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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LATIF ADEKUNLE
MECHANICS INTELLIGENT
MECHANICS CONCEPTS IN TECHNICAL
TEACHER
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DEVELOPMENT AND VALIDATION OF AUTO-MECHANICS INTELLIGENT TUTOR FOR TEACHING AUTO-MECHANICS
CONCEPTS IN TECHNICAL COLLEGES
BY
ABD-EL-AZIZ ABD-EL-LATIF ADEKUNLE
(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
ABD-EL-AZIZ ABD-EL-LATIF ADEKUNLE
(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
Research Question 2 102
Research Question 3 104
Research Question 4 104
Research Question 5 105
Research Question 6 106
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
based on the Mode of Instruction
5. Mean Scores of Students’ Cognitive Retention in Auto-Mechanics 105
based on the Mode of Instruction
6. Mean Scores of Students’ Psychomotor Retention in Auto-Mechanics 106
based on the Mode of Instruction
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.
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. 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
of students in Auto-mechanics trade programmes in technical college.
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-
mechanics trade programmes in technical college?
6. What is the effect of using Intelligent Tutor on students’ Psychomotor retention in Auto-
mechanics trade programmes in technical college?
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.
HO2: There is no significant difference between the mean scores of Experimental group and
Control group in the Psychomotor achievement of students in Auto-mechanics trade
programmes in technical college.
HO3: There is no significant difference between the mean scores of Experimental group and
Control group in the Cognitive retention of students in Auto-mechanics trade
programmes in technical college.
HO4: There is no significant difference between the mean scores of Experimental group and
Control group in the Psychomotor retention of students in Auto-mechanics trade
programmes in technical college.
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
the above Software life cycles for the design and development framework of Intelligent Tutor in
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:
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
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:
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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: pre- test,
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: pre- test,
Implementation or Treatment, Beta test, Post test and Retention test, Summative
evaluation and Decision making.
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 10 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 2 8 3.2500 1.28174 Somewhat Extent
Item 3 8 3.1250 0.83452 Somewhat Extent
Item 4 8 4.3750 1.06066 To an Extent
Item 5 8 3.0000 0.92582 Somewhat 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 13 8 5.0000 0.0000 Great Extent
Item 14 8 5.0000 0.0000 Great Extent
Item 15 8 5.0000 0.0000 Great Extent
Item 16 8 5.0000 0.0000 Great Extent
Item 17 8 4.8750 0.35355 To an Extent
Item 18 8 4.8750 0.35355 To an Extent
Item 19 8 3.6250 1.18773 Somewhat Extent
Item 20 8 3.8750 0.83452 Somewhat Extent
Item 21 8 4.0000 0.75593 To an Extent
Item 22 8 4.0000 0.75593 To an Extent
Item 23 8 3.8750 0.83452 Somewhat Extent
Item 24 8 3.7500 0.88641 Somewhat Extent
Item 25 8 3.7500 0.88641 Somewhat 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?
Answer to this research question is provided in Table 4.
Table 4
Mean Scores of Students’ Psychomotor Achievement in Auto-Mechanics based on
the Modes of Instruction
Psychomotor Achievement
Pretest Post-test
Group N Mean SD Mean SD Mean Gain
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-
mechanics trade programmes in technical college?
Answer to this research question is provided in Table 5.
Table 5
Mean Scores of Students’ Psychomotor Retention in Auto-Mechanics based on the
Modes of Instruction
Cognitive Retention
Pretest Retention-test
Group N Mean SD Mean SD Mean Gain
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-
mechanics trade programmes in technical college?
Answer to this research question is provided in Table 6.
Table 6
Mean Scores of Students’ Psychomotor Achievement in Auto-Mechanics based on
the Modes of Instruction
Psychomotor Retention
Pretest Retention-test
Group N Mean SD Mean SD Mean Gain
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
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.
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
HO2: There is no significant difference between the mean scores of Experimental group and
Control group in the Psychomotor achievement of students in Auto-mechanics trade
programmes in technical college.
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
Source Type III Sum of Square df Mean Square F Sig of F
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
Corrected Total 8059.278 71
*Significance at Sig of F less than 0.05
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
HO3: There is 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.
The test of hypothesis is presented in Table 9 applying ANCOVA Statistics formula
Table 9
Summary of Analysis of Covariance (ANCOVA) of Students’ Cognitive Retention
Scores in Auto- Mechanics based on Modes of Instruction
Source Type III Sum of Square df Mean Square F Sig of F
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
Corrected Total 3078.611 71
*Significance at Sig of F less than 0.05
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
programmes in technical college.
Hypothesis 4
HO4: There is 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.
The test of hypothesis is presented in Table 10 applying ANCOVA Statistics formula
Table 10
Summary of Analysis of Covariance (ANCOVA) of Students’ Psychomotor
Retention Scores in Auto- Mechanics based on Modes of Instruction
Source Type III Sum of Square df Mean Square F Sig of F
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
Corrected Total 9638.875 71
*Significance at Sig of F less than 0.05
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’
programme in technical college.
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.
4. The students in the experimental group obtained higher mean scores than the
students in 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.
6. The students in the experimental group obtained higher mean scores than the
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.
8. There was 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. 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.
9. There was a significant difference between the mean scores of Experimental
group and Control group in the Cognitive retention of students in Auto-mechanics
trade programmes in technical college.
10. There was a significant difference between the mean scores of Experimental
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:
1. find out whether the output of an Auto-Mechanics Intelligent Tutor developed conform
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
of students in Auto-mechanics trade programmes in technical college.
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
of students in Auto-mechanics trade programmes in technical college.
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: pre- test,
Implementation or Treatment, Beta test, post test and retention test, Summative
evaluation and Decision making.
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.
4. The students in the experimental group obtained higher mean scores than the students in
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.
6. The students in the experimental group obtained higher mean scores than the 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.
8. There was 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. 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.
9. There was a significant difference between the mean scores of Experimental group and
Control group in the Cognitive retention of students in Auto-mechanics trade
programmes in technical college.
10. There was a significant difference between the mean scores of Experimental group and
Control group in the Psychomotor retention of students in Auto- mechanics trade
programmes in technical college.
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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Support Systems (GSSs) in classroom setting. proceedings Of 28TH
Annual Hawali
International conference on system science -1995 pg. 112-120. Retrieved on January 17
2008 from http://www.csdl.computer.org/com/proceedings/hicss
/1995/6945/00/69450112.pdf.
Wilson, B.G. Jonassen, D.H. and Cole, P. (1993) Cognitive Approaches to Instructional Design.
Retrieved on November 8, 2007 from http://www.cudenver.edu/~bwilson
Zhou, Z. (2003). Three perspectives of data Mining. Artificial Intelligence. Retrieved on August
7, 2008 from http:// www.cs.nju.edu.cn/zhouzhofiles/publication/aijo3.pdf.
Zywno, M.S. (2002). Enhancing good teaching practice in control Education through
Hypermedia instruction and Web support. Retrieved on December 3, 2007 from
http://www.citeseer.ist.psu.edu /viewdoc/summary?doi = 10. 1 – 13.6774 54
Zywno, M.S. (2003). Hypermedia Instruction and Learning outcomes at Different Levels of
Bloom's Taxanomy of cognitive Domain. Global J. of Engng. Educ. Vol. 7 No 1
published in Australia. Retrieved on December 3, 2007 from http://www.eng. monash.
Edu /non-cms/unicee/gjee/vol 7 No 1/zywno.pdf.
Zywno, M.S. and Waelen, J.K. (2001). Analysis of student outcomes and Attitudes in Technology
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http://www.eng.monash.edu.au/uicee/gjee/vol5 no 1/zywno & Waelen pdf.
Zahide, Y. (2006). Preservice Computer Teachers as Hypermedia Designers. The Impact of
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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
Keys: GE – Great Extent; TAE – To an Extent; SE – Somewhat Extent;
ALE – A Little Extent; and NAA – Not at All
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
SUBJECT: MOTOR VEHICLE MECHANIC WORKS
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
SUBJECT: MOTOR VEHICLE MECHANIC WORKS
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..
Carefully clean the cylinder bores with petrol.
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.
Keys: GE – Great Extent; TAE – To an Extent; SE – Somewhat Extent;
ALE – A Little Extent; and NAA – Not at All
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
8 4
03
6, 3
7,
42
, 43,
44
, 45
Exa
min
atio
n a
nd
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.
Co
mp
lex o
ve
rtR
es
po
ns
e
Ad
ap
ti- o
nC
on
ten
tsP
erc
ep
- tio
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
cho
mo
tor do
main
Psy
cho
mo
tor
% o
f T
ota
lIte
ms
50
25
2510
0
REMOVAL OF PISTON AND CRANKSHAFTA
SKILLS OR TASKS TO BE ASSESSED IN THE PRACTICAL EXAMINATION
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
SKILLS OR TASKS TO BE ASSESSED IN THE PRACTICAL EXAMINATION
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.
Carefully clean the cylinder bores with petrol.
Cylinder bores..
Carefully clean the cylinder bores with petrol.
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.
SKILLS OR TASKS TO BE ASSESSED IN THE PRACTICAL EXAMINATION
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
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)
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
in a commercial environment.
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
LE
SS
ON
PL
AN
Wee
k: 1
Da
te : N
am
e o
f Sch
oo
l: Pro
gra
mm
e:
Co
urs
e/M
od
ule
: To
pic
:
Su
b-to
pic
: Y
ear o
f Stu
dy
: A
ge
of S
tud
en
ts:
Du
ratio
n:
Sp
ec
ific O
bje
ctiv
es
:
Mo
tor
Ve
hich
le M
echa
nics
Wo
rk- Na
tion
al
Te
chnic
al C
ertific
ate
E
ngin
e R
eco
nd
ition
ing
(CM
V1
3)
S
park
Ignitio
n E
ngin
eT
he M
ain
Com
po
ne
nts
of a
n E
ng
ine
NT
C III
1
6 - 2
0 y
ears
90m
ins.
At th
e
end
of th
e le
sso
n, s
tud
en
ts sh
ou
ld b
e a
ble
to:i.
ide
ntify
ea
ch c
om
po
ne
nt
of a
spark
Ignitio
n e
ng
ine
an
d th
eir fe
atu
res
ii. sta
te th
e fu
nctio
n(s
) and
the
ir fea
ture
s iii id
entify
and
sta
te th
e
functio
n(s
) of e
ach
an
cilla
ry co
mpo
nen
ts a
nd
their fe
atu
res.
Stu
den
ts have
bee
n ta
ug
ht th
e fu
nd
am
en
tal p
rincip
les o
f Me
cha
nic
s.
Pre
vio
us
Kn
ow
led
ge
:
Ins
tructio
na
l Pro
ced
ure
s
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
Re
cep
- 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
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
acc
ess
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
) no a
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
is dis
pla
ye
d.
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)
is / a
re d
ispla
yed
.
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
.
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
is dis
pla
ye
d.
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)
is / a
re d
ispla
yed
.
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-
nize
s, superv
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
s listed
for th
e w
eek.
pe
rly.
Stu
dent lo
cate
s and d
oub
le clic
ks o
n
the
Tuto
r icon
which
will b
e fo
und
on th
e
de
skto
p. T
he
is lau
nched, a
spla
sh
scre
en a
ppea
red s
hortly a
fter w
hic
h a
Lo
gin
form
or a
sta
rt page is
disp
layed
.S
tude
nt re
gis
ters a
s a
ne
w tra
inee
or
log-in
with
user Id
entity
(ID) N
o a
nd
pa
ssw
ord
to a
ccess
.
Tuto
r
Tuto
r
Stu
den
t lau
nch
es
the S
oftw
are
on
th
e U
ser In
terfa
ce
, en
ters
his
user ID
(re
gis
tratio
n N
o.)
an
d p
as
sw
ord
to
ac
cess
Tu
tor.
Wee
k:
Date
: Na
me o
f Sch
oo
l: Pro
gra
mm
e:
Co
urs
e/M
od
ule
: To
pic
:
Su
b-to
pic
: Y
ea
r of S
tud
y:
Ag
e o
f Stu
de
nts
: D
ura
tion
: S
pec
ific O
bje
ctiv
es
:
2M
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)
E
ng
ine
Th
e M
ain
Co
mpo
nen
ts o
f CI E
ngin
eN
TC
III
16 - 2
0 y
ears
90m
ins.
At th
e
The
Co
mp
ressio
n Ig
nitio
n
end
of th
e le
sson
, stu
den
ts sh
ou
ld b
e a
ble
to:i.
exp
lain
the
basic
d
iffere
nce
s in
the c
onstru
ctio
n o
f Sp
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
.P
rev
iou
s K
no
wle
dg
e:
Ins
truc
tion
al P
roc
ed
ure
sP
erio
d 1
Top
ic: T
he B
asic D
iffere
nce
s in th
e C
onstru
ctio
n o
f Com
pre
ssio
n Ig
nitio
n E
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
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
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
g th
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
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
Pro
vid
es im
-m
ed
iate
fee-
dba
ck o
n e
ff-orts
mad
e b
y
the stu
den
ts.
Tu
tor e
valu
ate
s and in
terp
rets
the
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
, stu
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
f hyp
erm
-ed
ia in
stru
ctio
ns id
entify
ing th
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
e s
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
r and re
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
g b
racke
ts;
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
.
We
ek:
Da
te : N
am
e o
f Sc
ho
ol: P
rog
ram
me
:
C
ou
rse/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
:
5M
oto
rV
eh
ichle
Mech
an
ics W
ork
- Natio
na
l Te
chn
ical
Certific
ate
Eng
ine
Recon
ditio
nin
g (C
MV
13)
NT
C Y
ea
r III 1
6 - 2
0 y
ea
rs9
0m
ins.
At th
e
En
gin
e D
ism
antlin
g p
roce
ss
iR
em
ova
l of e
ach
of th
e m
ain
com
pon
en
t pa
rts o
fa
n e
ngin
e
en
d o
f the
lesson
, train
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
ic to
ol b
ox R
ag
, Work
be
nch
, a 4
-stro
ke In
line p
etro
l en
gin
e. W
ire b
rush
, Pe
trol o
r suita
ble
solv
en
t an
d A
MT
I multim
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
- 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
Com
mu
nic
ate
th
e g
oal
structu
re
unde
rlyin
g 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
acce
ss
th
e s
oftw
are
with
(reg
istra
tion
N
o.) a
nd
pa
ssw
ord
use
r Iden
tity (ID
) N
o
Tea
cher o
rgan-
izes, s
up
ervise
s th
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
pa
ge is d
ispla
yed.
Stu
dent e
nte
rs h
is
Tuto
r
user ID
and
pass-
word
to a
cce
ss T
uto
r and th
e m
ain
form
is
dis
pla
yed.
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
.
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
ge th
em
to
do
so to
m
aste
r it pro
pe
rly.
Tuto
r
Pro
vid
e
Instru
ctio
n
pro
ble
m-
solv
ing
conte
xt.
Su
bseq
uen
t p
ractic
e to
stre
ng
the
ned
the
kn
ow
ledg
e
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
som
e e
ngin
e co
mpon
ent p
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,
Sum
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
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
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 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
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
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
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 o
n th
e n
ecess
ary
ad
jus-
tme
nt n
eede
d a
fter m
ajo
r ove
rhaul o
f an
eng
ine.
AM
IT
Much
of th
e p
hen
om
ena a
re p
re-
sente
d b
y s
ynch
roniz
ing s
ou
nd, p
ictu
res,
texts
, an
imatio
ns a
nd
full v
ideo
motio
n
info
rma
tion. T
he stu
dent re
ads th
e te
xts
, lis
tens to
the a
udio
messa
ges a
nd w
atch
th
e illu
stratio
ns b
y the T
uto
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.
En
gin
e A
dju
stm
en
t afte
r Ma
jor
Ove
rhau
l
Pro
vid
e
Instru
ctio
n
solv
ing in
pro
ble
m-
solv
ing
conte
xt.
AM
IT d
em
onstra
tes to
expla
in h
ow
to
giv
e a
final visu
al ch
eck in
to th
e e
ngin
e
com
partm
ent to
en
sure
tha
t no ra
g o
r to-
ols
ha
ve b
ee
n le
ft with
in th
e e
ngin
e c
om
-p
artm
ent; s
tarts
the e
ngin
e a
nd c
hecks
for o
il and w
ate
r leaks; tig
hte
nin
g th
e
hose c
lips o
r bo
lts a
s m
ay b
e n
ecessa
ry;
exp
lain
s th
at th
e e
ngin
e w
ould
have to
b
e ra
n o
n th
e ro
ad u
ntil th
e e
ng
ine
reac-
hes th
e n
orm
al o
pera
ting
tem
pera
ture
s; sw
itches o
ff the e
ngin
e a
nd c
he
cks th
e
engin
e va
lve c
leara
nces. A
MIT
furth
er
pin
poin
ts th
at a
fter 5
00
mile
s (8
00km
) ru
nnin
g, th
e to
rque o
f the c
ylinder h
ead
bolts s
ho
uld
be
checke
d, c
han
ge th
e
engin
e o
il an
d c
heck th
e se
curity
of th
e
engin
e m
ou
ntin
g b
olts
. S
tuden
t ad
justs
the
mu
lti-media
com
pon
ents
on
the
inte
r-face to
suit h
is
desire
(for in
sta
nce
, he d
oub
le-c
licks
on
th
e im
age a
nd a
nim
at-io
n to
view
larg
er
vers
ions). T
he s
tude
nt h
as th
e
oppo
rtunity to
go
over a
lesson o
r a u
nit
of in
structio
n a
s m
any a
s p
oss-ib
le to
fa
cilita
te c
onstru
ctio
n o
f mea
nin
g o
n th
e
con
cern
ed to
pics
or c
on
cep
ts
.
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.
Next
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
fee
dba
ck o
n
effo
rts made
by th
e
stu
de
nts
.
Tuto
r instru
cto
r eva
lua
tes a
nd
inte
rpre
ts
the o
utc
om
es o
f stu
de
nt's
pe
rform
an
ce.
Th
e in
stru
ctor p
rovid
es im
med
iate
fee
d-
back to
the
learn
er a
nd re
com
men
ds to
e
ither re
pe
at o
r pro
ceed.
Imm
ed
iate
F
ee
db
ack
Pro
mote
an
ab
stract
un
ders
tand
-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
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
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
Summary / Conclusion
Students listen attentively, ask questions and take down notes.
Students listen attentively, ask questions and take
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.
Students listen attentively to note each point as
listed by the teacher, ask questions and take down
notes.
1
2
Different charts with each of the
following components of a
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.
Students listen attentively, 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
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 answer the following questions from home: identify
and state 3 functions of Engine ancillary components
Students writes down the assignment.
Period 3
4
Summary / Conclusion
Students listen attentively, ask questions and take down notes.
Students listen attentively, ask questions and take
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
Step Contents Teachers Activities Students Activities
Ancillary Components:
Oil and Lubrication of
an Engine, Petrol Supply System and
Ignition System.
Students listen attentively to note each point as
listed by the teacher, ask questions and take down
notes.
1
3
Different charts with each of the
following components of a
Spark Ignition Engine fully displayed: the
structure of Oil and Lubrication
System of an Engine, Petrol Supply System
and Ignition System.
Students listen attentively to note each point as listed by the teacher, ask questions and take down notes.
Students listen attentively, ask questions and take down notes.
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
Instructional Materials
Teacher displays on charts the diagrams that depicts the structure of
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.
Teacher displays on charts the diagrams that depicts the structure of
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.
Students listen attentively to note each point as
listed by the teacher, ask questions and take down
notes.
2
5
6
Students listen attentively, ask questions and take down notes.
Students listen attentively, ask questions and take down notes.
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;
Summary / Conclusion
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:
Students writes down the assignment.
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 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.
Students listen attentively, ask questions and take down notes.
Students listen attentively, ask questions and take down notes.
Period 1
Differences in the Construction
of C I and SI Engines
Students listen attentively, ask questions and take
down notes.
Students listen attentively, ask questions and take
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
Step Contents Teachers Activities Students Activities
4
Different charts with each of the
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.
Instructional Materials
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.
Different charts with each of the
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.
Summary / Conclusion
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.
6 Evaluation 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.
Students writes down the assignment.
Summary / Conclusion
Students listen attentively, ask questions and take down notes.
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
give correct answer to the questions. He further guides to provide correct answers where the students can not answer correctly.
of CI and SI engines.
7 Assignment
5
1. Students listen attentively, ask questions and take
down notes.
Students listen attentively, ask questions and take down notes.
Period 2
Compression Ignition Engine
Fuel System.
Students listen attentively, ask questions and take
down notes.
Students listen attentively, ask questions and take
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
Step Contents Teachers Activities Students Activities
4
Different charts with each of the
Main components of a Compression
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
Instructional Materials
Teacher further displays on charts to identifies and explains the function of
each components and their features.
Different charts with each of the
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.
Summary / Conclusion
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.
6 Evaluation Students listen attentively, ask questions and take 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.
Students writes down the assignment.
Summary / Conclusion
Students listen attentively, ask questions and take
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
Students listen attentively, ask questions and take
down notes.
,
1. Students listen attentively, ask questions and take
down notes.
Students listen attentively, ask questions and take down notes.
Period 3
The Petrol Supply System
of a Spark Ignition Engine
Students listen attentively, ask questions and take
down notes.
Students listen attentively, ask questions and take
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.
Step Contents Teachers Activities Students Activities
4
Different charts with each of the
Main components of a Compression
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.
Instructional Materials
Teacher further explains in details, how each strokes is performing different
tasks.
Different charts with each of the
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.
Summary / Conclusion
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.
6 Evaluation Students listen attentively, ask questions and take
down notes.
Teacher asks the students to read about the arrangement and construction of engine cylinders from home.
Students writes down the assignment.
Summary / Conclusion
Students listen attentively, ask questions and take
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
Students listen attentively, ask questions and take
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:
Instructional Procedure:
Motor Vehicle Mechanics’ Work - National Technical CertificateEngine Reconditioning (CMV13)
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
Step Contents Teachers Activities Students Activities Instructional Materials
Arrangement and
Construction of engine cylinders
Students listen attentively to note each point as
listed by the teacher, ask questions and take down
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.
Students listen attentively, ask questions and take down notes.
2
Students listen attentively, ask questions and take down notes.
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.
Students listen attentively, ask questions and take
down notes.
6 Evaluation
Students listen attentively, ask questions and take down notes.
Teacher asks the students to read about the arrangement and types of valve from home.
Students writes down the assignment.
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
give correct answer to the questions. He further guides to provide correct
answers where the students can not answer correctly.
7 Assignment
Period 2 Topic: Arrangement and Types of Valves.
Step Contents Teachers Activities Students Activities
Arrangement and Types of
Valve
Students listen attentively to note each point as
listed by the teacher, ask questions and take down
notes.
1
2
Different charts showing types of
valves arrangement.
Students listen attentively to note each point as
listed by the teacher, ask questions and take down
notes.
Students listen attentively, ask questions and take down 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
Instructional Materials
Teacher carefully sort out in details the possible influence of each component or its feature on the performance engine valves.
Students listen attentively, ask questions and take down notes.
4
5 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.
6 Evaluation
Teacher asks the students to read about the following valve components from home: a. valve guide b. valve seat c. valve inserts
Students writes down the assignment.
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
Step Contents Teachers Activities Students Activities
Arrangement of Cam and
Camshafts
Students listen attentively to note each point as
listed by the teacher, ask questions and take down
notes.
1
2
Different charts showing cam and
camshaft arrangement.
Students listen attentively to note each point as
listed by the teacher, ask questions and take down
notes.
Students listen attentively, ask questions and take
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
Instructional Materials
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.
Students listen attentively, ask questions and take down notes.
5 Evaluation
Teacher asks the students to write 10 precautionary measures that must be observed during dismantling exercise of an engine.
Students writes down the assignment.
Summary / Conclusion
Students listen attentively, ask questions and take down notes.
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
give correct answer to the questions. He further guides to provide correct answers where the students can not answer correctly.
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:
Specific Instructional Objectives:
Previous Knowledge:
Instructional Procedure:
Period 1
Motor Vehicle Mechanics’ Work - National Technical CertificateEngine Reconditioning (CMV13)
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
Students listen attentively to note each point as
listed by the teacher, ask questions and take down
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
students and answers accordingly.
Students listen attentively, ask questions and take down notes.
7 Evaluation
Teacher asks the students to visit a local Mechanics garage and carefully study how to dismantle an engine.
Students writes down the assignment.
Summary / Conclusion
Students listen attentively, ask questions and take
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
Step Contents Teachers Activities Students Activities
Students listen attentively to note each point as listed by the teacher, ask questions and take down notes.
3
4
Different charts showing some basic demonstrations on the preparations and precautions required for the
dismantling process of an engine.
Students listen attentively to note each point as listed by the teacher, ask questions and take down notes.
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.
Instructional Materials
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
Students listen attentively to note each point as
listed by the teacher, ask questions and take down
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
Step Contents Teachers Activities Students Activities
6.
Different charts with each of the Main components of a Compression
Ignition Engine fully displayed
Teacher selects the tool and materials needed for the removal of an engine from its compartment. components one after the other.
Instructional Materials
Summary / Conclusion
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.
8 Evaluation
Summary / Conclusion
Students listen attentively, ask questions and take down notes.
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
answers where the students can not answer correctly.
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
Students uses appropriate tools to rehearse what the teacher demonstrated for
Students uses appropriate tools to rehearse what the teacher demonstrated for
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
Students uses appropriate tools to rehearse what the teacher demonstrated for
Students uses appropriate tools to rehearse what the teacher demonstrated for
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.
Students writes down the assignment.
Assignment 9
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.
Students writes down the assignment.
Assignment 9
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 3
Removal of an
Engine Ancillary Components.
3
Topic: Removal of an Engine Ancillary Components
Step Contents Teachers Activities Students Activities
6.
Different charts with each of the
Main components of a Compression
Ignition Engine fully displayed
Teacher selects the tool and materials needed for the removal of an engine
from its compartment. components one after the other.
Instructional Materials
Teacher lists the main points of the lesson, allows some questions from the students and answers accordingly.
8 Evaluation
Summary / Conclusion
Students listen attentively, ask questions and take down notes.
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.
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.
Teacher supervises the students’ activities to ensure that they use the correct tools to carry out the actual tasks, work with the correct procedures
Students uses appropriate tools to rehearse what the teacher demonstrated for
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
Students uses appropriate tools to rehearse what the
teacher demonstrated for
Students uses appropriate tools to rehearse what the
teacher demonstrated for
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
teacher ,listen attentively, ask questions and take
down notes.
Students uses appropriate tools to rehearse what the
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.
Teacher selects the tool and materials needed for the removal of an engine
from its compartment.
Teacher lists the main points of the lesson, allows some questions from the students and answers accordingly.
Summary / Conclusion
Students listen attentively, ask questions and take down notes.
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.
Teacher supervises the students’ activities to ensure that they use the correct tools to carry out the actual tasks, work with the correct procedures
Students uses appropriate tools to rehearse what the teacher demonstrated for
Students uses appropriate tools to rehearse what the teacher demonstrated for
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 supervises the students’ activities to ensure that they use the correct tools to carry out the actual tasks, work with the correct procedures
Students uses appropriate tools to rehearse what the teacher demonstrated for
Students uses appropriate tools to rehearse what the teacher demonstrated for
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:
Instructional Procedure:
Period 1.-
Motor Vehicle Mechanics’ Work - National Technical CertificateEngine Reconditioning (CMV13)
Engine dismantling process. Removal of the Main Component Parts of an EngineNTC III
16 - 20 years90 minutes
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.
Step Contents Teachers Activities Students Activities Instructional Materials
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.
Students writes down the assignment.
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.
Step Contents Teachers Activities Students Activities
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
Instructional Materials
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.
Students carefully observes activities by the
teacher ,listen attentively, ask questions and take
down notes.
Teacher selects the tool and materials needed for the removal of an engine
from its compartment.
Students uses appropriate tools to rehearse what the
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.
Teacher supervises the students’ activities to ensure that they use the
correct tools to carry out the actual tasks, work with the correct procedures
Students uses appropriate tools to rehearse what the teacher demonstrated for them.
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
Students uses appropriate tools to rehearse what the teacher demonstrated for them.
Teacher lists the main points of the lesson, allows some questions from the students and answers accordingly.
Summary / Conclusion
Students listen attentively, ask questions and take down notes.
Period 3 Topics: Examination and Renovation or Renewal of Main Bearings, Crankshaft and Cylinder bores.
Step Contents Teachers Activities Students Activities
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
Instructional Materials
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.
Students carefully observes activities by the
teacher ,listen attentively, ask questions and take
down notes.
Teacher selects the tool and materials needed for the examination and
renovation of an engine main parts.
Students uses appropriate tools to rehearse what the
teacher demonstrated for them.
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.
Teacher supervises the students’ activities to ensure that they use the
correct tools to carry out the actual tasks, work with the correct procedures
Students uses appropriate tools to rehearse what the teacher demonstrated for them.
Students uses appropriate tools to rehearse what the
teacher demonstrated for them.
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
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 examine and renovate Crankshaft, Camshaft and Cylinder
bores.
Students writes down the assignment.
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.
Teacher supervises the students’ activities to ensure that they use the correct tools to carry out the actual tasks, work with the correct procedures
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
Students carefully observes activities by the
teacher ,listen attentively, ask questions and take
down notes.
Students carefully observes activities by the teacher ,listen attentively, ask questions and take 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:
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)
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.
Students carefully observes activities by the teacher ,listen attentively, ask questions and take down notes.
Teacher selects the tool and materials needed for the examination and renovation of an engine main parts.
Students uses appropriate tools to rehearse what the teacher demonstrated for them.
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.
Students carefully observes
activities by other students, ask questions and take down notes.
listen attentively and
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
lesson, allows some questions from the students and answers accordingly.
9
Summary /
Conclusion
Students listen attentively, ask questions and take down notes.
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.
Students writes down the assignment.
Assignment 10
Students carefully observes activities by the teacher ,listen attentively, ask questions and take down notes.
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.
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.
Evaluation
Summary / Conclusion
Students listen attentively, ask questions and take down notes.
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.
Instructional Materials
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.
Students carefully observes activities by the teacher ,listen attentively, ask questions and take down notes.
Students carefully observes activities by the
teacher ,listen attentively, ask questions and take
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.
Students writes down the assignment.
Assignment
Students carefully observes
activities by other students, attempt to secure a chance of participation, 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.
Students writes down the assignment.
Assignment 9
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 them.
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
Step Contents Teachers Activities Students Activities
6
Teacher selects the tool and materials needed for examining and renovation of
timing gears and chain as well as rockers and rocker shaft.
Instructional Materials
Teacher lists the main points of the lesson, allows some questions from the students and answers accordingly.
8 Evaluation
Summary / Conclusion
Students listen attentively, ask questions and take down notes.
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
further guides to provide correct answers where the students can not answer correctly.
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 supervises the students’ activities to ensure that they use the correct tools to carry out the actual tasks, work with the correct procedures
Students uses appropriate tools to rehearse what the teacher demonstrated for
Students uses appropriate tools to rehearse what the teacher demonstrated for
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.
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.
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.
3
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.
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.
Students carefully observes activities by the teacher ,listen attentively, ask questions and take down notes. They furtheruse appropriate tools to
rehearse.
2
8
3
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 them.
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.
Instructional Materials
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.
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.
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.
4
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.
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.
Students uses appropriate tools to rehearse what the
teacher demonstrated for them.
Students carefully observes activities by the teacher ,listen attentively, ask questions and take down notes.
Period 3 Topic: Examination and Renovation or Renewal of Flywheel starter ring gear; Cylinder head decarbonizing and examination.
Step Contents Teachers Activities Students Activities
Students carefully observes
activities by other students, attempt to
secure a chance of participation, ask questions and take down
notes.
listen attentively and
Teacher asks the students to visit a local Mechanics garage and carefully study how to reassemble Crankshaft, Piston and Piston rings and Connecting rods.
Students writes down the assignment.
Assignment 11
LESSON PLAN 7
Week: 7Date: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)Engine re-assembling processes.
i. Re-assembling of an engine main components.NTC Year 3
16 - 20 years90 minutes
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.
Step Contents Teachers Activities Students Activities Instructional Materials
10 Evaluation
Summary / Conclusion
Students listen attentively, ask questions and take down notes.
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
answers where the students can not answer correctly.
9 Teacher lists the main points of the lesson, allows some questions from the students and answers accordingly.
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 them.
Period 1
Crankshaft, Piston and
Piston rings and Connecting rods
Reassembly.
Topic: Crankshaft, Piston and Piston rings and Connecting rods Reassembly.
Step Contents Teachers Activities Students Activities
Teacher selects the tools and materials needed for the reassembly of Cranks-
haft, Piston and Piston rings and Connecting rods
Instructional Materials
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.
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.
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.
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.
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.
4
Students carefully observes
activities by other students, attempt to secure a chance of participation, ask
questions and take down notes.
listen attentively and
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.
Students writes down the assignment.
Assignment 11
10 Evaluation
Summary / Conclusion
Students listen attentively, ask questions and take down notes.
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
further guides to provide correct answers where the students can not answer correctly.
9 Teacher lists the main points of the lesson, allows some questions from the students and answers accordingly.
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
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.
Step Contents Teachers Activities Students Activities
Teacher selects the tools and materials needed for the reassembly of Cam followers, Camshaft, Chain and Chain tension, Oil and Water pump.
Instructional Materials
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
down notes. They furtheruse appropriate tools to rehearse what the teacher
demonstrated for them.
6
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
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
down notes. They furtheruse appropriate tools to rehearse what the teacher
demonstrated for them.
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.
8
Teacher supervises the students’ activities to ensure that they use the correct tools to carry out the actual
tasks, work with the correct procedures.
Students uses appropriate tools to rehearse what the teacher demonstrated for them.
Teacher supervises the students’ activities to ensure that they use the correct tools to carry out the actual tasks, work with the correct procedures.
Students uses appropriate tools to rehearse what the teacher demonstrated for them.
Teacher supervises the students’ activities to ensure that they use the correct tools to carry out the actual
tasks, work with the correct procedures.
Students uses appropriate tools to rehearse what the teacher demonstrated for
them.
Teacher supervises the students’ activities to ensure that they use the correct tools to carry out the actual
tasks, work with the correct procedures.
Students uses appropriate tools to rehearse what the teacher demonstrated for
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.
Teacher supervises the students’ activities to ensure that they use the correct tools to carry out the actual tasks, work with the correct procedures.
Students uses appropriate tools to rehearse what the teacher demonstrated for them.
4
5
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.
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.
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.
Students carefully observes
activities by other students, attempt to
secure a chance of participation, ask questions and take down
notes.
listen attentively and
Teacher asks the students to visit a local Mechanics garage and carefully study
how to reassemble Cylinder head and Valve clearance adjustments.
Students writes down the assignment.
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
give correct answer to the questions. He further guides to provide correct
answers where the students can not answer correctly.
1. Students carefully observes activities by the
teacher ,listen attentively, ask questions and take
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
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
6
Teacher supervises the students’ activities to ensure that they use the correct tools to carry out the actual tasks, work with the correct procedures.
Students uses appropriate tools to rehearse what the teacher demonstrated for them.
3
11 Evaluation
Summary / Conclusion
Students listen attentively, ask questions and take down notes.
10 Teacher lists the main points of the lesson, allows some questions from the students and answers accordingly.
Step Contents Teachers Activities Students Activities Instructional
Materials
,
Teacher lesson, allows some questions from the students and answers accordingly.
lists the main points of the Summary / Conclusion
Students listen attentively, ask questions and take down notes.
8
Students carefully observes
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
give correct answer to the questions. He further guides to provide correct answers where the students can not answer correctly.
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
Students uses appropriate tools to rehearse what the teacher demonstrated for them
Topic: Engine refitting into its compartment and Installation of some
Ancillary Components.
Step Contents Teachers Activities Students Activities Instructional Materials
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 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.
Teacher selects the tool and materials needed for the removal of an engine
from its compartment.
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.
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.
LESSON PLAN 8Week: 8
Date:Name of School:Programme:
Course / Module:Topic:Sub-Topic:
Year of Study:Age of Students:
Duration: Specific Instructional Objectives:
Previous Knowledge:
Period 1.-
Motor Vehicle Mechanics’ Work - National Technical Certificate
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
Students uses appropriate tools to rehearse what the teacher demonstrated for them
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
demonstrated for them.
Step Contents Teachers Activities Students Activities Instructional Materials
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 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.
Teacher selects the tool and materials needed for the removal of an engine
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 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 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-
rse what the teacher demonstrated for them.
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.
Teacher lists the main points of the lesson, allows some questions from the
students and answers accordingly.
Summary / Conclusion
Students listen attentively, ask questions and take
down notes.
7
6
Students carefully observes
activities by other students, attempt to secure a chance of participation, ask questions and take down notes.
listen attentively and
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.
Teacher asks the students to visit a local Mechanics garage and carefully study
how to install the ancillary components in the engine compartment.
Students writes down the assignment.
Assignment 9
6
Teacher lists the main points of the lesson, allows some questions from the students and answers accordingly.
Summary / Conclusion
Students listen attentively, ask questions and take down notes.
7
Students carefully observes
activities by other students, attempt to secure a chance of participation, ask questions and take down notes.
listen attentively and
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.
Teacher asks the students to visit a local Mechanics garage and carefully study
the operations needed for engine adjustment after the major overhaul.
Students writes down the assignment.
Assignment 9
Topic: Engine Adjustment after Major OverhaulPeriod 3
Step Contents Teachers Activities Students Activities Instructional Materials
Students carefully observes activities by the
teacher ,listen attentively, ask questions and take
down notes.
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.
Teacher selects the tool and materials needed for the removal of an engine
from its compartment and refitting of ancillary components..
1 Engine Adjustment after
Major Overhaul.
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.
Students uses appropriate tools to rehearse what the
teacher demonstrated for them
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-
rse what the teacher demonstrated for them.
Students uses appropriate tools to rehearse what the teacher demonstrated for them
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 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 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-
rse what the teacher demonstrated for them.
Teacher lists the main points of the lesson, allows some questions from the students and answers accordingly.
Summary / Conclusion
Students listen attentively, ask questions and take down notes.
7
Students carefully observes
activities by other students, attempt to secure a chance of participation, ask questions and take down notes.
listen attentively and
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
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.
Students uses appropriate tools to rehearse what the
teacher demonstrated for them
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
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