Optimization of Prototype Projects of Aeronautical Engineering Students of Philippine State College of Aeronautics

Philippine State College of Aeronautics
Institute of Engineering and Technology
Chapter I
THE PROBLEM AND ITS BACKGROUND
Introduction
Using models or prototypes allow the students to enhance creative
thinking and help them become more aware of their own meta-cognitive
design strategies. It also allows the students to generate and evaluate ideas,
better visualize their ideas, and uncover differences between real behavior
and the conceptual model used to predict that behavior. (Lemons et. al, 2002).
This perception was the reason for instructors to involve students to
construct various prototype projects in their respective engineering subjects.
Hands-on engagement of students in the fabrication of prototype projects
helped the researchers to realize the significance of their involvement to gain
a deeper understanding to the processes or principles of a particular machine
that they want to study.
A wide range of multidisciplinary aeronautical-based design projects
led by students of aeronautical engineering has paved the way in transforming
perceived ideas into workable prototypes that is essential to both students
and instructors growth.
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Throughout the years, a vast number of successful prototype projects
later on became an imminent problem. This was after researchers have
observed that after concluding these prototype projects, no subsequent
actions has been implemented to properly organize and maintain the said
projects.
In effect, this has led to the abandonment of several projects into
whatever classrooms that can accommodate it. For several years, this
scenario had been evidently disregarded causing gradual deterioration of the
mentioned projects.
However, existing aeronautical designs are subject for assessment that
is necessary for low-risk design and evaluation effort. The occurrence of new
rapid aerodynamic prototype projects for aeronautical engineering students
are easy to be manufacture and versatile for different modifications that could
provide a means to reduce the cost of investment. The result of testing
demonstrative prototypes was not only more cost effective and time wise, but
only providing acceptable data fidelity as well. (Heisler and Ratliff, 2001).
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Background of the Study
The Philippine State College of Aeronautics is a leader institution
committed to the scientific advancement in aeronautical sciences, technology
and liberal arts and sciences. Undeniably, PhilSCA still stands firmly with its
vision in honing competitive professionals in the aviation industry.
Aeronautical engineering program covers engineering disciplines
applied in research and development e.g. observation of aerodynamic
characteristics of airfoils, construction of flight related prototypes, simulation of
aircraft systems and theoretical designing of aircraft. The researchers for one
believed that these disciplines can be further realized by relating a workable
prototype project and its particular design concepts.
However, the researchers had observed that due to improper handling
of the prototype projects of Aeronautical Engineering students, the said
projects little by little got deteriorated and losing its optimal design function.
Not to mention the amount of resources, shared ideas, time and efforts
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rendered by the students to complete and concretize these projects were all
gone to waste.
For this reason, the proponents conducted their study within the
Institute of Engineering and Technology that evaluated the current condition of
all concluded prototype projects. Hence, the researchers identified which
among the prototype projects could still be optimized and be used as a
teaching medium.
Statement of the Problem
This section of the research deals with the general and specific
problems on the optimization of prototype projects to enhance existing
practical teaching methods.
1. What is the demographic profile of the respondents in terms of:
1.1 Gender
1.2 Year Section
1.3 Occupational Status
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2. What prototype projects of aeronautical engineering students have met the
standard that qualifies its optimization in terms of?
2.1 Design Precision
2.2 Ease of Utilization (user friendly)
2.3 Mode of Presentation
3. What level of effectiveness do the lecture method and the simulation
method via optimization of prototype projects reflect based on the
performance of the students on:
3.1 Written Examination
3.2 Oral Examination
4. Is there a significant difference between the lecture method and the
simulation method with utilization of prototype projects in the performance of
the students in terms of:
4.1 Student learning comprehension
4.2 Oral Recitation
Hypothesis
In this study, the null hypothesis was tested statistically at 5% level of
significance.
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Ho1: There is no significant difference on the performance of the students in
the lecture method and the simulation teaching method with the utilization of
prototype projects in terms of:
1.2 Oral recitation
Significance of the Study
This section of the research discussed the importance of the study in
the Optimization of prototype projects of Aeronautical Engineering students of
Philippine State College of Aeronautics to enhance existing practical teaching
methods.
Being an aeronautical engineering student, a balance of theoretical and
practical approach of the subject was necessary to attain an effective learning
experience. Indeed, theoretical supplements were just several clicks and
searches away. However, when it comes to practical demonstration of the
subject, there was no readily available medium.
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That is why the researchers believe that through optimization of
existing prototype projects, the burden of practical teaching methods would be
diminished significantly. The following individuals and institutions were the
targets of this study:
1. Aeronautical Engineering Students. Through this study, the
optimization of the prototype projects could help the students to further
utilize their learnings by developing their area knowledge and harness
their engineering abilities. Also, optimization of the prototype projects
could avoid unnecessary investment of time, effort and resources of the
students.
2. Aeronautical Faculty Members. Through this study, instructors would
become more critical in engaging students in building prototype projects
as well as the importance of optimizing past prototype, considering it as
both part of the learning process. Moreover, this aimed their full
realization of their vital role in making sure that every projects should
meet the demand and competencies of the field.
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3. The Philippine State College of Aeronautics. Through this study, the
institution could re-evaluate the support they had extending to it
students and realign the current policies in order to maximize the
learning avenues of their students and channel appropriate funds
needed to achieve optimum student development.
4. The future researcher. Upon reading this study, the readers could gain
relevant information about Aeronautical Engineering as well as the
challenges it faces. This research could make them understand how
optimization of the prototype projects could help innovate and improve
the knowledge and skills of aeronautical engineering students.
Scope and Delimitation
This study focused on the optimization of prototype projects that had
been accomplished for the past years by Aeronautical Engineering Students
of Philippine State College of Aeronautics. This study sought to determine the
current condition of all concluded prototype projects. Furthermore, the
researchers wanted to know if integration of these prototype projects to the
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current practical teaching method of instructors would be more effective by
means of conducting a series of classroom teaching sessions using 2 different
teaching strategies namely the lecture method and simulation method with
utilization of prototype projects. The measure of which teaching method is
more effective would be based on the performance of the students to a set of
post-tests which involves written examination and oral examination.
This study was restricted only on the concluded prototype projects of
Aeronautical Engineering Students of Philippine State College of Aeronautics.
Also, the researchers evaluated the current condition of the prototype projects
based only on the criteria made by the researchers. Hence, the optimization
of the prototype projects is seen to be achieved only if these projects could be
utilized as an instructional tool. Moreover, class schedules was considered a
major constraint during the second quantitative phase of the study.
Mismatches of class schedules among the three (3) sections of 4 th year have
greatly affected the availability of the respondents to undergo one teaching
class session all at the same time.
Indeed, the researchers acknowledge the limitations of this study
because of some reasons such as time, resources and availability of students
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and instructors. The researchers also acknowledge that other contingencies
may arise upon conducting this research.
INPUT PROCESS OUTPUT
1. Demographic Profile of
4th Year Aeronautical - Construction of
Engineering Students descriptive survey
and Aero-AT questionnaire
Instructors. - Validation of
Instrument
2.Standards that qualifies
the prototype projects Data Gathering: Optimization of
optimization in terms of: - Distribution of survey concluded prototype
questionnaires projects of
- Design Precision - Conduction of Aeronautical
- Ease of classroom teaching
Utilization Engineering
sessions
- Mode of students.
- Administration of post-
Presentation test questionnaire
3.Teaching method used - Statistical Treatment

in class teaching - Data Analysis and
sessions: Interpretation
- Lecture Method
- Simulation Method 10
Figure 1
Research Paradigm
Conceptual Framework
Figure 1 depicts the systematical flow of the study as an input-process-
output paradigm. The first box shows the input of the study which involved
the demographic profile of the Aero AT Instructors and 4 th Year Aeronautical
Engineering students of PhilSCA, evaluation of prototype projects and the
teaching method used namely Lecture Method and Simulation Method.
In the second box, the processes undertaken was listed as
construction of survey questionnaires and post-test questionnaires, validation
of instruments, distribution of survey questionnaires, conduction of class
teaching sessions, statistical treatment, data analysis and interpretation of
findings. Descriptive and statistical analyses were the bases to formulate
conclusion if simulation method is an effective teaching method over the
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lecture method and if the performance of the students showed a significant
difference based on teaching method used.
Lastly, the third box contains the target output of the study. It shows the
recommended optimization of all concluded prototype projects of Aeronautical
Engineering students that has passed the set standards.
Definition of Terms
Aeronautical engineering student. They study primarily with the
development and design of aircraft and is one of the respondent in this study.
Design precision. Purpose, planning, or intention that exists or is thought to
exist behind an action, fact, or material object to the quality, condition, or fact
of being exact and accurate.
Ease of utilization. The action of making practical and effective use of
something that is not difficult.
Instructors. A person who teaches a particular fields of study.
Integrate. The act of adding up something to the existing procedure to
develop or make it better and improve its use to the desire outcome.
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Lecture Method. This is a traditional teaching approach that does not involve
students’ perception and instructional mediums are not utilized as well.
Meta-cognitive design strategy. A higher-order thinking that enables
understanding, analysis, and control of one’s cognitive strategies through
thought, experience, and senses especially when engaged in learning.
Mode of presentation. A way or manner in which how you will show or
present something occurs or is experienced, expressed, or done.
Optimization. The action of making the best or most effective use of a
situation or resource. In this study, optimization refers to the use of the
prototype projects as instructional mediums.
Oral recitation. Is made by a student to demonstrate knowledge of a subject
or to provide information or how they remind the subject taught to them.
Performance. A measure of the students’ comprehension on a particular
topic.
Post-test. A test taken after a program, course, etc., and designed to
measure its value or effectiveness.
Practical teaching method. Comprises the principles and methods used by
teachers to enable student learning or concerned with the actual doing or use
of something rather than with theory and ideas. These strategies are
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determined partly on subject matter to be taught and partly by the nature of
the learner.
Prototype. It is an early sample, model, or release of a product built to test a
concept or process or to act as a thing to be replicated or learned from and
generally used to evaluate a new design to enhance precision by system
analysts and users.
Simulation Method. This is a student-centered teaching approach that
involves the students during the learning process and it is aided with
instructional medium such as prototype projects.
Student learning comprehension. The acquisition of knowledge or skills
through experience, study, or by being taught and how the student capable of
understanding something.
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Chapter II
REVIEW OF RELATED LITERATURE AND STUDIES
The related literature and related studies relevant to the optimization of
prototype projects of aeronautical engineering students to enhance practical
teaching methods in Philippine State College of Aeronautics are hereby
presented.
Foreign Related Literature
A. Prototype Projects
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Wind Tunnel
Shresta, Rijal, and Sharma (2008) validated that wind tunnel is a
device in which a jet of air or any other suitable gas of uniform properties
across the cross section is produced. Wind tunnel prototypes would help to
eliminate the obstruction and minimize the problem that may be encountered
than installing a full-scale wind tunnel. Prototypes can be used as department
facility to do various amount of tests in the field of aerodynamics and can
impart a hands-on creative problem-solving that can incorporate required
components for future design projects.
The advent of rapid prototyping and manufacturing techniques reduce
the cost and time effort of a wind tunnel model, and can provide efficient data
to justify its use. As prototypes model can make level a full-scale wind tunnel
models as well in a short span of time. It can achieve test-to-test repeatability
levels. Technically, wind tunnel prototypes reduce fabrication costs by more
than 50% than traditional steel and aluminium full-scale model. (Heisler and
Ratliff, 2001)
Chuk & Thomson (1998) verified that most aerospace companies are
interested in reducing the time it takes to make wind tunnel prototypes. A
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study was done of rapid prototyping technologies and ability to make
components for wind tunnel models in a timely and cost effective manner. It
was capable for non-structurally loaded parts but can endure significant loads.
In latter parts of wind tunnel prototypes, Cortez & Jokar (2009)
developed a test section and prototype heat sinks for cost-efficient wind
tunnel prototypes. They designed and manufactured their own prototype heat
sinks. Heat sinks are made of highly conductive materials that can dissipate
heat from the surroundings. A test section was designed and built in order to
measure and collect temperature data at different locations on the prototype
wind tunnel. As well the data can be transferred to a computer through
computer chips.
Gas Turbine Engine
According to Frigieri (1974) in his book “The Prototype of a 100-Mw,
3000 rpm Gas Turbine Series for Power Generation” the 18 stage compressor
has been designed for a nominal pressure ratio of 9.6:1 at 3000 rpm. The
compressor, combustor and turbine are contained in a single casing with two
external supports. An extensive prototype test program has been set up.
Transient and steady state temperature, characteristics of the exhaust gases
are good and starting system mechanical and thermal characteristics. The
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computerize prototypes data acquisition can be used as stronghold data as
well.
As stated by Thryft (2016) in her article “Gas Turbine Blades Made
Faster with Metals 3D Printing”, 3D printing metals is directed at improving
end production for bigger parts and can be made faster. The length of time
and high expense has reduced the number of test for these components. The
goal is to maximize engine combustion process. The optimization of
combustion engine depends on complexity of internal cooling structures. 3D
Printing Gas turbine prototypes makes it easier to improve surface quality,
simpler parts are modest to made, and it can be made in a short period of
time.
Reciprocating Engine
According to Xu and Chang (2009) in their article “Prototype testing
and analysis of a novel internal combustion linear generator integrated power
system” that the novel four-stroke free-piston engine equipped with a linear
electric generator is proposed in this paper to achieve efficient energy
conversion from fuel to electricity. The feasibility and performance of the
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proposed design are verified. Detailed testing results from the continuous
running prototype are analysed in this paper for giving insight into the
performance and dynamic behaviours of the novel power system.
Tona, Peraltez, and Sciaretta (2012) stated that Rankine-cycle waste
heat recovery systems for automotive applications have been the focus of
intensive research in recent years, as they seem to offer considerable
potential for fuel consumption reduction. The proposed control strategy for
power production focuses more on ensuring continuity of operation than on
the pursuit of optimality. Avoiding start-stop procedures, which would greatly
reduce the global efficiency.
B. Practical Teaching Methods
Teaching Strategies Related To Students’ Characteristics
Lecturer’s preparation in learning process is more differentiated
teaching; there could be more divergent use of teaching strategies, especially
related to different characteristics of learners. Therefore, lecturers should
know their characteristics before conducting the learning process and

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determine the teaching strategies in order to create a teaching effectiveness
and good atmosphere in the classroom.
According to some characteristics of students, the writer recommend
some teaching strategies; creating more interactive and fun learning, carrying
out an effective way in-class group work and discussion rather than individual
project. In some other cases in term of tasks and assignment in group,
lecturer should give opportunity to students as a leader of group and be
responsible in creating the leadership role, lecturer also has to give more
attention to the individual progress of student by giving them the progress
evaluation and motivation.
Prototypes as Teaching Medium
The Communication, Rhetoric, and Digital Media (CRDM) Ph.D.
students who participated in this experimental critical making workshop said
they found the materials-based research approaches both stimulating and
generative. One participant found the often-difficult process of making to be a
valuable analog for instruction: “I really liked going through the act of making
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(with its failures) and then thinking about what that told me about teaching.”
Others noted that using the tools of critical making made them see the
technologies and methods of making in a new light, noting “It really made me
think about how to use making to encourage students to think differently.”
Model Building
Lemons, Carberry, Swan, Jarvin and Rogers (2010) validated that the
reports on using verbal protocol analysis, has built the potential learning to aid
engineering students in solving a design task. The analysis of 8 students in
varying engineering disciplines, the results found that physical construction of
a model during an open-ended design task helped students generate and
evaluate ideas, better visualize their ideas, and helped students uncover
differences between real behavior and the conceptual model used to predict
that behaviors.
Model building also enhanced creative thinking and helped students
become more aware of their own meta-cognitive design strategies. Also, when
the test students began sketching or building, the process was fairly similar in
length for most students.
Engineering Design Perspective
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According to Turner Jr., Kirby, Bober (2016) in their article “Engineering
Design for Engineering Design: Benefits, Models, and Examples from
Practice” that the students can learn more and be more engaged when
learning with an engineering design perspective. Students who are taught with
engineering design can become more self-motivated. The effectiveness of the
instruction increases when students are more involved in their learning and
engineering design places the student in the role of scientist/engineer. The
student is the scientist /engineer. It reminds us that we are doing a disservice
to our students if we do not mindfully incorporate engineering design into our
lessons.
Local Related Literature
A. Practical Teaching Methods
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Evelina A. Pangalangan demonstrated the intersection of art and
cognitive science in a complementary approach of mutual support in teaching.
Describes the technique of using Practical and Reporting in teaching social
work to expand and complement familiar didactic methods using creative
literature in the examination of poverty and showing the applications of the
approach across the entire social work curriculum (i.e., policy, practice,
behavior, etc.).
As stated by Amado C. Ramos of Pangasinan State University,
Bayambang Campus, Philippines. In his literature of “Methods and Teaching
Strategies Used by Teacher Education Faculty Members in one State
University in the Philippines”. Institutions of higher learning across the nation
are responding to political, economic, social and technological pressures to be
more responsive to students' needs and more concerned about how well
students are prepared to assume future societal roles.
This study aimed to determine the methods and teaching strategies
used by the PSU – CTE faculty members of Bayambang Campus,
Bayambang,
Pangasinan. Teachers should be encouraged to explore and view other
effective teaching strategies and find more ways to entice other students
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challenge themselves to create their own strategies to use in the field and to
become more global in perspective. The use computer technology can be an
effective teaching strategy, especially when students are given information
specific to their own situation rather than general information.
Foreign Related Studies
Wind Tunnel
McLaren (2011) conducted a study that scale-model wind tunnel
prototypes were performed to determine the aerodynamic loading on the
turbine airfoils, vibration response behavior, and wake velocity passing
through the test object. In order to accomplish this, prototypes are equipped
with force measurement and wireless telemetry system. Throughout the
investigation, high vibration was response on the turbine. Vibration mitigation
was developed to get rid of high vibration so it can conduct an accurate and
complete measurement of aerodynamic force and loading.
An experimental methodology was administered by Macias, Mendes,
Silva, and Oliveira (2011) to assess the performance of axial hydrokinetic

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turbines, based inside the wind tunnel prototypes. The objective of this project
is to reduce the scale mode in order to evaluate a real axial turbine running in
water flow conditions but can deliver same amount of data as full-scale model
does. The power efficient function of the tip speed ratio presented for a 1:23
model. The comparisons of the numerical data of both models were
evaluated. The results showed in three blade speed for reduced scale-model
and full-scale prototypes are 14 m/s and 15 m/s respectively.
Wind tunnel modelling and prototyping allows the determination of wind
effects on building and other structures. Information deduced from wind tunnel
testing has been successfully employed in development of design guidelines
and wind-resistant design of variety of structures, likewise low-rise buildings.
Endo (2011) validated the origins of discrepancies, careful studies of
reported wind tunnel set-ups and measurement techniques to obtained
accurate data analysis. The advance experimental tool being used to
prototypes are electronically-scanned and low-cost measurement system that
deliver wind-induced pressures accurately. It was found that these
experimental tools
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pressure data sets can be substantially reduced, while maintaining space-time
features.
Gas Turbine Engine
Mottley (2004) conducted a study about the TurbX engine implements
a constant volume, continuous combustion process in rotating turbo-
machinery. This innovation will have higher thermal efficiency than a typical
gas turbine engine. He determines experimentally that the air driven
performance features of the prototype TurbX engine. Although, air driven test
were limited to chamber pressure up to 345 kPA. Thus, results had drawn
various amount of test that with lower gap settings engine has negative torque
speed quality similar to gas turbine engine. It is recommended that TurbX
design should address the gap setting between rotor and two stator to reduce
losses of air-incidence angles.
As claimed by (2013) in his thesis about “Investigation of prototype
industrial Gas Turbine Combustor Using Alternative Gaseous fuels”, the aim
of the study was to find the effect of gaseous fuels on gas turbine engine. A
Bunsen type burner was used to measure the angle of conical flame from
which the laminar flame speed was corrected. The emission optimizes the
measurement
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showed that lowering the equivalent ratio in both the rich-pilot-lean (RPL) and
pilot minimized.
Reciprocating Engine
Sandoval (2002) validated that the model, which was based on a
combination of fundamental scaling laws and empirical results, includes
predictions of rubbing losses from its different parts. Modifications in oil
viscosity, piston ring tension and gas pressure contribution on piston
assembly, liner roughness, and valve train mechanism were made. This
agrees with the limited engine friction data used to modify the friction model.
The scale model predicts with acceptable accuracy to its major components.
Based on Schiller (2002) in his study that this work presents a novel
approach to arranging shape memory alloy (SMA) wires into a functional heat
engine. Significant contributions include the design itself, a preliminary
analytical model and the realization of a research prototype; thereby, laying a
foundation from which to base refinements and seek practical applications.
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Effectiveness of Teaching Methods
The traditional passive view of learning involves situations where
material is delivered to students using a lecture-based format. In contrast, a
more modern view of learning is constructivism, where students are expected
to be active in the learning process by participating in discussion and/or
collaborative activities (Fosnot, 1989).
Overall, the results of recent studies concerning the effectiveness of
teaching methods favor constructivist, active learning methods. The findings
of a study by de Caprariis, Barman, & Magee (2001) suggest that lecture
leads to the ability to recall facts, but discussion produces higher level
comprehension.
Further, research on group-oriented discussion methods has shown
that team learning and student-led discussions not only produce favorable
student performance outcomes, but also foster greater participation, self
confidence and leadership ability (Perkins & Saris, 2001; Yoder &Hochevar,
2005).
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Hunt, Haidet, Coverdale, and Richards (2003) examined student
performance in team learning methods, finding positive learning outcomes as
compared to traditional lecture-based methods. In contrast to these findings, a
study by Barnes & Blevins (2003) suggests that active, discussion-based
methods are inferior to the traditional lecture-based method. A comparison of
lecture combined with discussion versus active, cooperative learning methods
by Morgan, Whorton, &Gunsalus (2000) demonstrated that the use of the
lecture combined with discussion resulted in superior retention of material
among students.
Building Model Exercise
Holmes and Mullen (2013) conducted a study with new building model
exercises. This activity aimed to improve students’ understanding of structural
engineering, construction principles and methods. It allowed students to
practically apply lecture material and construct a scaled model giving them an
opportunity to study and visualise a real structure and generate their own
ideas on how it should be assembled within a constructivist active learning
environment.
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As a result, lectures were found to be more interactive and students
more engaged in the discussions and provided a pathway to bridge the gap
between theory and the reality of their professions, which can aid them in their
graduate
careers. It is hoped that this type of active learning can be used in other
engineering programmes to improve student understanding and as an
opportunity to better apply lecture material to the real world.
Local Related Studies
Gas Turbine Engine Prototype
In partial completion to their course subject “Gas Turbine Engine”,
fourth (4th) year aeronautical engineering students of Section 1 of Philippine
State College of Aeronautics, Villamor Campus academic year 2016-2017
constructed a prototype model of a turbo jet engine.
The NYK21, a turbo-jet engine, was designed and constructed by 4-
1BAI. This is fairly simple, consisting of a single stage centrifugal-flow
compressor, a reverse annular combustion system, and a single-stage

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turbine. This engine is about 17 inches long and 8 inches in diameter. Its
impeller and turbine are powered by a torque-tuned motor Tamiya 4WD which
is mounted directly to the turbine.
3D printing was the chosen mode of fabrication because of its precision
in creating 3D models to a functional prototypes. It uses polylactic acid or
polylactide (PLA) which is a biodegradable and bioactive thermoplastic
aliphatic polyester.
Reciprocating Engine Prototype
In partial completion to their course subject “Reciprocating Engine”,
third (3rd) year aeronautical engineering students of Section 2 of Philippine
State College of Aeronautics, Villamor Campus academic year 2016-2017
constructed a prototype model of an in-line reciprocating engine.
Below is the detailed procedure undertaken to produce the
aforementioned prototype project.
a. Cut the flat bar, round bar (crankshaft and connecting rod), and square
bar (frame) to their desired length. (Use cutting disc or hacksaw)
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b. Cut the G.I. pipe (piston) to form a piston and cylinder bore and make a
hole to the side of the GI pipe (piston).
c. To form the frame, weld the tip of the flat bars using the welding
machine according to the desired design of the frame.
d. To form the crankshaft, weld the tip of the round bars according to the
design (Note: Steel bushing and rubber bushing should be inserted to
the round bars that will serve as crankpin journals before welding.)
e. Weld the round bar (connecting rod) to the bearing (piston bearing).
Attach the bearing to the piston by inserting the round bar (piston pin)
into the hole of the pipe on the side of it. Then, weld the round bar
(piston pin).
f. Measure the width of the washing machine motor to know the length of
flat bar to be cut.
g. Weld the flat bar to be used as brace for the motor.
h. Insert the pulley wheel to the crankshaft model.
i. Attach the connecting rod to the bushing in the crankshaft according to
the design of the prototype engine.
j. Attach the crankshaft with the piston to the frame by means of welding
the bushing at the tip of the crankshaft model.
k. Make a brace for the cylinder bore and then insert the piston model.
l. Attach the cylinder bore model to the frame to form a v-look engine
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m. To make the valve, cut a sheet metal that would cover the top of the
cylinder bore.
n. Drill a hole that would fit the syringe
o. Install the spring to the syringe.
p. Using sandpaper, polish the rusty part.
q. Paint the model with red oxide primer. Let it dry
r. Paint it with the spray paint (black). (second coating)
s. Install the motor.
Dr. Rovelina Bucao-Jacolbia form Polytechnic University of the
Philippines conducted a study titled “New strategies in teaching and learning:
the Polytechnic University of the Philippines college of education experience”
The presentation of “cases” or scenarios based on actual practice
which students can discuss to explore possibilities, probabilities and/or
solutions. Case studies are used to develop student’s ability to solve problems
using new and existing knowledge, skills, and concepts. Demonstrations are
practical presentations of processes/procedures/skills which are designed to
illustrate theoretical principles. Demonstrations require careful sequencing,
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oral, and visual explanations, appropriate illustrations and opportunities for
students to pose questions and clarify problems. This approach’s major
characteristics is that by the end of a course students produce a thesis,
computer program, design plans, model, portfolio, written report, oral report,
either individually or in small teams.
Chapter III
RESEARCH METHODOLOGY
This chapter presented the methodology of the study. The research
method and design, respondents of the study, research tools and
instruments, validation of instruments, and treatment of data were included
in this chapter.
Research Method
The researchers used descriptive-quantitative research method.
Quantitative research encompasses objective measurements and the
statistical, mathematical, or numerical analysis of data collected through
polls, questionnaires, and surveys, or by manipulating pre-existing statistical
data using computational techniques (Earl, 2010). It focuses on gathering
numerical data and generalizing it across groups of people or to explain a
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particular phenomenon. Descriptive research is used to obtain information
concerning the current status of the phenomena and to describe "what
exists" with respect to variables or conditions in a situation (Martyn, 2008).
The researchers decided to utilized this method because of the actual
involvement of respondents on the prototype projects, its relevance in the
identification of the prototype projects to be used as a medium of instruction,
and its importance in the interpretation and
analyses of the students’ performance, which became the bases in
determining the level of effectiveness and significant difference of the
teaching methods involved in this study.
Research Design
Research Design is a blueprint for conducting a study with maximum
control over factors that may interfere with the validity of the findings (Burns
& Grove, 2009). It is also described as a plan that describes how, when and
where data are to be collected and analyzed (Parahoo, 2006).
The researchers used 2 types of descriptive-research design namely
descriptive-survey design and descriptive-normative design that
corresponds to the first and second phase of their study respectively.
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Descriptive-survey design is concerned not only with the
characteristics of individuals but with the characteristics of the whole sample
thereof. It provides information useful to the solutions of local issues or
problems. It employs applications of scientific method by critically analyzing
and examining the source materials, by analyzing and interpreting data, and
by arriving at generalization and prediction. Meanwhile, descriptive-
normative ascertain the
normal or typical condition for practice, or to compare local test results with
a state or national norm.
Respondents of the Study
The researchers utilized 2 sampling techniques that will identify the
respondents to the first and second phase of their study.
Purposive sampling technique is used to identify the first set of
respondents among the instructors of the Aero-AT Department. It was used
to select a batch sample based on experience or knowledge of the group to
be sampled.
36
On the other hand, simple random sampling technique was used to
determine the last set of respondents among the 4 th year aeronautical
engineering students.
Out of 115 students that comprises the total population of the 4 th Year
Aeronautical Engineering students, thirty-six (36) and twenty-two (22)
respondents were randomly selected for the first and second teaching
session respectively from which two (2) out of the three (3) sections of 4 th
Year
Aeronautical Engineering participated. The 4 th Year Aeronautical
Engineering students were chosen as the last set of respondents because
of their future involvement in the optimization of the prototype projects being
subjected in this study.
Research Tools and Instrument
In the first quantitative phase of this study, the researchers utilize a
locally structured survey questionnaires administered to the professors and
instructors who has a relevant experience to the prototype projects to
identify if the prototype projects are still under standard condition.
37
The survey questionnaire adopted the Likert four-point scale questions
that will determine the current condition of the prototype projects in
accordance to the criteria created by the researchers. Furthermore, the
survey questionnaire also determined the respondent’s personal perception
regarding what prototype projects would be subjected in the optimization
process and be utilized as an instructional medium to enhance existing
practical teaching methods.
In the second quantitative phase of the study, the researchers
conducted a series of classroom teaching sessions using two different
practical teaching methods namely the lecture method and the simulation
method with the aid of prototype projects. A post-test was administered to
determine the performance of the students through written examination and
oral recitation. Examinations were administered after the learning process.
Validation of Instrument
The constructed survey questionnaires, as well as the written and oral
examinations are validated by individuals who are knowledgeable and
38
authorities on this field. Expert validation ensured appropriateness and
accuracy of the instrument in relation to the statement of the problem.
The survey and post-test questionnaires were validated by experts in
the field of Engineering and Academe, including the Vice President for
Academic Affairs, Administrative Officers, and a Master’s Degree holder.
The content validation of the questionnaire was very significant to make
sure that it covers all the information needed in evaluating the concluded
prototype projects of Aeronautical Engineering students.
To verify the effectiveness and reliability of the locally structured
survey questionnaires, the researchers conducted an item discrimination
and reliability test using Cronbach Alpha command of the SPSS 16.0 for
Windows software.
Cronbach’s Alpha is an Index of Reliability that reflects how the
constructed instrument would elicit reliable response even if items were
placed with similar question. Furthermore, this also verified the internal
consistency due to low number of respondents. Reliability test was
performed after conducting the survey that involved eight (8) respondents.
39
This was then subsequently imported in the SPSS software for the
Cronbach’s Alpha determination.
Cronbach’s Alpha coefficient of all the twelve (12) items evaluated got
a coefficient range of 0.891 to 0.971 which is indicative of very high
reliability of the instrument and very high internal consistency of the items.
Statistical Treatment of Data
The lists of the statistical tools and techniques used and applied to
analyse the data and get the appropriate results of this research study were
as follows:
1. Frequency Distribution
Frequency Distribution is used to tally, summarize, and tabulate the
gathered data from the questionnaire. This designated the number of
responses to a specific question or item in the questionnaire.
2. Percentage
The Percentage was used to calculate the fraction of the sample that
has the same factors. The formula for percentage is:
40
n
%P= x 100
N
Where:
P = Percentage
n = number of responses satisfying a certain category
N = total number of respondents
3. Weighted Mean
The weighted mean was used to compute the rating’s average score
of the participants. This utilized the obtained quantitative opinions of the
Aero-AT Instructors if the prototype projects are still under standard
condition. The
researchers utilized the SPSS 16.0 to calculate the weighted mean of the
Likert ratings and post test scores.
To manually compute for the weighted mean, the formula is:

Σfx
X̄ =
N
Where:
XX = weighted mean
Σfx = sum of the product of frequency and score

N = number of respondents
41
The gathered values will be elucidated using the Likert Scale. This is
the concept that explains the boundary of numeral that is arbitrarily
presented.
Table No. 1
LIKERT TYPE FOUR POINT SCALE
Unit Equivalent Elucidation / Scaled Responses
Weight Weighted Points Elucidation

4 3.51 – 4.00 Strongly Attain To a Great Extent
3 2.51 – 3.50 Moderately To a Moderate
Attain
Extent
2 1.51 – 2.50 Satisfactorily To a Slight Extent
Attain
1 1.00 – 1.50 Poorly Attain To No Extent at all
Table no. 1 showed the criteria to compute the evaluation of scores in
a range in which 3.51 – 4.00 provided the impression that a particular
prototype project has strongly attained the standard condition of prototype,
the qualification to be optimized and be integrated to existing practical
teaching methods as an instructional medium at a very great extent; whilst
2.51 – 3.50 elaborated the impression that a particular prototype project has
moderately attained the standard condition of prototype, the qualification to
be optimized and be integrated to existing practical teaching methods as an

42
instructional medium at a moderate extent; likewise, the 1.51 – 2.50 gave
the impression that a particular prototype project has satisfactorily attained
the standard condition of prototype, the qualification to be optimized and be
integrated to existing practical teaching methods as an instructional medium
but with a condition to undergo modification or repair to regain its optimal
function; lastly,
the 1.00 – 1.50 stated the impression that a particular prototype project has
poorly attained the standard condition of prototype, therefore does not
qualified to be optimized and be integrated to existing practical teaching
methods as an instructional medium.
4. Shapiro-Wilk Normality Test
The Shapiro-Wilk test was used to test the normal distribution of the
sample. This test exhibits high power, leading to good results even with a
small number of observations or sample sizes (<50 samples).
The test rejects the hypothesis of normality when the p-value is less
than or equal to 0.05. Failing the normality test allows you to state with
95% confidence the data does not fit the normal distribution. Passing the
normality test only allows you to state no significant departure from
43
normality was found. The researchers used the SPSS 16.0 to calculate the
normality of the sample.
5. Mann-Whitney U Test
Based on the findings generated by the normality test, a non-
parametric test must be used. Thus, the inferential statistics tool suggested
by the system was the Wilcoxon-Mann-Whitney U Test or Mann-Whitney U
Test. This tool is used to determine the significant difference between the
lecture method and the simulation method with the aid of the prototype
project at 5% level of significance. The Mann-Whitney U test is often
considered the nonparametric alternative to the independent t-test when the
dependent variable is continuous, but not normally distributed. The
performance of the students are the data subjected on this statistical
treatment. The researchers used the SPSS 16.0 to calculate the sample
ranks and U and p values.
44
The level of effectiveness of the teaching methods are measured
through the mean of the performance of the students and are interpreted in a
manner described below.
Table No. 2
Grading System
Percentage Remarks
96.00 - 100.00 Excellent
94.00 - 95.99 Superior
91.00 - 93.99 Very Good
89.00 - 90.99 Good
86.00 - 88.99 Very Satisfactory
83.00 - 85.99 High Average
80.00 - 82.99 Average
77.00 - 79.99 Fair
75.00 - 76.99 Pass
70.00 - 74.99 Conditional
0.00 - 69.99 Failing
45
In this research the following equation will determine the score
percentage of the student in a 15 item examination.
y = 0.5(x) + 50
Where:
y= the equivalent percentage
x= score of the student
Through this equation, the researchers will see the comparison of
student’s performance based on the teaching method that will be utilized in
a particular class discussion.
46
Chapter IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presented the quantitative analysis and interpretation of
the results of the locally structured survey questionnaire and the post-test as
the response of the students on the simulation and lecture teaching strategy.
The survey questionnaire determined the prototype projects for optimization
and its utilization on the learning process, whereas the post-test stands as the
response of the students towards the use of these prototype projects during
the learning process.
1. Profile of the Respondents
1.1. Gender
47
Table 3
FREQUENCY AND PERCENTAGE DISTRIBUTION
OF GENDER OF THE RESPONDENTS
First Teaching Session
Lecture Class Simulation Class Total
Gender
F P (%) F P (%)
Male 14 77.8 10 55.6 24
Female 4 22.2 8 44.4 12
Total 18 100 18 100 36
F refers to frequency
P refers to percentage
Table 3 revealed that from the total of 36 respondents, 24 or 66.7%
were male and the remainder is female. The graph showed the increase on
the population of the female (44.4%) on the simulation class compared to the
predominantly male (22.2% female) in the lecture class.
48
100
90
80
70
60
Female
50 Male
40
30
20
10
0
Lecture Class Simulation Class
Figure 2. Gender distribution of respondents by Class.
49
Table 4
FREQUENCY AND PERCENTAGE DISTRIBUTION
OF GENDER OF THE RESPONDENTS
Second Teaching Session
BSAeE BSAeE Total
Gender
F P (%) F P (%)
Male 9 81.8 6 54.5 15
Female 2 18.2 5 45.5 7
Total 11 100 11 100 22
Table 4 revealed that from the total of 22 respondents, 15 or 68.2%
were male and the remaining 7 or 31.8% is female. The graph shows the
change of population from predominant male respondents in the lecture class
to almost half dominant female (45.5%) in the Simulation class.
50
100
90
80
70
60 Female
50 Male
40
30
20
10
0
Figure 3. Gender distribution of respondents by Class
1.2 Year Section
Table 5
51
FREQUENCY AND PERCENTAGE DISTRIBUTION OF THE
RESPONDENTS BASED ON YEAR SECTION (FIRST TEACHING
SESSION)
BSAeE 4-1 BSAeE 4-3 BSAeE 4-1 BSAeE 4-3 Total
F P (%) F P (%) F P (%) F P (%)
9 25.0 9 25.0 4 11.1 14 38.9 36
LC BSAeE 4-1 LC BSAeE 4-3 SC BSAeE 4-1 SC BSAeE 4-3
Figure 4. Distribution of respondents according to year section.
The number of respondents per class was determined based on the
relative percentage on the target population using simple random sampling.
52
The respondents were divided into two class. For the Lecture Class, the
BSAeE 4-1 and BSAeE 4-3 accounted for 25%. Meanwhile, BSAeE 4-3
comprised 38.9% of the respondents while BSAeE 4-1 made up the remaining
11.1% of the sample population for the Simulation Class.
Table 6
FREQUENCY AND PERCENTAGE DISTRIBUTION OF
THERESPONDENTS BASED ON YEAR SECTION (SECOND TEACHING
SESSION)

BSAeE 4-1 BSAeE 4-3 BSAeE 4-1 BSAeE 4-3 Total
F P (%) F P (%) F P (%) F P (%)
8 36.4 3 13.6 2 9.1 9 40.9 22
53
LC BSAeE 4-1 LC BSAeE 4-3 SC BSAeE 4-1 SC BSAeE 4-3
Figure 5. Distribution of respondents according to year section.
The number of respondents per class was determined based on the
relative percentage on the target population using simple random sampling.
The respondents were divided into two class. For the Lecture Class, the
BSAeE 4-1 and BSAeE 4-3 accounted for 36.4% and 13.6% respectively.
Meanwhile, BSAeE 4-3 comprised 40.9% of the respondents while BSAeE 4-
1 made up the remaining 9.1% of the sample population for the Simulation
Class.
54
1.3 Occupational Status
Table 7
FREQUENCY AND PERCENTAGE DISTRIBUTION OF THE
RESPONDENTS BASED ON THE OCCUPATIONAL STATUS
Occupational Status F P (%)
Job-order Faculty Member 7 87.5
Full time Faculty Member 1 12.5
Total 8 100
Job-order
Fulltime
Figure 6 Distribution of respondents according to occupational status.
The number of respondents was determined based on the relative
percentage of the target population using purposive sampling. For purposes
of clustering, respondents were grouped into two categories, the Job-order
Faculty Member which comprises 87.5% of the respondents and the Full time
55
Faculty member which made up the remaining 12.5% of the sample
population.
2. The standards that qualifies the prototype projects optimization.
Table 8
Summary Tables on Standards that Qualifies Prototype
Optimization in terms of Design Precision
Prototype 1: V-Type Reciprocating Engine Model
STD. ADJECTIVAL
DESIGN PRECISION MEAN
DEVIATION DESCRIPTION
a. When prototypes are

performed, appropriate and 2.50 0.926 Satisfactorily Attain
logical feedback is given.
b. The speed of response to

actions performed is 2.38 0.916 Satisfactorily Attain
appropriate.
c. The design is aesthetically
pleasing and brings precise 2.38 0.744 Satisfactorily Attain
feedback.
d. It is designed to minimize
2.38 0.518 Satisfactorily Attain
user error.
TOTAL AVERAGE 2.41 0.793 Satisfactorily Attain
Legend: 1.00-1.50 Poorly Attain; 1.51- 2.50 Satisfactorily Attain;
2.51-3.50 Moderately Attain; 3.51-4.00 Strongly Attain
Table No.8 showed a total average mean value of 2.41 for Design
Precision with adjectival description of Satisfactorily Attain. Appropriate and
logical feedback of the prototype got the highest item mean score of 2.50 with
adjectival description of Satisfactorily Attain.
56
Table 9
Optimization in terms of Ease of Utilization
STD. ADJECTIVAL
EASE OF UTILIZATION MEAN
a. The operations, actions and
responses are consistent
b. The design is
2.63 1.061 Moderately Attain
comprehensible
c. The design is helpful for both
the starters and expert
d. Objects, buttons, actions,
and options are clearly 1.75 1.035 Satisfactorily Attain
visible and working
Table No.9 showed a total average mean value of 2.44 for Ease of
Utilization with adjectival description of Satisfactorily Attain. Its design
accessibility for beginners as well with experts got the highest item mean
score of 3.00 with adjectival description of Moderately Attain.
Prototype No. 1 got the lowest item mean out of the ten prototypes in
terms of Ease of Utilization. The serviceability options accumulated a mean
score of 1.75 with adjectival description of Satisfactorily Attain.
57
Table 10
Optimization in terms of Mode of Presentation
STD. ADJECTIVAL
MODE OF PRESENTATION MEAN
a. I feel well-informed about the
tools, functions, capabilities,

and usefulness of the
prototype after the
presentation.
b. Figures and demonstrations
are helpful.
c. It is easier to engage more

knowledge when conducting
lecture teaching method
using prototypes.
d. I gained more knowledge

about prototypes when it
comes with on-hand models.
(laboratory activities)
TOTAL AVERAGE 2.82 0.839 Moderately Attain

Table No.10 showed a total average mean value of 2.82 for Mode of
Presentation with adjectival description of Moderately Attain. Effectiveness as
teaching aid during lecture got the highest item mean score of 3.00 with
adjectival description of Moderately Attain.
58
Prototype No. 1 got the lowest item mean out of the ten prototypes in
terms of Mode of Presentation. Its usefulness and tool functions accumulated
a mean score of 2.50 with adjectival description of Satisfactorily Attain.
Table 11
Prototype 2: In-Line Reciprocating Engine Model
STD. ADJECTIVAL

performed, appropriate and

actions performed is 2.75 1.035 Moderately Attain
appropriate.
pleasing and brings precise 2.88 0.641 Moderately Attain
feedback.
user error.
Precision with adjectival description of Moderately Attain. Appropriate and
logical feedback as well as the aesthetics of the prototype got the highest item
mean score of 2.88 with adjectival description of Moderately Attain.
59
Table 12
Prototype 2: In-line Reciprocating Engine Model
STD. ADJECTIVAL
b. The design is
comprehensible
visible and working
Utilization with adjectival description of Moderately Attain. Its design
accessibility for beginners as well with experts the highest item mean score of
3.38 with adjectival description of Moderately Attain.
60
61
Table 13
Prototype 2: In-line Reciprocating Engine Model
STD. ADJECTIVAL

prototype after the
presentation.
are helpful.

using prototypes.


Presentation with adjectival description of Moderately Attain. The appreciation
of prototypes usefulness got the highest item mean score of 3.25 with
62
Table 14
Prototype 3: Opposed Reciprocating Engine Model
STD. ADJECTIVAL


appropriate.
feedback.
user error.
Precision with adjectival description of Satisfactorily Attain. Its aesthetics as
well as the design to minimize user error got the highest item mean score of
2.25 with adjectival description of Satisfactorily Attain. However, Prototype No.
3 got the lowest item mean out of the ten prototypes in terms of Design
Precision. Its speed of response garnered a mean score of 1.75 with
adjectival description of Satisfactorily Attain. Hence, this prototype also got the
lowest total average mean score of all the three standards.
63
Table 15
STD. ADJECTIVAL
b. The design is
comprehensible
visible and working
Utilization with adjectival description of Satisfactorily Attain. The design
comprehensibility as well as its design accessibility for beginners as well with
experts got the highest item mean score of 2.63 with adjectival description of
Moderately Attain.
64
Table 16
STD. ADJECTIVAL

prototype after the
presentation.
are helpful.

using prototypes.


Presentation with adjectival description of Moderately Attain. Its effectiveness
as teaching aid during lecture got the highest item mean score of 2.75 with
65
Prototype No. 3 got the lowest total average mean out of the ten
prototypes in terms of Mode of Presentation. Appreciation of prototypes
usefulness accumulated a mean score of 2.66 with adjectival description of
Satisfactorily Attain.
Table 17
Prototype 4: Turbojet Type of a Gas Turbine Engine Model
STD. ADJECTIVAL


appropriate.
feedback.
user error.
Precision with adjectival description of Moderately Attain. The design
aesthetics of the prototype got the highest item mean out of the ten prototypes
66
in terms of Design Precision with a mean score of 3.38 with adjectival
description of Moderately Attain.
Table 18
Prototype 4: Turbojet type of a Gas Turbine Engine Model
STD. ADJECTIVAL
b. The design is
comprehensible
and options are clearly 3.00 0.535 Moderately Attain
visible and working
67
Table 19
STD. ADJECTIVAL

prototype after the
presentation.
are helpful.

3.63 0.518 Strongly Attain
using prototypes.

TOTAL AVERAGE 3.54 0.587 Strongly Attain

Presentation with adjectival description of Strongly Attain. Its effectiveness as
teaching aid during lecture and laboratory activities got the highest item mean
score of 3.63 with adjectival description of Strongly Attain which is also the
68
highest item mean out of the ten prototypes in terms of Mode of Presentation.
Hence, it got the highest total average mean of all three standards.
Table 20
Prototype 5: Radial Reciprocating Engine Model
STD. ADJECTIVAL


appropriate.
feedback.
user error.
Precision with adjectival description of Satisfactorily Attain. The aesthetics of
the prototype got the highest item mean score of 2.38 with adjectival
description of Satisfactorily Attain.
69
Table 21
STD. ADJECTIVAL
b. The design is
comprehensible
visible and working
Utilization with adjectival description of Satisfactorily Attain. The prototype’s
design accessibility for beginners as well with experts got the highest item
Prototype No. 5 got the lowest total average mean out of the ten
prototypes in terms of Ease of Utilization.
70
Table 22
STD. ADJECTIVAL

prototype after the
presentation.
are helpful.

using prototypes.


Table No. 22 showed a total average mean value of 2.66 for Mode of
Presentation with adjectival description of Moderately Attain. Effectiveness as
teaching aid during lecture got the highest item mean score of 2.75 with
adjectival description of Moderately Attain
71
Like Prototype No.3, Prototype No. 5 also got the lowest total average
mean out of the ten prototypes in terms of Mode of Presentation. Appreciation
of its usefulness accumulated a mean score of 2.66 with adjectival description
of Satisfactorily Attain.
Table 23
STD. ADJECTIVAL


appropriate.
feedback.
user error.

72
Precision with adjectival description of Moderately Attain. Its design to
minimize user error and the aesthetics of the prototype got the highest item
mean score of 2.75 with adjectival description of Satisfactorily Attain.
Table 24
STD. ADJECTIVAL
b. The design is
comprehensible
visible and working
Utilization with adjectival description of Moderately Attain. Its consistency as
well as its design comprehensibility got the highest item mean score of 2.75
with adjectival description of Moderately Attain.
73
Table 25
STD. ADJECTIVAL

prototype after the
presentation.
are helpful.

using prototypes.


Presentation with an adjectival description of Moderately Attain. Prototypes’
74
helpful demonstrations as well as effectiveness as teaching aid during
laboratory activities got the highest item mean score of 2.88 with adjectival
Like Prototype No.1, Prototype No. 6 got the lowest item mean out of
the ten prototypes in terms of Mode of Presentation. Appreciation of
prototypes usefulness accumulated a mean score of 2.50 with adjectival
description of Satisfactorily Attain.
Table 26
Prototype 7: Radial Reciprocating Engine
STD. ADJECTIVAL


appropriate.
feedback.
user error.
75
Precision with adjectival description of Moderately Attain. Appropriate and
logical
feedback of the prototype got the highest item mean score of 3.00 with
Table 27
STD. ADJECTIVAL
b. The design is
comprehensible
visible and working
Utilization with adjectival description of Moderately Attain. The consistency of
this prototype got the highest item mean score of 3.00 with adjectival
76
Table 28
STD. ADJECTIVAL

prototype after the
presentation.
are helpful.

using prototypes.


77
Table No. 28 showed a total average mean value of 2.79 for Mode of
as teaching aid during lecture and laboratory activities got the highest item
Table 29
STD. ADJECTIVAL


appropriate.
feedback.
user error.

78
minimize user error got the highest item mean score of 3.13 with adjectival
Table 30
STD. ADJECTIVAL
b. The design is
comprehensible
visible and working
79
score of 3.63 with adjectival description of Strongly Attain. Prototype No. 8 got
the highest total average mean out of the ten prototypes in terms of Ease of
Utilization.
Table 31
STD. ADJECTIVAL

prototype after the
presentation.
are helpful.

using prototypes.
80


Presentation with adjectival description of Moderately Attain. Appreciation of
prototypes usefulness, helpful demonstration and effectiveness as teaching
aid during lecture and laboratory activities all got the same mean score of
3.00 with adjectival description of Moderately Attain.
Table 32
Prototype 9: Turboprop type of a Gas Turbine Engine Model
STD. ADJECTIVAL


appropriate.
feedback.
81
user error.
minimize user error and the aesthetics of the prototype got the highest item
Table 33
STD. ADJECTIVAL
b. The design is
comprehensible
visible and working
82
Utilization with adjectival description of Moderately Attain. Prototype’s design
Table 34
STD. ADJECTIVAL

prototype after the
presentation.
are helpful.
83
using prototypes.


as teaching aid during lecture got the highest item mean score of 3.50 with
Table 35
Prototype 10: Wind Tunnel Scale Model
STD. ADJECTIVAL

84
appropriate.
feedback.
user error.
minimize user error got the highest item mean score of 3.38 with adjectival
description of Moderately Attain. As well with prototype 4, Prototype No. 10
got the highest item mean out of the ten prototypes in terms of Design
Precision garnering a mean score of 3.38 with adjectival description of
Moderately Attain.
Table 36
STD. ADJECTIVAL
85
b. The design is
comprehensible
visible and working
Utilization with adjectival description of Moderately Attain. The prototype’s
design accessibility for beginners as well with experts got the highest item
mean out of the ten prototypes in terms of Ease of Utilization with a mean
score of 3.75 with adjectival description of Strongly Attain.
Table 37
STD. ADJECTIVAL
86

prototype after the
presentation.
are helpful.

using prototypes.


Presentation with adjectival description of Moderately Attain. The appreciation
of prototypes usefulness as well as its helpful demonstrations got the highest
item mean score of 3.50 with adjectival description of Moderately Attain.
3. Level of Effectiveness of Lecture Method and Simulation Method based on
the performance of the students.
87
3.1 Written Examination
Table 38
Summary Table of Written Examination Scores
Legend: 96.00-100.00 Excellent; 94.00-95.99 Superior; 91.00-93.99 Very Good; 89.00-90.99 Good; 86.00-88.99
Very Satisfactory; 83.00-85.99 High Average; 80.00-82.99 Average; 77.00-79.99 Fair; 75.00-76.99 Pass; 70-74.99
Conditional; 0.00-69.99 Failing
Table 38 depicted the written examination scores and its equivalent
percentage of all the students during the first teaching session. Results
showed that the highest and lowest score attained by Lecture class was 13
and 7 points respectively with a mean percentage of 86.06%. On the other
hand, the highest
88
and lowest scores attained by Simulation Class was 15 and 1 point
respectively with a mean percentage of 82.39%.
Table 39
Summary Table of Written Examination Scores
Legend: 96.00-100.00 Excellent; 94.00-95.99 Superior; 91.00-93.99 Very Good; 89.00-90.99 Good; 86.00-88.99
Very Satisfactory; 83.00-85.99 High Average; 80.00-82.99 Average; 77.00-79.99 Fair; 75.00-76.99 Pass; 70-74.99
Conditional; 0.00-69.99 Failing
Table 39 depicted the written examination scores and its equivalent
percentage of all the students during the second teaching session. Results
showed that the highest and lowest score attained by Lecture class was 9 and
5points respectively with a mean percentage of 88.18%. On the other hand,
the highest and lowest score attained by the Simulation Class was 10 and 9
points respectively with a mean percentage of 99.55%
89
3.2 Oral Examination
Table 40
Summary Table of Oral Examination Scores
Legend: 96.00-100.00 Excellent; 94.00-95.99 Superior; 91.00-93.99 Very Good; 89.00-90.99 Good; 86.00-
88.99 Very Satisfactory; 83.00-85.99 High Average; 80.00-82.99 Average; 77.00-79.99 Fair; 75.00-76.99
Pass; 70-74.99 Conditional; 0.00-69.99 Failing
Table 40 depicted the oral examination scores and its equivalent
percentage of all the students during the first teaching session. Results
showed that 10 out of 15 questions were answered correctly by the students
under the Lecture Class with a percentage of 83.33%. On the other hand, 14
out of 15 questions were answered correctly by the students under the
Simulation Class with a percentage of 96.67%.
90
Table 41
Summary Table of Oral Examination Scores
Legend: 96.00-100.00 Excellent; 94.00-95.99 Superior; 91.00-93.99 Very Good; 89.00-90.99

Good; 86.00-88.99 Very Satisfactory; 83.00-85.99 High Average; 80.00-82.99 Average; 77.00-
79.99 Fair; 75.00-76.99 Pass; 70-74.99 Conditional; 0.00-69.99 Failing
Table 41 depicted the oral examination scores and its equivalent
percentage of all the students during the second teaching session. Results
showed that 8 out of 15 questions were answered correctly by the students
under the Lecture Class with a percentage of 76.67%. On the other hand, 13
out of 15 questions were answered correctly by the students under the
Simulation Class with a percentage of 93.33%.
91
4. Inferential Statistics on the Assessment of Student’s Performance based on
the Teaching Method used.
Table 42
Summary Table for Shapiro-Wilk Test for data normal distribution
on student’s performance based on the teaching method used
Shapiro-Wilk Statistical
Teaching Method Normality
Statistic df Sig. Treatment
Lecture Method
.824 18 .003 Skewed
First Session Mann-Whitney U
Simulation Method Test
.937 18 .254 Normal
First Session
Lecture Method
.822 11 .018 Skewed
Second Session Mann-Whitney U
.345 11 .001 Skewed
Second Session
For dataset small than 2000 elements, the Shapiro-Wilk test,
otherwise, the Kolmogorov-Smirnov test was used. In this case, the random
sample from the population for the first and second sessions were only 18 and
11 students respectively, and therefore, the Shapiro-Wilk was used. At 0.05
significant level of difference, only the result of the written examination during
92
the first session of the Simulation Class were normal distributed and the rest
are already skewed.
So to test the significant difference between lecture method and
simulation during the first and the second sessions, a nonparametric test was
applied for statistical treatment. In this study, the Mann-Whitney U Test (also
called Wilcoxon-Mann-Whitney Test) was used as the nonparametric test to
assess the significant difference between the performance of students
subjected to different teaching strategies for two sessions.
Table 43
Summary Table for Wilcoxon Rank Test on student’s learning
comprehensionbased on teaching method used in terms of Written
Examination
Teaching Method N Mean Rank Sum of Ranks
Lecture Method 18 20.47 368.50
Simulation Method 18 16.53 297.50
Total 36
(First Session)
Results indicated that the mean rank of the students who attended the
lecture is higher with 20.47 compared to the mean rank of the students who
undergo the simulation method with 16.53. Therefore, performance of the
93
students in the written examination during the first session was higher on the
lecture than on the simulation.
Table 44
Summary Table for Mann-Whitney U test on student’s learning
comprehension based on teaching method used in terms of Written
Examination
Written
Examination
Mann-Whitney U 126.500
Wilcoxon W 297.500
Z -1.139
Asymp. Sig. (2-tailed) 0.254
(First Session)
Data showed that there is no significant difference (U=126.500,
p=0.254) between the performance of the students in the identified teaching
strategies in the written examination during the first session. Therefore, the
written examination results of the students who attended the lecture is not
significantly higher to the written examination results of the students under the
simulation method.
Table 45
Summary Table for Wilcoxon Rank Test on student’s learning
Examination
94
Lecture 11 6.18 68.00
Simulation 11 16.82 185.00
Total 22
(Second Session)
The data showed that the results of the written examination of the
students in the simulation is higher with a mean rank of 16.82, compared to
the mean rank of the students in the lecture with 6.18. Therefore, the
performance of
the students in the written examination during the second session is higher on
the simulation than on the lecture.
Table 46
Summary Table for Mann-Whitney U test on student’s learning
Examination
Written
Examination
Wilcoxon W 68.000
Z -4.067
Asymp. Sig. (2-tailed) .001
(Second Session)
The test statistics result indicate that there is a significant difference on
the performance of the students on the lecture and simulation methods. At
0.05 critical level of significance, the percentage scores in the written
95
examination of the students who attended the simulation is significantly
different with the percentage scores in the written examination of the students
at U=2, p=0.001.
4.2 Oral Recitation
Table 47
Summary Table for Shapiro-Wilk Test for data normal distribution
on student’s performance based on the teaching method used
Shapiro-Wilk Statistical
Teaching Method Normality
Statistic df Sig. Treatment
Lecture Method
.603 15 .001 Skewed
First Session Mann-Whitney U
.284 15 .001 Skewed
First Session
Lecture Method
.643 15 .001 Skewed
Second Session Mann-Whitney U
.413 15 .001 Skewed
Second Session
96
In this case, the random sample from the population for the first and
second sessions were still 18 and 11 students respectively, and therefore, the
Shapiro-Wilk is used. At 0.05 significant level of difference, all of the result
from the oral examination during the second session were skewed. So to test
the significant difference between lecture method and simulation during the
first and the second sessions, a nonparametric test is applied for statistical
treatment namely the Mann-Whitney U test.
Table 48
Summary Table for Wilcoxon Rank Test on oral recitation based on
teaching method used in terms of Written Examination
Lecture Method 15 13.50 202.50
Simulation Method 15 17.50 262.50
Total 30
(First Session)
Results indicated that the mean rank of the students who attended the
simulation is higher with 17.50 compared to the mean rank of the students
who undergo the lecture method with 13.50. Therefore, performance of the
students in the 15 item oral examination during the first session was higher on
the simulation than on the lecture.
97
Table 49
Summary Table for Mann-Whitney U test on oral recitation based on
Oral
Examination
Wilcoxon W 202.500
Z -1.795
(First Session)
Data showed that there is no significant difference (U=82.500,
p=0.073) between the performance of the students in the identified teaching
strategies in the oral examination during the first session. Therefore, the oral
examination
results of the students who attended the simulation was not significantly
higher to the oral examination results of the students under the lecture
method.
Table 50
Summary Table for Wilcoxon Rank Test on oral recitation based on
Lecture 15 13.00 195.00
Simulation 15 18.00 270.00
Total 30
(Second Session)
98
The data showed that the results of the oral examination of the
students in the simulation was higher with a mean rank of 18.00, compared to
the mean rank of the students in the lecture with 13.00. Therefore, the
performance of the students in the 15 item oral examination during the second
session was higher on the simulation than on the lecture.
Table 51
Summary Table for Mann-Whitney U test on oral recitation based on
Oral
Examination
Wilcoxon W 195.000
Z -1.959
(Second Session)
The test statistics result indicated that there was a significant difference
on the performance of the students on the lecture and simulation methods. At
99
0.05 critical level of significance, the percentage scores in the written
examination of the students who attended the simulation was significantly
different with the percentage scores in the written examination of the students
at U=75, p=0.05.
Chapter V
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION
This chapter discussed the summary of findings, the conclusion drawn
from the findings, and the recommendations based on the findings and
conclusions.
100
5.1 Summary
This study focused on the optimization of prototype projects of
Aeronautical Engineering students of Philippine State College of Aeronautics-
Villamor Campus toenhance existing practical teaching methods. In the first
quantitative phase of this study, the researchers evaluated the current
condition of concluded prototype projects via perceptive survey questionnaire
in terms of design precision, ease of utilization and mode of presentation.
Subsequently, on the second phase of this study, a classroom teaching
sessions were conducted followed by a post-test examination which consist of
written and oral type of examination to measure the level of effectiveness of
the two (2) conducted teaching methods. Inferential analysis was done to test
if there was significant difference on the student’s learning comprehension
and oral recitation when respondents undergo two different teaching methods.
More specifically, this study answered the following questions:

1. What is the demographic profile of the respondents in terms of:
1.1 Gender
1.2 Section
1.3 Occupational Status?
2. What prototype projects of aeronautical engineering students have met
the standards that qualifies its optimization in terms of:
2.1 Design Precision
101
2.2 Ease of Utilization (user friendly)
2.3 Mode of Presentation?
3. What level of effectiveness do the lecture method and the simulation
teaching method with the utilization of prototype projects reflect based
on the performance of the students on:
3.1Written Examination
3.2 Oral Examination?
4. Is there a significant difference between the lecture method and the
simulation teaching method with utilization of prototype projects in the
performance of the students in terms of:
4.2 Oral Recitation?
This study hypothesized that:
There is no significant difference on the performance of the students in
the lecture method and the discussion teaching method with the utilization of
prototype projects in terms of:
102
1.2 Oral recitation
A locally structured questionnaire on optimization of prototype projects
was used to gather data. The questionnaire made use of a four-point Likert
scale that was divided into three areas, i.e., design precision, ease of
utilization and mode of presentation. The questionnaire underwent content
validation by internal experts who have sufficient knowledge in the field of
Engineering and were considered experts in the field of educational
management, administration, and educational policy formulation.
Reliability of the data gathering instrument was established through
Cronbach’s Alpha using the software SPSS 16.0 for Windows.
Sample population in the first phase of this study was determined using
purposive sampling involving Aero-AT and instructors. Eight (8) instructors
were taken as respondents. Meanwhile, simple random sampling was utilized
to select among the 4th year Aeronautical Engineering students for the
second phase of this study. Total target population is 103 students of which
thirty six (36) and twenty two (22) students were taken as respondents for the
first and second session respectively and were randomly selected.
5.2 Summary of Findings
103
The following are the results of the study based on the stated problem
statements in Chapter 1.
5.2.1 Profile of the Respondents
5.2.1.1. Gender of Respondents
Forty one or about 70.7% of the respondents are males that basically
belong to the first teaching session of the lecture class while majority of the
females or 29.3 % are from the first teaching session simulation class
5.2.1.2 Section of Respondents
Thirty five or about 60.3% of the respondents is BSAeE4-3 that
basically belong to the first teaching session simulation class while the
majority of the BSAeE 4-1 or 39.7 % are from the first teaching session
lecture class
5.2.1.3 Occupational Status of Respondents
Eighty seven percent of the respondents are Job-order faculty
member and the rest are Full time faculty members.
5.2.2 Standards that qualifies prototype projects’ optimization
104
5.2.2.1. Design Precision
Respondents favorably perceived Prototype Project No. 2, 4, 6, 7, 8, 9,
and 10 to have moderately met this standard with a mean scores ranging from
2.56 to 3.10, all having an adjectival description of Moderately Attain.
Meanwhile, Prototype Project No. 1, 3, and 5 were only perceived to
have satisfactorily met its design precision with a mean score of 2.41, 2.03,
and 2.19 respectively with an adjectival description of Satisfactorily Attain.
However, among the 3 standards, the precision of prototype project design
got the lowest
mean score of 2.03 in which originates from Prototype Project No. 3 that is a
model of horizontally opposed reciprocating engine.
5.2.2.2. Ease of Utilization

Prototype Project No. 2, 4, 6, 7, 8, 9, and 10 were perceived by the
respondents to have moderate user comfort with a mean score ranging from
2.66 to 3.38, all having an adjectival description of Moderately Attain.
Nonetheless, Prototype Project No. 1, 3 and 5 were only perceived by
the respondents to have acceptable user comfort with a mean score of 2.44,
2.29 and 2.28 respectively with adjectival description of Satisfactorily Attain.
5.2.2.3. Mode of Presentation

Results showed that only Prototype Project No. 4 was perceived to
have a very high prospect to effectively demonstrate its design and
operations, may it be by lecture or hands-on activities. A mean score of 3.54
105
was computed with an adjectival description of Strongly Attain. Hence, this
standard got the highest mean score among the 3 standards.
Favorably, the nine (9) remaining Prototype Projects were perceived to
have a high prospect of effective class demonstration with a mean score
ranging from 2.66 to 3.50, all having an adjectival description of Moderately
Attain.
5.2.3 Level of Effectiveness of Lecture Method and Simulation Method
based on the performance of the students.
5.2.3.1. Written Examination
In the first teaching session, students who attended the Lecture Class
got the higher percentage mean of 86.06% with a remarks of High
Satisfactory while the Simulation Class only got 82.39% with a remarks of
Average obtaining a percentage difference of 3.61%.
However, on the second teaching session, students who attended the
Simulation Class got the higher percentage mean of 99.55% with a remarks of
Excellent while the Lecture Class only got 88.18% with a remarks of Very
Satisfactory obtaining a higher percentage difference of 11.37%.
106
5.2.3.2 Oral Examination
In the first teaching session, students who attended the Simulation
Class got the higher percentage mean of 96.67% with a remarks of Excellent
while the Simulation Class only got 83.33% with a remarks of High Average.
Likewise, on the second teaching session, students who attended the
Simulation Class got the higher percentage mean of 93.33% with a remarks of
Very Good while the Lecture Class only got 76.67% with a remarks of Fair.
5.2.4 Inferential Statistics on the Assessment of Student’s Performance
based on the Teaching Method used.
5.2.4.1 Student learning comprehension
The researchers used the Mann-Whitney U test to measure the
significant difference in student’s learning comprehension who underwent
lecture method and simulation method as reflected by the result of their
written examination.
107
For the first teaching session, an introduction to Gas Turbine Engine,
its types and parts were the subject of discussion. Results showed that the
mean rank scores of the students who attended the lecture class is higher
with 20.47 compared to the mean rank of the students who underwent the
simulation class
with 16.53. However, test statistics result show that there was no significant
difference (U=126.500, p=0.254) between the performance of the students in
the identified teaching strategies in the written examination during the first
session.
This confirmed the null hypothesis that there is no significant difference
on the student’s performance in the lecture method and simulation method in
terms of student learning comprehension. This implied that both of the
teaching methods had a similar effect on student’s learning comprehension.
In the second teaching session, incorporation of the engine parts to
realize the operating principles of gas turbine engine was the focus of the
discussion. The results showed the written examination of the students who
attended the simulation class was higher with a mean rank of 16.82,
compared to the mean rank of the students in the lecture class with 6.18.
Moreover, test statistics result showed that there was a significant difference
on the performance of the students who attended the lecture and simulation
class. At 0.05 critical level of significance, the percentage scores in the written
108
examination of the students who attended the simulation class was
significantly different with the percentage scores in the written examination at
U=2, p=0.001.
This contradicted the null hypothesis that there is no significant
difference on the student’s performance in the lecture method and simulation
method in terms of student learning comprehension. This implied that there is
variation on student’s learning comprehension depending on the teaching
method used, with the simulation method giving statistically more favorable
written examination result than the lecture method.
5.2.4.2 Oral Recitation
The researchers used the Mann-Whitney U test to measure the
significant difference on oral recitation who underwent lecture method and
simulation method as reflected by the result of their 15 item oral examination.
For the first teaching session, an introduction to Gas Turbine Engine, its types
and parts were the subject of discussion. Results showed that the mean rank
scores of the students who attended the simulation class was higher with
17.50 compared to the mean rank of the students who underwent the lecture
109
class with 13.50. However, test statistics result showed that there was no
significant difference (U=82.500, p=0.073) between the performance of the
students in the identified teaching strategies in the oral examination during the
first session.
This confirmed the null hypothesis that there is no significant difference
on the student’s performance in the lecture method and simulation method in
terms of oral recitation. This implied that both of the teaching methods has a
similar effect on student’s oral class participation.
In the second teaching session, incorporation of the engine parts to
realize the operating principles of gas turbine engine was the focus of the
discussion. The results showed the oral examination of the students who
attended the simulation class was higher with a mean rank of 18.00,
compared to the mean rank of the students in the lecture class with 13.00.
Moreover, test statistics result showed that there was a significant difference
on the performance of the students who attended the lecture and simulation
class. At 0.05 critical level of significance, the percentage scores in the written
examination of the students who attended the simulation class was
significantly different with the percentage scores in the written examination at
U=75, p=0.05.
110
This contradicted the null hypothesis that there is no significant
difference on the student’s performance in the lecture method and simulation
method in terms of oral recitation. This implied that there is variation on
student’s learning comprehension depending on the teaching method used,
with the simulation
method giving statistically more favorable oral examination result than the
lecture method.
5.3. Conclusions
Based on the findings of the study, the following conclusions were
drawn:
5.3.1.1 Instructors of Aero-AT Department generally perceived the
concluded prototype projects of Aeronautical Engineering students to have
moderately met the standards that qualifies for its optimization especially
when it comes to prototype project’s Ease of Utilization and Mode of
Presentation. Meanwhile, the Design Precision of prototype projects required
a more thorough attention in achieving appropriate and logical feedbacks as
well as the speed of response during mechanical demonstrations.
111
5.3.1.2 Gas Turbine Engine prototype projects were all generally
perceived by Instructors of Aero-AT Department to have moderately met all
the standards that qualifies for its optimization.
5.3.2. The level of effectiveness of the teaching method was
significantly affected depending on the teaching method used in the chosen
topic of discussion.
As shown in the statistically significant and reliable data, the first
teaching session did not implied any significant difference on student learning
comprehension and oral recitation when different teaching methods were
used to discuss the first chosen topic. In contrary, the second teaching
session confirmed that there is a significant difference on both student’s
learning comprehension and oral recitation when different teaching methods
are used to discuss a chosen topic that is different from what was discussed
during the first teaching session, being simulation method giving statistically
more favorable result than the lecture method.
112
Therefore, this suggested a relationship between teaching methods to
the subject matter to be discussed.
5.4 Recommendations
On the basis of the above conclusions, the following recommendations
were proposed:
5.4.1. A comprehensive maintenance and management system is
recommended to safeguard, monitor and enhance the condition of prototype
projects. By implementing these, it will ensure the productivity and
effectiveness
of the prototype as a teaching medium whenever being used during class
discussions. The management system shall provide all the necessary
procedures in the organization of prototype projects. The Aero AT
113
Organization shall be appointed as an administrative body to supervise and
implement its policies and guidelines.
5.4.2. Repair and modification of existing prototype projects. All
prototype projects of Aeronautical Engineering students that have
satisfactorily passed the standards set by the researchers as perceived by the
Aero-AT Instructors shall all undergo repair and modification. The succeeding
batch of students who will take up the subject course where the prototype
project/s originated shall be the one to perform the repair and modification
procedures. By employing these, it will
help the students to be economical and enhance their creativity and critical
thinking skills.
5.4.3. Long term projects to produce high quality prototypes. To have
sufficient time to identify materials and equipment to be procured and long
term plan of design construction. By doing so, it will produce better quality of
prototypes that can be readily optimized by the instructors to enhance the
teaching - learning process.
5.4.4. Re-tooling of Instructor’s teaching methods. A comprehensive
exploration of alternative teaching techniques e.g. use of prototype projects
114
will help them in selecting an effective teaching method for a particular subject
matter.
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Philippine State College of Aeronautics

Institute of Engineering and Technology

Using models or prototypes allow the students to enhance creative

This perception was the reason for instructors to involve students to

construct various prototype projects in their respective engineering subjects.

Hands-on engagement of students in the fabrication of prototype projects

helped the researchers to realize the significance of their involvement to gain

a deeper understanding to the processes or principles of a particular machine

that they want to study.

A wide range of multidisciplinary aeronautical-based design projects

led by students of aeronautical engineering has paved the way in transforming

perceived ideas into workable prototypes that is essential to both students

and instructors growth.

Throughout the years, a vast number of successful prototype projects

later on became an imminent problem. This was after researchers have

observed that after concluding these prototype projects, no subsequent

In effect, this has led to the abandonment of several projects into

scenario had been evidently disregarded causing gradual deterioration of the

However, existing aeronautical designs are subject for assessment that

rapid aerodynamic prototype projects for aeronautical engineering students

provide a means to reduce the cost of investment. The result of testing

Background of the Study

The Philippine State College of Aeronautics is a leader institution

committed to the scientific advancement in aeronautical sciences, technology

vision in honing competitive professionals in the aviation industry.

Aeronautical engineering program covers engineering disciplines

applied in research and development e.g. observation of aerodynamic

characteristics of airfoils, construction of flight related prototypes, simulation of

believed that these disciplines can be further realized by relating a workable

prototype project and its particular design concepts.

However, the researchers had observed that due to improper handling

of the prototype projects of Aeronautical Engineering students, the said

Institute of Engineering and Technology that evaluated the current condition of

all concluded prototype projects. Hence, the researchers identified which

among the prototype projects could still be optimized and be used as a

Statement of the Problem

problems on the optimization of prototype projects to enhance existing

practical teaching methods.

1. What is the demographic profile of the respondents in terms of:

1.2 Year Section

1.3 Occupational Status

standard that qualifies its optimization in terms of?

2.1 Design Precision

2.2 Ease of Utilization (user friendly)

2.3 Mode of Presentation

3. What level of effectiveness do the lecture method and the simulation

method via optimization of prototype projects reflect based on the

performance of the students on:

3.1 Written Examination

3.2 Oral Examination

4. Is there a significant difference between the lecture method and the

simulation method with utilization of prototype projects in the performance of

the students in terms of:

4.1 Student learning comprehension

4.2 Oral Recitation

In this study, the null hypothesis was tested statistically at 5% level of

Ho1: There is no significant difference on the performance of the students in

prototype projects in terms of:

1.1 Student learning comprehension