Automotive Lighting System Simulator
Arnelo D. Naelga1, Lad H. Labrada2

1Arnelo D. Naelga, University of Science and Technology of Southern Philippines.

2Lad H. Labrada, University of Science and Technology of Southern Philippines.

Manuscript received on 08 April 2019 | Revised Manuscript received on 15 April 2019 | Manuscript Published on 24 May 2019 | PP: 513-526 | Volume-8 Issue-6S3 April 2019 | Retrieval Number: F11040486S319/19©BEIESP

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Abstract: This study aims to determined automotive lighting system simulator and its effect in improving students performance. The study looked into the following questions: What is the respondents input variable in terms of; gender, year level, scholarship status, family income, purpose of taking the course, number of units, attendance and participation. What is the pre-test written and practical score in terms of; park/tail, head, turn signal, brake, reverse, horn, hazard, dome light, door light. Is there any significant difference in respondents pre-test and post-test written and practical scores and To what extent does the input and process variable explains output variable This study made use of the descriptive research design. Descriptive statistics; means, percentages and standard deviations and inferential statistics one tailed t-test and multiple linear regression analysis were used. The study was conducted to 44 students taking AET 161 (Advanced Undercarriage Services) at Mindanao State University – Iligan Institute of Technology. The result showed all the respondents are third year students. The majority are males with no scholarship status. Majority of the respondents’ fathers’ and mother’s monthly income is from none to 5,000 and below. The data further showed that majority of the respondents’ current number of units is 21-24 and that through substantial number of student took the course because of No available slots, but majority took the course because of job demand, work abroad, and to sustain and provide for family. Majority attendance is from 7 to 8 and their participation during the study in from 19-30, classified as good to very good. Majority of respondents’ pre-test written score is fair and pre-test practical score is poor. Majority of respondents’ post-test written score is very good post-test practical score is very good, as evaluated by 3 experts. The result indicates that the post-test written is significant higher than the pre-test written (T=20.00**) and post test practical is significant higher than the pre-test practical (T=20.73**). Respondent written post-test is not influenced or affected by the respondents gender, father’s income, mother’s income, current number of units, purpose of taking course, total attendance, pre-test written and pre-test practical. However, individually participation have a significant effect in respondents’ post-test written. There is significant and highly significant effect in individual variables to the respondents’ post test practical exam. Specifically, on current number of units, purpose of taking course and attendance to practical post-test of students and participation in written post-test. Thus, it is therefore recommended that; the administration may strengthen research innovation that enhances students’ performance. Teachers requested to innovate or use the automotive lighting system to address competency gap of the automotive student in automotive lighting system and providing relevant laboratory tools that replicate the ideal set up of automotive lighting system troubles, operations and circuits. The students are highly encouraged to maximize and appreciate actual visualization of the electrical lighting system set up and actual wire troubles, in order to familiarize the operation and behavior of its components.

Keywords: Research Instructional Trainer, Automotive Lighting Simulator.
Scope of the Article: Knowledge Systems and Engineering