Effects of an Automotive Scan Tools Training Material Package on Problem Solving Skills for Undergraduate Students

Weerayute Sudsomboon (Weerayute.sud@kmutt.ac.th),

Academic Lecturer Department of Mechanical Technology Education Faculty of Industrial Education and Technology King Mongkut’s University of Technology

Thonburi, Bangkok, Thailand Anusit Anmanatarkul, Academic Lecturer Department of Mechanical Technology Education

Faculty of Industrial Education and Technology King Mongkut’s University of Technology Thonburi, Bangkok, Thailand

Janthima Sudsomboon, Register Nurse Medicine Department Pranungklao Hospital, Nonthaburi, Thailand

ABSTRACT The objectives of this study were: 1) to find out the efficiency of an automotive scan tools training material package on problem solving skills for undergraduate students; 2) to investigate the effects of providing access to an automotive scan tools while learners’ solved ill-structured problems; and 3) to evaluate learners’ satisfactions. The sampling group was 30 samples on the second year student of MTE program at KMUTT in the 2007 academic year, selected by simple random sampling. The one group pre-test and post-test design was employed in this experiment. The instruments used were the training material package, the quality assessment form, the achievement tests, and the questionnaire on learners’ satisfaction towards the training material package. The data was analyzed by mean, standard deviation, t-test dependent and content analysis. The research results revealed as follows: 1. The efficiency of the training material package was 81.66/84.33 that had the value higher than the criteria of 80/80. 2. The effects of the students could be analyzed by comparing with the critical value by using statistical formula (t-test). The calculated t value was at 27.71 higher than the t critical value, 2.462, at .01 of significant level. 3. Students satisfaction showed an average value of 3.86, which was at a good level. Keyword: Automotive Scan Tools, Learning with Technology, Problem Solving Skills, Students’ Achievement, Training Strategy

INTRODUCTION Engineering advances are changing auto mechanics into scientists of service. High tech electronics, fuel injection, navigation systems and now, most recently, hybrid technology have transformed automotive repair. There remain plenty of good old-fashioned low-tech repairs to be performed on the vehicles of today. Still, when it comes to the internal combustion engine, everything has changed. Replacing the old carburetion systems, with electronic ignition and fuel injection was just the forerunner of the computer processor controlled systems of today, all aimed at reducing pollution. The electronic fuel injection control system increases have involved from simple mechanical repairs to high-level technology-related work. The increasing sophistication of automotive engine subject area requires students who can use computerized shop equipment and work

with high-end electronic components while servicing their skills with specific tools. Today’s the gasoline engine have integrated electronic control systems and complex computer manipulatively and their performance while on the road. Students must have an increasingly broad knowledge of how engine operates’ complex components work and interact. They also must be able to work with electronic diagnostic equipment (scan tools) and digital manual and reference materials. When the gasoline engine troubles occur, students first get a description of the problem from the owner or training instructors who considered the repair order. To locate the problem, students use a problem-solving skills approach. First, they test to see whether components and systems are secure and working properly. Then, they isolate the components or systems that might be the cause of problem. For example, if the fuel supply system malfunctions, the student might be check for a simple problem, such as low fuel pressure in delivery pipe, fuel pressure sensor damage, fuel pipe leak, or a more complex issue, such as a bad fuel pump that has shorted out the fuel supply system. As a part of their investigation, students may test start engine or use a variety of testing equipment, including on-board diagnostic, and scan tools diagnostic computers. These tests may indicate whether a component is salvageable or whether a new one is required. In order to gain a better understanding of the learning achievement, the researcher took the opportunity of teaching an automotive scan tools on problem solving at the Department of Mechanical Technology Education, Faculty of Industrial Education and Technology, King Mongkut’s University of Technology Thonburi was conducted the present study. They needed to explore the effective automotive technology training material package encourage students to be productive, innovative and enterprising. This involves generating ideas and taking action, as well as developing techniques and problem solving skills that satisfy student needs. Students learn about materials, information and systems and the processes by which they are employed. They consider the resources, equipment and techniques that are relevant to the context in which they are working. Students examine the context of a task or activity to determine needs and opportunities and to relate what is known to what might be done. They make, organize and modify techniques and products and communicate their plans to others. They appraise automotive technologies with which they have had no direct or first-hand experience and reflect on what has been done and how it can be improved. Moreover, to respond to the recurrent and emerging economic and social needs of the nation and to proved those skills which will allow students maximum flexibility and adaptability in their future employment and other aspects of life. They are setting goal to develop in students, furthermore, skills of analysis and problem-solving, skills of information processing and computing; an understanding of the role of science and technology in society with scientific and technological skills; an appreciation and understanding of, and concern for, balanced development and global environment; and a capacity to exercise judgement in matters of morality, ethics and social justice.

WHAT IS AN AUTOMOTIVE SCAN TOOLS?

Duffy (2000) proposed On-Board Diagnostics refers to a vehicle computer’s ability to analyze the operation of its circuits and to output data showing any problems. All new cars and light trucks have this self-test feature. It is critical that you know how to use this vital troubleshooting aid. Today’s on-board diagnostics will check the operation of almost every electrical-electronic part in every major vehicle system. A vehicle’s engine control module can detect engine misfiring and air-fuel mixture problems. It monitors the operation of the fuel injectors, ignition coils, fuel pump, emission parts, and other major components that affct vehicle performance and emissions control. According to Mike Allen (http://www.popularmechanics.com/automotive), can describe an automotive scan tools is called OBD II (On-Board Diagnostics, version II), which is standardized of the car world diagnosis. The fuel injection, ignition system and automatic transmission on most modern fuel-injected cars and trucks are run by one or more computers. These monitor sensors that collect data from the engine and other systems all over the car. The computers send commands to the fuel injectors and ignition coils to fire the cylinders. They use the data to fine-tune the combustion process with the correct amount of gasoline and the correct ignition timing to provide efficient, clean combustion for good power, economy and low pollution. There are dozens of sensors, measuring such things as throttle opening, engine rpm, air and coolant temperature, crankshaft and camshaft position, and road speed. It's a sophisticated, high-speed system with a lot of self-checks to keep your car running as intended for a long, long time. Tune-ups are kind of outdated these days because this computer system self-corrects the fuel mixture and ignition at every crankshaft revolution. This is much better than it was decades ago, when you'd take the family bus down to the garage for that annual tune-up. Sounds great, right? And it is—until there's a malfunction. Often, your first indication of anything awry in the engine room is that Check Engine light on the dash. The OBD II standard tags this light as the MIL (malfunction indicator lamp). Now you can read trouble codes, erase them, check to see if any readiness monitors aren’t complete and even look at engine data in real time while someone drives the car that show in Figure 1.

Figure 1. Plug of an automotive scan tools into the OBD II location

To get started, plug the scan tool into the OBD II connector under the dash. Turn the key on, but don't start the engine. The tool will ask for a number of things such as the VIN, the make and model of the vehicle and the engine type. Follow the onscreen instructions. Technicians’ will get an option to check for trouble codes, as well as a couple of other menu choices. Some higher-end scan tools give you a text explanation of the code onscreen. Others give you a CD-ROM or just a paper pamphlet listing what the codes mean. Your best bet is to search the Web for a trouble-code list on a site that focuses on your particular vehicle—there will be information that might be far more helpful than just the code. When you read these codes, write them down before resetting the MIL indicator. For example, the plug your scan tool into the standard OBD II connector under the driver’s side dashboard. Turn the key and let the tool initialize, keying in any data it asks for, such as the VIN, make, model and engine type that show in Figure 2. Furthermore, the new modern car is communicated with the optical fiber. They are sending and receiving also high speed, and accuracy to respond networking all of the systems on the car. Students’ should have a good practice to perform on high technology with competencies.

Figure 2. The multi-functional of an automotive scan tools

Students’ must learn to know – how to solve the complex problems (ill-structured problems) that show in Figure 2. Researchers get a new idea to develop an automotive scan tools training material package on problem solving skills, which it will be an innovative training method. Its can increase problem-solving skills and rapidly to inspection. It was more benefit than traditional teaching method.

PERSPECTIVES

A study on the effectiveness is the most important for other educators have increasingly been urged to adopt a variety of constructivist approaches in order to facilitate student-centered learning environments (Becker, 2000: Howard, McGee, Schwartz, & Purcell, 2000). A particular emphasis of this movement has shifted the focus from teacher to learner, inviting learners to take active roles in their learning (Means, 1995; Reigeluth, 1999). Among various constructivist approaches, problem-based learning (PBL) has been advocated as an exemplar because it promotes students’ understanding, integration, and retention of concepts, facts, and skills (Gallagher, 1997; Savery & Duffy, 1995). A PBL learning approach is based on the use of ill-structured problem situations that are complex, requiring students to develop expertise in information seeking and making decision to solve the problem. Because the problem situations are messy, confusing, and complex, students need to gather information in order understand, define, and solve the problems. During an authentic problem solving process, students are able to develop their own approaches and set their own goals. Under the guidance and coaching of a skillful teacher, students work collaboratively to inquire, investigate, and plan their activities (Sage, 2000). This research describes the experiences of problem solving skills training course as they implemented a technology-enhanced problem-based learning (PBL) approach in the gasoline electronic fuel injection control system. Researchers describe the challenges they faced as well as the research results that they perceived enabled them to be successful. Therefore, the various strategies they need in the professional development for the Mechanical Technology Education Program at KMUTT.

THEORETICAL FRAMEWORK

According to Margaret (2001), the development of practitioner skills in real-world settings is a major issue. In-course projects, however, offer limited exposure to the complex evaluator role and also present logistical problems. After reviewing selected alternative ways to offer real-world experiences, this paper describes the directed evaluation experience, in which students and a professor are involved in short-term contracted evaluations separate from academic course-work. Lewis (1998) listed a number of barriers to effective professional development including opportunities to practice, access to outside resources and expertise, and support from the community, and emphasized the importance of having on-site assistance and support while teachers attempt to develop and implement new instructional practices. Trotter (1999), teachers who received instruction related to both technology skills and technology integration ideas felt significantly more prepared to use technology in their teaching compared to teachers who received instruction of just one type.

In order to, Sage (2000) contended that a problem-based learning (PBL) approach was an effective way to integrate technology into the classroom. She defined PBL as “experiential learning, organized around the investigation and resolution of messy, real-world problems” (p. 7). Also, Hill (1999) suggested that teacher technology development can be based on the same problem-centered methods that are suggested for students in problem-based learning. Because technology is a critical tool for information searching, modeling task or content decision making, and presenting solutions during PBL activities, technology integration with PBL can be a meaningful learning experience for both teachers and students (Jonassen, Howland, Moore, & Marra, 2003). Furthermore, all of literature is available regarding the guidelines of researchers development focused on an automotive scan tools on problem solving skills training course.

CONCEPTUAL FRAMEWORK

In design, a problem is any situation where you have an opportunity to make a difference, to make things better. Whenever you are thinking creatively and critically about ways to increase the quality of life (or to avoid a decrease in quality), you are actively involved in problem solving. Although the term "design" is used most often in art (for graphic design) and engineering, the process of design occurs in the gasoline electronic fuel injection control system. Researchers’ creative/critical process is summarized in a brief 5-step "engineering design method" (Fogler & LeBlanc, 1995). This concept was conducted into 5 categories show in Figure 3.

Figure 3. Conceptual framework

Formulate the problem

define the real problem to be solved

Analyze the problem

Describe the problem in detail. Examine what is known and what is to be achieved

Specify the solution

Document the solution Search for solutions

develop a list of alternative

solutions to the problem

Decide on the appropriate solution

Evaluate all alternatives for best solution

RESEARCH OBJECTIVES 1. To find out the efficiency of an automotive scan tools training material package on problem solving skills for undergraduate students. 2. To investigate the effects of providing access to an automotive scan tools while learners’ solved ill-structured problems. 3. To evaluate learners’ satisfactions.

RESEARCH HYPOTHESES

1. The efficiency of to validate the efficiency of an automotive scan tools training material package on problem solving skills for undergraduate students was higher than the selected efficient standard criterion 80/80. 2. The students’ learning achievement scores of the post-test had to higher than the pre-test significantly different at .05 level. 3. The students’ satisfaction towards the training material package of an automotive scan tools training material package was a good level.

ANTICIPATED OUTCOMES

1. Development of an innovative model for teaching of automotive technology for undergraduate students. 2. Establishment of new, discipline-oriented research on automotive technology area that reflect evolving current, issues, and trends. 3. Guidelines for Improving the effectiveness and efficiency in teaching and learning strategies in automotive technology area for undergraduate students.

RESEARCH METHODOLOGY

Research design The one group pre-test and post-test design was employed in this experiment show in Figure 2 (Creswell, 2007).

Group Pre-test score Treatment Post-test score Experiment group O1 X O2

Figure 4. Research Design

The treatment effect also was (O2 - O1). This means subject are randomly assigned to a group, which is then given a pretest, then there is a treatment, then there is a posttest. Subjects The sampling group was 30 samples on the second year student of MTE program at KMUTT in the 2007 academic year, selected by simple random sampling. The sampling must be who have not been studied in the field of gasoline electronic fuel injection control system.

Instrumentation The content and items of the above tools were validated. While the gasoline electronic fuel injection control system experts established the content validity, item validity was done using discriminative and difficult indices. The pre-test and post-test examinations consists of 30 multiple choice by evaluating from experts in relate fields consist of content expert, instructional design expert, and language expert among 5 persons. Then finding Index of Conjugate (IOC) is effective in terms of the content validity: in the overall IOC was .88, the level of difficulty (p) = 0.2 – 0.8. And then try out with 30 undergraduate students’ on the third year persons to find reliability of test that tested by alpha coefficient = 0.6 -1.00. Discrimination of test = 0.2 – 1.0. Characteristics of Instrumentation

The pre-test and post-test examination consists of multiple choice and short answer test questions. Both tests consist of case current situation requiring interpretation and application of problem solving processes. The multiple-choice questions assed the following skills:

Reminding (identify example/outcomes) Identify/explain failure Identify/recognize problem Select/recognize solution, adaptation Identify/predict outcome Identify/explain success Identify/judge alternate strategies/actions Identify information needed (on obstacle)

For each case, identify the relevant indexes that would allow cases to be recall in the situation. Choose from among the following indexes, most of which are suggested by Kolodner (1997): Problem-situation-topic indexes

- What are the goals-sub goals-intensions to be achieved in solving the problem or explaining the situation? - What constraints affect this goal? - Which features of the problem situation are the most important and what is the relationship between its parts? - What plans are develop for accomplishing the goal? Appropriate solution indexes - What solution is use? - What activities are involved in accomplishing the solution? - What are the reasoning steps used to derive the solution? - How do you justify the solution? - What expectations do you have about results? - What acceptable, alternative solutions, is suggest but not choose? - What unacceptable, alternative solutions, is not choose? Appropriate outcomes indexes

- Is the outcome fulfilling? - Are expectations violating? - Is the solution a success or failure?

- Can you explain why any failures occur? - What can you do to avoid the problem?

Procedure Phase I: Validity the efficiency of an automotive scan tools training material package on problem solving skills for undergraduate students. The research was conducted as follows:

1. Students were matched by giving a pre-test. 2. Academic content in the gasoline electronic fuel injection control system was

identified and sequenced. 2. A pre-test for each module was structured and administered before instruction. 3. Each unit was taught with an automotive scan tools training material package on

problem solving skills method. 4. A post-test for each module was structured and administered after instruction. 5. A criterion test for the whole content was administered after instruction. 6. Suitable statistical techniques were employed to analyze the data collected.

Phase II:

1. Students were matched by giving a pre-test. 2. A pre-test for each module was structured and administered before implementation. 3. Evaluate (scan) data on solving the problems after teacher’s’ diagnosis. 4. Determine the simulation of problem for choosing alternatives and solution. 5. Select and use information and scan tools to select the right tools to solving the

problems. 4. Determine the current data and situation and collect and analyze the problems. 5. Perform utilize tools and true under the condition and limited of technical data in each

model of the gasoline electronic fuel injection control system. 6. Interpret the problems and resolve under standardization of the gasoline electronic fuel

injection control system. 7. Definite the types of problems and collect data to perform in the appropriate

alternative assess teachers’ perception. 8. Make and justify job launch recommendations and positioning recommendations. 9. Students’ can propose the solving problems in groups and exchange the new

information. 10. Students’ can be participate to conduct and collect to case on problem solving. 11. A post-test for each module was structured and administered after instruction. 12. A criterion test for the whole content was administered after instruction. 13. Suitable statistical techniques were employed to analyze the data collected.

Research Tools In term of hardware, researchers adopt the concept of NISSAN electronic concentrated engine control system: Car model-CEFIRO A-32, Engine model VQ-20. A scan tools was used for CAMAN SCAN VG Version 5.121. The research scope on a training material package divided into three modules. These are the fuel delivery system, air conduction system, and the electronic control system. In Figure 3, researcher was adapted to construct of an automotive scan tools training material package on problem solving skills through learning modules. Researchers were conducted into the concept ADDIE model. Pairoj Teeranatanakul (2000) explained the ADDIE model for developing training program as follows; Training Needs Analysis, Training Program Design, Training Program Development, Training Program Implementation, Training Program Evaluation. It was meaned The learning modules consisted of pre-test on multiple-choices, content sheet (theoretical), operation

sheets (practical), assignment sheets, formative and summative evaluation form, and post-test on multiple-choices. By illustrating, the gasoline electronic fuel injection control system.

RESEARCH RESULTS

1. Samples of an automotive scan tools training material package on problem solving skills for undergraduate students. Their can propose as follows:

Figure 5. Main Frame & Functions

Figure 6. Diagnosis Program

Figure 7. Diagnosis Menu

Figure 8. Diagnosis Menu

Figure 9. Ignition System Diagnosis

Figure 10. Sensors Diagnosis

Figure 11. Ignition Pulse Generator

Figure 12. Ignition Wave Form

Figure 13. Diagnosis of Injectors

Figure 14. Injection Pulse Duration

Figure 15. Emission Control

2. Data Analysis Table 1 Summary of quality assessment from experts on the training material package

Item Description X S.D. Quality Level 1 2 3 4 5

Appropriateness (Content, Work instruction, Operation Sheets, and etc.) Correctly (Instruction manual, Learners manual, Learning modules) Completely (Course curricular, Training procedure, Teaching methods, and evaluation and assessment methods) Evidence to reference Outsource to fulfillment (Internet, Library, Other sources)

4.32

4.47

4.68

4.21 4.54

0.51

0.44

0.29

0.56 0.32

Good

Good

Very Good

Good Very Good

Average 4.44 0.42 Table 2 Summary of quality assessment from experts on the achievement test

Item Description X S.D. Quality Level 1 2 3 4

level of difficulty Cleariness Correctly Solution

4.55 4.62 4.55 4.41

0.32 0.27 0.32 0.45

Very Good Very Good Very Good

Good

Average 4.53 0.34 Table 3 The formative and summative to find out the efficiency of an automotive scan tools training material package on problem solving skills for undergraduate students

Scores while learning Scores after learning No. Score Percentage (%) Score Percentage (%)

1 15 75 25 83.33 2 17 85 24 80 3 16 80 23 76.66 4 18 90 27 90 5 19 95 26 86.67 6 14 70 25 83.33 7 16 80 24 80 8 18 90 25 83.33

Table 3 (Cont’d) The formative and summative to find out the efficiency of an automotive scan tools training material package on problem solving skills for undergraduate students

Scores while learning Scores after learning No. Score Percentage (%) Score Percentage (%)

9 17 85 26 86.66 10 14 70 24 80 11 19 95 23 76.67 12 16 80 26 86.66 13 15 75 27 90 14 19 95 25 83.33 15 17 85 23 76.67 16 16 80 23 76.67 17 18 90 25 83.33 18 15 75 24 80 19 15 75 26 86.67 20 16 80 27 90 21 18 90 26 86.67 22 18 90 28 93.33 23 16 80 25 83.33 24 15 75 24 80 25 17 85 26 86.66 26 18 90 25 83.33 27 17 85 27 90 28 14 70 26 86.66 29 12 60 26 86.66 30 15 75 28 93.33

Total 490 81.66 759 84.33 Efficiency E1 = 81.66 Efficiency E2 = 84.33

Table 4 Investigate the effects of providing access to an automotive scan tools while learners’ solved ill-structured problems

No. Pre-test Score Post-test Score Score Difference Root of Score Difference

1 11 25 14 196 2 9 24 15 225 3 8 23 15 225 4 7 27 20 400 5 12 26 14 196 6 15 25 10 100 7 14 24 10 100 8 13 25 12 144 9 12 26 14 196 10 10 24 14 196 11 12 23 11 121

Table 4 (Cont’d) Investigate the effects of providing access to an automotive scan tools while learners’ solved ill-structured problems

No. Pre-test Score Post-test Score Score Difference Root of Score Difference

12 14 26 12 144 13 12 27 15 225 14 11 25 14 196 15 10 23 13 169 16 9 23 14 196 17 7 25 18 324 18 7 24 17 289 19 8 26 18 324 20 10 27 17 289 21 12 26 14 196 22 14 28 14 196 23 15 25 10 100 24 17 24 7 49 25 12 26 14 196 26 10 25 15 225 27 10 27 17 289 28 12 26 14 196 29 14 26 12 144 30 12 28 16 196

Total 339 759 420 6102

( )22

1

Dt

N D D

N

=−

−

∑∑ ∑

D∑ = 420

2D∑ = 6102

( ) ( )2

420

30 6102 42030 1

t =× −

−

27.71t =

The t test ( t – distribution ) degree of freedom at (30-1) = 29. The effectiveness of the students could be analyzed by comparing with the critical value by using statistical formula (t-test). The calculate t value was at 27.71 higher than t critical value, 2.462, at .01 of significant level. Likewise, learner satisfaction was showed to evaluate on program had average valued of 3.86 in the overview, which mean at a good level.

CONCLUSION

The research results revealed as follows: 1. The efficiency of the training material package was 81.66/84.33 that had the value higher than the criteria of 80/80. 2. The effects of the students could be analyzed by comparing with the critical value by using statistical formula (t-test). The calculated t value was at 27.71 higher than the t critical value, 2.462, at .01 of significant level. 3. Students satisfaction showed an average value of 3.86, which was at a good level. As a result, this research finding was that the subject matter contains of three modules. A training material package divided into three: basic sub-systems. These are the fuel delivery system, air conduction system, and the electronic control system with supplement presentation, learning activities, exercises, summary and pre-test and post-test. Students’ can be solved the problems by retrieving experiences with a training material package. In the form, of modules and applying the lessons learned from those procedures that shown in student manual for performing to the new problems. Candidate new problem-solving skills have the following characteristics: they:

Represent specific knowledge tied to a context. May cover small or large chunks of time. Record experiences that are different from what was expected. Process useful lessons that helped the problem solver achieve some goal or

that warn of potential failure. The effectiveness of an automotive scan tools training material package can reduce cost and time. Students can solve the problems within self-efficacy. They were finding out any suggestion that affect to engine performance. Moreover, the training material package has retrieved new competencies in the holistic. The researchers’ satisfaction divided much more factors to promote learning with experiences (real-time, current data, and accuracy). The thinking skills of students were challenging to study, and then attitudes and perceptions are more important than teaching methods. If they can learn with technology, they will succeed on the problem-solving. This research were tried to shift paradigm about learning to change, learning to building capability of themselves. In achievement testing, which is consisted of pre-test and post-test of each unit before and after learning, there was a sampling test which done according to objective of each learning unit and evaluate learning according to each test item objective. Test score will be notified immediately.

LIMITATIONS 1. This research was limited to students studying in mechanical technology education program at King Mongkut’s University of Technology Thonburi. 2. The experiment is limited to only an automotive scan tools for detecting the gasoline electronic fuel injection control system. 3. The concept adopts the concept of NISSAN electronic concentrated engine control system: Car model-CEFIRO A-32, Engine model VQ-20 only.

SUGGESTIONS FOR FUTURE RESEARCH 1. The research should be extended too many Technology University and Vocational and Technical education institutes. 2. The research should be conducted in other branches of academic subjects also. 3. The research should be conducted to study another field of problem-based learning on the diesel common rail direct injection system, NGV engine, and etc. . 4. Case-based reasoning approach should experimental in the next research.

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