FULFILMENT

OF THE REQUIREMENTS FOR THE AWARD OF DOCTOR OF PHILOSOPHY (PH.D) DEGREE IN INDUSTRIAL

TECHNICAL EDUCATION.

MAY, 2013

TITTLE PAGE

DEVELOPMENT AND VALIDATION OF AUTO-MECHANICS INTELLIGENT TUTOR FOR TEACHING AUTO-MECHANICS

CONCEPTS IN TECHNICAL COLLEGES

BY


(PG/Ph.D/06/42125)

THESIS SUBMITTED TO THE DEPARTMENT OF VOCATIOAL TEACHER

EDUCATION, UNIVERSITY OF NIGERIA, NSUKKA, IN FULFILMENT

OF THE REQUIREMENTS FOR THE AWARD OF DOCTOR OF PHILOSOPHY (PH.D) DEGREE IN INDUSTRIAL

TECHNICAL EDUCATION.

MAY, 2013

APPROVAL PAGE

This thesis has been approved for the Department of Vocational Teacher

Education, University of Nigeria, Nsukka.

By

………………………………………… ………………………………………… Prof. C.E. Nwachukwu, Internal Examiner

(Supervisor)

………………………………………… ………………………………………… External Examiner Prof. (Mrs) C. A. Igbo,

(Head of Department)

…………………………………………

Prof. Ike Ifelunni, (Dean of Faculty)

CERTIFICATION

Abd-El-Aziz, Abd-El-Latif Adekunle, a postgraduate student in the

Department of Vocational Teacher Education with Registration Number

PG/PhD/06/42125 has satisfactorily completed the requirements for the Degree of

Doctor of Philosophy (PhD.) in Industrial Technical Education. The work

embodied in this thesis is original and has not been submitted in part or full for any

other diploma or degree of this or any other university.

………………………………………… ………………………………………… Abd-El-Aziz, Abd-El-Latif Adekunle Prof. C. E. Nwachukwu,

Supervisor

DEDICATION

This work is dedicated to my mother, Mrs Abd-El-Aziz, W. E. of blessed

memory, my aunt late Alhadja Sallahudeen, and teachers.

ACKNOWLEDGEMENTS

The completion of this doctoral thesis has been possible through the support and

encouragement received from many people of goodwill and authors whose works were consulted

as resource materials for the purpose of this study. The researcher is most grateful to Prof. C. E.

Nwachukwu his supervisor, whose unflagging support, constructive advice, consistent guidance,

his love and kindness for the researcher, and enabling atmosphere granted throughout the

course of the study greatly assisted in bringing this work to fruition. The researcher prays that

God should fill his days with understanding, wisdom and peace coupled with meaningful long

life.

My gratitude goes to Dr. F. N.Onu, Dr. (Mrs.) T. C. Ogbuanya, Dr.E.O. Anaele, Prof.

B.A.Ogwo, Prof D. N. Eze and Dr. J. C Adigwe for their painstaking corrections in both the

design and contents of the work as well as other lecturers in the Department of Vocational

Teacher Education, University of Nigeria, Nsukka. The researcher is particularly grateful to Prof.

K.O. Usman an extra ordinary person of special tribute and Mr. R. A. Fasasi for their

constructive advice, encouragement and contributions to the completion of this research.

A good many friends and relations of mine are also worthy of thanks for their moral

support in seeing me through this project. They are Mr. Ganiyu Ismail, Mr. Salawu M.A., Engr.

Opabode, L. O., Mr.Ogundipe, R. B. , Mr. Giwa, M., Mr Aremu, Q., Mr. Parakoyi, R. A., Mr.

Akinwande Lukman, Mrs. M. R. Usman, Alhadji R. A. Adedeji, and many others too numerous

to mention. Above all, the researcher’s sincere reserved appreciation go to his darling wife Mrs.

Alimah binta Sodiq Abd-El-Aziz and children, Zaynab, Khalil-Rahman and Fariidah for their

overwhelming understanding, unflinching support and sincere prayers that kept him moving

forward to the completion of this thesis.

The researcher also acknowledges the professional inputs of Engineer Ibrahim Dauda –

Software Programmer and the understandings he demonstrated to work with the researcher and

other members of Auto-Mechanics Intelligent Tutor development team. May God grant him his

heart desires. Finally, the researcher is grateful to Almighty God, the giver of wisdom,

understanding, peace of mind, love, good health and abilities that sustained the researcher

through to complete this doctoral programme to His Grace.

ABD-EL-AZIZ, ABD-EL-LATIF ADEKUNLE

University of Nigeria

Nsukka.

TABLE OF CONTENTS

TITLE PAGE i

APPROVAL PAGE ii

CERTIFICATION iii

DEDICATION iv

ACKNOWLEDGEMENTS v

TABLE OF CONTENTS vi

LIST OF TABLES xi

LIST OF FIGURES xii

ABSTRACT xiii

CHAPTER I INTRODUCTION 1

Background of the Study 1

Statement of the Problem 6

Purpose of the Study 8

Significance of the Study 8

Research Questions 11

Hypotheses 11

Delimitation of the Study 11

CHAPTER II REVIEW OF RELATED LITERATURE 13

Conceptual Framework 13

Concept of Intelligent Tutor in education 15

Components of an Intelligent Tutor 17

Intelligent Tutor Curriculum Design 21

Rationale for Intelligent Tutor Instructional Medium 24

Instructional design, Software engineering and Courseware engineering 29

Basic Activities in the Life Cycle of Intelligent Tutor 38

Intelligent Tutor Design and Development Principles 47

Conventional Auto-Mechanics Curricular Package (CAMCP) 49

Intelligent Tutor and Auto-Mechanics 50

Automotive service and Mechanics 50

Theoretical Framework 52

Cognitive Theory of Multimedia Learning 53

Cognitive Learning Theory and Intelligent Tutor Instructional Strategy 54

Cognitive Apprenticeship Theory of Learning 59

Cognitive Achievement and Retention of Learning 61

Psychomotor Achievement and Retention of Learning 63

The use of scaffolding and Anchored Instruction to enhance 64

Intelligent Tutor and Multimedia instruction

Review of Related Empirical Studies 67

Summary of Review of Related Literature 73

CHAPTER III METHODOLOGY 75

Design of the Study 75

Procedure for the Development of Auto-Mechanics Intelligent Tutor 75

Users Needs Analysis and Software Requirement 76

Knowledge Acquisition 79

Design and Implementation 80

a. Structure of the knowledge base for the Tutor, 80

b. Analysis of computer language to be used in creating the expert 86

system;

vii

c. Inference techniques (that is the method used to process the 87

system); and

d. Construction or coding of the expert system prototype. 87

Testing, Verification and Validation 87

a. Instruments for Data Collection 87

b. Conducting an experiment with an experimental and control 89

groups; pre-test, implementation, beta test, post-test, retention test

summative evaluation and decision making.

Research Design 89

Area of the Study 90

Population for the Study 90

Sample and Sampling Technique 90

Validation of the Instruments 91

Reliability of the Instruments 93

Control of Extraneous Variables 94

Experimental Procedure 95

Method of Data Analysis 98

CHAPTER IV PRESENTATION AND ANALYSIS OF DATA 100

Research Question 1 100






Hypothesis 1 107

Hypothesis 2 108

Hypothesis 3 109

Hypothesis 4 110

Findings of the Study 112

Discussion of the Findings 115

viii

CHAPTER V SUMMARY, CONCLUSION AND RECOMMENDATION 119

Re-Statement of the Problem 119

Summary of the Procedure Used 120

Principal Findings 121

Implication of the Study 122

Conclusion 123

Recommendations 124

Limitation of the Study 125

Suggestion for Further Research 125

REFERENCES 126

APPENDICES 144

Appendix A The Distribution of Students’ Population 145

Appendix B Experiential Evaluation Questionnaire for Independent 146

Team Members on the Software Requirement

Specifications of Auto- Mechanics Intelligent Tutor

at the Developer’s Site

Appendix C Teachers’ Experiential Evaluation Questionnaire on the 147

Performance Requirements of Auto Mechanics

Intelligent Tutor Outside Developer’s Site

Appendix D Table of Specification for Auto-Mechanics for Cognitive 149

Achievement Test

Appendix E Auto-Mechanics Achievement Test (AMAT) used for

Pre-Test 150

Appendix F Auto-Mechanics Achievement Test (AMAT) used for 155

Post-Test

Appendix G Correct Answers, Difficulty index and Discrimination 160

Index for Auto-Mechanics Achievement Test

Appendix H Auto-Mechanics Psychomotor Achievement Test 162

(AMPAT) Pre-test

Appendix I Auto-Mechanics Psychomotor Achievement Test 163

(AMPAT) Post-test

ix

Appendix J Auto-Mechanics Psychomotor “On the Spot” 164

Assessment Instrument

Appendix K Table of Specification for Auto-Mechanics Psychomotor 167

“On the Spot” Assessment Instrument

Appendix L Allocation of Auto-Mechanics Psychomotor “On the 168

Spot” Assessment Instrument for Table of

Specification on Seven levels of Simpson

Taxonomy of Psychomotor Domain

Appendix M Computation of Internal consistency using Kuder 171

Richardson 20 for Auto-Mechanics Achievement Test

Appendix N Computation of Inter Scorer Reliability for 174

Psychomotor “On the Spot”Assessment Rating

Scale on the first set of Scores

Appendix O Computation of Inter Scorer Reliability for 175

Psychomotor “On the Spot”Assessment Rating

Scale on the Second set of Scores

Appendix P The Framework of Different Intelligent Tutors from which 176

Adaptations were made for Auto Mechanics Intelligent

Tutor

Appendix Q Auto-Mechanics Intelligent Tutor Lesson Plan 179

Appendix R Conventional Mechanics Lesson Plan 233

Appendix S Cognitive Model 263

Appendix T Training Manual for the use of Auto-Mechanics 264

Intelligent Tutor

List of Tables

Table Page

1. Mean Responses of Independent Team Members on the Extent to 101

which Auto-Mechanics Intelligent Tutor conform with Software

Requirement Specification at the Developer’s Site

2. Teachers’ Mean Ratings on the Extent to which Auto-Mechanics 103

Intelligent Tutor conform with Software Requirement

Specification at the Developer’s Site

3. Mean Scores of Students’ Cognitive Achievement in Auto-Mechanics 104

based on the Mode of Instruction

4. Mean Scores of Students’ Psychomotor Achievement in Auto-Mechanics 105


5. Mean Scores of Students’ Cognitive Retention in Auto-Mechanics 105


6. Mean Scores of Students’ Psychomotor Retention in Auto-Mechanics 106


7. Summary of Analysis of Covariance (ANCOVA) of Students’ Cognitive 107

Achievement Scores in Auto-Mechanics based on the

Mode of Instruction

8. Summary of Analysis of Covariance (ANCOVA) of Students’ 108

Psychomotor Achievement Scores in Auto-Mechanics based on

the mode of Instruction

9. Summary of Analysis of Covariance (ANCOVA) of Students’Cognitive 109

Retention Scores in Auto-Mechanics based on the Mode of Instruction

10. Summary of Analysis of Covariance (ANCOVA) of Students’ 110

Psychomotor Retention Scores in Auto-Mechanics based on

The mode of Instruction

11. Unadjusted Means of Posttest Scores and Retention Scores of 111

Experimental Group and Control Group

List of Figures

Figure Page

1. The Schematic diagram of a Conceptual Framework for Developing 14

and Validation of Auto-Mechanics Intelligent Tutor on the

performance and Retention of Learning

2. Schematic Diagram of a General Structure of a Typical Intelligent 15

Tutor by Romiszowki

3. The Water Software Life Circle 39

4. The Software Life Cycle by Mohd Fairuz Bin zaiyadi on the 41

Development of Expert System for car Maintenance and

Troubleshooting

5. The Software Life Circle by Bo Liu (2009) 42

6. Software Design and Development Framework of Auto-Mechanics 43

Intelligent Tutor (AMIT)

Abstract The purpose of this study was to develop and validate an Auto Mechanics Intelligent

Tutor (AMIT) for teaching Auto-mechanics trades concepts in technical colleges. The

study made use of Research and Development design. The stages of research and

development for the development of Auto-Mechanics Intelligent Tutor consisted of Users

Needs Assessment and Software Requirement Analysis; Knowledge Acquisition; Design

and Implementation and Testing, Verification and Validation. The tutor was produced on

a Visual Basic 2008 format with Structured Query Language (SQL) Server 2005 as

database application. The development and validation of the tutor was conducted using

Software Requirement Specification as the basis of reference. The validation activities

involved Alpha and Beta tests as well as quantitative measurement in form of quasi-

experimental study. The study was carried out in Lagos State of Nigeria. The population

for this study comprised 231 year 2 Motor Vehicle Mechanic Work students. The sample

size for this study consisted of 72 participants, with 33 students in the experimental group

while 39 students participated in the control group. A multi stage sampling technique was

used to allocate one school each into the experimental and control groups respectively.

Five instruments were developed for the collection of data. Each of the instruments was

face validated by five experts while the content validity was conducted on two

instruments by five experts. The reliability coefficient of Alpha and Beta instruments

yielded 0.70 and 0.72 respectively using Cronbach alpha technique; Cognitive

achievement yielded 0.817 using K R- 20; while the inter scorer reliability of

psychomotor “On the Spot” assessment instrument are 0.98 and 0.99. Six research

questions were analyzed using mean values and standard deviation. Four null hypotheses

were tested at 0.05 level of significance using ANCOVA statistics. At the end of the

validation, Auto Mechanic Intelligent Tutor was found to perform all the tasks listed in

the SRS. The students in the experimental group obtained higher mean scores than in the

control group in Cognitive and Psychomotor achievement as well as in Cognitive and

Psychomotor retention. There was a significant difference between the mean scores of

Experimental group and Control group in the Cognitive and Psychomotor achievement as

well as in the Cognitive retention and Psychomotor retention of students in Auto-

mechanics trade programmes in technical college. Based on the findings of this research,

it was recommended among others; the adoption of student-centred oriented instruction

as exemplified by Auto-Mechanics Intelligent Tutor instructional medium for enhancing

students’ cognitive achievements, psychomotor achievements and retention of learning in

Nigeria technical colleges.

CHAPTER ONE

INTRODUCTION Background of the Study

In recent years, considerable progress have been made in different countries of the world

to make use of intelligent tutor for supporting students’ learning and as such, should not be left to

chance in Nigeria. Intelligent Tutor, otherwise known as intelligent computer assisted instruction

(ICAI) is a form of computer based technology which is not common in Nigeria. It is a name

given to computer based technology when scientists started to use artificial intelligent (AI)

technology in designing computer-based instruction in late 1970s (Huseyin, 2003). Intelligent

Tutor therefore, is a teaching-learning medium that uses artificial intelligent (AI) technology for

instruction (Bo Liu, 2003). It attempts to simulate a “teacher”, who guides the student’s lesson

flow, uses pedagogical methods suitable to a student and monitors progress on an individual

basis based on his or her level of understanding of the subject. The goal intelligent tutor

according to James and Sowmya (2003) is to provide the benefits of one-on-one instruction

automatically in an attempt to actively guide (that is, push) learners towards achieving expertise

within a given content area. It therefore implies that intelligent tutor attempts to capture a method

of teaching and learning as exemplified by one-to-one interaction just as when a teacher and his

student sit down and attempt to teach and learn together. Meanwhile, Artificial Intelligence is

defined as the attempt to get computers to perform tasks that if performed by a human being,

certain level of intelligence would be required to perform such task (Bo Liu, 2003). The key

technology that constitutes the basis of artificial intelligence is a rule-based expert system

(Romiszowki, 1987). This implies that the choice of knowledge engineer for building an expert

system is rule-based. Expert system is all about applying human expertise into the computer

verse, which is based greatly on the integration of human knowledge with the system

(Romiszowki, 1987). Therefore, Intelligent Tutor in the context of this study encompasses any

computer program that contains some intelligence and can be used in imparting knowledge to

students.

The student interacts with the system by means of some interface system, receiving

information and providing responses to questions or sometimes initiating dialogue by asking

questions (Mohd Fairuz, 2005; Moursund, 2006). The system must then respond to the student in

a manner appropriate to the individual pattern of queries and subsequent responses which it

received. The system plays the exclusive role of the task expert, controlling the selection of tasks

or problems, while the student is responsible for answering them (Huseyin, 2003). It thus, offers

greater flexibility and students can control their own pace of study and also can be forced to

follow a learning sequence set by the teacher (that is, the lessons are presented to the student in

the order specified by the teacher in the instructor module). The student will be regarded as

“completing” a lesson only after attaining the threshold specified by the teacher in the quiz of a

particular lesson. James and Sowmya (2003) further remarked that Intelligent Tutor enables the

learner to practice their skills by carrying out tasks within highly interactive learning

environments. He further pointed out that Intelligent Tutor answers the user questions and

provides individual guidance; monitors the student within these interactive environments as he or

she solves a problem and can determine if every step is right and develops a model of their

knowledge, skills and expertise This necessitates the system to adapt the pace teaching style and

level of detail among others of presenting course content based on the student’s current profile.

Intelligent Tutor content can also incorporate multimedia information such as audio, video and

1

animations to facilitate effective instruction. Intelligent tutor is an important class of educational

technology that makes use of adaptive technologies to bring in aspects of a human-teacher

delivering personalized tutoring to a student. Remarkably, the use of Intelligent Tutor can be

regarded as a good instructional medium and a key technology for effective process of teaching

and learning.

According to Ezeliora (2000), the use of Intelligent Tutor and other aspects of ICT in

building intellectual and emotional self-reliance, gives students deep educational experience and

develops students’ enquiry skills. Planned students’ interactions with learning environments are

the most critical components of any learning environment, especially computer-based learning

and they are known to have a positive effect on students’ learning and construction of knowledge

(Sims, 1998). Besides, the computer technology when used as learning tool, the teacher interacts

differently with the students more as a guide, model and mentor (Basu, 1997). Meanwhile, the

student’s participation or interaction with the command or control keys provide an interactive

learning environment (that is, human-computer interface) which has a direct positive relationship

with students’ cognitive process and a tendency to improve students’ construction of knowledge

and transfer of learning (Chi, Jeong, Yamaguchi, & Hausmann 2001). It therefore follows that

intelligent tutor instructional medium tracks students’ work, tailoring feedback and hints along

the way. It also encourages the shift from teacher centred to student centred instruction in which

the students are active learners. Basu asserted that when students are actively involved in their

learning, they are more likely to remember what they did rather than what they read or heard. In

other words, learning with Intelligent tutor instructional medium is conducive to enhancing

cognitive achievement, psychomotor achievement and learning retention of students.

In advanced countries (such as Australia, Great Britain, Finland, New Zealand, and

Sweden among others), the use of Intelligent tutor as an instructional medium has been greatly

explored in the classrooms at all levels from elementary schools up to the Universities and has

proved to be successful (Mohd-Fairuz, 2005; Moursund, 2006). In addition, Jeremic, Jovanovic

and Gasevic (2009) reported intelligent tutor to be facilitative in psychomotor achievement and

retention in electrical/electronic engineering. In the same vein, intelligent tutor equally enhanced

students’ cognitive achievement and retention in mathematics (Miller & Butz, 2004). Would the

pattern of achievements be the same for the students in auto-mechanics trades in Nigerian

technical colleges if they learnt with Intelligent tutor instruction? Auto-mechanics trades in

Nigerian technical colleges is a subject in which the students have shown low achievements in

both cognitive and performance tests (National Business and Technical Examination Board

(NABTEB) (2004)). The situation coupled with the report by NABTEB (2006) that there is a

clear evidence of severe problems in the understanding of some seemingly difficult concepts in

both theory and practical activities in technical colleges, especially in Auto-mechanics trades’

programmes raise doubts on the efficacy of the existing instructional approaches to improve

cognitive achievement, psychomotor achievement and retention of learning. This is informed by

the fact that academic achievement rests on the type of instructional strategies adopted by the

teachers.

Cognitive achievement connotes attainment in a school subject as symbolized by a score

or mark on a test (Okoro, 2002). Antherson (2003) contended that cognitive achievement is

dependent upon several factors among which are the instructional methods, learning environment

and the learner. The “psychomotor domain” measures the skill performance of the learner.

Performance test are used to assess the attainment of the objective in psychomotor domain

(Okoro, 2002). Okoro further pointed out that practical tests are best for the assessment of the

psychomotor skill. This is so, because the performance required will involve manipulation of

objects, tools, supplies or equipment. The criteria for achievement of psychomotor outcome will

relate to the actual performance or the finished product and to the necessary level of

performance. In view of the above, students’ psychomotor achievement is the translation of the

student’s performance in practical test into scores or marks. Hunk, Wanderley and Kirk (2000)

and Anene (2005) contend that achievement is quantified by a measure of student’s academic

standing in relation to those of other student tested with the same instrument. Since it is

presumed that the purpose of Intelligent Tutor is to assist learning, it is equally important to

determine its ability to enforce learning retention (that is, the transfer of learning and/or retention

of learning).

Retention of learning according to Momoh-Olle (1997) is the repeat performance by a

learner, of behaviour earlier acquired and elicited after an interval of time. Also, psychomotor

retention scores indicate the percentage or degree of originally learned skill that is remembered

or recalled as a function of elapsed time (Savage & Stemy, 2003). This implies that a learner

who repeats an acquired piece of knowledge with less error is said to have retained the material

learnt. It is affected by degree of reinforcement, the method of learning and the learners’ memory

capacity among others (Oladele, 1998). It therefore becomes apparent in the context of this study

that evaluation needs to extend beyond post test for a consideration of individual student in terms

of their ability to generalize and transfer learning (Rohrer, 2004; Simeon, 1998). Hence, a high

quality instructional strategy as exemplified in Intelligent Tutor (Moursund, 2006) may have an

implication, which is worth exploring as a prerequisite to cope with the dynamics of changing

world in the process of teaching and learning especially as it relates to auto mechanics in

technical colleges

Technical colleges are the institutions where students are trained to acquire relevant

knowledge and skills in different occupations for employment in the world of work (NBTE,

2003). According to Federal Ministry of Education (FME) (2004), technical college is a segment

of Technical and Vocational Education (TVE) designed to produce craftsmen at the secondary

school level and master craftsmen at the advanced craft. The goals of technical colleges are to

provide trained manpower in the applied sciences, technology and business particularly at craft,

advanced craft and technician levels; provide the technical knowledge and vocational skills

necessary for agricultural, commercial and economic development; and give training and impart

the necessary skill to individual who shall be self-reliant economically (FME, 2004). Technical

colleges are regarded as the principal vocational institution in Nigeria (Okoro, 1999). The main

trust at this level of education involves practical training using newer methodologies of applying

science, materials, tools, devices, equipment, machinery, and other resources to enable

competent workers solve practical problems. This may involve manipulation of materials or

objects in form of performance task as simple as using a spanner to tightening or unscrew a bolt

or as complex as using a set of tools in a process of dismantling and assembling an engine as

applicable in auto-mechanics trades’ programme.

Auto-mechanics trade programmes in technical colleges involve the application of

scientific knowledge in the design, selection of materials, construction, operation and

maintenance of automobiles. It is a mechanical trade offered as Motor Vehicle Mechanics work

trade in Nigeria Technical Colleges (Federal Republic of Nigeria, 2004). Motor Vehicle

Mechanics work trade programme/training in Nigerian technical college education was planned

to produce craftsmen and master craftsmen who should be competent and skillful to carryout

routine services and repair of all types of vehicles (NBTE, 2003). The trade involves repairs and

maintenance of brake, transmission, engine, fuel, cooling and lubrication system of a vehicle.

According to Nigeria Board for Technical Education (NBTE) (2003), an auto mechanics

craftsman is expected to test, diagnose, service and completely repair any fault relating to the

conventional automobile assembly main units and systems to the manufacturers’ specifications.

The requirements of these tasks demand a high quality instructional strategy for use in Technical

Colleges to improve auto mechanics instruction as well. The need would therefore arise to study

and learn how the educational potentials of interacting with ICT technologies especially

Intelligent Tutor might be best exploited in the technical college school environment and work

towards the sensible integration of this new technology into the Nigerian instructional system.

In addition, it also appears Nigerian technical colleges are making too little efforts to

ensure their students are conversant with the use of computer-based technology. This could be

evident in the current practices or the teaching methods employed by the auto-mechanics

teachers in technical colleges as the conventional method of “talk and chalk” still remained the

prevalent medium of instruction. The consequential effect of which amounted to denying the

students in the technical skills needed to function effectively in the increasingly technologically

oriented society. But, there is an emphasis on the use of ICT to meet the challenges of modern

era, especially in Nigeria with her vision of being one of the twentieth biggest economies in the

world by the year 2020. More importantly, the vital requirements of workplaces from employees

are higher order thinking, skill for lifelong learning and self reliance (International Labour

Oorganization (ILO) and United Nations Education and Scientific Organisation (UNESCO,

2002). Information and communication technologies drive the new economy and have made

knowledge a competitive resource. The need for recurrent education and the changing labour

market conditions, call for flexible access to Technical and Vocational Education and Training

(TVET). The requirement necessitates the need to seek for a high quality instructional strategy.

The use of appropriate strategy for teaching auto-mechanics in Technical Colleges which is

capable of enhancing student’s optimal learning is currently the focus among vocational and

technical educators in the global world. In Nigeria, the time has come to ensure that the

pedagogical approach to the teaching and learning of auto-mechanics will be the types that

guarantee attainable high performance in the subject (that is, the techniques that enable the

students to proficiently acquire, adapt, apply, and transfer skills to different contexts under

varying technological conditions) as obtained in developed world. In short, the quality of

instruction in Nigerian Technical Colleges must keep pace with the development of new trend in

exploring the potential of Intelligent Tutor, which is revolutionizing the lives of those who can

afford to use it.

The contentions as indicated above have however prompted a parallel upsurge in the

design and development of several software package suites for use in the classroom across the

globe. Meanwhile, the design and development of educational software package suites especially

in the area of Auto-mechanics trade programmes were reported in the literature to have been

carried out outside the country but it has not been carried out to the best knowledge of the

researcher in Nigerian educational institutions. As a consequence, exigency demands for

designing and developing computer-based software that best suited the peculiar needs of

Nigerians immediate environment in order to fill the gap created in the literatures.

Statement of the Problem Increased attention on the use of computer-based technologies (especially, Intelligent

Tutor) in the classroom in recent years and the present skills demand for long-life learning and

self-reliance in the workplaces have presents challenges for redirecting instructional delivery in

Technical colleges. This is because today’s society is becoming more and more dependent on

digitalized devices and as such become inevitable for students who will live and work in the

digital world. Nigerian educators as part of global education communities have equally joined

this technological train by using Computer-Based Instruction in a number of educational

programmes across variety of fields and disciplines and have proved to be effective. It therefore

becomes imperative to further explore the potential of Computer-Based Instructional medium in

order to extend and optimize its benefit to students in the learning of auto mechanics in technical

colleges.

However, there is a general concern over the apparent low performance of technical

college graduates, especially those of auto-mechanic trades’ programme. According to Nigeria

policy on education (2004), auto-mechanic trades’ programme in Nigerian technical college

education was planned to produce craftsmen and master craftsmen who should be competent and

skillful enough to carry out repair work and maintenance on all types of vehicles. Technical

college graduates have the prospects of either securing employment in the industries or become

self-employed by setting up their own business. More so, technical college students on

graduation should have the opportunity of furthering their education in higher institutions. In

contrary, majority of students have been completing the programme with very poor academic

performance and inadequate skills which is not capable of earning them a living (Owosho, 2009).

This decline in students’ performance has been attributed to a number of factors, among which is

the instructional method adopted by the teacher. The situation coupled with the 2006 NABTEB

Chief Examiners’ report that attributed the poor performance of students in National Technical

Certificate (NTC) examinations in recent times as partly due to the teaching methods adopted by

the teacher. These reports are worrisome for a country yearning for technological advancement

like Nigeria. If there should be better results, there is the need to make frantic efforts at

improving the pedagogic styles by providing opportunities for students to engage in higher order

learning and instruction that combines sound learning principles with the functionality of

computers which constitutes a potentially effective teaching method(Kante & Savani, 2003).

In spite of Computer-based pervasive influence in the classroom, little is known about

Intelligent Tutor Instructional medium, a computer-based technology and its use in technical

college education programmes in Nigeria especially in the field of Auto-Mechanics. This could

be evident in the current practices or the teaching methods employed by the auto-mechanic

teachers in technical colleges that majority of them still lean heavily on the conventional

teaching method of talk-and-chalk instead of opting for some other approach (Owosho, 2010).

Moreover, the development of most of this software package suites were reported in the

literature to have been carried out outside the country and it has not been carried out in most

Nigerian educational institutions. It therefore appears that lack of readily-made or locally-made

software package suites might have responsible for teachers’ inability to adopt or use Intelligent

Tutor as an instructional medium in technical colleges especially in the area of auto-mechanics.

This fact has necessitated the need to rise up by the TVE educators to the challenges and join this

technological train to fully explore the potential of Intelligent tutor by developing an Intelligent

tutor suited to meet the peculiar needs of Nigerian immediate environment in the area of Auto-

mechanics. This study was therefore designed to develop and validate an Auto-Mechanics

Intelligent Tutor for use in teaching and learning auto mechanics in technical colleges.

Purpose of the Study The main purpose of this study was to develop an Auto Mechanics Intelligent Tutor and

validate it for teaching Auto-mechanics trades students in technical colleges. Specifically, the

study sought to:

1. find out whether the output of an Auto-Mechanics Intelligent Tutor developed conform

with the Software Requirement Specification at the developer’s Site.


with the Software Requirement Specification outside the developer’s Site.

3. determine the effect of an Auto Mechanics Intelligent Tutor on the cognitive achievement

of students in Auto-mechanics trade programmes in technical college.

4. determine the effect of an Auto Mechanics Intelligent Tutor on the psychomotor

achievement of students in Auto-mechanics trade programmes in technical college.

5. determine the effect of an Auto Mechanics Intelligent Tutor on the cognitive retention of

students in Auto-mechanics trade programmes in technical college.

6. determine the effect of an Auto Mechanics Intelligent Tutor on the psychomotor retention


Significance of the Study The findings will be of benefit to the following groups: National Board for Technical

Education (NBTE), curriculum developers, educational technology experts, teachers, students,

automotive industries and the society at large. The findings will be considered significant

because it had indicated that Intelligent Tutor which had been developed and validated could

be highly beneficial in facilitating and improving cognitive achievement, psychomotor

performance and retention of learning or training in Auto-mechanics.

The findings of the study would provide the needed information and empirical evidence

to technical and vocational education stakeholders such as NBTE as a body that is responsible

for planning the curriculum adopted in technical colleges, the policy makers, education

ministries and educational administrators on adequacy of Intelligent Tutor in teaching and

learning Auto-mechanics in technical colleges. With the adoption of Intelligent Tutor,

curriculum planners would gain more insight on the use of computer-based instructional process

of teaching and learning. When more knowledge is acquired about computer-based instructional

learning process, the knowledge will directly influence the design of technical college

curriculum in line with the workplace skills. Therefore, the findings of the study would provide

curriculum planners with information needed to enrich future trend of auto-mechanics

curriculum. The findings of the study will also unravel the Intelligent Tutor as a computer-based

instructional teaching strategy that may be employed to reduce the declining overall performance

of students in auto-mechanics trades’ programme in technical colleges. The entire system is thus

expected to experience significant improvement. Moreover, the results of the study will be useful

for organizing conferences, workshops and seminars on teaching and assessing strategies in auto-

mechanics trades’ programme. The information that will be provided may in turn influence the

future trend in Auto-mechanics and vocational/technical subjects’ curriculum development. The

ministry agents both at the state and federal levels who are part of policy formulation would

benefit from the findings from the study in the sense that it might help the policy makers in

making necessary review and further inputs in the process of formulating policies that may

favour the adoption and implementation of the study if found worthwhile.

The students would also benefit from the findings of this study in that it could provide

adequate technique of studying Auto-mechanics to a mastery level by transforming the auto

mechanics contents of the Nigerian technical college curriculum into a computer software, and

then package it into an e-learning software which could be used for learning by the students at

that level. This new technology can be used to force the learner to follow a strict sequence of

lessons in addition to learning at his pace. Adaptation technologies currently used by web-based

systems belong either to the Intelligent Tutoring System (ITS) area or to the adaptive hypermedia

area.The findings would help the students to become active thinkers at the face of novice

problems in automobile industry. The use of video scripts and other multimedia resources in the

tutor to teach physical tasks that students can perform by taking on the role of an actor in a

virtual process will improve the students’ psychomotor achievement and retention thereby

equipping them with required workplace knowledge and skills. This in effect would result in the

training of competent craftsmen that would be adaptable to the future and present challenges in

automobile industries occasioned by technological advancement. Invariably, employability,

earning capacity and job mobility of students would be improved. It is expected that this study

will also have some significance for students learning retention (Cognitive and Psychomotor).

Data generated in this study could provide empirical basis for evaluating learning retention of

students on Intelligent Tutor learning outcomes in control experiments.

The pedagogical skills of teachers in technical college will improve on the use

instructional learning techniques if the findings of this study are well implemented. The study

would offer the teachers the opportunities to keep abreast of the recent trend of technological

applications and teaching techniques in his subject. The student interaction with auto-mechanics

intelligent tutor in technical college school environment will afford the teacher a great

opportunity to the information on the use of intelligent tutor as a learning medium that would

transform the present isolated, teacher-centred and text bound classroom into a rich student-

centred and interactive knowledge-based environment that would enhance students’ cognitive

achievement and retention as well as psychomotor achievement and retention. As such, they

will be sensitized to explore various computer-based strategies for creating and designing

alternative techniques more appropriate to any particular learning environment that foster

enhanced cognitive and psychomotor performance by the students. By so doing, they are

upgraded as specialists in their field. The teachers in Technical Colleges could therefore, employ

this strategy to improve their instructional delivery using Intelligent Tutor technique for teaching

technical college students in Auto-mechanics to improve their instructional outcomes. Teachers

in other subjects or fields may wish to take the advantage of the result of the study in designing

their Intelligent Tutor in various domains.

Automotive industries would also benefit from the findings of this study by providing

them with a veritable medium of instruction for training motor vehicle mechanics practitioners

who will be able carry out repair work and maintenance of modern vehicles competently.

Invariably, the security of life is partly guaranteed when the people in the society are transported

in a vehicle with secured mechanical components. In addition, Parent would also benefit from

the findings of the study when the cognitive achievement and retention as well as psychomotor

achievement and retention their wards and children are enhanced. The success of their wards and

children will bring joy and satisfaction because education and good certification as an assurance

of better future for wards and children is implied. The findings of the study also provided an

expansion of literatures and chart the path for further research on Intelligent Tutor in Auto-

mechanics trade programmes of technical colleges.

Research Questions

The following research questions were posed to guide the study:

1. To what extent does Auto-Mechanics Intelligent Tutor developed conform to the

Software Requirement Specification at the developer’s Site?

2. To what extent does Auto-Mechanics Intelligent Tutor developed conform with the

Software Requirement Specification outside the developer’s Site?

3. What is the effect of Intelligent Tutor on students’ Cognitive achievement in Auto-

mechanics trade programmes in technical college?

4. What is the effect of using Intelligent Tutor on students’ Psychomotor achievement in

Auto-mechanics trade programmes in technical college?

5. What is the effect of using Intelligent Tutor on students’ Cognitive retention in Auto-


6. What is the effect of using Intelligent Tutor on students’ Psychomotor retention in Auto-


Hypotheses The following null hypotheses were tested at 0.05 level of significance:

HO1: There is no significant difference between the mean scores of Experimental group and

Control group in the Cognitive achievement of students in Auto-mechanics trade

programmes in technical college.


Control group in the Psychomotor achievement of students in Auto-mechanics trade



Control group in the Cognitive retention of students in Auto-mechanics trade



Control group in the Psychomotor retention of students in Auto-mechanics trade


Delimitations of the Study This study is delimited to the development of an Intelligent Tutor Software package

designed and validated for the purpose of this study. The contents for this study were selected

from the Auto-mechanics trade programmes modules for NTC II. The selection of the contents is

based on the report by Adenuga (2010) who identified the following topics as the ones in which

the students experienced difficulties:

1. The Spark Ignition Engine: Features and functions of the main components; the operation

of a 4-stroke cycle engine; petrol supply system; lubrication; ignition system;

arrangement of engine cylinders and valves.

2. The compression – ignition engine: construction; operation of four stroke cycle; injection

pump; delivery valve and injector.

3. Removal of an engine from the vehicle and general dismantling procedures.

4. Examination, renovation and re-assembling of engine components or parts.

CHAPTER TWO

REVIEW OF RELATED LITERATURE

The review of literature related to this study was organized under the following headings:

Conceptual Framework Concept of Intelligent Tutor in education

Components of an Intelligent Tutor

Rationale for Intelligent Tutor

Instructional design, Software engineering and Courseware engineering

Intelligent Tutor Curriculum Design

Basic Activities in the Life Cycle of Intelligent Tutor

Intelligent Tutor Design and Development Principles

Intelligent Tutor and Auto Mechanics

Conventional Auto-Mechanics Curricular Package (CAMCP)

Automotive service and Mechanics

Cognitive Achievement and Retention of learning

Psychomotor Achievement and Retention of learning

Theoretical Framework Cognitive Theory of Multimedia Learning

Cognitive Learning Theory and Intelligent Tutor Instructional Strategy

Cognitive Apprenticeship Theory of Learning

Cognitive Achievement and Retention of learning

Psychomotor Achievement and Retention of learning

The use of scaffolding and Anchored Instruction to enhance Intelligent Tutor and

Multimedia instruction

Review of Related Empirical Studies

Summary of Review of Related Literatures

Conceptual Framework The conceptual framework below has been developed to establish guide and support for

the study. The conceptual framework is representing the interactive continuum that constitutes

the basis of this study. A plan is defined to develop Auto-Mechanics Intelligent Tutor. The basic

steps in the process of development consist of analysis requirement, design, production and

testing. The product’s prototype is integrated properly through a formal school setting by

conducting an experiment on Motor Vehicle Mechanics Work students. The entire process of the

experiment is monitored to obtain feedback and as such reflects on what happens in the process;

identifying an aspect that need to be improved; modify the plan in the light of what has been

found and continue the process until a satisfactory result is obtained (that is, repeating the cycle).

13

ICT IN EDUCATION

STUDENT LEARNING Improvement in student learning as demonstrated with performance on learning outcome

ANALYSIS REQUIREMENT

AUTO MECHANICS INTELLIGENT TUTOR

DESIGN TESTINGPRODUTION

FEEDBACK

EXPERIMENT MOTOR VEHICLE MECHANICS STUDENTS

PERFORMANCES AND RETENTION

Figure 1: The Schematic diagram of a Conceptual Framework for Developing and

Validation of Auto-Mechanics Intelligent Tutor (AMIT) on the Performance and

Retention of Learning

Concept of Intelligent Tutor in Education Intelligent computer assisted instruction (ICAI) was the name given to Intelligent Tutor

when scientists started to use artificial intelligent (AI) technology in designing computer-based

instruction in late 1970s. Intelligent Tutor connotes the computer-based instructional systems

with model of instructional content that specify what to teach and teaching strategies that specify

how to teach (Murray, 1999). Intelligent tutor according to Antonio and Josse (2005) is a

programme of activities that possess a knowledge-based application ton a certain subject matter.

It is designed to transmit this knowledge to students by an interactive individualized process that

emulates a human teacher or tutor guiding a student on one-on-one in his learning process.

Meanwhile, Artificial Intelligence is concerned with developing computer systems that can store

knowledge and effectively use the knowledge to help solve problems or accomplish tasks

(Moursund,2006). The key technology that constitutes the basis of artificial intelligence is a rule-

based expert system. Expert system is all about applying human expertise in to the computer

verse, which is based greatly to the integration of human knowledge with the system

(Romiszowki, 1987). Therefore, Intelligent Tutor in the context of this study encompasses any

computer program that contains some intelligence and can be used in learning. Figure 2 shows a

structure of intelligent tutor.

Expert Knowledge

Module

Student Model Module

Tutoring

Module

User Interface

Module

Student

Figure 2: Schematic diagram of a general structure of a typical Intelligent Tutor

by Nwana (1990) as cited in Jeremic, Jovanovic, & Gasevic, (2009).

The student interacts with the system by means of a user interface module, receiving

information and providing responses to questions or sometimes initiating dialogue by asking

questions (Mohd Fairuz, 2005; Moursund, 2006). The system must then respond to the student in

a manner appropriate to the individual pattern of queries and subsequent responses that it

received. In figure 2, Nwana (1990) as cited in Jeremic, Jovanovic, & Gasevic, (2009) identified

the main components of a typical intelligent tutor as expert knowledge module, student model

module, tutoring module and user interface module. Nwana pinpoints that the expert knowledge

module comprises the facts and rules of the particular domain to be conveyed to the students,

that is, knowledge of the expert; student model refers to the dynamic representation of the

emerging knowledge and skill of the student; student model is seen to perform two super

function: acting as a source of information about the student, and serving as a representation of

the student; the tutoring module is the part of the intelligent tutor that designs and regulates the

instructional interactions with the students; and the user interface is the communicating

component of the tutor which controls interaction between the student and the system.

The student or user makes a consultation through the user interface system (the

communication hardware and also the software which defines the types of queries and formal

language to be used) and the system questions the user through this same interface in order to

obtain the essential information upon which a judgement is to be made. The system plays the

exclusive role of the task expert, controlling the selection of tasks or problems, while the

students is responsible for answering them. It thus offers greater flexibility and students can

control their own pace of study. The student will be regarded as “completing” a lesson only after

attaining the threshold specified by the teacher in the quiz of a particular lesson. James and

Sowmya (2003) further remarked that Intelligent Tutor enables the learner to practice their skills

by carrying out tasks within highly interactive learning environments. James and Sowmya

further pointed out that Intelligent Tutor answers the user questions and provides individual

guidance; monitors the student within these interactive environments as he or she solves a

problem and can determine if every step is right; develops a model of their knowledge, skills and

expertise. This necessitates the system to adapt the teaching style that permits the student to

control their own pace of study and level of detail among others of presenting course content

based on the student’s current profile. The content of Intelligent Tutor also incorporates

multimedia such as audio, video and animations to facilitating effective instruction. Intelligent

tutor is an important class of educational systems that makes use of adaptive technologies to

bring in aspects of a human-teacher delivering personalized tutoring to a student. Remarkably,

the use of Intelligent Tutor can be regarded as a good instructional tool and a key technology to

effective process of teaching and learning.

Components of an Intelligent Tutor Intelligent Tutor as in any other computer- based instructional system, consists of the

content to be taught (problem-solving or expertise module), the device to understand the

amount of knowledge that the student has (student model), the suitable teaching strategy

(tutoring module), and a system for communicating the contents of the subject matter (the user

interface) (James and Sowmya, 2003). In computer assisted instruction (CAI) all these

components are in one structure whereas in Intelligent Tutors they are separated and this gives

more flexibility to the student and the machine in a way that they can have a one-to-one

interaction just as when student and teacher sit down and attempt to teach and learn together

(Park, Perez, & Seidel, 1986; McArthur, 2007). Other advantages of these modules being

separated is further unraveled when one attempt to make changes in the program; change could

be done only in one component of the program and the alteration of the whole program is not

required; and adaptation in which the technology can be used to force the learner to follow a

strict sequence of lessons in addition to learning at his pace. More so, tracking User’s behaviour

in the system, like content he has visited, tests he has conducted, content he has not yet viewed

or those content viewed often can be tracked by the computer (James and Sowmya, 2003). They

further explained that this information can be used by the tutor for student modeling as well as to

get feedback on the content among others.

The main differences between Intelligent Tutor and CAI systems do not reflect much in

the methods of teaching and underpinning philosophies of learning (Bo Liu, 2003). But, it is

reflected in the engineering and psychological enhancements that permit Intelligent Tutor to tutor

in a knowledge-based fashion. More so, Intelligent Tutor can coach in a much more detailed way

than CAI systems. Thus, while questions were the atomic unit of discourse in CAI systems, the

individual reasoning step constitutes the basic unit of Intelligent Tutor. In order to support this

detailed coaching, Intelligent Tutor often creates and updates a student model (Anderson, Boyle,

& Yost, 1985; London & Clancy, 1982; Sleeman and Smith, 1981; Moursund, 2006). The

student model reflects the correct rules the Intelligent Tutor thinks the student knows.

1. Expertise Module:

An expertise module or a problem-solving module consists of the domain knowledge that

the system intends to teach the student. Arizona State University (2010) emphatically put it that

the competence that Intelligent Tutor tries to get students to acquire is called task domain (that is,

the information and skills being taught by the tutor). Most tutoring consists of a chronological

sequence of tasks that the students does with the aid of tutor (Arizona State University, 2010).

Nature of knowledge is an important factor in answering questions about intelligence. According

to the Halff (1986) and Danis Delegation of the NTGWG/IT & ED, 2006), knowledge is divided

into three categories, conceptual, procedural, and imaginal; and they worked with all three kinds

of knowledge in the design of Intelligent Tutor programs.

(a) Conceptual Knowledge: Conceptual knowledge is the knowledge of concepts and facts and

the relationships between them. Conceptual knowledge is represented in AI systems by the use

of a semantic network device (Moursund, 2006). Moursund explained that semantic networks

consist of nodes and links. Each node has a concept in it and the links give the relationships

between the nodes. Computer programs can use this network to perform a number of tasks to:

answer direct questions; compare and contrast concepts: and make inferences.

(b) Procedural Knowledge: Procedural knowledge is the kind of knowledge needed to perform

tasks such as solving a mathematics problem, understanding a spoken sentence, writing a

computer program and so on (Moursund, 2006). Collins and Brown (2012) further explained that

Procedural knowledge can be represented by one or both of the following methods:

(i) Procedural experts: These correspond to sub skills that a student must learn in order to

acquire the complete skill being taught.

(ii) Production rules: These are used to construct modular representations of skills and

problem-solving methods. Each rule has two parts, a condition and an action: "If 'this' condition

occurs, then do 'this' action" (Park, Perez and Seidel, 1986; The Danis Delegation of the

NTGWG/IT & ED, 2003) .

(c) Imaginal Knowledge: Imaginal knowledge is obtained by using the ability to produce, in the

mind, consequences from some sensory experience. Imaginal knowledge is used extensively in

computer-graphics to bring computing power to children.

The expert module in the context of this study will represents the domain knowledge (that is, set

of concepts and principles, text scripts, audios, videos, pictures and animations along with their

dependencies and other parameters of the target Motor vehicle work trade curriculum.

2. Student Model:

The student model is used to assess the amount of knowledge that the student has in the

material that is intended to be taught, to predict the learning behavior of the individual user and

to diagnose the causes of errors (Dede, 1986; Urban-Larain, 2011). Student modeling remain at

the core of Intelligent Tutor research because what distinguishes Intelligent Tutor from CAI is

the goal of being able to respond to the individual student’s learning style to deliver customized

instruction (Urban-Larain, 2011). According to Urban-Larain, student models have three tasks:

i. they must gather data from and about the learner. This data can be explicit (that, is

asking the students to solve specific problem) or implicit (tracking the students

navigation and other interactions and comparing them to information about

similar learner responses);

ii. They must use that data to create a representation of the student’s knowledge and

learning process; and

iii. The student model must account for the data by performing some type of

diagnosis, both of the state of the students knowledge and in term of selecting

optimal pedagogical strategies for presenting subsequent domain information to

the students.

Bo-Liu pinpoints that in order to assess the student model there are four information

sources:

(i) implicit (problem solving behavior of the student),

(ii) explicit (direct questions asked to the student),

(iii) historical (assumptions based on the student's experience),

(iv) structural (assumptions based on the difficulty of the subject-material).

This sophisticated procedure of creating a student model can be resolved to some extent by

considering the student as a subset, simplification, or deviation of the expert's (computer's)

knowledge. This technique was named as the overlay model by McArthur (2007) and Syed &

McRoy (2000). To model the student's knowledge, learning behavior, and causes of errors,

basically two procedures are used:

(i) Simple pattern recognition is applied to student's response history for making inferences about

his understanding of the skill and his reasoning process used to derive the response.

(ii) Charting within the subject matter semantic network (or the rule base) to represent the areas

that the student has mastered.

3. Tutoring Module:

Essentially, this module consists of teaching strategies and the essential instructions.

These strategies must be adapted by this module to suit the student’s needs, without the

intervention of a human teacher. The fundamental issues for a tutor as listed by Moursund (2006)

are: whether to intervene in the information flow, what to discuss, which presentation strategy to

use, and how much to present.

Ideally an Intelligent Tutor should have three tutoring characteristics which are: control over the

presentation of the instructional knowledge for selecting and sequencing the subject matter;

capabilities for responding to student’s questions about instructional goals and content; and

strategies for determining when a student needs help and for delivering the appropriate help. The

presentation of learning materials is done by the instruction generator.

Instruction generator The main task of the instruction generator is to create and deliver instruction in different teaching

styles. The generator creates instruction in two different modes: static and dynamic. In static

mode, the generator simply retrieves the matched information from the domain expert module

and then displays it to the user/student. When the generator needs to dynamically generate the

instruction, it uses the matched prototype problem/example to produce the novel problem with

different generated parameter values. The various teaching styles that are adopted are:

a. Instruction-oriented (I-O) The key characteristic of this style is its directness and control. The system directly

presents and demonstrates the knowledge to the student; and selects what the student

should learn from one moment to the next. The style is considered efficient in regard to

learning and teaching time.

b. Guided Discovery (G-D) Instead of directly presenting the information to the student as characterized in the I-O

style, the guided discovery indirectly presents the information by asking the students

questions that intrigue the student to think, reason and discover the concepts.

c. Exploratory (Ex) In the exploratory style, a student is free to choose which topics to learn. The student

fully directs the path and pace of the learning session. The Ex style enables a student to

overview the content of the subject of burring.

4. The User Interface:

The user interface allows communication between the student and other aspect of

Intelligent Tutor (Urban-Larain, 2011). A user interface (figure 2) would be developed to

provide communications between the student and the Intelligent Tutor by typing and reading

from the screen. This is so because most programs use non-vocal techniques (that is, typing and

reading from the screen).A machine that can converse with students are clearly more flexible

than those supporting more restrictive interaction (Halff, 1986; Bo-Liu, 2003).

Intelligent Tutor Curriculum Design The purpose of this section is to discuss the factors that affect the technical planning and

implementation of curricular elements when Intelligent Tutors are used for teaching. The

curricular elements used in the design of a curriculum are objectives, content, learning materials

and resources, learning activities, teaching strategies, evaluation procedures, grouping, time, and

space and environment (Klein, 1985 as cited Taran & Sirota, nd). Each of these elements will be

examined from an Intelligent Tutor design perspective and the necessity of the involvement of

the curriculum designers will be stressed.

1. Objectives:

Objectives provide directions in learning, they give the specific aims of education.. The

more sophisticated and complex the statements of objectives are, the harder the task of

programming the materials to be taught. If the outcomes or the behavioral changes that are

expected from the learners are stated in a very specific manner then programming of an

Intelligent Tutor becomes easier. The most suitable objectives for the Intelligent Tutors consist

of these three major components:

(i) The behavioral term that expresses the type of task required by the student. This term also

specifies the level of the objective in the cognitive domain or in the affective domain.

(ii) The condition or the situation under which the behavior is to be performed.

(iii) The criterion or the level of performance which will be used to evaluate whether the

behavioral change has been achieved. With these three components in the statement of the

objectives the computer scientist will know what the specific aims of the instruction are and

he/she will be able to write the Intelligent Tutors’ program with greater ease and less hesitation.

2. Content:

The structure of an Intelligent Tutor program is dependent on the subject matter to be

taught. Although at the present, highly structured subjects are programmable, programming other

subjects will be possible in the future, by improving the AI techniques and computer hardware.

First, content to be taught will be selected by the curriculum specialist and then it must be

organized according to scope and sequence (Klein, 1985 as cited Taran & Sirota, nd). Scope is

related to the horizontal arrangement and sequence to the vertical organization of the content.

Careful consideration must be given to the scope and sequencing of the content so that

programming will be easy for the computer scientist and the content will be manageable and

meaningful to the student.

3. Materials and Resources:

In an organized classroom setting, the most commonly used learning material are the

textbook, notebook, pen and pencil among others. When Intelligent Tutor is used for teaching, no

textbooks or even notebook, pen or pencil may be required. The textbook of the student may be

in form of Intelligent Tutor software package or a CD, his notebook may be a screen, and his pen

and pencil the pointer device (mouse) or a keyboard. Interaction with the intelligent tutor

(computer) in the context of this study will be based on non-vocal techniques (that is, typing and

reading from the screen) communications only.

4. Learning Activities:

The curriculum designer must carefully state learning activities in relation to the explicit

and implicit objectives. Learning activities in the Intelligent Tutor are based on one-to-one

interaction of the student and the computer. As at the present, there are two types of learning

activities in most Intelligent Tutors - tutorials and games (Bo-Liu, 2003). A tutorial is basically a

series of question-response processes. By trying to answer the questions asked by the computer

the student focuses his attention on the intended directions of the learning process. These

activities must be set up to foster the behavioral changes of the student as stated in the objectives.

The student must be motivated to learn and the best method to acquire motivation is the use of

games as learning activities. Another purpose of using games as learning activities in Intelligent

Tutors is to provide a reactive learning environment (Park, Perez & Seidel, 1986) in which the

student explores his own interest. Reactive learning environment is created by having the student

try his own ideas rather than by having him receive instruction from the system, so that he

acquires problem-solving skills. Hence, several other appropriate types of learning activities

must be carefully considered when designing an Intelligent Tutor.

5. Teaching Strategies:

Selection of the teaching strategies is very important in the design of the tutorial module

of an Intelligent Tutor. Not only one but several teaching strategies must be programmed into the

tutorial module and the Intelligent Tutor will be able to make a choice of the teaching method

according to the content to be taught and to the student background and learning style. Even

when teaching a particular content the Intelligent Tutor must be able to switch from one teaching

strategy to another according to the progress acquired by the student. For lower levels of Bloom's

Taxonomy (Bloom, n.d.) which are knowledge, comprehension, and application levels, a

particular teaching strategy might be very productive, but it might not be adequate for higher

levels of the taxonomy which are analysis, synthesis and evaluation levels. The most commonly

used strategy in organized subject matter based curriculum designs are the diagnostic-

prescriptive-evaluative, learning-by-doing and mastery learning strategy (Klein, 1985 as cited

Taran & Sirota, nd).

6. Evaluation Procedures:

Evaluation procedures are the techniques used to assess the amount of achievement the

student has acquired in the behavioral objectives and the content. In classroom situations only

periodic determinations are possible. But with an Intelligent Tutor, continuous evaluation of the

student response is possible which can also be accompanied with an immediate feedback.

Whenever a student makes a mistake he is immediately notified and also an explanation of why

he is doing the mistake is given. Under this type of evaluation the student is constantly tested

before the final examination is taken. When the student completes the program, he will be

evaluated as a student who has mastered the particular content.

7. Grouping:

There is no grouping. The student is alone with the tutor. All teaching is done on a one-

to-one basis. Each student progresses through the learning process at his own pace. The teaching

strategies and learning activities must all be chosen to fit the learning style of the individual

student. Students who demonstrated perseverance to a certain level had the highest benefit from

the individualized instruction. Bloom's research proves that Intelligent Tutors with their

individualized teaching strategies will be powerful educational tools to help many students easily

attain the specified objectives.

8. Time:

There are so many subjects that the educators want the students to learn to cope with their

constantly developing environment. Hence, time is a limited resource and students and

instructors are expected to make full use of it in a regular classroom setting. When Intelligent

Tutors are used, however, time may be used as a flexible resource because of the individualized

nature of the teaching-learning situation. Slow learners will simply have to sit by the computer

tutor for a longer time.

9. Space and Environment:

When most students afford to own an Intelligent Tutor and the use of Intelligent Tutors

broadens, the learning environment of an individual student will no longer have to be the

classroom, but instead, it may be the bedroom of the student or a study-room in his home. When

Intelligent Tutors are designed to use the internet for connections to libraries, archives

10. Communications

Communications can be an important addition to the existing nine curricular elements

proposed by Klein, 1985 as cited Taran & Sirota, (nd). Type of communication between the

students and the teacher in the traditional classroom depends on the capability of the individual

teacher; neither the students nor the curriculum designers can participate in choosing the type of

communications. But, in an Intelligent Tutor many alternative communication types can be

designed for the user interface to use according to the choice of the learner. The tutor

(computer) may use different accents or even decide whether to use a male or female voice to

have the strongest influence on the learner. Communications may also be designed to be

symbolic, figural, or semantic, or a combination of these three types.

Rationale for Intelligent Tutor Instructional Medium

Quite recently, focus has shifted from teacher-centred instruction to learner-centred

instruction. Rojewski (2002) pointed out that the approach is suitable and needed to enable

students acquire and cope with knowledge and skill explosion of 21st century . UNESCO (2002)

further pointed out that the shift to student-centred learning emerged based on cognitive learning

research. Cognitive learning theories focus more on what goes on inside the learner’s mind

during the learning process. Meanwhile, the use of modified lecture methods which are based on

behavioural learning theory have been considered inadequate and incapable of developing a

satisfactory level of proficiency required of competent and skillful craft men to succeed.

Most of these conventional methods of instruction according to UNESCO (2002) are

characterized by the following: -

Learning is hard: Many view learning as a difficult and often tedious process. It is inferred

from this view that if students are having fun or enjoying what they are doing in a learning

activity, they are probably not learning.

Learning is based on a deficit model of student: Academia (2013) explained that traditional

teaching methods are inflexible thus making it difficult for students with diverse backgrounds

and disabilities often did not respond well to this delivery; subject matter was not upgraded

quikly enough to keep students’ skill and general knowledge current; and that the instruction

focused on memorization and less on higher level thinking skills. UNESCO (2002) further put it

that deficit model of the student learning identifies deficiency and weaknesses of the student.

The students are tracked, categorized, remediated, or failed based on the identified deficiencies.

The impact of the deficit model of student learning is most obvious in compensatory education

programmes. As implied by the term, compensatory education is designed to make up or

remediate learning that some children, particularly poor minority children, do not have but which

the curriculum and structure of schooling assume are common for all children.

Learning is a process of Information transfer and reception: Much of the present learning

enterprise remains “information-oriented” that emphasizes students reproducing knowledge

rather than producing their own knowledge. It also remains teacher-centred in which the role of

teacher is seen as a knowledge dispenser of information and the students as passive receivers,

storer and repeater of transmitted knowledge. The prevalence of this view is supported by

observations that teacher continues to rely on old standbys such as lectures, textbook reading and

fill-in the-worksheet practices that render students to passive recipients of information and fail to

develop their thinking skills (Academia (2013). Learning is an individual/solitary process.

UNESCO (2002) reported that in a study conducted by the National Assessment of Educational

Progress in United States, it was noted that most students spend long hours working alone at

their desks completing worksheets or repetitive tasks. A London Times Survey of English School

Children indicated that students almost unanimously rejected this daily ordeal of dull and

ritualistically solitary classroom activity and called for a broader and more exciting curriculum.

Above all, they wanted more work allowing them to think for themselves; to design and make

things to experiment ; and to engage in first-hand observation.

Learning is facilitated by breaking content/instruction into small isolated units:

Categorizing and analyzing patches of knowledge is more pronounced within the educational

settings than sewing of knowledge together.

Learning is a Linear Process: The teacher or textbook frequently provides a linear path

through a narrowly bounded content area or sequence of standardized instructional units. For

instance, in a mathematics textbook, only one correct problem solution trail may be offered for a

specific subclass of problems.

In contrast to the conventional teaching-learning paradigm, the emerging paradigm is

based on cognitive learning researches that emphasizes shift to leaner- centred learning processes

and it encompasses the following views of the human learning process (Rane, 2005; UNESCO,

2002; Academia, 2013):

Learning is a natural process:

The desire to align teaching in harmony with the new discoveries about how human brain

learns has remain a compelling reason why students must accept to adopt new learning roles that

require learner active engagement. Advocate (2008) reported that the discoveries in the field of

Neuroscience research unraveled that dendrites of human brain cells only grow when the brain is

actively engaged and the neuron-networks formed in the brain only stay connected when they are

used repeatedly. UNESCO, (2002) and Academia (2013) emphatically put it that the natural state

of brain is to learn; and however, different learners approach learning in different forms. There

are different learning, perceptual styles that must be considered in the design of learning

experiences for the individual student. Given interesting and rich learning environment and

supportive and stimulating teachers, students will learn. Teachers have often noted that children

who appear dissipative or to have short attention spans when confronted with typical classroom

instruction, may spend long periods engaged in meaningful and interesting computer-based

activities (Academia, 2013).

Learning is a social Process: Vygotsky had discovered long ago that students learn best in

collaboration with peers, teachers, parents and others when they are actively engaged in

meaningful interesting tasks (UNESCO, 2002). ICTs provide new tools to support this

collaborative learning in the classroom.

Learning is an active and not a passive process: The traditional curriculum asks the students

only to recall and describe what others have accomplished or produced. This is so because

people are faced with the challenge of producing knowledge rather than simply reproducing

knowledge in most fields. Meanwhile, to allow students to move forward, they must actively

engage in the learning process, in activities such as solving real problems producing original

writing, completing scientific research projects (rather than simply studying about science )

dialoguing with others on important issues providing artistic and musical performances and

constructing physical objects. In short, all production of knowledge must be based on an

understanding of prior knowledge. The mere reproduction of knowledge without its connection

to the production of knowledge is largely a passive activity that neither fully engages nor

challenges the students.

Learning may either be linear or non-linear much of what now happens in schools

appears to be based on the notion that the mind works like a serial processor that is designed to

process only one piece of information at a time in sequential order (UNESCO, 2002). But mind

is a wonderful parallel processor that may attend to and process many different types of

information simultaneously. Cognitive theory and research sees learning as a reorganization of

knowledge structure (Academia, 2013; Darabi & Nelson, 2004). Darabi and Nelson explained

that the knowledge structures are stored in semantic memory as Schema or Cognitive maps.

Students “learn” by augmenting, combining and rearranging a collection of cognitive maps,

many of which overlap or are interconnected through a complex network of associations. There

are many ways that students may acquire and process information and assimilate it into their

existing knowledge structures. Although some knowledge domains such as mathematics, may

perhaps lend themselves to linear approach not all learning can or should occur linearly.

Learning is Integrative and Contexualised: Information presented globally is more easily

assimilated than information presented only in a sequence of information elements (Syed &

McRoy, 2000). It is also easier for students to see a relation and to make connections.

Learning is based on a strength model of student abilities interest and culture: The work of

Howard Gardner has promoted the schools to start considering the specific strengths and

interests that students bring to the learning environment, and are designing learning activities that

build on student strengths rather than focusing only upon remediating weaknesses. In addition,

schools increasingly recognize diversity as a resource rather than a problem in the classroom

(UNESCO, 2002). In contrast to the remedial and standardized concept of instruction, diversity

and individual differences are valued and the learning process is designed to build on the

strengths and assets brought by the leaner to the classroom.

Learning is assessed through task completion products and real problem solving of both

individual and group efforts: Rather than simply evaluating students through paper and pencil

tests, assessments are made using portfolios of actual performances and work in both

collaborative and individual learning tasks.

Changing the role of teacher: In traditional classrooms, the teachers play the role of telling the

students what they have to do and how to go about it (Rane, 2005). He further explained that in

the Intelligent Tutoring Instructional environments however the teachers need to change their

roles, because now they need to guide their students to learn themselves. In other words they

need to help their students learn to learn. This leads to much more balanced teacher-student

relationship which in turn is an effective instructional style.

Learner orientation and motivation: Rane (2005) explained that when the Intelligent Tutoring

Instructional medium is used in an educational context, the shift to a learner oriented-mode is not

optional, but a prerequisite. “Learner orientation” here means accommodating individuals of

diverse backgrounds, intellectual levels and learning styles. This “personalized” attention to a

learner’s emotional state plays an effective role in the learner’s motivation and receptiveness to

learning.

Learning is Situation based: When a learner is immersed in a particular situation, it leads to

faster reaction and effective grasping of the concepts, rather than formal teaching of the same.

Situation based learning involves immersing the learner in a commonly situations such as that at

a shop or post office (Rane, 2005). It attempts to let the learner to learn the concepts or skills

through its practical use at general places or situations.

Intelligent Tutor according to Chi et al (2001) and Moursund (2006) represent an

important class of educational technology poised to play particularly, critical role in helping

learners acquire the skill and knowledge needed to succeed at the workplaces. It provides an

array of powerful tools that may help in transforming the present isolated, teacher-centred and

text-bound classroom into rich student – focused , interactive knowledge environment

(UNESCO, 2002). For instance, in Intelligent Tutor environment, learners have relatively high

levels of control over the sequence of their learning activities because of their flexibility.

Learners take the responsibility for the learning, process and make decisions relating to choice of

routes through the learning materials. For these reasons, the use of Intelligent Tutor can be

thought of as focusing more on “learning” than teaching. There is a great potential for significant

improvement in the use of Intelligent Tutor (Moursund, 2006). Thus, it becomes imperative,

relevant and timely to shift ground from stereotyped teaching methods to learner-centred

instructional strategies in the field of auto-mechanics. Hence, a high quality instructional strategy

as exemplified in Intelligent Tutor could be a better alternative.

Instructional design, Software engineering and Courseware engineering “Courseware” refers to content-specific instructional software which functions to

generate instruction with the support of instructional delivery system (NTUA, 2012). Stephen

(2003) explained that function of software for education is quite different from the function of

business software such as accounts packages or decision support systems. Principles from

software engineering practices have been adopted as well as instructional design and

development approaches. It therefore follows that the development of educational software be

related both to general software engineering and to the instructional design of educational

interventions. This is important to ensure accountability. Accountability in the sense that when

Instructional Designer who use instructional system design model is incorporated as part of

courseware development team, there is accountability for not only what is being taught but also

what is being learned (NTUA, 2012).

Instructional design

Instructional Design {ID} is a systematic approach to designing instruction and

instructional materials to achieve specified learning objectives. Developing instruction (for

computers and other media) is called Instructional Design (in the U.S.) {Stephen, 2003}.

According to Stephen, the word "Design" actually means "Development" as it includes prior

analysis, the design, delivery considerations (like suitable media) and later evaluation. The word

"Instruction" implies any activity by a teacher to encourage learning in students.

Stephen pinpointed that the ideas of Robert Gagné and his colleagues are well known and

illustrate the importance to ID of an underlying theory of learning. Gagné's ID is based on

different types of learning outcome needing different learning activities and therefore

different instructional conditions. Gagné classified the type leaning outcome into the

following categories which are based on how learning could be demonstrated:

i. Intellectual skills – concepts are demonstrated by labelling or classifying things,

ii. intellectual skills – rules are applied and principles are demonstrated,

iii. intellectual skills – problem solving allows generating solutions or procedures,

iv. cognitive strategies are used for learning,

v. verbal information is stated,

vi. motor skills enable physical performance,

vii. attitudes are demonstrated by preferring options.

These outcomes are the results of the internal processes of learning in individual learners.

They provide the learners with the improved capabilities which we desire. The external

conditions of learning (such as instruction) which cause the learning are different for different

types of learning outcome. For example, we need to do different things to learn attitudes than to

learn intellectual skills or motor skills. Nonetheless, Gagné suggests that although different in

detail, the same types of instructional activity are needed for all learning processes and learning

outcomes. He claims that there are nine general Instructional Events which are always relevant,

even though in detail they will vary with the type of learning outcome being achieved, and with

the specific content of the learning.

The main Gagné's nine Instructional Events involving both External instructional event and

Internal learning process are:

i. Gaining attention: To ensure reception of coming instruction we give the learner a

stimulus.

ii. Tell learners the learning objective: Tell the learner what they will be able to do

because of the instruction.

iii. Stimulating recall of prior learning: Ask for recall of existing relevant knowledge.

iv. Presenting the stimulus: Display the content.

v. Providing learning guidance: Help understanding (semantic encoding) by providing

organization and relevance.

vi. Eliciting performance: Ask the learner to respond, demonstrating learning

vii. Providing feedback: Give informative feedback on the learner's performance.

viii. Assessing performance: Require more learner performance, and give feedback, to

reinforce learning.

ix. Enhancing retention and transfer to other contexts: Provide varied practice to

generalise the capability.

This provides a good starting point for designing any instruction. Now the next is to

consider how to arrive at such instructional events. The learning outcomes, internal conditions

and external conditions can now be used. Briefly, Gagné describes the development process as

follows:

Gagné's Instructional Design

1. Analyzing the requirements for learning simply works back from the intended learning

goal.

i. Identify the types of learning outcomes we wish to achieve.

ii. Most learning outcomes are not simple; each outcome must be broken down into a

hierarchy of dependent learning outcomes and pre-requirements, to give a learning

hierarchy of simple outcomes (example hierarchies can be seen in the appendix).

iii. Identify the conditions or processes internal to the learner must occur to achieve those

outcomes.

iv. Specify what external conditions or instruction must occur to achieve these internal

conditions.

2. Selecting Media

v. Record the learning context.

vi. Record the characteristics of the learners.

vii. Select media for instruction - how will we deliver the instructional events? Books,

whiteboard, Computer Assisted Instruction and video are common examples.

3. Design Instruction - planning instructional events to support learning activities

viii. Plan to motivate the learner by incentives, task mastery or achievements.

ix. For each of the planned learning outcomes in the learning hierarchy, the Nine

Instructional Events are designed relevant to the type of learning outcomes required, in

the order of pre-requirements in the learning hierarchy, and with appropriate media and

use of tutors.

x. Although the instruction is apparently ready to use, in practice they are tested in trials

with learners (formative evaluation).

xi. After the instruction has been used, a summative evaluation can be used to judge its

effectiveness.

The basic steps highlighted as contained in the Gagné's instructional design above

constituted the potential guide for the development of Auto-Mechanics Intelligent Tutor. As a

results, it constituted the basis on which the first phase in the life circle of AMIT was

established.

Software Engineering

Software engineering is the systematic approach to software development (Stephen,

2003). The goal of software engineering is to provide models and processes that lead to the

production of well-documented and maintainable software in a manner that is predictable. The

waterfall model is a sequence, with feedback, of analysis, design and production activities,

followed by testing and maintenance (Stephen, 2003). Having looked at ID we will now switch

to the other parent of courseware engineering or Software Engineering. This term distinguishes it

on the one hand from unsystematic, amateur programming and, on the other, from computer

science which is its theoretical basis. It is both disciplined and practical. Briefly, to produce

business software, an analysis of the current manual system or the need for a new system can

specify what needs to be done, a design can specify how this can be achieved and then

programmers can implement the design to produce working software. With appropriate testing,

the software can be installed and should do the job.

Courseware Engineering

Courseware is a computer programme designed for the purpose of teaching a particular

subject (NTUA, 2012). Courseware is a kind of software. Courseware engineering is software

engineering applied to courseware but the requirement is to change the capabilities of human

learners (Stephen, 2003). Stephen explained that the analysis and design phases are from ID

while production and testing come from software engineering. Practical schemes involve various

analysis and design techniques. It is an emerging set of practices, tools and methodologies which

result from attempts to take an engineering approach to the production of courseware. The

engineering approach is in contrast to a craft or artisan approach; rather it emphasizes the use of

principled methods rather than intuition and values replicability of processes and results rather

than idiosyncratic creativity (Stephen, 2003).

Stephen stated that developing materials for teaching and learning which is to take place

without a computer requires the same early stages of analysis and design, but production, testing

and maintenance are different if the instructional medium is a computer or print materials, for

example. He explained that developing educational software has parallels with software

engineering, especially some aspects of design (the user interface) and production (coding)

because the medium is the same and the production tools (languages) may be similar. But the

early stages are quite different. So courseware engineering is rather like grafting the early stages

of educational development onto the later stages of software development, to give a development

method for educational software development (Stephen, 2003). Meanwhile, ideas by the

following are fully considered for the purpose of this study:

1. National Technical University of Athens (NTUA, 2012) explained that development

methods describe how the various phases which comprise the courseware development process

are implemented. Each phase contains a number of activities. NTUA identified seven phases as

indicated below::

i. Courseware specification

- definition of target audience

- definition of aims and objectives

- definition of subject matter

- specification of pedagogical methods

- specification of assessment methods

ii. Instructional Design

- allocation of content to courseware parts

- allocation of learning activities to courseware parts

- for each courseware component design os structure access, layout, navigation and

so on.

iii. Multimedia Design

design of text

- design of graphics

- design of sound

- design of animation

- design of video

iv. Multimedia Development

- preparation of text

- preparation of graphics

- preparation of sound

- preparation of animation

- preparation of video

v. Courseware Integration

- Integration of the various elements into a whole

vi. Testing/Evaluation, pilot testing with real learners

vii Maintenance

- Maintenance for correction

- Maintenance for perfection

- Maintenance for adaptation

2. Educational Software Development Approach by Dean and Whitlock

Dean and Whitlock, 1992, as cited in Stephen (2003) describe the basic development process

in a commercial environment.

i. problem investigation (that is, analysis);

ii. course planning (that is, design);

iii. development (that is, production);

iv. implementation and evaluation (that is, installation and evaluation)

In a comprehensive version:

Problem Investigation (analysis)

a. Goal analysis, identifying the performance required,

b. Training Needs Analysis (or "front end analysis"), identifying a deficiency in

performance and its cause.

c. Establish that computer training is needed.

Planning (design)

d. A description of the tasks to be learnt.

e. A hierarchical breakdown into sub-tasks,

f. A profile of the target population of learners.

g. Modularize the course, and then for each leson module.

h. Specify the detailed skills needed, the detailed content and its sequence.

Development (detailed design and production)

i. Define the content as a "rule set" (detailed analysis)a detailed description of procedures

and concepts to be learnt.

j. Decide learning steps (design)divide the rule set into chunks to determine the lesson size

before testing.

k. Decide the sequence/branching of screens, perhaps with flowcharts (design).

l. Design screens as storyboards (design).

m. Produce code in a programming language or authoring language (production).

Implementation and evaluation (testing)

n. Peer evaluation before use.

o. Course validation with a pilot group of trainees.

The above development scheme is geared towards Computer Aided Instruction, with just

text and graphics, and assumes that the programming (a very small part of the life cycle) is done

in an authoring or general-purpose language, by programmers.

3. Educational Software Development Approach by Alessi and Trollip

Stephen Alessi and Stanley Trollip, 1991, as cited in Stephen (2003) have a more detailed

development scheme. They too are concerned with instructional software (including tutorials,

simulations and drills) but they are addressing teachers working in small teams. Their model has

ten steps for the development of a single lesson. The tools mentioned will be described

elsewhere.

i. Determine needs and goals (analysis) by describing the learner characteristics

before instruction and the new capabilities afterwards.

ii. Collect resources (design) which includes subject matter material, resources for

instructional design (storyboard sheets, software tools, human resources), and resources

for delivery (the computer, manuals, expertise).

iii. Learn the content (analysis). In this case, the developer must learn the subject

content even if they work with someone who knows it. A subject matter expert will also

learn about instructional design. The product of this learning will be representations of

the subject such as semantic net, a hierarchy of concepts or a flowchart of procedures,

depending on whether the content is cognitive skills, verbal information, cognitive

strategies, attitudes or motor skills;

iv. Generate ideas (design). This involves brain- storming to create good ideas both for

the content to be taught and the instructional methods used to teach it.

v. Design instruction (design). These involves selecting the best ideas, performing task

analysis, performing concept analysis on the content, making a learning map and evaluate

the design in revision cycles.

vi. Flowchart the lesson (design) to determine the sequence of material.

vii Storyboard the displays (design). The detailed content of output to the learner

designed on paper.

viii. Program the lesson (production). This entails producing the working software using a

language, authoring system or tool.

ix. Produce supporting materials (production) which are students manuals, technical

manuals and adjunct instruction.

x. Evaluate and revise (testing). Evaluate before use by the peer, evaluate the use and the

learning outcomes with real learners in a pilot test.

Alessi and Trollip further explained that:

i. evaluation and revision takes place at several points not just at the end;

ii. it is based on principles of cognitive psychology that is, perception and attention,

memory, comprehension, active learning, motivation, locus of control, transfer of

learning and individual differences;

iii. creativity is important for good design;

iv. discussion proceeds to paper design to software implementation (computer use should

be delayed)

v. a team approach is best, it has more creative ideas and can be more self critical.

Multimedia

Multimedia according to Ajewole et al (2003) is a combination of various types of media

arranged so as to provide appropriate presentational capacity to realize the objectives and content

of a lesson through eliciting desired responses. Multimedia range from textbooks through

radio/television, to computer interfaced with laboratory instruction to software designs and

applications. It is simply a combination of sound, graphics, animation and video (Ajewole,

2003). When Multimedia is combined with hypertext, it is known as Hypermedia (Chen, Yu-Hua

and Ford, 1997). Chen, Yu-Hua, and Ford further claimed that hypermedia is highly beneficial to

learning process because : it provides a highly interactive environment; allows the integration of

different media such as text, video, audio and graphics; and has a non linear organization in the

form of a network of nodes and link.

What difference to the development process does developing multimedia courseware

make? Lee and Owens (2000) while explaining how to design and develop multimedia-based

instruction pinpoints that the same instructional design process can be used for all media. CBT

was once based on fixed width text. Then graphics, variable fonts, animation, sound and finally

video became possible. Each such medium (presentation mode) now needs selecting, designing

and producing before being integrated with the software. Selection of media takes place at two

levels (Stephen, 2003). At the broad level of a course, a choice between delivery media must be

made: print, lecture, computer tutorial, simulation and so on. At a finer scale, within a CAL

lesson, decisions are made on the use of graphics, voice-over, animation and so on, both to

convey the content and as part of the user interface. Parallel to the design of other aspects of

courseware (notably the learner activities and the user interface) each significant presentation

mode must also be designed. For example, the text content, structure and appearance must be

designed. The content and characteristics of audio and video must be designed and specified as

scripts.

After design, each medium must be produced. In traditional CBT the only medium is text

but it still needs designing according to typographic and educational principles and with

guidelines for presentation on the screen (Stephen, 2003). He further puts it that instructional

designers and authors often gain these skills. Other media are more complex and require

specialist skills; the production of photo-realistic images, animations, audio and video. Unless a

large team is producing the courseware, in a commercial environment these will be bought in

from studios to meet the design specification.

Stephen explained that after each medium is produced independently, they must all be

integrated into the control software and its user interface. The main issue of concern now is that

does the use of additional media affect the overall life cycle? Stephen drew from the efforts made

by Marshall, Samson, Dugard and Scott (1994) comparing the waterfall model of general

software development with that for multimedia courseware. He noted that the design phase is

divided into two - overall instructional design and detailed media design. The production phase

is divided into the production of the media and courseware integration which brings all the media

together with the controlling software ready for testing. Production becomes more complex as

more media have to be integrated.

On the other hand, he noted that after analysis and design, Sandford (1990) also separates

the production phase into two. The production of each medium and of the controlling software

could proceed in sequence or in parallel; once designed their production is independent. The

second part is integrating the media into one package. This means providing each finished

medium in a form readable by the controlling software, followed by fine tuning their use and

interactions, for example adjusting the position of graphics, or the pauses for reading time of

text, and improving consistency across media.

Vaughn (1994) however have an elaborate development scheme but only two steps are

specifically multimedia (Audio/Visual Pre-production and Post-production). Most of it concerns

aspects of design, which could apply to text-only courseware, but each step is made more

complex as media are added so that the total time and resources involved increase. Installation or

publishing are also more complex because of the larger volumes of data and the greater demands

on the delivery platform.

Koper (1995) proposed a development method (known as "PROFIL") specifically for

multimedia courseware which incorporates many of the ideas discussed above. It attempts to

integrate instructional design, software engineering methods, prototyping and the selection of

media. There are six phases in a sequence. Iteration is restricted to within-phases rather than

looping between adjacent phases as in the waterfall model.

i. Preliminary investigation, producing a course plan (analysis);

ii. Definition phase producing a project plan for each medium (instructional and media);

iii. Script phase producing a script for each medium, a design detailed enough for the

media producers (detailed design);

iv. Technical realization phase producing a master program, including media. Contents is

integrated with software, an alpha version is peer reviewed and a beta version is pilot

tested with students (production);

v. Implementation phase producing an installed product (installation publication);

vi. Exploitation phase producing a summative evaluation (maintenance).

The main concern of this study on the above review is to have a cursory look at variety of

development models for software to aid courseware development. These development models

differ not because of different explicit theories of instruction underpin them but more because

different methods work best in different circumstances. The researcher therefore hoped to

synthesize the different steps in the various development models for the purpose of developing

and validation of intelligent tutor for use in Nigerian technical colleges.

Basic Activities in the Life Cycle of Intelligent Tutor The basic activities for considerations in the context of the study are the Software life

cycles by U.S. Department of Health and Human Services, Food and Drug Administration,

Center for Devices and Radiological Health, Center for Biologics Evaluation and Research

(2002), Stephen (2003), Bo Liu (2009) and Mohd-Fairuz (2003)

According to U.S. Department of Health and Human Services, Food and Drug

Administration, Center for Devices and Radiological Health, Center for Biologics Evaluation

and Research (2002), Activities in a typical software life cycle model include the following:

Quality Planningi System Requirements Definition ii ii Detailed Software Requirements

Specification Softwareiv Design Specification Construction v. or Coding Testingvi.

vii. Installation viii. Operation and Support ix Maintenance x. Retirement

A life cycle model organizes these software development activities in various ways and

provides a framework for monitoring and controlling the software development project. Several

software life cycle models such as waterfall, spiral, rapid prototyping and incremental

development among others could be obtained. Software developers should establish a software

life cycle model that is appropriate for their product and organization. The software life cycle

model that is selected should cover the software from its birth to its retirement. Verification,

testing, and other tasks that support software validation occur during each of these activities.

A simple view of the development process of an Intelligent Tutor using waterfall model

according to Stephen (2003) is a sequence, with feedback, of analysis, design and production

activities, followed by testing and maintenance as indicated in the figure below. Each stage

produces something (plans, diagrams, code...) on which the next stage starts with and develops.

In practice this logical, sequential approach is improved by feedback processes. This is because

as the development continues in the next stage and it was realised that the product of the

previous stage was not quite right, then, it will be revised immediately. That does not mean that

it is not worthwhile adopting this sequence and so the need for "back-up" on the system

Figure 3: The Waterfall Software Life Circle

Different authors have variations on this scheme, and use different terms for the same

ideas, but the basic sequence is widely agreed (Stephen, 2003). Put briefly it is: analysis, design

and production. But detail explanation is as thus:

The requirements analysis produces a description of the problem. A requirement can

be any need or expectation for a system or for its software. Requirements reflect the stated or

implied needs of the customer. There can be many different kinds of requirements (for instance,

design, functional, implementation, interface, performance, or physical srequirements). Software

requirements are typically derived from the system requirements for those aspects of system

functionality that have been allocated to software. Software requirements are typically stated in

functional terms and are defined, refined, and updated as a development project progresses.

Success in accurately and completely documenting software requirements is a crucial This

involves describing the functions of the software needed, possible later extensions to it, the

documentation needed, performance requirements such as response time. It also includes the

environment in which the solution must work (hardware, software, organisation, users). The

result of the analysis phase is a requirements specification document. It describes what is needed.

A specification is defined as “a document that states requirements.”

The design phase produces some sort of model of a system satisfying the requirements. In the

design process, the software requirements specification is translated into a logical and physical

representation of the software to be implemented. The software design specification is a

description of what the software should do and how it should The required functions are

decomposed into modules and their interfaces. The user interface is designed. Data structures are

specified. Design transforms the what of analysis into the how of a design specification but they

do not trespass into implementation details.

Production (also called coding or implementation) involves creating software that works. The

details of this will depend upon the construction tool being used, but there are some general

principles. There may be a transition stage in which the logical design specification is

transformed into a more detailed specification, such as using a high level language for processes.

Production proceeds module by module. These are assembled into working software.

Testing has several aspects and does not happen only after production but throughout the

development. Low level testing and debugging occurs as each module is written. Tuning and

optimization may be necessary once they are assembled. Verification checks that the product of

coding is a correct translation of the design specification. (Just as the design specification is

verified against the requirements specification.) Validation checks that the software product is

still fulfilling the user requirements.

Installation puts the working software in place. There are different ways this can be done.

Maintenance. The software may have undetected errors in it. In addition it will need adapting or

improving over time. (For commercial software this can be more than half the total development

effort.)

The life circle used for developing the Expert System on Car Maintenance and

Troubleshooting Mohd-Fairuz is as indicated figure 4.

Figure 4: The software life cycle by Mohd Fairuz Bin Zaiyadi on the development of

expert system for car Maintenance and Troubleshooting

Bo Liu (2003) on the other hand identified the major activities in tutor development as

follows: i. needs assessment, ii. cognitive task analysis, iii. tutor implementation and iv.

evaluation.

The first step is common to all software design. In the case of ITS design, this involves

specifying educational goals and curriculum. The second stage is common to expert systems

programming, although the target is defined more narrowly here: a cognitively valid model of

problem solving performance. He further explained that the third phase consists of initial tutor

implementation, which is followed by a series of evaluation activities: a. pilot studies to confirm

basic usability and educational impact; b. formative evaluations of the system under

development, including c. parametric studies that examine the effectiveness of system features

and finally, d.summative evaluations of the final tutor’s effect: learning rate and asymptotic

achievement levels.

Figure 5: The Software Life Circle by Meanwhile, adaptations will be made from the design and development methods used by

the above Software life cycles for the design and development framework of Intelligent Tutor in

the context of this study. Hence, the software design and development framework of an Auto

Mechanics Intelligent Tutor for the purpose of this study is as indicated below:

The Software Life Circle by Bo Liu (2003)

Meanwhile, adaptations will be made from the design and development methods used by


context of this study. Hence, the software design and development framework of an Auto


Meanwhile, adaptations will be made from the design and development methods used by


context of this study. Hence, the software design and development framework of an Auto


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Software Verifications, Testing and Validation Software verification provides objective evidence that the design outputs of a particular

phase of the software development life cycle meet all of the Specified requirements for that

phase of the software development (U.S. Department of Food and Drug Administration, 2002).

Software testing is one of many verification activities intended to confirm that software

development output meets input requirements. Software testing entails running software products

under known conditions with defined inputs and documented outcomes that can be compared to

the predefined expectation (U.S. Department of Food and Drug Administration, 2002). The most

common forms of testing are Beta and Alpha tests. Alpha test is an actual operational testing by

the potential users or customers or an independent team at the developer’s site. Beta test is an

actual operational testing by the users or customers outside the Developers site. Meanwhile,

software validation according to U.S. Department of Food and Drug Administration refers to

confirmation by examination and provision of objective evidence that software specifications

conform to user's need and intended uses that the particular requirements implemented through

software can be consistently fulfilled. In short, verifications, testing, inspections, examinations,

and other verification techniques are embedded in validation.

A documented software requirements specifications provides a baseline for both

validation and verification (U.S. Department of Food and Drug Administration, 2002)

Verification, testing and other tasks that support software validation occur during each phase of

the software life cycle activities. Hence, the validation exercise for Auto Mechanics Intelligent

Tutor will progressively touch all phases of its life cycle. This is so to permits each stage to

facilitate worthwhile platforms (through a series of actions for instance, plans, diagrams, and

code among others) on which the next stage starts with and develops. In practice this logical and

sequential approach is improved by feedback processes. This is because as the development

continues in the next stage and it is discovered that the product of the previous stage was not

quite right, then it will be revised. That does not mean that it is not worthwhile adopting this

sequence. In short, the software life cycle covers the software from its birth to its retirement

(U.S. Department of Food and Drug Administration, 2002), and for the purpose of this study, the

validation exercise for the life cycle of Auto Mechanics Intelligent Tutor (Figure 2) will in

turns covers all its stages of development and utilization. Verification, testing and inspection that

support software validation will occur during each phase of Auto Mechanics Intelligent Tutor

life cycle activities.

Jeremic, Jovanovic, & Gasevic, (2009) preferred the most well-known and used model

for measuring the effectiveness of software programs is the model developed by Donald

Kirkpatrick in the late 1950s (Kirkpatrick 1979). Since then, it has been adapted and modified by

a number of researchers, but the basic structure has remained the same. The Kirkpatrick’s model

defines four levels of evaluation (Kirkpatrick 1979):

a. Evaluation of reactions Reaction is the term that Kirkpatrick used to refer to how much the students liked a

particular training program. An evaluation of students’ reactions consists of measuring their

feelings, and does not include a measurement of what was actually learned. A typical instrument

for gathering information regarding students’ reactions is an open-ended questionnaire. This

information is easy to collect, but does not tell enough about the training success..

b. Evaluation of learning This level of evaluation identifies how well the students understood the facts and

techniques presented in the training material. This is much more difficult to measure than

reactions. At this level, each student’s learning should be measured by quantitative and objective

means. Endres and Kleiner (1990) state that pretests and posttests are necessary when evaluating

the amount of learning that has taken place.

c. Evaluation of behavior (transfer of learning) This level of evaluation identifies how well the students apply the acquired knowledge in

their everyday practice. This kind of evaluation is more difficult than the above mentioned two

and there are very few examples of studies in this area. Feedback from students, their

supervisors, and peers as well as some other techniques can be used for collecting information at

this level.

d. Evaluation of results The fourth level of evaluation refers to the training results or impact on the organization.

Although measuring training programs in terms of results may be the best way to evaluate their

effectiveness, this kind of measurement is very difficult to conduct. The major obstacles include

the existence of many factors that are impossible to evaluate (e.g., social interaction between

employees), and the relative lack of objective, valid tools to use. McEvoy and Buller (1990)

question the relevancy of such evaluations. They claim that not all training is result oriented: it

can also be used for purposes other than achieving a measurable impact on the performance of an

individual employee.

Oloyede and Adekunle, (2009) explained that validation exercise of an educational

software could be conducted in four stages:

Stage 1: Consultant (Expert) validation;

Stage 2, one-to-one validation with students;

Stage 3, Small group validation with students and

Stage 4, field trial validation with students.

Student participants for stages 2, 3, and 4 of the validation were selected in accordance

with the generally accepted recommendations of Dick, Carey, & Carey (2005) as indicated

below:

1. One-to-one stage (clinical evaluation): - a minimum of three (3) students representatives of

the target population.

2. Small group stage: - a minimum of eight (8) students, and a maximum of twenty (20)

students representative of the target population.

3. Field trial stage: - about thirty (30) students, representative of the target population.

Face validation will be conducted on the contents of the subject matter to re-validate what

the auto-mechanics teachers supplied by a panel of experts from technical colleges and college of

education. More so, different levels of error checking will be used throughout the coding

processes. Warnings and other messages from the compilers will be carefully noted for

appropriate actions.

Alpha testing will be conducted. The test will be conducted by an independent team that

consists of Software engineers, Auto-mechanics teachers, students, and the researcher as an

observer. Five 300 level students who are preparing for their final year NABTEB examination

will write a pre-test and will be made to study some Auto-mechanics concepts by using Auto

Mechanics Intelligent Tutor and write the examination with the software. Some instructional

units will be randomly selected by each student. The activities by the students will be conducted

in the presence of other members of the independent team. The same set of students will write

the examination after two weeks. Each member of the team apart from the students will be made

to study all the topics and activities of Auto Mechanics Intelligent Tutor for the test.

Independent Team Experiential Evaluation Questionnaire on the Performance

Requirements of Auto Mechanics Intelligent Tutor at the Developer’s Site (ITEEQPRADS)

{Appendix D} will be used as the main instrument to represent the technical opinions of the

Software Programmers. The internal consistency of the instrument will be established using

Cronbach’s alpha reliability technique from the data generated.

Teachers’ Experiential Evaluation Questionnaire on the Performance Requirements of

Auto Mechanics Intelligent Tutor Outside the Developers Site (TEEQPRAODS) will be pilot

tested along with this verification activity by the Auto-Mechanics teachers. The internal

consistency for TEEQPRAODS using Cronbach’s alpha technique will be determined. When

Auto Mechanics Intelligent Tutor had been validated as an instructional package based on the

specified outcomes, the next stage is to integrate the package for experimental purpose.

The last phase of the software verification and validation activities are beta test using

Teachers’ Experiential Evaluation Questionnaire on the Performance Requirements of Auto

Mechanics Intelligent Tutor Outside the Developers Site (TEEQPRAODS) will be conducted

after the implementation or treatment in the life cycle of Auto Mechanics Intelligent Tutor.

The instrument to be used were given to four Auto-Mechanics teachers with at least five years of

experience, three software engineers and two lecturers of the department of vocational teacher

education, University of Nigeria, Nsukka for content and face validation. Auto-Mechanics

teachers are the subjects to be used for these tests.

Intelligent Tutor Design and Development Principles The central and overarching principle that governs intelligent tutor design is: enable the

students to work to the successful conclusion of problem solving (John 1999). According to

Corbett, Koedinger and Anderson (1998), this design has sprang up eight basic design and

development principles for intelligent tutoring system. They further pointed out that the eight

principles have been revisited several times and are found to be sound and have stood the test of

time. The basic Adaptive Control of Thought (ACT*) theory of cognition assumptions and

related principles for a computer-implemented tutor are:

Table 2: ACT* assumptions and related principles for a computer- implemented tutor.

and the learners’ memory capacity among others (Oladele, 1998).

ACT* Assumptions Corresponding Tutoring Principles

Problem-solving behaviour is goal driven Communicate the goal structure underlying

the problem-solving task

Declarative and procedural knowledge are Represent Student’s Knowledge or

separate. The units of procedural knowledge

are IF-THEN rules called productions

Competence as a production set: This

represents a theoretical stance on a more

general principle to represent problem–

solving knowledge in that form is a

psychological valid term. A substantial body

of empirical evidence supports the validity of

a production rule decomposition of

procedural knowledge, but it should be noted

that alternative representations have been

employed in ITSs.

Initial performance of a task is accomplished

by applying weak (general) procedures to

declarative knowledge structures.

Provide instruction in the problem-solving

context; let student’s knowledge develop

through successive approximations to the

target skill.

Promote an abstract understanding of the

problem-solving knowledge

. Task-specific productions arise by applying

weaker productions to declarative

knowledge. These task-specific productions

underlie more efficient performance.

Provide immediate feedback on efforts

As a result of additional practice productions

can be chained together into larger-scale

productions

Adjust the step size of instruction as learning

progresses

The student maintains the current state of

problem in a limited capacity working

memory.

Minimize working memory load

Facilitate successive approximation to the target skills. The principle suggests that a

student’s problem solving performance

should gradually come to reflect real-world

problem solving performance. That is as the

student’s practices and become more skilled

the tutor is called upon to provide less

assistance.

It is hoped that the implementation of this view in the designing and developing an

intelligent tutoring system in the field of auto-mechanics would lead to improving the students

performance and retention of the subject matter when they interact with the Intelligent Tutor as a

learning medium.

Conventional Auto-Mechanics Curricular Package (CAMCP) This involves the use of a modified traditional or lecture method in the teaching of auto-

mechanics in technical colleges. This package involves the use of some forms of demonstration

by the teacher essentially in order to facilitate hands-on-experience as a vocational subject. It

involves standing in front of students performing some tasks. the teacher uses the necessary

components, materials, tools and equipment to demonstrate in order to explain some concepts

and facts of the subject matter (Olaitan, 1999). The method is executed by examples and

activities by the teacher while the learners observed and listened (Ukoha and Eneogwe, 1996).

The main function of the method is to verify facts and principles already learnt and reinforce

students’ understanding of the concept taught. The combination of lectures and demonstration

methods ensures the following instructional effects on students:

i. It helps to stimulates the interest of students;

ii. It allows students to observe how the vocational principles works;

iii. It leads to easy coverage of the syllabus.

(Fasasi, 2003 and Owosho, 2009)

The method has however being criticized for not allowing students to develop

manipulative skills. This is so, because it renders the students passive and encourages rote

memorization of facts. Consequently, the students are unable to retain and apply their learning to

new situation and may in turn make the students apathetic and repulsive to learning (Patterson,

2002). One can therefore see a place for Intelligent Tutor instructional strategies in the field of

vocational and technical education both as a source of information and also, if structured

effectively, a context or structure for improving learning outcome and retention.

Intelligent Tutor and Auto-Mechanics

Available literature have it that Intelligent Tutor have been effectively used in a variety

of content areas such as mathematics, physics, electronics, geography, chemistry, environmental

education, medicine, English language, computer science among other fields or disciplines.

Perhaps, the use of Intelligent Tutor has been equally extended to Auto-Mechanics as a subject.

An extensive appraisal of various computer-based applications on the World Wide Web reveals

the fact that a number of Intelligent Tutor have been successfully adopted to impart contents

across the three domains of educational outcome (Dempsey 2007) especially in the field of Auto-

Mechanics. Example of such materials could be found on “The Family Car Magazine Web”

(Bordoff, 2010) and on “Howstuffworks World Wide Web” (Karim, 2009) among others.

Few among the Intelligent Tutor that have been used for classroom instruction includes

piano tutor project developed by Roger et al (1993) for teaching piano, tutor for music

composition by Simeon (1998) for teaching music composition and Task Tutor Toolkit by

Stottler Henke Associate for Technical training tasks (James, 2003) James further reported

successful use of some Intelligent Tutor which include: Intelligent Tutor for the US Navy for

teaching tactical officer decision making experience and it is developed by Stottler Henke

Associates; Lisp tutor in the mid 1980s that taught computer programming skills to college

students; Intelligent Tutor developed by Alam M. at the University of Pittsburgh to train

technician to repair complex semi-conductor chip manufacturing equipment. COMPANION is

another intelligent multimedia system for vocational training (Hilem and Futtersack, 1994). The

system is used by engineers and technicians on-line during their work in a company.

Remarkably, the use of Intelligent Tutor can be regarded as a good instructional

medium and a key technology to effectively process teaching and learning. It would not be out of

place to explore such instructional tool and its evolving technologies in the field of Auto-

mechanics trade programmes of technical colleges.

Automotive Service and Mechanics

Automotive technicians and mechanics according to United State Department of Labour

(2008) are well prepared people with adequate technical background and mechanical knowledge

of how automobiles work; and they have good analytical skills that is, diagnostic and problem

solving skills. An automotive technician is typically responsible for diagnosing things that go

wrong with vehicles and then using the right tools to repair them. An individual with this title is

often responsible for performing maintenance on vehicles as well. For example, he may do oil

changes and tune-ups to keep vehicles in good working order. He typically uses a range of tools

in performing his work, including wrenches, jacks, pressures gauges, and computers.

Anyone whose car or light truck has broken down at a point when the vehicle is mostly

needed would appreciate the importance of the job of automotive service mechanics. The ability

to diagnose the problem quickly and accurately is the most valuable skill requiring good

reasoning ability and a thorough knowledge of automotive vehicles. Most automotive mechanics

consider diagnosing a difficult aspect of their job (U.S Department of Labour, 2008). It is one of

the most challenging but satisfying duties of automotive vehicle mechanics.

When mechanical or electrical troubles occur in an automotive vehicle, owners or users

of the vehicle supply the preliminary information. The information obtained from the customer

coupled with the mechanic experiences would serve as the first clue to tracing the problem

easily. The auto-repairer (repair personnel) now use a diagnostic approach to analyze the

problem as stated by U.S Department of Labour (2008). At first, the repair personnel tests to see

if the components or systems are proper and secure, and then isolate the components on systems

that could not logically be the cause of the problem.

Mechanics may have to test-drive the vehicle or use a variety of testing equipment to

locate the problem. For them to be able to perform these functions, they must understand not

only the parts, nomenclature and operations, but also the diagnosis and service procedures for

each system in the vehicle. When routine service inspections are to be carried out, service

mechanics test and lubricate engine and other major components of the vehicle (U.S Department

of Labour, 2008). In some cases, the service mechanics may repair or replace worn-out parts

before they cause breakdown that could damage critical components of the vehicle.

Today, the influence of AI has evolved the work of automotive service mechanics from

simple mechanical components to electronic componenents of high technology. Jeff (2005)

pointed out that the complexity of today’s car is rapidly exceeding the capability of human

mechanics to fix them. He noted that today’s technicians are generally unable to tell what is

wrong with a car; by just listening to the engine, adjusting engine controls and observing

response, are rapidly loosing their usefulness. Jeff explained further that many mechanics

overwhelmed by the new automotive technologies which are electronics and computer

controlled, are forced into sways and test strategy simply by replacing a suspected component

and checking afterward to see if the problem went away.

The grouping complexity and influence of ICT on automotive technology necessitates

services by skilled workers thus contributing to the growth in demand for highly trained

mechanics and technicians (U.S Department of Labour, 2008). A number of AI-applications such

as Service Bay Diagnostic System (SBDS), Auto-repairs expert system, Expert system for

automotive and troubleshooting and Auto-Carfix among others have been developed to make

their diagnostic skills available to mechanics in order to guide a human technician through the

entire service process (Jeff, 2005). The implication of these sophisticated technologies is that the

work of automotive service mechanics and auto-mechanics teachers in technical colleges, who

are the trainers of automotive service mechanics, would be getting more complex. The need

would therefore arise to study and learn how the educational potentials of interacting with ICT

technologies including Intelligent Tutor might best be exploited in the school environment and

work towards the sensible integration of these new tool into technical college instructional

system.

Theoretical Framework

A theory attempts at synthesizing and integrating empirical data for maximum

clarification and unification (Osuala 2001). It is simply a postulation that requires further

explanations in order to make meaning (Olaitan, Ali, Eyon and Sowande, 2000). Theory links

theoretical solutions to the technology of practice. By so doing, it provides a method of self-

critique which ensures that solution arrived at are honest and coherent (Peter, 1997). Peter

explained that theory serves as the basis on which the instructional designers draw in when they

need guidance to overcome problems in the design process.

Cognitive theory of Multimedia learning (Richard and Roxana 2005) and intelligent

tutoring system design and development principles (Anderson, Corbelt and Koedinger 1998)

provides the basis that guides and explains Auto Mechanics Intelligent Tutor architecture. The

underlying premises for the use of Auto Mechanics Intelligent Tutor as a cognitive tutor for

instruction or instructional design for this study is founded in the cognitive learning theory (

Brenda, 1998; The Danis Delegation of the NTGWG/IT & ED, 2003), Cognitive Apprenticeship

Theory of Learning (Dijkstra, Krammer & Van Merrienboer, 2003; Wilson, Jonassen, & Cole,

1995) scaffolding (Eero & Sami, 2004) and anchored instruction (Barbadillo 1998)

Cognitive Theory of Multi – Media Learning Design of Auto Mechanics Intelligent Tutor is based on cognitive theory of Multimedia

learning that identifies and explains the basic principles of how learners process multi-media

information. According to Richard and Roxana (2005) learner posses a visual information

processing system such that auditory narration processing system whereas animation goes into

the visual system. They further pointed out that in multi-media learning the leaner engages in

three important cognitive processes namely: selecting, organizing and integrating. Selecting is

applied to incoming verbal and visual information to yield a text base and image base

respectively, organizing is applied to the word base to create a verbally-based model of the to-be-

explained system and is applied to the image based to create a visually-based model of the to-

be-explained system. Lastly, integrating occurs when learners builds connections between

corresponding events (or states or parts) in the verbally-based model and visually-based model.

The model has generated five preliminary guiding principles on how to use multi-media

to assist students understand a specific explanation:

i. Multiple Representation Principle: The principle states that it is better to present an

explanation in words and pictures than solely in words.

ii. Contiguity Principle: The principle states that when giving a multimedia explanation,

present corresponding words and pictures contiguously (that is at the same time) rather than

separately (at a separate time)

iii. Split attention Principle: When giving a multimedia explanation, present words as

auditory narration rather than as visual on-screen text.

iv. Individual Differences Principle: The principle noted that the foregoing principles are

more important for low-knowledge than high – knowledge learners and for high-spatial rather

than low-spatial learners. This implied that contiguity effects and split attention effects depends

on individual differences in the learner. Students who lack prior knowledge tended to show

stronger multimedia effect than students who possess high level of prior knowledge (Richard and

Roxana, 2005). According to a cognitive theory of multimedia learning students with high prior

knowledge may be able to generate their own mental images while listening to an animation or

reading a verbal text so having a contagious visual presentation is not needed. More so, students

with spatial ability are able to hold the visual image in visual working memory and thus more

likely to benefit from contiguous presented of words and pictures.

v. Coherence Principle: When giving a multimedia explanations use few rather than many

extraneous words and pictures. This implied that students learn better from a coherent summary

which highlights the relevant words and pictures than from a larger version of the summary. The

concern at this point is the need to fully ensure that the basic principles of cognitive theory of

multi-media learning is injected within the framework of multimedia presentations for an auto-

mechanics subject matter. These are good enough if and when these principles are fully

embedded and operationalised to enhance the computing power of computer in an auto-

mechanics classroom.

Cognitive Learning Theory and Intelligent Tutor Instructional Strategy The underlying premise for the design and development of educational experiences for

the subjects of this study is based on the cognitive theory of learning. It has its philosophical

roots in the development of mental processes as essential factors to learning. Learning according

to cognitive theory involves associations established through contiguity and repetition (Brenda

1998). The cognitive theorist view learning as involving the acquisition or reorganization of the

cognitive structures. Schema may be combined, extended or altered to accommodate new

information (Gunderson, 2009). According to Hung (2001), learners are not passive responder to

the environment stimuli; actively making mental connections between newinformation and old;

and they organize their knowledge into categories and connected networks in the cognitive

pardigm. The cognitive field theorists who are also referred to as Gestalts stress an understanding

of the internal operations of the leaner which result in learning necessary means of controlling

the stimulus and of determining the response.

The major framework of cognitive learning theory according to Gunderson, (2009),

Hung, (2001), Brenda (1998) and The Danis Delegation of the NATO Training Group/working

group on Individual Training and Education Development (NTGWG/IT & ED (2003), is based

on the idea that learning is a function of mutual interaction between the key components of

cognitive model or paradigm. The Danis Delegation of the NTGWG/IT & ED (2003) and

Gunderson (2009) identified the key components of the model as: sensory receptors, executive

control, working memory, long term memory and affective domain. These components are

classified into three by Brenda (1998) as sensory register, short Term memory (STM) and long-

Term Memory (LTM). On the other hand, Hung only recognizes sensory memory, working

memory and long-term memory as the components of Cognitive theory paradigm. Information is

conveyed through the sensory receptors/sensory register (ears, eyes, nose and skin) into the

executive control. The information coming to the executive control includes text materials,

visuals and audio sources among others. The information at this level is passively registered and

can easily be interrupted or disappeared through decay or replacement (Brenda 1998) because

they are often processed in a rather unsystematic order or stored as it was received (Hung, 2001).

The Danis Delegation of the NTGWG/IT &ED and Gunderson further pointed out that if the

information is organized before hitting the sensory receptors, chances of getting into the memory

system to be used later is assumed to be much greater.

All the information from either external or internal stimuli passes through the executive

control. The executive control supervises what items enter into and exit from working memory

(Gunderson, 2009). Hung emphatically put it that the process of learning lies between sensory

and working memory. The executive control components includes perception, attention and

resources (The Danis Delegation of the NTGWG/IT &ED, 2003). Perception function performs

the process of being aware of and assessing the potential value of the coming information and

determining the needed effort and cognitive resources for conscious action. The attention

functions maintain an active interaction with the processes associated with the working memory

component while the resources function is the mental resources/capacity and it co-ordinates

various components of the entire model. By implication, the executive control components

control the internal behaviour of the system by connecting or interfacing the various components

of the entire system and output behaviour or action ranging from automatic to deliberate or

conscious activities (The Danis Delegation of the NTGWG/IT &ED, 2003).

Working memory refers to structures and processes used for temporarily storing and

manipulating information (Gunderson, 2009; Hung, 2001). Hung explained that working

memory is believed to be the centre of conscious thought, analogous to the Central Processing

Unit” of a computer, where information from long-term memory and environment is combined

to help solve problems. The Danis Delegation of the NTGWG/IT & ED, Gunderson and Hung

further explained that the process in the working memory are encoding processes, which in

combination with processes in the executive control component, deposit incoming information

into the working memory for later use; storage processes which interacts with the long term

memory for storing information; retrieval processes that provides the existing knowledge from

the long-term memory when needed and maintenance processes that keep information in the

working memory long enough to be stored in the long-term memory.

However, the working memory has a small capacity such that it is not able to attend to

much information at a time, thereby limiting the abilities of humans to solve problem (Hung,

2001). Short-Term Memory (or” Primary Memory” or “Active Memory”) according to

Gunderson, is the capacity for holding small amount of information in mind in an active, readily

available state for a short period of time. In the same vein Long-Term Memory is the stored

representation of all that a person knows (Hung, 2001; Brenda, 1998). The items stored in long-

term memory remain dormant until they are called back into the working memory and thus put

into use. Gunderson explained that information can reside in the working memory or short-term

“buffer” for a limited time while they are simultaneously strengthening their associations in

long-term memory. When items are first presented, they enter short-term memory, but because it

has limited space as new items enter, old ones leave. However, each time an item is rehearsed

while it is in short-term memory; it is also increasing its strength in long-term memory. The

longer an item stays in short-term memory or working memory, the stronger the association

becomes in long-term memory. Gunderson pinpoints that long-term memory is subject fading in

form of natural forgetting process, several recalls or retrievals of memory may be needed for

long-term memories to last for years dependent also on depth of processing. The acquisition of

knowledge and the means to employ knowledge occurs within the storage and retrieval sub-

system of the long-term memory components (The Danis Delegation of the NTGWG/IT & ED,

2003). Within the storage system information is encoded into the knowledge base according to

various formats, while retrieval sub-system uses cognitive abilities to employ knowledge.

The knowledge base in the long-term memory consists of three types of knowledge:

declarative, procedural and contextual. Declarative knowledge is a set of facts organized to

permit reasoning (Human performance center). The Danis Delegation of the NTGWG/IT & ED

refers to declarative knowledge as an awareness of knowledge and it implies “knowing that”.

Procedural knowledge relates to how a task is performed (Human Performance Center (HPC)

Spider, n.d.). According to The Danis Delegation of the NTGWG/IT & ED, Procedural

Knowledge also implies “Knowing how” to use a given concepts, rules and principles.

Meanwhile the contextual knowledge implies an understanding of “Knowing when and why” to

select and use specific concepts, rules and principles. The executive control process of “Knowing

when and why” is governed by selection criteria embedded within the organization of the

knowledge base. The knowledge architecture is the assumption that the student has the

procedural knowledge base to make inferences from the content domain (Human Performance

Center (HPC) Spider, n.d.).

The retrieval system employs the cognitive abilities of differentiation (that is selecting)

integration (which is adapting and restructuring) and construction in the service of thinking

strategies of recall, problem solving and creativity (The Danis Delegation of the NTGWG/IT

&ED, 2003; Gunderson, 2009). Differentiation according to The Danis Delegation of the

NTGWG/IT&ED (2003), is the ability to understand a given situation and to apply appropriate

contextual criteria (that is the standard situational appropriateness and / or values ) by which to

select and retrieve the proper knowledge from the storage . Integration is the ability to elaborate

or restructure existing knowledge in the service of a previously encountered problem situation

while construction is the ability to discover situation and form new knowledge in new situations.

This implies declarative, procedural and contextual knowledge as well as using the total

cognitive system. All the three kinds of thinking strategies (that is recall problem –solving and

creativity) are acquired while using the cognitive abilities of differentiation, integration and

construction (The Danis Delegation of the NTGWG/IT & ED, 2003; Brenda, 1998; Gunderson,

2009). Recall strategies are the automatic selection (that is differentiation) of knowledge stored

in the memory. The problem solving strategies represent knowledge of knowing when and why

to select specific items of declarative and procedural knowledge. All the three kinds of thinking

strategies (that is, recall, problem solving and creativity) are acquired while using the cognitive

abilities of differentiation, integration and construction (The Danis Delegation of the

NTGWG/IT & ED, 2003). These strategies are formed as consequences of solving problem at

the time of proffering solution and are stored as contextual knowledge. Therefore, the

accumulation of problem strategies in the knowledge base occurs in direct reference to number

of problem solved within given domains (The Danis Delegation of the NTGWG/IT & ED, 2003).

Creativity on the other hand, makes use of differentiation and integration and the cognitive

ability to create knowledge which are not encoded in the memory. When the learner is more

engaged in thinking situations, the more the individual thinking strategies becomes more abstract

and generalisable within the domain.

The main emphasis of cognitive theory as implied in the above context takes the

perspective that students actively process information and learning takes place through the

efforts of students as they organize, store and then find relationship and scripts (Darabi &

Nelson, 2004). Implicitly, cognitivists are concern with the internal mental processes of mind

and how they could be utilized in promoting effective learning (Brenda, 1998). The model

addressed component processes of learning such as knowledge coding and representation,

information storage and retrieval as well as the incorporation of new knowledge with previous

information.

In line with cognitive theory paradigm of learning, Brenda (1998) pointed out that

computer also processes information in a similar fashion to how cognitive theorists believe

human brain processes information: receive, store and retrieve. Brenda further noted that

information-processing models have spawned that computer model of mind as an information

processor. This informed has prompted computer based technology (as a cognitive paradigm) to

present information in a manner that storage facilitates retrieval (The Danis Delegation of the

NTGWG/IT & ED, 2003). In short Artificial intelligence explores the capabilities and limitation

of computer based technology to process and use data, information and knowledge to help

automate cognitive tasks (Moursund, 2006).

The implementation of cognitive theories should give the teacher and instructor the

inspiration to create instruction design systems based on the paradigm with the aim of improving

learning (The Danis Delegation of the NTGWG/IT & ED, 2003). The teacher must take into

account how to influence the declarative knowledge, procedural knowledge and contextual

knowledge as well as cognitive abilities. The conventional method of planning teaching sessions

is to concentrate on the subject and the outcome of teaching and it is often organized in

accordance with the behavioural theories based upon the stimuli- response theories.

Consequently, the training contents had to be divided into minor parts where each part could act

as a stimulus with its own response (Brenda, 1998). The behavioural outcome of the students

was often described based upon these ideas.

Meanwhile, cognitive paradigm recognizes teaching and learning as a more complex

combination of components (Darabi & Nelson, 2004). Brenda further explained that cognitive

scientist would analyze a task, break it down into smaller steps or chunks and use that

information to develop instruction that moves from simple to complex. Through this cognitive

methodology, the substance of training has to be analyzed in order to separate different kind of

substance, knowledge making sure that storing process facilitates retrieval process (Darabi &

Nelson, 2004)

Cognitive theory provides guidelines for designing instruction (Darabi & Nelson, 2004).

They further pointed out that investigating and expanding upon these guidelines, researchers

have identified instructional strategies that can facilitate learning and easy retrieval. For instance,

congnitivist scholars including Darabi and Nelson (2004) Brenda (1998), Wilson et al (1993) and

The Danis Delegation of the NTGWG/IT & ED (2003) among others agreed that in order to

teach and learn declarative knowledge, one might achieve better results using explanatory

strategies instead of practicing strategies. It was however, agreed upon that practicing strategies

are suitable for teaching procedural knowledge. More importantly, the entire cognitive system

must be taken into consideration when designing teaching system by making sure that students

are equally learning “how to learn”. This implied that the planners will have to make sure that

cognitive abilities become integral part of the lesson. These might have informed Brenda (1998)

recommendation that cognitive strategies are useful in teaching problem-solving tactics where

defined facts and rules are applied in unfamiliar situations (knowing how).

It is in this type of learning paradigm that the use of an Intelligent Tutor Instructional

medium as cognitive instructor is applicable. The students mastering of basic technological

terms, descriptions of components and understanding of theory behind technical processes for

facilitating practical skills in the real world context can be achieved through a well structured

programs delivered through Auto Mechanics Intelligent Tutor. One can therefore see a place for

Intelligent Tutor instructional strategies in the field of vocational and technical education both as

a source of information and also, if structured effectively, a context or structure for improving

learning outcome and retention.

Cognitive Apprenticeship Theory of Learning Cognitive apprenticeship is an adaptation of traditional apprenticeship methods for

teaching people to become experts in carrying out a complex physical task (Wilson, Jonassen,

and Cole, 1993). Traditional apprentices are not segregated in special learning environments --

they are immersed in a "culture of expert practice." For example, a new apprentice would learn

tailoring in a busy tailor shop, where he or she is surrounded both by master tailors and other

apprentices, all engaged in the practice of tailoring at varying levels of expertise.

According to Dijkstra, Krammer, and Van Merrienboer, (2003), Masters teach

apprentices through a combination of activities called modeling, coaching and fading. In this

sequence of activities, the apprentice repeatedly observes the master or expert performing to-be-

learned process (or modeling) with explanations (or Scaffolding), which usually involves many

different but related sub-skills. This observation allows the apprentice to build a conceptual

model of the processes required to accomplish the task. The apprentice then attempts to execute

each process with guidance and help from the master (that is, Coaching) substantiated with

explanations (Scaffolding). A key aspect of coaching is the provision of "scaffolding," which is

the support, in the form of reminders or help, (explanations of any forms) that the apprentice

requires to approximate the execution of the entire complex sequence of skills. In addition, the

presence of other learners provides the apprentice with calibrations of his own progress, helping

him to identify his own strengths and weaknesses and thus to focus his efforts for improvement.

Once the apprentice has a grasp of the entire process, the master reduces his participation (that is,

fading), providing only limited hints, refinements, and feedback to the apprentice, who practices

by successively approximating smooth execution of the entire process. The interplay between

observation, scaffolding, peer interactions, and increasingly independent practice helps the

apprentice to develop self-monitoring and correction skills and integrate the skills needed to

advance toward expertise (Wilson, Jonassen, & Cole,1993). .

Cognitive apprenticeship refers to the adaptation of the modeling-coaching-fading

paradigm to the teaching of cognitive or mental processes experts use to handle complex tasks

such as reading comprehension, writing, and problem solving. It involves drawing students into a

"culture of expert practice," where teachers and students actively communicate about and engage

in solving problems. The problems and tasks are chosen to illustrate the power of certain

techniques or methods, to give students practice in applying these methods in diverse settings,

and to increase the complexity of the tasks slowly, so component skills can be integrated.

Meanwhile, Technical colleges are regarded as the principal vocational institution in

Nigeria (Okoro, 1999). The main trust at this level of education involves practical training using

newer methodologies of applying science, materials, tools, devices, equipment, machinery, and

other resources to enable competent workers solve practical problems. A key concept in term of

vocational training methodology especially in the field of auto-mechanics (in order to facilitate

hands-on-experience for the leaner) is that of “situated (authentic) learning and construction of

meaning” in the culture and context of actually performing the task. COMPANION is an

example of intelligent multimedia system based on Cognitive Apprenticenship Learning Theory

for vocational training (Hilem & Futtersack, 1994). The system is used by engineers and

technicians on-line during their work in a company. In order to adapt the cognitive

apprenticeship model for Intelligent Tutor auto-mechanics class, the course is structured such

that the modeling is done by Auto Mechanics Intelligent Tutor in form of “stop-action-video” on

an intelligent multimedia action, and the majority of the coaching is done by the Auto Mechanics

Intelligent Tutor with little or no assistance from an auto-mechanics teacher during practical

sections. Therefore, cognitive apprenticenship is an appropriate design model that can be

integrated with Intelligent Multimedia Technology to support training of auto-mechanics’

students in technical colleges

Cognitive Achievement and Retention of Learning

Students’ achievement connotes performance in school subject as symbolized by a mark

or score on an achievement test. Academic achievement of student, according to Epunam (1999)

is defined as the learning outcomes of the students, which include the knowledge skill and ideas

acquired and retained through his course of study within and outside the classroom situations. An

achievement test is an instrument administered to an individual as a stimuli to elicit certain

desired and expected responses, as demanded in the instrument, performance on which the is

assigned a score representing his achievement (Olaitan et al, 2000). They together explained that

bearing other unforeseen circumstances; the score measures his possession of the characteristics

being measured. In order words, cognitive which represent the amount of learning acquired,

knowledge gained or skills and competencies developed in the school subject.

Student achievement is dependent upon several factors among which are teaching

method, intelligence, background, organization, opportunity and motivation (Antherson, 2003).

These factors were grouped into three by Uka (1981) as the learner, the school and the

environment factors. The learner factors include the learner’s mental ability or level of

intelligence, his goals and purposes his identification with learning, his maturation, motivation

and extent of readiness. The school related factors are the teacher’s personality methods of

teaching, guidance availability of facilities and method of testing. The environmental factors

include the social climate of the school and influence of peers and home background.

The above factors notwithstanding, educational research has focused on the question of

what influences academic achievement or learning. Most studies support theories and principles

that foster a better interaction between the student and the learning environment. The interaction

approach, assumes that academic achievement or learning is a function of the interaction

between the students and the learning environment. The uses of conventional methods that are

based on behavioural learning theory and teacher-centered approach have been considered in

adequate for creating students interaction with the learning environment. These requirements

posed a strong demand to study how the educational potentials of interacting with Intelligent

Tutor might best are exploited in the school environment and work towards the sensible

integration of these new technology applications into our instructional system. Meanwhile,

Intelligent Tutor is highly interactive in contexts and require students to apply their knowledge

and skills. These active, situated learning environments help them retain and apply knowledge

and skills more effectively in operational setting (Richard and Roxana, 2000).

Retention, according to Haynie (2007) refers to the process of maintaining the

availability of a replica of the acquired new meanings. He further classified the word “meaning

by defining learning as the process of acquiring meanings from the potential meaning presented

in the learning materials and making them more available . Hence, learning represents an

increment in the availability of new meaning. Thus, a decrease is the opposite of retention.

Supporting the above view, the Danis Delegation of the NTGWG/IT & ED claimed that learning

is most often associated with the initial phase of acquiring skills whereas “retention relates more

specifically to the ability to reproduce an acquired skill after a period of non performance.

Retention is also viewed as the repeat performance by a learner of the behaviour that an acquired

piece of knowledge is always intended to elicit in the learner (without practice) after an interval

of time (Momoh-Olle, 1997). Momoh-Olle explained that retention simply refers to how much a

person remembers after an interval of time without practice and that is the difference between

what is initially learnt and what is latter forgotten. Retention learning can equally refer to

learning which lasts beyond the initial testing and it is assessed with tests administered two or

more weeks after the information has been taught and tested (Hayine, 2003). The period between

the completion of training and subsequent performance of the trained skill is conventionally

referred to as the “retention internal“ (The Danis Delegation of the NTGWG/IT & ED, 2003).

Significant decay of skill during retention interval, before it is required in operation, is obviously

problematic. Hence, adequate skill retention is potentially a key criterion of training programme

success (The Danis Delegation of the NTGWG/IT & ED, 2003).

Hayine (2003) explained that retention of learning is measured with two tests: the

“initial” test and the “delayed” retention test. The initial test is the test employed at the time of

instruction or immediately thereafter while the delayed retention test are those administered two

or more weeks after instruction and initial testing to measured retained knowledge. Hayine

(2007) emphasized that delayed retentions is important because it comprises the information and

concepts that the students still know three or more weeks after the effects of “cramming” for the

test have evaporated of perhaps most important educationally is the actual learning which results

from the use of Intelligent Tutor in term of effective transfer of training (Sims, 1998) as well as

the facilitation of recall and the quality of retention. Demonstrating a task may be far more

effective than trying to describe how to perform it especially when the task involve spatial motor

skills and the experience of seeing a task performed is likely to lead to better retention.

The use of Intelligent Tutor as a medium of instruction in auto-mechanics can teach

physical tasks that students must perform by complex devices by taking on the role of an actor in

a virtual process. More importantly, learning appears to be enhanced mostly when an instruction

engages the active involvement and participation of students on a well defined and challenging

set of interrelated course assignment (Okurumeh,2008). In an Intelligent Tutor learning

environment the students’ participation or interaction with the command or control keys provide

an interactive learning environment (based on face-to-face dialogue) which has a direct positive

relationship with students’ cognitive processes and a tendency to improve students construction

of knowledge and transfer of learning (Chi et al,2001). This suggest that interacting with

Intelligent Tutor can be effective as an instructional strategy to enhance students’ acquisition and

retention of concepts and practical skills (Simeon, 1998) in the field of auto-mechanics in

Nigerian technical colleges.

Psychomotor Achievement and Retention

Psychomotor domain is concerned with the development of muscular skills and

coordination. The domain is characterized by progressive levels or behaviours from observation

to mastery of physical skills. Olaitan et al (1999) classified these piratical skills into seven

psycho productive levels. These levels include: Perception, Set, Guided Response, Mechanism,

Complex Overt Response, Adaptation and Origination. Objectives from this domain emphasize

motor skill, manipulation of materials or objects or an act which requires neuromuscular

coordination (Krathwohl, Bloom and Masia, 2004). This could be a performance task as simple

as using a spanner or screw driver to unscrew or tightening a bolt or nut or screw. It may also be

as complex as using a set of tools in a process of dismantling or assembling an automotive

engine as it is applicable in Motor Vehicle Mechanic Work training in Nigerian technical

colleges. This explains why the role of practical work cannot be over-emphasized in teaching

and learning of vocational subject like Auto-Mechanics. These have promoted the need to relate

the lesson content to actual practice in automotive industries or automotive trade practice

through practical work. Auto mechanics as a practical oriented course (an occupational related

training) which expose the learners to hand-on experience activities in order to enable the learner

acquire the necessary practical skills required for craftsmen and master craftsmen to be effective

and efficient (Olaitan Nwachuckwu, Onyemachi, Igbo and Ekong 1999). Nwankwor attach

serious emphasis to psychomotor domain. Apagu and Tumba (2000) further pointed out that

effective practical demonstrations and activities reinforces the theoretical principles.

The “psychomotor domain” measures the skill performance of the learner. Performance

test are used to assess the attainment of the objective in psychomotor domain (Okoro, 2002).

Okoro further pointed out that practical tests are best for the assessment of the psychomotor skill.

This is so, because the performance required will involve manipulation of objects, tools, supplies

or equipment. The criteria for achievement of psychomotor outcome will relate to the actual

performance or the finished product and to the necessary level of performance. In view of the

above, students’ psychomotor achievement is the translation of the student’s performance in

practical test into scores or marks. Hunk, Wanderley and Kirk (2000) and Anene (2005) contend

that achievement is quantified by a measure of student’s academic standing in relation to those of

other student tested with the same instrument. Retention of learning according to Momoh Olle

(1997) is the repeat performance by a learner, of a behaviour earlier acquired, elicited after an

interval of time. Also, psychomotor retention scores indicate the percentage or degree of

originally learned skill that is remembered or recalled as a function of elapsed time (Savage and

Stemy, 2003). This implies that a learner who repeats an acquired piece of knowledge with less

error is said to have retained the material learnt. It is affected by degree of reinforcement, the

method of learning

The use of scaffolding and Anchored Instruction to enhance Intelligent Tutor and

Multimedia Instruction Auto Mechanics Intelligent Tutor as a cognitive tool utilizes cognitive learning principles

known as scaffolding and anchored instruction to enhance Multi-media instruction. This is

important in order to cater for and operate within the scope of specified minimum standards of

the principles of vocational education. According to Okoro (1999) Prosser in the 1940s

developed the principles that specified the minimum standards below which effective vocational

education cannot be offered. The principles among others posited that:

i. Vocational education will be effective in proportion as the environment in which the

learner is trained in a replica of the environment in which he must subsequently work;

ii. Effective vocational training can only be given where the training jobs are carried out in

the same way with the same operations the same tools and the same machines as in the

occupation itself;

iii. Vocational education will be effective in proportion as it trains the individual directly and

specifically in the thinking habits and the manipulate habits required in the occupation itself; and

iv. Vocational education will be effective in proportion as it enables each individual to

capitalize his or her interests, aptitude and intrinsic intelligence to the highest possible degree.

The principles of vocational education as specified above have equally been supported by

the research findings in recent time. Recent researches in situated learning theory indicated that

much of what is learnt is intricately intertwined with the environment or situation in which it is

learnt (Moursund, 2006). He therefore recommends that the learning environment be designed to

be relatively similar to the environment in which it is desired for students to apply their learning.

The use of video, animations and pictures among others in a multimedia instruction can facilitate

a realistic, real- world-like interaction with the student. Moursund pointed out that the students

will be engaged actively in the use of knowledge and skills in this interaction.

Meanwhile, the anchored instruction paradigm is based upon a general model of problem

solving (Barbadillo, 1998). He further explained that the video materials serve as “anchor”

(macro-contents) for all subsequent learning and instruction. Supporting this view

(UNESCO,2002) remarked that technology has been used to help create “ real world” contexts

and situations through the use of video. By implication, the target of anchored instruction is to

situate learning in a realistic problem allowing students to experience the same professional

dilemmas facing experts in given field. Problems are structured to be factually authentic with

real data as well as performance authentic with realistic tasks that might be faced by a novice if

apprenticed to an expert. The video used in anchored instruction is interactive based and quite

different from the videos that were typically used in education (Barbadillo, 1998).

The theoretical framework of anchored instruction according to Barbadillo (1998)

assumes that:

i. the goal are to help all students learn to become independent thinkers;

ii. in generative learning, learners link, interpret, explain and reflect on information;

iii. generative learning is encouraged by anchoring or situation instruction in meaningful

problem- context;

iv. different types of instructional materials afford different kinds of learning activities.

Anchored instruction can provide the focal point to be the catalyst for meaningful activities.

Students are provided with scenarios, realistic case studies and/ or specific problems to solve. By

so doing anchored learning environments invite students to explore situations, identifying

embedded data and solve complex authentic problems (Virtual Information Age Inquiry, 2006)

In summary, Oliver and Herrington (2003) pin pointed that anchored instruction is relative to:

i. a form of “situated learning;

ii. macro-contexts are used to situate the applications of knowledge

iii. also related to problem-based learning that embedded data to scaffold solving the

problem.

Scaffolding is one of the instructional methods applied in modern learning environment

(Eero & Sami, 2004). As defined by Eero and Sami, scaffolding refers to different kinds of

supports that learners receive in their interaction with teacher, tutors and different kinds of tools

within the learning environment as they develop new skills, concepts or levels of understanding.

They explained that scaffolding enables learners to perform activities they were unable to

problem with this support.

Fading is closely related to scaffolding and represents the idea of gradually removing

support when learners can cope with the task independently (Eero & Sami, 2004). Corbett,

Koedinger and Anderson (1998) explained that the tutor is called upon to provide less assistance

as the students practice and becomes more skillful. By so doing, scaffolding in the problem-

solving environment should fade away as the student continues practicing. Examples of various

types of scaffolds that can be applied with Auto Mechanics Intelligent Tutor among others are

giving away parts of solutions, providing cues; providing examples and providing comparison.

The necessity to facilitate a realistic and world-like interaction with the students on the computer

in an attempt to enhance students’ performance and retention in field of auto-mechanics requires

the use of scaffolding and anchored instruction to be fully embedded within the framework of

multimedia instruction. Therefore, it would not be out of place when they are fully injected or

embedded as part of intelligent tutor and multimedia instruction in the field of auto-mechanics.

Review of Related Empirical Studies

The researcher is not aware of any previous work / study on the design and validation of

an Intelligent Tutor on students’ performance and retention of learning in Auto-Mechanics trade

programmes. Some researchers have developed and validated Intelligent Tutors on other variety

of content areas such as Mathematics, physics, electronics, geography, chemistry, environmental

education, medicine, English language, computer science and music among other fields or

discipline. This implies that little or no attempt has been made to design and validate an

Intelligent Tutor at this moment for teaching and learning of Auto-Mechanics which differs

remarkably from other subjects listed above in terms of contents in Nigerian technical colleges.

The study conducted by Oloyede & Adekunle (2009) was on the Development and

validation of a computer instructional package on electrochemistry for secondary schools in

Nigeria. The main purpose of the research was to transform the electrochemistry content of the

Nigerian secondary school chemistry curriculum into computer software, and then package it

into a CDROM which could be used for teaching and learning of electrochemistry at that level.

Research and Development approach was used for the study. The package was produced in

HTML format using Macromedia Dreamweaver as the overall platform. Other computer

programs utilized during the development process are: CorelDraw suit 12, Microsoft Word 2003,

Macromedia Fireworks 8, and Macromedia Flash 8. The validation of the package was carried

out in accordance with the recommendations of Dick, Carey, & Carey (2005). In the end, the

package was found to produce a very good performance level in the students when used for

electrochemistry instruction.

Roger, Martha, Annabelle, Robert, Ronald and Peter (1993) designed an intelligent

Tutoring System known as “Piano Tutor” that combines an expert system and multimedia

technology to form an interactive piano teaching system. The study investigated to know: the

level of students’ interest in using the Piano Tutor; if the student learnt from piano tutor; if there

are aspects of the system confusing; there are missing components; and the students need human

assistance. Evaluation forms are administered after exposing the students to the system. The

result of the overall forms were positive

Mohd Fairuz Bin Zaiyade (2005) developed and validated expert system for car

maintenance and Troubleshooting. The expert system is designed to help car owners who are in

need of guides to deal with their car problems by giving a temporary and instant guide to them.

Whenever time is limited and the human expert, also known as mechanics, is not available, the

results of the study are highly promising and constitute the basis for the development of the

system.

Thinnukool and Champhorm (2012) developed and validated Intelligent Computer

Instruction using theory of tree data structure. The package was designed to have different levels

of difficulties for different person’s knowledge and also provides many alternative ways in term

of knowledge presentation to respond to different needs of students. Tree data structure was used

to lay down the content in each frame and to build up the content link and direction. Formative

evaluation in form of “efficiency try out” was conducted in three stages: first time efficiency try

out on One-on-one basis, second time efficiency try out that consisted of five students and the

third time efficiency try out that involved ten students. The average points obtained at the first

time was lower than minimum thresold set as the acceptable efficiency for the tutor. The

researcher improved on the outcomes of the try out by seeking for students comments which was

used to improved on the contents of the tutor. The second time try out passed the criteria set as

acceptable efficiency for the tutor. Improvement was again made by corrections effected on the

learning frame and addittional contents. The comments by the participants in the try out was also

analyzed and used to improve the content. The tutor passed the third time efficiency try out to

prepare the tutor for field experiment.

Summative evaluation for tutor is in form of experimental study. The study was

conducted in Photongrathan Kiriwat school. The population for the study consisted of 210

students in Matthyom five of Photongrathan Kiriwat school who were studying religion societies

and culture subject. The sample size for the study comprised of 60 students. 30 students in the

experimental group and control group respectively. Stratified random sampling technique was

used by dividing the students into three groups: Smart, Medium and Low based on GPA rate.

The random sampling was used to select 30 students into each group. At the end of the

comparison between the experimental group learning with Intelligent Computer Assisted

Instruction (ICAI) and control group learning with traditional learning method. The students in

the experimental group obtained higher mean scores than those in the control group. More so,

there was a significant difference between the mean scores of experimental group and control

group.

Malik (2005) conducted a study that involved 26 senior instructional design students who

were taking courseware development and evaluation. Specifically, each student were asked to

develop Learning Object (LO) bearing in mind design principles of interface clarity, consistency

of naming, and interactivity) and against these, validate a learning object review instrument (the

Lori v 1.5 by Nebslt and LI, 2004) with teacher and student users of Los in a variety of K-12

contexts. The students in their previous courses, had learnt and completed instructional design

and development project in computer-based instruction (CBI) and each of them had programmed

and produced CBI product. Each student designed and programmed LO based on their

specification using the MM flash platform. The results indicated that half of the LOs showed

statistically significant difference in helping students to improve learning in the units that the

LOs covered and differences between the post and the pre-test scores in twenty-one LOs were

positive. There were negative post-pre-test score differences in three LOs. However, the study

used Los which were judged to be well designed under LORI criteria and which also achieved

high and consistent ratings on usability measures from teachers and students. But, although

generally showing positive benefits and significant learning benefit in half of the LOs, the

students’ achievement were uneven. The study use the LOs in the fashion of self-directed

exploratory study with little input or interaction from the supervising teacher.

Another similar evaluation was reported by Miller & Butz (2004). This study has

evaluated the usability and effectiveness of Interactive Multimedia Intelligent System (IMITS), a

system designed to tutor second year electrical engineering undergraduates. IMITS was

evaluated from two perspectives, usability of the software and effectiveness of the software. The

Usability Questionnaire was used to gather information concerning students’ reactions to the

software. Also, usability data was obtained from the system’s log files. Similar technique as in

Design Patterns Teaching Help System (DEPTHS) was used to examine the impact of IMITS on

student learning. The researchers have used a quasi-experimental design, with a control and an

experimental group of students. Analysis of variance (ANOVA) was used to test the hypothesis

that the students who were using IMITS learned more than their counterparts under control

conditions. Overall, students’ responses were favourable. IMITS improved performance on at

least one classroom achievement measure. Regression analyses revealed that the more students

used IMITS to learn some engineering concept (with usage defined as percentage of the

questions encountered on a particular engineering concept), the better they learned that concept.

Jeremic, Jovanovic, and Gasevic (2009).conducted a study on Evaluating an Intelligent

Tutoring System for Design Patterns: the Design Patterns Teaching Help System (DEPTHS)

Experience. DEPTHS is an intelligent tutoring system (ITS) for teaching/learning software

design patterns. The evaluation approach used first two levels (reaction and learning) from the

well-known Kirkpatrick’s model (Kirkpatrick 1979). The conducted evaluation studies targeted

primarily the effectiveness of the DEPTHS system as well as the accuracy of its assumptions

about the students’ knowledge level. The semester-long evaluation study has provided an insight

into strengths and weaknesses of the DEPTHS system. It has also made clear directions for

future actions.

Students who learned with DEPTHS found that the system helped them to learn a lot

about design patterns. They were especially pleased with the system’s ability to provide them

with many useful information, feedback messages and advice for further work. Students’

responses indicated the need for regular communication with teachers and other students as the

underpinning priorities for successful completion of online learning.

To test the learning effectiveness of DEPTHS, t-test was used and compared the pre-test

and post-test results of an experimental and two control groups. The statistical analysis showed

that the change from the pre-test to the post-test results was greater in the experimental than in

the control groups. These findings indicate that students who learned with DEPTHS performed

better than students who learned in the traditional way and that learning with DEPTHS brings in

improvements in performance over time. One-way ANOVA statistical model was also applied to

test for differences among the three study groups. The outcome of this test accepted the null

hypothesis that the students in the experimental group will perform as well as students who learn

in the traditional way. This finding is obviously inconsistent with the result of the t-test, and

another confirmation of the difficulty of accurately measuring the effectiveness of a certain

educational tool on the students’ performance. However, the researchers are encouraged with the

fact that this system even in its early stages has better results than traditional learning.

Finally, the students’ knowledge of the domain as captured in their student models was

compared with their results on post-test in order to evaluate DEPTHS’s ability to accurately

assess students’ knowledge of the subject domain. It was found that the proposed student model

does reflect the students’ knowledge of the subject matter, regardless the observed slight

difference between the end-test results and the student model.

Onweh (2004) conducted a study on the Instructional Design for the Practical

Components of Building Technology for the Nigeria Certificate in Education (Technical)

Curriculum. The purpose of the study was to develop an instructional design for the practical

components of building technology for the Nigeria Certificate in Education (Technical)

Curriculum. Five research questions and 4 hypotheses guided the study. The research and

development (R and D) was adopted for the study. The study only adopted the first 3 stages of R

and D design which are Analysis, design, development and implementation and evaluation for

the avoidance of raising bias by the researcher. 72 building technology teachers (lecturers and

instructors) of NCE (T) programmes in 16 Colleges of Education (Technical) offering Building

Technology at the NCE level constitute the population for the study. There was no sampling. The

instrument for data collection was a structured questionnaire which was developed and

administered. It was found among others that practical test / demonstration is preferred to other

methods of evaluating students learning outcomes.

Iloje (2007) developed and tested block patterns for female youths in tertiary institutions

in Enugu state of Nigeria. The main purpose of this study was develop block patterns for female

youths in tertiary institutions in Enugu state of Nigeria for use in large scale garments

constructed and to test the fit of the garments from the blocks. The Research and Development

(R and D) design was employed in carrying out this study. The study was carried out in 3 phases.

The first phase determined the body measurements of the subjects of the study. The second phase

is the development of blocks for the subjects in three sizes – small, medium and large. The third

phase involved the testing of the fit of the garments constructed from the blocks and the

modification of the blocks. Two sets of population were used for phase I and II of the study,

17,083 females students and 119 judges comprising lecturers, students and seamstresses. A

multi- stage sampling techniques was used to select 900 female youths from the female students

population. Purposive sampling was used to select 30 judges comprising 10 Home economics

lecturers, 10 Home economics students and 10 garment producers (seamstresses) from the judges

population. Two sets of instruments were used for data collection phase I and II of the study. The

first, a body measurement guide (BMG) was adopted for use in taking the body measurement of

subjects. The second instruments of fire point rating scale was used for scoring the fit of

garments constructed from the developed blocks. The data generated by the research questions

were analyzed using the mean while one-way ANOVA and the Duncan’s New Multiple Range

Test (DNMRT) were used to test the hypotheses at 0.05 level of significance. The major findings

include 21 pieces of block patterns were developed for the three sizes; the fit of the garments

were rated very satisfactorily by the three groups of judges ; there were no significance

difference in the fit mean ratings of the judges for most of fit.

Babasola (2006) developed and utilized a Computer Assisted Instruction (CAI) package

for teaching Quadratic Equation in Secondary School in Ogun state. The main purpose of this

study was to develop and utilize CAI package in teaching quadratic equations in secondary

schools in Ogun state. The study adopted Research and Development (R and D) design. Quasi-

experimental study was used to find out the efficacy of CAI package for teaching the quadratic

equations. The study was conducted in Abeokuta North educational zone of Ogun State of

Nigeria. Two groups of students participated in the study. Before the treatment began, subjects

were given a pre-test. A posttest was also conducted at the end of the study. The experimental

treatment lasted for six weeks. The results indicated that there was a significant difference in the

students’ achievement between the experimental and control groups. The findings of the study

showed that the use of CAI package in teaching quadratic equations was more effective in

helping students and are responsible for the learning

It is evident from the various studies reviewed that Intelligent Tutor instructional strategy

has greatly expanded the potential of computer application in the classroom and added new

dimension to the teaching and learning process. Meanwhile, the development of software in the

field of Auto-Mechanics was reported in the literature to have been carried out outside the

country and it has not been carried out to the best knowledge of the researcher in Nigerian

educational institutions. As a consequence, exigency demands for designing and developing

computer-based software that best suited the peculiar needs of Nigerians immediate environment

in order to fill the gap created in the literatures. More so, These reviewed empirical studies will

impact positively on this study as most of the intelligent Tutors, research and development as

well as evaluation techniques reviewed will assist in carrying out the study. Considering the

growing complexity and the influence of ICT technologies on the field of automotive

technology, the need to undertake a design and validation of an Intelligent Tutor on the students’

performance and retention of learning in Auto-Mechanics trade programmes of Nigerian

Technical Colleges becomes inevitable.

Summary of Review of Related Literature

The conceptual framework described Intelligent Tutor ICT system as a key technology

that has become key tools having a revolutionary impact on educational methodology globally.

Therefore, educational systems in the global world are under increasing pressure to use

Intelligent Tutor ICT system and other ICT technologies as tools to impart knowledge and skills

needed by the students to cope with knowledge and skill explosion of the 21st century.

The available literature reviewed indicated that Intelligent Tutor -based instructional

strategy has been widely accepted as a better instructional method especially at this point in time

of rapid technological changes. This is so, because Intelligent Tutor -based instructional strategy

provide human-computer interaction based on face to face dialogue – Intelligent Tutor -based

instructional strategy provide powerful tool to support the shift to student centred learning.

Hence, it is a generally held opinion that students’ performance and retention of learning will

improve when they learn with an Intelligent Tutor - based Instructional environment that allow

for interactive access.

The review revealed that motor vehicle mechanics work as a programme/course among

the NBTE accredited programmes/courses for Technical Colleges in Nigeria is still being taught

with methods, which are based on the behavioural learning theories. This method does not

promote better performance and retention of learning. Also the method does not provide ample

opportunities for the incorporation of instructional techniques such as simulations, problem

solving, adaptation and self-assessment, non-linear organizations and highly interactive

environment.

The changing nature of technologies and the influence of ICT technologies in all sphere

of life have however caused the relationship between education and work in modern society to

become extremely complex. These changes have called for realignment techniques in line with

current realities if vocational education (especially in the field of Auto-Mechanics) products are

to survive in a continuously changing and competitive world. Hence, Auto-Mechanics

instruction in Nigeria should be tailored towards Intelligent Tutor Instructional–based strategy to

improve the students’ performance and retention of learning.

The study also examined the following theoretical frameworks: Cognitive Theory of

Multimedia Learning; Cognitive Learning Theory and Artificial Intelligent (AI) as an

Instructional Strategy; Cognitive Apprenticeship Theory of Learning; and The use of scaffolding

and Anchored Instruction to enhance Intelligent Tutor and Multimedia instruction, which have

gained substantial acceptance in the field of computer science, software engineering, knowledge

engineering and multimedia and instructional design. The review highlighted the theories that

will guide and explain the architecture of an Auto Mechanics Intelligent Tutor which is an

Intelligent Tutor (Software Package) that will be designed and validated by the researcher for the

purpose of this study. The framework also pinpointed the underlying premises for the use of

Intelligent Tutor as a cognitive instructor. By so doing, the researcher is guided on the selection

of relevant methods and technique that will be utilized in the design of the study.

Moreover, the review revealed that there has been little or no work / study conducted in

Nigeria on the development and validation of an Intelligent Tutor on the students’ performance

and retention of learning in Auto-Mechanics trade programmes. However, it was reported in the

literature that most of the software in the area of Auto-mechanics trades were developed outside

the country and have not been developed in Nigerian educational institutions. The has therefore

arisen to develop and validate a computer-based software package suites suited to meet the

peculiar needs of Nigeria immediate environment in order to fill the gap created in the literature.

This study therefore intends to bridge the gap by focusing on design and validation of an

Intelligent Tutor on the students’ performance and retention of learning in Auto-Mechanics trade

programmes of Nigerian Technical Colleges. However, Research and development design uses

research findings to develop new products and procedures, followed by the application of

research methods to field-tests, evaluate and refine the product until they meet specified criteria

of effectiveness, quality or similar standard. The cycle of R and D may be repeated until the field

test data indicate that the product meets the specified criteria that have been established.

Research and development design is therefore considered as the most suitable design for this

study. This is because the development of Auto Mechanics Intelligent Tutor was intended to

produce a new software product for the transformation of Auto Mechanics content of the

Nigerian technical colleges Curriculum into computer software which could be used in the

classroom for teaching and learning of Auto Mechanics at that level.

CHAPTER III

METHODOLOGY

This chapter presents the procedure used in carrying out this study under the

following headings: Design of the Study (Procedure for the development of Auto-

Mechanics Intelligent Tutor, users needs assessment and Software requirement analysis;

knowledge acquisition and analysis; design and implementation; and testing, verification and

validation), Area of the Study, Population of the study, Sample and Sampling Technique,

Validation of the Instrument, Reliability of the Instrument, Administration of the

Instrument and Method of Data Analysis.

Design of the Study A research and development (R & D) design was used in this study. Research and

development according to Nworgu (1991) is a process whereby educational products such as

textbooks, equipment or curricular are developed and trial test in the field to ensure their

effectiveness. Gall, Gall and Borg (2007) stated that Research and development design uses

research findings to develop new products and procedures, followed by the application of

research methods to field-test, evaluate and refine the product until they meet specified criteria of

effectiveness, quality or similar standard. The cycle of R & D may be repeated until the field-test

data indicate that the product meets the specified criteria that have been established. Research

and development design is suitable because the development of Auto Mechanics Intelligent

Tutor was intended to produce a new software product for the transformation of Auto Mechanics

content of the Nigerian technical colleges curriculum into computer software which could be

used in the classroom for teaching and learning of Auto Mechanics at that level.

Procedure for the Development of Auto-Mechanics Intelligent Tutor Specifically, the study integrates the following stages of R & D for the research and

development framework of Auto Mechanics Intelligent Tutor (Appendix P pg 180):

i. Expert system for car Maintenance and troubleshooting (Mohd Fairuz Bin zaiyadi, 2003);

ii. The Software Life cycle for Intelligent Tutoring System (Bo-Liu, 2003)

iii. Software life cycle Activities (U.S. Department of Food and Drug Administration, 2002).

iv. The basic Courseware Development Model (Stephen, 2003)

The phases in the software development framework that constituted the life cycle of Auto

Mechanics Intelligent Tutor for this study are (figure 6, pg 43):

i. Users Needs Assessment and Software Requirement Analysis

ii Knowledge Acquisition and Analysis

iii. Design and Implementation

iv. Testing, Verification and Validation

a. Face validation of the contents of the subject matter

b. Error checking throughout the coding processes and source code inspection.

c. Alpha test

d. Conducting an experiment with an experimental and control groups: pretest,

Implementation or Treatment, Beta test, post test and Retention test, Summative

evaluation and Decision making.

I. Users Needs Assessment and Software Requirement Analysis

The researcher conducted needs assessment and software requirement by identifying the

characteristics of the intended group of students for this study; the learning outcomes intended to

achieve; conditions or processes internal to the learner that must occur to achieve these

outcomes; external condition or instructions that must occur to achieve these internal conditions;

and selection of suitable multimedia resources to support the instruction.

The targeted students for this study are NTC II Technical College Auto Mechanics

students who are also classified as equivalent to students of senior secondary school age. The

Intelligent Tutor was designed specifically to handle NTC II Motor Vehicle Mechanics Work in

Technical Colleges. Young students of technical college need to: know that they must learn what

the teacher teaches them if they want to get promoted; have a dependent personality; have too

little experience to be of any value as a resource for learning; readiness to learn is motivated

75

when they are told by their teachers to do so if they want to pass in order to advance to the next

grade level; have a subject-centred orientation to learning; and they see learning as process of

acquiring prescribed subject-matter content in a more or less logical sequence.

The nature of Motor Vehicle Mechanics Work in Auto Mobile technology as a school

subject in Technical Colleges consists of school-based and work-based learning which should be

directed to all requirements needed in the work place and as such demand a great deal of

illustrations. For these reasons, the design and development of the Intelligent Tutor for this study

takes care of both Theory and Practical works and required a great deal of illustrations. The use

of audio clips, video clips, animations, images, graphics and pictures among others were adopted

as multimedia resources to facilitate realistic, real- world-context scenarios for interaction with

the student.

The basic activities planned for the students include: presentation of information by the

tutor; guiding the student through the initial use of the information by the teacher; the student

practices until familiarity is gained and student learning is assessed. In addition, students are

expected to write achievement test through the software. In this case, the software should be able

to automatically mark the scripts and generate individuals’ record of achievement for all students

that participated in the achievement test. The student should not have to work through a rigid

path to a solution and need not perform superfluous tasks. The system should maintain simple

and instinctive interface for the learning of details. Learners need clear instructions on how to

start and use the program. The students’ energy should be mainly dedicated or converged to the

contents of the subject matter and not how to use the system. The level of difficulty of the

program should be clear to the learners. If the students quit the program before completing an

instructional unit, it should be possible to re-enter at the point where he or she gave up.

In order to facilitate a learner centred instruction, information is presented through the

computer interface to the students. According to cognitive psychologists, mental activity is

similar to information processing and as such could be used to promote learning. The

information processing approach stated that mental events could be described as a structure of

operations for constructing and transforming internal representations. Stimulation or information

from the environment is input into the sensory register of the brain with some mental activities

taking place in the brain of the recipient as a structure of operations for constructing and

transforming internal representations. Input is encoded and stored in the brain in short-term or

long-term memory. Perhaps, the most important element for the design of Intelligent Tutor as an

educational software is "memory" which is increased if the student's attention is captured, new

information is connected thematically to information learned previously; and the information

flow is kept high to avoid boredom (MacLachlan, cited in Criswell, 1989) (Appendix S, pg

257).

Consequent upon the considerations sorted out above, the needs or expectations for the

tutor in order to enable the designed Tutor perform the intended functions were carefully sorted

out to produce a document known as Software specification requirements (SRS). A software

requirement specifications document that tells us “what” a software does and as such becomes

input to the design process, which tells us “how” a software system should work. It therefore

follows that, the Software specification requirements (SRS) for this study in line with the results

of the analysis conducted are that software should:

i. provide the benefit of one-on-one instruction;

ii. track the user’s behavior;

iii. force the learner to follow a strict sequence of lessons;

iv. combine and display sound, graphics, pictures, animations and full video motion

information;

v. control course navigations (provides suggestions or advices on how to proceed);

vi. provide help or assistance on request or when needed;

vii. provide timely feedback;.

viii. In addition, students are expected to write achievement test through the software. In this

case, the software should be able to automatically; mark the scripts, generate individuals’

record of achievement; and broadsheet of all students that participated in the achievement

test.

ix. Learners need clear instructions on how to start and use the program. The students’

energy should be mainly dedicated or converged to the contents of the subject matter and

not how to use the system. The level of difficulty of the program should be clear to the

learners.

x. If a student quit the program before completing an instructional unit, it should be possible

to re-enter at the point where he or she gave up.

xi. A clear instruction on how to install the system is required for the auto-mechanics

teachers. More importantly, when the software is deployed in the classroom, teachers are

also users and the technology itself can be a challenge for teachers.

xii. The system should be useable for a single user or multi-user

Consequent upon the above performance requirements from the system, the final design

specifications were analysed and sorted out to produce the Software Requirements Specification

(SRS) document for the Auto Mechanics Intelligent Tutor package. According to U.S.

Department of Food and Drug Administration (2002), a documented requirement specification

represents the user's needs and the intended uses from which the product is developed. This

document states that the software (Auto Mechanics Intelligent Tutor) should be able to:

i. run or operate on a Personal Computer (PC) Platform;

ii. track down the behavior of the students

iii. force the student to follow a learning sequence

iv. provide an instructional environment where in a rule-based system that represents an

interactive learning environment for auto-mechanics subject matter can be implemented

to provide benefits of active guidance on one-on-one instruction for the students;

v. create a multimedia presentation;

vi. provide helps or assistance on request or when needed;

vii. provide timely feedback and provide suggestions on how to proceed;

viii. control entrance into the examination contents through passwords;

ix. control the actual time spent in writing examination and log out the students;

x. score the achievement test, stores student scores in the data base and displays the results

at the expiration of the test;

xi. produce the students record scores and should be recallable on request through students

registration Name and password;

xii. provide opportunity for student to re-enter at the point where he or she gave up during the

last visit.

This document become the software requirements specifications (SRS) for the

development of Auto Mechanics Intelligent Tutor after it has been verified to determine whether

it is unambiguous, feasible, externally observable, current, consistent, complete and cohesive.

II Knowledge Acquisition and Analysis The researcher in collaboration with auto-mechanics teachers wrote out the curriculum

contents for NTC II Motor Vehicle Work as it was spelt out in the Technical College NABTEB

curriculum intended for this study. Thereafter, the researcher worked closely with auto-

mechanics teachers in the actual classroom to collect and gather valuable information and

contents of the subject matter relevant and appropriate for year 2 Motor Vehicle Work as it was

spelt out in the Technical College NABTEB curriculum intended for this study. This was used as

the source database for the contents for the subject matter that were accessed by the expert

system. Most of the contents supplied by the teachers were obtained from the existing

recommended textbooks and some were obtained from the internet. Auto-Mechanics Intelligent

Tutor (AMIT) curriculum is in consistent with the Module specifications for year 2 Motor

Vehicle Mechanics Work of the revised curricular for Technical colleges and Polytechnics by

National Board for Technical Education (2003).

III. Design and Implementation In designing the AMIT, the target user, the language level, the purpose of AMIT and the

pedagogical approach and appropriate use of technology were thoroughly considered. Design

and implementation phase in this study was considered as the phase of prototype development.

The partial prototype was built to represent the initial part of the full prototype expert system. It

was built for the purpose of providing a deeper insight and better understating of the problem and

system's requirements.

Design and implementation phase of Auto Mechanics Intelligent Tutor prototype were

initiated within the following framework of four sub-tasks:

1. Structure of the knowledge base for the Tutor,

2. Selection of computer language to be used in creating the expert system;

3. Inference techniques (that is the method used to process the system); and

4. Construction or coding of the expert system prototype.

1. Structure of the Knowledge Base for the Tutor

The researcher, curriculum designers and auto mechanics teachers jointly designed

instruction for the software engineers to implement in order to arrive at the structure of the

knowledge base for the tutor. The strategy used by the software engineers was by developing the

student module, expert module, instructor module and user interface to capture the knowledge of

different contents of auto-mechanics subject matter as indicated thus:

a. Student’s Module: The student module stores and updates data about the student’s

performance in the subject domain. It is the device to understand the amount of

knowledge that the student has. It is essential for the system’s operations that adapt

instructional material to the student’s characteristics and comprises both the model of the

student and the mechanisms for creating the model. The student model may keep any

number of students’ characteristics, depending on the system requirements. In the context

of this study, three basic categories of the students' characteristics were used:

i. Personal data – personal characteristics of a student (that is, name, ID, and e-mail

address, mobile phone number, course of study, year of study, beginner or old student

and date of registration among others). This information represents the static part of the

student model, and is collected during the student’s first learning session with the system,

through the registration dialogue box.

ii. Performance data and individual preferences – cognitive and individual

characteristics of a student. This part of the student model represents a mixture of static

and dynamic data. Static data such as indicated above represent the desired detail level or

the experience level of each student. Dynamic data is derived from the learning sessions

and is changed as the student progresses through the course material. The performance

data, both static and dynamic, is quintessential for one of the system’s primary functions

– adaptive presentation of the teaching material. This data represents the system’s

interpretations of the student’s traits. The quality of these believes directly affect the

quality of the content-adaptation process.

iii. Teaching history – data related to the student’s interactions with the system during

learning sessions. This part of the student model keeps track about everything that the

student has done during the learning process. In particular, it keeps data about each

student’s session with the system, such as the date, time spent on solving tests and the

student’s success on a particular test. This data is less important for adaptive presentation

than performance data, but it is very important for reflective learning which often plays

considerable role in a learning process. The system uses this data to provide the student

with feedback about what he has done well and where he failed, and recommend to the

student to revisit the learning materials to make the learning process more successful.

b. Domain / Expert Module: The expert module here represents the domain knowledge (set

of concepts, practical trainings, texts, diagrams, pictures, simulations, audios and video

clips among others along with their dependencies and other parameters) of the targeted

concept or training. It was designed as a network of concepts or trainings. The concepts

are presented in a format that made concept to be related to each other with prerequisite

relations. That is, the former should be learned before the latter can be presented. For

each concept, there is a knowledge threshold (measured through the score obtained on

assessment mechanisms) that must be reached by a student before the system can assume

that the student has learned that concept. Each concept is decomposed into units – content

elements that correspond to a particular lesson to be presented to students.

c. Pedagogical or Instructor Module: The instructor module in the system controls the

presentation of the instructional knowledge, by selecting and sequencing the domain

knowledge of the concepts to be learnt using suitable learning strategies. The sequencing

of the courseware was designed by the researcher and auto mechanics teachers in the

actual classroom and implemented by the software engineers. The instructor module

selects the sessions to be displayed based on the output of the student module of that

particular student. The instructor module was designed taking into account various

pedagogical principles for learning vocational and technical subjects.

d. The User Interface:

A user interface was developed to provide communications between the student

and the Intelligent Tutor by typing and reading from the screen. This is so because most

programs use non-vocal techniques (that is, typing clicking on buttons and reading from

the screen).A machine that can converse with students are clearly more flexible than

those supporting more restrictive interaction (Halff, 1986).

The four modules in collaboration delivered the contents of the subject matter to

the student in a dynamic and personalized style. The dynamism in courseware

presentations is determined based on the previous interactions of the student with the

tutor (recorded by the student module). The lessons are presented to the student in the

order specified by the teacher in the instructor module. The student is said to have

“completed” a lesson only after attaining the threshold specified by the teacher in the quiz

of that particular lesson. In the context of this study, the passing criteria specified for

each lesson is 40 marks in the corresponding quiz. The student is said to have

“completed” that lesson only if he has obtained 40 or more than 40 marks in the quiz

corresponding to that lesson. This is purposely to ensure that a student can attend a lesson

only if he has fair understanding of its prerequisite lesson.

More so, the four main modules by the tutor incorporated various “logical”

modules with each module putting together a set of related functions and interfaces with

the rest of the system as a single logical chunk. Incorporating such module enhances

design clarity which in turn eases implementation, debugging, testing, documenting and

the maintenance of the intelligent tutor product. Following are the modules in the system

with a brief description of their functionality:

1.0 Splash Screen Module

A Splash Screen is displayed shortly after clicking on the AMIT icon on the

desktop showing the name of the software, the version of the software, and the

name of software developer.

After a few seconds the Login screen is displayed.

2.0 Student Registration Module

Student register for the course by click the Register button on the Login screen to

display the Registration module after which he enters the entire student’s

information. Fields marked with an asterisk (*) are compulsory. (Please take note

of the students Registration No. and Password. The student logs in with these

subsequently.) If the registration is successful, the student gets an appropriate

message and returned to the Login module.

3.0 Login Module

Login authenticates the users logged in, against the user details available in the

system.

Register button displays the Registration module.

Exit button quits the application.

Settings button displays the Settings module.

4.0 Admin - Main Form Module

The Main Form module for administrator manages the administrator’s details and

displays a welcome message with the name of the user, the user’s ID, the name of

the program, the name of the developer, and it also displays ten (10) buttons,

namely: Add/Edit, Lessons, Settings, My Profile, Reports, Training, Test,

About, Logout, and Exit which when clicked opens the respective module.

On the Login page, to login as administrator, enter

Login ID: admin, Password: password and then press enter, or click Login. If the

students have entered the correct details, the Main Form module is displayed with

administrator customization.

(It might take a few seconds to validate the user’s details. During this time, the

student might see a Busy module prompting you to Please wait… This is normal.)

5.0 Student - Main Form Module

On the Login page, to login as a student, enter the student’s Registration No. as

Login ID then the student’s password and then press enter, or click Login. If you

have entered the correct details, the Main Form module is displayed with student

customization.

(Here also, it might take a few seconds to validate the user’s details. During this

time, you might see a Busy module prompting you to Please wait… This is

normal.)

The Main Form module for students displays a welcome message with the name

of the student, the student’s Registration No., the name of the program, the name

of the developer, and it also displays ten (6) buttons, namely Lessons, Settings,

Training, Test, About, and Logout.

--Begin Admin Test--

6.0 Add/Edit Module

This module provides direct access to the contents of the database which forms the

contents of the software. Changes made to the contents of this module affect the

program directly, whether positively or negatively. These are usually NOT

reversible. Therefore, this module has been protected with a password. Users will

usually not need to make any modification under this module. But, if you ever

need to access this module, the access code is: Password.

This module contains four (4) tabs with two (2) sections each, as follows:

Lessons & Trainings tab and sections, Lesson Topics & Lesson Pages tab and

sections,

7.0 Settings Module

This module MAY NOT be of any use now, since the program is only used on one

computer. It is provided for extension purposes where the program is required to

run as a Client/Server application. It is used to update the location of a remote

database server.

8.0 My Profile Module

This module provides a password modification feature (it is only used by the

administrator).

9.0 About Module

The About module displays information about the build of the software.

10.0 Reports Module

This module presents all the information in the database in an appealing format.

11.0 Test Module

Students take test using the Test module.

12.0 Lesson Module

Students attend theoretical classes through the Lesson module.

13.0 Training Module

Students attend practical classes using the Training module.

Flexibility of Auto Mechanics Intelligent Tutor

The intelligent tutor can be used as a single user or multi user. It is used as a single user

in a situation where the facilities on ground can only worked independently. In this case, each

computer to which the intelligent tutor is connected has a database for the software and will have

to merge the files at the end of the entire exercise. But, when the computers are networked and a

common database is shared by all the computers, it is used as a multi user. A number of students

can work on different computers in the network simultaneously, and their information would be

stored at the same time uninterrupted in the database and the results may be displayed at once if

desired. Intelligent tutor in the context of this study was used as a multi user.

Installation Guide for the Auto Mechanics Intelligent Tutor In order to ensure proper installation of the software, the following directory structure

should be put in place:

If the directory structure has not been established, one needs to create it as

follows:

a) Create an ‘AMIT’ folder in your Local Disk (usually Drive C: as seen in

the structure).

b) In the ‘AMIT’ folder, create three subfolders: audio, image, and video.

c) In the audio folder create two subfolders: 1 and 2.

d) In the video folder create seven (7) subfolders: 1, 2A, 2B, 3, 4, 5, and 6.

After creating the folders, copy the contents of the lessons/tutorials into their

respective folders.

e) Copy the audio files into the respective folders and merge all subfolders

with their parent folder.

f) Copy all image files into the image folder and merge all subfolders with

the parent folder as well.

Copy all video files into their respective folders and merge all subfolders with

the parent folders in the same manner.

Extract the Auto Mechanics Intelligent Tutor setup zip folder and

install the software by executing the setup file. Follow the instructions to install.

If the installation is successfully completed, a new Auto Mechanics Intelligent

Tutor shortcut icon is displayed on the Desktop and in the Start Menu -> All Programs. Then,

run the installed software using the Auto Mechanics Intelligent Tutor shortcut on the Desktop

(or the Start Menu -> All Programs). A Splash Screen showing the name of the software, the

version of the software, and the name of software developer appears shortly after which within a

few seconds the Login screen is displayed.

Requirements for the Installation of Auto Mechanics Intelligent Tutor on a Computer In order to run AMIT efficiently, a computer with the following minimum specifications

is required:

Processor: 700 MHz or higher

Hard Disk: 8GB or more free space

RAM : 128 or higher

Graphics card : for video

Sound card : for audio

Operating System: Windows XP or above (including Windows Vista, Windows 7)

User’s Guide for the use of Auto Mechanics Intelligent Tutor on a Computer

(Appendix T pg 258) Locate the AMIT e-learning icon on the Desktop (or the Start Menu -> All Programs)

and double click on the icon. A splash screen appears shortly after which a Login form is

displayed. Student clicks on Register button to register as a new student. Registration form is

displayed and each student enters his/her information and click on Register button again. An

interlock box is displayed to confirm successful registration by the student. Each student enters

his ID No and password each time he wants to access the content of the Auto Mechanics

Intelligent Tutor (Appendix T pg 258)

2. Analysis of Computer Language to be used in Creating the Expert System

The concern here was specifically on the programming language used in creating the

expert system. The development of an expert system for Auto Mechanics Intelligent Tutor

focused on using the programming language that accommodated combination of multimedia

elements with the software requirements specifications (SRS) for the Tutor. Visual Basic was

selected as the easiest and best environment for creating an expert system that meets the software

requirements specifications of Auto Mechanics Intelligent Tutor. The criteria on which the

selection of Visual Basic was based are multimedia capability, rule making capability, flexible

environment, user interface, data handling capability, ease of use and level of configuration with

little or no difficulty on installation. More importantly, Visual Basic 2008 was combined with

Structured Query Language (SQL) Server 2005 (as database application) for the Auto Mechanic

Intelligent Tutor in order to enhance and ensure a direct manipulation interface and ergonomics

suitable for young students of technical colleges. In addition, Visual Basic 2008 was chosen

because it is one of the easiest languages to implement by Programmer. More so, Visual Basic

2008 kit enables the Software Programmers to use some in-built controls such as command

buttons, option buttons, text-box and image controls to create easy interaction of the users with

the Software. SQL was chosen because it can effectively store and retrieve information from the

database, hence Auto Mechanic Intelligent Tutor allows the user to generate reports (Aleburu,

2008).

3. Inference Technique (Method Used to Process the Auto-Mechanics Intelligent

Tutor) In developing the expert system for Auto-Mechanics Intelligent Tutor, the software

programmer wrote the cognitive Model of Auto-Mechanics Intelligent Tutor as a system of "If-

then" production rules because it is the most suitable for the inference process of this system.

4. Construction or Coding of Auto-Mechanics Intelligent Tutor Prototype This is the stage where detailed design specification was implemented as source code.

Software may be constructed either by coding (that is, programming) or by assembling together

previously coded software components for use in new application. The development team

included the researcher, Auto-Mechanics teachers in technical colleges and software engineer or

programmer. The researcher supplied all the information for the design while auto-mechanics

teachers provided the contents of the subject matter. The software engineer combined the

information provided by the researcher and auto-mechanics teachers to produce Auto-Mechanics

Intelligent Tutor prototype.

The integration of every part of the Auto-Mechanics Intelligent Tutor expert system was

then tested to ensure that the prototype works properly according to the software Requirements

Specifications (SRS) and acceptable standard. The prototype was modified and refined at

various stages to correct or include some functions, which were not originally included in the

design specifications. The test carried out validated the software against system requirements.

IV. Testing, Verification and Validation of Auto-Mechanics Intelligent Tutor (AMIT) The existing methods of evaluation by Oloyede and Adekunle, (2009) and U.S.

Department of Food and Drug Administration (2002) were harmonized for the purpose of this

study.

Instruments for Data Collection The researcher with the assistance of curriculum designers, auto mechanics teachers in

the actual classroom and software programmers developed five (5) instruments for the collection

of information for the validation exercise. The questionnaires are:

i. Experiential Evaluation Questionnaire for Independent Team on the Software

Performance Requirements Specifications of Auto Mechanics Intelligent Tutor at the

Developers Site (Appendix B) The instrument consists of eighteen (18) items for the collection of information on the

output of the Intelligent Tutor at the developer’s site. It consists of structured questionnaires with

a 5- point rating scale (Great extent = 5; To an extent = 4; Somewhat extent= 3; A little extent =

2; and Not at all = 1). In the same manner, negative items are scored in the other way round (that

is, Great extent = 1; To an extent = 2; Somewhat = 3; A little extent = 4; and Not at all = 5). The

Software engineers/programmers, educational technology experts and auto mechanic teachers are

the evaluators.

ii. Teachers’ Experiential Evaluation Questionnaire on the Performance Requirements

of Auto Mechanics Intelligent Tutor Outside the Developers Site (Appendix C) The instrument consists of twenty five (25) items for the collection of information on the

output of the Intelligent Tutor outside the developer’s site. It also consists of structured

questionnaires on a 5- point rating scale (Great extent = 5; To an extent = 4; Somewhat extent=

3; A little extent = 2; and Not at all = 1). In the same manner, negative items are scored in the

other way round (that is, Great extent = 1; To an extent = 2; Somewhat = 3; A little extent = 4;

and Not at all = 5). Auto mechanic teachers are the evaluators.

iii. Auto-Mechanics Achievement Test (AMAT) {Appendix E} and its marking Scheme

(Appendix F). Auto-Mechanics Achievement Test (AMAT) {Appendix E} was used in measuring the

cognitive achievement of the students. This is made up of a 40 item multiple choice test. The

questions are to be answered by the subjects in one hour. The items were generated around three

levels of cognitive domains, that is, knowledge, comprehension and application. The items were

carefully selected to cover all the contents to be tested during the period of treatment. Marking

scheme was equally generated for AMAT. Each question attracts one mark. The total mark

obtainable is 40 marks.

vi. Auto-Mechanics Psychomotor Achievement Test (AMPAT) {Appendix G} and Auto

Mechanics "On the spot" Psychomotor Rating Scale {Appendix H}. Auto-Mechanics Psychomotor Achievement Test (AMPAT) (Appendix G)} is designed

to assess students’ Psychomotor Achievement in Auto – Mechanics. The test items covered

seven levels of Simpson psychomotor domain taxonomy that include: perception; set, guided

response; Mechanism; complex overt response; adaptation; and origination. The test items

covered the following content areas of Auto – Mechanics.

i. Removal of an engine from the Vehicle and general dismantling procedures;

ii. Examination and renovation of engine components or parts; and

iii. Re-assembling of engine components or parts

Assessment will be done using an Auto – Mechanics "On the spot" Psychomotor Rating

Scale (Appendix H)}. It is an "On the spot" assessment instrument for the assessment of the

subjects. The instrument consists of sixty items grouped into 12 unit areas with 5 items under

each group. Each of the items were rated on a 5- point rating scale (Great extent = 5; To an

extent = 4; Somewhat extent= 3; A little extent = 2; and Not at all = 1). Auto mechanic teachers

are the evaluators.

Conducting an experiment with an experimental and a control groups: pretest,

Implementation or Treatment, Beta test, Post test and Retention test, Summative


Quasi Experimental Study The study at this stage tested the efficacy of Auto Mechanics Intelligent Tutor using

quasi experimental study. Pretest–posttest non-equivalent control group design was adopted

because the experiment was carried out using intact-classes. Intact-classes were used to avoid

disruption of normal classes. For this reason, there was no randomization of pupils into

experimental and control groups. According to Louis, Lawrence, and Keith, (2007), random

assignment of subjects in such a design is not required. Quasi-experimental design is the most

suitable for the study since pre-selection and randomization of groups is often difficult in a

school setting where intact classes must be used. The design can also be very useful in

generating results which is generalizable. The design will be slightly modified for this study by

adding a delayed post-test. A final unannounced Retention test was administered three weeks

after the post-test to determine whether the material learnt was retained by the students in the two

groups. The design can be represented thus:

Experimental O1 x O2 Y O3

Control O1 - O2 Y O3 Where

O1 represents pretest (observation or measurement before the treatment);

O2 represents post-test (observation or measurement after treatment);

O3 represents retention-test (to be conducted three weeks after the post test).

X represents experimental treatment (with Auto Mechanics Intelligent Tutor instructional

tool);

– indicates no treatment (that is, the use of conventional methods)

Y indicates a delayed period of three weeks after post-test

Area of the Study The study was conducted in Lagos state of the South-West geo-political zone of Nigeria.

Lagos State was chosen because it is a major industrial and commercial centre in the country in

which there is a wide spread distribution of automotive industries which need the services of

well-trained automotive craftsmen and master craftsmen across the States. The State has six

Technical Colleges offering Motor Vehicle Mechanic work whose students were used as subjects

for the study to ensure that all the students in both experimental and control groups share a

common environment. Besides, these Technical Colleges are located in the city of Lagos that

availed them the opportunity to regular supply of electricity and they have necessary facilities

such as computer laboratory required for conducting this study.

Population for the Study The population for this study comprised 231 NTC II Motor Vehicle Mechanic Work

students in Lagos State of Nigeria. The choice of NTC II Motor Vehicle Mechanic Work

students was to ensure that students used for the study are already familiar with the course. The

students’ population consisted of 2011/2012 session NTC II students obtained from the Lagos

State Board for Technical Education. The distribution of the population of NTC II students

according to each school is as shown in Appendix A .

Sample and Sampling Technique The sample for this study consisted of 72 NTC II students from two technical colleges in

Oyo state. A multi-stage sampling technique was used. At the first stage, two schools were

drawn from six schools through random sampling. Thereafter, one school was assigned to the

experimental and the other to the control group through balloting. Intact classes in each school

were used while all the NTC II Auto-Mechanics students in the two schools were the subject of

the study.

More importantly, the six Technical Colleges fulfilled the major criteria to facilitate easy

conduct of the study which are:

1. The School must have computer facilities with regular electricity supply;

2. Auto-Mechanics teachers for the school must be University graduate of not less than 5

years of teaching experience;

3. The school must have been presenting candidates in NBTE final year examination for at

least four years consistently.

Validation of the Instrument Experiential Evaluation Questionnaire for Independent Team on the Performance

Requirements of Auto Mechanics Intelligent Tutor at the Developers Site (Appendix B) were

given to four Software engineers or programmers and three graduate Auto – Mechanics teachers

with at least five years of teaching experience seeking for their opinions and suggestions on the

contents of the instrument, clarity and suitability of language.

The lesson notes for both conventional method of teaching and Intelligent Tutor

Instructional techniques were given to five graduate Auto – Mechanics teachers with many years

of teaching experience and two lecturers of the Department of Vocational Teacher Education,

University of Nigeria, Nsuka, for content and face validation. Auto-Mechanics Achievement

Test had 40 multiple choice items drawn from an initial pool of 60 item objective test. These

items were given to five graduate Auto – Mechanics teachers with at least five years of teaching

experience and two lecturers of the Department of Vocational Teacher Education, University of

Nigeria, Nsuka,. They were asked to ascertain the suitability of the items and their

appropriateness for the target population and language clarity. Based on their advice, 10 (ten)

items were dropped, some others were modified for clarity. The remaining fifty items were then

administered on a sample of NTC III students in the government Technical Colleges similar to

those to be used for the treatment. An item analysis was performed to determine the difficulty

levels and discrimination indices of each of the test item. Items that fell between the difficulty

levels ranged between 20 and 80 were selected indicating that the items were neither too simple

nor too difficult. This reduced the items to 43. Forty (40) items were thereafter selected based on

the importance of each level as it appears to the researcher. The table of specification (Appendix

D) shows the categorization of the items which reflects the importance the system attaches to

each of the concepts

An answer to the items was generated for the marking scheme of AMAT for the control

group. Each item shall attract one mark and the total mark obtainable was fourty.

The original version of Auto-Mechanics Psychomotor Achievement Test (AMPAT) with

its marking scheme Auto – Mechanics "On the spot" Psychomotor Rating Scale were given to

five graduate Auto – Mechanics teachers with at least five years of teaching experience and two

lecturers of the Department of Vocational Teacher Education, University of Nigeria, Nssuka, to

examine the content validity of the test, clarity of items, validity of the scoring keys, level of

difficulty, relevance of identified Auto – Mechanics skills. Based on their advice, items were

modified and grouped into 12 with 5 items under each group to enhance scoring uniformity.

AMPAT items were then administered on a sample of year NTC III students in the government

technical colleges similar to those to be used for the treatment. Two raters who are graduate Auto

– Mechanics teachers were made to assess ten students in a practical class attending to AMPAT,

Auto – Mechanics "On the spot" Psychomotor Rating Scale was the basic instrument of

assessment used during the process. On all the skill areas covered and the criteria for judging the

skills, the experts agreed with the developers on the assignment of criteria to skill area 85% of

the time and with scoring of the test 80% of the time. This concurrence of raters was taken as

evidence of content validity.

Content validity of the items was established by given the Auto-Mechanics achievement

test and its Table of specification; Auto-Mechanics Psychomotor achievement test; and Auto –

Mechanics "On the spot" Psychomotor Rating Scale and its Table of specification to three

experts and two Auto-Mechanics teachers from the Colleges of Education with at least five years

of experience. They were asked to justify whether the items on the instruments covered the

required area of the Auto-Mechanics in an appropriate and sequential manner. The five

validators agreed that the items on the instruments covered the required area of Auto-Mechanics

in an appropriate and sequential manner. Modifications were made based on the comments of the

Validates.

The major testing and verification activities in the life cycle Auto-Mechanics

Intelligent Tutor consisted of the following: Face validation was conducted on the contents of the subject matter to re-validate what

the auto-mechanics teachers supplied by a panel of experts from technical colleges and colleges

of education on a stage when knowledge acquisition and analysis was conducted.

Moreover, different levels of error checking were used throughout the coding processes.

Warnings and other messages from the compilers were carefully noted for appropriate actions by

Software programmers or engineers

Alpha testing, which is an actual operational testing by the potential users of Auto-

Mechanics Intelligent Tutor who are the intended students at the developer’s site was conducted.

Alpha test aims at testing the software functionality according to the requirement. The test was

conducted by an independent team that consists of three Software engineers, three educational

technologists, two Auto-mechanics teachers, five students, and the researcher as an observer.

Five NTC III students who were preparing for their final year NBTE examination were made to

study Auto-mechanics concepts by using Auto Mechanics Intelligent Tutor and had their the

examination on the software. The activities by the students were conducted in the presence of

other members of the independent team. Each member of the team apart from the students was

made to study all the topics and activities of Auto Mechanics Intelligent Tutor for the test.

Auto Mechanics Intelligent Tutor automatically marked the scripts of each exercise

conducted at the end of each instructional unit, displayed the results to the students and

recommends whether the students would re-run or qualify to proceed to the next instructional

unit. More importantly, Auto Mechanics Intelligent Tutor marked the achievement test, recorded

in the database, generated individual student record of achievement test scores and a broadsheet

scores for all the students in the group. Experiential Evaluation Questionnaire for Independent

Team on the Performance Requirements of Auto Mechanics Intelligent Tutor at the Developer’s

Site (Appendix B) was the main instrument used to represent the technical opinions of the

Software Programmers. The results showed that Auto Mechanics Intelligent Tutor performed all

the tasks contained in the design requirements specification.

Teachers’ Experiential Evaluation Questionnaire on the Performance Requirements of

AMTI outside the Developers Site was pilot tested along with these verification activities by the

four Auto-Mechanics teachers. When Auto Mechanics Intelligent Tutor had been validated as an

instructional package based on the specified outcomes, the next stage was to integrate the

package for experimental purpose.

Reliability of the Instrument The reliability of Experiential Evaluation Questionnaire for Independent Team on the

Performance Requirements of Auto Mechanics Intelligent Tutor at the Developers Site

(Appendix B) was determined using the data generated during verification and validation

activities at each phase of Auto Mechanics Intelligent Tutor’s life cycle (that is, when an Alpha

test was conducted using Cronbach alpha). The internal consistency of the instrument was

established using Cronbach alpha reliability statistical formula which yielded 0.7 from the data

generated. Meanwhile, Teachers’ Experiential Evaluation Questionnaire on the Performance

Requirements of Auto Mechanics Intelligent Tutor outside the Developers Site (Appendix C)

was pilot tested along with these verification activities by the Auto Mechanics teachers. The

internal consistency for the instrument using Cronbach alpha technique was 0.72.

A pilot test was conducted in a technical college (Government Technical College, Oyo,

Oyo state) similar to those that were used for the study in Lagos state of Nigeria. The remaining

Auto-Mechanics Achievement Test (AMAT) 40 items were then administered on a sample of

NTC III students in the government technical college. The reliability co-efficient of the Auto –

Mechanics Achievement test was calculated to be 0.817 using Kuder Richardson formula 20. For

the reliability of the Auto-Mechanics Psychomotor Achievement Test (AMPAT) and Auto

Mechanics "On the spot" Psychomotor Rating Scale Instrument, two raters who are graduate

Auto – Mechanics teachers were made to assess ten students in a practical class attending to

AMPAT. Auto – Mechanics "On the spot" Psychomotor Rating Scale was the basic instrument

of assessment used during the process. This exercise was repeated two weeks later to yield two

sets of scores. The inter-scorer reliability was found to be 0.9858 and 0.99 for the first and

second tests respectively. The reliabilities were considered good enough for the acceptance of the

instrument as being reliable.

Control of Extraneous Variable:

1. Experimental bias: In order to avoid any experimental bias, the regular class teachers in the

participating schools were used as the research assistant for both the experimental and control

groups. By so doing, the researcher was not directly involved in administering the research

instruments.

2. Teachers’ variable: In order to control invalidity that could be caused by this variable and to

ensure uniform standard in the conduct of the research, the researcher personally prepared the

teaching instruments (that is, the lessons plans), test instruments and organized training for the

participating teachers.

3. Experimentation Effect: The subjects in both experimental and control groups were not

informed that they were being involved in any research process. More so, the subjects in both

groups were not notified about the delayed post-test. The same lesson contents were taught to

both experimental and control groups

Experimental Procedure An Auto Mechanics Intelligent tutor software package was used as the main instrument

for the actual treatment on the experimental group. The permission of the principal and teachers

in the participating schools were sought before the commencement of the research programme.

The procedure and work schedule was as follows:-

i. Training of Teachers:-

An orientation programme was organized for participating Auto-Mechanics teachers in

the first weeks. Separate sessions were organized for the two groups of teachers. One group was

trained on the use of Intelligent Tutor Instructional package in Auto-Mechanics and conventional

method of teaching Auto-Mechanics was used in the other group. During the training session,

general description on the treatment for experimental group and conventional teaching method

for control group as well as the procedure involved in using them were practically demonstrated.

The teachers were thereafter made to organize and teach lessons based on their assigned roles;

and trained on how to administer the data gathering instruments.

ii. Administration of Pre-test. The instruments that is, AMAT and AMPAT were administered on both experimental

and control groups through the help of the research assistants in the two schools. This exercise

provided a baseline data on which the dependant variables (especially students' performance in

terms of cognitive and psychomotor Achievement) were compared on the subjects before the

treatment. All the subjects participated in the pre-test exercise.

iii. Treatment The treatment lasted for a period of eight weeks. The two schools were randomly

assigned to control and experimental groups with one school to each group respectively. The

experimental group was taught using intelligent tutor while the control group was taught using

conventional method. The workstations in the school amounted to 17. As such, three periods of

40 minutes were allocated for each student officially. More so, the students in experimental

group visited the computer laboratory with no restriction anytime apart from three period lesson

fixed for the lesson to work on the intelligent tutor per week. Students got different types of help

at different stages while using the intelligent tutor and each lesson was accompanied by a quiz.

The user cannot proceed to the next lesson until and unless he passes the quiz and so, each

student carried out the quiz on the intelligent tutor, scored by the tutor and displayed the results

instantly. The instructional procedure for implementing the instructional package for each group

was employed to teach the concepts as follows:

a. Auto Mechanics Intelligent Tutor Instructional Strategy (Experimental)

The treatment in this group involved the following steps:

- Teacher organized the classroom in such a manner that there was one computer with a

functional speaker (either external or preferably. internal) for each subject and a printer

in a network. In order to facilitate hand-on-experience activities during practical sessions,

three four-cylinder in-line engines along with necessary tools and materials were

arranged on stage for the students;

- Teacher trained the subjects on how to start and use the mouse to click and control the

components on the user’s interface or computer screen to facilitate easy use Auto

Mechanics Intelligent Tutor program.

- Teacher supervises the students by moving around the class while the students are

busy interacting with the Intelligent Tutor program.

- Teacher encourages the students to breakthrough any activity of Intelligent Tutor that

may seem difficult when the student is interacting with the program.

- The major activity in this technique involved student's active participation by interacting

with Intelligent Tutor program which includes:

* Student starts the program

* Each student registered for the course with a registration number to be supplied by the

teacher and a password (optional by the teacher, student may decide on the use of a

password he can easily remember) for each student;

* each student used the password throughout the time of studying Intelligent Tutor program

and activities to gain entrance or access to the learning materials each time when he/she

desires.

* intelligent tutor displayed visual on-screen texts, auditory narration, and visual on

screen graphics; or pictures; or animations; or full video motion information at the same

time in form of demonstration in a realistic and real-work-like with the student in the

first part of the lesson; and engages the student in a more thinking situations by solving

problems in form of exercises at the end of each lessons;

* Computer instructor guided and controlled the navigations process of each student and

offered appropriate advice when needed or demanded.

* each student interacts with the program individually.

b. Conventional Auto- Mechanics curricular package Group (control) - The treatment for each lesson in this group involved the following steps:-

- Teacher wrote the topic on the chalkboard and introduced the lesson by asking

questions based on the previous lesson. He stated the specific learning objective(s) of

the lessons.

- Teacher discussed and demonstrated the content of the lesson.

- Students listened to the teacher, writes down the necessary information in their note

books and are allowed to ask questions on areas of the topic which is not clear to

them.

- Teacher asked few questions and randomly picked students to answer them.

- Teacher recognized and praised the correct responses and guided wrong responses to

correct answers.

Administration of Post-test and Retention-test After the eighth week of treatment, post-test was administered on the subjects while

Teachers’ Experiential Evaluation Questionnaire on the Performance Requirements of Auto

Mechanics Intelligent Tutor outside the Developers Site (Appendix C) was administered to the

Auto- Mechanic teachers who were the research assistants. The experimental group wrote the

examination on the intelligent tutor, the scoring of the examination, storing to the database and

displaying of results were done instantly by the tutor. The control group wrote the examination

conventionally and the research assistants supervised the examination, marked the scripts,

recorded the marks and made the scores available to the students. The same participating

teachers that were used throughout the study as the research assistants administered the posttests

and retention tests in the two groups. The same instruments that is, Auto-Mechanics

Achievement Test (AMAT) and Auto-Mechanics Psychomotor Achievement Test (AMPAT)

which were used during the pre-test stage with the items reshuffled (or re-arranged differently

from that of pretest in order to make the test look different) was administered on the subjects in

both experimental and control groups. A period of three weeks "delayed period" after post-test

was observed after which the same instruments were re-administered unannounced on the

subjects in both groups. The same time were allowed for the pretest, posttest and retention test.

The posttest was administered just immediately the last topic was taught in each group in order

to prevent maturation effect.

Method of Data Analysis The data generated from this study were analyzed using a Statistical Package for Social

Sciences (SPSS) version 17.0. Descriptive and inferential statistics were used to summarize the

data. Descriptive statistics used involved means scores and standard deviation to answer research

questions 1and 2. The mean value of 5+4+3+2+1/5 is equal to 3. Consequently, the researcher

determined the acceptance level at 3.00. Thus, any item that had a mean value of 3.00 and above

were considered positive while any item with computed means below 3.00 was considered as

negative (Uzoagulu, 1998). The data generated from the experiment conducted was analyzed

using mean and standard deviation of pretest and posttest to answer research questions 3 and 4.

The pretest-posttest mean gain of each of the two groups was computed and compared. Research

questions 5 and 6 were answered using the mean and standard deviation pretest and retention test

to compute the pretest- retention test mean gain.

Inferential statistics on the SPSS adopted for this study was a General Linear Model

univariate ANCOVA. The results of the multivariate tests also led to the same conclusions. For

the purpose of this analysis, the posttest and the retention test measurements were the response

and were entered as dependent variables, treatment or instruction at two levels are the design

factors and were entered as fixed factor while the pre-test measurement was entered as covariate.

Hypotheses HO1 and HO2 were tested at significance level of 0.05 using Analysis of Covariance

(ANCOVA) of the posttest scores with pretest scores as covariates while Hypothesis HO3 and

HO4 were also tested at significance level of 0.05 using Analysis of Covariance (ANCOVA) of

the retention test scores with pretest scores as covariates. ANCOVA is a suitable statistical

control because the study was conducted in a school setting where the use of intact class groups

is unavoidable. ANCOVA enabled the selected or pre-tested groups to be correctly considered as

equivalent by removing score difference in the pre-test performance between experimental and

control groups and reduce the between – group source variation (Ali, 1996). Hence; it provided

partial control on extraneous variables that cofound the relationship between the independent and

dependent variables.

The decision on testing the hypothesis was based on comparing the P-value on the output

of the statistical tool used with significance level of 0.05. A null hypothesis was rejected in case

the P-value is less than 0.05. Otherwise, the null hypothesis was not rejected.

CHAPTER IV

PRESENTATION AND ANALYSIS OF DATA

This chapter presents the results and discussions of the data analyses for the study. The

presentations were organized according to the research questions and null hypotheses that guided

the study.

Research Question 1

To what extent does Auto-Mechanics Intelligent Tutor developed conform to the

Software Requirement Specification at the developer’s Site?

Answer to this research question is provided in Table 1 with item specifications 1 – 18.

Table 1

Mean Responses of Independent Team Members on the Extent of Conformity of

Auto-Mechanics Intelligent Tutor with Software Requirement Specifications at the

Developer’s Site

Items N Mean Std. Deviation Decision

100

Item 1 8 4.8750 0.35355 To an Extent

Item 2 8 4.8750 0.35355 To an Extent

Item 3 8 4.8750 0.35355 To an Extent

Item 4 8 4.3750 0.91613 To an Extent

Item 5 8 4.1250 1.12599 To an Extent

Item 6 8 4.6250 0.74402 To an Extent

Item 7 8 3.8750 1.35620 Somewhat Extent

Item 8 8 3.8750 0.35355 To an Extent

Item 9 8 5.0000 0.0000 Great Extent


Item 11 8 4.8750 0.35355 To an Extent

Item 12 8 4.8750 0.35355 To an Extent

Item 13 8 4.1250 1.35620 To an Extent

Item 14 8 4.2500 0.70711 To an Extent

Item 15 8 4.3750 0.74402 To an Extent

Item 16 8 4.1250 0.99103 To an Extent

Item 17 8 4.3750 0.51755 To an Extent

Item 18 8 4.1250 1.12599 To an Extent

Table 1 revealed that eighteen statements listed in the software requirement specification

meet the 3.0 mean acceptance cut off level. The result indicated that all members of independent

team agreed that the prototype intelligent performed all the tasks listed for the intended

intelligent tutor. It was agreed that two items conformed to great extent; seventeen items

conformed with to an extent; while only one item conformed to somewhat extent.

Research Question 2

To what extent does Auto-Mechanics Intelligent Tutor developed conform to the

Software Requirement Specification outside the developer’s Site?

Answer to this research question is provided in Table 2 with item specifications 1 – 25.

Table 2

Teachers’ Mean Ratings on the Extent of Conformity of Auto-Mechanics Intelligent

Tutor with Software Requirement Specifications outside the Developer’s Site

Items N Mean Std. Deviation Decision

Item 1 8 4.1250 1.45774 To an Extent



Item 4 8 4.3750 1.06066 To an Extent


Item 6 8 4.5000 1.06904 To an Extent

Item 7 8 4.6250 0.51755 To an Extent

Item 8 8 4.5000 1.06904 To an Extent

Item 9 8 4.6250 0.74402 To an Extent

Item 10 8 4.5000 1.06904 To an Extent

Item 11 8 4.3750 0.51755 To an Extent

Item 12 8 4.2500 0.70711 To an Extent





Item 17 8 4.8750 0.35355 To an Extent

Item 18 8 4.8750 0.35355 To an Extent



Item 21 8 4.0000 0.75593 To an Extent

Item 22 8 4.0000 0.75593 To an Extent




Table 2 revealed that twenty five statements listed in the software requirement

specification meet the 3.0 mean acceptance cut off level. The result indicated that all members of

independent team agreed that the prototype intelligent performed all the tasks listed for the

intended intelligent tutor. It was agreed that four items conformed to great extent; twelve items

conformed wit to an extent; while only nine items conformed to somewhat extent.

Research Question 3 What is the effect of Intelligent Tutor on students’ Cognitive achievement in Auto-

mechanics trades programme in technical college?

Answer to this research question is provided in Table 3.

Table 3

Mean Scores of Students’ Cognitive Achievement in Auto-Mechanics based on the

Modes of Instruction

Cognitive Achievement

Pretest Post-test

Group N Mean SD Mean SD Mean Gain

Experimental 33 1.8788 1.2815 27.1212 5.5332 25.2424

Control 39 2.0513 1.4031 21.8718 5.7163 19.8205

Table 3 revealed that the pretest mean scores of 1.8788 and 2.0513 indicated the

performance of the subjects in the experimental group and control group respectively at the

beginning of the study. The standard deviation of pretest in both experimental and control groups

are 1.28152 and 1.40312 respectively. The post-test mean scores of 27.1212 and 21.8718

indicated the performance of the subjects in the experimental group and control group

respectively at the end of the study with standard deviation of posttest in both experimental and

control groups as 1.28152 and 1.40312 respectively. The results from the table unraveled that a

posttest-posttest mean gain of 5.4219 was recorded in favour of experimental group. This means

that the students in the experimental group performed better than the students in the control

group.

Research Question 4 What is the effect of using Intelligent Tutor on students’ Psychomotor achievement in

Auto-mechanics trade programmes in technical college?


Table 4

Mean Scores of Students’ Psychomotor Achievement in Auto-Mechanics based on

the Modes of Instruction

Psychomotor Achievement

Pretest Post-test


Experimental 33 7.5758 4.7324 34.8788 11.6374 27.3030

Control 39 7.0000 4.9254 26.2308 7.9288 19.2308

Table 4 revealed that the pretest mean scores of 7.5758 and 7.0000 indicated the

performance of the subjects in the experimental group and control group respectively at the

beginning of the study. The standard deviation of pretest in both experimental and control groups

are 4.7324 and 4.9254 respectively. The post-test mean scores of 34.8788 and 26.2308 indicated

the performance of the subjects in the experimental group and control group respectively at the

end of the study. The standard deviation of pretest in both experimental and control groups are

11.6374 and 7.9288 respectively. The results from the table unraveled that a posttest-posttest

mean gain of 8.0622 was recorded in favour of experimental group. This means that the

experimental group performed better.

Research Question 5 What is the effect of using Intelligent Tutor on students’ Cognitive retention in Auto-



Table 5

Mean Scores of Students’ Psychomotor Retention in Auto-Mechanics based on the

Modes of Instruction

Cognitive Retention

Pretest Retention-test


Experimental 33 1.8788 1.2815 27.6364 5.5583 25.7576

Control 39 2.0513 1.4031 20.6667 5.7772 18.6154

Table 5 revealed that the pretest mean scores of 1.8788 (with SD of 1.2815) and 2.0513

(with SD of 1.4031) indicated the performance of the subjects in the experimental group and

control group respectively at the beginning of the study. The retention-test mean scores of

27.6364 (with SD of 5.5583) and 20.6667 (with SD of 5.7772) indicated the performance of the

subjects in the experimental group and control group respectively at the end of delay period three

weeks after the post-test. The results from the table unraveled that The results from the table

unraveled that retention-test - retention-test mean gain of 7.1422 in favour of experimental

group. This means that students in the experimental group retained the material learnt better.

Research Question 6 . What is the effect of using Intelligent Tutor on students’ Psychomotor retention in Auto-



Table 6

Mean Scores of Students’ Psychomotor Achievement in Auto-Mechanics based on

the Modes of Instruction

Psychomotor Retention

Pretest Retention-test


Experimental 33 7.5758 4.7324 35.9594 11.9005 28.3636

Control 39 7.0000 4.9254 23.0513 7.5007 16.0513

The data presented in Table 6 revealed that the pretest mean scores of 7.5758 (with SD of

4.7324) and 7.0000 (with SD of 7.0000) indicated the performance of the subjects in the

experimental group and control group respectively at the beginning of the study. The retention-

test mean scores of 35.9394 (with SD of 11.9005) and 23.0513 (with SD of 7.5007) indicated the

performance of the subjects in the experimental group and control group respectively at the end

of delay period three weeks after the post-test. The results from the table unraveled that there

was a retention-test - retention-test mean gain of 12.3123 in favour of experimental group. This

means that the students in the experimental group retained the material learnt better than the

students in the control group.

Test of Hypotheses

All the stated hypotheses as follows were tested at 0.05 level of significance:

Hypothesis 1




The test of hypothesis is presented in Table 7 applying ANCOVA Statistics formula

Table 7

Summary of Analysis of Covariance (ANCOVA) of Students’ Cognitive

Achievement Scores in Auto- Mechanics based on Modes of Instruction

Source Type III Sum of Square df Mean Square F Sig of F

Correct Model 591.605a 2 295.802 9.561 0.000

Intercept 3649.742 1 3649.742 117.963 0.000

Pretest 743.232 1 74.232 2.399 0.126

Group 539.381 1 539.381* 17.433 0.000

Error 2134.840 69 30.940

Total 45164.000 72

Corrected Total 2726.444 71

*Significance at Sig of F less than 0.05

The data presented in Table 7 above shows the F-calculated value for the effect of

instruction on the cognitive achievement of students in Experimental group and Control group.

The F-cal value for the groups is 17.433 with a significance of F at .000 which is less than .05.

The results indicated that there is a significant difference between the mean scores of

Experimental group and Control group in the Cognitive achievement of students in Auto-

mechanics trades’ programme in technical college. F = 17.433, P > 0.05. Therefore, the null

hypothesis of no significant difference between the mean scores of Experimental group and

Control group in the Cognitive achievement of students in Auto-mechanics trades’ programme in

technical college is rejected. Thus, there is a significant difference between the mean scores of

Experimental group and Control group in the Cognitive achievement of students in Auto-

mechanics trade programmes in technical college.

Hypothesis 2


Control group in the Psychomotor achievement of students in Auto-mechanics trade


The test of hypothesis is presented in Table 8 applying ANCOVA Statistics formula.

Table 8

Summary of Analysis of Covariance (ANCOVA) of Students’ Psychomotor

Achievement Scores in Auto- Mechanics based on Modes of Instruction


Correct Model 4245.735a 2 2122.867 38.410 0.000

Intercept 6106.060 1 6106.060 110.479 0.000

Pretest 2908.895 1 2908.895 52.632 0.000

Group 1065.284 1 1065.284 19.275* 0.000

Error 3813.543 69 55.269

Total 73702.000 72



Table 8 shows the F-calculated value for the effect of instruction on the psychomotor

achievement of students in Experimental group and Control group. The F-cal value for the

treatment is 19.275 with a significance of F at .000 which is less than .05. The results indicated

that there is a significant difference between the mean scores of Experimental group and Control

group in the Psychomotor achievement of students in Auto-mechanics trades’ programme in

technical college F = 19.275, P > 0.05. Therefore, the null hypothesis of no significant

difference between the mean scores of Experimental group and Control group in the

Psychomotor achievement of students in Auto-mechanics trades’ programme in technical college

is rejected and the alternative hypothesis is not rejected. Thus, there is a significant difference

between the mean scores of Experimental group and Control group in the Psychomotor

achievement of students in Auto-mechanics trades’ programme in technical college.

Hypothesis 3


Control group in the Cognitive retention of students in Auto-mechanics trades’

programme in technical college.


Table 9

Summary of Analysis of Covariance (ANCOVA) of Students’ Cognitive Retention

Scores in Auto- Mechanics based on Modes of Instruction


Correct Model 926.975a 2 463.488 14.863 0.000

Intercept 3617.909 1 3617.909 116.021 0.000

Pretest 88.606 1 88.606 2.841 0.000

Group 868.491 1 868.491 27.851* 0.000

Error 2151.636 69 31.183

Total 44072.000 72



Table 9 shows the F-calculated value for the effect of instruction on the Cognitive

retention of students in Experimental group and Control group. The F-cal value for the treatment

is 27.851 with a significance of F at .000 which is less than .05. The results indicated that there is

a significant difference between the mean scores of Experimental group and Control group in the

Cognitive retention of students in Auto-mechanics trades’ programme in technical college F =

27.851, P > 0.05. Therefore, the null hypothesis of no significant difference between the mean

scores of Experimental group and Control group in the Cognitive retention of students in Auto-

mechanics trades’ programme in technical college is rejected and the alternative hypothesis is

not rejected. Thus, there is a significant difference between the mean scores of Experimental

group and Control group in the Cognitive retention of students in Auto-mechanics trade


Hypothesis 4


Control group in the Psychomotor retention of students in Auto-mechanics trades’



Table 10

Summary of Analysis of Covariance (ANCOVA) of Students’ Psychomotor

Retention Scores in Auto- Mechanics based on Modes of Instruction


Correct Model 5758.827a 2 2879.414 51.205 0.000

Intercept 5590.949 1 5590.949 99.425 0.000

Pretest 2789.729 1 2789.729 49.611 0.096

Group 2560.292 1 2560.292 45.530* 0.000

Error 3880.048 69 56.233

Total 70017.000 72



Table 10 shows the F-calculated value for the effect of instruction on the psychomotor

retention of students in Experimental group and Control group. The F-cal value for the group is

45.530 with a significance of F at .000 which is less than .05. The results indicated that there is a

significant difference between the mean scores of Experimental group and Control group in the

Psychomotor retention of students in Auto-mechanics trades’ programme in technical college F =

45.530, P > 0.05. Therefore, the null hypothesis of no significant difference between the mean

scores of Experimental group and Control group in the Psychomotor retention of students in

Auto-mechanics trades’ programme in technical college is rejected and the alternative hypothesis

is not rejected. Thus, there is a significant difference between the mean scores of Experimental

group and Control group in the Psychomotor retention of students in Auto-mechanics trades’


Table 11

Summary of the Unadjusted and Adjusted Mean of Posttest and Retention test

Scores of Experimental and Control Groups

Type of

Domain

Type of

Mean

Experimental Group Control Group

Posttest -

Y

Retention

test- Z

Posttest -

Y

Retention

test- Z

Cognitive

Achievement

Unadjusted Means 26.9647 27.1647 21.1099 18.7253

Adjusted Mean 27.349 27.880 21.679 20.460

Psychomotor

Achievement

Unadjusted Means 34.8788 35.9394 26.2308 23.0513

Adjusted Mean 34.387 35.457 26.647 23.459

A cursory examination into Table 15 showed that experimental group (Adjusted means =

27.349) scored notably higher than control group (Adjusted means = 21.679) in the posttests of

cognitive achievement test. In the same manner, experimental group (Adjusted means = 34.387)

scored considerably higher than control group (Adjusted means = 26.647) in the posttests of

psychomotor achievement test. Similarly, the students in the experimental group were found to

score slightly higher in the Retention test than posttest. But on the other way round, the students

in the control group were found to score appreciably higher in the Retention test than posttest

Findings of the Study The results of the findings indicated that:

1. Auto-Mechanics Intelligent Tutor performed all the tasks contained in the Software

Requirement Specifications (SRS) to fulfils the requirement at the developers’ site when

the intended group of students who are the intended consumers of the tutor were made to

use the prototype tutor:

i. Auto Mechanics Intelligent Tutor Runs or operates on a PC Platform;

ii. Auto Mechanics Intelligent Tutor simulates and makes decision as an auto–

mechanics subject matter expert to provides the benefit of active guidance on

one–on-one instruction for the students;

iii. Auto Mechanics Intelligent Tutor tracks down the behaviour of students;

iv. Auto Mechanics Intelligent Tutor forces student to follow a learning sequence;

v. Auto Mechanics Intelligent Tutor provided opportunity for student to control

his own pace of study;

vi. Auto Mechanics Intelligent Tutor creates a multimedia presentation;

vii. Auto Mechanics Intelligent Tutor provided suggestions on how to proceed or

helps/ assistance on request or when needed;

viii. Auto Mechanics Intelligent Tutor provided timely feedback;

ix. Auto Mechanics Intelligent Tutor controlled entrance into the examination

contents through the students’ ID No. and password and a password to be

supplied by the teacher;

x. Auto Mechanics Intelligent Tutor controlled and recorded the actual time spent in

writing examination and log out;

xi. Auto Mechanics Intelligent Tutor Scored the achievement test, stored student

scores in the database and displayed the student scores in the database and

displayed the result at the expiration of the test. for each student;

xii. Auto Mechanics Intelligent Tutor produced the students record scores and it is

recallable on request through the use of students name and password;

xiii. Auto Mechanics Intelligent Tutor can explain its reasoning well;

xiv. Auto Mechanics Intelligent Tutor catched obvious user mistakes;

xv. learners understand what is expected of them;

xvi. the examples, analogies and case studies in Auto Mechanics Intelligent Tutor are

relevant to learners need and interest;

xvii. all terms of the content areas in Auto Mechanics Intelligent Tutor are adequately

explained; and

xviii. all activities of the Auto Mechanics Intelligent Tutor practicable.

2. Auto-Mechanics Intelligent Tutor performed the following tasks in the actual classroom

(outside the developers’ site) as contained in the Software Requirement Specifications

(SRS):

i. the teacher watched the students using Auto Mechanics Intelligent Tutor to study

Auto-Mechanics concept;

ii. most students finished all the topics and activities meant for study in the Auto

Mechanics Intelligent Tutor;

iii. students always perform the activities stated for each concept in the Auto

Mechanics Intelligent Tutor;

iv. the use of Auto Mechanics Intelligent Tutor meet the expectations of the auto-

mechanics teachers;

v. By the assessment of teachers used as research assistants, the students find Auto

Mechanics Intelligent Tutor easy to understand;

vi. Auto Mechanics Intelligent Tutor Runs or operates on a PC Platform;

vii. Auto Mechanics Intelligent Tutor simulates and makes decision as an auto–

mechanics subject matter expert to provides the benefit of active guidance on

one–on-one instruction for the students;

viii. Auto Mechanics Intelligent Tutor tracks down the behaviour of students;

ix. Auto Mechanics Intelligent Tutor forces student to follow a learning sequence;

x. Auto Mechanics Intelligent Tutor provided opportunity for student to control

his own pace of study;

xi. Auto Mechanics Intelligent Tutor creates a multimedia presentation;

xii. Auto Mechanics Intelligent Tutor provided suggestions on how to proceed or

helps/ assistance on request or when needed;

xiii. Auto Mechanics Intelligent Tutor provided timely feedback;

xiv. Auto Mechanics Intelligent Tutor controlled entrance into the examination

contents through the students’ ID No. and password and a password to be

supplied by the teacher;

xv. Auto Mechanics Intelligent Tutor controlled and recorded the actual time spent in

writing examination and log out;

xvi. Auto Mechanics Intelligent Tutor Scored the achievement test, stored student

scores in the database and displayed the student scores in the database and

displayed the result at the expiration of the test. for each student;

xvii. Auto Mechanics Intelligent Tutor produced the students record scores and it is

recallable on request through the use of students name and password;

xviii. Auto Mechanics Intelligent Tutor can explain its reasoning well;

xix. Auto Mechanics Intelligent Tutor catched obvious user mistakes;

xx. learners understand what is expected of them;

xxi. the examples, analogies and case studies in Auto Mechanics Intelligent Tutor are

relevant to learners need and interest;

xxii. all terms of the content areas in Auto Mechanics Intelligent Tutor are adequately

explained;

xxiii. all activities of the Auto Mechanics Intelligent Tutor practicable.;

xxiv. the language level did not posed much problem to the students in the use of Auto-

Mechanics Intelligent Tutor; and

xxv. the methods or approaches used in the presentation of Auto-Mechanics Intelligent

Tutor activities is appropriate for this level of students

3. The students in the experimental group obtained higher mean scores than the

students in the control group in the cognitive achievement.


students in the control group in the Psychomotor achievement.


students in the control group in the cognitive retention.


students in the control group in the psychomotor retention.

7. There was a significant difference between the mean scores of Experimental

group and Control group in the Cognitive achievement of students in Auto-

mechanics trade programmes in technical college. An examination of adjusted

means unraveled that experimental group had Adjusted means scores notably

higher than control group in the posttests of cognitive achievement test. This

implies that the Intelligent Tutor Instructional Medium was significantly more

effective than the Conventional teaching method on the students’ cognitive

achievement in the learning.


group and Control group in the Psychomotor achievement of students in Auto-

mechanics trades’ programme in technical college. An examination of

adjusted means unraveled that experimental group had Adjusted means scores

notably higher than in control group in the posttests of psychomotor

achievement test. This implies that the Intelligent Tutor Instructional Medium

was significantly more effective than the Conventional teaching method on the

students’ psychomotor achievement in the learning Auto-Mechanics.


group and Control group in the Cognitive retention of students in Auto-mechanics

trade programmes in technical college.


group and Control group in the Psychomotor retention of students in Auto-

mechanics trade programmes in technical college.

Discussion of Findings The data presented in Table 1 provided answers to research question number 1. It was

indicated that all members of the Independent team agreed that the Auto-Mechanics Intelligent

Tutor prototype performed all the tasks contained in the Software Requirement Specifications

(SRS). More so, the results from Table 2 indicated that all the Auto-Mechanics teachers that

were used as research assistants on which the Beta test were conducted equally agreed that the

Auto-Mechanics Intelligent Tutor performed all the tasks contained in the Software Requirement

Specifications (SRS) in the actual classroom.

The data presented in Table 3 provided answer to research question 3. The finding

revealed that the effect of Intelligent Tutor instructional medium on students’ cognitive

achievement is higher than the effect of Conventional teaching method on students’ cognitive

achievement. In this connection, Intelligent Tutor instructional medium improved students’

cognitive performance than the Conventional teaching method because the students treated with

Intelligent Tutor instructional medium was found to performed better in Cognitive achievement

test. In the same vein, analysis of covariance was used to test the first hypothesis with the finding

in Table 7 indicating that there was a significant difference between the mean score of

experimental and control groups in the Cognitive achievement of students in Auto-mechanics

trades’ programme in technical college. More so, an examination of adjusted means unraveled

that experimental group had adjusted mean scores notably higher than control group adjusted

means in the posttests of cognitive achievement test. This implies that the Intelligent Tutor

Instructional Medium was significantly more effective than the Conventional teaching method

on the students’ cognitive achievement in the learning. The results of the study agree with the

study conducted by Chien, Yunus, Wan Ali and Bakr (2008) that there was a significant

difference in the students’ achievement in algebraic between students who learned with the CAI

+ ITS and those who learned with CAI alone. The finding of that study indicated that CAI + ITS

was more effective in helping the students to learn as compared to using CAI alone. The study

suggested that educators and software developers should focus on the development of ITS based

learning tool or integrate ITS elements in courseware development rather than developing a mere

CAI.

The data presented in Table 4 presented answer to research question 4. The finding

revealed that the effect of Intelligent Tutor instructional medium on students’ psychomotor

achievement is higher than the effect of Conventional teaching method on students’ psychomotor

achievement. This means that Intelligent Tutor instructional medium produced a tremendous

positive impact on students’ Psychomotor performance than the Conventional teaching method

because the students treated with Intelligent Tutor instructional medium were found to perform

better in Psychomotor test. In the same vein, analysis of covariance was used to test the

hypothesis 2 with the finding in Table 8 that showed a significant difference between the mean

scores of experimental and control groups in the Psychomotor achievement of students in Auto-

mechanics trades’ programme in technical college. Similarly, an analysis of adjusted means

unraveled that experimental group had adjusted means scores notably higher than control group

adjusted means in the posttests of psychomotor achievement test. This implies that the Intelligent

Tutor Instructional Medium was significantly more effective than the Conventional teaching

method on the students’ psychomotor achievement in the learning Auto-Mechanics in Technical

Colleges. The study corroborates the finding by Nwachuckwu (2006) which claimed that

Intelligent computer-assisted instruction (ICAI) was significantly more effective than non-

intelligent computer-assisted instruction for higher order learning in technical education and

training. This finding claims that Practical skills can now be delivered virtually via a well

organized ICT set up in which Programmed instruction in form of software and interactive video

made it easy for practical skills to be taught using ICTs and provides support for the benefits of

using ICAI in teaching higher order subject matter and higher order skills

Table 5 presented answer to research question 5 and the finding revealed that the effect of

Intelligent Tutor instructional medium on students’ cognitive retention is higher than the effect

of Conventional teaching method on students’ cognitive retention. This implies that Intelligent

Tutor instructional medium enhanced students’ cognitive retention than Conventional teaching

method because the students treated with Intelligent Tutor instructional medium were found to

perform better in cognitive retention test. In the same vein, analysis of covariance was used to

test the hypothesis 3 with the finding in Table 9 that showed a significant difference between the

mean score of experimental and control groups in the cognitive retention of students in Auto-

mechanics trades’ programme in technical college.

In addition, the adjusted means of Retention test is slightly higher than the adjusted

means of posttest in the experimental group Achievement test. This implies that the material

learnt were retained and that the slight improvement in the achievement recorded in favour of

retention test could be attributed to an overwhelming interest and enthusiasm demonstrated and

any kind of possible review by the students after the posttest. However, the adjusted means

(Table 11) indicated a considerable drop on Retention test lower than the adjusted means of

posttest in the control group Achievement test. This implies that the information learnt using

conventional teaching method was not retained. It could therefore be drawn from the above

results that Intelligent Tutor Instructional medium is the source of significant treatment indicated

in hypothesis 3 (Table 9). Hence, Intelligent Tutor Instructional medium enhanced the students’

cognitive retention of learning significantly. The implication of this finding is that Intelligent

Tutor instructional medium is significantly more effective than the Conventional teaching

method for enhancing students’ cognitive retention in Auto-Mechanics in Technical Colleges.

Table 6 presented answers to research question 6 and the finding revealed that the effect

of Intelligent Tutor instructional medium on students’ Psychomotor retention is higher than the

effect of Conventional teaching method on students’ Psychomotor retention. In this connection,

Intelligent Tutor instructional medium improved students’ Psychomotor retention than the

Conventional teaching method because the students treated with Intelligent Tutor instructional

medium were found to perform better in psychomotor retention test. In the same vein, analysis of

covariance was used to test the hypothesis 4 with the findings in Table 10 that showed a

significant difference between the mean score of experimental and control groups in the

psychomotor retention in Auto-mechanics trade programmes in technical college. However, a

careful analysis of the adjusted means unveiled that adjusted means of retention test is slightly

higher than the adjusted means of posttest in the experimental group’s Psychomotor

Achievement test as contained in Table 11. This implies that the materials learnt using Intelligent

Tutor instructional medium were retained. Meanwhile, the improvement in the achievement

could be attributed to an overwhelming interest and enthusiasm demonstrated and any kind of

possible review by the students after the posttest. Moreover, the adjusted means (Table 11)

indicated a considerable drop on retention test lower than the adjusted means of posttest in the

control group’s Psychomotor Achievement test. This implies that the information learnt using

conventional teaching method was not retained. It could therefore be drawn from the above

results that Intelligent Tutor Instructional medium is the source of significant treatment indicated

in hypothesis 4 (Table 10). Hence, Intelligent Tutor Instructional medium enhanced the students’

retention of learning in practical skill achievement significantly. The implication of this finding

is that Intelligent Tutor instructional medium is significantly more effective than the

Conventional teaching method for enhancing students’ psychomotor retention in Auto-

Mechanics in Technical Colleges.

The results obtained across each phases of an Auto-Mechanics Intelligent Tutor life cycle

in all areas of investigation provide a worthwhile evidence and basis to suggest a high degree of

validity for the package in the study. The study further revealed that Auto-Mechanics Intelligent

Tutor has potential in Auto-Mechanics learning via computer applications. The use of Auto-

Mechanics Intelligent Tutor instructional approach appears to have value as an instructional tool

for Auto-Mechanics learning. The fact that these students achieved better results in the Auto-

Mechanics Intelligent Tutor instructional approach indicates that Auto-Mechanics Intelligent

Tutor is a viable instructional option. As at present, indigenous computer instructional packages

on Auto-Mechanics and other vocational and technical subjects are not readily available in

Nigeria. This could be due to the fact that the country is still undergoing a process of

technological development in the area of ICT. Consequently, the production of computer

software package suited for instruction and their corresponding utilization for instruction in

Nigerian technical college educational system is not widespread. For that reason, exigency

demands for researching into the development of Intelligent Tutor and validation on the

performance and retention of learning by the Auto-mechanics trades students in technical

colleges. The findings of this study in all areas of investigation therefore provide a reasonable

platform and point of reference for other researchers who may be willing to design and validate

similar computer-based software in other areas of vocational and technical subject areas.

CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATIONS Restatement of the problem

The decision to design and develop Intelligent Tutor stemmed from the need to improve

the students’ performance by making students more personally familiar with emerging

technologies and create conducive climate for graduates of auto mechanics to have the

technical skills needed to function in our increasingly technologically oriented society. More

importantly, the industrial nature of Nigeria as a developing country with large vehicular

population demands effective practice of motor vehicle mechanics work in the country.

However, majority of the students have been completing the programme with very poor

academic performance and inadequate skills. This situation is worrisome as it could not earn the

students paid or self employment, or worse still, admission into higher technical institution for

advancement in their academic pursuit. A country that is yearning for technological advancement

like Nigeria need to make frantic efforts at improving the pedagogical styles in Technical

Colleges to enhance a better understanding of difficult auto mechanics theoretical and practical

concepts especially when the high failure rate in the subject has been attributed to ineffective

teaching methods. True learning occurs when one digests the new material, makes it his own by

reorganizing his cognitive structure and uses it in new applications. Interaction with a computer

that provides immediate feedback and individual guidance is particularly appropriate for the

process of true learning. According to Luckson (n.d.) ICT is seen as a way to promote

educational change, improve the skills of learners and prepare them for the global economy and

information society.

More so, the 21st century ushered in a new world order whereby the work place is asking

for graduates who have acquired a strong intellectual framework for assessing information to

create new things effectively. If Nigerian graduates of Auto-Mechanics in technical colleges

must survive in this competitive world economy, there is the need to make frantic efforts at

improving our pedagogical educational styles. Meanwhile, the design and development of

educational software were reported in the literature to be carried out abroad and have not been

seen carried out to the best knowledge of the researcher in Nigerian educational institutions. As a

consequence, exigency demands for designing and developing computer-based software that best

suited the peculiar needs of Nigerians immediate environment in order to fill the gap created in

the literature.

The problem of this study therefore bothers on the need to improve the students’

performance by making students more personally familiar with emerging technologies and create

a conducive climate for graduates of auto mechanics to have the technical skills needed to

function in the increasingly technologically oriented society by developing an intelligent Tutor

software suited to meet the peculiar needs of our immediate environment and validate it on the

performance and retention of learning by the Auto- mechanics trades students in technical

colleges.

Summary of Procedures Used The study was a research and development and was aimed at developing and validating

an Auto-Mechanics Intelligent Tutor on the performance and retention of learning by the Auto-

Mechanics trades students in Technical Colleges. The specific objectives of this study were:


with the Software Requirement Specification at the developer’s Site.

2,. find out whether the output of an Auto-Mechanics Intelligent Tutor developed conform

with the Software Requirement Specification outside the developer’s Site.

3. find out whether the subject matter contents of the developed Auto Mechanics Intelligent

Tutor concept sufficiently covered the required areas of auto-mechanics in appropriate

and sequential manner.

4. determine the effect of an Auto Mechanics Intelligent Tutor on the cognitive achievement


5. determine the effect of an Auto Mechanics Intelligent Tutor on the psychomotor

achievement of students in Auto-mechanics trade programmes in technical college.

6. determine the effect of an Auto Mechanics Intelligent Tutor on the cognitive retention of

students in Auto-mechanics trade programmes in technical college.

119

7. determine the effect of an Auto Mechanics Intelligent Tutor on the psychomotor retention


In order to achieve these objectives, the software design framework that constitutes the

life cycle of Auto-Mechanics Intelligent Tutor adopted for this study consist of the following

phases:

i. Users Needs Assessment and Software Requirement Analysis

ii Knowledge Acquisition

iii. Design and Implementation

iv. Testing, Verification and Validation

a. Face validation of the contents of the subject matter

b. Error checking throughout the coding processes and source code inspection.

c. Alpha test

d. Conducting an experiment with an experimental and a control groups: pretest,

Implementation or Treatment, Beta test, post test and retention test, Summative


Principal Findings Based on the data collected and analysed, the following principal findings were made:

1. The results of the Alpha test indicated that all members of the Independent team agreed

that the Auto-Mechanics Intelligent Tutor prototype performed all the tasks contained in

the Software Requirement Specifications (SRS).

2. All the Auto-Mechanics teachers that were used as research assistants on which the Beta

test were conducted equally agreed that the Auto-Mechanics Intelligent Tutor performed

all the tasks contained in the Software Requirement Specifications (SRS) in the actual

classroom.

3. The students in the experimental group obtained higher mean scores than the students in

the control group in the cognitive achievement.


the control group in the Psychomotor achievement.

5. The students in the experimental group obtained higher mean scores than the students

in the control group in the cognitive retention.


the control group in the psychomotor retention.

7. There was a significant difference between the mean scores of Experimental group and


programmes in technical college. An examination of adjusted means unraveled that

experimental group had Adjusted means scores notably higher than control group in the

posttests of cognitive achievement test. This implies that the Intelligent Tutor

Instructional Medium was significantly more effective than the Conventional teaching

method on the students’ cognitive achievement in the learning.


Control group in the Psychomotor achievement of students in Auto- mechanics trades’

programme in technical college. An examination of adjusted means unraveled that

experimental group had Adjusted means scores notably higher than in control group

in the posttests of psychomotor achievement test. This implies that the Intelligent Tutor

Instructional Medium was significantly more effective than the Conventional teaching

method on the students’ psychomotor achievement in the learning Auto-Mechanics.


Control group in the Cognitive retention of students in Auto-mechanics trade



Control group in the Psychomotor retention of students in Auto- mechanics trade


Implication of the Study The findings of this study have implications for National Board for Technical Education

(NBTE), curriculum planners, teachers, students, automotive industries and the society at large.

The primary aim of this study was to produce a valid Intelligent Tutor that could be

utilized as a suitable instructional medium for learning Auto-Mechanics and so enhance students’

cognitive achievement, psychomotor achievement and retention of learning in the trade in

technical colleges. This study established a high degree of validity for the Intelligent Tutor. The

implication (inherent in the study) is that the skill of producing such learning packages should be

encouraged among vocational and technical educators in Nigeria. Other vocational and technical

teachers should therefore, join this technological train and endeavour to produce similar valid

Intelligent Tutors in other vocational and technical areas. The practicing vocational and technical

teachers in technical colleges are to be encouraged to be computer literate and be skilled in the

design and development of learning packages in ICT. More so, department of information

technologies in most Nigerian universities should extend the practice of developing education

software package suites to take care of three educational domains especially in the field of

vocational and technical education.

The study further found out that Intelligent Tutor instructional medium is more effective

in enhancing students’ cognitive achievement and psychomotor achievement in auto-mechanics

in technical colleges. However, Intelligent Tutor technique has changed the roles of students and

the teacher in the classroom interaction. The students became actively involved in their learning

process while the teacher became a facilitator. Students were enthusiastic and excited at the

Intelligent Tutor instructional medium. The study implied that the curriculum planners should

develop appropriate curriculum that will make provision for adoption of Intelligent Tutor

instructional strategy for learning auto-mechanic in technical colleges in Nigeria. In addition,

there is a need for vocational and technical teachers to adopt the use of Intelligent Tutor

instructional strategy for both theory and practical in auto-mechanics. The study further implied

that provision should be made by the Government to encourage, motivate and avail the students

the opportunity or access to learn through Intelligent Tutor Instructional medium Students with

the assistance of teachers should seek to be more conversant with the use of available ICT

facilities such as the internet to learn. As such they should be able to appreciate the extent, to

which ICT will assist them in learning auto-mechanics and indeed other technical

subjects/trades.

The findings of the study have serious implications for the automotive industries and the

society at large. Graduating students of auto-mechanics from technical colleges have immense

contribution to make for the progress of Nigerian economy, safety of lives and properties of

inhabitants in the society. The implication of the study stresses the need for more competent

automotive craftsmen to be graduated out in technical colleges. Since Auto-Mechanics

Intelligent Tutor instructional medium clearly aids students to learn how to learn better and

which as well enhances students’ cognitive achievement, psychomotor achievement and

retention of learning of auto-mechanics in technical colleges, it is hope that if Auto-Mechanics

Intelligent Tutor instructional medium is adopted into the classroom in technical colleges, the

craftsmen produced by the technical colleges will graduate with requisite automobile skills

needed for work in the industry, for self reliance and in the present world of work. Society at

large in turn will benefit maximally from the services of competent automotive craftsmen.

Conclusion

The findings of the study across each phases of an Auto-Mechanics Intelligent Tutor life

cycle established a high degree of validity for the package in all areas of investigation. The

results obtained indicated that Auto-Mechanics Intelligent Tutor performed all the tasks

contained in the Software Requirement Specifications (SRS) to fulfil the requirement at and

outside the developer’s site when the intended groups of students who are the intended users of

the tutor were made to use the prototype tutor. The study further revealed that cognitive

achievement and psychomotor achievement and retention of learning were enhanced using Auto-

Mechanics Intelligent instructional medium. Consequently, Intelligent Tutor has the potential to

enhance Auto-Mechanics learning via computer applications. The use of Auto-Mechanics

Intelligent Tutor instructional approach has value as an instructional tool for Auto-Mechanics

learning. It therefore implies that instructional medium such as Intelligent Tutor instructional

medium should be explored to enhance students’ cognitive achievement and retention in Auto-

Mechanics trades’ programme. Consequently, the production of more computer software

package suites for instruction and their corresponding utilization for instruction in Nigerian

technical college educational system should be encouraged.

Recommendations Based on the findings of the study, the researcher recommends the following:

1. Teachers especially those teaching Auto-Mechanics and other vocational and technical

subjects should adopt Auto-mechanics Intelligent Tutor and other ICT instructional

strategy to enhance students’ cognitive achievements, psychomotor achievements and

retention of learning in technical and vocational trades programmes.

2. Production of software package suite should be incorporated as part of course of study in

the department of Vocational Teacher Education in Nigerian Universities.

3. Teachers and students should break away from the old method of teaching and ensure the

instruction in technical colleges become student and self-assisted learning oriented as

exemplified in the use of Auto-Mechanics Intelligent Tutor instructional medium.

4. Teachers must develop interest in the use of Auto-mechanics Intelligent Tutor and other

ICT instructional medium and therefore should develop ICT skill and knowledge in order

to enhance their use in technical college classrooms.

5. All primary and secondary schools should be equipped with ICT facilities for teaching

and learning processes to enable the pupils and students develop computer literacy and

skills from elementary schools which will eventually assist them in a better usage of ICT

facilities in technical colleges and higher institutions of learning.

6. Workshops and seminars should be organized by ministries of education and related

government agencies to enlighten auto-mechanics and other vocational and technical

teachers and also improve their knowledge and skills on the use of Auto-mechanics

Intelligent Tutor and other ICT instructional medium as found in this study to be effective

in enhancing students’ cognitive achievement, psychomotor achievement and retention of

learning in technical and vocational trade programmes.

Limitation of the Study

1. The design stage of the study suffered a prolong delay and caused serious waste of

financial resources due to inability of the researcher to discover competent software

programmer in time.

2. The technical college used for experimental group suffered irregular electric power

supply which was substituted with a petrol generator (hired) for two weeks.

3. Administration of delayed posttest suffered a brief set back in the experimental group as

most students are not aware of the examination. Meanwhile, with the use of mobile phone

the students eventually turned up for the examination.

4. The number of technical colleges covered limited the generalization of the findings

Suggestion for Further Studies

From the findings of this study the following further researches are suggested:

1. Computer-based software (instructional packages) such as the Intelligent Tutor or other

ICT instructional packagees should be produced for all the other topics in the Nigerian

year 1 to 3 Motor Vehicle Work NABTEB curriculum. This could be cooperatively done

by teachers, researchers, students, or educational technologists.

2. Future research involving the use of Auto-Mechanics Intelligent Tutor is needed to

further confirm or ascertain the generalizability of this validation results.

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APPENDICES

144

APPENDIX A: THE DISTRIBUTION OF TECHNICAL COLLEGE STUDENTS’ POPULATION IN LAGOS STATE

S/N Name of Technical College No of Students

1. Government Technical College, Adosoba 33

2. Government Technical College, Agidingbi 41

3. Government Technical College, Ikorodu 41

4. Government Technical College, Ikotun 39

5. Government Technical College, Epe 50

6. Federal Science and Technical College, Yaba 27

Total 231

APPENDIX B: Experiential Evaluation Questionnaire for Independent

Team Members on the Extent to which Auto-Mechanic Intelligent Tutor Conform with Software Requirement Specifications at the Developer’s Site

This questionnaire seeks to find out your opinion on whether the outputs of the Auto

Mechanics Intelligent Tutor conforms to the user’s input

Please tick ( ) against the response that best represents your opinion on each of the item

below:

Auto Mechanic Intelligent Tutor Activities

Does the Auto Mechanics Intelligent Tutor Run or operate on a Personal

Computer Platform? .

Does Auto Mechanics Intelligent Tutor simulate and make decision as an

auto – mechanics subject matter expert to provide the benefit of active guidance on one–on-one instruction for the students?

Does Auto Mechanics Intelligent Tutor force student to follow a

learning sequence?.

Does Auto Mechanics Intelligent Tutor track down the behaviour of

students?.

Does Auto Mechanics Intelligent Tutor provide opportunity for student to

control his own pace of study?.

Does Auto Mechanics Intelligent Tutor creates a multimedia

presentation?.

Does Auto Mechanics Intelligent Tutor provided suggestions on how to

proceed or helps/ assistance on request or when needed?.

Does Auto Mechanics Intelligent Tutor provided timely feedback?.

Does Auto Mechanics Intelligent Tutor controlled entrance into the

examination contents through the students’ Identity (ID) No. and password and a password to be supplied by the teacher?.

Does Auto Mechanics Intelligent Tutor control and recorded the actual

time spent in writing examination and log out?.

Does Auto Mechanics Intelligent Tutor Score the achieve-ment test,

stored student scores in the database and displayed the student scores in the data base and displayed the results at the expiration of the test. for the students?.

Does Auto Mechanics Intelligent Tutor produce the students record

scores and should be recallable on request through the use of students name and password?.

Can Auto Mechanics Intelligent Tutor explain its reasoning well?.

Does Auto Mechanics Intelligent Tutor catch obvious user mistakes?

Will learners understand what is expected of them?

2.

3.

4.

Are all activities of the Auto Mechanics Intelligent Tutor practicable?

Do the examples, analogies and case studies in Auto Mechanics

Intelligent Tutor seem relevant to learners need and interest? Are all terms of the content areas adequately explained?

S/N

1.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16

17.

18.

NAAA LESETAEGEAuto Mechanic Intelligent Tutor Activity

Keys: GE – Great Extent; TAE – To an Extent; SE – Somewhat Extent;

ALE – A Little Extent; and NAA – Not at All

Activity

(5) (4) (3) (2) (1)

APPENDIX C: Teachers’ Experiential Evaluation Questionnaire on the Performance

Requirements of Auto Mechanics Intelligent Tutor Outside Developer’s

Site This questionnaire seeks to find out your opinion on whether the outputs of the Auto

Mechanics Intelligent Tutor conforms to the user’s input

This questionnaire is to be completed by the Auto-mechanics teacher.

Please tick ( ) against the response that best represents your opinion on each of the item

below.

See page148



Auto Mechanic Intelligent Tutor Activity

Does the Auto Mechanics Intelligent Tutor Run or operate on a Personal

computerC Platform? .

Does Auto Mechanics Intelligent Tutor simulate and make decision as an

auto – mechanics subject matter expert to provides the benefit of active guidance on one–on-one instruction for the students?

Does Auto Mechanics Intelligent Tutor force student to follow a

learning sequence?.

Does Auto Mechanics Intelligent Tutor tracks down the behaviour of

students?.

Does Auto Mechanics Intelligent Tutor provided opportunity for student

to control his own pace of study?.

Does Auto Mechanics Intelligent Tutor c reates a multimedia

presentation?.

Does Auto Mechanics Intelligent Tutor provide suggestions on how to

proceed or helps/ assistance on request or when needed?.

Does Auto Mechanics Intelligent Tutor provided timely feedback?.

Does Auto Mechanics Intelligent Tutor control entrance into the

examination contents through the students’identity (ID) No. and a password to be supplied by the teacher?.

Does Auto Mechanics Intelligent Tutor controlled and recorded the

actual time spent in writing examination and log out?.

Does Auto Mechanics Intelligent Tutor Scored the achieve-ment test,

stored student scores in the database and displayed the student scores in the data base and displayed the results at the expiration of the test. for

the students?.

Does Auto Mechanics Intelligent Tutor produced the students record

scores and should be recallable on request through the use of students name and password?.

Can Auto Mechanics Intelligent Tutor explain its reasoning well?.

Does Auto Mechanics Intelligent Tutor catch obvious user mistakes?

Will learners understand what is expected of them?

7.

8.

9.

Are all activities of the Auto Mechanics Intelligent Tutor practicable?

Do the examples, analogies and case studies in Auto Mechanics

Intelligent Tutor seem relevant to learners need and interest? Are all terms of the content areas adequately explained?

Have you watched the students using Auto Mechanics Intelligent Tutor to

study Auto-Mechanics concept?

Do students finish all the topics and activities meant for study in the Auto

Mechanics Intelligent Tutor?

Do students always perform the activities stated for each concept in the

Auto Mechanics Intelligent Tutor?

Does the use of Auto Mechanics Intelligent Tutor meet your expectation

as an auto-mechanics teacher?

By your assessment do students find Auto Mechanics Intelligent Tutor easy

to understand?

Do the language level poses a common problem to the students in the

use of Auto-Mechanics Intelligent TutorDo the methods / approaches used in the presentation of Auto-Mechanics

Intelligent Tutor activities appropriate for this level of students?

S/N

1.

2.

3.

4.

5.

6.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

NAAALESETAEGE

25.

(5) (4) (3) (2) (1)

ContentsKnowl-

edge

Compr-

hension

Applic-

cation

Total % of

Total

Items

S/N

1. The Spark Ignition Engine 1, 2, 12,

17, 32, 38,

6, 8, 21,

22, 24, 39

35

2. Compression Ignition

Engine

7, 11,

23

3, 10,

20, 26,

28, 31, 36

3. Dismantling of an Engine 16

4. Examination and Renova-tion of Engine Compon-

ents

40, 15 4, 30, 18

5, 9, 13 14, 25,

29, 34, 37

5. Re-assembling of an Engine

33 19, 21,

Total 1811 11

% of Total Items

13

10

1

13

3

40

32.5

25

2.5

32.5

7.5

100

Appendix D: Table of Specification for Auto-Mechanics Cognitive Achievement Test

27.5 45 27.5

.

SECTION A:

Instruction: Attempt questions in this section. All questions carry equal marks.

1. Opening of the valve commences by the rotation of the ________a. propeller shaft c. half shaft d. distributor shaft

2. The basic difference in the operation of petrol and diesel engine is the ____

a. balancing b. starting d. stopping3. The circulating engine oil is finally returned into the ________

b. radiator c. rear axle d. gear box

4. Servicing of the ignition system mainly involve working on ________a. battery and rheos tat c. starter and capacitor d. auxiliary and sump

5. Leakages of coolant was found at the pressure joint between cylinder block and cylinder head, how would you determine the cause?

a. Use a blunt paper to remove all traces of carbonc. Test for wearness of

cylinder bore using micrometer d. Wash the cylinder head in the parafin

6. The high tension lead usually commences from the a. battery negative terminal b. battery positive terminal

d. distributor centre electrode 7. The piston and connecting rod are usually lubricated by ________

a. mist c. force of gravity d. splash method8. Carefully arrange the following components of fuel system layout in a serial

order.

a. Tank, carburetor and filter b. Filter, tank and carburetord. Filter, float and sump

9. Bad piston rings are suspected when there was excessive oil consumption with blue smoke. With the pistons removed, use the procedures listed below to determine whether the suspicious is true.

I. Rings should be checked for evidence of blow-by and incomplete bed ding II. Remove the rings III. Check the ring gap with a feeler gauge IV. Check the

side clearance between the rings and its groove in the piston with feeler gauge V. Carbon deposit should be carefully removed from the piston grooves and

rings. a. II V I IV IIIc. III IV II V I d. I II III IV V

10. During the induction stroke of a diesel engine, the admitted medium into the

chamber is ________a. petrol b. diesel d. Water

ALL

b. Test for distortion, using a straight edge and feeler guage

b. cam shaft

c. ignition

a. sump

b. spark plug and contact breaker

c. ignition coil centre electrode

b. force feed

c. Pump, filter and carburetor

b. V III II IV I

c. air

MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGYGOVERNMENT TECHNICAL COLLEGE, ADOSOBA

SUBJECT: MOTOR VEHICLE MECHANIC WORKS

PAPER 1: OBJECTIVES (40 MARKS) POSTTEST

APPENDIX E: AUTO-MECHANICS COGNITIVE ACHIEVEMENT TEST (AMCAT)

SECTION A:

Instruction: Attempt questions in this section. All questions carry equal mark.

1. Opening of the valve commences by the rotation of the ________a. propeller shaft b. c. half shaft d. distributor shaft

2. The basic difference in the operation of petrol and diesel engine is the ____

a. balancing b. starting c. d. stopping3. The circulating engine oil is finally returned into the ________

a. b. radiator c. rear axle d. gear box4. Servicing of the ignition system mainly involve working on ________

a. battery a nd rheostat b.c. starter and capacitor d. auxiliary and sump

5.

6. The high tension lead usually commences from the

a. battery negative terminal b. battery positive terminal c. d. distributor centre electrode

7. The piston and connecting rod are usually lubricated by ________a. mist b. c. force of gravity d. splash method

8. Carefully arrange the following components of fuel system layout in a serial

order.a. Tank, carburetor and filter b. Filter, tank and carburetor

c. d. Filter, float and sump9. Bad piston rings are suspected when there was excessive oil consumption with

blue smoke. With the pistons removed, use the procedures listed below to determine whether the suspicious is true.I. Rings should be checked for evidence of blow-by and incomplete bedding II.

Remove the rings III. Check the ring gap with a feeler gauge IV. Check the side clearance between the rings and its groove in the piston with feeler gauge

V. Carbon deposit should be carefully removed from the piston grooves and rings.

a. II V I IV III b.c. III IV II V I d. I II III IV V

ALL

cam shaft

ignition

sump

spark plug and contact breaker

ignition coil centre electrode

force feed

Pump, filter and carburetor

V III II IV I

Use the procedures listed below to assemble the component shown above.I. Carefully lower the crankshaft into position in the crankcase. II. Install the main bearing shell into the main bearing cap.

III. Install the cap complete with bearing shells and tighten.IV. Install the top half of the main bearing shell into their crankcase locations.

V. Lubricate the bearing surface with clean oil. VI. Check that crankshaft rotates smoothly.

a. I IV III II V VI

c. III I IV II VI V

d. I II IV III VI V

b. IV II V I III VI

MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGYGOVERNMENT TECHNICAL COLLEGE, OGBOMOSHO


PAPER 1: OBJECTIVES (40 MARKS) POSTTEST

APPENDIX F: AUTO-MECHANICS ACHIEVEMENT TEST (AMAT)

149

11. The term valve overlap implies the angle in which ________ b. exhaust valve only open

C. inlet and exhaust valves are closed d. inlet valve only open12. Cylinder re-boring actually implies an increase in the ________

a. ovality b. malleability c. ductility

13. After grinding the crankshaft journals, it is recommended to replace b. one-quarter of the white metal bearings

c. three-quarter of the white metal bearings d. half of the of the white metal bearings

14. What method would you adopt to determine the con dition of connecting rod big-end bearing ?a.

b. c. Carefully check the exhaust smoke to know if a black is being

released d. Remove the petrol hose and check if the petrol is running to the engine

15. The parts that need grinding attention on the crankshaft area. journals and bearings b. bearings and throws c. throws and websd.

16. With the aid of procedures listed below, remove all the pistons in an engine as an automotive vehicle mechanic in a sequential order

I. The connecting rods are disconnected from the crankpinsII. The cylinder head and the oil sump are taken off the engine

III. Marks should be made on the pistons to ensure that they are reassemble to their correct cylinders

IV. The pistons can only be withdrawn complete with connecting rod up through

the top of cylindersa. IV II I III

c. I III II IV d. III II I IV

17. The parts labeled x and y in the figure above is known as ______ and ______.A. gudgeon pin and circlip

c. crankcase and crankpin d. valves and crank case1 . What basic operation would you employ to solve the problem of taper wear in the

cylinder bores? A. Renew the cylinder head b, resurface the cylinder

block 19. Select the tools you would use to solve the problem of inappropriate valve

clearances. I. Ring spanner II. Feeler gauge III. File IV. Screwdriver V. Wrench

VI. Steel Rule a. I, II, III and VI c. II, III, IV and VI d. I, III V and VI

20. Which part of the valve assembly returns the valve to its seat?

a. tappet c. rocker d. push rod21. The movable component in an engine cylinder driven down by the expanding

gases is the ________. a. Camshafts b. sleeves d. Crankshaft

a. inlet and exhaust valves are opened

d. diameter

a. all the white metal bearings

Carefully listening to the sound of the engine to hear if there is knocking within the crankcase

Crankpins and journals

b. II I III IV

b. crankpin and main journal

8

c. Rebore the cylinder bore

b.I, II and III

b. spring

c. piston

Examine the big end bearing surfaces for pitting and scoring

x

y

21. The figure above shows ten (10) cylinder head bolts numbered 1 to 10, arrange the bolts in a sequential order for tightening operation.

a. 5 6 8 7 3 4 10 9 1 2b. 1 2 9 10 3 4 8 7 5 6c. 1 3 2 5 6 9 10 4 7 8

d. 5 6 1 2 9 10 7 8 3 4

22. Which of the following components convert the linear motion of the piston inside the cylinder to rotary motion?a. camshaft c. valve d. spring

23. The degree at which the firing interval occur in a four cylinder four stroke engine is _____.

a. 90 c. 270 degrees d. 3 6 0

degrees

24. _____ is a component that converts li quid petrol into vapour, and mixed it with air

in order to form an explosive mixture for the engine. a. fuel pump c. fuel filter d. fuel pipes

25. As an automotive vehicle mechanic, use the list of procedures below to determine the condition of cylinder bore.I. The cylinder should be rebore

II. The lowest reading (at the bottom of the cylinder) should be compared with the reading taken near the top.

III. Wear should be checked over the full length of the bore. IV. Oversize piston should be fitted

V. Cylinder bore should be checked for cracks and gudgeon pin scores.a. I, II and V only c. I, III, IV, and V onlya. I, II, III, and V only

26. The basic arrangement of the engine cylinder shown above is _____.a. Dry liner b. Monobloc d. Vee

27. The purpose of an ignition coil is to a. produce spark at the plug gaps

c. disconnect the battery from overcharging

D. allow seldom use of the battery

b.

b.

b. carburetor

b. II, III and IV only

c.

b. .

crankshaft

180 degrees

Wet liner

step up the 6 or 12 volts of the battery

o o o

o

1

2

3

4

5

6

7

8

9

10

28. The function of oil filter is to a. supply oil to the lubricating surfaces

b. return oil from the lubricating surfaces

d. prevent oil from entering the combustion chamber.

29. Which of the following operations is not required to determine the suitability of a crankshaft? . a.

. Listening to a knocking from within the crankcase

d. Fit new shell bearings30. Which of the following operations is not possible when the engine is still located

in the vehicle? b. removal of piston

c. renewal of oil sump d. valve cl earance adjustment

31. Which of the following qualities is NOT an added advantage for CI fuel over petrol?

a. It lubricates the component or parts of their pumps. b. It does not vapourises c. It is self-ignite

32. The basic function of the above component is to _________

b. deliver the mixture of air and petrol into the combustion chamber c. convert the fuel into vapour d. measure out the fuel in a fine quantity

c. .

b.

a.

d.

a.

prevent metal particles from getting to the lubricating surfaces

removal of crankshaft

It does not require to mix with the air

ignite fully compressed mixture of air and petrol

Check the ovality of the crankpins at different positions.

c. Examine the crankpinsand journals for scoring d

Fit new shell bearings

1 Valve

2Spring

3 Split

Collets 4

Oil Seal

5Spring Cup

6Spring Insert

33. Assemble the valve component above for installation.

a. 1 4 6 2 5 3b. 1 5 6 3 2 4

d. 1 2 4 5 6 334. When pitting has occured on the head of an exhaust valve, it is required to performed

the following tasks except:a. Grind the seat and valve together b. Recut the seat and fit new valve if bad

pitting has occured

35. Which of the following functions could not be performed by the component above?a. It enables the crankshaft to rotate more evenly

b. it provides a mounting and driving face for the clutch unit.

d. The gear teeth on the outer diameter of the flywheel is engaged by the kick starter to start the engine.

36. In a diesel engine, the fuel lift pump supplies fuel to the ______

b. low pressure filter c. high pressure filter d. injector

37. Arrange the procedures listed below for valve clearance adjustment operation.I. Loosen the locknut, turn the screw until the blade cannot be withdrawn

II. Then loosen the screw until the blade can be withdrawn just stiffly by a hard pull. III. Insert the feeler gauge blade bet ween the rocker arm face and valve stem end-

face.

IV. Holding the slotted adjustment screw quite still and tighten the lock nut with a ring spanner.

a. I II IV IIIc. I III IV II d. IV II III I

8. Entry and exit of gases into and from the combustion chamber is controlled by ______.

a. ports c. inlet manifold d. piston

.39 Camshaft is used to drive the following components except............

A. Inlet and exhaust valves b. Lubricating pump C. ignition distributor unit

40. The figure above is known as _______.a. flywheel b. camshaft d. crankshaft

c. 1 4 5 2 6 3

c. Measure the ovality of the valve stem

c. it converts heat energy derived from the fuel into mechanical energy.

a. relief valve

3

b. valves

c. Piston

b. III I II IV

c. cylinder head

d. None

111

SECTION A:

Instruction: Attempt questions in this section. All questions carry equal marks. ALL

1. The degree at which the firing interval occur in a four cylinder four stroke engine is _____.

a. 270 b. 360 c. 902. With the aid of procedures listed below, remove all the pistons in an engine as an

automotive vehicle mechanic in a sequential orderI. The connecting rods are disconnected from the crankpins

II. The cylinder head and the oil sump are taken off the engineIII. Marks should be made on the pistons to ensure that they are reassemble to

their correct cylindersIV. The pistons can only be withdraw n complete with connecting rod up through

the top of cylinders

ab. IV II I III

c. III II I IVd. I III II IV

3. The component in figure 3 is known as _______. a. crankshaft bc. flywheel d. camshaft

4. In a diesel engine, the fuel lift pump supplies fuel to the ______a. low pressure filter c. high pressure filter

d. injector5. The basic difference in the operation of petrol and diesel engine is the ____

a. balancing b. starting d. stopping6. During the induction stroke of a diesel engine, the admitted medium into the

chamber is ________

a. petrol b c. Water d. diesel7. Which of the following qualities is NOT an added advantage for CI fuel over

petrol?a. It does not vapourises c. It is self-ignite

c. It does not vapourises d. It is self-ignite8. What method would you adopt to determine the condition of connecting rod big-

end bearing when the vehicle is working?

c. Remove the petrol hose and check if the petrol is running to the engine d. Remove the oil sump and check the condition of the big-end cap b. Carefully check the exhaust smoke to know if a black is being

released

o o od. 180

b. relief valve

b. It does not require to mix with the air

o

. II I III IV

. cylinder head

c. ignition

. air

a. Carefully listening to the sound of the engine to hear if there is knocking within

the crankcase

MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGYGOVERNMENT TECHNICAL COLLEGE, OGBOMOSHO


PAPER 1: OBJECTIVES (40 MARKS) PRETEST

APPENDIX EA: AUTO-MECHANICS COGNITIVE ACHIEVEMENT TEST (AMCAT)

Figure 3

9

. The parts labeled x and y in the figure above is known as ______ and ______.A. gudgeon pin and circlip

c. crankcase and crankpin d. valves and crank case

b. crankpin and main journal

10. Opening of the valve commences by the rotation of the ________

a. propeller shaft b. distributor shaft d. halfshaft11. The purpose of an ignition coil is to

a. produce spark at the plug gaps b. allow seldom use of the battery

c. disconnect the battery from overcharging

12. 12. Cylinder re-boring actually implies an increase in the ________a. malleability b. ductility c. ovality

13. Which part of the valve assembly returns the valve to its seat?b. rocker c. tappet d. push rod

14. Bad piston rings are s uspected when there was excessive oil consumption with

blue smoke. With the pistons removed, use the procedures listed below to determine whether the suspicious is true.

I. Rings should be checked for evidence of blow-by and incomplete bedding II. Remove the rings III. Check the ring gap with a feeler gauge IV. Check the

side clearance between the rings and its groove in the piston with feeler gauge V. Carbon deposit should be carefully removed from the piston grooves and rings.

a. II V I IV IIIc. III IV II V I d. I II III IV V

. Entry and exit of gases into and from the combustion chamber is controlled bya. ports b. inlet manifold c. piston

16. Which of the following components convert the linear motion of the piston inside the cylinder to rotary motion?

b. valve c. camshaft d. spring

17 Camshaft is used to drive the following components except............a. Inlet and exhaust valves b. Lubricating pump

c. ignition distributor unit 18. The basic arrangement of the

engine cylinder shown figure 17is known as _____.a. Dry liner

c. Vee d. Monobloc

c. cam shaft

d. diameter

a. spring

b. V III II IV I

_____

d. step up the 6 or 12 volts of the battery.

d. valves

a. crankshaft

d. Piston

b. Wet liner

15

y

x

Figure 17

19. After grinding the crankshaft journals, it is recommended to replace

a. three-quarter of the white metal bearingsb. one-quarter of the white metal bearings

c. half of the of the white metal bearingsWhich of the following operations is not possible when the engine is still located in the vehicle?

b. renewal of oil sump c. removal of piston d. renewal of oil sump

21. Carefully arrange the following components of fuel system layout in a serial order.

a. Tank, carburetor and filter b. Filter, tank and carbur etord. Filter, float and sump

22. Cylinder re-boring actually implies an increase in the ________

a. malleability b. ovality c. ductility 23. The term valve overlap implies the angle in which ________

a. exhaust valve only open b. inlet and exhaust valves are closed d. inlet valve only open

24. Arrange the procedures listed below for valve clearance adjustment operation.I. Loosen the locknut, turn the screw until the blade cannot be withdrawnII. Then loosen the screw until the blade can be withdrawn just stiffly by a hard

pull. III. Insert the feeler gauge blade between the rocker arm face and valve stem

end-face. IV. Holding the slotted adjustment screw quite still and tighten the lock nut with a

ring spanner.a. I II IV IIIc. I III IV II d. IV II III I

25. The piston and connecting rod are usually lubricated by ________c. force of gravity a. mist d. splash method

26. Which of the following functions could not be performed by the component above?

a. It enables the crankshaft to rotate more evenlyb. it provides a mounting and dri ving face for the clutch unit.

d. The gear teeth on the outer diameter of the flywheel is engaged by the kick starter to start the engine.

27. The circulating engine oil is finally returned into the ________c. rear axle d. gear box b. radiator

28. A customer complained that his car engine turns over normally when starter switch was operated but the engine fails to start. Diagnose the fault using the list of procedures below.

I. Check if the spark occur at the plugsII. Check the battery connections.

III. Check if the fuel is reaching the engineIV. Check if too much oil is reaching the engine

a. I, II and III only b. I, II, III and IV only d. I and IV only

d. all the white metal bearings

c. Pump, filter and carburetor

d. diameter

c. inlet and exhaust valves are opened

b. III I II IV

b. force feed

a. sump

20

a. removal of crankshaft

c. it converts heat energy derived from the fuel into mechanical energy.

c. I, III, and IV only

29. The basic function of the component of figure 29 is to _________

b. deliver the mixture of air and petrol into the combustion chamber

c. convert the fuel into vapour d. measure out the fuel in a fine quantity

30. Servicing of the ignition system mainly involve working on ________

a. battery and rheostat c. starter and capacitor d. auxiliary and sump

31. The parts that need grinding attention on the crankshaft are

a. b. journals and bearings c. throws and webs d. bearings and throws

32. An engine is making mechanical noise, with the aid of check procedures listed

below, diagnose the faults. I. check the rocker clearances II. check the starter motor

III. check if the timing chain and sprockets are slacking or worn out. a. I only c. I, II and III only d. II and III only

33. The high tension lead usually commences from the

a. battery negative terminal b. battery positive terminal d. distributor centre electrode

34. Use the procedures listed below to assemble the component shown above.

I. Carefully l ower the crankshaft into position in the crankcase. II. Install the main bearing shell into the main bearing cap.

III. Install the cap complete with bearing shells and tighten.IV. Install the top half of the main bearing shell into their crankcase locations. V. Lubricate the bearing surface with clean oil.

VI. Check that crankshaft rotates smoothly. a. I IV III II V VI

c. III I IV II VI V

d. I II IV III VI V35. As an automotive vehicle mechanic, use the list of procedures below to

determine the condition of cylinder bore .

I. The cylinder should be reboreII. The lowest reading (at the bottom of the cylinder) should be compared with

the reading taken near the top.III. Wear should be checked over the full length of the bore.

IV. Oversize piston should be fitted V. Cylinder bore should be checked for cracks and gudgeon pin scores.a. I, II and V only c. I, III, IV, and V only

a. I, II, III, and V only

a. ignite fully compressed mixture of air and petrol

b. IV II V I III VI

b. II, III and IV only

b. spark plug and contact breaker

Crankpins and journals

b. I and III only

c. ignition coil centre electrode

Figure 29

POSTTEST PRETEST

S/N CorrectAnswers

CorrectAnswers

S/NDifficultyIndex

Discrimin-nation

1 B 67.85 0.57 1 D

2 C 67.85 0.64 2 A

3 B 67.85 0.21 3 B

4 B 46.72 0.50 4 B

5 B 57.14 0.57 5 C

6 C 46.42 0.64 6 B

1 B 67.85 0.57 1 D

7 B 50.00 0.57 7 A

8 A 46.42 0.50 8 A

9 D 64.30 0.21 9 B

10 C 53.57 0.50 10 C

11 A 42.85 0.57 11 D

12 D 57.14 0.57 12 D

13 A 42.90 0.43 13 A

14 A 46.43 0.43 14 B

15 D 57.14 0.57 15 D

16 B 39.30 0.50 16 A

17 B 57.10 0.35 17 D

18 A 42.85 0.57 18 D

19 C 60.71 0.64 19 D

20 B 71.43 0.57 20 A

21 C 80.00 0.36 21 C

22 A 57.14 0.43 22 D

23 A 60.70 0.64 23 C

24 B 42.86 0.57 24 B

25 B 60.71 0.64 25 B

26 B 39.29 0.50 26 C

27 A 67.90 0.64 27 A

28 B 53.57 0.64 28 C

29 C 60.71 0.64 29 A

30 B 42.29 0.36 30 B

Appendix G: Correct Answers, Difficulty Index, Discrimination Index for Auto-Mechanics Achievement Test

POSTTEST PRETEST

S/N Correct

Answers

Correct

Answers

S/NDifficulty

Index

Discrimin-

nation

31 A 53.57 31 D

32 D 39.30 0.21 32 B

33 A 64.30 0.71 33 C

34 C 57.14 0.43 34 B

35 C 39.30 0.64 35 B

36 C 42.85 0.71 36 C

0.64 C

37 A 35.70 0.71 37 C

38 B 46.40 0.50 38 A

39 B 50.00 0.43 39 A

40 D 64.29 0.43 40 B

Appendix H: Auto-Mechanic Psychomotor Achievement Test (AMPAT) SUBJECT: MOTOR VEHICLE MECHANIC WORKS

PAPER 2: PRACTICAL (60 MARKS) PRETEST Time: 2 Hours

Materials, tools and equipment required:

1. A complete tool box

2. Clean Lubricating Oil

3. Fuel(Petrol) or suitable solvent

4. Veneer Caliper

5. Micrometer of various size

6. Valve Spring Compressor

7. An Engine Block with Crankshaft and Piston fully connected (Note that

Cylinder head and Sump are partly assembled with it).

8. Napkins

Questions: 1. On the engine block provided, carry out the following task and report to

the examiner:

a. Carefully remove the crankshaft and piston from the block.

b. Find out to know if the piston, crankshaft, engine block and their

components are suitable to be used or not.

c. Refit and adjust each component as appropriate.

Appendix I: Auto-Mechanic Psychomotor Achievement Test (AMPAT) SUBJECT: MOTOR VEHICLE MECHANIC WORKS

PAPER 2: PRACTICAL (60 MARKS) POST TEST Time: 2 Hours

Materials, tools and equipment required:

1. A complete tool box

2. Napkins

3. Fuel(Petrol) or suitable solvent

4. Micrometer of various size

5. Veneer Caliper

6. Valve Spring Compressor

7. An Engine Block with Crankshaft and Piston fully connected (Note that

Cylinder head and Sump are partly assembled with it).

8. Clean Lubricating Oil

Questions: 1. On the engine block provided, carry out the following task and report to

the examiner:

a. Remove the piston and crankshaft from the block.

b. Determine whether the piston, crankshaft, engine block and their

components are suitable to be used or not.

c. Refit and adjust each component as appropriate.

APPENDIX J : AUTO-MECHANICS PSYCHOMOTOR “ON THE SPOT” PRATING SCALE ASSESSMENT INSTRUMENT.

INSTRUCTION: Please, indicate the extent to which the student exhibit practical skills in each of the required operation

REMOVAL OF PISTON AND CRANKSHAFTA

NAA (1)

ALE (2)

SE (3)

TAE(4)

SKILLS OR TASKS TO BE ASSESSED IN THE PRACTICAL EXAMINATION

SerialNo

Interpretation of tasks1

I. Remove and lift away the Cylinder head

Remove and lift away the Sump

Position the Engine Block on the Workbench

Carefully look for wear or carbon deposit on top of the bore.Scrape away if there is any carbon deposit.

ii.

iii.

iv.

v.

Selection of tools and material2

GE(5)

3 Use of tools and materialThe use of correct tools

Replace nuts, bolts and washers finger-tight from wherever they were removedReplace nuts, bolts and washers finger-tight from wherever they were removedClean each part in a bath of petrol as the engine is strippedOnly wipe down the crankshaft with a petrol dampened rag (and not to be immersed in a petrol

bath)

Store the part in a clean and dirt free environment.

4 Removing the Connecting Rod and Piston

I.

ii.

iii.

iv.

v.

Big–end retaining bolts correctly unscrewed and removed.

Press each bearing opposite the groove in both the connecting rods and the connecting rod caps.

Big–end caps correctly unscrewed removed (one at a time) and kept in correct order.

Withdraw the Pistons and Connecting rods upward from the top of the bores.Install the bearings and refit the connecting rods and the connecting rod caps.

Removing the Piston rings

Piston rings correctly removed.

Looks for number 1- 4 / marks stamped on the piston.

Scratch mark(s) on the piston with a sharp screwdriver or fileWash in a bath of petrol and store in a clean and dirt free environment.

Pistons are kept in correct order.

ii.

iii.

iv.

v.

I.

ii.

iii.

iv.

v.

I.

5

Tool box (or screwdrivers and spanners)

Wire brush

Mallet

Petrol or suitable solvent

Napkins or Rag

Valve ring compressor

Vernier Caliper or Micrometer

I

ii.

iii.

iv.

v.

vi.

Removing the Crankshaft

I. The crankshaft main bearing caps securing bolts correctly unscrewed and removed.

Bearing caps correctly removed with the lower halves of the shell bearings.

Rear oil seals correctly removed

Lifting the crankshaft out from the crankcase correctlyRemove each of the upper halves of the shell bearings.

ii.

iii.

iv.

v.

DETERMINE THE SUITABILITY OF THE COMPONENTS

1 Piston rings.

The rings are sprung open to permit it to ride over the land of the piston body using twisting motion to remove it.

Push each ring in turn down to the parts of its respective cylinder bores:

a. using an inverted piston to push each ring to keep the ring square in the bore; and

b. measure the ring end gap.

2

I.

ii.

iii.

iv.

v.

Carefully clean the cylinder bores with petrol.

Test the side clearance of the compression rings.

6

B

Clean the piston grooves and rings free from carbonin a petrol bath.

Cylinder bores..


Visually inspect and feel the surface of cylinder bores with finger tipsa. Remove the rings from a piston and place the piston in each bore in turn for about 3/4 below the top

of the bore; and b. check if an 0.0012 in feeler gauge slid between

the piston and the cylinder wall.Measure each cylinder bore with micrometer or internal caliper at different positions and compare the

readings

I.

ii.

iii.

iv.

v.

Crankshaft and Shell bearings.

Carefully wash the crankshaft and shell bearings with clean petrol or any other suitable solvent

Visual inspect and touch the surfaces of the crankpins with finger tips

Measure the crankpins with micrometer.

Visually inspect and feel the surface of the main journals and the shell bearings with finger tips

Measure the main journal with micrometer

I.

ii.

iii.

iv.

v.

3

REASSEMBLY OF PISTONS, RINGS AND CRANKSHAFT..

C

Clean the external surface of the engine block with clean petrol and carefully dry with rag.

Inspect the cylinder bores again for cracks.

Install the main bearing shells into their positions in the crankcase and the caps.

Lubricate the upper and lower bearings with clean oil.

Lower the crankshaft into its position in the crankcase

I.

ii.

iii.

iv.

v.

Install the crankshaft rear oil sealii.

I.

Tighten the main bearing retaining bolts and rotates crankshaft to check whether it rotates smoothly.

Install the piston rings and arrange the end gap at equidistance

I.

iii.

iv.

v.

Install the bearing shells to the connecting rod big ends and caps

ii.

iii.

Lubricate the piston rings and cylinder bores surface with sufficient clean oil.Install the piston in to the cylinder bores with piston ring compressor.Slightly push the piston into the bore by tapping with mallet.Connect each big- end to its appropriate crankshaft crankpinsTighten the big end retaining bolts.

Rotate the crankshaft to check the smoothness of the entire assembly.

iv.v.



515

18.7

25

15

15

6.3

% o

f To

tal Ite

ms

94

39

To

tal

911

15

60

46

50

, 52,

54

, 58

, 5

9

48

, 49

, 5

5, 5

65

1, 5

3,

60

57

17

15

Re-a

ss

em

blin

g o

f an

En

gin

e

3.

39

, 41

33

, 34

, 3

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03

6, 3

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44

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Exa

min

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n a

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Ren

ov

a-

tion

of E

ng

ine

Co

mp

on

-

en

ts

15

2.

32

, 35

31

15

, 17

, 1

8, 2

04

, 22

3, 6

, 7,

8, 9

, 10,

23

1, 2

, 5,

11, 1

6,

21, 2

4

13, 1

9, 2

6,

27

, 28

, 29

, 3

0

Dis

ma

ntl in

g o

f an

En

gin

e

12

,14

, 25

30

1.

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mp

lex o

ve

rtR

es

po

ns

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Ad

ap

ti- o

nC

on

ten

tsP

erc

ep

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nG

ui d

ed

R

es

po

- n

se

Me

ch

-an

ism

Orig

ina

ti o

nS

et

S/N

To

tal

Fig

ure K

:T

ab

le of Sp

ecific ation fo

r Au

t o-M

echan

ics “O

n th

e Sp

ot ” R

atin

g S

cale o

n sev

en lev

els of S

imp

son

Ta

xo

no

my

of Psy

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mo

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main

Psy

cho

mo

tor

% o

f T

ota

lIte

ms

50

25

2510

0

REMOVAL OF PISTON AND CRANKSHAFTA


SerialNo

Interpretation of tasksI

1. Remove and lift away the Cylinder head

Remove and lift away the Sump

Position the Engine Block on the WorkbenchCarefully look for wear or carbon deposit on top of the bore.

Scrape away if there is any carbon deposit.

2.

3.

4.

5.

Percep

tion

Set

Gu

ided

R

espo

nse

Mech

anism

Ad

ap

tatio

n

Co

mp

lex ov

-ert R

espo

nse

Orig

ina

tion

Replace nuts, bolts and washers finger-tight from wherever they were removed

Only wipe down the crankshaft with a petrol dampened rag (and not to be immersed in a petrol

bath)

Store the part in a clean and dirt free environment.

Big–end retaining bolts correctly unscrewed and removed.

Press each bearing opposite the groove in both the connecting rods and the connecting rod caps.

Big–end caps correctly unscrewed removed (one at a time) and kept in correct order.

Withdraw the Pistons and Connecting rods upward from the top of the bores.

Install the bearings and refit the connecting rods and the connecting rod caps.

Use of tools and material

Removing the Connecting Rod and Piston

The use of correct tools

iii.

iv.

12

13.

14.

15.

17.

18.

19.

20.

16.

Removing the Piston rings

Piston rings correctly removed.

Looks for number 1- 4 / marks stamped on the piston.

Scratch mark(s) on the piston with a sharp screwdriver or file

Wash in a bath of petrol and store in a clean and dirt free environment.

Pistons are kept in correct order.

22.

23.

24.

25.

21.

v.

Figure L: Allocation of Items of On the Spot” Rating Scale for Table of Specification on seven levels of Simpson Taxonomy of Psychomotor domain

Psychomotor “

Selection of tools and materialii

Tool box (or screwdrivers and spanners)

Wire brush / Napkins (rag)

Mallet

Petrol or suitable solvent

Valve ring compressor

6

7.

8.

9.

10.

Clean each part in a bath of petrol as the engine is stripped

11


SerialNo

Percep

tion

Set

Gu

ided

R

espo

nse

Mech

an

ism

Ad

ap

tatio

n

Com

plex

ov-

ert Resp

on

se

Orig

ina

tion

Removing the Crankshaft

26. The crankshaft main bearing caps securing bolts correctly unscrewed and removed.

Bearing caps correctly removed with the lower halves of the shell bearings.

Rear oil seals correctly removed

Lifting the crankshaft out from the crankcase correctly

Remove each of the upper halves of the shell bearings.

27.

28.

29.

30.

DETERMINE THE SUITABILITY OF THE COMPONENTS

Piston rings.

The rings are sprung open to permit it to ride over the land of the piston body using twisting motion to

remove it.

vi.

Clean the piston grooves and rings free from carbonin a petrol bath.

31.

32.

33.

34.

35.

I.

Push each ring in turn down to the parts of its respective cylinder bores:

a. using an inverted piston to push each ring to keep the ring square in the bore; and

b. measure the ring end gap.

Test the side clearance of the compression rings.

ii.


Cylinder bores..


Visually inspect and feel the surface of cylinder bores with finger tips

a. Remove the rings from a piston and place the piston in each bore in turn for about 3/4 below the top of the bore; and b. check if an 0.0012 in feeler gauge slid between the piston and the cylinder wall.

Measure each cylinder bore with micrometer or internal caliper at different positions and compare the readings

36.

37.

38.

39.

40.

Crankshaft and Shell bearings.

Carefully wash the crankshaft and shell bearings with clean petrol or any other suitable solvent

Visual inspect and touch the surfaces of the crankpins with finger tips

Measure the crankpins with micrometer.Visually inspect and feel the surface of the main journals and the shell bearings with finger tips

41.

42.

43.

44.

45.

iii.

Measure the main journals with micrometer.


SerialNo

Percep

tion

Set

Gu

ided

R

espo

nse

Mech

anism

Ad

ap

tatio

n

Co

mp

lex ov

-ert R

espo

nse

Orig

ina

tion

46

47.

48.

49.

50.

C. REASSEMBLY OF PISTONS, RINGS AND CRANKSHAFT..

Clean the external surface of the engine block with clean petrol and carefully dry with rag.

Inspect the cylinder bores again for cracks.

Install the main bearing shells into their positions in the crankcase and the caps.

Lubricate the upper and lower bearings with clean oil.

Lower the crankshaft into its position in the crankcase

Install the crankshaft rear oil seal

Tighten the main bearing retaining bolts and rotates crankshaft to check whether it rotates smoothly.

Install the piston rings and arrange the end gap at equidistance

Install the bearing shells to the connecting rod big ends and caps

Lubricate the piston rings and cylinder bores surface with sufficient clean oil.

Install the piston in to the cylinder bores with piston ring compressor.

Slightly push the piston into the bore by tapping with mallet.

Connect each big- end to its appropriate crankshaft crankpins

Tighten the big end retaining bolts.

Rotate the crankshaft to check the smoothness of the entire assembly.

51

52.

53.

54.

55.

56

57.

58.

59.

60.

6636

39

170.1538

S =2

S =2

S =2

S =2

S 2

K =

S =2

P =

q =

Pq

(1 – )

Kuder-Richardson 20 Co-efficient

r – R 20 = ( )K

K– 1

X

S 2

r – R 20 =

No of items in the test

Proportion of students responding correctly to an item

Proportion of students responding incorrectly to an item

Variance of the test

Computation of Variance ( )

S/N Scores (x)X

2

1 36 1296

2 34 1156

3 34 1156

4 33 1089

5 30 900

6 28 784

7 21 441

8 26 676

9 25 625

10 23 529

11 20 400

12 20 400

13 19 361

14 18 324

15 18 324

2

– 2

(X)n

n – 1

12,396 – (480)2

40

40 – 1

12,396 – 5,760

39

Computation of Internal Consistency Using Kuder-Richardson20 Formula for Auto-Mechanics Cognitive Achievement Test

Appendix M :

16 15 225

17 17 289

18 16 256

19 18 324

20 29 841

480 12396

2

S = X2

– (X)2

n

n – 1

2

S = Variance of the

= ScoresX

n = No. of Testees

2S = 12,396 – 480 2

20

20 – 1

= 12,396 – 230400

20

19

12,396 – 11,520

19 =

876

19 =

46.10526 =

Computation of Variance

Computation of

S/N Correct Marks

Pq

P Pqq1 11 0.55 0.45 0.2475

2 10 0.5 0.5 0.25

3 10 0.5 0.5 0.25

4 13 0.65 0.35 0.2275

5 9 0.43 0.55 0.2475

6 10 0.5 0.5 0.25

7 11 0.55 0.45 0.2475

8 13 0.65 0.35 0.2275

9 9 0.45 0.55 0.2475

10 12 0.6 0.4 0.24

11 12 0.6 0.4 0.24

12 13 0.6 0.4 0.24

13 10 0.5 0.5 0.25

14 12 0.6 0.4 0.24

15 14 0.7 0.3 0.21

16 12 0.6 0.4 0.24

17 11 0.55 0.45 0.2475

18 14 0.7 0.3 0.21

19 12 0.6 0.4 0.24

20 11 0.55 0.45 0.2475

22

23.

24.

25.

26.

27

28.

29.

21

30

S/N

11

19

9

14

9

11

16

11

8

12

0.55

0.55

0.45

0.7

0.53

0.55

0.8

0.55

0.8

0.6

0.45

0.45

0.55

0.3

0.55

0.45

0.2

0.45

0.2

0.4

0.2475

0.2475

0.2475

0.21

0.2475

0.2474

0.16

0.2475

0.16

0.24

32

33.

34.

35.

36.

37

38.

39.

31

40

9

12

13

11

11

12

9

12

10

12

0.45

0.6

0.65

0.55

0.55

0.6

0.45

0.6

0.5

0.6

0.55

0.4

0.35

0.45

0.45

0.4

0.55

0.4

0.5

0.4

0.2475

0.24

0.2275

0.2475

0.2475

0.21

0.2475

0.24

0.25

0.24

9.4

r=

S2

–1R 20 ( )( )

K–

K – 1–

P

r –R 20 Kuder Richardson 20 Coefficient=

K No of items in the test =

Proportion of students responding

correctly to an item

=

Proportion of students responding

incorrectly to an item

q

P

S2

Test of Variance

qP qPCorrect Marks

(

)rR 20

40

40 – 1

9.4

46.10526( ) = =

= )( )

(

1.02564 1 – 0.203881

1 –

0.796119( )( = 1.02564)

= 0.817

Computation of Inter Scorer Reliability for Psychomotor “On

the Spot” Assessment Rating Scale for the first set of ScoresAppendix N :

( )

2

1

Y YX

47 48 2209 2304 2256

XYX2S/N

2 45 47 2025 2209 2115

3 39 44 1521 1936 1716

4 38 40 1444 1600 1520

5 30 33 900 1089 990

6 30 30 900 900 900

7 28 28 784 784 784

8 23 20 529 400 460

9 20 17 400 289 340

10 18 17 324 289 306

1 318 334 11,036 11,800 11,387

2

Y YX XYX2S/N

r =

N X –2

( X )2 ( )N Y –

2

( Y )2

N XY – X Y

2

(10 x 11800 – (334) )

10 x 11387 – 318 x 334

(10 x 11036 (318) )2

(118000 – 111556)

113700 – 106212

(110360 – 101124)

(6444)

7658

(9236)

7658

59516784

7658

7714.712179

0.99

r =

r =

r =

r =

r =

r =

APPENDIX O: Computation of Inter Scorer Reliability for Psychomotor “On the Spot” Rating Scale - Second set of Scores

2

3.

4.

5.

6.

7

8.

9.

1

10

S/N X Y2 2

X Y XY

47

45

42

38

32

29

20

19

19

15

45

44

40

33

32

27

23

21

18

17

2209

2025

1764

1444

1024

841

400

361

361

225

2025

1936

1600

1089

1024

729

529

441

321

289

2115

1980

1680

1254

1024

983

460

399

342

255

10,292998610654300306

XYr =

N – X Y

( )( )N X2

( X)2 N Y

2 ( Y)

2 – –

10 x 10292r =

–( )( )( 306)2

306 x 300

( 300)2 10 x 10654 –10 x 9986

102920r =

–( )( )93636

91800

90000106540 –99860

–

–

11120r =

( )( )12904 9860

11120r =

127233440

11120r =

11,279.7801r = 0.985

Appendix P: The Framework of Different Intelligent Tutors from which Adaptations will be made for Auto Mechanics Intelligent Tutor

1.

Figure 4: The software life cycle by Mohd Fairuz Bin Zaiyadi on the development of

expert system for car Maintenance and Troubleshooting

2..

Figure 4: The Software Life Circle by

3 Activities in a typical software life cycle model include the following

Department of Food and Drug Administration, 2002).

• Quality Planning

• System Requirements Definition

• Detailed Software Requirements Specification

• Software Design Specification

• Construction or Coding

• Testing

• Installation

• Operation and Support

• Maintenance

• Retirement

4. Stephen (2003) software life

following:

a. Dean and Whitlock Christopher Dean and Quentin Whitlock (1992) describe the basic development process


i. problem investigation (that is, analysis);

ii. course planning (that is, design);

iii. development (that is, production);

iv. implementation and evaluation (that is, installation and evaluation)

The Software Life Circle by Bo Liu (2003)

Activities in a typical software life cycle model include the following (U.S.

Department of Food and Drug Administration, 2002).

System Requirements Definition

Detailed Software Requirements Specification

Software Design Specification

Construction or Coding

software life cycle model incorporates the major scheme by the

Christopher Dean and Quentin Whitlock (1992) describe the basic development process


problem investigation (that is, analysis);

(that is, design);

development (that is, production);

implementation and evaluation (that is, installation and evaluation)

(U.S.

cycle model incorporates the major scheme by the

Christopher Dean and Quentin Whitlock (1992) describe the basic development process

implementation and evaluation (that is, installation and evaluation)

b. Alessi and Trollip i. Determine needs and goals (analysis)

ii. Collect resources (design)

iii. Learn the content (analysis).

iv. Generate ideas (design).

v. Design instruction (design). vi. Flowchart the lesson (design)

vii Storyboard the displays (design).

viii. Program the lesson (production).

ix. Produce supporting materials (production)

x. Evaluate and revise (testing).

c. Koper (1995) development method for multimedia courseware

i. Preliminary investigation, producing a course plan (analysis);

ii. Definition phase producing a project plan for each medium (instructional and

media);

iii. Script phase producing a script for each medium, a design detailed enough for

the media producers (detailed design);

iv. Technical realization phase producing a master program, including media.

Contents is integrated with software, an alpha version is peer reviewed and a beta

version is pilot tested with students (production);

v. Implementation phase producing an installed product (installation publication);

vi. Exploitation phase producing a summative evaluation (maintenance).

5. National Technical University of Athens (NTUA, 2012) identified seven phases for the

courseware development process as indicated below:

i. Courseware specification

- definition of target audience

- definition of aims and objectives

- definition of subject matter

- specification of pedagogical methods

- specification of assessment methods

ii. Instructional Design

- allocation of content to courseware parts

- allocation of learning activities to courseware parts

- for each courseware component design os structure access, layout, navigation and

so on.

iii. Multimedia Design

design of text

- design of graphics

- design of sound

- design of animation

- design of video

iv. Multimedia Development

- preparation of text

- preparation of graphics

- preparation of sound

- preparation of animation

- preparation of video

v. Courseware Integration

- Integration of the various elements into a whole

vi. Testing/Evaluation, pilot testing with real learners

vii Maintenance

- Maintenance for correction

- Maintenance for perfection

- Maintenance for adaptation

AP

PE

ND

IX Q

: AU

TO

ME

CH

AN

ICS

INT

EL

LIG

EN

T T

UT

OR

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SS

ON

PL

AN

Wee

k: 1

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am

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pic

:

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b-to

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Sp

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Com

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th

e s

oftw

are

with

(reg

istra

tion

N

o.) a

nd

pass

wo

rd

us

er Id

en

tity (ID

) N

o

Tea

cher

org

anise

s, sup

ervise

s the

stu

dents

n

avig

atio

n a

nd

encoura

ge

s the

stu

dents

to stu

dy

and c

over a

ll the

topics

liste

d fo

r th

e w

eek.

He

ma

de th

e

stu

dents

u

nders

tan

d th

at

they h

ave

cha

nce to

go

ove

r the

con

tents

of

a

s many tim

es

as th

ey c

an a

nd

encoura

ge

the

m

to d

o so

to

maste

r it

Tuto

r

Stu

de

nt lo

cate

s a

nd d

ouble

clic

ks o

n

the A

uto

Me

chanics

Inte

lligen

t Tuto

r icon

w

hic

h is

foun

d o

n th

e d

eskto

p. T

he

is

launched

, a s

pla

sh s

cre

en a

ppea

red

sho

rtly a

fter w

hich

a L

ogin

form

or a

sta

rt p

age

is d

ispla

yed.

Stu

de

nt h

as tw

o o

ptio

ns w

eth

er to

re

gis

ter a

s a n

ew

train

ee o

r log

in w

ith h

is u

ser Id

en

tity (ID

) no

and

passw

ord

to

acc

ess

. Meanw

hile

, he m

ust

reg

iste

r at th

is poin

t as a

new

studen

t to

begin

cours

e o

n th

e A

uto

Mecha

nic

s

Inte

lligen

t Tu

tor. T

he

Tuto

r congra

tula

tes

and c

on

firms th

e s

tud

ent’s re

gis

tratio

n.

Th

ere

afte

r, the s

tude

nt e

nte

r his

Tu

tor

Tuto

r

user ID

n

o a

nd p

ass

word

to a

ccess T

uto

r and

the m

ain

form

is d

ispla

yed.

On th

e m

ain

form

, studen

t ente

rs into

th

e T

he

ory (K

now

led

ge) o

rTra

inin

g

(Skills

) and th

e in

stru

ctio

nal o

bje

ctive

(s)

is / a

re d

ispla

yed.

Re

pre

sent st-

udent so

lvin

g

Know

led

ge o

r C

om

pe

ten

ce

as a

Pro

duc-

tion

set

p

resen

ts a s

eque

nce o

f hyperm

edia

instru

ctions id

en

tifyin

g a

nd

expla

inin

g th

e fu

nctio

n(s

) of e

ach

co

mpo

nent a

nd

their fe

atu

res a

nd

oth

er

basic

theore

tical c

on

sidera

tion

s need

ed

for th

eir p

rop

er id

entifica

tions.

Tu

tor

I. Iden

tificatio

n o

f th

e m

ain

en

gin

e

parts

an

d th

eir

featu

res

Pe

riod

1To

pic

: Identifica

tion o

f Cylin

der B

lock

, Cylin

der H

ea

d, P

isto

n a

nd

Pis

ton R

ing

s

ITS

T

uto

ring

P

rinc

iple

s

Co

nte

nts

Te

ac

he

rs

Activ

ities

Stu

den

ts A

ctiv

ities (A

ctu

al tre

a-

Tm

en

t to th

e S

tud

en

ts)

Co

mp

on

en

ts o

f C

og

nitiv

e T

heo

ry D

ep

en

de

nt

Varia

ble

s

Rec

ep

- T

ors

Wo

rkin

g

Me

mo

ry L

on

g

Term

M

em

ory

Co

gn

itive

Ac

hie

ve

- m

en

t

Pra

ctic

al

Sk

illsL

ea

rnin

gR

ete

ntio

n

Pro

vid

e

Instru

ctio

n

solv

ing in

pro

ble

m-

solv

ing

conte

xt.

Much o

f the p

hen

om

ena a

re p

resen

-te

d b

y sy

nchro

niz

ing s

oun

d, p

ictu

res,

texts

, anim

atio

ns a

nd

full v

ideo m

otio

n

info

rmatio

n.

The s

tud

ent re

ads th

e te

xts

, liste

ns to

th

e a

udio

messa

ges a

nd w

atch

the

illus-

tratio

ns b

y th

e T

uto

r. T

he

studen

t ha

s the o

vera

ll contro

l on

the p

resenta

tions m

ad

e b

y th

e

as

an e

vent d

riven s

yste

m. H

e d

ecid

es o

n

wheth

er to

inte

rrupts

, sto

ps, c

he

cks th

e

pre

vio

us in

stru

ctio

ns o

r ask

s the

to

pro

ceed

and

care

fully

wa

tch to

stu

dy in

re

al tim

e.

Auto

-Mecha

nic

s In

tellig

ent T

uto

r exp

la-

ins th

at p

etro

l eng

ine

usually

has fo

ur

cylin

ders, w

hich

may b

e a

rrang

e in

a

straig

ht lin

e, h

orizo

nta

lly o

pposed

or in

a

vee p

ositio

n; e

ach c

ylinder is a

ho

le

bore

d in

a c

ast iro

n b

lock a

nd

it is ca

lled

cylin

der b

ore

; each c

ylin

de

r bore

must

be ro

und, p

ara

llel, a

ccura

te in

siz

e a

nd

of a

goo

d s

urfa

ce fin

ish. T

he c

ylin

de

r bore

s a

nd th

e c

om

bustio

n c

ham

bers

are

su

rrou

nde

d b

y h

ollo

w s

pa

ces fille

d w

ith

wate

r, wh

ich is k

no

wn a

s wate

r jacke

ts. A

MIT

furth

er id

entifie

s a

nd e

xpla

ins

the p

urp

ose

of e

ach

fea

ture

s o

n th

e C

yl-in

der h

ead, P

istons a

nd

Pisto

n rin

gs.

Tu

tor

Tuto

r

Stu

den

t adju

st th

e m

ulti-m

ed

ia co

mpo

ne-

nts

on

the in

terfa

ce to

suit h

is d

esire

(for

insta

nce, h

e d

ou

ble

click

on

the

image

and

anim

atio

n to

view

larg

er v

ers

ions).

The s

tud

ent h

as th

e o

pp

ortu

nity

to g

o

over a

lesso

n o

r a u

nit o

f inst-ru

ctio

n a

s m

an

y as p

ossib

le to

facilita

te co

nstru

c-tio

n o

f mea

nin

g o

n th

e c

oncern

ed

top

ics

or c

oncepts.

While

the s

tudent is

pro

gre

ssin

g th

rou-

gh th

e

pre

senta

tion

s and c

ou

rse

mate

rials

, a lis

t of q

ue

stion

s with

multip

le

Tuto

r

ii. Fu

nctio

ns o

f eac

h c

om

po

nen

t an

d its

fea

ture

.

Su

bseq

uen

t p

ractic

e to

stre

ng

the

ned

the

kn

ow

led

ge

Pro

mote

an

ab

stract

Evalu

atio

n

Pro

vides im

-m

ed

iate

fee-

db

ac

k on e

ff-

Tuto

ro

utc

om

es o

f stu

de

nt's

pe

rform

an

ce. T

he

in

stru

cto

r pro

vid

es im

med

iate

fee

d-b

ac

k

to th

e le

arn

er a

nd re

com

me

nd

s to e

ithe

r

eva

lua

tes a

nd

inte

rpre

ts th

e

Imm

ed

iate

und

ersta

nd

-in

g o

f the

pro

ble

m-

solv

ing

know

led

ge

ITS

T

uto

ring

P

rinc

iple

s

Co

nte

nts

Tea

ch

er’s

A

ctiv

ity S

tud

en

ts’ A

ctiv

ities

(Actu

al

Tre

atm

en

t to th

e S

tud

en

ts)

Co

mp

on

en

ts o

f C

og

nitiv

e T

he

ory

Dep

en

den

t V

aria

ble

s

Re

ce

p-

To

rs W

ork

ing

M

em

ory

Lo

ng

T

erm

M

em

ory

Co

gn

itive

Ach

iev

e-

me

nt

Pra

ctic

al

Sk

illsL

ea

rnin

gR

ete

ntio

n

Pe

riod

2To

pic

: Iden

tifica

tion

of C

ran

ksh

aft, C

onn

ectin

g ro

d, V

alv

es, C

am

an

d C

am

sha

ft.

Co

mm

unica

te

the g

oa

l stru

ctu

re

und

erlyin

g th

e

pro

ble

m

so

lving

.

Stu

den

t lau

nc

he

s

the

So

ftwa

re o

n

the

Use

r Inte

rface,

Reg

iste

rs fo

r the

co

urs

e a

nd

acc

es

s

the

so

ftwa

re w

ith

(regis

tratio

n

No

.) an

d p

as

sw

ord

use

r Iden

tity (ID

) N

o.

Tea

che

r o

rgan

ise

s,

supe

rvis

es

the

stu

den

ts n

avig

atio

n a

nd

e

nco

ura

ge

s th

e

studen

ts to s

tud

y a

nd

cove

r all th

e

top

ics lis

ted

for

the

we

ek.

He

ma

de

the

studen

ts u

nd

ersta

nd th

at

the

y h

ave

ch

an

ce to

go

over th

e

conte

nts o

f

as m

an

y times

a

s th

ey c

an

an

d

enco

ura

ge

the

m

to d

o s

o to

m

aste

r it

Tu

tor

Stu

dent lo

cate

s and d

oub

le clic

ks o

n

the

Auto

Mech

an

ics In

tellig

en

t Tu

tor ico

n

which

is fo

und

on th

e d

esk

top. T

he

is la

unch

ed, a

spla

sh sc

reen

ap

peare

d

shortly

afte

r whic

h a

Login

form

or a

start

pag

e is d

ispla

ye

d.

Stu

dent h

as

two o

ptio

ns w

eth

er to

re

giste

r as

a n

ew

train

ee

or lo

gin

with

u

ser Id

entity (ID

) no

and p

assw

ord

to

acce

ss

. Mea

nw

hile

, he

mus

t re

giste

r at th

is p

oin

t as a

ne

w s

tude

nt to

b

eg

in co

urse

on

the

Auto

Me

chanics

In

tellig

en

t Tu

tor. T

he T

uto

r co

ng

ratu

late

s

and

confirm

s th

e stu

den

t’s re

gistra

tion

. T

here

afte

r, the

stu

den

t en

ters h

is

Tuto

r

Tu

tor

user

ID a

nd

pass

wo

rd to

acc

es

s T

uto

r and

th

e m

ain

form

is dis

pla

yed.

On th

e m

ain

form

, stu

de

nt e

nte

rs in

to

the

Th

eo

ry (K

no

wle

dg

e) o

rTra

inin

g

(Sk

ills) a

nd

the

instru

ctio

na

l obje

ctive

(s) is

/ are

disp

lay

ed

.

Rep

rese

nt

stude

nt s

olv

-in

g K

no

wle

d-

ge o

r Com

pe

-te

nce

as a

P

rod

uctio

n s

et Id

entifica

tion

of

Cra

nksha

ft, C

on

ne

cting ro

d,

Valv

es, C

am

an

d

Ca

msh

aft.

AM

IT p

rese

nts

a s

equ

ence

of h

yperm

-e

dia

instru

ction

s iden

tifying

an

d e

xpla

in-

ing

the fu

nc

tion

(s) o

f ea

ch co

mp

one

nt

an

d th

eir fe

atu

res a

nd o

the

r bas

ic th

eor-

etic

al c

onsid

era

tion

s n

ee

de

d fo

r their

pro

per id

en

tificatio

ns

.

ITS

T

uto

ring

P

rinc

iple

s

Co

nte

nts

Te

ac

he

rs

Activ

ities

Stu

den

ts A

ctiv

ities (A

ctu

al tre

a-

Tm

en

t to th

e S

tud

en

ts)

Co

mp

on

en

ts o

f C

og

nitiv

e T

heo

ry D

ep

en

de

nt

Varia

ble

s

Rec

ep

-

To

rs

Wo

rkin

g

Me

mo

ry

Lo

ng

Term

M

em

ory

Co

gn

itive

Ac

hie

ve

- m

en

t

Pra

ctic

al

Sk

ills

Le

arn

ing

Re

ten

tion

Pro

vid

e

Instru

ctio

n

solv

ing in

pro

ble

m-

solv

ing

conte

xt.

Much o

f the p

hen

om

ena a

re

pre

sente

d b

y s

ynchro

nizin

g so

und,

pictu

res, te

xts

, anim

atio

ns a

nd

full v

ideo

motio

n in

form

atio

n.

The s

tud

ent re

ads th

e te

xts

, liste

ns to

th

e a

udio

messa

ges a

nd w

atch

the

illus-

tratio

ns b

y th

e T

uto

r. T

he

studen

t ha

s the o

vera

ll contro

l on

the p

resenta

tions m

ad

e b

y th

e

as

an e

vent d

riven s

yste

m. H

e d

ecid

es o

n

wheth

er to

inte

rrupts

, sto

ps, c

he

cks th

e

pre

vio

us in

stru

ctio

ns o

r ask

s the

to

pro

ceed

and

care

fully

wa

tch to

stu

dy in

re

al tim

e.

Auto

-Mecha

nic

s In

tellig

ent T

uto

r exp

la-

ins th

at th

e c

onn

ectin

g ro

d co

nnects

the

pisto

n to

the cra

nks

haft; c

onsis

ts o

f small

and

big

en

ds; th

e p

isto

n is a

ttached

to

the sm

all e

nd o

f a c

onn

ectin

g ro

d b

y

mea

ns o

f gudg

eon p

in w

hile

the

gud

ge-

on p

in p

asses th

roug

h b

oth

the s

ma

ll end

s of th

e ro

d a

nd th

e p

isto

n. A

MIT

fur-

ther e

xpla

ins th

at th

e c

ranksh

aft c

on

verts

th

e p

isto

n u

p a

nd

dow

n (re

cipro

catin

g)

movem

ent in

to ro

tary

motio

n; th

e c

ranks-

haft is

a v

ery

tou

gh a

lloy s

teel fo

rgin

g

which

is a

rran

ged in

line a

nd p

ara

llel w

ith

the cy

lind

ers; th

e c

rankshaft m

ain

jou

rn-

als ro

tate

in w

hite

me

tal b

ea

ring

fitted

into

the c

rankca

se w

ebs; a

nd th

e c

rank-

pin

is a

rran

ged

in lin

e w

ith e

ach c

ylin

de

r to

acc

om

mod

ate

s th

e b

ig e

nd o

f conne

c-tin

g ro

ds. A

MIT

identifie

s and sta

tes th

e

functio

ns o

f eng

ine

valv

es, C

am

and

Cam

shaft a

nd th

eir fe

atu

res.

Tu

tor

Tuto

r

Th

e s

tude

nt

reads th

e te

xts

, liste

ns to

the

aud

io

message

s and w

atc

h th

e illu

s-tra

tion

s by

the T

uto

r in re

al tim

e.

Su

bseq

uen

t p

ractic

e to

stre

ng

the

ned

the

kn

ow

led

ge

While

the s

tude

nt is

pro

gre

ssin

g th

roug

h

the

Tu

tor p

rese

nta

tions a

nd

co

urs

e

ma

teria

ls, a

list of q

uestio

ns w

ith m

ltiple

ch

oic

e a

re p

res

ente

d to

the s

tude

nts o

n

the

kn

ow

led

ge a

lread

y acq

uire

d.

Pro

vide

s im

-m

edia

te fe

e-

db

ac

k on e

ff-

Tuto

rou

tcom

es o

f stu

de

nt's

pe

rform

an

ce. T

he

instru

cto

r pro

vid

es

imm

ed

iate

feed-b

ack

to th

e le

arn

er a

nd

rec

om

mend

s to e

ithe

r

eva

lua

tes

an

d in

terp

rets

the

Imm

ed

iate

Pro

mote

abstra

ct

und

ersta

nd

-in

g o

f the

pro

ble

m-

solv

ing

know

led

ge

ITS

T

uto

ring

P

rinc

iple

s

Co

nte

nts

Tea

ch

er’s

A

ctiv

ity S

tud

en

ts’ A

ctiv

ities

(Actu

al

Tre

atm

en

t to th

e S

tud

en

ts)

Co

mp

on

en

ts o

f C

og

nitiv

e T

he

ory

Dep

en

den

t V

aria

ble

s

Re

ce

p-

To

rs W

ork

ing

M

em

ory

Lo

ng

T

erm

M

em

ory

Co

gn

itive

Ach

iev

e-

me

nt

Pra

ctic

al

Sk

illsL

ea

rnin

gR

ete

ntio

n

Pe

riod

3To

pic

: Eng

ine

Ancilla

ry C

om

po

ne

nts

- Oil a

nd

Lu

bric

atio

n o

f an E

ng

ine, P

etro

l Su

pp

ly Syste

m a

nd

Ign

ition

Syste

m

Co

mm

un

icate

th

e g

oal

stru

ctu

re

underlyin

g th

e

pro

ble

m

solvin

g.

Stu

de

nt la

un

che

s

the

So

ftware

on

th

e U

se

r Inte

rfac

e,

Re

gis

ters

for th

e

co

urs

e a

nd

ac

ces

s

the

so

ftwa

re w

ith

(regis

tratio

n

No

.) an

d p

as

sw

ord

user Id

en

tity (ID

) N

o.

Teac

her

org

an

ises

, su

perv

ises th

e

studen

ts navig

atio

n a

nd

encou

rag

es th

e

studen

ts to s

tud

y and

cove

r all th

e

top

ics lis

ted

for

the

week

.H

e m

ade

the

stu

den

ts und

ersta

nd th

at

the

y h

ave

ch

anc

e to

go

over th

e

conte

nts o

f

as m

an

y times

as th

ey c

an

and

encou

rag

e th

em

to

do s

o to

m

aste

r it

Tu

tor

Stu

de

nt lo

cate

s an

d d

ou

ble

clicks o

n

the A

uto

Mecha

nic

s Inte

llige

nt T

uto

r icon

wh

ich is

fou

nd o

n th

e d

esk

top

. Th

e

is

launch

ed

, a sp

lash sc

ree

n a

pp

eare

d

shortly

afte

r wh

ich

a L

ogin

form

or a

start

pa

ge is d

ispla

yed.

Stu

de

nt h

as tw

o o

ptio

ns w

eth

er to

re

giste

r as a

ne

w tra

inee

or lo

gin

with

us

er Id

entity (ID

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nd

passw

ord

to

ac

cess

. M

ea

nw

hile

, he

must

reg

ister a

t this

po

int a

s a

ne

w s

tude

nt to

be

gin

course

on th

e A

uto

Me

chan

ics

Inte

llige

nt T

uto

r. Th

e T

uto

r cong

ratu

late

s

an

d co

nfirm

s th

e stu

dent’s

reg

istratio

n.

There

afte

r, the s

tude

nt e

nte

rs his

Tuto

r

Tu

tor

us

er

ID a

nd p

ass

wo

rd to

acc

ess

Tu

tor a

nd

th

e m

ain

form

is dis

pla

yed.

On

the

main

form

, stu

de

nt e

nte

rs in

to

the T

heo

ry (K

no

wle

dge

) orT

rain

ing

(Skills

) and

the

instru

ctio

na

l obje

ctive(s)

is / a

re d

ispla

ye

d.

Repre

sen

t stu

den

t solv

-in

g K

now

led-

ge o

r Co

mp

e-

tence a

s a

Pro

ductio

n

set

Iden

tificatio

n a

nd

functio

ns o

f En

gin

e

An

cillary

Co

mpone

nts

AM

IT p

rese

nts

a s

equ

ence

of h

yperm

-e

dia

instru

ction

s iden

tifying a

nd e

xpla

in-

ing

the fu

nctio

n(s

) of e

ach

com

po

nen

t a

nd th

eir fe

atu

res a

nd

oth

er b

asic

theor-

etic

al c

on

sid

era

tion

s n

ee

de

d fo

r their

pro

per id

en

tificatio

ns.

ITS

T

uto

ring

P

rinc

iple

s

Co

nte

nts

Te

ac

he

rs

Activ

ities

Stu

den

ts A

ctiv

ities (A

ctu

al tre

a-

Tm

en

t to th

e S

tud

en

ts)

Co

mp

on

en

ts o

f C

og

nitiv

e T

heo

ry D

ep

en

de

nt

Varia

ble

s

Rec

ep

- T

ors

Wo

rkin

g

Me

mo

ry L

on

g

Term

M

em

ory

Co

gn

itive

Ac

hie

ve

- m

en

t

Pra

ctic

al

Sk

illsL

ea

rnin

gR

ete

ntio

n

Pro

vid

e

Ins

truc

tion

s

olv

ing

in

pro

ble

m-

solv

ing

c

onte

xt.

Muc

h o

f the

phen

om

en

a a

re

pre

sen

ted

by s

ynch

ronizin

g so

un

d,

pictu

res, te

xts

, an

ima

tions a

nd

full v

ide

o

motio

n in

form

atio

n.

Th

e s

tud

ent re

ads

the

tex

ts, lis

ten

s to

the a

udio

mes

sag

es a

nd w

atch

the

illus-

tratio

ns b

y th

e T

uto

r. T

he

stude

nt h

as th

e o

vera

ll contro

l on

the p

res

en

tatio

ns m

ad

e b

y th

e

as

an

eve

nt d

rive

n s

yste

m. H

e d

ecid

es o

n

wh

eth

er to

inte

rrupts

, sto

ps, c

he

cks th

e

pre

vio

us in

stru

ctio

ns o

r ask

s the

to

pro

cee

d a

nd

care

fully

wa

tch to

stu

dy in

re

al tim

e.

Au

to-M

echa

nic

s In

tellig

en

t Tu

tor e

xpla

-in

s tha

t the in

let m

anifo

ld c

as

ting

ap

pro

xima

ting

to th

e fo

rm o

f tube

, wh

ich

is b

olte

d to

the s

ide o

f eith

er th

e c

ylin

de

r blo

ck o

r cylin

de

r head

; dire

cts th

e flo

w o

f pe

trol/a

ir mixtu

re to

eac

h in

let p

ort;

pro

vid

es a

mo

untin

g fo

r the

carb

ure

tor

an

d a

ir cle

an

er; A

MIT

furth

er e

xp

lain

s

that e

xhau

st ma

nifo

ld is

a c

astin

g o

f sim

ilar sh

ap

e to

inle

t ma

nifo

ld ; c

olle

cts

ex

ha

ust g

as

es a

nd

dire

cts them

to th

e

ex

ha

ust p

ipe s

ilen

cer. A

MIT

expla

ins th

at

wh

en

the

mixtu

re o

f petro

l an

d a

ir has

be

en fu

lly c

om

pre

sse

d in

the

com

bustio

n

cham

ber, it is ig

nite

d b

y e

lectric

spark

. T

he s

pa

rkin

g p

oin

ts of th

e p

lugs a

re

arra

ng

ed to

pro

trud

e s

ligh

tly in

to th

e

com

bu

stion

cha

mb

er.

Tu

tor

Tu

tor

The

stu

de

nt re

ad

s th

e te

xts, liste

ns

to th

e a

udio

messa

ges

an

d w

atc

h th

e illu

stra

tions b

y th

e T

uto

r in

real tim

e. S

tud

ent a

dju

sts th

e m

ulti-

med

ia co

mp

one

nts o

n th

e in

terfa

ce to

su

it his

de

sire (fo

r ins

tanc

e, h

e d

ou

ble

clic

k o

n th

e im

age

and a

nim

atio

n to

vie

w

larg

er ve

rsions). T

he s

tud

ent h

as

the

op

portu

nity

to g

o o

ver a

less

on o

r a u

nit

of in

stru

ctio

n a

s m

any

as p

oss

ible

to

facilita

te c

on

structio

n o

f me

anin

g o

n th

e

conc

ern

ed

top

ics o

r conc

ep

ts.

Su

bseq

uen

t p

ractic

e to

stre

ng

the

ned

the

kn

ow

led

ge

Pro

vid

e

Instru

ctio

n in

pro

ble

m-

solv

ing

con

text.

AM

IT e

xpla

ins th

at in

the

C.I. e

ngin

e,

a c

harg

e o

f air o

nly

is s

ubje

cte

d to

such

a h

igh d

egre

e o

f com

pre

ssio

n th

at its

te

mp

era

ture

rises to

ab

out 5

50 d

egre

e

cen

tigra

de. F

uel o

il, in th

e fo

rm o

f a

spra

y o

f very m

inute

dro

ps, is

then fo

r-ced

into

the h

ot a

ir where

it vap

ouris

es

and b

urn

s, w

ithou

t be

ing

ignite

d b

y an

ele

ctric spa

rk.

he d

ouble

-

Stu

dent a

dju

sts th

e m

ulti-

media

co

mpon

ents

on

the

inte

rface to

suit h

is d

esire

(for in

stance,

Su

bs

eq

uen

t p

ractic

e to

stre

ng

the

ne

d th

e

kn

ow

led

ge

He m

ake

s the

stu

dents

under-

sta

nd th

at th

ey

have c

han

ce to

g

o o

ver th

e c

on-

tents

of

as

man

y tim

es a

s th

ey

can a

nd

encoura

ge th

em

to

do

so to

ma

s-

ter it p

roperly.

Tuto

r

The

reafte

r, the s

tude

nt e

nte

r his

Id

entity N

o (ID

) an

d p

ass

word

to a

ccess

Tu

tor a

nd th

e m

ain

form

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pla

ye

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On

the m

ain

form

, stu

dent e

nte

rs in

to

the

Theory

(Kn

ow

ledge

) orT

rain

ing

(Skills

) an

d th

e in

structio

na

l ob

jectiv

e(s)

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re d

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user

Basic

Diffe

rence in

th

e C

onstru

ction

an

d O

pe

ratio

n o

f C

om

pre

ssio

n

Ignitio

n a

nd

Sp

ark

Ignitio

n E

ngin

es.

Re

pre

sent

stu

dent s

olv

-in

g K

no

wle

d-

ge o

r Co

mpe

-te

nce a

s a

P

roductio

n s

et

Tu

tor p

resents a

seque

nce o

f hyperm

e-

dia

instru

ctions id

en

tifyin

g th

e m

ain

Co-

mpo

nen

ts of C

om

pre

ssio

n Ig

nitio

n E

ng

-in

es. A

MIT

expla

ins th

at th

e co

mpon

ents

of th

e tw

o ty

pes o

f engin

e, a

nd

the

ir arr-

ang

em

ent, a

re ve

ry s

imila

r bu

t as th

ey

have to

with

sta

nd

hig

he

r pre

ssure

s a

nd

larg

er fo

rces e

ach in

div

idu

al co

mpo

nent

of th

e c

om

pre

ssio

n-ig

nitio

n (C

.I.) engin

e

has to

be s

tron

ger a

nd th

ere

fore

hea

vie

r. M

uch

of th

e p

hen

om

ena a

re p

resente

d

by sy

nc

hro

niz

ing s

ou

nd, p

ictu

res, te

xts

, anim

atio

ns a

nd fu

ll vid

eo m

otio

n in

form

a-

tion. T

he

studen

t read

s the te

xts, lis

ten

s to

the a

udio

me

ssag

es a

nd w

atc

h th

e

illustra

tion

s by th

e T

uto

r. T

he

studen

t ha

s the o

ve

rall co

ntro

l on

the p

resenta

tions m

ad

e b

y th

e T

uto

r as

an e

vent d

riven

sys

tem

. He

decid

es o

n

wheth

er to

inte

rrup

t, sto

p, c

heck

the p

re-

vious in

stru

ctio

ns o

r ask th

e T

uto

r to p

ro-

ceed a

nd c

are

fully w

atc

h to

stu

dy in

real

time

.

Com

munic

ate

the g

oal

structu

re

unde

rlyin

g

the p

roble

m

solv

ing.

Teacher o

rga-

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i-ses th

e stu

den

-ts

navig

atio

n

an

d e

nco

ura

-ge

s the s

tud

e-

nts

to stu

dy

an

d c

over a

ll th

e to

pic

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Stu

dent lo

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the

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und

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e

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skto

p. T

he

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nched, a

spla

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scre

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ppea

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fter w

hic

h a

Lo

gin

form

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sta

rt page is

disp

layed

.S

tude

nt re

gis

ters a

s a

ne

w tra

inee

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log-in

with

user Id

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o a

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Tuto

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Tuto

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Stu

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Date

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me o

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Co

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pec

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Wo

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Th

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TC

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16 - 2

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e a

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lain

the

basic

d

iffere

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s in

the c

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ark

Ignitio

n a

nd

Co

mp

ressio

n-Ig

nitio

n e

ngin

eii. e

xpla

in th

e o

pera

tions o

f com

pre

ssio

n

Ignitio

n e

ng

ine

fuel S

yste

m.

Stu

den

ts have

be

en

taug

ht th

e fu

nd

am

en

tal p

rincip

les o

f Mecha

nics

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rev

iou

s K

no

wle

dg

e:

Ins

truc

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roc

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d 1

Top

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he B

asic D

iffere

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e C

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ctio

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pre

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nitio

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ngin

e

an

d S

park

Ign

ition E

ng

ine.

ITS

T

uto

ring

P

rinc

iple

s

Co

nte

nts

Te

ac

he

rs

Activ

ities

Stu

den

ts A

ctiv

ities (A

ctu

al tre

a-

Tm

en

t to th

e S

tud

en

ts)

Co

mp

on

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ts o

f C

og

nitiv

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he

ory

De

pe

nd

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t V

aria

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s

Rec

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Wo

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Mem

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Lo

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erm

M

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Co

gn

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Ac

hie

ve

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en

t

Pra

ctic

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Sk

illsL

earn

ing

Re

ten

tion

Pro

mo

te

abstra

ct

unde

rsta

nd-

ing

of th

e

pro

ble

m-

solv

ing

kno

wle

dge

While

the stu

den

t is p

rogre

ssin

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rou-

gh th

e

pre

senta

tion

s and c

ou

rse

ma

teria

ls, a

list of q

uestio

ns w

ith m

ultip

le

optio

ns a

re p

resen

ted to

the

stu

de

nts

on

the

know

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e a

lready a

cqu

ired

. Su

bse-

que

nt p

ractic

e o

f know

ledge

earlie

r acquire

d s

tren

gth

ened th

e s

tudent's

experie

nce.

Tuto

r

Pro

vid

es im

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ed

iate

fee-

dba

ck o

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ff-orts

mad

e b

y

the stu

den

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Tu

tor e

valu

ate

s and in

terp

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outco

mes o

f studen

t's p

erfo

rmance. T

he

in

structo

r pro

vid

es im

media

te fe

ed

-back

to th

e le

arn

er a

nd

reco

mm

ends to

eith

er

repe

at o

r pro

ceed.

Eva

luatio

n

Imm

ed

iate

F

eed

back

Pro

vid

e

Instru

ctio

n in

pro

ble

m-

solv

ing

conte

xt.

AM

IT e

xpla

ins th

at in

the

C.I. e

ngin

e,

a c

harg

e o

f air o

nly

is s

ubje

cte

d to

such

a h

igh d

egre

e o

f com

pre

ssio

n th

at its

te

mp

era

ture

rises to

ab

out 5

50 d

egre

e

cen

tigra

de. F

uel o

il, in th

e fo

rm o

f a

spra

y o

f very m

inute

dro

ps, is

then fo

r-ced

into

the h

ot a

ir where

it vap

ouris

es

and b

urn

s, w

ithou

t be

ing

ignite

d b

y an

ele

ctric spa

rk.

he d

ouble

-

Stu

dent a

dju

sts th

e m

ulti-

media

com

pon

ents

on

the

inte

rface to

suit h

is d

esire

(for in

stance,

Su

bs

eq

uen

t p

ractic

e to

stre

ng

the

ne

d th

e

kn

ow

led

ge

He m

ake

s the

stu

dents

under-

sta

nd th

at th

ey

have c

han

ce to

g

o o

ver th

e c

on-

tents

of

as

many tim

es a

s th

ey c

an a

nd

encoura

ge th

em

to

do

so to

mas-

ter it p

roperly.

Tuto

r

The

reafte

r, the s

tude

nt e

nte

r his

user

Ide

ntity N

o (ID

) an

d p

ass

word

to a

ccess

Tu

tor a

nd th

e m

ain

form

is dis

pla

yed.

On

the m

ain

form

, stu

dent e

nte

rs in

to

the

Theory

(Kn

ow

ledge

) orT

rain

ing

(Skills

) an

d th

e in

structio

na

l obje

ctive(s)

is / a

re d

ispla

yed

.

Basic

Diffe

rence in

th

e C

onstru

ction

an

d O

pe

ratio

n o

f C

om

pre

ssio

n

Ignitio

n a

nd

Sp

ark

Ignitio

n E

ngin

es.

Re

pre

sent

stu

dent s

olv

-in

g K

no

wle

d-

ge o

r Co

mpe

-te

nce a

s a

P

roductio

n s

et

Tu

tor p

resents a

seque

nce o

f hyperm

e-

dia

instru

ctions id

en

tifyin

g th

e m

ain

Co-

mpo

nen

ts of C

om

pre

ssio

n Ig

nitio

n E

ng

-in

es. A

MIT

expla

ins th

at th

e co

mpon

ents

of th

e tw

o ty

pes o

f engin

e, a

nd

the

ir arr-

ang

em

ent, a

re ve

ry s

imila

r bu

t as th

ey

have to

with

sta

nd

hig

he

r pre

ssure

s a

nd

larg

er fo

rces e

ach in

div

idu

al co

mpo

nent

of th

e c

om

pre

ssio

n-ig

nitio

n (C

.I.) engin

e

has to

be s

tron

ger a

nd th

ere

fore

heavie

r. M

uch

of th

e p

hen

om

ena a

re p

resente

d

by sy

nchro

niz

ing s

oun

d, p

ictu

res, te

xts

, anim

atio

ns a

nd fu

ll vid

eo m

otio

n in

form

a-

tion. T

he

studen

t read

s the te

xts, lis

ten

s to

the a

udio

me

ssag

es a

nd w

atc

h th

e

illustra

tion

s by th

e T

uto

r. T

he

studen

t ha

s the o

vera

ll contro

l on

the p

resenta

tions m

ad

e b

y th

e T

uto

r as

an e

vent d

riven s

yste

m. H

e d

ecid

es o

n

wheth

er to

inte

rrupt, s

top

, check th

e p

re-

vious in

stru

ctio

ns o

r ask th

e T

uto

r to p

ro-

ceed a

nd c

are

fully w

atc

h to

stu

dy in

real

time.

Pro

mote

an

ab

stra

ct

un

dersta

nd

-in

g o

f the

pro

ble

m-

solv

ing

know

led

ge

Wh

ile th

e s

tude

nt is p

rogre

ssin

g th

rou-

gh th

e

pre

senta

tions a

nd

course

m

ate

rials

, a list o

f qu

estio

ns w

ith m

ultip

le

optio

ns a

re p

rese

nte

d to

the s

tud

en

ts o

n

the k

now

led

ge a

lread

y acq

uire

d. S

ubse

-q

uen

t pra

ctic

e o

f kn

ow

led

ge e

arlie

r a

cqu

ired

strength

ened

the

studen

t's

exp

erie

nce

.

Tuto

r

Pro

vides im

-m

edia

te fe

e-

db

ack o

n e

ff-orts

made b

y

the s

tude

nts

.

Ev

alu

atio

n

Imm

ed

iate

F

ee

db

ac

k

Tu

tor

mes o

f studen

t's p

erfo

rma

nce. T

he in

str-

uc

tor p

rovid

es

imm

edia

te fe

ed-b

ack

to

the le

arn

er a

nd

reco

mm

end

s to e

ithe

r re

pe

at o

r pro

ce

ed.

ev

alu

ate

s and in

terp

rets

the o

utc

o-

Perio

d 2

Top

ic:C

onstru

ctio

n a

nd

Op

era

tion o

f Com

pre

ssio

n Ig

nitio

n E

ng

ine

Fue

l Sys

tem

Com

mu

nic-

ate

the

go

al

stru

ctu

re

unde

rlying

th

e p

roble

m

solvin

g.

Stu

de

nt la

un

che

s

the

So

ftware

on

th

e U

se

r Inte

rfa-

ce, R

eg

iste

rs fo

r th

e c

ou

rse a

nd

a

cc

es

s th

e s

oftw

-a

re w

ith

(reg

istra

tion

No

.) a

nd

pa

ssw

ord

use

r Id

en

tity (ID

) No

Teach

er o

rga-

nize

s, sup

ervs

i-es

the

stude

nts

na

vig

atio

n a

nd

en

cou

rages th

e

stude

nts

to s

tu-

dy

an

d c

ove

r all

the

topic

s liste

d

for th

e w

ee

k.H

e m

akes

the

Stu

den

t loca

tes a

nd

dou

ble

-clicks o

n

the A

uto

Me

chanics

Inte

lligen

t Tuto

r ico

n

wh

ich

is foun

d o

n th

e d

eskto

p. T

he

is lau

nched a

nd a

spla

sh sc

reen

ap

pe-

are

d s

hortly a

fter w

hic

h a

Lo

gin

form

or

a sta

rt pag

e is d

ispla

yed

. S

tuden

t has

two o

ptio

ns w

eth

er to

re-

gis

ter a

s a

ne

w tra

ine

e o

r log-in

with

us-

er Id

entity

(ID) n

o a

nd

pass

word

to a

cc-

ess

. T

he

rea

fter, th

e s

tude

nt e

nte

r

Tuto

r

Tu

tor

ITS

T

uto

ring

P

rincip

les

Co

nte

nts

Tea

ch

ers

A

ctiv

ities

Stu

den

ts A

ctiv

ities (A

ctu

al tre

a-

Tm

en

t to th

e S

tud

en

ts)

Co

mp

on

en

ts o

f C

og

nitiv

e T

heo

ry D

ep

en

de

nt

Va

riab

les

Rec

ep

- T

ors

Wo

rkin

g

Mem

ory

Lo

ng

T

erm

M

em

ory

Co

gn

itive

Ac

hie

ve

- m

en

t

Pra

ctic

al

Sk

illsL

earn

ing

Re

ten

tion

click

on

the im

age a

nd

anim

atio

n to

vie

w

larg

er v

ersio

ns). T

he s

tudent h

as th

e

opp

ortu

nity

to g

o o

ver a

less

on o

r a u

nit

of in

stru

ctio

n a

s m

any a

s p

oss

ible

to

facilita

te c

on

structio

n o

f meanin

g o

n th

e

con

cern

ed

top

ics o

r conc

epts

.

Stu

de

nt fu

rther e

xplo

res a

t his o

wn

pac

e, b

y clic

kin

g o

n th

e

bu

tton

to

mo

ve to

the n

ext p

age

or m

ove

forw

ard

and

b

utto

n to

go

back o

n th

e

pre

vio

us p

ag

e.

Next

Pre

vio

us

his

user Id

en

tity (ID) n

o a

nd p

ass

word

to

acc

ess T

uto

r and

the m

ain

form

is

disp

layed

.O

n th

e m

ain

form

, studen

t ente

rs into

the

Th

eory

(Kno

wle

dge

) orT

rain

ing (S

kills) a

nd th

e in

stru

ctio

nal

obje

ctive

(s) is

/ are

disp

layed

.

studen

ts unde

-rs

tan

d th

at th

ey

have c

han

ce to

g

o o

ver th

e c

o-

nte

nts o

f

as m

an

y time

s a

s they c

an a

nd

encoura

ge

them

to d

o s

o to

m

aste

r it p

roperly.

Tu

tor

Pro

vid

e

Instru

ctio

n in

pro

ble

m-

solv

ing

conte

xt.

AM

IT e

xpla

ins th

at fu

el s

yste

m in

C. I.

engin

e co

nsis

ts of ta

nk, o

ne

or m

ore

very

fine p

aper filte

rs, a lift p

um

p a

nd

inje

ctio

n p

um

p a

nd in

jecto

r for e

ach

cylin

de

r. AM

IT id

entifie

s and e

xpla

ins

the b

asic

fun

ction(s

) of e

ach o

f the

com

pon

ent p

arts

of th

e fu

el sy

ste

m.

Su

bs

eq

uen

t p

ractic

e to

stre

ng

the

ne

d th

e

kn

ow

led

ge

Co

nstru

ction

and

O

pe

ratio

n o

f C

om

pre

ssio

n

Ignitio

n E

ngin

e

Fue

l Syste

m.

Re

pre

sent

stu

dent s

olv

-in

g K

no

wle

d-

ge o

r Co

mpe

-te

nce a

s a

P

roductio

n s

et

Tu

tor p

resents a

seque

nce o

f hyperm

e-

dia

instru

ctions id

en

tifyin

g th

e m

ain

Co-

mpo

nen

ts of C

om

pre

ssio

n Ig

nitio

n E

ng

-in

es. A

MIT

expla

ins th

at th

e fu

els b

y C

.I. eng

ine

s fitted in

to v

eh

icle

s is lig

ht o

il co

mpo

sed o

f hydro

gen

, carb

on

, oxyg

en

and

sulp

hur. T

he

se fu

els

do n

ot

vapou

rise a

nd

self-ig

nite

at s

uch lo

w

tem

pera

ture

s as p

etro

l (low

er fla

sh p

oin

t) so

the

risk o

f fire is

much

redu

ced

. The

most im

porta

nt q

uality o

f the

se fu

els

is

pro

ba

bly

their a

bility to

self-ig

nite

rapid

ly

afte

r bein

g in

jecte

d in

to th

e d

ense a

nd

hea

ted a

ir in th

e c

om

bustio

n c

ham

ber.

Unlik

e p

etro

l, C. I. fu

els

can a

dequ

ate

ly lu

bric

ate

the c

om

pon

ent p

arts

of th

eir

unit s

yste

m. M

uch o

f the p

hen

om

ena a

re

pre

sente

d b

y s

ynch

ronizin

g so

und,

pictu

res, te

xts, a

nim

atio

ns a

nd fu

ll vid

eo

motio

n in

form

atio

n. T

he s

tudent re

ads

the te

xts, liste

ns to

the a

udio

messa

ges

and

watc

h th

e illu

stra

tions b

y th

e T

uto

r. T

he

studen

t ha

s the o

vera

ll contro

l on

the p

resenta

tions m

ad

e b

y th

e T

uto

r as

an e

vent d

riven s

yste

m. H

e d

ecid

es o

n

wheth

er to

inte

rrupt, s

top

, check th

e p

re-

vious in

stru

ctio

ns o

r ask th

e T

uto

r to p

ro-

ceed a

nd c

are

fully w

atc

h to

stu

dy in

real

time.

ITS

T

uto

ring

P

rincip

les

Co

nte

nts

Tea

ch

ers

A

ctiv

ities

Stu

den

ts A

ctiv

ities (A

ctu

al tre

a-

Tm

en

t to th

e S

tud

en

ts)

Co

mp

on

en

ts o

f C

og

nitiv

e T

heo

ry D

ep

en

de

nt

Va

riab

les

Rec

ep

- T

ors

Wo

rkin

g

Mem

ory

Lo

ng

T

erm

M

em

ory

Co

gn

itive

Ac

hie

ve

- m

en

t

Pra

ctic

al

Sk

illsL

earn

ing

Re

ten

tion

Stu

den

t ad

justs

the

mu

lti-media

com

pon

-ents o

n th

e in

terfa

ce to

suit h

is desire

(fo

r insta

nce, h

e d

ouble

-clicks o

n th

e im

-age

and

anim

atio

n to

view

larg

er v

ers

io-

ns). T

he s

tud

ent h

as th

e o

pp

ortu

nity

to

go o

ver a

lesso

n o

r a u

nit o

f instru

ctio

n

as m

any a

s p

ossib

le to

facilita

te co

nstru

-ctio

n o

f mean

ing o

n th

e co

nce

rned to

p-

ics o

r concepts.

Stu

dent fu

rthe

r exp

lore

s at h

is o

wn

pace, b

y clic

kin

g o

n th

e

butto

n to

move to

the n

ext p

ag

e o

r m

ove

forw

ard

and

butto

n to

go

back o

n th

e p

revio

us p

age

.

Ne

xt

Pre

vio

us

Pro

mote

an

abstra

ct

und

ersta

nd-

ing o

f the

pro

ble

m-

solv

ing

know

ledg

e

Wh

ile th

e s

tude

nt is p

rogre

ssin

g th

rou-

gh th

e

pre

senta

tions a

nd

course

m

ate

rials

, a list o

f questio

ns w

ith m

ultip

le

optio

ns a

re p

rese

nte

d to

the s

tud

ents

on

th

e k

now

led

ge a

lread

y acq

uire

d. S

ubse-

quent p

ractic

e o

f know

ledg

e e

arlie

r a

cqu

ired

strength

ened

the

studen

t's

exp

erie

nce

.

Tuto

r

Pro

vides im

-m

edia

te fe

e-

db

ack o

n e

ff-orts

made b

y

the s

tude

nts

.

Ev

alu

atio

n

Imm

ed

iate

F

eed

bac

k

Tu

tor

mes o

f studen

t's p

erfo

rmance. T

he in

str-

ucto

r pro

vid

es im

me

dia

te fe

ed-b

ack

to

the le

arn

er a

nd re

com

mend

s to e

ithe

r re

pea

t or p

rocee

d.

evalu

ate

s and in

terp

rets

the o

utc

o-

Perio

d 3

Top

ic :P

etro

l Su

pp

ly Syste

m a

nd

Ope

ratio

n o

f a 4

-Stro

ke C

ycle

of a

Spa

rk Ignitio

n

Eng

ine

Com

munic-

ate

the g

oal

stru

ctu

re

unde

rlying

th

e p

roble

m

solvin

g.

Stu

den

t lau

nc

he

s

the

So

ftware

on

th

e U

se

r Inte

rfa-

ce, R

eg

iste

rs fo

r th

e c

ou

rse a

nd

acc

ess

the

so

ftw-

are

with

(reg

istra

tion

No

.) an

d p

as

sw

ord

user

Iden

tity (ID

) No

Teacher o

rga-

nize

s, sup

ervs

i-es th

e stu

den

ts navig

atio

n a

nd

encou

rages th

e

studen

ts to

stu

-dy a

nd

cove

r all

the

topic

s liste

d

for th

e w

ee

k.H

e m

akes th

e

Stu

den

t loca

tes a

nd

dou

ble

-clicks o

n

the A

uto

Me

chanics

Inte

lligent T

uto

r icon

wh

ich is fo

un

d o

n th

e d

eskto

p. T

he

is lau

nched a

nd a

spla

sh sc

reen

app

e-

are

d s

hortly a

fter w

hic

h a

Log

in fo

rm o

r a

start p

ag

e is d

ispla

yed.

Stu

den

t has tw

o o

ptio

ns w

eth

er to

re-

gis

ter a

s a

new

train

ee o

r log-in

with

us-

er Id

entity

(ID) n

o a

nd

passw

ord

to a

cc-

ess

. T

he

reafte

r, the

stu

de

nt e

nte

r

Tuto

r

Tu

tor

his

user Id

en

tity (ID) n

o a

nd p

ass

word

to

acc

ess T

uto

r and

the m

ain

form

is

disp

layed

.O

n th

e m

ain

form

, studen

t ente

rs into

the

Th

eory

(Kno

wle

dge

) orT

rain

ing (S

kills) a

nd th

e in

stru

ctio

nal

obje

ctive

(s) is

/ are

disp

layed

.

studen

ts unde

-rs

tan

d th

at th

ey

have c

han

ce to

g

o o

ver th

e c

o-

nte

nts o

f

as m

an

y time

s a

s they c

an a

nd

encoura

ge

them

to d

o s

o to

m

aste

r it p

roperly.

Tu

tor

Pro

vid

e

Instru

ctio

n in

pro

ble

m-

solv

ing

conte

xt.

AM

IT id

en

tifies th

e fo

ur stro

kes o

f Sp

-a

rk Ignitio

n c

ycle

in th

eir c

orre

ct sequen

-ce a

s: inductio

n, c

om

pre

ssio

n, p

ow

er

and e

xhaust a

nd e

xpla

ins th

e ta

sk in

e

ach o

f the stro

kes.

Su

bs

eq

uen

t p

ractic

e to

stre

ng

the

ne

d th

e

kn

ow

led

ge

Petro

l Su

pply S

yst-

em

an

d O

pera

tion

of a

4-S

troke C

ycle

of a

Spark

Ign

ition

Engin

e.

Re

pre

sent

stu

dent s

olv

-in

g K

no

wle

d-

ge o

r Co

mpe

-te

nce a

s a

P

roductio

n s

et

Tu

tor p

resents a

seque

nce o

f hyperm

e-

dia

instru

ctions id

en

tifyin

g th

e m

ain

Co-

mpo

nen

ts of C

om

pre

ssio

n Ig

nitio

n E

ng

-in

es. A

MIT

expla

ins th

at th

e p

etro

l supply

sy

ste

m a

lso co

nsis

ts of c

arb

ure

ttor, th

e

lift pu

mp, th

e ta

nk, a

nd s

uita

ble

pip

es

and

filters

. AM

IT id

en

tifies th

e fe

atu

res

and

expla

ins th

e fu

nctio

n(s) o

f each p

a-

rts and th

eir p

ossib

le in

fluen

ce(s

) on th

e

perfo

rmance o

f the

eng

ine

. Much

of th

e

phe

nom

ena a

re p

resen

ted b

y synchro

ni-

zing so

und, p

ictu

res, te

xts, a

nim

atio

ns

and

full v

ideo m

otio

n in

form

atio

n. T

he

studen

t read

s the te

xts, lis

ten

s to th

e

aud

io m

essages a

nd w

atch

the

illustra

-tio

ns b

y th

e T

uto

r. T

he

studen

t ha

s the o

vera

ll contro

l on

the p

resenta

tions m

ad

e b

y th

e T

uto

r as

an e

vent d

riven s

yste

m. H

e d

ecid

es o

n

wheth

er to

inte

rrupt, s

top

, check th

e p

re-

vious in

stru

ctio

ns o

r ask th

e T

uto

r to p

ro-

ceed a

nd c

are

fully w

atc

h to

stu

dy in

real

time.

We

ek

: D

ate

: Na

me

of S

ch

oo

l: Pro

gra

mm

e:

C

ou

rse/M

od

ule

: To

pic

:

Su

b-to

pic

: (I) Y

ea

r of S

tud

y:

Ag

e o

f Stu

den

ts:

Du

ratio

n:

Sp

ec

ific O

bje

ctiv

es

:

3M

oto

rV

eh

ichle

Mecha

nics

Wo

rk- N

atio

nal T

ech

nic

al

Certific

ate

Eng

ine

Recon

ditio

nin

g (C

MV

13)

En

gin

eA

rrang

em

en

t of C

am

an

d C

am

sha

fts; va

lves a

nd C

onstru

ction o

f En

gin

e

NT

C III

16

- 20 y

ea

rs

90m

ins.

\ A

t the

Th

e C

om

pre

ssio

n Ig

nitio

nC

ylin

der

en

d o

f the

lesson

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de

nts

sh

ou

ld b

e a

ble

to:

i.i. L

ist a

nd

expla

inty

pe

s o

f Ca

msh

aft a

nd V

alv

es a

rran

gem

ents

Stu

de

nts

ha

ve b

een

tau

gh

t the fu

nda

me

nta

l prin

cip

les o

f Mech

an

ics.

Lis

t and

exp

lain

typ

es o

f cylin

de

r arra

ng

em

en

ts

an

d c

on

stru

ctio

n. i

P

revio

us K

no

wle

dg

e:

Instru

ctio

nal P

roce

du

res

ITS

T

uto

ring

P

rincip

les

Co

nte

nts

Tea

ch

ers

A

ctiv

ities

Stu

den

ts A

ctiv

ities (A

ctu

al tre

a-

Tm

en

t to th

e S

tud

en

ts)

Co

mp

on

en

ts o

f C

og

nitiv

e T

heo

ry D

ep

en

de

nt

Va

riab

les

Rec

ep

- T

ors

Wo

rkin

g

Mem

ory

Lo

ng

T

erm

M

em

ory

Co

gn

itive

Ac

hie

ve

- m

en

t

Pra

ctic

al

Sk

illsL

earn

ing

Re

ten

tion

Stu

den

t ad

justs

the

mu

lti-media

com

pon

-ents o

n th

e in

terfa

ce to

suit h

is desire

(fo

r insta

nce, h

e d

ouble

-clicks o

n th

e im

-age

and

anim

atio

n to

view

larg

er v

ers

io-

ns). T

he s

tud

ent h

as th

e o

pp

ortu

nity

to

go o

ver a

lesso

n o

r a u

nit o

f instru

ctio

n

as m

any a

s p

ossib

le to

facilita

te co

nstru

-ctio

n o

f mean

ing o

n th

e co

nce

rned to

p-

ics o

r concepts.

Stu

dent fu

rthe

r exp

lore

s at h

is o

wn

pace, b

y clic

kin

g o

n th

e

butto

n to

move to

the n

ext p

ag

e o

r m

ove

forw

ard

and

butto

n to

go

back o

n th

e p

revio

us p

age

.

Ne

xt

Pre

vio

us

Pro

mote

an

abstra

ct

und

ersta

nd-

ing o

f the

pro

ble

m-

solv

ing

know

ledg

e

Wh

ile th

e s

tude

nt is p

rogre

ssin

g th

rou-

gh th

e

pre

senta

tions a

nd

course

m

ate

rials

, a list o

f questio

ns w

ith m

ultip

le

optio

ns a

re p

rese

nte

d to

the s

tud

ents

on

th

e k

now

led

ge a

lread

y acq

uire

d. S

ubse-

quent p

ractic

e o

f know

ledg

e e

arlie

r a

cqu

ired

strength

ened

the

studen

t's

exp

erie

nce

.

Tuto

r

Pro

vides im

-m

edia

te fe

e-

db

ack o

n e

ff-orts

made b

y

the s

tude

nts

.

Ev

alu

atio

n

Imm

ed

iate

F

eed

bac

k

Tu

tor

mes o

f studen

t's p

erfo

rmance. T

he in

str-

ucto

r pro

vid

es im

me

dia

te fe

ed-b

ack

to

the le

arn

er a

nd re

com

mend

s to e

ithe

r re

pea

t or p

rocee

d.

evalu

ate

s and in

terp

rets

the o

utc

o-

Pe

riod

1To

pic

: Arra

ngem

ent a

nd C

onstru

ctio

n o

f En

gin

e C

ylin

ders

ITS

T

uto

ring

P

rinc

iple

s

Co

nte

nts

Te

ac

he

rs

Activ

ities

Stu

den

ts A

ctiv

ities (A

ctu

al tre

a-

Tm

en

t to th

e S

tud

en

ts)

Co

mp

on

en

ts o

f C

og

nitiv

e T

heo

ry D

ep

en

de

nt

Varia

ble

s

Rec

ep

-

To

rs

Wo

rkin

g

Me

mo

ry

Lo

ng

Term

M

em

ory

Co

gn

itive

Ac

hie

ve

- m

en

t

Pra

ctic

al

Sk

ills

Le

arn

ing

Re

ten

tion

Pro

vid

e

Instru

ctio

n

solv

ing in

pro

ble

m-

solv

ing

conte

xt.

Pro

mote

an

ab

stract

un

ders

tand

-in

g o

f the

pro

ble

m-

solvin

g

know

led

ge

AM

IT id

entifie

s the th

ree fo

rms o

f co

nstru

ction

of c

ylin

de

rs a

s mono

blo

c, dry-lin

er a

nd

wet-lin

er. A

MIT

exp

lain

s

that m

on

oblo

c a

rrang

em

ent is th

e o

ne in

w

hich

the

cast-iro

n c

ylin

ders

are

cast a

s part o

f the

cylin

der b

lock. A

n a

ltern

ativ

e

constru

ction

is fo

r the c

ylin

de

r blo

ck to

be o

f alu

min

ium

-allo

y p

ressu

re d

ie-ca

st aro

un

d c

ast-iro

n cy

lind

er lin

ers

whic

h

then

form

part o

f the

blo

ck. D

ry-lin

er

arra

nge

men

t, in w

hic

h th

e c

ylinder b

lock

is p

rod

uced in

an e

asily

-machin

ed c

ast-

iron

, the

barre

ls of w

hic

h a

re lin

ed

with

fo

rce-fit o

r push-fit c

ylinder lin

ers o

f goo

d-w

earin

g c

ast-iro

n, o

r thin

tube

s of

chro

miu

m-p

late

d m

ild s

teel. F

orc

e-fit d

ry

liners

are

ofte

n e

mp

loye

d in

servicin

g

mon

oblo

c c

ylinders

that h

ave b

een

rebo-

red to

the

limit. A

MIT

furth

er id

en

tifies

and

expla

ins th

at a

We

t-liner a

rrang

em

- ent, is

the

on

e in

whic

h th

e c

oolin

g w

ate

r su

rrou

nds e

asily

-rene

wable

liners th

at

pro

vid

e th

e w

ate

r seal in

the c

ylin

de

r blo

ck.

Stu

de

nt a

dju

st the m

ulti-m

edia

com

p-

one

nts

on th

e in

terfa

ce to

suit h

is d

esire

(fo

r insta

nce, h

e d

ouble

click

on th

e im

a-

ge a

nd a

nim

atio

n to

vie

w la

rger v

ers

i-ons). T

he s

tudent h

as th

e o

pportu

nity

to

go o

ver a

lesso

n o

r a u

nit o

f instru

ctio

n

as m

any a

s p

ossib

le to

facilita

te co

ns-

tructio

n o

f mea

nin

g o

n th

e co

ncern

ed

to

pic

s or co

ncepts

.

Stu

dent fu

rther e

xplo

res a

t his o

wn

pace, b

y clickin

g o

n th

e

bu

tton

to

move to

the n

ext p

age

or m

ove

forw

ard

and

b

utto

n to

go b

ack o

n th

e

pre

vio

us p

ag

e.

Ne

xt

Pre

vio

us

While

the s

tudent is

pro

gre

ssin

g th

rou-

gh th

e

pre

senta

tion

s and c

ou

rse

mate

rials

, a lis

t of q

ue

stion

s with

multip

le

optio

ns a

re p

resente

d to

the

studen

ts o

n

the kn

ow

ledge

alre

ady a

cqu

ired

. Su

bse-

que

nt p

ractic

e o

f kno

wle

dge

earlie

r acquire

d s

treng

then

ed th

e s

tud

ent's

experie

nce.

Tuto

r

Su

bseq

uen

t p

ractic

e to

stre

ng

the

ned

the

kn

ow

led

ge

Evalu

atio

n

ITS

T

uto

ring

P

rinc

iple

s

Co

nte

nts

Te

ac

he

rs

Activ

ities

Stu

den

ts A

ctiv

ities (A

ctu

al tre

a-

Tm

en

t to th

e S

tud

en

ts)

Co

mp

on

en

ts o

f C

og

nitiv

e T

heo

ry D

ep

en

de

nt

Varia

ble

s

Rec

ep

-

To

rs

Wo

rkin

g

Me

mo

ry

Lo

ng

Term

M

em

ory

Co

gn

itive

Ac

hie

ve

- m

en

t

Pra

ctic

al

Sk

ills

Le

arn

ing

Re

ten

tion

Com

mu

nic

ate

th

e g

oa

l stru

cture

un

derly

ing th

e

pro

ble

m

solv

ing.

Stu

den

t lau

nch

es

th

e S

oftw

are

on

th

e U

ser In

terfa

ce,

Reg

iste

rs fo

r the

co

urs

e a

nd

ac

cess

th

e s

oftw

are

with

(reg

istra

tion

N

o.) a

nd

pass

wo

rd

us

er Id

en

tity (ID

) N

o

Tea

cher o

rga

ni-

zes, s

up

ervise

s th

e s

tud

ents

na

-vig

atio

n a

nd e

nc-

oura

ge

s the s

tu-

dents

to stu

dy

and c

over a

ll the

topics

liste

d fo

r th

e w

eek.

He m

ake

s the

stu

dents u

nde

r-sta

nd th

at th

ey

have c

han

ce to

g

o o

ver th

e

con

tents o

f

as m

an

y time

s a

s they c

an a

nd

encoura

ge th

em

to

do

so to

m

aste

r it p

roperly.

Tuto

r

Stu

de

nt lo

cate

s a

nd d

ouble

-click

s o

n

the A

uto

Mechanic

s Inte

lligen

t Tu

tor ic

on

w

hic

h is

fou

nd o

n th

e d

esk

top

. The

is

launched

and

a s

pla

sh s

cre

en

appe

ars sh

ortly

afte

r which

a L

ogin

form

or a

sta

rt page is

disp

laye

d.

Stu

de

nt e

nte

r his

Tuto

r

user ID

no a

nd

passw

ord

to a

cce

ss T

uto

r an

d th

e m

ain

fo

rm is d

ispla

yed.

On th

e m

ain

form

, studen

t en

ters

into

th

e T

he

ory (K

now

led

ge) o

rTra

inin

g

(Skills

) and th

e in

stru

ctio

nal o

bje

ctive

(s)

is / a

re d

ispla

yed.

Re

pre

sent st-

udent so

lvin

g

Know

led

ge o

r C

om

pete

nce

a

s a P

rod

uc-

tion

set

p

resen

ts a s

equ

ence o

f hyperm

-edia

instru

ctio

ns id

entifyin

g a

nd

expla

in-

ing th

e fu

nctio

n(s

) of th

ree m

ain

form

s of

constru

ction

for e

ngin

e C

ylinders

.

Tu

tor

Mu

ch

of th

e p

heno

men

a a

re p

resente

d b

y

synchro

niz

ing s

oun

d, p

ictu

res, te

xts,

anim

atio

ns a

nd fu

ll vid

eo m

otio

n in

form

-atio

n. T

he s

tude

nt re

ads th

e te

xts, liste

ns

to th

e a

udio

me

ssag

es a

nd

watc

h th

e

illustra

tion

s by th

e T

uto

r. T

he

studen

t ha

s the o

vera

ll contro

l on

the p

resenta

tions m

ad

e b

y th

e T

uto

r as

an e

vent d

riven s

yste

m. H

e d

ecid

es o

n

wheth

er to

inte

rrupt, s

top, c

heck th

e

pre

vio

us in

stru

ctio

ns o

r ask

the

Tuto

r to

pro

ceed

and

care

fully

wa

tch to

stu

dy in

re

al tim

e.

Arra

ng

em

ent a

nd

Con

structio

n o

f E

ngin

e C

ylin

ders

ITS

T

uto

ring

P

rinc

iple

s

Co

nte

nts

Te

ac

he

rs

Activ

ities

Stu

den

ts A

ctiv

ities (A

ctu

al tre

a-

Tm

en

t to th

e S

tud

en

ts)

Co

mp

on

en

ts o

f C

og

nitiv

e T

heo

ry D

ep

en

de

nt

Varia

ble

s

Rec

ep

- T

ors

Wo

rkin

g

Me

mo

ry L

on

g

Term

Mem

ory

Co

gn

itive

Ac

hie

ve

-

me

nt

Pra

ctic

al

Sk

illsL

ea

rnin

gR

ete

ntio

n

Pro

mote

an

ab

stract

un

ders

tand

-in

g o

f the

pro

ble

m-

solvin

g

know

led

ge

While

the s

tudent is

pro

gre

ssin

g th

rou-

gh th

e

pre

senta

tion

s and c

ou

rse

mate

rials

, a lis

t of q

ue

stion

s with

multip

le

optio

ns a

re p

resente

d to

the

studen

ts o

n

the kn

ow

ledge

alre

ady a

cqu

ired

. Su

bse-

que

nt p

ractic

e o

f kno

wle

dge

earlie

r acquire

d s

treng

then

ed th

e s

tud

ent's

experie

nce.

Tuto

r

Pro

vid

es im

-m

edia

te fe

e-

dback o

n e

ff-o

rts made

by

the s

tud

ents

.

Tuto

routc

om

es o

f stu

dent's p

erfo

rmance. T

he

in

structo

r pro

vide

s imm

edia

te fe

ed

-back

to th

e le

arn

er a

nd re

com

me

nds to

eith

er

repea

t or p

roce

ed.

evalu

ate

s and in

terp

rets

the

Evalu

atio

n

Imm

ed

iate

F

ee

dba

ck

Pe

riod

2T

op

ic: A

rran

gem

en

t an

d T

yp

es

of V

alv

es

Co

mm

unica

te

the g

oal

stru

ctu

re

underlyin

g th

e

pro

ble

m

solvin

g.

Stu

den

t lau

nc

hes

the

So

ftware

on

th

e U

se

r Inte

rface,

Reg

iste

rs fo

r the

co

urs

e a

nd

acces

s

the

so

ftwa

re w

ith

(reg

istra

tion

N

o.) a

nd

pas

sw

ord

user Id

en

tity (ID

) N

o

Teacher o

rgani-

zes, su

perv

ises

the stu

den

ts na-

vigatio

n a

nd

enc-

oura

ges th

e stu

-den

ts to s

tud

y and

cove

r all th

e

topic

s liste

d fo

r th

e w

eek.

He m

akes th

e

studen

ts u

nd

er-

stand th

at th

ey

have c

ha

nce to

go o

ver th

e

conte

nts

of

as m

any tim

es

as th

ey c

an

and

encou

rage th

em

to

do s

o to

m

aste

r it pro

pe

rly.

Tuto

r

Stu

dent lo

cate

s and d

oub

le-c

licks

on

th

e A

uto

Mechan

ics In

tellig

ent T

uto

r icon

which

is fo

und

on th

e d

eskto

p. T

he

is la

un

che

d a

nd a

spla

sh sc

reen

app

ears

shortly a

fter w

hic

h a

Log

in fo

rm

or a

sta

rt pag

e is

dis

pla

yed.

Stu

dent e

nte

r his

Tuto

r

user ID

no a

nd

passw

ord

to a

ccess T

uto

r and th

e m

ain

fo

rm is

disp

layed

. O

n th

e m

ain

form

, stu

dent e

nte

rs in

to

the

Th

eory

(Kno

wle

dge

) orT

rain

ing

(Skills

) an

d th

e in

structio

na

l obje

ctive(s)

is / a

re d

ispla

yed

.

Repre

sen

t st-

ude

nt s

olvin

g

Kn

ow

ledg

e o

r C

om

pete

nce

a

s a

Pro

duc-

tion s

et

p

rese

nts

a s

eq

uen

ce o

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erm

-ed

ia in

stru

ctio

ns id

entify

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e fe

atu

res

an

d e

xpla

inin

g th

e fu

nctio

n(s) o

f each

co

mp

one

nt p

arts o

f Va

lve a

nd

oth

er b

a-

sic

the

ore

tical c

on

side

ratio

ns n

eed

ed fo

r th

eir p

rope

r iden

tificatio

ns

.

Tuto

r

Much o

f the

ph

eno

men

a a

re p

rese

nte

d b

y s

ynch

ro-

niz

ing

sou

nd

, pictu

res

, tex

ts, a

nim

atio

ns

an

d fu

ll vide

o m

otio

n in

form

atio

n. T

he

stu

den

t rea

ds th

e te

xts

, liste

ns

to th

e

au

dio

me

ssag

es a

nd

watc

h th

e illu

stra

-tio

ns b

y th

e T

uto

r. T

he

stu

dent h

as

the

ove

rall c

on

trol o

n

the

pre

sen

tatio

ns m

ad

e b

y the

Tuto

r as

an

eve

nt d

rive

n sy

ste

m. H

e d

ecid

es o

n

wh

eth

er to

inte

rrup

t, sto

p, ch

eck

the p

re-

vio

us in

stru

ctio

ns o

r ask

s th

e T

uto

r to

pro

cee

d a

nd c

are

fully w

atc

h to

study in

re

al tim

e.

Arra

ng

em

ent a

nd

Ty

pe

s of V

alve

s.

ITS

T

uto

ring

P

rinc

iple

s

Co

nte

nts

Te

ac

he

rs

Activ

ities

Stu

den

ts A

ctiv

ities (A

ctu

al tre

a-

Tm

en

t to th

e S

tud

en

ts)

Co

mp

on

en

ts o

f C

og

nitiv

e T

heo

ry D

ep

en

de

nt

Varia

ble

s

Rec

ep

- T

ors

Wo

rkin

g

Me

mo

ry L

on

g

Term

M

em

ory

Co

gn

itive

Ac

hie

ve

- m

en

t

Pra

ctic

al

Sk

ills

Pro

vid

e

Instru

ctio

n

solv

ing in

p

rob

lem

-s

olv

ing

conte

xt.

AM

IT e

xpla

ins th

at th

e e

ngin

e v

alve

s are

arra

ng

e in

a stra

igh

t line

eith

er a

bo-

ve th

e cy

lind

ers o

r at o

ne s

ide

of th

em

, eith

er in

the c

ylind

er h

ead

or in

the

top

of

the

cylin

de

r blo

ck a

nd

cla

ssifie

s them

in-

to O

ve

rhea

d v

alve

s an

d S

ide v

alve

s. A

MIT

furth

er id

entifie

s and

exp

lain

s th

e

fun

ctio

n o

f ea

ch co

mp

one

nt o

f Valv

e

as

sem

bly. S

tude

nt a

dju

st the m

ulti-m

edia

co

mpo

nen

ts on th

e in

terfa

ce to

su

it his

de

sire

(for in

stanc

e, h

e d

ouble

click

on

th

e im

age a

nd

anim

atio

n to

vie

w la

rge

r ve

rsio

ns). T

he

stu

dent h

as

the

opp

ortu

-nity to

go

over a

lesso

n o

r a u

nit o

f inst-

ructio

n a

s m

an

y a

s p

ossib

le to

facilita

te

constru

ction

of m

ean

ing o

n th

e co

nce

rn-

ed

top

ics o

r co

nce

pts

Stu

dent fu

rther e

xplo

res

at h

is ow

n

pa

ce, b

y clickin

g o

n th

e

bu

tton

to

mo

ve to

the n

ext p

age

or m

ove

forw

ard

an

d

butto

n to

go

bac

k o

n th

e

pre

vio

us p

ag

e.

Next

Pre

vio

us

Su

bse

qu

en

t p

ractic

e to

stre

ng

the

ned

the

kn

ow

led

ge

Le

arn

ing

Re

ten

tion

Com

mun

icate

th

e g

oal

structu

re

und

erly

ing th

e

pro

ble

m

solv

ing.

Stu

de

nt la

un

ch

es

the S

oftw

are

on

th

e U

ser In

terfa

ce

, R

eg

iste

rs fo

r the

co

urs

e a

nd

acc

ess

the s

oftw

are

with

(reg

istra

tion

N

o.) a

nd

pa

ssw

ord

use

r Ide

ntity

(ID)

No

Teache

r org

an

i-zes, s

upe

rvis

es

the s

tude

nts

na

vigatio

n a

nd

en

coura

ge

s the

stu

de

nts

to stu

dy

an

d c

over a

ll the

topic

s liste

d fo

r th

e w

ee

k. He

make

s the s

tu-

de

nts

und

ersta

-nd

tha

t the

y ha

ve ch

ance to

go

over th

e co

n-

tents

of

as

many tim

es a

s

they ca

n a

nd

en

coura

ge

them

to

do s

o to

ma

s-te

r it pro

perly.

Tuto

r

Stu

den

t loca

tes a

nd

dou

ble

-clicks o

n

the A

uto

Me

chanics

Inte

lligent T

uto

r icon

wh

ich is fo

un

d o

n th

e d

eskto

p. T

he

is la

unched, a

spla

sh s

cree

n a

ppea

red

shortly a

fter w

hic

h a

Lo

gin

form

or a

sta

rt pa

ge is

disp

layed

. S

tuden

t ente

r his

Tu

tor

use

r ID n

o a

nd

pa

ssw

ord

to a

ccess T

uto

r and th

e m

ain

fo

rm is

dis

pla

yed.O

n th

e m

ain

form

, stu

dent e

nte

rs in

to th

e T

he

ory (K

now

le-

dg

e) o

r Tra

inin

g (S

kills

) and

the in

stru

-ctio

nal o

bje

ctive

(s) is / a

re d

ispla

yed.

ITS

T

uto

ring

P

rinc

iple

s

Co

nte

nts

Te

ach

er,s

A

ctiv

ityS

tud

en

ts’ A

ctiv

ities (A

ctu

al

Tre

atm

en

t to th

e S

tud

en

ts)

Co

mp

on

en

ts o

f C

og

nitiv

e T

heo

ry D

ep

en

den

t V

aria

ble

s

Rec

ep

- T

ors

Wo

rkin

g

Me

mo

ry L

on

g

Term

Mem

ory

Co

gn

itive

Ac

hie

ve

-

me

nt

Pra

ctic

al

Sk

illsL

ea

rnin

gR

ete

ntio

n

Pro

mo

te a

n

abstra

ct u

nders

tan

d-

ing o

f the

p

roble

m-

solvin

g.

While

the stu

den

t is p

rog

ress

ing th

rou-

gh th

e

pre

senta

tion

s and c

ou

rse

ma

teria

ls, a

list o

f qu

estio

ns w

ith m

ultip

le

optio

ns a

re p

resen

ted to

the

stu

de

nts

on

the

know

ledge

alre

ady a

cqu

ired

. Su

bse-

que

nt p

ractic

e o

f know

ledge

earlie

r acquire

d s

tren

gth

ened th

e s

tudent's

experie

nce.

Tuto

r

Pro

vid

es im

-m

ed

iate

fee

-dback o

n e

ff-orts m

ad

e b

y

the s

tudents.

Tu

tor

outco

mes o

f studen

t's p

erfo

rmance. T

he

in

structo

r pro

vide

s imm

edia

te fe

ed

-back

to th

e le

arn

er a

nd re

com

mends to

eith

er

repea

t or p

roce

ed.

evalu

ate

s and in

terp

rets

the

Evalu

atio

n

Imm

ed

iate

F

ee

db

ack

To

pic

: Arra

ng

em

en

t of C

am

an

d C

am

sh

afts

an

d V

alv

e A

nc

illary

Co

mp

on

en

tsP

erio

d 3

:

ITS

T

uto

ring

P

rincip

les

Co

nte

nts

Tea

ch

ers

A

ctiv

ities

Stu

de

nts

Ac

tivitie

s (A

ctu

al tre

a-

Tm

en

t to th

e S

tud

en

ts)

Co

mp

on

en

ts o

f C

og

nitiv

e T

heo

ry D

ep

en

den

t V

aria

ble

s

Re

ce

p-

To

rs W

ork

ing

M

em

ory

Lo

ng

T

erm

M

em

ory

Co

gn

itive

Ac

hie

ve

- m

en

t

Pra

ctic

al

Skills

Le

arn

ing

Re

ten

tion

Pro

vide

In

structio

n

pro

ble

m-

solvin

g

conte

xt.

AM

IT id

entifie

s valv

e g

uid

es, va

lve

seats

an

d v

alv

e in

serts

as th

e a

ncilla

ry co

mpo

nen

ts of v

alve

s. E

ach v

alve

is

suppo

rted in

a g

uid

e a

nd is

held

dow

n to

its

seat b

y a

stro

ng

sprin

g, s

o c

losin

g th

e

port. T

he v

alv

e se

ats

are

fitted

at th

e e

d-

ges o

f the p

orts

in th

e w

alls

of th

e c

om

b-

ustio

n c

ham

bers

. Valve

-seat in

sert a

re

fitted to

give

an in

cre

ase s

mooth

ness in

se

at a

nd v

alve

life.

Su

bseq

uen

t p

ractic

e to

s

tren

gth

en

ed

the

kn

ow

led

ge

Rep

rese

nt s

t-ud

ent s

olv

ing

K

now

ledg

e o

r C

om

pete

nce

as a

Pro

du

c-tio

n s

et

p

resents

a s

eq

uen

ce o

f hyp

erm

-ed

ia in

structio

ns id

entify

ing th

e fe

atu

res

an

d e

xpla

inin

g th

e fu

nctio

n(s

) of th

e

cam

s whic

h o

pen

the va

lves a

re a

ll arra

-ng

ed u

pon

a s

ingle

cam

shaft w

hic

h is

supp

orte

d in

a p

lain

ho

les in

the c

rank-

case w

ebs.

Tuto

r

Mu

ch o

f the p

heno

men

a a

re

pre

sen

ted b

y sy

nchro

niz

ing s

ound

, pic

tu-

res, te

xts, a

nim

atio

ns a

nd fu

ll vide

o m

ot-

ion in

form

atio

n. T

he s

tude

nt re

ads th

e

texts

, liste

ns to

the a

udio

message

s and

wa

tch th

e illu

stratio

ns b

y the T

uto

r. T

he s

tud

ent h

as th

e o

vera

ll contro

l on

th

e p

resen

tatio

ns m

ade b

y the T

uto

r as

an

event d

riven

syste

m. H

e d

ecid

es o

n

wh

eth

er to

inte

rrupt, s

top, ch

eck

the p

re-

vio

us in

structio

ns o

r ask

s the T

uto

r to

pro

cee

d a

nd c

are

fully w

atc

h to

study in

re

al tim

e.

Arra

nge

men

t of

Cam

and C

am

sha

ft, V

alv

e A

ncilla

ry

Com

ponen

ts.

ITS

T

uto

ring

P

rinc

iple

s

Co

nte

nts

Te

ac

he

r,s

Activ

ityS

tud

en

ts’ A

ctiv

ities (A

ctu

al

Tre

atm

en

t to th

e S

tud

en

ts)

Co

mp

on

en

ts o

f C

og

nitiv

e T

he

ory

De

pe

nd

en

t V

aria

ble

s

Rec

ep

- T

ors

Wo

rkin

g

Mem

ory

Lo

ng

T

erm

M

em

ory

Co

gn

itive

Ac

hie

ve

- m

en

t

Pra

ctic

al

Sk

illsL

earn

ing

Re

ten

tion

To

pic

: Pre

pa

ratio

ns a

nd

Pre

ca

utio

ns

for D

ism

an

tling

an

En

gin

eP

erio

d 1

:

Com

mun

icate

th

e g

oal

structu

re

und

erly

ing th

e

pro

ble

m

solv

ing.

Stu

de

nt la

un

ch

es

the S

oftw

are

on

th

e U

ser In

terfa

ce

, R

egis

ters

for th

e

co

urs

e a

nd a

cce

ss

the s

oftw

are

with

(reg

istra

tion

N

o.) a

nd

pa

ssw

ord

use

r Iden

tity (ID

) N

o

Teache

r org

ani-

zes, s

uperv

ises

the

stu

de

nts

na

vigatio

n a

nd

en

coura

ges th

e

stu

de

nts

to s

tudy

an

d c

over a

ll the

top

ics liste

d fo

r th

e w

ee

k. He

ma

kes th

e s

tu-

de

nts

und

ersta

-nd

that th

ey

Stu

dent lo

cate

s a

nd

dou

ble

-clicks o

n

the A

uto

Mecha

nic

s In

tellig

ent T

uto

r ico

n w

hic

h is fo

und

on th

e d

eskto

p.

The

is

launche

d, a

spla

sh s

cre

en

ap

pea

red s

hortly a

fter w

hic

h a

Log

in

form

or a

sta

rt page

is d

ispla

yed.

Stu

dent e

nte

r his

Tuto

r

use

r ID n

o a

nd

pa

ssw

ord

to a

ccess T

uto

r and th

e m

ain

fo

rm is

dis

pla

yed.O

n th

e m

ain

form

, stu

de

nt e

nte

rs in

to th

e T

heo

ry (K

now

le-

dg

e) o

r Tra

inin

g (S

kills) a

nd th

e in

stru

-ctio

nal o

bje

ctive

(s) is

/ are

disp

laye

d.

Stu

de

nt a

dju

st the m

ulti-m

edia

com

po-

nen

ts on th

e in

terfa

ce to

suit h

is desire

(fo

r insta

nce, h

e d

ouble

click

on

the

ima-

ge a

nd a

nim

atio

n to

vie

w la

rger v

ersi-

ons). T

he s

tudent h

as th

e o

pportu

nity

to

go o

ver a

less

on

or a

unit o

f instru

ctio

n

as m

any a

s p

ossib

le to

facilita

te co

nstru

-ctio

n o

f mean

ing

on th

e c

on

cern

ed to

pi-

cs o

r con

cepts

Stu

dent fu

rther e

xplo

res a

t his o

wn

pace, b

y clickin

g o

n th

e

bu

tton

to

move to

the n

ext p

age

or m

ove

forw

ard

and

b

utto

n to

go b

ack o

n th

e

pre

vio

us p

age

.

Next

Pre

vio

us

Pro

mo

te a

n

ab

stract

un

ders

tan

d-

ing o

f the

pro

ble

m-

solvin

g.

While

the s

tudent is

pro

gre

ssin

g th

rou-

gh th

e

pre

senta

tions a

nd c

ou

rse

mate

rials

, a lis

t of q

ue

stion

s with

multip

le

optio

ns a

re p

resente

d to

the

studen

ts on

the kn

ow

ledge

alre

ady a

cqu

ired. S

ubse

-que

nt p

ractice

of k

no

wle

dge

earlie

r acquire

d s

treng

then

ed th

e s

tud

ent's

experie

nce.

Tuto

r

Pro

vid

es im

-m

ed

iate

fee

-dback o

n e

ff-orts m

ad

e b

y

the s

tud

ents.

Tuto

routc

om

es o

f stu

dent's p

erfo

rma

nce. T

he

in

structo

r pro

vides im

media

te fe

ed

-back

to th

e le

arn

er a

nd re

com

me

nds to

eith

er

repea

t or p

rocee

d.

evalu

ate

s and in

terp

rets

the

Evalu

atio

n

Imm

ed

iate

F

ee

db

ack

Wee

k:

Date

: Na

me o

f Sch

oo

l: Pro

gra

mm

e:

Co

urs

e/M

od

ule

: To

pic

: S

ub

-top

ic:

Yea

r of S

tud

y:

Ag

e o

f Stu

de

nts

: D

ura

tion

: S

pec

ific O

bje

ctiv

es

:

4M

oto

rV

eh

ichle

Mecha

nics

Wo

rk- Na

tion

al

Te

chn

ical C

ertific

ate

E

ngin

e R

eco

nd

ition

ing

(CM

V1

3)

NT

C III

16

- 20

ye

ars

9

0m

ins.

At th

e

Re

mova

l of E

ng

ine

from

its

Co

mpa

rtmen

t i

Rem

oval o

f an e

ng

ine

from

its c

om

pa

rtme

nt

ii. Pre

pa

ratio

ns a

nd

pre

ca

utio

ns fo

r dis

man

tling

a

n e

ng

ine

end

of th

e le

sson

, train

ee

s s

hou

ld b

e a

ble

to (i) p

repa

re a

nd o

bserv

e n

ece

ssa

ry p

reca

utio

ns d

urin

g

dis

man

tling

of a

n e

ngin

e, (ii) re

mo

ve a

n e

ngin

e ro

m its

com

partm

en

t S

tud

en

ts ca

n id

en

tify th

e C

om

po

nen

ts a

nd

op

era

ting

prin

cip

le o

f a 4

stro

ke

S I a

nd

C I e

ngin

es.

Me

cha

nic

too

l bo

x, E

ngin

e H

oist, a

Jack, W

ork

be

nch

an

d a

Veh

icle

Pre

vio

us

Kn

ow

led

ge

:In

stru

ctio

na

l Mate

rials

:

Ins

truc

tion

al P

roc

ed

ure

s

s

Teacher o

rgani-

zes, su

perv

ises

the

studen

ts

navig

atio

n a

nd

encou

rages th

e

stu

de

nts

to s

tud

y and

cover a

ll the

top

ics liste

d fo

r th

e w

ee

k. He

ma

kes th

e s

tu-

den

ts u

nd

ersta

-nd th

at th

ey

have ch

ance to

go o

ver th

e co

n-

ten

ts of

as

ma

ny tim

es a

s

the

y can

and

encou

rage th

em

to

do s

o to

ma

s-te

r it pro

perly.

Tu

tor

While

the s

tud

ent is

pro

gre

ssin

g th

rou

-gh th

e

pre

sen

tatio

ns a

nd c

ours

e

mate

rials, a

list o

f que

stions w

ith m

ultip

le

optio

ns a

re p

resente

d to

the s

tudents o

n

the k

no

wle

dge a

lrea

dy a

cquire

d. S

ub

se-

quen

t pra

ctice

of k

no

wle

dge e

arlie

r acq

uire

d s

trength

ene

d th

e s

tude

nt's

exp

erie

nce.

Tu

tor

Rep

rese

nt s

t-ud

ent s

olvin

g

Kn

ow

ledg

e o

r C

om

pete

nce

as a

Pro

du

c-tio

n s

et

p

rese

nts

a s

eq

uence o

f hype

rm-

ed

ia in

stru

ctio

ns id

entify

ing

som

e o

f the

too

ls n

eeded

for d

ism

an

tling e

xercise

an

d e

xpla

inin

g th

eir fu

nctio

n(s).

Tuto

r

Much o

f th

e p

he

nom

ena

are

pre

sente

d b

y sy

nch-

roniz

ing

sound

, pictu

res, te

xts

, anim

a-

tions a

nd fu

ll video

mo

tion

info

rma

tion.

The

studen

t read

s the te

xts, lis

ten

s to

the

aud

io m

essage

s and w

atc

hes th

e

illustra

tions b

y th

e T

uto

r. T

he s

tude

nt h

as th

e o

vera

ll contro

l on

th

e p

resenta

tions m

ade b

y the T

uto

r as

an

event d

riven s

yste

m. H

e d

ecid

es o

n

whe

ther to

inte

rrupt, sto

p, c

he

ck th

e p

re-

vio

us in

stru

ctio

ns o

r asks th

e T

uto

r to

pro

cee

d a

nd c

are

fully

wa

tch to

study in

re

al tim

e.

Arra

nge

men

t of

Ca

m a

nd C

am

shaft,

Valve

Ancilla

ry

Co

mpo

nen

ts.

Pro

vid

e

Instru

ction

pro

ble

m-

solv

ing

co

nte

xt.

AM

IT e

xpla

ins th

at it is

best to

mo

unt

the e

ngin

e o

n a

dis

man

tling sta

nd b

ut if

on

e is n

ot a

vaila

ble

, then s

tan

d th

e

en

gin

e o

n a

stro

ng b

ench

to b

e a

t a

com

forta

ble

workin

g h

eig

ht. F

ailin

g th

is

en

gin

e c

an b

e s

tripped

dow

n o

n th

e flo

or

be

cause th

e s

um

p p

rovid

es a

firm b

ase

on

whic

h th

e e

ng

ine

can b

e s

uppo

rted.

AM

IT s

tate

s that d

urin

g th

e d

ismantlin

g

pro

cess c

are

shou

ld b

e ta

ken to

keep

the e

xpo

sed

parts

free

from

dirt. In

ord

er

to a

chie

ve th

is, thoro

ughly

clean

dow

n

the o

utsid

e o

f the e

ngin

e, re

movin

g a

ll

Su

bse

qu

en

t p

rac

tice to

stre

ng

then

ed th

e

kn

ow

led

ge

ITS

T

uto

ring

P

rinc

iple

s

Co

nte

nts

Te

ac

he

rs

Activ

ities

Stu

den

ts A

ctiv

ities (A

ctu

al tre

a-

Tm

en

t to th

e S

tud

en

ts)

Co

mp

on

en

ts o

f C

og

nitiv

e T

heo

ry D

ep

en

de

nt

Varia

ble

s

Rec

ep

-

To

rs

Wo

rkin

g

Me

mo

ry

Lo

ng

Term

M

em

ory

Co

gn

itive

Ac

hie

ve

- m

en

t

Pra

ctic

al

Sk

ills

Le

arn

ing

Re

ten

tion

Pro

mote

an

ab

stract u

nd-

ers

tan

d-in

g

of th

e p

robl-

em

- solv

ing

know

led

ge

traces o

f oil a

nd

conge

ale

d d

irt with

par-

affin

or o

ther g

ood w

ate

r solu

ble

solve

nt.

If the d

irt is th

ick a

nd d

ee

ply

em

bed

ded

, w

ork

the so

lvent in

to it w

ith a

wire

bru

sh.

Fin

ally w

ipe d

ow

n th

e e

xte

rior o

f the e

ng-

ine w

ith a

rag. A

s th

e e

ng

ine s

i strip

ped

, cle

an

each p

art in

a b

ath

of p

ara

ffin o

r petro

l. Ne

ver im

mers

e p

arts w

ith o

il-w

ays su

ch a

s cra

nks

ha

ft in p

ara

ffin, b

ut

to c

lean, w

ipe d

ow

n c

are

fully w

ith a

pet-

rol d

am

pene

d ra

g. O

il-wa

ys c

an b

e c

lea-

ned

out w

ith w

ire b

rush. If th

e a

irline is

pre

sent, a

ll parts ca

n b

e b

low

n d

ry a

nd

the o

il-ways b

low

n th

rough

as a

dded

pre

cautio

n. M

uch

of th

e p

heno

men

a a

re

pre

sente

d b

y s

ynchro

nizin

g so

und, p

ic-tu

res, te

xts, a

nim

atio

ns a

nd fu

ll vid

eo

motio

n in

form

atio

n. T

he stu

den

t reads

the te

xts, liste

ns to

the a

udio

messa

ges

and

watc

h th

e illu

stra

tions b

y th

e In

stru-

ctor. T

he s

tude

nt h

as th

e o

ver a

ll cont-

rol o

n th

e p

resen

tatio

ns m

ade b

y th

e

instru

cto

r as a

n e

ven

t drive

n s

yste

m. H

e

decid

es o

n w

heth

er to

inte

rrupts

, sto

ps,

checks

the p

revio

us in

structio

ns o

r ask

s

the in

structo

r to p

rocee

d.

While

the s

tudent is

pro

gre

ssin

g th

rou-

gh th

e

pre

senta

tion

s and c

ou

rse

mate

rials

, a lis

t of q

ue

stion

s with

multip

le

optio

ns a

re p

resente

d to

the

studen

ts o

n

the kn

ow

ledge

alre

ady a

cqu

ired

. Su

bse-

que

nt p

ractic

e o

f kno

wle

dge

earlie

r acq

-uire

d s

trength

ene

d th

e s

tude

nt's

experie

nce.

Tuto

rE

valu

atio

n

To

pic

: Re

mo

val o

f an

En

gin

e fro

m its

Co

mp

artm

en

tP

erio

d 2

:

ITS

T

uto

ring

P

rincip

les

Co

nte

nts

Tea

ch

ers

A

ctiv

ities

Stu

de

nts

Ac

tivitie

s (A

ctu

al tre

a-

Tm

en

t to th

e S

tud

en

ts)

Co

mp

on

en

ts o

f C

og

nitiv

e T

heo

ry D

ep

en

den

t V

aria

ble

s

Re

ce

p-

To

rs W

ork

ing

M

em

ory

Lo

ng

T

erm

M

em

ory

Co

gn

itive

Ac

hie

ve

- m

en

t

Pra

ctic

al

Skills

Le

arn

ing

Re

ten

tion

Co

mm

unica

te

the g

oal

stru

ctu

re

un

derlyin

g th

e

pro

ble

m

solvin

g.

Stu

den

t lau

nch

es

th

e S

oftw

are

on

th

e U

ser In

terfa

ce,

Reg

iste

rs fo

r the

co

urs

e a

nd

ac

cess

th

e s

oftw

are

with

(reg

istra

tion

N

o.) a

nd

pass

wo

rd

us

er Id

en

tity (ID

) N

o

Tea

cher o

rgan

-iz

es, su

perv

ises

the s

tud

ents

n

avig

atio

n a

nd

encoura

ges th

e

stu

dents

to s

tudy

and c

over a

ll the

topics

liste

d fo

r th

e w

eek. H

e

makes th

e stu

d-

ents

und

ersta

nd

that th

ey h

ave

cha

nce to

go

ove

r the c

on

te-

nts o

f a

s

many tim

es a

s th

ey c

an a

nd

encoura

ge th

em

to

do

so to

m

aste

r it p

roperly.

Tu

tor

Stu

de

nt lo

cate

s a

nd d

ouble

clic

ks o

n

the A

uto

Me

chanics

Inte

lligen

t Tuto

r icon

whic

h is

foun

d o

n th

e d

eskto

p. T

he

is

launched

, a s

pla

sh s

creen a

ppea

red

sho

rtly a

fter w

hich

a L

ogin

form

or a

sta

rt p

age

is d

ispla

yed.

Stu

de

nt e

nte

rs h

is

Tu

tor

use

r ID a

nd

pass-

word

to a

cce

ss T

uto

r and

the

main

form

is

disp

layed

.O

n th

e m

ain

form

, stu

dent

ente

rs in

to th

e T

he

ory (K

now

ledg

e) o

r T

rain

ing (S

kills

) an

d th

e in

structio

na

l o

bje

ctive(s) is

/ are

dis

pla

yed.

Pro

vides im

-m

edia

te fe

e-

db

ack o

n e

ff-orts

ma

de b

y th

e s

tude

nts

.

Tuto

rou

tcom

es o

f studen

t's p

erfo

rmance. T

he

instru

ctor p

rovid

es im

med

iate

fee

d-b

ack

to th

e le

arn

er a

nd

recom

mend

s to e

ither

repe

at o

r pro

ceed.

evalu

ate

s a

nd

inte

rpre

ts th

e

Imm

ed

iate

F

eed

bac

k

Re

pre

sent s

t-ud

ent so

lvin

g

Know

ledg

e o

r C

om

pe

tence

as a

Pro

du

c-tio

n s

et

p

resents

a s

eq

uen

ce o

f hyp

erm

-e

dia

instru

ctio

ns b

y d

em

on

stratin

g h

ow

to

disc

onn

ect th

e le

ad fro

m th

e b

atte

ry

negativ

e te

rmin

al a

nd th

e e

arth

cable

at

the e

ngin

e e

nd; d

rain

and re

tain

the

e

ngin

e c

oo

lan

t an

d d

iscard

the e

ngin

e

oil; a

nd

rem

ove

the a

ir cle

ane

r from

the

carb

ure

tor.

Tuto

r

Much o

f the

phe

nom

ena a

re

pre

sente

d b

y sy

nchro

niz

ing s

oun

d,

pic

ture

s, te

xts, a

nim

atio

ns a

nd fu

ll video

m

otio

n in

form

atio

n. T

he s

tude

nt re

ads

the te

xts, lis

ten

s to th

e a

ud

io m

essage

s a

nd w

atch

es th

e illu

stratio

ns b

y the

Tuto

r. T

he s

tud

ent h

as th

e o

vera

ll contro

l on

th

e p

resen

tatio

ns m

ade b

y the T

uto

r as

an e

vent d

riven

syste

m. H

e d

ecid

es o

n

wh

eth

er to

inte

rrup

t, sto

p, ch

eck

the p

re-

vio

us in

structio

ns o

r ask

s th

e T

uto

r to

pro

ceed a

nd c

are

fully w

atc

h to

study in

re

al tim

e.

Rem

ova

l of a

n E

ng

-in

e fro

m its

Com

par-

tmen

t

Repre

sen

t st-u

den

t solv

ing

Kno

wle

dge o

r C

om

pete

nce

a

s a P

roduc-

tion

set

AM

I p

rese

nts

a s

eq

uence o

f hype

rm-

edia

instru

ction

s ide

ntifyin

g th

e s

tep

s in

rem

oval o

f an e

ngin

e fro

m its co

mpa

r-tm

en

t. AM

IT d

em

onstra

tes h

ow

to d

isco-

nne

ct and re

move ra

dia

tor; d

iscon

nect

the H

T ca

ble

(coil to

dis

tribu

-tor) a

nd L

T

cable

from

the d

istrib

uto

r; dis

conne

ct le

ads fro

m th

e s

tarte

r moto

r sole

noid

an

d

the a

ltern

ato

r; acc

ele

rato

r cable

from

the

carb

ure

tor a

nd c

ho

ke ca

ble

; fue

l inle

t hose; w

ate

r heate

r hoses a

nd

bra

ke s

e-

rvo h

ose; d

isco

nne

ct the e

xhaust d

ow

n-

pip

e a

t the e

xhaust m

anifo

ld a

mon

g o

th-

ers.

T

Much o

f the

phe

nom

ena

are

pre

sen

-te

d b

y synch-ro

nizin

g so

und, p

icture

s, te

xts

, anim

a-tio

ns a

nd fu

ll vid

eo m

otio

n

info

rmatio

n. T

he s

tud

ent re

ads th

e te

xts

, liste

ns to

the a

udio

me

ssag

es a

nd

watc

-hes th

e illu

stratio

ns b

y th

e T

uto

r. T

he stu

den

t has th

e o

vera

ll con

trol o

n

the p

resenta

tion

s mad

e b

y th

e T

uto

r as

an e

vent d

riven s

yste

m. H

e d

ecid

es o

n

wheth

er to

inte

rrupt, s

top

, check th

e p

re-

vious in

stru

ction

s or a

sks

the T

uto

r to

pro

ceed

and

care

fully

watc

h to

stu

dy in

re

al tim

e.

Arra

ngem

ent o

f C

am

and

Cam

shaft,

Valv

e A

ncilla

ry

Com

pon

ents

.

Pro

mote

an

abstra

ct

und

ersta

nd-

ing o

f the

pro

ble

m-

solv

ing.

Wh

ile th

e s

tude

nt is p

rogre

ssin

g th

rou

-g

h th

e

pre

senta

tions a

nd

cours

e

mate

rials, a

list o

f questio

ns w

ith m

ultip

le

optio

ns a

re p

rese

nte

d to

the s

tud

ents

on

the k

now

led

ge a

lrea

dy a

cquire

d. S

ubse-

quent p

ractic

e o

f know

led

ge e

arlie

r a

cquire

d s

trength

ene

d th

e s

tude

nt's

e

xperie

nce

.

Tuto

rE

valu

atio

n

To

pic

: Rem

ova

l En

gin

e A

nc

illary

Co

mp

on

en

ts fro

m th

e E

ng

ine

Co

mp

artm

en

tP

erio

d 3

ITS

T

uto

ring

P

rinc

iple

s

Co

nte

nts

Te

ac

he

rs

Activ

ities

Stu

den

ts A

ctiv

ities (A

ctu

al tre

a-

Tm

en

t to th

e S

tud

en

ts)

Co

mp

on

en

ts o

f C

og

nitiv

e T

he

ory

De

pe

nd

en

t V

aria

ble

s

Re

cep

-

To

rs

Wo

rkin

g

Mem

ory

Lo

ng

Te

rm

Mem

ory

Co

gn

itive

Ac

hie

ve

- m

en

t

Pra

ctic

al

Sk

ills

Le

arn

ing

Re

ten

tion

Com

munic

ate

th

e g

oal

structu

re

unde

rlyin

g th

e

pro

ble

m

solv

ing.

Stu

den

t lau

nch

es

the S

oftw

are

on

th

e U

ser In

terfa

ce

, R

eg

iste

rs fo

r the

co

urs

e a

nd

acce

ss

the s

oftw

are

with

(reg

istra

tion

N

o.) a

nd

pa

ssw

ord

use

r Iden

tity (ID

) N

o

Teacher o

rgan-

izes, s

up

ervise

s th

e stu

den

ts

navig

atio

n a

nd

encou

rages th

e

stu

de

nts

to s

tud

y and

cover a

ll the

top

ics liste

d fo

r th

e w

ee

k. He

ma

kes th

e s

tud

-ents u

nde

rsta

nd

tha

t the

y have

chance to

go

over th

e c

onte

-nts

of

as

ma

ny tim

es a

s

the

y can

and

encou

rage th

em

to

do s

o to

m

aste

r it pro

perly.

Tuto

r

Stu

dent lo

cate

s a

nd

dou

ble

clicks o

n

the

Auto

Mecha

nic

s In

tellig

ent T

uto

r icon

whic

h is fo

und

on th

e d

eskto

p. T

he

is la

un

ched, a

spla

sh sc

reen

app

eare

d

shortly a

fter w

hic

h a

Log

in fo

rm o

r a s

tart

pa

ge is d

ispla

yed.

Stu

dent e

nte

rs h

is

Tuto

r

user ID

and p

ass-

word

to a

ccess T

uto

r and th

e m

ain

form

is

dis

pla

yed.O

n th

e m

ain

form

, stu

de

nt

en

ters in

to th

e T

heory

(Kn

ow

ledge

) or

Tra

inin

g (S

kills

) and th

e in

stru

ctio

nal

ob

jective

(s) is

/ are

disp

laye

d.

Pro

vid

es im

-m

edia

te fe

e-

dback o

n e

ff-o

rts made

by

the s

tud

ents

.

Tuto

routc

om

es o

f stu

dent's p

erfo

rma

nce. T

he

in

stru

cto

r pro

vides im

media

te fe

ed-b

ack

to th

e le

arn

er a

nd re

com

me

nds to

eith

er

repea

t or p

rocee

d.

evalu

ate

s and in

terp

rets th

e

Imm

ed

iate

F

ee

dba

ck

Re

pre

sent s

t-ud

ent so

lvin

g

Know

ledg

e o

r C

om

pe

tence

as a

Pro

du

c-tio

n s

et

p

resents

a s

eq

uen

ce o

f hyp

erm

-e

dia

instru

ctio

ns b

y d

em

on

stratin

g h

ow

to

rem

ove

eng

ine

ancilla

ry com

pon

ents

b

y unboltin

g th

e c

lutch

asse

mbly

from

th

e flyw

heel.

Tuto

r

Much o

f the p

hen

om

ena

are

pre

sente

d b

y s

ynch

ronizin

g so

und,

pic

ture

s, te

xts, a

nim

atio

ns a

nd fu

ll video

m

otio

n in

form

atio

n. T

he s

tude

nt re

ads

the te

xts, lis

ten

s to th

e a

ud

io m

essage

s a

nd w

atch

es th

e illu

stratio

ns b

y the

Tuto

r. T

he s

tud

ent h

as th

e o

vera

ll contro

l on

th

e p

resen

tatio

ns m

ade b

y the T

uto

r as

an e

vent d

riven

syste

m. H

e d

ecid

es o

n

wh

eth

er to

inte

rrup

t, sto

p, ch

eck

the p

re-

vio

us in

structio

ns o

r ask

s th

e T

uto

r to

pro

ceed a

nd c

are

fully w

atc

h to

study in

re

al tim

e.

Rem

ova

l Engin

e

Ancilla

ry C

om

pone

nts

from

th

e E

ngin

e

Com

partm

ent.

Repre

sen

t st-u

den

t solv

ing

Kno

wle

dge o

r C

om

pete

nce

a

s a P

roduc-

tion

set

AM

I p

rese

nts

a s

eq

uence o

f hype

rm-

edia

instru

ction

s ide

ntifyin

g th

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tep

s in

rem

oval o

f engin

e a

ncilla

ry c

om

pon

ents

fro

m th

e c

om

partm

ent o

f an

eng

ine

. A

MIT

dem

onstra

tes h

ow

to re

move a

lter-

nato

r; oil d

ipstick

; dis

tribu

tor c

ap w

ith H

T

lea

ds; d

iscon

nect v

acuum

pip

e fro

m th

e

dis

tributo

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move th

e d

istrib

uto

r; re

move th

e fu

el p

um

p, g

aske

t and

insu

-la

ting

spacer; e

ngin

e m

ountin

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racke

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oil p

um

p a

ssem

bly; in

let a

nd e

xhaust

man

ifold

s a

nd w

ate

r pu

mp.

T

Much o

f the

phe

nom

ena a

re p

resen

ted b

y synch-

roniz

ing s

ou

nd, p

ictu

res, te

xts, anim

a-

tions a

nd

full v

ideo m

otio

n in

form

atio

n.

The s

tud

ent re

ads th

e te

xts

, liste

ns to

th

e a

udio

messa

ges a

nd w

atch

es th

e

illustra

tion

s by th

e T

uto

r. T

he stu

den

t has th

e o

vera

ll con

trol o

n

the p

resenta

tion

s mad

e b

y th

e T

uto

r as

an e

vent d

riven s

yste

m. H

e d

ecid

es o

n

wheth

er to

inte

rrupt, s

top

, check th

e p

re-

vious in

stru

ction

s or a

sks

the T

uto

r to

pro

ceed

and

care

fully

watc

h to

stu

dy in

re

al tim

e.

Arra

ngem

ent o

f C

am

and

Cam

shaft,

Valv

e A

ncilla

ry

Com

pon

ents

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We

ek:

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te : N

am

e o

f Sc

ho

ol: P

rog

ram

me

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ou

rse/M

od

ule

: To

pic

: S

ub

-top

ic:

Yea

r of S

tud

y:

Ag

e o

f Stu

de

nts

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ura

tion

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pec

ific O

bje

ctiv

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5M

oto

rV

eh

ichle

Mech

an

ics W

ork

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na

l Te

chn

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ine

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0 y

ea

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ins.

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e

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gin

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ism

antlin

g p

roce

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ova

l of e

ach

of th

e m

ain

com

pon

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t pa

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fa

n e

ngin

e

en

d o

f the

lesson

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ee

s s

hou

ld b

e

ab

le to

rem

ove

ea

ch p

art o

r com

pon

ent o

f an

en

gin

e.

Stu

den

ts h

ave

be

en

lea

rnt th

e C

om

po

ne

nts

an

d o

pe

ratin

g p

rincip

le o

f a 4

stro

ke

S I a

nd

C I e

ng

ines.

Mech

an

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ol b

ox R

ag

, Work

be

nch

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ke In

line p

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gin

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ire b

rush

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trol o

r suita

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solv

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d A

MT

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edia

pre

se

nta

tion.

Pre

vio

us

Kn

ow

led

ge

:In

stru

ctio

nal M

ate

rials

:

Ins

tructio

na

l Pro

ce

du

resTo

pic

: Re

mo

val o

f Cy

lind

er h

ea

d, V

alv

es

, Ro

ck

er A

ss

em

bly

, Su

mp

, Tim

ing

Co

ve

r an

d F

lyw

he

el

Pe

riod

1

ITS

T

uto

ring

P

rinc

iple

s

Co

nte

nts

Te

ac

he

rs

Activ

ities

Stu

den

ts A

ctiv

ities (A

ctu

al tre

a-

Tm

en

t to th

e S

tud

en

ts)

Co

mp

on

en

ts o

f C

og

nitiv

e T

he

ory

De

pe

nd

en

t V

aria

ble

s

Re

cep

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ors

Wo

rkin

g

Mem

ory

Lo

ng

T

erm

M

em

ory

Co

gn

itive

Ac

hie

ve

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en

t

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ctic

al

Sk

illsL

earn

ing

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ten

tion

Com

mu

nic

ate

th

e g

oal

structu

re

unde

rlyin

g th

e

pro

ble

m

solv

ing.

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de

nt la

un

ch

es

the S

oftw

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on

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ser In

terfa

ce

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eg

iste

rs fo

r the

co

urs

e a

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acce

ss

th

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oftw

are

with

(reg

istra

tion

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o.) a

nd

pa

ssw

ord

use

r Iden

tity (ID

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o

Tea

cher o

rgan-

izes, s

up

ervise

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e stu

den

ts

navig

atio

n a

nd

enco

ura

ges

the

stu

de

nts

to s

tud

y and

cover a

ll the

top

ics liste

d fo

r th

e w

ee

k. He

ma

kes th

e s

tud

-ents u

nde

rsta

nd

tha

t the

y ha

ve

Stu

dent lo

cate

s a

nd

dou

ble

-clic

ks o

n

the

Au

to M

ec

ha

nic

s In

tellig

ent T

uto

r icon

w

hic

h is fo

un

d o

n th

e d

eskto

p. T

he

is la

un

ched, a

spla

sh sc

ree

n a

pp

eare

d

shortly a

fter w

hic

h a

Log

in fo

rm o

r a s

tart

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ge is d

ispla

yed.

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dent e

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rs h

is

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user ID

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pass-

word

to a

cce

ss T

uto

r and th

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ain

form

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dis

pla

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On th

e m

ain

form

, stu

de

nt

en

ters in

to th

e T

heo

ry (K

now

ledg

e) o

r Tra

inin

g (S

kills

) and

the in

stru

ctio

nal

ob

jective

(s) is

/ are

disp

laye

d.

Pro

vid

es im

-m

edia

te fe

e-

dback o

n e

ff-o

rts ma

de

by

the s

tud

ents

.

Tuto

routc

om

es o

f stu

dent's p

erfo

rma

nc

e. T

he

in

stru

cto

r pro

vides im

media

te fe

ed

-back

to th

e le

arn

er a

nd re

com

me

nds to

eith

er

repea

t or p

roc

ee

d.

evalu

ate

s and in

terp

rets th

e

Imm

ed

iate

F

ee

db

ack

Pro

mote

an

abstra

ct

und

ersta

nd-

ing o

f the

pro

ble

m-

solv

ing

.

Wh

ile th

e s

tude

nt is p

rog

ressin

g th

rou

-g

h th

e

pre

senta

tions

and

co

urs

e

mate

rials, a

list o

f qu

estio

ns w

ith m

ultip

le

optio

ns

are

pre

sente

d to

the s

tud

ents

on

th

e k

no

wle

dg

e a

lrea

dy a

cq

uire

d. S

ubse-

quent p

ractic

e o

f kn

ow

led

ge e

arlie

r a

cquire

d s

trength

en

ed th

e s

tude

nt's

e

xperie

nce

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Tuto

rE

valu

atio

n

chance to

go

over th

e co

nte

-nts

of

as

man

y time

s as

they c

an a

nd

encoura

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em

to

do

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m

aste

r it pro

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r

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vid

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ctio

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pro

ble

m-

solv

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conte

xt.

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bseq

uen

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ractic

e to

stre

ng

the

ned

the

kn

ow

ledg

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Re

pre

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t-ud

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lvin

g

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e o

r C

om

pe

tence

as a

Pro

du

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et

p

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a s

eq

uen

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erm

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dia

instru

ctio

ns b

y d

em

on

stratin

g h

ow

to

rem

ove

som

e e

ngin

e co

mpon

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arts

Tuto

r

Much o

f the p

hen

om

ena a

re p

resente

d

by s

ynchro

nizin

g so

und, p

ictu

res, te

xts,

anim

atio

ns a

nd fu

ll video

mo

tion

in

form

atio

n. T

he

stu

de

nt re

ad

s the te

xts, lis

ten

s to th

e a

ud

io m

essage

s and

wa

tches th

e illu

stratio

ns b

y the T

uto

r. T

he s

tud

ent h

as th

e o

vera

ll contro

l on

th

e p

resen

tatio

ns m

ade b

y the T

uto

r as

an e

vent d

riven

syste

m. H

e d

ecid

es o

n

wh

eth

er to

inte

rrup

t, sto

p, ch

eck

the p

re-

vio

us in

structio

ns o

r ask

s th

e T

uto

r to

pro

ceed a

nd c

are

fully w

atc

h to

study in

re

al tim

e.

Rem

ova

l of C

ylin

d-

er h

ea

d, V

alve

s, R

ocke

r ass

em

bly,

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p, T

imin

g

Cover a

nd

F

lyw

hee

l.

AM

I p

rese

nts

a s

eq

uence o

f hype

rm-

edia

instru

ction

s dem

onstra

ting th

e s

tep

s in

rem

oval o

f engin

e m

ain

com

pone

nt

parts

. AM

IT d

em

onstra

tes h

ow

to re

mo-

ve cy

lind

er h

ea

d; v

alve

s; rock

er a

ssem

-bly

; sum

p; tim

ing co

ver; g

ear a

nd c

ha

in

cove

r; pis

ton

; conn

ectin

g ro

d a

nd b

ig-

end

bea

ring.

T

Much o

f the

phe

nom

ena

are

pre

sen

ted b

y sy

nchro

niz

ing

sound

, pic

ture

s, texts, a

nim

atio

ns a

nd fu

ll vid

eo

motio

n in

form

atio

n. T

he s

tud

ent re

ads

the te

xts, liste

ns to

the a

udio

mess

ag

es

and

watc

hes th

e illu

stra

tions b

y th

e

Tuto

r. T

he stu

den

t has th

e o

vera

ll con

trol o

n

the p

resenta

tion

s mad

e b

y th

e T

uto

r as

an e

vent d

riven s

yste

m. H

e d

ecid

es o

n

wheth

er to

inte

rrupt, s

top

, check th

e p

re-

vious in

stru

ction

s or a

sks

the T

uto

r to

pro

ceed

and

care

fully

watc

h to

stu

dy in

re

al tim

e.

To

pic

: Main

Be

arin

gs a

nd

Cra

nks

ha

ft, Ca

msh

aft a

nd

Cam

follo

we

rs, P

isto

n R

ing

s a

nd

G

ud

ge

on

pin

Pe

riod

2

ITS

T

uto

ring

P

rinc

iple

s

Co

nte

nts

Te

ac

he

rs

Activ

ities

Stu

den

ts A

ctiv

ities (A

ctu

al tre

a-

Tm

en

t to th

e S

tud

en

ts)

Co

mp

on

en

ts o

f C

og

nitiv

e T

he

ory

De

pe

nd

en

t V

aria

ble

s

Re

cep

- T

ors

Wo

rkin

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Mem

ory

Lo

ng

T

erm

M

em

ory

Co

gn

itive

Ac

hie

ve

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en

t

Pra

ctic

al

Sk

illsL

earn

ing

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ten

tion

Com

munic

ate

th

e g

oal

structu

re

unde

rlyin

g th

e

pro

ble

m

solv

ing.

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den

t lau

nch

es

the S

oftw

are

on

th

e U

ser In

terfa

ce

, R

eg

iste

rs fo

r the

co

urs

e a

nd

acce

ss

the s

oftw

are

with

(reg

istra

tion

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o.) a

nd

pa

ssw

ord

use

r Iden

tity (ID

) N

o

Teacher o

rgan-

izes, s

up

ervise

s th

e stu

den

ts

navig

atio

n a

nd

encou

rages th

e

stu

de

nts

to s

tud

y and

cover a

ll the

top

ics liste

d fo

r th

e w

ee

k. He

ma

kes th

e s

tud

-ents u

nde

rsta

nd

tha

t the

y have

chance to

go

over th

e c

onte

-nts

of T

uto

r as

ma

ny tim

es a

s

the

y can

and

encou

rage th

em

to

do s

o to

m

aste

r it pro

perly.

Stu

dent lo

cate

s a

nd

dou

ble

-clic

ks o

n

the

Auto

Mecha

nic

s In

tellig

ent T

uto

r icon

whic

h is fo

und

on th

e d

eskto

p. T

he

is la

un

ched, a

spla

sh sc

reen

app

eare

d

shortly a

fter w

hic

h a

Log

in fo

rm o

r a s

tart

pa

ge is d

ispla

yed.

Stu

dent e

nte

rs h

is

Tuto

r

user ID

and p

ass-

word

to a

ccess T

uto

r and th

e m

ain

form

is

dis

pla

yed.O

n th

e m

ain

form

, stu

de

nt

en

ters in

to th

e T

heory

(Kn

ow

ledge

) or

Tra

inin

g (S

kills

) and th

e in

stru

ctio

nal

ob

jective

(s) is

/ are

disp

laye

d.

Pro

vid

es im

-m

edia

te fe

e-

dback o

n e

ff-o

rts made

by

the s

tud

ents

.

Tuto

routc

om

es o

f stu

dent's p

erfo

rma

nce. T

he

in

stru

cto

r pro

vides im

media

te fe

ed-b

ack

to th

e le

arn

er a

nd re

com

me

nds to

eith

er

repea

t or p

rocee

d.

evalu

ate

s and in

terp

rets th

e

Imm

ed

iate

F

ee

dba

ck

Pro

mote

an

abstra

ct

und

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nd-

ing o

f the

pro

ble

m-

solv

ing.

Wh

ile th

e s

tude

nt is p

rogre

ssin

g th

rou

-g

h th

e

pre

senta

tions a

nd

cours

e

mate

rials, a

list o

f questio

ns w

ith m

ultip

le

optio

ns a

re p

rese

nte

d to

the s

tud

ents

on

the k

now

led

ge a

lrea

dy a

cquire

d. S

ubse-

quent p

ractic

e o

f know

led

ge e

arlie

r a

cquire

d s

trength

ene

d th

e s

tude

nt's

e

xperie

nce

.

Tuto

rE

valu

atio

n

Pro

vid

e

Instru

ctio

n

pro

ble

m-

solv

ing

co

nte

xt.

Su

bs

eq

uen

t p

ractic

e to

stre

ngth

en

ed

the

kn

ow

led

ge

Pro

vid

es im

-m

edia

te fe

e-

dback o

n e

ff-o

rts m

ade

by

the s

tud

ents

.

Tuto

r evalu

ate

s a

nd in

terp

rets th

e

outc

om

es o

f stu

dent's

perfo

rma

nce

. The

instru

cto

r pro

vid

es im

me

dia

te fe

ed-b

ack

to

the

learn

er a

nd re

com

men

ds to

eith

er

repeat o

r pro

ceed

.

Imm

ed

iate

F

ee

dba

ck

Pro

mote

an

abstra

ct

und

ersta

nd-

ing

of th

e

pro

ble

m-

solv

ing.

Wh

ile th

e s

tude

nt is p

rogre

ssin

g th

rou-

gh

the

p

resenta

tions a

nd

course

m

ate

rials

, a list o

f questio

ns w

ith m

ultip

le

op

tions a

re p

rese

nte

d to

the s

tud

ents

on

th

e k

now

led

ge a

lread

y acq

uire

d. S

ubse-

qu

ent p

ractic

e o

f know

ledg

e e

arlie

r acqu

ired

strength

ened

the

studen

t's

expe

rien

ce.

Tuto

rE

valu

atio

n

Rep

rese

nt s

t-ude

nt s

olvin

g

Kn

ow

ledge

or

Com

pete

nce

as a

Pro

duc-

tion s

et

p

rese

nts

a s

eq

uence o

f hype

rm-

ed

ia in

stru

ctio

ns b

y d

em

on

stratin

g h

ow

to

rem

ove s

om

e e

ngin

e c

om

pon

ent p

arts

Tuto

r

Mu

ch o

f the p

heno

men

a a

re p

resente

d

by s

ynch

ronizin

g s

ou

nd, p

ictu

res, te

xts,

an

imatio

ns a

nd

full v

ideo

motio

n

info

rma

tion. T

he

studen

t read

s the te

xts,

liste

ns to

the

aud

io m

essages a

nd

watch

es th

e illu

stra

tions b

y the T

uto

r. T

he s

tude

nt h

as th

e o

vera

ll contro

l on

th

e p

resenta

tions m

ade b

y the T

uto

r as

an

event d

riven sy

stem

. He d

ecid

es o

n

whe

the

r to in

terru

pt, sto

p, c

he

ck th

e p

re-

vio

us in

stru

ctio

ns o

r asks th

e T

uto

r to

pro

cee

d a

nd c

are

fully w

atc

h to

study in

re

al tim

e.

Re

moval o

f Main

be

arin

gs a

nd

Cra

n-

kshaft; C

am

sha

ft an

d C

am

follo

wers

P

isto

n rin

gs a

nd

Gud

geon

Pin

.

AM

I p

rese

nts

a s

equ

ence o

f hyperm

-e

dia

instru

ction

s dem

onstra

ting th

e s

teps

in re

moval o

f engin

e m

ain

com

pone

nt

parts

. AM

IT d

em

onstra

tes h

ow

to re

mo-

ve m

ain

ba

erin

gs a

nd

cran

ksha

ft; cam

s-h

aft a

nd c

am

follo

wers

; pisto

n rin

gs; a

nd

gudg

eon p

in.

T

Mu

ch o

f the p

heno

men

a

are

pre

sen

ted b

y synchro

niz

ing

sound

, p

ictu

res, te

xts, anim

atio

ns a

nd fu

ll vid

eo

motio

n in

form

atio

n. T

he s

tud

ent re

ads

the te

xts, listens to

the a

udio

me

ssag

es

and w

atc

hes th

e illu

stratio

ns b

y th

e

Tuto

r. T

he s

tudent h

as th

e o

vera

ll con

trol o

n

the p

rese

nta

tion

s made

by th

e T

uto

r as

an e

ven

t drive

n s

yste

m. H

e d

ecid

es o

n

wheth

er to

inte

rrup

t, sto

p, c

heck th

e p

re-

vio

us in

structio

ns o

r ask

s th

e T

uto

r to

pro

ceed a

nd c

are

fully

watc

h to

stu

dy in

re

al tim

e.

Re

pre

sen

t st-

ud

en

t solvin

g

Kn

ow

ledg

e o

r C

om

pe

ten

ce

as

a P

rod

uc-

tion s

et

p

rese

nts

a s

eq

uen

ce

of h

ype

rm-

ed

ia in

stru

ctio

ns

by d

em

on

stratin

g h

ow

to

exa

min

ing C

ran

ksh

aft a

nd

its main

b

ea

ring

s . AM

IT e

xam

ines

the cra

nkp

ins

an

d m

ain

jou

rna

ls for sig

ns o

f sco

ring o

r s

cratch

es.

Tuto

r

Mu

ch

of th

e p

he

nom

en

a a

re

pre

se

nte

d b

y sync

hro

niz

ing

sou

nd

, p

icture

s, te

xts

, an

ima

-tion

s and

full v

ideo

mo

tion in

form

atio

n. T

he

stud

en

t read

s th

e te

xts

, liste

ns

to th

e a

ud

io m

es

sage

s

an

d w

atch

es th

e illu

stra

tions

by

the

Tuto

r. T

he

stu

de

nt h

as th

e o

vera

ll con

trol o

n

the

pre

sen

tatio

ns m

ade

by th

e T

uto

r as

a

n e

vent d

rive

n s

yste

m. H

e d

ecid

es

on

w

he

ther to

inte

rrup

t, stop, c

he

ck th

e p

re-

vio

us in

stru

ctio

ns o

r ask

s the

Tuto

r to

Ex

am

inatio

n a

nd

R

eno

va

tion

/R

ene

wal o

f C

ran

ksha

ft an

d

Ma

in b

earin

gs

Cy

lind

er b

ore

s, V

alve

s an

d V

alv

e

Se

ats.

Pro

vid

e

Instru

ction

pro

ble

m-

solv

ing

co

nte

xt.

AM

IT s

how

s a

mo

vin

g v

ideo

that

de

mo

nstra

tes h

ow

to e

xam

ine

Cylin

de

r bo

res u

sin

g th

e a

pp

rop

riate

too

ls fo

r w

ear, o

vality, sc

orin

g a

nd

sc

ratc

hes

; V

alve

s an

d V

alv

e-se

ats

for p

itting

and

bu

rnin

g e

spe

cially

the

he

ad

s of e

xh

au

st

va

lves a

nd V

alv

e g

uid

es fo

r wear.

Stu

de

nt a

dju

sts th

e m

ulti-m

ed

ia co

mp

on

-en

ts o

n th

e in

terfa

ce to

suit h

is d

es

ire

(for in

sta

nce

, he d

ou

ble

clic

k on th

e

imag

e a

nd

an

ima

tion to

view

larg

er

ve

rsio

ns). T

he

stude

nt h

as th

e o

pp

ortu

-nity

to g

o o

ver a

less

on

or a

un

it of in

st-

Su

bse

qu

en

t p

rac

tice to

s

treng

then

ed

the

k

no

wle

dg

e

Co

mm

unica

te

the

goa

l stru

ctu

re

un

de

rlying

the

pro

ble

m

so

lving

.

Teac

he

r org

an

-iz

es, s

up

erv

ises

th

e s

tud

en

ts n

av

igatio

n a

nd

enc

ou

rag

es th

e

stude

nts to

stu

dy

an

d co

ver

all th

e to

pic

s liste

d fo

r the

we

ek. H

e

ma

ke

s th

e s

tud-

ents

un

ders

tand

th

at th

ey

ha

ve

cha

nc

e to

go

ove

r the

conte

-n

ts o

f Tu

tor a

s m

an

y time

s as

the

y c

an

and

enc

ou

rag

e th

em

to

do

so

to

ma

ste

r it p

rope

rly.

Stu

de

nt lo

cate

s a

nd d

oub

le-c

licks

on

the

Au

to M

ec

ha

nic

s Inte

llige

nt T

uto

r icon

w

hich

is fo

un

d o

n th

e d

esk

top

. Th

e

is

lau

nch

ed, a

spla

sh

scre

en

appe

are

d

sho

rtly a

fter w

hich

a L

ogin

form

or a

sta

rt p

ag

e is

dis

pla

yed.

Stu

de

nt e

nte

rs h

is

Tu

tor

use

r ID a

nd

pa

ss-

wo

rd to

ac

cess

Tu

tor a

nd th

e m

ain

form

is

disp

laye

d.

On

the m

ain

form

, stud

en

t e

nte

rs in

to th

e T

he

ory (K

now

led

ge) o

r T

rain

ing

(Skills) a

nd th

e in

stru

ction

al

obje

ctiv

e(s

) is / a

re d

isp

layed

.

Stu

de

nt la

un

ch

es

th

e S

oftw

are

on

th

e U

ser

Inte

rface

, R

eg

iste

rs fo

r the

co

urs

e a

nd

a

cc

es

s th

e

so

ftwa

re w

ith

(reg

istra

tion

N

o.) a

nd

p

as

sw

ord

us

er Id

en

tity (ID

) N

o

To

pic

: Exa

min

atio

n a

nd

Ren

ova

tion

/Re

ne

wa

l of C

ran

ks

ha

ft an

d M

ain

be

arin

gs

Cy

lind

er b

ore

s,

Va

lves

an

d V

alv

e S

eats

.P

erio

d 3

Rep

rese

nt s

t-ud

ent s

olvin

g

Kn

ow

ledg

e o

r C

om

pete

nce

as a

Pro

du

c-tio

n s

et

p

rese

nts

a s

eq

uence o

f hype

rm-

ed

ia in

stru

ctio

ns b

y d

em

on

stratin

g h

ow

to

exam

inin

g C

ran

ksha

ft an

d its m

ain

be

arin

gs . A

MIT

exam

ines th

e cra

nkp

ins

an

d m

ain

jou

rnals fo

r signs o

f sco

ring o

r scra

tche

s. Much o

f the

phe

nom

ena

are

pre

sen

ted b

y synchro

niz

ing

sound

, pictu

res, te

xts

, an

ima-tio

ns a

nd fu

ll vid

eo

mo

tion in

form

atio

n. T

he

studen

t read

s th

e te

xts

, liste

ns to

the

aud

io m

essa

ges

an

d w

atch

es th

e illu

stra

tions b

y th

e

Tuto

r. T

he s

tude

nt h

as th

e o

vera

ll contro

l on

th

e p

resenta

tions m

ade b

y the T

uto

r as

an

event d

riven s

yste

m. H

e d

ecid

es o

n

whe

ther to

inte

rrupt, sto

p, c

he

ck th

e p

re-

vio

us in

stru

ctio

ns o

r asks th

e T

uto

r to

Tuto

rE

xam

inatio

n a

nd

R

enovatio

n/

Re

new

al o

f C

ranks

ha

ft an

d

Main

be

arin

gs

Cylin

der b

ore

s, V

alve

s and V

alv

e

Seats.

Pro

vid

e

Instru

ction

pro

ble

m-

solv

ing

co

nte

xt.

AM

IT s

how

s a

movin

g v

ideo th

at

de

mon

strate

s h

ow

to e

xam

ine C

ylin

der

bo

res u

sin

g th

e a

ppro

pria

te to

ols

for

we

ar, o

vality, sc

orin

g a

nd s

cra

tches;

Valve

s and V

alv

e-se

ats

for p

itting a

nd

bu

rnin

g e

spe

cially

the

hea

ds o

f exha

ust

valve

s and V

alv

e g

uid

es fo

r wear.

Stu

de

nt a

dju

sts th

e m

ulti-m

ed

ia co

mpo

n-

en

ts o

n th

e in

terfa

ce to

suit h

is d

esire

(fo

r insta

nce, h

e d

oub

le c

lick o

n th

e

imag

e a

nd a

nim

atio

n to

view

larg

er

vers

ion

s). The

studen

t ha

s the o

pportu

-nity

to g

o o

ver a

less

on o

r a u

nit o

f inst-

Su

bse

qu

en

t p

rac

tice to

stre

ng

then

ed th

e

kn

ow

led

ge

Com

munica

te

the g

oal

stru

ctu

re

unde

rlying

the

pro

ble

m

solvin

g.

Teacher o

rga

n-

izes, s

uperv

ises

the s

tudents

navig

atio

n a

nd

encoura

ges th

e

studen

ts to

study a

nd

cove

r all th

e to

pic

s liste

d fo

r the

week. H

e

makes th

e s

tud-

ents

un

ders

tand

th

at th

ey h

ave

ch

ance to

go

over th

e co

nte

-nts

of T

uto

r as

man

y time

s as

they c

an a

nd

encoura

ge th

em

to

do

so to

m

aste

r it pro

perly.

Stu

de

nt lo

cate

s a

nd d

ouble

-click

s o

n

the A

uto

Mechanic

s Inte

lligen

t Tu

tor ic

on

w

hich

is fo

und o

n th

e d

esk

top

. The

is

launche

d, a

spla

sh s

cre

en a

ppe

are

d

shortly

afte

r which

a L

ogin

form

or a

sta

rt page

is d

ispla

yed.

Stu

de

nt e

nte

rs h

is

Tuto

r

use

r ID a

nd p

ass

-w

ord

to a

cce

ss T

uto

r an

d th

e m

ain

form

is

disp

layed

.O

n th

e m

ain

form

, studen

t ente

rs in

to th

e T

he

ory (K

now

led

ge) o

r Tra

inin

g (S

kills) a

nd th

e in

stru

ction

al

obje

ctiv

e(s

) is / a

re d

ispla

yed.

Stu

den

t lau

nch

es

th

e S

oftw

are

on

th

e U

ser

Inte

rface

, R

eg

iste

rs fo

r the

co

urs

e a

nd

a

cce

ss th

e

so

ftware

with

(reg

istra

tion

N

o.) a

nd

p

assw

ord

us

er Id

en

tity (ID

) N

o

To

pic

: Exa

min

atio

n a

nd

Ren

ova

tion

/Re

ne

wa

l of C

ran

ks

ha

ft an

d M

ain

be

arin

gs

Cy

lind

er b

ore

s,

Va

lves

an

d V

alv

e S

eats

.P

erio

d 3

ITS

T

uto

ring

P

rincip

les

Co

nte

nts

Tea

ch

ers

A

ctiv

ities

Stu

de

nts

Ac

tivitie

s (A

ctu

al tre

a-

Tm

en

t to th

e S

tud

en

ts)

Co

mp

on

en

ts o

f C

og

nitiv

e T

heo

ry D

ep

en

den

t V

aria

ble

s

Re

ce

p-

To

rs W

ork

ing

M

em

ory

Lo

ng

T

erm

M

em

ory

Co

gn

itive

Ac

hie

ve

- m

en

t

Pra

ctic

al

Skills

Lea

rnin

gR

ete

ntio

n

Com

mu

nic

ate

th

e g

oa

l stru

ctu

re

un

derly

ing th

e

pro

ble

m

solv

ing.

Stu

den

t lau

nch

es

th

e S

oftw

are

on

th

e U

ser In

terfa

ce,

Reg

iste

rs fo

r the

co

urs

e a

nd

ac

cess

th

e s

oftw

are

with

(reg

istra

tion

N

o.) a

nd

pass

wo

rd

us

er Id

en

tity (ID

) N

o

Stu

de

nt lo

cate

s a

nd d

ouble

-click

s o

n

the A

uto

Mech

anic

s Inte

lligen

t Tuto

r icon

w

hic

h is

fou

nd o

n th

e d

eskto

p. T

he

is

launched

, a s

pla

sh s

cre

en a

ppea

red

sho

rtly a

fter w

hich

a L

ogin

form

or a

sta

rt p

age

is d

ispla

yed.

Stu

de

nt e

nte

rs h

is

Tu

tor

use

r ID a

nd p

ass

-w

ord

to a

cce

ss T

uto

r an

d th

e m

ain

form

is

disp

layed

.O

n th

e m

ain

form

, stu

dent

ente

rs in

to th

e T

he

ory (K

now

led

ge) o

r T

rain

ing (S

kills) a

nd th

e in

structio

nal

obje

ctive(s

) is / a

re d

ispla

yed.

To

pic

: Ex

am

inatio

n a

nd

Re

no

va

tion

/Re

ne

wa

l of C

ran

ks

ha

ft an

d M

ain

be

arin

gs

Cy

lind

er b

ore

s,

Valv

es

an

d V

alv

e S

ea

ts.

Perio

d 3

-ructio

n a

s m

any a

s p

oss

ible

to fa

cilitate

con

structio

n o

f me

anin

g o

n th

e c

oncern

-e

d to

pic

s o

r concepts

Stu

den

t furth

er e

xplo

res a

t his

ow

n

pace, b

y c

lickin

g o

n th

e

butto

n to

m

ove to

the n

ext p

age o

r move fo

rward

a

nd

butto

n to

go b

ack

on

the

p

revio

us p

age.

Next

Pre

vio

us

Pro

vid

es im

-m

edia

te fe

e-

dba

ck o

n e

ff-orts

ma

de b

y th

e stu

den

ts.

Tuto

rou

tcom

es o

f studen

t's p

erfo

rmance. T

he

instru

ctor p

rovid

es im

med

iate

fee

d-b

ack

to th

e le

arn

er a

nd

recom

mend

s to e

ither

repe

at o

r pro

ceed.

evalu

ate

s a

nd

inte

rpre

ts th

e

Imm

ed

iate

Fe

ed

back

Pro

mo

te a

n

abstra

ct u

nders

tan

d-

ing o

f the

p

roble

m-

solvin

g.

While

the s

tudent is

pro

gre

ssin

g th

rou-

gh th

e

pre

senta

tions a

nd c

ou

rse

mate

rials

, a lis

t of q

ue

stion

s with

multip

le

optio

ns a

re p

resente

d to

the

studen

ts on

the kn

ow

ledge

alre

ady a

cqu

ired. S

ubse-

que

nt p

ractice

of kn

ow

ledge

earlie

r acquire

d s

treng

then

ed th

e s

tud

ent's

experie

nce.

Tuto

rE

valu

atio

n

Wee

k:

Da

te : N

am

e o

f Sch

oo

l: Pro

gra

mm

e:

Co

urs

e/M

od

ule

: To

pic

: S

ub

-top

ic:

Yea

r of S

tud

y:

Ag

e o

f Stu

de

nts

: D

ura

tion

: S

pe

cific

Ob

jec

tives

:

6M

oto

rV

eh

ichle

Mecha

nics

Wo

rk- Na

tion

al

Te

chnic

al C

ertific

ate

E

ngin

e R

eco

nd

ition

ing

(CM

V1

3)

N

TC

Yea

r 3

16 - 2

0 y

ears

90m

ins.

At th

e

Exa

min

atio

n a

nd

Re

no

vatio

n o

f an

E

ngin

e p

arts

e

nd

of th

e le

sso

n, tra

inee

s sh

ou

ld b

e a

ble

to e

xam

ine

an

d re

no

vate

or

ren

ew

each p

art o

r co

mpo

ne

nt o

f an e

ng

ine

. S

tud

en

ts have

be

en

lea

rnt th

e C

om

po

ne

nts

an

d o

pe

ratin

g

prin

cip

le o

f a 4

stro

ke S

I an

d C

I en

gin

es.

Work

be

nch

, Su

itab

le s

olv

ent o

r pe

trol, R

ag

,a 4

-stro

ke

In-lin

e p

etro

l en

gin

e, W

ashin

g b

ow

l, vern

ier a

nd in

tern

al, c

alip

ers

an

d M

icrom

ete

r Scre

w g

aug

e

Pre

vio

us

Kn

ow

led

ge

:In

stru

ctio

na

l Mate

rials

:

Rep

rese

nt

Stu

den

ts

Kn

ow

ledg

e

or

Com

pete

nce

as a

P

rod

uctio

n

set.

ITS

T

uto

ring

P

rinc

iple

s

Co

nte

nts

Te

ac

he

rs

Activ

ities

Stu

den

ts A

ctiv

ities (A

ctu

al tre

a-

Tm

en

t to th

e S

tud

en

ts)

Co

mp

on

en

ts o

f C

og

nitiv

e T

heo

ry D

ep

en

de

nt

Varia

ble

s

Rec

ep

-

To

rs

Wo

rkin

g

Me

mo

ry

Lo

ng

Term

M

em

ory

Co

gn

itive

Ac

hie

ve

- m

en

t

Pra

ctic

al

Sk

ills

Le

arn

ing

Re

ten

tion

AM

IT p

resents

of h

yperm

edia

instru

ct-io

ns e

xpla

inin

g h

ow

to e

xam

ine a

nd re

n-

ovate

or re

new

cran

ksha

ft, and m

ain

bea

rings, c

ylin

de

r bore

s, v

alve

s and

valv

e-s

eats

. Much o

f the

phe

nom

ena

are

pre

sente

d b

y sy

nchro

niz

ing s

oun

d,

pictu

res, te

xts

, anim

atio

ns a

nd

full v

ideo

motio

n in

form

atio

n. T

he stu

den

t reads

the te

xts, liste

ns to

the a

udio

messa

ges

and

watc

h th

e illu

stra

tions b

y th

e T

uto

r. T

he

studen

t ha

s the o

vera

ll contro

l on

the p

resenta

tions m

ad

e b

y th

e

as

an e

vent d

riven s

yste

m. H

e d

ecid

es o

n

wheth

er to

inte

rrupts

, sto

ps, c

he

cks th

e

pre

vio

us in

stru

ctio

ns o

r ask

s the

to

pro

ceed

and

care

fully

wa

tch to

stu

dy in

re

al tim

e.

Tu

tor

Tuto

r

Ex

am

inatio

n a

nd

R

en

ova

tion

or

Ren

ew

al o

f C

raksh

aft a

nd

M

ain

bearin

gs,

Cylin

de

r bo

res,

Valv

es a

nd

Va

lve

sea

ts.

Co

mm

unica

te

the g

oal stru

c-tu

re u

nderly

-in

g th

e p

rob-

lem

solv

ing.

Stu

den

t lau

nc

hes

the

So

ftware

on

th

e U

se

r Inte

rface,

Reg

iste

rs fo

r the

co

urs

e a

nd

acces

s

the

so

ftwa

re w

ith

(reg

istra

tion

N

o.) a

nd

pas

sw

ord

user Id

en

tity (ID

) N

o.

Teacher o

rgan-

izes, s

upe

rvise

s th

e stu

den

ts navig

atio

n a

nd

encou

rages th

e

studen

ts to

stu

dy

and

cove

r all th

e

topic

s liste

d fo

r th

e w

eek. H

e

makes th

e s

tud-

ents

unders

tan

d

that th

ey h

ave

chance to

go

over th

e co

nte

-nts

of

as

man

y times a

s

they c

an

and

encou

rage th

em

to

do s

o to

m

aste

r it pro

pe

rly.

Tuto

r

Stu

dent lo

cate

s and d

oub

le-c

licks

on

th

e A

uto

Mechan

ics In

tellig

ent T

uto

r icon

which

is fo

und

on th

e d

eskto

p. T

he

is la

un

ched, a

spla

sh sc

reen

app

eare

d

shortly a

fter a

Login

form

or a

start p

age

is d

ispla

yed.

Stu

dent e

nte

rs h

is

Tuto

r

user Id

entity (ID

) no a

nd p

assw

ord

to a

cce

ss T

uto

r an

d

the

main

form

is dis

pla

yed. O

n th

e m

ain

fo

rm, stu

den

t en

ters in

to th

e T

heory

(K

no

wle

dge

) or T

rain

ing (S

kills) a

nd th

e

instru

ctiona

l obje

ctive(s) is

/ are

disp

layed

.

Rep

rese

nt

Stu

den

ts

Kn

ow

ledg

e

or

Com

pete

nce

as a

P

rod

uctio

n

set.

AM

IT p

resents

of h

yperm

edia

instru

ct-io

ns e

xpla

inin

g h

ow

to e

xam

ine a

nd re

n-

ovate

or re

new

cran

ksha

ft, an

d m

ain

bearin

gs, c

ylin

de

r bore

s, v

alv

es a

nd

valv

e-se

ats

. Much o

f the p

hen

om

ena

are

pre

sen

ted b

y sy

nchro

niz

ing s

oun

d,

pic

ture

s, texts, a

nim

atio

ns a

nd fu

ll vid

eo

motio

n in

form

atio

n. T

he s

tud

ent re

ads

the te

xts, liste

ns to

the a

udio

messa

ges

and w

atc

h th

e illu

stra

tions b

y th

e T

uto

r. T

he stu

den

t has th

e o

vera

ll contro

l on

the p

rese

nta

tion

s mad

e b

y th

e

as

an e

vent d

riven s

yste

m. H

e d

ecid

es o

n

wheth

er to

inte

rrupts

, sto

ps, c

he

cks th

e

pre

vio

us in

stru

ctio

ns o

r asks th

e

to

pro

ceed

and

care

fully

watch

to s

tud

y in

real tim

e.

Tu

tor

Tuto

r

Tu

tor e

ngag

es th

e stu

den

t by fu

rther

dem

onstra

ting to

expla

in h

ow

to ca

rry

out v

alv

e g

rindin

g a

s follo

ws: S

me

ar a

tra

ce o

f coa

rse ca

rboru

nd

um

paste

on

the s

urfa

ce o

f both

valv

e d

valv

e-se

at

and a

pp

ly a

sun

ction g

rind

er to

ol to

the

va

lve h

ead. W

ith a

sem

i rota

ry m

otio

n,

grin

d th

e va

lve h

ead

to its

seat, liftin

g th

e

valv

e o

ccasio

nally

to re

dis

tribute

the

grin

din

g p

aste

. When

a d

ull m

att e

ven

su

rface

finis

h is

pro

du

ced o

n b

oth

the

va

lve s

eat a

nd

the va

lve, w

ipe

off th

e

paste

and re

peat th

e p

rocess w

ith fin

e

carb

oru

nd

um

paste

till a sm

ooth

unb

ro-

ken rin

g o

f light g

rey m

att fin

ish is

pro

d-

uced o

n b

oth

valve

valv

e-s

eat fa

ces.

AM

IT d

em

onstra

tes h

ow

to te

st v

alve

guid

es fo

r wear b

y in

sertin

g a

new

valv

e

in th

e g

uid

e m

ovin

g it fro

m s

ide to

side

and e

xpla

ins th

at if th

e tip

of th

e va

lve

stem

defle

cts by a

bou

t 0.0

080

in

(0.2

03

2m

m), th

e g

uid

e sh

ould

be

rem

o-

ved fo

r new

one. S

tud

ent a

dju

st th

e

multi-m

edia

com

pone

nts

on

the in

terfa

ce

to s

uit h

is desire

(for in

sta

nce

, he

dou

ble

clic

k o

n th

e im

age a

nd a

nim

atio

n to

vie

w

larg

er ve

rsio

ns). T

he s

tud

ent h

as th

e

oppo

rtunity

to g

o o

ver a

lesson o

r a u

nit

of in

stru

ctio

n a

s m

any a

s p

ossib

le to

fa

cilita

te c

on

structio

n o

f me

anin

g o

n th

e

concern

ed to

pics

or c

on

cepts

.

Stu

de

nt

furth

er e

xplo

res a

t his o

wn p

ace, b

y clic

kin

g o

n th

e

bu

tton

to m

ove to

th

e n

ext p

age o

r move fo

rward

and

butto

n to

go b

ack o

n th

e

pre

vio

us p

age

. Next

Pre

vio

us

Ex

am

inatio

n a

nd

R

en

ova

tion

or

Ren

ew

al o

f C

raksh

aft a

nd

M

ain

bearin

gs,

Cylin

de

r bo

res,

Valv

es a

nd

Va

lve

sea

ts.

Pro

vid

e

Instru

ctio

n in

pro

ble

m-

solv

ing

conte

xt.

Su

bs

eq

uen

t p

ractic

e to

stre

ng

the

ned

the

kn

ow

led

ge

ITS

T

uto

ring

P

rincip

les

Co

nte

nts

Tea

ch

ers

A

ctiv

ities

Stu

de

nts

Ac

tivitie

s (A

ctu

al tre

a-

Tm

en

t to th

e S

tud

en

ts)

Co

mp

on

en

ts o

f C

og

nitiv

e T

heo

ry D

ep

en

den

t V

aria

ble

s

Re

ce

p-

To

rs

Wo

rkin

g

Me

mo

ry

Lo

ng

Term

M

em

ory

Co

gn

itive

Ac

hie

ve

- m

en

t

Pra

ctic

al

Skills

Le

arn

ing

Re

ten

tion

Eva

luatio

n W

hile

the stu

den

t is p

rog

ress

ing th

rou-

gh th

e

pre

senta

tion

s and c

ou

rse

ma

teria

ls, a

list o

f qu

estio

ns w

ith m

ultip

le

optio

ns a

re p

resen

ted to

the

stu

de

nts

on

the

know

ledg

e a

lready a

cqu

ired

. Su

bse-

que

nt p

ractic

e o

f know

ledge

earlie

r acquire

d s

tren

gth

ened th

e s

tudent's

experie

nce.

Tuto

r

Tu

tor

outco

mes o

f studen

t's p

erfo

rmance. T

he

in

structo

r pro

vid

es im

media

te fe

ed

-back

to th

e le

arn

er a

nd

reco

mm

ends to

eith

er

repe

at o

r pro

ceed.

evalu

ate

s and in

terp

rets

the

Pro

mote

an

abstra

ct

unde

rstand-

ing

of th

e

pro

ble

m-

solv

ing

kn

ow

ledge

Pro

vides im

-m

edia

te fe

e-

dba

ck o

n e

ff-orts

ma

de b

y th

e stu

den

ts.

Imm

ed

iate

Fe

ed

back

Pe

riod

2To

pic

: Ex

am

ina

tion

of T

imin

g G

ea

rs a

nd

Ch

ain

, Ro

ck

ers

an

d R

ock

er s

ha

ft, an

d T

ap

pets

ITS

T

uto

ring

P

rinc

iple

s

Co

nte

nts

Te

ac

he

r’s

Activ

ityS

tud

en

ts’ A

ctiv

ities

(Ac

tua

l T

rea

tme

nt to

the S

tud

en

ts)

Co

mp

on

en

ts o

f A

pp

ren

tice

nsh

ip

Co

gn

itive

Th

eo

ry

De

pen

de

nt

Va

riab

les

Stru

ctu

- rin

gM

od

ellin

gC

oac

hin

gC

og

nitiv

e A

ch

iev

e-

me

nt

Pra

ctic

al

Sk

illsL

ea

rnin

gR

ete

ntio

n

Co

mm

unica

-te th

e g

oal

stru

ctu

re

underlyin

g

the p

roble

m

solvin

g.

Stu

den

t lau

nc

he

s

the

So

ftware

on

th

e U

se

r Inte

rface,

Reg

iste

rs fo

r the

co

urs

e a

nd

acc

ess th

e

so

ftwa

re w

ith

(regis

tratio

n

No

.) an

d

pass

wo

rd

user Id

en

tity (ID

) N

o.

Teache

r org

an-

izes, s

up

ervis

es

the s

tude

nts

na

vigatio

n a

nd

en

coura

ge

s the

stu

de

nts

to stu

dy

an

d c

over a

ll the

topic

s liste

d fo

r th

e w

ee

k. He

make

s the s

tud-

en

ts unde

rstand

that th

ey h

ave

chan

ce to

go

over th

e c

onte

n-

ts o

f a

s m

any tim

es a

s

they ca

n a

nd

en

coura

ge

them

to

do s

o to

ma

s-te

r it pro

perly.

Tuto

r

Stu

dent lo

cate

s and d

oub

le c

licks

on

the A

uto

Mechan

ics In

tellig

ent T

uto

r icon

w

hich

is fo

und o

n th

e d

esk

top

. The

is

launche

d, a

spla

sh s

cre

en a

ppe

are

d

shortly

afte

r a L

ogin

form

or a

start p

ag

e

is d

ispla

yed

. S

tud

ent e

nte

rs h

is

Tuto

r

use

r ide

ntity

(ID)

no. a

nd p

assw

ord

to a

cce

ss T

uto

r an

d

the m

ain

form

is d

ispla

yed. O

n th

e m

ain

fo

rm, stu

den

t ente

rs into

the T

heory

(K

no

wle

dge) o

r Tra

inin

g (S

kills

) an

d th

e

instru

ctio

na

l ob

jectiv

e(s) is / a

re

dis

pla

yed.

E

xam

inatio

n a

nd

Re

novatio

n o

r R

enew

al o

f Tim

ing

ge

ars a

nd C

hain

, R

ock

ers

and

Rocke

r shaft a

nd

Tap

pets

Repre

sen

t stu

den

t solv

-in

g K

now

led-

ge o

r Com

pe-

tence a

s a

Pro

ductio

n se

t

Tuto

r instru

cto

r pre

sen

ts a s

equ

ence o

f h

ype

rmed

ia in

stru

ctio

ns e

xpla

inin

g h

ow

to

exam

ine

and

renovate

or re

ne

w tim

ing

gears

and

chain

, rocke

rs a

nd ro

cker

shaft. M

uch

of th

e p

heno

men

a a

re p

res-

ente

d b

y sy

nchro

niz

ing s

oun

d, p

ictu

res,

texts

, anim

atio

ns a

nd fu

ll vid

eo m

otio

n

info

rmatio

n. T

he

stu

de

nt re

ads th

e te

xts,

liste

ns to

the

aud

io m

essage

s and w

atc

h

the illu

stra

tions b

y th

e T

uto

r. T

he s

tude

nt h

as th

e o

vera

ll contro

l on

th

e p

resen

tatio

ns m

ade b

y th

e in

stru

cto

r a

s an e

ven

t driv

en

syste

m. H

e d

ecid

es

on w

he

ther to

inte

rrupt, sto

p, c

he

ck th

e

pre

vious in

stru

ction

s or a

sks

the in

struc-

tor to

pro

cee

d a

nd c

are

fully w

atc

h to

stu

dy in

rea

l time

.

Pro

vid

e

Instru

ctio

n in

pro

ble

m-

solv

ing

conte

xt.

Su

bs

eq

uen

t p

ractic

e to

stre

ng

the

ned

the

kn

ow

led

ge

AM

IT d

em

onstra

tes to

expla

ins h

ow

to

exam

ine tim

ing

gea

r and ch

ain

by s

how

-in

g a

full m

ovin

g v

ideo

. AM

IT e

xam

ines

the te

eth

on b

oth

the cra

nks

haft g

ea

r w

hee

l and c

am

shaft g

ear w

heel fo

r we

ar

(each to

oth

form

s a

n in

verte

d “V

” with

th

e g

ear w

heel p

erip

he

ry a

nd s

ho

uld

be

renew

ed if fo

und to

be

worn

); the lin

ks o

f th

e c

ha

in fo

r sid

e s

lackness (if it fo

und to

sla

ck, it s

ho

uld

be

renew

ed); c

lean th

e

rock

er s

haft a

nd

check fo

r stra

ightn

ess

(re

new

if found to

de

viate

from

norm

al);

check

rocker a

rms fo

r of th

e ro

cke

r bush-

es a

nd

renew

if found

to b

e w

orn

. Stu

de

-nt a

dju

sts th

e m

ulti-m

ed

ia co

mpo

nents

on th

e in

terfa

ce

he

dou

ble

-clic

ks o

n th

e im

age

s and a

nim

atio

ns to

vie

w la

rger v

ersio

n).

The s

tud

ent h

as th

e o

pp

ortu

nity

to g

o

over a

lesso

n o

r a u

nit o

f instru

ctio

n a

s m

an

y time

s as p

ossib

le to

facilita

te co

ns-

tructio

n o

f mean

ing o

n th

e co

nce

rned

topics

or c

on

cepts

to s

uit h

is d

esire

(for

insta

nce

,

Stu

de

nt fu

rther e

xplo

res a

t his

ow

n

pace, b

y clickin

g o

n th

e

bu

tton to

m

ove to

the

next p

age

or m

ove

forw

ard

and

butto

n to

go b

ack o

n th

e

pre

vio

us p

age

.

Next

Pre

vio

us

Com

munica

te

the g

oal

stru

ctu

re

unde

rlying

the

pro

ble

m

solvin

g

pro

ble

m

Teacher o

rgan-

izes, s

upe

rvise

s th

e stu

den

ts na-

viga

tion

and

en

c-oura

ges th

e stu

-den

ts to s

tud

y and

cove

r all th

e

topic

s liste

d fo

r th

e w

eek. H

e

makes th

e s

tud-

ents

unders

tan

d

that th

ey h

ave

chance to

go

over th

e co

nte

-nts

of

as

man

y times a

s

they c

an

and

encou

rage th

em

to

do s

o to

mast-

er it p

rope

rly.

Tuto

r

Stu

de

nt lo

cate

s and d

oub

le-c

licks o

n

the

Tuto

r icon w

hich

will b

e fo

und

on th

e

deskto

p. T

he

is lau

nched, a

spla

sh

scre

en a

ppeare

d s

hortly a

fter w

hic

h a

Log

in fo

rm o

r a s

tart p

age is

disp

layed

.S

tuden

t log-in

with

his

user ID

no. a

nd

passw

ord

to a

ccess

. O

n th

e m

ain

form

, stu

de

nt e

nte

rs in

to

the

Th

eory

(Kn

ow

ledge

) or T

rain

ing

(Skills

) an

d th

e in

structio

na

l obje

ctive(s)

is / a

re d

ispla

yed

. He

furth

er e

xplo

res a

t his o

wn p

ace, b

y clic

king o

n th

e

butto

n to

mo

ve to

the n

ext p

ag

e o

r move

forw

ard

and

b

utto

n to

go

back

on th

e p

revio

us p

age

.

Tuto

r

Tuto

r

Next

Pre

vio

us

Stu

den

t laun

ch

es

the

So

ftware

on

th

e U

se

r Inte

rface,

en

ters

his

us

er

iden

tity (ID

) or

regis

tratio

n N

o.

an

d p

as

sw

ord

to

acc

ess

Tu

tor.

ITS

T

uto

ring

P

rinc

iple

s

Co

nte

nts

Te

ac

he

rs

Activ

ities

Stu

den

ts A

ctiv

ities (A

ctu

al tre

a-

Tm

en

t to th

e S

tud

en

ts)

Co

mp

on

en

ts o

f C

og

nitiv

e T

heo

ry D

ep

en

de

nt

Varia

ble

s

Rec

ep

- T

ors

Wo

rkin

g

Me

mo

ry L

on

g

Term

M

em

ory

Co

gn

itive

Ac

hie

ve

- m

en

t

Pra

ctic

al

Sk

illsL

ea

rnin

gR

ete

ntio

n

Pro

mote

an

ab

stract

un

ders

tand

-in

g o

f the

pro

ble

m-

solvin

g

know

led

ge

While

the s

tudent is

pro

gre

ssin

g th

rou-

gh th

e

pre

senta

tion

s and c

ou

rse

mate

rials

, a lis

t of q

ue

stion

s with

multip

le

optio

ns a

re p

resente

d to

the

studen

ts o

n

the kn

ow

ledge

alre

ady a

cqu

ired

. Su

bse-

que

nt p

ractic

e o

f kno

wle

dge

earlie

r acquire

d s

treng

then

ed th

e s

tud

ent's

experie

nce.

Tuto

r

Tuto

rth

e o

utc

om

es o

f stu

dent's p

erfo

rma

nce.

The in

stru

cto

r pro

vid

es im

me

dia

te fe

ed-

back to

the le

arn

er a

nd re

com

me

nds to

eith

er re

peat o

r pro

ceed.

instru

ctor e

valu

ate

s a

nd in

terp

rets

Evalu

atio

n

Imm

ed

iate

F

ee

dba

ck

Pro

vid

es im

-m

edia

te fe

e-

dback o

n e

ff-o

rts made

by

the s

tud

ents

.

Perio

d 3

To

pic

: Exam

ina

tion

an

d R

en

ova

tion

Fly

wh

ee

l sta

rter rin

g g

ear a

nd C

ylind

er H

ead

Decarb

on

izatio

n

Pro

vid

e

Instru

ction in

p

roble

m-

solvin

g

conte

xt.

Su

bseq

ue

nt

pra

ctic

e to

s

tren

gth

en

ed

the

kn

ow

led

ge

AM

IT e

xpla

ins th

at if th

e te

eth

on th

e

flywheel s

tarte

r ring g

ear a

re b

adly

worn

or if s

om

e a

re m

issin

g, th

e rin

g s

hould

be

rem

ove

d fo

r new

one. A

MIT

dem

on-

stra

tes h

ow

to d

ecarb

oniz

e th

e c

ylin

de

r he

ad b

y usin

g a

blu

nt sc

rapp

er to

rem

o-

ve a

ll trace

of c

arb

on a

nd d

eposits fro

m

com

bustio

n s

paces a

nd p

orts; sc

rape

s th

e c

ylinder h

ead fre

e fro

m sc

ale

or o

ld

pie

ces o

f gaske

t; cle

ans th

e c

ylind

er

he

ad b

y washin

g in

pa

raffin

and

take p

a-

rticula

r care

to p

ull a

pie

ce o

f rag th

rough

th

e p

orts

and c

ylin

der h

ead

bolt h

ole

s;

test fo

r d A

MIT

furth

er e

xpla

-in

s th

at w

hen

ever a

majo

r overh

au

l is carrie

d o

ut, th

e tim

ing c

over o

il sea

l sho-

uld

be re

move

d a

s a

matte

r of ro

utin

e

AM

IT fu

rther e

xpla

ins th

at S

tuden

t ad

just th

e m

ultim

edia

com

pone

nts

on

th

e in

terfa

ce

he d

ouble

clic

k on th

e im

ag

e

an

d a

nim

atio

n to

vie

w la

rger ve

rsio

ns).

The

studen

t ha

s the o

pportu

nity to

go

over a

lesson o

r a u

nit o

f instru

ction

as

ma

ny tim

es a

s p

oss

ible

to fa

cilitate

constru

ctio

n o

f me

anin

g o

n th

e

concern

ed to

pic

s o

r concepts

.

istortio

n if th

e h

isto

ry o

f lea

kage

ha

s been

app

are

nt.

to s

uit h

is desire

(for

insta

nce,

Stu

dent fu

rthe

r explo

res a

t his

ow

n

pa

ce, b

y c

lickin

g o

n th

e

butto

n to

m

ove

to th

e n

ext p

ag

e o

r move fo

rward

an

d

bu

tton to

go b

ack

on

the

pre

vio

us p

age.

Next

Pre

vio

us

Exa

min

atio

n a

nd

Re

novatio

n o

r R

enew

al o

f F

lywh

eel s

tarte

r ring

ge

ar , C

ylin

der h

ead

an

d D

eca

rbonizin

g

of C

ylin

de

r Head.

Repre

sen

t stu

den

t solv

-in

g K

now

led-

ge o

r Com

pe-

tence a

s a

P

rod

uctio

n s

et

Tuto

r instru

cto

r pre

sents

a s

eq

uence o

f h

yperm

ed

ia in

structio

ns e

xpla

inin

g h

ow

to

exam

ine a

nd re

no

vate

or re

new

Flyw

-h

eel s

tarte

r ring g

ear, C

ylinder h

ead a

nd

decarb

on

izatio

n o

f Cylin

der h

ea

d . M

uch

of th

e p

he

nom

ena

are

pre

sente

d b

y s

yn-

chro

niz

ing s

oun

d, p

ictu

res, te

xts, a

nim

a-

tion

s and fu

ll vid

eo m

otio

n in

form

atio

n.

Th

e s

tude

nt re

ads th

e te

xts

, liste

ns to

th

e a

udio

messa

ges a

nd

watch

the illu

s-

tratio

ns b

y th

e T

uto

r. T

he s

tud

ent h

as th

e o

vera

ll contro

l on

the p

rese

nta

tion

s made

by th

e in

structo

r a

s an e

vent d

riven s

yste

m. H

e d

ecid

es

on w

heth

er to

inte

rrup

t, sto

p, ch

eck th

e

pre

viou

s instru

ctio

ns o

r asks th

e in

stru

c-

tor to

pro

ceed a

nd c

are

fully

watc

h to

stu

dy in

real tim

e.

Perio

d 1

Top

ic: Cra

nksha

ft, Pis

ton

and

Pis

ton rin

gs a

nd C

on

ne

ctin

g R

od A

ssem

bly

Pro

vide

s im

media

te

feedb

ack

on

effo

rts mad

e

by th

e

stu

dents

.

Wee

k:

Date

: Na

me o

f Sch

oo

l: Pro

gra

mm

e:

Co

urs

e/M

od

ule

: T

op

ic:

Su

b-to

pic

: Y

ea

r of S

tud

y:

Ag

e o

f Stu

den

ts:

Du

ratio

n:

Sp

ecific

Ob

jec

tive

s:

7M

oto

rV

eh

ichle

Mech

an

ics W

ork- N

atio

na

l Tech

nic

al

Ce

rtificate

E

n g

ine

Re

con

ditio

nin

g (C

MV

13

)

NT

C III

16

- 20

ye

ars

90m

ins.

At th

e

Eng

ine

re-a

sse

mb

ling

pro

ce

ss

Re

assem

ble

the

parts

or c

om

po

ne

nts

of a

n E

ng

ine

end

of th

e le

sso

n, tra

ine

es s

ho

uld

be

ab

le to

rea

ssem

ble

an

eng

ine c

om

po

ne

nt p

arts

afte

r reno

vatio

n o

r rene

wal

Stu

den

ts have

lea

rnt a

bo

ut th

e fe

atu

res a

nd

fu

nctio

ns o

f Co

mp

on

en

t pa

rts a

nd o

pe

ratin

g p

rincip

le o

f a 4

stro

ke S

I an

d C

I eng

ine

s.

Me

cha

nic

too

l b

ox, E

ng

ine H

ois

t, a Ja

ck, W

ork

be

nch

and

a V

ehic

le C

om

pon

en

ts o

f an

eng

ine, W

ash

ing

bo

wl, F

ee

ler g

aug

e, C

lea

n O

il, and

Ja

ck

Pre

vio

us

Kn

ow

led

ge

:In

stru

ctio

nal M

ate

rials

:

Ins

truc

tion

al P

roc

ed

ure

s

ITS

T

uto

ring

P

rinc

iple

s

Co

nte

nts

Te

ach

er’s

A

ctiv

ityS

tud

en

ts’ A

ctiv

ities (A

ctu

al

Tre

atm

en

t to th

e S

tud

en

ts)

Com

po

ne

nts

of

Ap

pre

ntic

en

sh

ip

Co

gn

itive T

heo

ry

Dep

en

den

t V

aria

ble

s

Stru

ctu

- rin

gM

od

ellin

gC

oa

ch

ing

Co

gn

itive

Ac

hie

ve

- m

en

t

Pra

ctic

al

Sk

illsL

ea

rnin

gR

ete

ntio

n

Com

muni-

cate

the

goa

l stru

ctu

re

unde

rlyin

g

the p

roble

m

solv

ing

.

Teach

er o

rga

ni-

zes a

nd s

up

erv-

ises th

e stu

den

ts navig

atio

n a

nd

encoura

ges th

e

students to

stu

dy

and co

ver a

ll the

to

pics

liste

d fo

r th

e w

eek.

AM

IToutco

mes o

f studen

t's p

erfo

rmance. T

he

in

structo

r pro

vide

s imm

edia

te fe

ed

-back

to th

e le

arn

er a

nd re

com

mends to

eith

er

repea

t or p

roce

ed.

evalu

ate

s a

nd in

terp

rets th

e

Imm

ed

iate

F

ee

db

ack

Stu

den

t locate

s a

nd d

ouble

-clicks o

n

the T

uto

r icon w

hic

h w

ill be fo

und o

n th

e

deskto

p. T

he

will b

e la

unched, a

sp

lash s

cre

en a

ppe

are

d sh

ortly

afte

r w

hich

a L

ogin

form

or a

sta

rt page

is

dis

pla

yed.

Stu

de

nt lo

g-in

with

use

r ID n

o. a

nd

passw

ord

to a

cce

ss

. On

the

main

fo

rm, stu

dent e

nte

rs into

the T

rain

ing

(Skills

) and

the in

stru

ctio

nal o

bje

ctive

(s) is

/ are

disp

layed

. He fu

rther e

xplo

res a

t his

ow

n p

ace

, by c

lickin

g o

n th

e

to

mo

ve to

the n

ext p

age

or m

ove

fo

rward

and

to

go b

ack

on th

e p

revio

us p

age.

Tu

tor

Tu

tor

butto

nb

utto

n

Next

Pre

vio

us

Stu

de

nt la

un

ch

es

th

e S

oftw

are

on

th

e U

ser In

terfa

ce,

en

ters

his

user

ide

ntity

(ID) o

r re

gis

tratio

n N

o.

an

d p

assw

ord

an

d

log

into

acce

ss

Pro

mo

te a

n

abstra

ct u

nders

tan

d-

ing o

f the

p

roble

m-

solvin

g

know

led

ge

While

the stu

den

t is p

rog

ress

ing th

rou-

gh th

e

pre

senta

tion

s and c

ou

rse

ma

teria

ls, a

list o

f qu

estio

ns w

ith m

ultip

le

optio

ns a

re p

resen

ted to

the

stu

de

nts

on

the

know

ledge

alre

ady a

cqu

ired

. Su

bse-

que

nt p

ractic

e o

f know

ledge

earlie

r acquire

d s

tren

gth

ened th

e s

tudent's

experie

nce.

Tuto

r

Repre

sent st-

uden

t solv

ing

Kno

wle

dge

or

Com

pete

nce

a

s a P

roduc-

tion

set

pre

sents

a se

quen

ce o

f hyp

erm

-edia

instru

ctio

ns e

xpla

inin

g h

ow

to

reasse

mble

cra

nkshaft, p

iston, p

isto

n

ring

s and c

on

nectin

g ro

ds.

AM

IT

Much o

f the

phe

nom

ena

are

pre

sente

d b

y sy

nchro

-nizin

g s

ou

nd, p

ictu

res, te

xts, a

nim

atio

ns

and

full v

ideo m

otio

n in

form

atio

n. T

he

studen

t read

s the te

xts, listens to

the

aud

io m

essage

s and w

atc

h th

e illu

stra-

tions b

y th

e T

uto

r. T

he

studen

t ha

s the o

vera

ll contro

l on

the

pre

senta

tions m

ad

e b

y th

e T

uto

r as

an e

vent d

riven s

yste

m. H

e d

ecid

es o

n

whe

ther to

inte

rrupt, sto

p, c

heck th

e

pre

vio

us in

structio

ns o

r ask

s th

e T

uto

r to

pro

ceed

and

care

fully

wa

tch to

stu

dy in

re

al tim

e.

Cra

nksh

aft, P

isto

n

an

d P

isto

n rin

gs

, an

d C

on

nec

ting

ro

d a

ssem

bly

Pro

vid

e

Instru

ction

solvin

g in

p

roble

m-

solvin

g

con

text.

AM

IT d

em

on

strate

s to

exp

lain

s c

rank-

shaft, p

iston a

nd p

isto

n rin

gs a

s well a

s

conn

ectin

g ro

d b

y show

ing a

full v

ideo.

AM

IT in

spects

the cy

lind

er b

lock

for cra

-cks

and c

leans a

ll the e

xtern

al su

rfaces;

pro

be th

e o

il passa

ges w

ith a

pie

ce o

f w

ire; in

sta

lls th

e m

ain

bearin

g s

he

lls into

th

eir c

rankcase lo

catio

ns a

nd

into

the

main

bea

ring

caps; e

xpla

ins th

at th

e c

e-

ntre

bea

ring sh

ell a

lways in

corp

ora

tes

thru

st washers

; oil th

e b

earin

g s

urfa

ces

libe

rally w

ith c

lea

n e

ngin

e o

il and

care

-fu

lly low

er th

e c

rankshaft in

to p

ositio

n in

th

e c

rankca

se; in

stalls th

e c

ap

s com

ple

te

with

she

ll bea

ring

s and tig

hte

n th

e m

ain

be

arin

g c

ap b

olts; a

nd fin

ally

check th

at

the c

ranksh

aft ro

tate

s s

moo

thly. A

MIT

fu

rther e

xpla

ins p

isto

n a

nd p

iston rin

gs

an

d c

onn

ectin

g ro

d re

asse

mbly. S

tuden

t ad

just th

e m

ulti-m

edia

com

ponen

ts o

n

the in

terfa

ce to

suit h

is desire

(for in

sta

-nce, h

e d

oub

le c

lick o

n th

e im

ag

e a

nd

an

imatio

n to

vie

w la

rger ve

rsio

ns). T

he

stu

de

nt h

as th

e o

pp

ortu

nity

to g

o o

ver a

le

sso

n o

r a u

nit o

f instru

ctio

n a

s many a

s

po

ssib

le to

facilita

te c

onstru

ctio

n o

f mea

-nin

g o

n th

e c

oncern

ed to

pic

s.

Stu

den

t furth

er e

xplo

res a

t his

ow

n

pa

ce, b

y c

lickin

g o

n th

e

butto

n to

m

ove

to th

e n

ext p

ag

e o

r move fo

rward

an

d

bu

tton

to g

o b

ack

on

the

pre

vio

us p

age.

Next

Pre

vio

us

Su

bse

qu

en

t pra

ctic

e to

stre

ng

then

ed

the

kn

ow

led

ge

Perio

d 2

Top

ic: Ca

m fo

llow

ers

, Cam

sha

ft, Cha

in a

nd

Ch

ain

Te

nsio

ne

r; Oil a

nd

Wa

ter P

um

ps A

sse

mb

ly

Pro

vide

s im

media

te

feedb

ack

on

effo

rts mad

e

by th

e

stu

dents

.

ITS

T

uto

ring

P

rinc

iple

s

Co

nte

nts

Te

ach

er’s

A

ctiv

ityS

tud

en

ts’ A

ctiv

ities (A

ctu

al

Tre

atm

en

t to th

e S

tud

en

ts)

Com

po

ne

nts

of

Ap

pre

ntic

en

sh

ip

Co

gn

itive T

heo

ry

Dep

en

den

t V

aria

ble

s

Stru

ctu

- rin

gM

od

ellin

gC

oa

ch

ing

Co

gn

itive

Ac

hie

ve

- m

en

t

Pra

ctic

al

Sk

illsL

ea

rnin

gR

ete

ntio

n

Com

muni-

cate

the

goa

l stru

ctu

re

unde

rlyin

g

the p

roble

m

solv

ing

.

Teach

er o

rga

ni-

zes a

nd s

up

erv-

ises th

e stu

den

ts navig

atio

n a

nd

encoura

ges th

e

students to

stu

dy

and co

ver a

ll the

to

pics

liste

d fo

r th

e w

eek.

AM

IToutco

mes o

f studen

t's p

erfo

rmance. T

he

in

structo

r pro

vide

s imm

edia

te fe

ed

-back

to th

e le

arn

er a

nd re

com

mends to

eith

er

repea

t or p

roce

ed.

evalu

ate

s a

nd in

terp

rets th

e

Imm

ed

iate

F

ee

db

ack

Stu

den

t locate

s a

nd d

ouble

-clicks o

n

the T

uto

r icon w

hic

h w

ill be fo

und o

n th

e

deskto

p. T

he

will b

e la

unched, a

sp

lash s

cre

en a

ppe

are

d sh

ortly

afte

r w

hich

a L

ogin

form

or a

sta

rt page

is

dis

pla

yed.

Stu

de

nt lo

g-in

with

use

r ID n

o. a

nd

passw

ord

to a

cce

ss

. On

the

main

fo

rm, stu

dent e

nte

rs into

the T

rain

ing

(Skills

) and

the in

stru

ctio

nal o

bje

ctive

(s) is

/ are

disp

layed

. He fu

rther e

xplo

res a

t his

ow

n p

ace

, by c

lickin

g o

n th

e

to

mo

ve to

the n

ext p

age

or m

ove

fo

rward

and

to

go b

ack

on th

e p

revio

us p

age.

Tu

tor

Tu

tor

butto

nb

utto

n

Nex

t

Pre

vio

us

Stu

de

nt la

un

ch

es

th

e S

oftw

are

on

th

e U

ser In

terfa

ce,

en

ters

his

user

ide

ntity

(ID) o

r re

gis

tratio

n N

o.

an

d p

assw

ord

an

d

log

into

acce

ss

Pro

mo

te a

n

abstra

ct u

nders

tan

d-

ing o

f the

p

roble

m-

solvin

g

know

led

ge

While

the stu

den

t is p

rog

ress

ing th

rou-

gh th

e

pre

senta

tion

s and c

ou

rse

ma

teria

ls, a

list o

f qu

estio

ns w

ith m

ultip

le

optio

ns a

re p

resen

ted to

the

stu

de

nts

on

the

know

ledge

alre

ady a

cqu

ired

. Su

bse-

que

nt p

ractic

e o

f know

ledge

earlie

r acquire

d s

tren

gth

ened th

e s

tudent's

experie

nce.

Tuto

r

Repre

sent st-

uden

t solv

ing

Kno

wle

dge

or

Com

pete

nce

a

s a P

roduc-

tion

set

pre

sents

a se

quen

ce o

f hyp

erm

-edia

instru

ctio

ns e

xpla

inin

g h

ow

to re

as-

sem

ble

.

AM

IT

Mu

ch o

f the p

heno

men

a

are

pre

sente

d b

y s

ynchro

niz

ing s

oun

d,

pictu

res, te

xts

, anim

atio

ns a

nd

full v

ideo

mo

tion

info

rma

tion. T

he stu

den

t reads

the

texts

, liste

ns to

the a

udio

messa

ges

and

watc

h th

e illu

stra

tions b

y th

e T

uto

r. T

he

studen

t ha

s the o

vera

ll contro

l on

the

pre

senta

tions m

ad

e b

y th

e T

uto

r as

an e

vent d

riven s

yste

m. H

e d

ecid

es o

n

whe

ther to

inte

rrupt, sto

p, c

heck th

e p

re-

viou

s instru

ctio

ns o

r asks th

e T

uto

r to

pro

ceed

and

care

fully

wa

tch to

stu

dy in

re

al tim

e. Cam

follo

we

rs, C

am

sha

ft, Ch

ain

and

Cha

in te

nsio

ner; O

il and W

ate

r Pu-

mp

s Assem

bly

Cam

follo

we

rs,

Cam

sh

aft, C

hain

an

d C

ha

in

ten

sio

ner; O

il an

d

Wate

r Pu

mps

.

Pro

vid

e

Instru

ction

solvin

g in

p

roble

m-

solvin

g

con

text.

AM

IT d

em

on

strate

s to

exp

lain

s c

show

ing

a fu

ll vide

o. A

MIT

insta

lls th

e

cam

follo

wers; o

il the

cam

sha

ft be

arin

gs

an

d g

ently s

lide

the

cam

shaft in

to

po

sition; in

sta

lls a

nd tig

hte

ns th

e

cam

sha

ft lockin

g p

late

; cam

shaft a

nd

cra

nksh

aft s

pro

ckets

on

alig

nm

en

t; the

timin

g c

ha

in; tim

ing c

hain

tensio

ner; a

nd

tighte

ns its s

ecurin

g b

olts

; insta

lls th

e

ne

w o

il sea

l in th

e tim

ing co

ver; c

lean

s an

d a

pplie

s a

thin

film o

f gaske

t cem

en

t to

the m

atin

g su

rface

s of th

e c

over a

nd

blo

ck; p

ositio

ns a

ne

w g

ask

et o

n th

e

blo

ck; in

serts

and tig

hte

nin

g th

e re

tain

ing

bo

lts; in

sta

lls th

e o

il pum

p; w

ate

r pum

p;

ap

plie

s a

thin

film o

f gask

et ce

men

t to

the c

rankca

se a

nd

stick a

ne

w su

mp;

insert a

nd tig

hte

nin

g th

e re

tain

ing b

olts.

AM

IT fu

rthe

r exp

lain

s p

isto

n a

nd p

isto

n

rings a

nd

conne

cting

rod re

ass

em

bly.

Stu

de

nt a

dju

st the m

ulti-m

edia

com

pone

nts

on th

e in

terfa

ce to

suit h

is

de

sire (fo

r insta

-nce, h

e d

ouble

clic

k on

the im

ag

e a

nd a

nim

atio

n to

view

larg

er

versio

ns). T

he

studen

t ha

s the

op

portu

nity

to g

o o

ver a

lesso

n o

r a u

nit

of in

stru

ctio

n a

s man

y as p

ossib

le to

fa

cilitate

constru

ctio

n o

f mea

-nin

g o

n th

e

concern

ed to

pic

s.

Stu

den

t furth

er e

xplo

res a

t his

ow

n

pa

ce, b

y c

lickin

g o

n th

e

butto

n to

m

ove

to th

e n

ext p

ag

e o

r move fo

rward

an

d

bu

tton

to g

o b

ack

on

the

pre

vio

us p

age.

Next

Pre

vio

us

am

fo

llow

ers

, cam

sha

ft, chain

and c

ha

in te

n-

sio

ner; o

il and

wate

r pum

ps re

asse

mbly

Su

bse

qu

en

t pra

ctic

e to

stre

ng

then

ed

the

kn

ow

led

ge

Perio

d 3

Top

ic: Cylin

de

r He

ad

Re

assem

bly

an

d V

alv

e C

lea

ran

ce A

dju

stm

ents

Pro

vide

s im

media

te

feedb

ack

on

effo

rts mad

e

by th

e

stu

dents

.

ITS

T

uto

ring

P

rinc

iple

s

Co

nte

nts

Te

ach

er’s

A

ctiv

ityS

tud

en

ts’ A

ctiv

ities (A

ctu

al

Tre

atm

en

t to th

e S

tud

en

ts)

Com

po

ne

nts

of

Ap

pre

ntic

en

sh

ip

Co

gn

itive T

heo

ry

Dep

en

den

t V

aria

ble

s

Stru

ctu

- rin

gM

od

ellin

gC

oa

ch

ing

Co

gn

itive

Ac

hie

ve

- m

en

t

Pra

ctic

al

Sk

illsL

ea

rnin

gR

ete

ntio

n

Com

muni-

cate

the

goa

l stru

ctu

re

unde

rlyin

g

the p

roble

m

solv

ing

.

Teach

er o

rga

ni-

zes a

nd s

up

erv-

ises th

e stu

den

ts navig

atio

n a

nd

encoura

ges th

e

students to

stu

dy

and co

ver a

ll the

to

pics

liste

d fo

r th

e w

eek.

AM

IToutco

mes o

f studen

t's p

erfo

rmance. T

he

in

structo

r pro

vide

s imm

edia

te fe

ed

-back

to th

e le

arn

er a

nd re

com

mends to

eith

er

repea

t or p

roce

ed.

evalu

ate

s a

nd in

terp

rets th

e

Imm

ed

iate

F

ee

db

ack

Stu

den

t locate

s a

nd d

ouble

-clicks o

n

the T

uto

r icon w

hic

h w

ill be fo

und o

n th

e

deskto

p. T

he

will b

e la

unched, a

sp

lash s

cre

en a

ppe

are

d sh

ortly

afte

r w

hich

a L

ogin

form

or a

sta

rt page

is

dis

pla

yed.

Stu

de

nt lo

g-in

with

use

r ID n

o. a

nd

passw

ord

to a

cce

ss

. On

the

main

fo

rm, stu

dent e

nte

rs into

the T

rain

ing

(Skills

) and

the in

stru

ctio

nal o

bje

ctive

(s) is

/ are

disp

layed

. He fu

rther e

xplo

res a

t his

ow

n p

ace

, by c

lickin

g o

n th

e

to

mo

ve to

the n

ext p

age

or m

ove

fo

rward

and

to

go b

ack

on th

e p

revio

us p

age.

Tu

tor

Tu

tor

butto

nb

utto

n

Nex

t

Pre

vio

us

Stu

de

nt la

un

ch

es

th

e S

oftw

are

on

th

e U

ser In

terfa

ce,

en

ters

his

user

ide

ntity

(ID) o

r re

gis

tratio

n N

o.

an

d p

assw

ord

an

d

log

into

acce

ss

Pro

mo

te a

n

abstra

ct u

nders

tan

d-

ing o

f the

p

roble

m-

solvin

g

know

led

ge

While

the stu

den

t is p

rog

ress

ing th

rou-

gh th

e

pre

senta

tion

s and c

ou

rse

ma

teria

ls, a

list o

f qu

estio

ns w

ith m

ultip

le

optio

ns a

re p

resen

ted to

the

stu

de

nts

on

the

know

ledge

alre

ady a

cqu

ired

. Su

bse-

que

nt p

ractic

e o

f know

ledge

earlie

r acquire

d s

tren

gth

ened th

e s

tudent's

experie

nce.

Tuto

r

Repre

sent st-

uden

t solv

ing

Kno

wle

dge

or

Com

pete

nce

a

s a P

roduc-

tion

set

pre

sents

a se

quen

ce o

f hyp

erm

-edia

instru

ctio

ns e

xpla

inin

g h

ow

to re

as-

sem

ble

.

AM

IT

Much

of th

e p

hen

om

-ena

are

pre

sente

d b

y s

ynchro

niz

ing s

ou-

nd, p

ictu

res, te

xts, a

nim

atio

ns a

nd fu

ll vid

eo m

otio

n in

form

atio

n. T

he

studen

t re

ads th

e te

xts, lis

ten

s to th

e a

udio

me

s-sa

ges a

nd w

atch

the

illustra

tion

s by th

e

Tu

tor.

The

studen

t ha

s the o

vera

ll contro

l on

the

pre

senta

tions m

ad

e b

y th

e T

uto

r as

an e

vent d

riven s

yste

m. H

e d

ecid

es o

n

whe

ther to

inte

rrupt, sto

p, c

heck th

e p

re-

viou

s instru

ctio

ns o

r asks th

e T

uto

r to

pro

ceed

and

care

fully

wa

tch to

stu

dy in

re

al tim

e. Cylin

der H

ead a

nd V

alve

Cle

ara

-nce A

dju

stm

ents

Cylin

de

r Hea

d

Rea

ss

em

bly

an

d V

alv

e

Cle

ara

nce

A

dju

stm

en

ts.

Pro

vid

e

Instru

ction

solvin

g in

p

roble

m-

solvin

g

con

text.

AM

IT d

em

on

strate

s to

exp

lain

s c

ylin-

de

r head

assem

bly

by s

how

ing a

full vid

-eo

. AM

IT p

laces th

e c

ylinder h

ead o

n its

sid

e, h

avin

g o

iled

the va

lve g

uid

es, in

se-

rts th

e va

lves in

the

ir orig

inal lo

catio

ns o

r in

case n

ew

valv

es in

to th

e s

ea

t into

whi-

ch th

ey w

ere

pre

viou

sly gro

und

; fits into

ea

ch va

lve in

turn

, a n

ew

oil s

eal, a

new

valve

sprin

g, a

ne

w v

alve

sprin

g cu

p a

nd

insert; c

om

pre

sses e

ach

sprin

g in

turn

sufficie

ntly

to p

erm

it the

split c

otte

rs to

be

inse

rted in

the c

ut-o

ut in

the va

lve

ste

m; re

leases th

e co

mpre

ssor g

ently

an

d th

e s

plit c

otte

rs are

fixed

the

ir po

si-tio

ns; p

laces a

blo

ck o

f wood

on

the a

ss-

em

bly a

nd s

trike th

e e

nd o

f ea

ch va

lve

ste

m sq

uare

ly to

settle

the v

alve

com

po-

ne

nts

. AM

IT fu

rther e

xpla

ins th

e p

rocess

of in

sta

lling

cylin

der h

ead o

n th

e c

ylinder

blo

ck a

nd

the tw

o p

rincip

al m

eth

ods to

be

em

plo

yed fo

r valv

e c

lea

rance a

dju

st-m

ent. S

tudent a

dju

sts

the m

ultim

edia

com

pone

nts

on th

e in

terfa

ce to

suit h

is

de

sire (fo

r insta

nce, h

e d

oub

le c

lick o

n

the im

ag

e a

nd a

nim

atio

n to

view

larg

er

versio

ns). T

he

studen

t ha

s the o

pportu

-nity

to g

o o

ver a

less

on o

r a u

nit o

f instr-

uctio

n a

s man

y as p

ossib

le to

facilita

te

constru

ctio

n o

f me

anin

g o

n th

e c

oncer-

ne

d to

pic

s.

Stu

den

t furth

er e

xplo

res a

t his

ow

n

pa

ce, b

y c

lickin

g o

n th

e

butto

n to

m

ove

to th

e n

ext p

ag

e o

r move fo

rward

an

d

bu

tton

to g

o b

ack

on

the

pre

vio

us p

age.

Next

Pre

vio

us

Su

bse

qu

en

t pra

ctic

e to

stre

ng

then

ed

the

kn

ow

led

ge

Pro

vide

s im

media

te

feedb

ack

on

effo

rts mad

e

by th

e

stu

dents

.

ITS

T

uto

ring

P

rinc

iple

s

Co

nte

nts

Te

ach

er’s

A

ctiv

ityS

tud

en

ts’ A

ctiv

ities (A

ctu

al

Tre

atm

en

t to th

e S

tud

en

ts)

Com

po

ne

nts

of

Ap

pre

ntic

en

sh

ip

Co

gn

itive T

heo

ry

Dep

en

den

t V

aria

ble

s

Stru

ctu

- rin

gM

od

ellin

gC

oa

ch

ing

Co

gn

itive

Ac

hie

ve

- m

en

t

Pra

ctic

al

Sk

illsL

ea

rnin

gR

ete

ntio

n

Com

muni-

cate

the

goa

l stru

ctu

re

unde

rlyin

g

the p

roble

m

solv

ing

.

Teach

er o

rga

ni-

zes a

nd s

up

erv-

ises th

e stu

den

ts navig

atio

n a

nd

encoura

ges th

e

students to

stu

dy

and co

ver a

ll the

to

pics

liste

d fo

r th

e w

eek.

AM

IToutco

mes o

f studen

t's p

erfo

rmance. T

he

in

structo

r pro

vide

s imm

edia

te fe

ed

-back

to th

e le

arn

er a

nd re

com

mends to

eith

er

repea

t or p

roce

ed.

evalu

ate

s a

nd in

terp

rets th

e

Imm

ed

iate

F

ee

db

ack

Stu

den

t locate

s a

nd d

ouble

-clicks o

n

the T

uto

r icon w

hic

h w

ill be fo

und o

n th

e

deskto

p. T

he

will b

e la

unched, a

sp

lash s

cre

en a

ppe

are

d sh

ortly

afte

r w

hich

a L

ogin

form

or a

sta

rt page

is

dis

pla

yed.

Stu

de

nt lo

g-in

with

use

r ID n

o. a

nd

passw

ord

to a

cce

ss

. On

the

main

fo

rm, stu

dent e

nte

rs into

the T

rain

ing

(Skills

) and

the in

stru

ctio

nal o

bje

ctive

(s) is

/ are

disp

layed

. He fu

rther e

xplo

res a

t his

ow

n p

ace

, by c

lickin

g o

n th

e

to

mo

ve to

the n

ext p

age

or m

ove

fo

rward

and

to

go b

ack

on th

e p

revio

us p

age.

Tu

tor

Tu

tor

butto

nb

utto

n

Next

Pre

vio

us

Stu

de

nt la

un

ch

es

th

e S

oftw

are

on

th

e U

ser In

terfa

ce,

en

ters

his

user

ide

ntity

(ID) o

r re

gis

tratio

n N

o.

an

d p

assw

ord

an

d

log

into

acce

ss

Wee

k:

Da

te : N

am

e o

f Sch

oo

l: Pro

gra

mm

e:

Co

urs

e/M

od

ule

: T

op

ic:

Su

b-to

pic

:

Yea

r of S

tud

y:

Ag

e o

f Stu

de

nts

: D

ura

tion

: S

pec

ific O

bje

ctiv

es

:

8M

oto

rV

ehic

le M

ech

an

ics W

ork

- Natio

na

l Te

chnic

al

Ce

rtificate

E

ng

ine R

eco

nd

ition

ing

(CM

V1

3)

Insta

llatio

n o

f an

En

gin

e in

to its

Co

mp

artm

en

t.

NT

C III

16

- 20

years

90

min

s.

At th

e

iE

ngin

e re

fitting

to th

e v

ehic

le, In

sta

lling

kic

k sta

rter a

nd o

the

r ancilla

ry co

mp

on

en

ts of a

n e

ng

ine

into

Its

co

mpa

rtmen

t.

en

d o

f the

lesson

, train

ee

s s

hou

ld b

e a

ble

to:

i. Insta

ll the

en

gin

e in

to its c

om

pa

rtme

nt a

nd

ii.Test- ru

n a

nd

ad

just th

e

perfo

rma

nce o

f to

a s

atis

facto

ry w

ork

ing c

on

ditio

ns

. S

tud

en

ts have

learn

t abo

ut th

e fe

atu

res a

nd

fun

ctions o

f eng

ine

com

pon

en

t pa

rts a

nd o

pe

ratin

g

prin

cip

le o

f a 4

stro

ke S

I and

C I e

ng

ine

s.

Work

be

nch

, Su

itab

le s

olv

ent o

r pe

trol, R

ag,a

4-s

troke

In-lin

e p

etro

l en

gin

e, W

ashin

g b

ow

l, vern

ier a

nd in

tern

al, c

alip

ers

an

d M

icrom

ete

r Scre

w g

aug

e

an

en

gin

e

Pre

vio

us

Kn

ow

led

ge

:In

stru

ctio

na

l Mate

rials

:

Ins

tructio

na

l Pro

ced

ure

s

Pro

mo

te a

n

abstra

ct u

nders

tan

d-

ing o

f the

p

roble

m-

solvin

g

know

led

ge

While

the stu

den

t is p

rog

ress

ing th

rou-

gh th

e

pre

senta

tion

s and c

ou

rse

ma

teria

ls, a

list o

f qu

estio

ns w

ith m

ultip

le

optio

ns a

re p

resen

ted to

the

stu

de

nts

on

the

know

ledge

alre

ady a

cqu

ired

. Su

bse-

que

nt p

ractic

e o

f know

ledge

earlie

r acquire

d s

tren

gth

ened th

e s

tudent's

experie

nce.

Tuto

r

Perio

d 1

Top

ic:

Eng

ine R

efittin

g in

to its C

om

partm

ent a

nd In

stalla

tion o

f som

e A

ncilla

ry C

om

po

nents

Pro

vid

e

Instru

ction

solvin

g in

p

roble

m-

solvin

g

con

text.

AM

IT d

em

on

strate

s to

exp

lain

s c

ylin-

de

r head

assem

bly

by s

how

ing a

full vid

-eo

. AM

IT u

ses th

e h

ois

t to ra

ise th

e e

ng-

ine a

nd ro

lls th

e v

ehic

le fo

rward

unde

r th

e s

uspend

ed e

ngin

e a

nd e

xpla

in th

at if

the if th

e h

oist is

mo

bile

it sho

uld

be ro

ll-ed

forw

ard

so th

at th

e e

ng

ine

is s

uspen

-de

d o

ver its

com

pa

rtmen

t; low

ers

the

en

gin

e in

to its

com

partm

ent a

t a s

tee

p

an

gle

an

d e

nsu

re th

at n

oth

ing is

foule

d

du

ring

the o

pera

tion

. AM

IT fits

the

rear

mountin

g b

olts

while

the

unit is s

till susp

-en

ded

em

plo

ying a

jack

if ne

cessary

to

raise

the

gea

rbox su

fficie

ntly to

en

gage

d

them

. Eng

ine

slin

g a

nd h

ois

t is fin

ally

re

moved.

AM

IT fu

rther e

xpla

ins th

e p

roce

ss o

f in

sta

lling c

ylin

der h

ead

on th

e c

ylin

de

r blo

ck a

nd

the tw

o p

rincip

al m

eth

ods to

be

em

plo

yed fo

r valv

e c

lea

rance a

dju

st-m

ent. S

tudent a

dju

sts

the m

ultim

edia

com

pone

nts

on th

e in

terfa

ce to

suit h

is

de

sire (fo

r insta

nce, h

e d

oub

le c

lick o

n

the im

ag

e a

nd a

nim

atio

n to

view

larg

er

versio

ns). T

he

studen

t ha

s the o

pportu

-nity

to g

o o

ver a

less

on o

r a u

nit o

f instr-

uctio

n a

s man

y as p

ossib

le to

facilita

te

constru

ctio

n o

f me

anin

g o

n th

e c

oncer-

ne

d to

pic

s.

Stu

den

t furth

er e

xplo

res a

t his

ow

n

pa

ce, b

y c

lickin

g o

n th

e

butto

n to

m

ove

to th

e n

ext p

ag

e o

r move fo

rward

an

d

bu

tton

to g

o b

ack

on

the

pre

vio

us p

age.

Next

Pre

vio

us

Su

bse

qu

en

t pra

ctic

e to

stre

ng

then

ed

the

kn

ow

led

ge

Repre

sent st-

uden

t solv

ing

Kno

wle

dge

or

Com

pete

nce

a

s a P

roduc-

tion

set

pre

sents

a se

quen

ce o

f hyp

erm

-edia

instru

ctio

ns e

xpla

inin

g h

ow

to in

sta

ll

.

AM

IT M

uch

of th

e p

heno

men

a a

re p

re-

sente

d b

y s

ynch

roniz

ing s

ou

nd, p

ictu

res,

texts

, an

ima

tions a

nd

full v

ideo

motio

n

info

rma

tion

. The s

tudent re

ads th

e te

xts,

listens to

the a

udio

messa

ges a

nd w

atch

th

e illu

stra

tion

s by th

e T

uto

r. T

he

studen

t ha

s the o

vera

ll contro

l on

the

pre

senta

tions m

ad

e b

y th

e T

uto

r as

an e

vent d

riven s

yste

m. H

e d

ecid

es o

n

whe

ther to

inte

rrupt, sto

p, c

heck th

e p

re-

viou

s instru

ctio

ns o

r asks th

e T

uto

r to

pro

ceed

and

care

fully

wa

tch to

stu

dy in

re

al tim

e.

En

gin

e R

efittin

g in

to its

Com

partm

ent

and

Insta

llatio

n o

f som

e A

ncilla

ry C

om

p-

one

nts

En

gin

e R

efittin

g

into

its

Co

mp

artm

en

t an

d

Insta

llatio

n o

f so

me A

nc

illary

C

om

po

nen

ts

Pro

vides

imm

edia

te

feedba

ck o

n

effo

rts made

by th

e

stu

de

nts

.

ITS

T

uto

ring

P

rinc

iple

s

Co

nte

nts

Te

ac

he

r’s

Activ

ityS

tud

en

ts’ A

ctiv

ities (A

ctu

al

Tre

atm

en

t to th

e S

tud

en

ts)

Com

po

ne

nts

of

Ap

pre

ntic

en

sh

ip

Co

gn

itive T

heo

ry

De

pe

nd

en

t V

aria

ble

s

Stru

ctu

- rin

gM

od

ellin

gC

oa

ch

ing

Co

gn

itive

Ac

hie

ve

- m

en

t

Pra

ctic

al

Sk

illsL

ea

rnin

gR

ete

ntio

n

Tuto

rth

e o

utc

om

es o

f stu

dent's p

erfo

rma

nce.

The in

stru

cto

r pro

vid

es im

me

dia

te fe

ed-

back to

the le

arn

er a

nd re

com

me

nds to

eith

er re

peat o

r pro

ceed.

instru

ctor e

valu

ate

s a

nd in

terp

rets

Imm

ed

iate

F

ee

dba

ck

Stu

de

nt la

un

ch

es

th

e S

oftw

are

on

th

e U

ser In

terfa

ce,

en

ters

his

user

ide

ntity

(ID) o

r re

gis

tratio

n n

o.

an

d p

assw

ord

an

d

log

into

acce

ss

Pro

mote

an

ab

stract

un

de

rsta

nd

-in

g o

f the

pro

ble

m-

solvin

g

know

led

ge

While

the s

tud

ent is

pro

gre

ssin

g th

rou-

gh th

e

pre

sen

tatio

ns a

nd c

ours

e

ma

teria

ls, a lis

t of q

uestio

ns w

ith m

ultip

le

optio

ns a

re p

resente

d to

the s

tudents o

n

the

kno

wle

dg

e a

lrea

dy a

cq

uire

d. S

ub

se-

quen

t pra

ctice

of k

now

led

ge e

arlie

r a

cquire

d s

trength

ene

d th

e s

tude

nt's

e

xperie

nce

.

Tu

tor

Ev

alu

atio

n

Pe

riod 2

To

pic

: An

cilla

ry C

om

pon

en

ts Re

fitting

Con

tinu

es

Co

mm

unic-

ate

th

e

go

al

stru

ctu

re

un

derlyin

g

the

pro

ble

m

solvin

g.

Teac

her o

rga

n-

izes, s

uperv

ises

the s

tud

ents

navig

atio

n a

nd

encou

rag

es th

e

students to

stu

dy

and co

ver a

ll the

to

pics

liste

d fo

r th

e w

eek. H

e

makes th

e s

tud-

ents

un

ders

tand

th

at th

ey h

ave

ch

anc

e to

go

ove

r the co

nte

-nts

of

as

man

y time

s as

they c

an a

nd

encou

rag

e th

em

to

do

so to

m

aste

r it pro

perly.

Tuto

r

Stu

de

nt lo

cate

s and d

oub

le-c

licks o

n

the A

uto

Mechan

ics In

tellig

ent T

uto

r icon

which

is fo

und o

n th

e d

esk

top

. The

is

launche

d, a

spla

sh s

cre

en a

ppe

are

d

shortly

afte

r whic

h a

Login

form

or a

start

pag

e is

dis

pla

yed.

Stu

de

nt

Tuto

r

ente

rs in

to th

e T

he

ory

(Kno

wle

dge) o

r Tra

inin

g (S

kills

) an

d th

e

instru

ctio

nal o

bje

ctive(s) is / a

re

dis

pla

yed.

Rep

rese

nt s

t-ude

nt s

olvin

g

Kn

ow

ledg

e o

r C

om

pete

nce

as a

Pro

du

c-tio

n s

et

p

resents

a se

quen

ce o

f hyp

erm

-edia

instru

ctio

ns th

e in

sta

llatio

n o

f oth

er

ancilla

ry com

pon

ents

.

AM

IT

Much o

f the p

hen

-om

ena a

re p

resen

ted b

y synchro

niz

ing

sound

, pictu

res, te

xts

, an

imatio

ns a

nd

fu

ll vid

eo

motio

n in

form

atio

n. T

he s

tud

e-

nt re

ads th

e te

xts

, liste

ns to

the a

udio

m

ess

age

s and w

atc

h th

e illu

stra

tions b

y

the

Tuto

r. T

he

stu

de

nt h

as th

e o

vera

ll contro

l on

the

pre

senta

tions m

ad

e b

y th

e T

uto

r as

an e

vent d

riven s

yste

m. H

e d

ecid

es o

n

whe

ther to

inte

rrupt, sto

p, c

heck th

e

pre

vio

us in

structio

ns o

r ask

the

Tuto

r to

pro

ceed

and

care

fully

wa

tch to

stu

dy in

re

al tim

e.

An

cilla

ry

Co

mp

on

en

ts

Re

fitting

C

on

tinu

es

Pro

vid

e

Instru

ctio

n

solv

ing in

pro

ble

m-

solv

ing

conte

xt.

AM

IT c

on

tinues th

e e

xpla

natio

n o

n th

e

insta

llatio

n o

f oth

er a

ncilla

ry c

om

pone

nts

o

n th

e v

ide

o. T

he

exhau

st dow

n p

ipe in

th

e m

anifo

ld w

as in

sta

lled; A

MIT

che

cks

and a

dju

st th

e ig

nitio

n tim

ing

; insta

lls th

e

dis

tributo

r cap a

nd co

nnects

the

HT

and

LT

leads; in

serts th

e e

ngin

e o

il dip

stic

k;

refits

the a

ir clean

er a

nd

conne

cts the

cra

nkcase b

rea

ther p

ipe

; reconn

ects th

e

vacuu

m p

ipe

betw

een d

istrib

uto

r and

carb

ure

tor; in

sta

lls th

e fa

n, sp

acer a

nd

pulle

y a

ssem

bly. A

MIT

furth

er lo

cate

s the

fan b

elt o

ver th

e cra

nks

ha

ft, wa

ter p

um

p

and a

ltern

ato

r pulle

ys a

nd

then

with

the

alte

rnato

r moun

tings a

nd

adju

stm

ent

stra

p slig

htly lo

ose

ned, p

rise th

e a

ltern

a-

tor a

wa

y from

the e

ngin

e till th

e b

elt h

as

a to

tal d

efle

ctio

n o

f ½ in

(12.4

mm

) at th

e

cen

tre o

f its lo

nge

st run, tig

hte

n th

e m

ou-

ntin

g a

nd a

dju

stment stra

p b

olts

with

ou

t a

lterin

g th

e b

elt te

nsio

n. S

tuden

t adju

sts

th

e m

ulti-m

edia

com

ponen

ts o

n th

e in

ter-

face to

suit h

is d

esire

(for in

stance, h

e

doub

le-c

licks

on

the im

age a

nd a

nim

at-

ion

to v

iew

larg

er v

ersio

ns). T

he

studen

t h

as th

e o

pp

ortu

nity

to g

o o

ver a

lesson

or a

un

it of in

structio

n a

s m

an

y as p

oss-

ible

to fa

cilita

te c

on

structio

n o

f me

anin

g

on th

e c

oncern

ed to

pic

s o

r concepts

.

Stu

de

nt fu

rther e

xplo

res a

t his

ow

n

pace, b

y clic

king o

n th

e

butto

n to

m

ove to

the

next p

age o

r move fo

rward

a

nd

butto

n to

go b

ack

on th

e

pre

viou

s page.

Ne

xt

Pre

vio

us

Su

bs

eq

uen

t p

ractic

e to

stre

ng

the

ne

d th

e

kn

ow

led

ge

Pro

vides

imm

edia

te

feedba

ck o

n

effo

rts made

by th

e

stu

de

nts

.

ITS

T

uto

ring

P

rinc

iple

s

Co

nte

nts

Te

ac

he

r’s

Activ

ityS

tud

en

ts’ A

ctiv

ities (A

ctu

al

Tre

atm

en

t to th

e S

tud

en

ts)

Com

po

ne

nts

of

Ap

pre

ntic

en

sh

ip

Co

gn

itive T

heo

ry

De

pe

nd

en

t V

aria

ble

s

Stru

ctu

- rin

gM

od

ellin

gC

oa

ch

ing

Co

gn

itive

Ac

hie

ve

- m

en

t

Pra

ctic

al

Sk

illsL

ea

rnin

gR

ete

ntio

n

Tuto

rth

e o

utc

om

es o

f stu

dent's p

erfo

rma

nce.

The in

stru

cto

r pro

vid

es im

me

dia

te fe

ed-

back to

the le

arn

er a

nd re

com

me

nds to

eith

er re

peat o

r pro

ceed.

instru

ctor e

valu

ate

s a

nd in

terp

rets

Imm

ed

iate

F

ee

dba

ck

Stu

de

nt la

un

ch

es

th

e S

oftw

are

on

th

e U

ser In

terfa

ce,

en

ters

his

user

ide

ntity

(ID) o

r re

gis

tratio

n n

o.

an

d p

assw

ord

an

d

log

into

acce

ss

Pro

mote

an

ab

stract

un

de

rsta

nd

-in

g o

f the

pro

ble

m-

solvin

g

know

led

ge

While

the s

tud

ent is

pro

gre

ssin

g th

rou-

gh th

e

pre

sen

tatio

ns a

nd c

ours

e

ma

teria

ls, a lis

t of q

uestio

ns w

ith m

ultip

le

optio

ns a

re p

resente

d to

the s

tudents o

n

the

kno

wle

dg

e a

lrea

dy a

cq

uire

d. S

ub

se-

quen

t pra

ctice

of k

now

led

ge e

arlie

r a

cquire

d s

trength

ene

d th

e s

tude

nt's

e

xperie

nce

.

Tu

tor

Ev

alu

atio

n

Pe

riod 3

To

pic

: En

gin

e A

dju

stme

nt a

fter M

ajo

r Ove

rhau

l

Co

mm

unic-

ate

th

e

go

al

stru

ctu

re

un

derlyin

g

the

pro

ble

m

solvin

g.

Teac

her o

rga

n-

izes, s

uperv

ises

the s

tud

ents

navig

atio

n a

nd

encou

rag

es th

e

students to

stu

dy

and co

ver a

ll the

to

pics

liste

d fo

r th

e w

eek. H

e

makes th

e s

tud-

ents

un

ders

tand

th

at th

ey h

ave

ch

anc

e to

go

ove

r the co

nte

-nts

of

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n

APPENDIX R

CONVENTIONAL LESSON PLANSLESSON PLAN 1Week: 1

Date:Name of School:Programme:Course / Module:

Topic:Sub-Topic:Year of Study:

Age of Students:Duration:

Specific Instructional Objectives:

Previous Knowledge:

Instructional Procedure:Period 1

Motor Vehicle Mechanics’ Work - National Technical CertificateEngine Reconditioning (CMV13)

The Spark Ignition Engine The Main Components of an Engine:NTC III

16 - 20 years90 minutes

At the end of the lesson, the students should be able to:i. identify each component of a spark-Ignition engine and their features;

ii. state the function(s) of each component and their features; andiii. state the function(s) of each ancillary component and their features;

Students have been taught the fundamental principles of mechanics

Topic: Identification of Engine Block, Cylinder Head, Piston and Piston Rings.

2.

3.

Teacher lists and displays charts or the available components of each of the

following components of a spark-ignition engine for students to see one

after the other: Engine block and Cylinder head.

Teacher explains the function(s) of

each of the components one after the other.

Main Components:

Engine block, Cylinder head,

Pistons and Rings,Connecting rod,

Students listen attentively to note each point as

listed by the teacher, ask questions and take down

notes.

Different charts with each of the

following components of a

Spark Ignition Engine fully displayed: Engine

block, Cylinder head, Pistons and

Rings, Connecting rod,

Teacher lists and displays charts or the available components of each of the following components of a spark-ignition engine for students to see one after the other: Pistons and Rings. Teacher explains the function(s) of

each of the components one after the other.

1.

Students listen attentively to note each point as listed by the teacher, ask questions and take down notes.

Step Contents Teachers Activities Students Activities Instructional Materials

4

Summary / Conclusion

Students listen attentively, ask questions and take down notes.

Teacher lists the main points of the lesson, allows some questions from the

students and answers accordingly.

Students listen attentively, ask questions and take

down notes.

5

6 Evaluation Students listen attentively, ask questions and take

down notes.

Teacher asks the students to read about the following from home: Crank-shaft,

Engine valves, Cam and Camshaft

Students writes down the assignment.

4




down notes.

5

6 Teacher selects the students randomly to answer the following questions: I.

Identify two features each on each of the following components and state their

function(s): I. engine block, ii. cylinder head iii. piston and iv. piston rings.: Teacher commends the students that

give correct answer to the questions. He further guides to provide correct

answers where the students can not answer correctly.

7 Assignment

Teacher identifies and explains the features on each of the components, that is engine block, cylinder head, piston and piston rings.

Period 2 Topic: Identification of Crankshaft, Engine Valves, Cam and Camshaft,Inlet and Exhaust Manifolds

Step Contents Teachers Activities Students Activities

Main Components:

Crank-shaft, Engine valves,

Cam and Camshaft Inlet and Exhaust

manifolds, Spark plug,

Flywheel.



notes.

1

2



Spark Ignition Engine fully displayed: Crank-

shaft, Engine valves, Cam and

Camshaft, Inlet and Exhaust manifolds, Spark

plug, Flywheel.Students listen attentively to note each point as listed by the teacher, ask questions and take down notes.


Teacher lists and displays on charts or the available components of each of the

following components of a spark-ignition engine for students to see one

after the other: Crank-shaft, Engine valves, and Cam

.

Teacher explains the function(s) of each of the components one after the other.

Teacher lists and displays on charts or the available components of each of the following components of a spark-ignition engine for students to see one after the other: Camshaft, Inlet and Exhaust manifolds, Spark plug,

Flywheel,

3

Instructional Materials

4






down notes.

5


down notes.

Teacher asks the students to answer the following questions from home: identify

and state 3 functions of Engine ancillary components


Period 3

4




down notes.

5

6 Teacher selects the students randomly to answer the following questions: I.

Identify two features each on each of the following components and state their

function(s): a. camshaft b. inlet and c. exhaust manifolds d. spark plugs and e. flywheel. ii. state 3 function of a

flywheel. iii. what is the main difference between inlet and exhaust manifolds?

: Teacher commends the students that give correct answer to the questions. He

7 Assignment

Teacher identifies and explains the features on each of the components, that is camshaft, inlet and exhaust manifolds, spark plugs and flywheel.

Topic: Engine Ancillary Components - Oil and Lubrication of an Engine, Petrol Supply System and Ignition System


Ancillary Components:

Oil and Lubrication of

an Engine, Petrol Supply System and

Ignition System.



notes.

1

3



Spark Ignition Engine fully displayed: the

structure of Oil and Lubrication

System of an Engine, Petrol Supply System

and Ignition System.



Teacher displays on charts the diagrams that depicts the structure of

of a spark-ignition engine for

students to see one after the other.

Oil and Lubrication System of an Engine

Teacher identifies the main parts of an Engine lubrication system and explains

the function(s) of each of the components one after the other.

4



of a spark-ignition engine for students to see one after the other.

Petrol Supply System

Teacher identifies the main parts of a Petrol Supply System of a spark-ignition engine for students to see and explains the function(s) of each of the

components one after the other.


of a spark-ignition engine for students to see one after the other.

Ignition System

Teacher identifies the main parts of an Ignition System and explains the function(s) of each of the components one after the other.



notes.

2

5

6



LESSON PLAN 2

Week: 2

Date:Name of School:Programme:

Course / Module:Topic:Sub-Topic:

Year of Study:

Age of Students: Duration:Specific Instructional Objectives:

Previous Knowledge:

Instructional Procedure:

Motor Vehicle Mechanics’ Work - National Technical Certificate

Engine Reconditioning (CMV13)The Compression-Ignition (CI) Engine i. Construction of CI engine; ii. Fuel System; and

iii. Operation of a 4-stroke Compression-Ignition Engine. NTC III

16 - 20 years 90 minutes

At the end of the lesson, the students

should be able to:

i. list 5 basic differences in the construction of Spark Ignition and Compression-Ignition engine and;

ii.

ii. explain the operations of compression Ignition engine fuel System;

Students have been taught the fundamental principles of

mechanics.

list 5 basic differences in the Operation of Spark Ignition and

Compression-Ignition engine and;


Teacher lesson, allows some questions from the students and answers accordingly.

lists the main points of the Students listen attentively, ask questions and take down notes.

7

8 Evaluation Students listen attentively, ask questions and take down notes.

Teacher asks the students to write 5 basic differences between a 4-stroke Spark-Ignition and Compression-Ignition Engine. from home:




Teacher selects the students randomly to answer the following questions: I. List 3 components of each of the following ancillary components and state their function(s): a. engine lubrication system b. petrol system c. ignition system.: Teacher commends the students that

give correct answer to the questions. He further guides to provide correct answers where the students can not answer correctly.

9Assignment

1. Students listen attentively, ask questions and take

down notes.



Period 1

Differences in the Construction

of C I and SI Engines


down notes.


down notes.

2 Teacher further explains that in the CI engine, a charge of air only is subjected to such a higher degree of compression that its temperature rises to about 550 degrees centigrade. Fuel oil, in form of a spray of very minute drops, vapourises and burns, without being ignited by an electric spark

3

Topic: The Basic Differences in the Construction and Operation ofCompression Ignition and Spark Ignition Engines


4


Main components of a Compression

Ignition Engine fully displayed

Teacher displays on charts the components of a CI engine for students

to see one after the other. He explains that the components of the two types of

engine (that is, CI and SI engines), and their arrangement are very similar but as they have to withstand higher

pressure and larger forces, each individual components of the CI engine

has to be stronger and heavier.


Differences in the Operation of

C I and SI Engines

Teacher further displays on charts and explains the process of four-stroke cycle

operation in CI engine which includes: Induction, compression, Injection or

Power stroke and the Exhaust. He explains in details, how each of the strokes is performing different tasks.


following fully displayed: the 4 -

stroke Cycle that include - Induction,

Compression, Injection or Power

and Exhaust Teacher further explains that the fuel used by CI engine is a light oil that

composed of Hydrogen, Carbon, Oxygen and Sulphur. He pinpoints that

the fuels do not vapourise and self-ignite at such low temperatures as petrol and as such the risk of fire is reduced. Unlike

petrol, CI fuel can adequately lubricate the component parts of their pump.



lists the main points of the Students listen attentively, ask questions and take down notes.


Teacher asks the students to find out the following from home: a. Engine driven plunger pump b. Injector Nozzle c. Injector pump.




Teacher selects the students randomly to answer the following questions: 1. List at least 2 basic differences in: A. construction of CI and SI engines. b. operation : Teacher commends the students that


of CI and SI engines.

7 Assignment

5


down notes.


Period 2

Compression Ignition Engine

Fuel System.


down notes.


down notes.

2 Teacher further warns that the fuel oil has to be kept clean from dirts and water because the clearances between the moving parts of injection pump and the injector are extremely small. He added that the filters has to be changed regularly to prevent rapid wear and possible destruction of the pump and

3

Topic: Construction and Operation of Compression Ignition Engine Fuel System


4



Ignition Engine Fuel System such as

fully displayed

engine driven

plunger pump, injector nozzles

and injection pump are

Teacher displays on charts the engine driven plunger pump, injector nozzles

and injection pump for students to see one after the other. He explains how the

components (that is,

) produces the higher

pressure, the spray and controls the amount of fuel injected to match up to

the mass of air entering the combustion chamber.

engine driven plunger pump, injector nozzles and injection pump


Teacher further displays on charts to identifies and explains the function of

each components and their features.


following fully components

displayed: a tank, one or more very fine paper filters, a

lift, pump, injection pump,

injector for each cylinder and pipes that connect the

various units.

Teacher further explains that in CI engine fuel system consists of a Tank,

one or more very fine paper filters, a lift, pump, injection pump, injector for each

cylinder and pipes that connect the various units.





down notes.


Teacher asks the students to read about the petrol supply system of an SI engine and compare to CI engine fuel system from home.




down notes.

Teacher selects the students randomly to answer the following questions: 1. State the main function of each of the following components: a. engine driven pump b. injector nozzles c. injection pump.

Teacher commends the students that give correct answer to the questions. He further guides to provide correct answers where the students can not

answer correctly.

7 Assignment

5


down notes.

,


down notes.


Period 3

The Petrol Supply System

of a Spark Ignition Engine


down notes.


down notes.

2 Teacher further identifies and pinpoints the main function of each of the component in the petrol supply system. Specifically, he explains that carburetor is used to convert liquid petrol into a vapour and then to mix it with air to form the very rapid burning charge needed by the engine.

3

Topic: Petrol Supply System and Operation of a 4 - Stroke Cycle of a Spark Ignition Engine.


4



Ignition Engine Fuel System such as

fully displayed

engine driven

plunger pump, injector nozzles

and injection pump are

Teacher displays on charts the components of a petrol supply system

that consists of the carburetor, the lift pump, the tank, filters and suitable

pipes.


Teacher further explains in details, how each strokes is performing different

tasks.


following fully components

displayed: a tank, one or more very fine paper filters, a

lift, pump, injection pump,

injector for each cylinder and pipes that connect the

various units.

Teacher further displays on charts the 4 - strokes in a 4 - stroke cycle for a petrol

engine in their correct sequence - Induction, Compression, Power and

Exhaust.


Teacher lesson, allows some questions from the


lists the main points of the Students listen attentively, ask questions and take

down notes.


down notes.

Teacher asks the students to read about the arrangement and construction of engine cylinders from home.




down notes.

Teacher selects the students randomly to answer the following questions: 1.

List 5 components of petrol supply system and State the main function of

each of each component. 2. With the aid of diagram list and explain four strokes in a 4 - stroke cycle of a Spark

Ignition engine. Teacher commends the students that

give correct answer to the questions. He further guides to provide correct answers where the students can not

answer correctly.

7 Assignment

5


down notes.

LESSON PLAN 3Week: 3Date:

Name of School:Programme:Course / Module:

Topic:Sub-Topic:

Year of Study:Age of Students:

Duration:Specific Instructional Objectives:should be able to:

Previous Knowledge:



Cylinder bores, Camshaft and Valve arrangements i. Arrangement and Construction of engine cylindersii. Arrangements and types of Camshaft and ValvesNTC Year 3

16 - 20 years

At the end of the lesson, the students

I. List and explain types of cylinder arrangements and construction; andii. List and explain types of Camshaft and Valves arrangements.

Students have been taught the fundamental principles of mechanics


Arrangement and

Construction of engine cylinders



notes.

Different charts showing types of

cylinder arrangements and

construction; andtypes of Camshaft and Valves

arrangements.

1

3

Teacher displays in a chart, the three common forms of engine cylinders'

arrangement for students to see.


2


Teacher identifies and explains the basic features in-line, horizontally opposed and vee cylinders. He further explains the advantages of one types of cylinder arrangement over the other.

Period 1 Topic: Arrangement and Construction of Engine Cylinders

Teacher displays in a chart, the three common types of engine cylinders' con-structions for students to see.

Teacher identifies and explains the basic features of Monobloc, Dry liner and Wet liner cylinders as the most common types of cylinder constructions. He further explains the advantages of one types of cylinder

construction over the other.

4

5 Teacher lists the main points of the

lesson, allows some questions from the students and answers accordingly.


down notes.

6 Evaluation


Teacher asks the students to read about the arrangement and types of valve from home.


Summary /

Conclusion

Students listen attentively,

ask questions and take down notes.

Teacher selects the students randomly to answer the following questions: I. List

3 common types of cylinder arrangement b. List 3 common types of

cylinder construction.

: Teacher commends the students that



7 Assignment

Period 2 Topic: Arrangement and Types of Valves.


Arrangement and Types of

Valve



notes.

1

2

Different charts showing types of

valves arrangement.



notes.


Teacher lists and displays on charts forms of Valve arrangements such as

Overhead valves(OHV), Side valves arrangement for students to see one

after the other. He explains that valves are arranged in a straight line either above the cylinders or at one side of

them, either in the cylinder head or in the top of the cylinder block.

Teacher identifies the features and

explains the function(s) of each on the components one after the other. He further explains the advantages of one

Teacher lists and displays on charts, the components of a valve assemblage. He explains the function of each of the components’ parts of the valve assembly.

3


Teacher carefully sort out in details the possible influence of each component or its feature on the performance engine valves.


4

5 Teacher lists the main points of the



6 Evaluation

Teacher asks the students to read about the following valve components from home: a. valve guide b. valve seat c. valve inserts


Summary /

Conclusion

Students listen attentively,

ask questions and take down notes.

Teacher selects the students randomly to answer the following questions: I. List 3 components of a valve assemblage and state their function b. List 2 common types of valve arrangements.: Teacher commends the students that give correct answer to the questions. He

further guides to provide correct answers where the students can not answer correctly.

7 Assignment

Period 3 Topics: a. Arrangement and Cam and Camshafts. b. Valve ancillary Components - Guides, Seat and Insert


Arrangement of Cam and

Camshafts



notes.

1

2

Different charts showing cam and

camshaft arrangement.



notes.


down notes.

Teacher explains that the cams which opens the valves are all arranged upon

a single camshaft which is supported in plain holes in the crankcase webs.

Teacher display on charts to identifies

valve guides, valve seats and valve insert and their features for students to

see them one after the other.

Teacher explains the function of each of the components’ parts of the valve

ancillary components. He pinpoints the possible influence of each component

or its feature on the performance of an engine.

3


Valves Ancillary Components:

Valve Guides, Valve Seats

and Valve Inserts.

4 Teacher lists the main points of the lesson, allows some questions from the students and answers accordingly.


5 Evaluation

Teacher asks the students to write 10 precautionary measures that must be observed during dismantling exercise of an engine.




Teacher selects the students randomly to answer the following questions: I. What do you understand by the following terms: a. Valve guides b. Valve seat c. Valve insertii. state basic function of each of the

following ancillary components: a. Valve guides b. Valve seat c. Valve insert. Teacher commends the students that


7 Assignment

Different charts showing the

engine valve ancillary

components such as valve guides, valve seat and

valve insert fully displayed.

LESSON PLAN 4Week: 4

Date:Name of School:Programme:Course / Module: Topic:Sub-Topic:

Year of Study: Age of Students:Duration:


Previous Knowledge:


Period 1


Removal of an Engine from its Compartment I. Preparations and precautions for dismantling an Engine.

ii. Removal of an engine from its Compartment.

NTC Year 3 16 - 20 years

90 minutes

At the end of the training lesson, the trainee should be able to: I. Prepares and observes necessary precautions during a dismantling

exercise / process of an Engine an; and

ii. Removes an Engine from its Compartment. Students have been taught the basic components and

operating principle of a 4-strokes petrol and diesel engines.

Topic: i. Preparation and Precautions for Dismantling an Engine ii. Removal of an Engine from its Compartment

2.

Teacher explains that in the process of dismantling, engine could be best

mounted on a dismantling stand but is one is not available, then one can stand

the engine on a strong bench to be at a comfortable working height. Failing this, engine can be stripped down on the

floor. the sump provides a firm base on which the engine can be supported.

Teacher explains that during dismantl-ing exercise, care should be taken to

keep the exposed parts free from dirts. In order to achieve this, one should thoroughly clean down outside of the

engine, removing all the traces of oil and congealed dirt with parafin or other

good water soluble solvent. He explains that if the dirt is thick and deeply embedded, work the solv ent into it with

a wire brush and finally wipe down the exterior of the engine with a rag.

Preparation and Precautions for

Dismantling an Engine



notes.

1.

Step Contents Teachers Activities Students Activities Instructional MaterialsDifferent charts showing some

basic demonstrations on

the preparations and precautions required for the

dismantling process of an

engine.

6 Teacher lists the main points of the lesson, allows some questions from the



7 Evaluation

Teacher asks the students to visit a local Mechanics garage and carefully study how to dismantle an engine.




down notes.

Teacher selects the students randomly to answer the following questions: I. List 5 precautionary measures which you must observed as an auto-mechanics repairer when you are dismantling an engine.

Teacher commends the students that give correct answer to the questions. He further guides to provide correct answers where the students can not

answer correctly.

8 Assignment



3

4

Different charts showing some basic demonstrations on the preparations and precautions required for the

dismantling process of an engine.


Teacher further explains that as the engine is stripped, each part should be cleaned in a bath of paraffin or petrol. He warns that in no case should one immerse parts with oil-ways such as crankshaft in paraffin, but to clean them, one should wipe down carefully

with petrol dampened rag. Oil-ways can be cleaned out with wire. If the air line is present, all parts can be blown dry and the oil-ways blown through as added precaution.

Teacher further warns that re-use of old engine gasket is a false economy and can give rise to oil and water leaks, if nothing worse. To prevent this problem, always use new gaskets and do not throw the old gasket away as it sometimes happens that an immediate replacement could not be found, and old gasket is then found very useful asa template.


Teacher further explains that it is best to work from the top of the engine down

during dismantling exercise. He advises that whenever possible, replace nuts,

bolts and washers finger tight from wherever they were removed and to avoid getting loss or muddled up.

5

Preparation and Precautions for Dismantling an Engine



notes.

1. Students carefully observes activities by the teacher ,listen attentively, ask questions and take

down notes.

Students uses appropriate tools to rehearse what the teacher demonstrated for

Period 2

Removal of an Engine from its Compartment

3

Topic: Removal of an Engine from its Compartment


6.

Different charts with each of the Main components of a Compression


Teacher selects the tool and materials needed for the removal of an engine from its compartment. components one after the other.



Teacher lists the main points of the lesson, allows some questions from the students and answers accordingly.


8 Evaluation



Teacher selects the students randomly and assign a task to them while other students are watching curiously.

: Teacher commends the students that give correct answer to the questions. He further guides to provide correct


7

2 Teacher explains and demonstrates how to disconnect the lead from the battery negative terminal and the earth

cable at the engine end.

Teacher supervises the students’ activities to ensure that they use the correct tools to carry out the actual

tasks, work with the correct procedures



4 Teacher explains the reasons and demonstrates how to drain and retain engine coolant while the engine oil is discarded when drained.

Teacher supervises the students’ activities to ensure that they use the correct tools to carry out the actual tasks, work with the correct procedures



Teacher explains and demonstrates how to remove air cleaner from the carburetor; disconnect and remove the carburetor; and diconnect the HT cable

(coil to distributor) and LT cable from the distributor.

5

Students carefully observes

activities by other

students, ask questions and take down notes.

listen attentively and

Teacher asks the students to visit a local Mechanics garage and carefully study how to remove an engine ancillary

components.


Assignment 9


activities by other students, ask questions and take down notes.


Teacher asks the students to visit a local Mechanics garage and carefully study how to remove an engine ancillary components.


Assignment 9

1. Students carefully observes activities by the

teacher ,listen attentively, ask questions and take

down notes.


Period 3

Removal of an

Engine Ancillary Components.

3

Topic: Removal of an Engine Ancillary Components


6.




Teacher selects the tool and materials needed for the removal of an engine

from its compartment. components one after the other.



8 Evaluation



Teacher selects the students randomly and asks them to unbolt the clutch assembly from the flywheel; and remove inlet manifold while other students are watching curiously. : Teacher commends the students that


7

2 Teacher identifies ancillary components for the students to see and explains the reasons why they have to be removed. He explains and demonstrates how to remove an engine clutch assembly from the flywheel.



Students uses appropriate tools to rehearse what the

teacher demonstrated for

4 Teacher explains and demonstrates how to remove alternator, oil dipstick,

distributor cap with HT leads; disconnect vacuum pipe from the

distributor and remove the distributor.

Teacher supervises the students’ activities to ensure that they use the

correct tools to carry out the actual tasks, work with the correct procedures





Teacher explains and demonstrates how to remove Fuel pump, gaskets,

and insulating spacer, engine mounting brackets, oil pump assembly, inlet and

exhaust manifolds and water pump.

5

200

Students carefully observes activities by the


down notes.


teacher demonstrated for them

Removal of Cylinder head,

Valves, Rocker assembly,

Sump, Timing cover andFlywheel.

3

6.

Mechanic tool box (Kit), Engine hoist,

Workbench, a 4-stroke in-line

petrol Engine, a rag, wire brush, a jack, clean oil, 4

litres of petrol and a service manual.


from its compartment.




7

2Teacher explains and demonstrates how to unscrew and remove the five

rocker shaft pillar securing bolt and lift the rocker assembly away from the

cylinder head. Teacher withdraws each of the push rods and keep them in sequence so that they can be returned

to their original positions.




4 Teacher further explains and demonstr-ates the removal of cylider head by unscrewing each of the cylinder head bolts a turn or two each a time in a specified sequenced. He lifts the cylinder head away from the engine




Teacher explains and demonstrates how to remove Valves, sump, timing cover and flywheel.

5

LESSON PLAN 5Week: 5Date:Name of School:Programme:Course / Module:

Topic:Sub-Topic:Year of Study:Age of Students:Duration: Specific Instructional Objectives:

Previous Knowledge:


Period 1.-


Engine dismantling process. Removal of the Main Component Parts of an EngineNTC III


At the end of the training lesson, the trainees should be able to:

i. remove each component or part of an engineStudents can identify and state basic function of the main

components of a 4-stroke Spark Ignition Engine and the hand tools in a Motor Vehicle Mechanic Workshop.

1

Topic: Removal of Cylinder head, Valves, Rocker assembly, Sump, Timing cover and Flywheel.


1.

Students

carefully observes activities by other students, ask questions and take down notes.

listen attentively

and

Teacher asks the students to visit a local Mechanics garage and carefully study how to remove Removal of Main Beari-ngs and Crankshaft, Camshaft and Cam followers, Piston rings and gudgeon pin.


Assignment 9

8 Evaluation Teacher selects the students randomly

and asks them to unbolt the clutch assembly from the flywheel; and remove inlet manifold while other students are watching curiously. : Teacher commends the students that give correct answer to the questions. He further guides to provide correct answers where the students can not answer correctly.

Period 2 Topics: Removal of Main Bearings and Crankshaft, Camshaft and Cam followers, Piston rings and gudgeon pin.


Removal of Main Bearings

and Crankshaft,Camshaft and

Cam followers, Piston rings and gudgeon pin.

1

2 Teacher unscrews the crankshaft pulley securing bolts from the main bearing

caps. He explains that the caps are numbered 1 - 5 starting from the timing

cover end of the engine and arrows are marked on the caps and these point towards the timing cover to ensure

correct orientation of the caps when refitting.

3


Teacher withdraws the bearing caps complete with the lower halves of the shell bearings. He removes the rear oil seal and lift the crankshaft away from the crankcase. He further removes each of the upper halves of the shell

bearings.



down notes.




teacher demonstrated for them.

Mechanic tool box (Kit), Engine

hoist, Workbench, a 4-

stroke in-line petrol Engine, a rag, wire brush,

a jack, clean oil, 4 litres of petrol

and a service manual.



Students uses appropriate tools to rehearse what the teacher demonstrated for them.



With the engine block inverted, teacher unscrews and removes two bolts which secure the camshaft locating plate. He removes the plate and carefully withdraws the camshaft. He rotates the camshaft during the removal operation.

He takes particular care not to damage the camshaft bearings as lobes of the cams pass through them.

4

5

6





Period 3 Topics: Examination and Renovation or Renewal of Main Bearings, Crankshaft and Cylinder bores.


Examination and Renovation

or Renewal of Main bearings,

Crankshaft and the Cylinder bores.

1

2 Teacher examines the crankpins and main journals for signs of scoring or

scratches. He checks the ovality of the crankpins and main journals at different

positions with a micrometer. He explains that if any of the crankpins or main journals is/are found to be more

than specified out of round or having soring or scratches, they will have to be

reground.

3


Teacher further examines the cylinder bores for taper wear, ovality, scoring or scratches. He measure the bore diameter just under the ridge with a micrometer and compare it with the diameter at the bottom of the bore which

is not subjected to wear.



down notes.

Teacher selects the tool and materials needed for the examination and

renovation of an engine main parts.



Mechanic tool box (Kit),

Micrometers, External caliper,

Workbench, a 4-stroke in-line petrol Engine, a

rag, wire brush, a jack, clean oil,

4 llitres of petrol and a service manual.






He explains that if the difference in the measurements is more than 0.008 in (0.2032mm), then ones should fit special pistons and rings or to have the cylinders rebore and fit oversize pistons.

4

6




Teacher asks the students to visit a local Mechanics garage and carefully study

how to examine and renovate Crankshaft, Camshaft and Cylinder

bores.


Assignment 8

7 Evaluation Teacher selects the students randomly and asks them to remove the Crankshaft and Camshft while other students are watching curiously. : Teacher commends the students that perform the job correctly. He further guides to correct students who need assistance.


He explains that if no micrometer is available, ones should remove the rings from a piston and place it in each bore in turn about 3/4 in below the top of the bore. if an 0.0012 in (0.0254mm) feeler gauge slid between the piston and the

cylinder wall, remedial action has to be taken.

5Students uses appropriate tools to rehearse what the teacher demonstrated for them.

7



down notes.

Students carefully observes activities by the teacher ,listen attentively, ask questions and take down notes.


Topic: I. Examination and Renovation or Renewal of Valves and Valve seatsii. Valves Clearance Adjustments

Step Contents Teachers Activities Students Activities Instructional

Materials

LESSON PLAN 6Week: 6Date:Name of School:

Programme:Course / Module:Topic:

Sub-Topic:


Duration: Specific Instructional Objectives:

Previous Knowledge:


Period 1.-


Engine dismantling process.

Examination and Renovation or Renewal of the MainCompon-ent Parts of an EngineNTC III

16 - 20 years

90 minutesAt the end of the training lesson, the

trainees should be able to:

i. examine and renovate or renew each component or part of an engineStudents can identify and state basic function of the main

components of a 4-stroke Spark Ignition Engine and the hand tools in a

Motor Vehicle Mechanic Workshop.

Examination and Renovation or Renewal of Valves and Valve seats.

1

2 Teacher examines the heads of the valves and valve seatings for pitting and burning especially the heads of the exhaust valves. Teacher demonstrates and explains that if pitting on the valve and the seat is very slight, the marks

can be removed by grinding the seats and the valves together with coarse and fine valve grinding paste.


Teacher selects the tool and materials needed for the examination and renovation of an engine main parts.


Mechanic tool box (Kit), Micro-meters, Valve grinder, Valve grinding Paste, External caliper,

Workbench, a 4-stroke in-line petrol Engine, a rag, wire brush,

a jack, clean oil, 4 llitres of petrol and a service manual.




Evaluation Teacher selects the students randomly and asks them to examine crankshaft, main bearings and cylinder bores and report their findings to the teacher. Teacher commends the students that perform the job correctly. He further guides to correct students who need

assistance.

Teacher lists the main points of the


9

Summary /

Conclusion


8

Teacher asks the students to visit a local Mechanics garage and carefully study how to examine and renovate Valves and Valve Seats; and carry out Valve clearance adjustments.


Assignment 10


Mechanic tool box (Kit), Sunction grinder tool, Micromet-ers, External caliper, Workb-ench, a 4-stroke

in-line petrol Engine, a rag, wire brush, a jack, clean oil, 4 litres of petrol and a service manual.



Evaluation



Contents Teachers Activities Students Activities

Teacher further explains that where the bad pitting has occurred to the valve seats, it will be necessary to re-cut them and fit new valves. More so, if the valve seats are so worn that they cannot be re-cut them and will also be necessary to fit new valve seat inserts.

He pinpoints that the job of installing the valve seats and valve seat insert are entrusted to the specialists in engineering works.

Teacher demonstrates and explains how to conduct valve grinding. He smear a trace of coarse carborundum paste on the seat face and apply sunction grinder tool to the valve head. With a semi-rotary motion, grind the valve head to its seat, lifting the valve occasionally to redistribute the grinding paste. When a dull matt even surface finish is produced on both the valve seat and the valve, wipe off the paste and repeat the process with fine carborundum paste till a smooth

unbroken ring of light grey matt finish is produced on both valve and valve seat faces.


Teacher tests each valve guides for wear. He inserts a new valve in the

guide and moves it from side to side. He explain that if the tip of the valve

stem deflects by about 0.0080 (0.2032mm). The valve guide has to be removed for new one.

Examination and Renovation or Renewal of Valves and Valve seats.

Teacher selects the students randomly and assign the tasks of valve grinding to them. Teacher commends the students that perform the job correctly. He further guides to correct students who need

assistance.




down notes.

6

7

8

Step

3

4

5

Teacher asks the students to visit a local Mechanics garage and carefully study how to examine and renovate or renew timing gear and chain as well as rockers and rocker shaft.


Assignment


activities by other students, attempt to secure a chance of participation, ask

questions and take down notes.


Teacher asks the students to visit a local Mechanics garage and carefully study how to remove an engine ancillary components.


Assignment 9



down notes.


Period 2

Examination and Renovation or

Renewal of Timing gears

and Chain; Rockers and Rocker shaft

4

Topic: Examination and Renovation or Renewal of Timing gears and Chain; Rockers and Rocker shaft


6

Teacher selects the tool and materials needed for examining and renovation of

timing gears and chain as well as rockers and rocker shaft.



8 Evaluation



Teacher selects the students randomly and asks them to examine the timing gears and chain as well as Rockers and rocker shaft.. : Teacher commends the students that give correct answer to the questions. He


7

2 Teacher examines the teeth on both the crankshaft gear wheel and camshaft gear wheel for wear. He explains that each tooth forms an inverted “V” with the gear wheel periphery, and if worn the side of each tooth under tension will be slightly concave in shape when compared with the other side of the tooth.

Teacher explains and demonstrates how to examines the rocker shaft by

cleaning it thoroughly and then check the shaft for straightness by rolling it on

plate glass. If it deviates from normal then it should be renewed. He inspects the surface of the shaft for ridges

weariness as a result of rocker arms. If any wear is present, the shaft has to be

renewed.




Teacher explains and demonstrates by checking the rocker arms for wear of the rocker bushes, for wear at the rocker arm face which bears on the valves stem, and for wear of the adjusting ball ended screws.

5

Teacher examines the links of the chain for side slackness and renew. He

supervises the students’ activities to ensure that they use the correct tools to

carry out the actual tasks, work with the correct procedures and standard practices.



down notes. They furtheruse appropriate tools to rehearse what the teacher

demonstrated for them.





3


Sunction grinder tool, Micromet-

ers, External caliper, Workb-ench, a 4-stroke

in-line petrol Engine, a rag,

wire brush, a jack, clean oil, 4 litres of petrol and a service manual.

Students carefully observes activities by the teacher ,listen attentively, ask questions and take down notes. They furtheruse appropriate tools to

rehearse what the teacher demonstrated for them.


rehearse.

2

8

3



down notes.


Examination and Renovation or

Renewal of Flywheel starter

ring gear; Cylinder head decarbonizing

and examination.

5

7

Teacher selects the tool and materials needed for examining and renovation of

Flywheel starter ring gear; Cylinder head decarbonizing and examination.


Teacher demonstrates and explains that if the history of leakage has been appar-ent, test for distortion. Carry out this test using a straight edge and feeler gauges or a piece of glass plate. If the surface shows any warping in excess of 0.039 in

(0.1015mm), then, the cylinder head will have to be resurfaced which is a job for specialists inengineering company

2 Teacher examines the teeth on the flywheel starter ring gear for weariness. He explains that if the teeth on the flywheel starter ring are badly worn, or if some are missing, remove the ring and fit a new one, or preferably exchange the flywheel for a reconditioned unit.

Teacher explains and demonstrates how to examines the rocker shaft by

cleaning it thoroughly and then check the shaft for straightness by rolling it on

plate glass. If it deviates from normal then it should be renewed. He inspects the surface of the shaft for ridges

weariness as a result of rocker arms. If any wear is present, the shaft has to be

renewed.

Teacher supervises the students’ activities to ensure that they use the correct tools to carry out the actual tasks, work with the correct procedures.

Teacher explains that any dirts remaining in these recesses may drop into the gasket or cylinder block mating surfaces as the cylinder head is being lowered into position and could lead to a gasket leak after reassembly.

6

Teacher uses a blunt scraper to remove all traces of carbon and deposits from

the combustion spaces and ports. Care should be taken not to damage the

cylinder head. Scrape the cylinder head free from scale or old pieces of gasket or jointing compound. He clean the

cylinder head by washing in paraffin and take particular care to pull a piece

of rag through the ports and cylinder head bolt holes.









4


Sunction grinder tool, Micromet-

ers, External caliper, Workb-ench, a 4-stroke

in-line petrol Engine, a rag,

wire brush, a jack, clean oil, 4 litres of petrol and a service manual.

Teacher explains that whenever a major overhaul is carried out, the timing cover oil seal has to be renewed as a matter of routine. He drives out the oil seal from its location using a piece of tubing as a drift. He explains that one should ensure

that lip face the correct way.




Period 3 Topic: Examination and Renovation or Renewal of Flywheel starter ring gear; Cylinder head decarbonizing and examination.



activities by other students, attempt to

secure a chance of participation, ask questions and take down

notes.


Teacher asks the students to visit a local Mechanics garage and carefully study how to reassemble Crankshaft, Piston and Piston rings and Connecting rods.


Assignment 11

LESSON PLAN 7

Week: 7Date:Name of School:

Programme:

Course / Module:Topic:

Sub-Topic:Year of Study:Age of Students:Duration:


Previous Knowledge:

Instructional Procedure


Engine Reconditioning (CMV13)Engine re-assembling processes.

i. Re-assembling of an engine main components.NTC Year 3


At the end of the training lesson, the trainees should be able to:

i. re-assemble the parts or components of an engineStudents can identify and state basic function of the main

components of a 4-stroke Spark Ignition Engine and the hand tools in a Motor Vehicle Mechanic Workshop.


10 Evaluation



Teacher selects the students randomly and asks to examine the starter ring

gears and decarbonize the cylinder head.

: Teacher commends the students that give correct answer to the questions. He further guides to provide correct





down notes.


Period 1

Crankshaft, Piston and

Piston rings and Connecting rods

Reassembly.

Topic: Crankshaft, Piston and Piston rings and Connecting rods Reassembly.


Teacher selects the tools and materials needed for the reassembly of Cranks-

haft, Piston and Piston rings and Connecting rods


2 Teacher inspects the cylinder block for cracks and clean all the external surfaces. He probes the oil passages with a piece of wire; install the main bearing shells into their crankcase locations and into the main bearing caps.

Teacher explains that centre bearing shell incorporates thrust washers. He oil the bearing surfaces liberally with clean oil and carefully lowered the crankshaft in into position in the crankcase. He installs the caps complete with shell bearings and tighten the main bearing cap bolts. He further check that the crankshaft rotates smoothly.

Teacher installs a new crankshaft oil seal; piston ringson the pistons, and

bearings on the connecting rods. He arranges the piston ring gaps at

equidistant points of a circle to prevent gas blow-by; lubricates the rings and pistons surfaces liberally; inserts the

connecting rods into the cylinder bores using a piston rings compressor and

drives the piston/connecting rod assembly down the cylinder bore with the shaft of a mallet.





4

Mechanic tool box (Kit), Piston

ring Compressor, Sunction grinder

tool, Micromet-ers, External caliper, Workb-

ench, a 4-stroke in-line petrol

Engine, a rag, wire brush, a jack, clean oil, 4 litres of petrol and a service

2

3

Teacher oil the connecting rods and big-end caps’ bearing surfaces with clean engine oil. He connects each big-end to its appropriate crankshaft journal and install the big-end cap complete with shell and tighten the big-end bolt nuts.







4


activities by other students, attempt to secure a chance of participation, ask

questions and take down notes.


Teacher asks the students to visit a local Mechanics garage and carefully study how to reassemble cam followers, camshaft; chain tension; oil and water pumps.


Assignment 11

10 Evaluation



Teacher selects the students randomly and assign them to reassemble the crankshaft, piston and piston rings and connecting rods.: Teacher commends the students that give correct answer to the questions. He



1. Students carefully observes activities by the teacher ,listen attentively, ask questions and take

down notes.


them.

Period 2

Cam followers, Camshaft, Chain and Chain tension, Oil and

Water pump Reassembly.

Topic: Cam followers, Camshaft, Chain and Chain tension, Oil and Water Pumps.


Teacher selects the tools and materials needed for the reassembly of Cam followers, Camshaft, Chain and Chain tension, Oil and Water pump.


2 Teacher installs the cam followers; oil the camshaft bearings and gently slide the camshaft and crankshaft sprockets

on alignment; the timing chain (double check is required for correct installa-tion); timing chain tension and tighten its securing bolts.

Teacher installs the new oil seal in the timing cover; clean and apply a thin film of gasket cement to the mating surfaces of the cover and block and position a

new gasket on the block; insert and tightening the retaining bolts.

Teacher installs the oil pump; water pump; apply a thin film of gasket cement to the crankcase and stick a new sump gasket in position and to the

mating flange of the sump; insert and tighten the retaining bolts.

Students carefully observes activities by the teacher ,listen attentively, ask questions and take



6

Mechanic tool box (Kit), Piston ring Compressor, Sunction grinder



Engine, a rag, wire brush, a jack, clean oil, 4 litres of petrol and a service

2

4

Teacher oil the connecting rods and big-end caps’ bearing surfaces with clean engine oil. He connects each big-end to

its appropriate crankshaft journal and install the big-end cap complete with shell and tighten the big-end bolt nuts.

Students carefully observes activities by the teacher ,listen attentively, ask questions and take



Students carefully observes activities by the teacher ,listen attentively,

ask questions and take down notes. They furtheruse appropriate tools to


8


tasks, work with the correct procedures.







them.




them.

3

5

7

9

Teacher cleans the mating faces of cylinder block and head; He places a new gasket on the cylinder block and carefully lower the cylinder head into position; insert and tighten the cylinder bolys progressively, in stages and as

specified in sequence. He installs the rocker shaft assembly.



4

5










activities by other students, attempt to

secure a chance of participation, ask questions and take down

notes.



how to reassemble Cylinder head and Valve clearance adjustments.


Assignment 12

Teacher selects the students randomly and assign them to reassemble one of

the following: camshaft locking plate, camshaft and camshaft sprockets,

timing chain, chain tension, oil and water pumps. : Teacher commends the students that





down notes.

Period 3

Cylinder Head Reassembly and

Valve clearance Adjustment.

Topic: Cylinder Head reassembly and Valve clearance Adjustment.

Teacher selects the tools and materials needed for cylinder head reassembly

and valve clearance adjustment.

2 Teacher places the cylinder head on its side having oiled the valve guides,

insert the valves in their original locations or in case of new valves into

the seat on which they previously ground. He fits a new oil seal, new valve spring, a new valve spring cup

and insert to each valve in turn

Teacher compresses each spring in turn sufficiently to permit the split cotters to be inserted in the cut out in the valve stem. He releases the compressor gently and the split cotters are fixed in positions; places a block of wood on the

assemblies and strikes the end of each valve components to settle it.

Mechanic tool box (Kit), Piston

ring Compressor, Sunction grinder



Engine, a rag, wire brush, a jack, clean oil, 4

litres of petrol and a service

2

6



3

11 Evaluation




Step Contents Teachers Activities Students Activities Instructional

Materials

,


lists the main points of the Summary / Conclusion


8


activities by other

students, attempt to secure a chance of participation, ask questions and take down notes.

and listen attentively 9 Evaluation Teacher selects the students randomly

assign them to install a valve assembly. Teacher commends the students that


Assignment 10

Students uses appropriate

tools to rehearse what the teacher demonstrated for them

Teacher supervises the students’ activ-

ities to ensure that they use the correct tools to carry out the actual tasks, work with the correct procedures and standard practices.

7

Teacher asks the students to visit a local Mechanics garage and carefully study how to install engine and its ancillary

components into the engine compartment.

Students carefully obser-ves activities by the teac-her ,listen attentively, ask questions and take down notes. They further use appropriate tools to rehea-

rse what the teacher demonstrated for them.

Students uses appropriate tools to rehearse what the teacher demonstrated for them


Topic: Engine refitting into its compartment and Installation of some

Ancillary Components.




down notes.








Teacher uses the hoist to raise the eng-ine and rolls the vehicle forward under the suspended engine. He explains that if the hoist is mobile it should be rolled forward so that the engine is suspended above the engine compartment. He low-

ers the engine into the compartment at a steep angle and make sure that nothing is fouled during the operation.

Teacher supervises the students’ activ-ities to ensure that they use the correct tools to carry out the actual tasks, work with the correct procedures and standard practices.

Teacher fits the rear mounting bolts wh-ile the unit is still suspended employing a Jack if necessary to raise the gearbox sufficiently to engage them. He remo-ves the engine slings and hoist.


LESSON PLAN 8Week: 8

Date:Name of School:Programme:

Course / Module:Topic:Sub-Topic:


Duration: Specific Instructional Objectives:

Previous Knowledge:

Period 1.-


Engine Reconditioning (CMV13)Engine Refitting into the Vehicle.

i. Installation of an Engine and the Ancillary components into

the Engine Compartment; andii. Test-run and adjust the performance of an Engine to a

satisfactory working condition.NTC Year 3

16 - 20 years

90 minutesAt the end of the training lesson, the

trainees should be able to:

i. Install the engine into its compartment; andii. Test- run and adjust the performance of an engine to a satisfactory working condition.

Students can identify and state basic function of the main components of a 4-stroke Spark Ignition Engine and the hand tools in a Motor Vehicle Mechanic Workshop.

1 Engine refitting into its

compartment in the vehicle.

2

3

4

5


Topic: Ancillary Components refitting into the Engine compartment

continues.

Period 2

Students carefully obser-ves activities by the teac-

her ,listen attentively, ask questions and take down

notes. They further use appropriate tools to rehea-rse what the teacher





down notes.







from its compartment and refitting of ancillary components..

Teacher connects the exhaust down pi-pe the manifold; checks and adjusts the

ignition timing; installs the distributor cap and connects the HT and LT leads;

inserts the engine oil dipsticks; refits the air cleaner and connects the crankcase breather pipe; reconnects the vacuum

pipe between distributor and carburett-or; installs the fan, spacer and pulley

assembly


Teacher locates the fan belt over the crankshaft, water pump and alternator pulleys and then with the alternator mountings and adjustment strap slightly loosened, prise the alternator away from the engine till the belt has a total

deflection of ½ in (12.4mm) at the centre of its longest run. Tighten the mounting and adjustment strap bolts without altering the belt tension.

1 Ancillary Component

refitting into the Engine

compartment in the vehicle.

2

3

4Students carefully obser-ves activities by the teac-her ,listen attentively, ask questions and take down notes. They further use appropriate tools to rehea-


Teacher removes the plug and reconn-

ects the fuel line to the fuel pump; the clutch cable or hydraulic slave cylinder; fill the gearbox with the correct grade and quantity of oil; the throttle control; and the leads to the starter motor.





down notes.

7

6


activities by other students, attempt to secure a chance of participation, ask questions and take down notes.


8 Evaluation Teacher selects the students randomly and assign them to remove slings and hoist, plugs and reconnect fuel line, throttle control and fill the gearbox oil.: Teacher commends the students that give correct answer to the questions. He further guides to provide correct answers where the students can not answer correctly.


how to install the ancillary components in the engine compartment.


Assignment 9

6




7




8 Evaluation Teacher selects the students randomly and assign them to install the radiator and its hoses, refill the engine oil and the coolant as well as reconnecting the negative lead to the battery. Teacher commends the students that give correct answer to the questions. He further guides to provide correct answers where the students can not answer correctly.


the operations needed for engine adjustment after the major overhaul.


Assignment 9

Topic: Engine Adjustment after Major OverhaulPeriod 3




down notes.






from its compartment and refitting of ancillary components..

1 Engine Adjustment after

Major Overhaul.







Teacher installs the radiator; the top and bottom radiator hoses; refills the

engine oil; refills the coolant and reconnects the negative lead to the

battery.

5

Students carefully obser-ves activities by the teac-her ,listen attentively, ask questions and take down notes. They further use appropriate tools to rehea-



With the engine refitted to the Vehicle and all control leads and hoses properly connected, teacher explains and demonstrates how to give a final visual check to make sure that no rags or tools have been left within the engine

compartment.


Teacher starts the engine and check for oil and water leaks; tightening the hose clips or bolts as may be necessary. He explains that the vehicle would have to be ran on the road until the engine reaches normal operating temperature.

He explains that the engine would be switch off in order to check the valve clearances.

2

3

4 Students carefully obser-ves activities by the teac-her ,listen attentively, ask questions and take down notes. They further use appropriate tools to rehea-





7




8 Evaluation Teacher takes questions from the students, selects the students randomly to answer and allows interactive discussion on the question asked. Teacher commends the students that give correct answer to the questions. He further guides to provide correct answers where the students can not answer correctly.

Assignment 9







Teacher explains that after 500 miles (800km) running, the torque of the

cylinder head bolts (cold) and change the engine oil and check the security of

the engine mounting bolts.

5

6

APPENDIX S: COGNITIVE MODEL

Learning and Remembering Meaningful Information

A Cognitive Model

New Information Elaboration of connections between

1 and 2 increases relationship

between new information and prior knowledge.

Learning

meaningful useful

takes place when the new information becomes part of the

knowledge network. If elaborated and well-integrated, the new knowledge

becomes and . New knowledge may fit into the

Connected =Comprehension

Prior Knowledge in the form of an organized network of

cross-referenced shorthand “propositions”-- not banks of

encyclopedic prose.

Retrieval of knowledge

specifically learned.

Construction of knowledge

never specifically learned

but inferred from the knowledge network

Working Memory

1

2

3

4

5

76

Adapted from MacLachlan, (cited in Criswell, 1989)

2

(

)

S =X2 – (X)2

n

n – 1

2

S = Variance of the

= ScoresX

n = No. of Testees

2S = 12,396 – 480 2

20

20 – 1

= 12,396 – 230400

20

19

12,396 – 11,520

19 =

876

19 =

46.10526 =

Computation of Variance

rR 20

40

40 – 1

9.4

46.10526( ) = =

= )( )

(

1.02564 1 – 0.203881

1 –

0.796119( )( = 1.02564)

= 0.817

DEVELOPMENT AND VALIDATION OF AUTO-MECHANICS … AND...Psychomotor Achievement and Retention of...

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