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35
Outcomes from Participation in Automotive Servicing
and Troubleshooting Training Program Among
Lantapan Beneciaries
Jose Benito C. Ronolo
Bukidnon State University
ORCID No. 0000-0002-6907-9509
josebenitoronolo@buksu.edu.ph
Maria Efrelij J. Cuadra
Bukidnon State University
ORCID No. 0000-0002-3153-3518
efrelijcuadra@buksu.edu.pc
Gretchen L. Gonzaga
University of Bonn
ORCID No.: 0000-0001-5953-6836
ggonzag@uni-bonn.de
Nestor Aznar Jr.
San Isidro College
ORCID No. 0009-0003-5001-0143
naznar@sic.edu.ph
Heromeo Onahon III
Bukidnon State University
ORCID No. 0009-0004-9262-6381
2101201008@student.buksu.edu.ph
Abstract
The Basic Automotive Servicing and Troubleshooting Training Program, conducted by
Bukidnon State University in collaboration with the local government of Lantapan, aimed to
enhance the technical skills and employability of the local youth. This program, part of a broader
initiative to promote sustainable development and poverty reduction, included three sessions
between September and November 2023. Using a theory of change framework, the study evaluated
the program’s impact on participants’ knowledge and skills. Pretest and post-test analyses revealed
signicant improvements in technical prociency, as evidenced by the ANOVA results showing
a notable increase in test scores from an average of 7 to 11.16. A qualitative method assisted
in the analysis of the outcomes of the training. Participants demonstrated enhanced abilities in
engine management system activities, with marked improvements in both pre-scanning and post-
|Submitted 6/26/2024 | Accepted 7/18/2024 | Revised 10/18/2024
This article is freely available under the Creative Commons Attribution License. It allows for the usage, distribution, and reproduction across various platforms,as long
as proper credit is given to the original source. © 2024 APJSBS. Published by Bukidnon State University.
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scanning processes. The training program not only provided practical automotive skills but also
fostered personal and professional growth, preparing participants for future career opportunities.
This study underscores the critical role of targeted vocational training programs in community
development and capacity building.
Keywords: Automotive, troubleshooting, outcomes
Introduction
The Extension Program from Bukidnon State University, targeted at empowering
Lantapan communities through Livelihood and Technology for Sustainable Development, has
been a beacon of hope in providing essential livelihood programs. Specically, the Automotive
Servicing and Troubleshooting Program, aimed at School Youth, Adults, and the SK Federation
of the municipality, was conducted over three sessions between September and November 2023,
culminating on November 29, 2023. This initiative is part of a larger effort to stimulate positive,
sustainable development at the local level.
Following the Asian nancial crisis, there has been a notable recovery in the Philippine
car industry, although its performance pales in comparison to the global stage, especially against
the backdrop of the ourishing service industry in the world’s advanced economic systems,
which employs a signicant majority of the workforce (Quimba & Rosellon, 2012; Velimirovic &
Duboka, 2016).
Extension services, considered the “third mission” of higher education institutions, play
a crucial role in allowing universities and their staff to impart specialized knowledge beyond the
connes of their campuses. The impact of these services, which include areas such as computer
literacy, health education, and livelihood programs, has been highly satisfactory, showcasing
positive social and economic repercussions (Sermona et al., 2020; Salazar, 2020).
A pivotal partnership formed between the local government of Lantapan and Bukidnon
State University, sealed by a Memorandum of Agreement, underscored the joint commitment to
conducting a needs assessment survey. This collaboration birthed the Livelihood and Technology
Training program, with Automotive Servicing and Troubleshooting being a key component. The
overarching goal lies in fostering sustainable livelihood training aimed at poverty reduction,
enhancing local capabilities, and generating new opportunities for the impoverished while
grooming a globally competitive workforce in Lantapan, Bukidnon.
Notwithstanding the success in delivering the training to its intended recipients, an
evaluative lens is necessary to truly gauge the project’s impact on the community. As highlighted
by Franz (2013), evaluating the outcomes of university extension programs is pivotal in assessing
their efcacy in meeting educational and developmental objectives. These evaluations not
only shine a light on the program’s strengths and areas needing improvement but also serve to
augment the quality and effectiveness of the services rendered. There is an articulated desire
within the University to delve into the outcomes produced by the extension program for its
beneciaries, prompting a study to unearth the tangible results yielded by the Basic Automotive
and Troubleshooting Services Program’s training.
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Outcomes from Participation in Automotive Servicing and Troubleshooting
Framework of the Study
A valuable tool for explaining and illuminating social policies or program activities results
and impacts is the theory of change (ToC). The ToC was created by renowned expert in policy
studies and program assessment, Carol Weiss, as a potent technique for comprehending how
programs result in desired outcomes. Weiss work had a signicant impact on social transformation
and program evaluation.
Figure 1
Theory of Change Model
Community resources are referred to as the input phase in the ToCo Both tangible and
intangible assets, such as money, people, buildings, machinery, and information, are considered
resources. Program activities are built upon resources. Activities refer to the particular
measures that the program has taken to bring about change. They convert resources into
deliverables or nal products. The end products of a program are its outputs. They serve as
an example of the outputs of the program (training sessions held, materials given, etc.). The
changes that arise from program activities are known as outcomes. They show changes in
conditions, attitudes, or behavior.
Objectives
This study aimed to determine the outcomes of participation in the Basic Automotive
Servicing and Troubleshooting Training Program among Lantapan Beneciaries. Specically,
this study aimed to:
1. Assess the effects of the Basic Automotive Servicing and TroubleshootingTraining
Program on Lantapan beneciaries’ knowledge and skills
2. Determine the outcomes experienced by the Lantapan beneciaries because of their
participation
in the Basic Automotive Servicing and Troubleshooting Training Program.
3. Identify the Strengths, Weaknesses, Opportunities, and Threats of the Basic
Automotive Servicing and Troubleshooting Training Program
Methodology
A. Research Design
The study employed a mixed-method research design. It uses philosophical presumptions
in which it gathers and analyzes data from multiple sources in a single study (Dawadi & Giri,
2021). According to Shorten and Smith (2017), mixed methods research integrates qualitative
and quantitative research components, yielding more comprehensive ndings compared to
either approach used alone. Specically, it followed the exploratory sequential design type of
mixed methodology. This method begins with the analysis of quantitative data collected using
pretest and post-test and then follows up with qualitative data collection. This helps determine
what quantitative results need further explanation.
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B. Data Collection Procedure
The rst phase of the study used quantitative data collection. At this point, a structured
questionnaire was developed to quantify the participant’s knowledge of basic automotive
servicing and troubleshooting. During the pretest, the researchers administered the questionnaire
to all beneciaries (N=32) to establish baseline data. After implementing the program through
lecture series and hands-on activities, post-tests (N=32) were given. The participants are from the
school youth and adults and members of the SK federation in Lantapan, Bukidnon. After gathering
quantitative data, the researchers analyzed information and identied specic results that need
more investigation. Qualitative data collection was employed for phase two of the study. A semi-
structured interview guide was developed to explore the participants’ experienced outcomes from
their participation in the Basic Automotive Servicing and Troubleshooting Training Program. The
interview guide was rst written in English language and then translated into Cebuano language;
the language spoken by the informants. The study samples were identied using purposive
sampling. Purposive or purposeful sampling is a type of non-probability sampling technique
employed to select the best sources of data to meet the purpose of the study (Douglas, 2022).
The participants were recruited from the complete sample frame using the following criteria: 1)
they are the recipients who have completed the Basic Automotive Servicing and Troubleshooting
Training Program from Lantapan, Bukidnon; 2) these recipients were able to attend the three
training sessions, and 3) they must be willing to have their ideas documented.
To be cost-efcient, data were gathered through asynchronized personal interviews on
Facebook group chat with the seven beneciaries. In-depth questions included the most signicant
change they experienced after attending and their perceived strengths, weaknesses, opportunities,
and threats of the program.
C. Data Analysis
The quantitative data was coded, classied, quantied, tabulated, and analyzed.
Statistical tools that were used in the study include the following: (1) descriptive statistics such
as frequencies, percentages, means, standard deviations, and ranges were used to assess the
effects of the Basic Automotive Servicing and Troubleshooting Training Program on Lantapan
beneciaries’ knowledge and skills; and (2) ANOVA test was used to compare pretest and post-
test results. Comparing measurements made before and after the treatment is given enables
more proof of the intervention’s efcacy (Zach, 2020).
Furthermore, the qualitative data was encoded and transcribed. Moreover, when the target
participants used the vernacular language, the researchers translated it into English language.
After transcribing, it was further subjected to thematic analysis. Thematic analysis, according to
Aronson (1992), focuses on identiable themes and patterns of living and/or behavior. Thematic
analysis is a widely used method in qualitative research (Braun & Clarke, 2019), which usually
comprises thick descriptive data (Naaem et a, 2023). The responses were coded manually and
inductively by the rst author. Throughout the coding process, the co-authors were updated and
consulted through a series of meetings on the signicant themes that emerged from the responses.
Also, SWOT analysis was utilized to assess strengths, weaknesses, opportunities,
and threats in order to have a better understanding of what is causing these problems that
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Outcomes from Participation in Automotive Servicing and Troubleshooting
occurred at the program level. It is a strategic planning technique that provides a framework
for identifying and analyzing the internal and external factors that can impact the viability of
a project, product, or business. (Gürel, 2017).
Bennett’s hierarchy of program outcomes (Table 1) was used to determine the levels of
program outcomes further. Bowen and Radhakrishna (2010) determined that ascending the
hierarchy indicates stronger evidence of program impact. Each signicant change that was
narrated by the respondents was classied by its theme.
Table 1
Bennett’s Hierarchy of Program Outcomes Framework
D. Participants and Sampling Procedure
The study included 32 beneciaries of the Basic Automotive Servicing and
Troubleshooting Training Program. The participants were from the school youth, adults, the
SK federation in Lantapan, Bukidnon.
The study samples were identied using purposive sampling. The participants in
this study were recruited using the following criteria: 1) they were the recipients who have
completed the Basic Automotive Servicing and Troubleshooting Training Program from
Lantapan, Bukidnon; 2) these recipients were able to attend the three training sessions, and 3)
they must be willing to have their ideas documented.
Further, the researchers randomly selected participants from those who met the
inclusion criteria to reduce selection bias and increase representativeness. This ensured that
every participant meeting the criteria had an equal chance of being selected.
E. Ethics Statement
All procedures performed in the study involving human participants adhered to the ethical
standards of the institutional and national research committee and with the Philippine Health
Research and Ethics Board regulations. Free, prior, and informed consent was obtained from
all individual participants involved in the study. The researchers assured the interviewees of
condentiality and anonymity. Any potentially identifying information was handled condentially
to protect their privacy.
Level Description
7Project outcome—effect to the community
6Change in project cooperator’ behavior and practices
5Changes in knowledge, attitude, skill, aspiration
4Changes in project cooperators’ opinion/reaction to different activities
3Community involvement of residents and local authorities
2Activities—meetings, seminars or trainings, different services provided
1Program resources—staff time, funds
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Results and Discussions
The results and discussion section presented and interpreted the ndings of the study,
focusing on the outcomes from participation in Basic Automotive Servicing and Troubleshooting
Training Program among the Lantapan beneciaries. The discussion contextualizes these ndings
within existing literature, addressing the study’s implications, limitations, and suggestions for
future research. This section aimed to provide a comprehensive understanding of the intervention’s
practical signicance and its potential broader applications.
Assess the Effects of the Basic Automotive Servicing and Troubleshooting Training
Program on Lantapan Beneciaries’ Knowledge and Skills
The ANOVA analysis compared the pre-test and post-test scores, each with 32
observations. The pre-test scores have an average of 7 with a variance of approximately 6.90,
while the post-test scores have a higher average of 11.16 and a slightly lower variance of 6.27.
The ANOVA results reveal a signicant difference between the two sets of scores, as indicated
by an F-statistic of approximately 41.98, which exceeds the critical value of 3.996, and an
extremely low p-value of around 1.70e-08.
The small P-value (1.70E-09) indicates that the difference between the group means is
statistically signicant at a certain level of signicance. Since the P-value is much smaller than
the typical threshold of 0.05, it can be concluded that there is a signicant difference between
the two groups being compared. The large F-statistic (41.97803) compared to the F-critical value
(3.995887) also supports the conclusion that the difference between the group means is statistically
signicant.
Table 2
Pre-test and Post-test ANOVA Results
Diagnosing engine issues using an OBD-II scanner is crucial for efcient repairs. The training
has provided checklists to monitor the skills of the beneciaries. The Pre-Scanning Preparation phase
is a critical component of effective engine diagnostics. With an average passing rate of 72%, this
stage involves meticulous groundwork before initiating the diagnostic process. Key considerations
include gathering relevant information about the vehicle, such as its history, recent repairs, and
observed symptoms. By comprehensively understanding the problem, technicians can streamline
subsequent steps, ensuring a more efcient and accurate scanning process. The thoroughness of this
preparatory phase signicantly impacts the overall diagnostic outcome, making it an essential focus
area for automotive professionals.
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Outcomes from Participation in Automotive Servicing and Troubleshooting
The scanning process, with an average passing rate and an average rating of 81%, involves the
use of an OBD-II scanner. During scanning, this diagnostic tool communicates directly with the
vehicle’s onboard computer to retrieve trouble codes (DTCs). These codes offer valuable insights
into specic issues affecting critical systems such as the engine, transmission, and emissions. Proper
interpretation of DTCs is essential for accurate diagnosis and effective troubleshooting.
Majority of the recipients passed the Post-Scanning Process with the Average passing rate
of 89%. After obtaining DTCs, the next step is to identify the root cause of the problem. This
involves analyzing sensor data, checking wiring connections, and inspecting relevant components.
Once the issue is pinpointed, you can proceed with repairs. Clearing the fault codes ensures that the
check engine light won’t reappear if the problem is resolved.
During this training session, 81% of the recipients demonstrated signicant learning
through practical exercises. While the remaining 19% require further improvement, the overall
results remain positive.
Table 3
Participants’ Summary of Rating on Engine Management System Activity
Performance Indicator Yes No
f%f%
Pre-Scanning Preparation
1. The participants verify the engine type and model 25 78% 722%
2. The participants gather all the tools and equipment needed for the activity 24 75% 825%
3. The participants wear personal protective equipment 23 72% 928%
4. The participants visually inspect the obvious sign of damage,
wear, loose connection, and disconnected components. 22 69% 10 31%
Average 72% 28%
Scanning Process
5. The participants Identify the location of OBD-II port 25 78% 722%
6. The participants properly connect the scanner to the
diagnostic port 26 81% 619%
7. The participants turns on the engine without scanning 27 84% 516%
8. The participants successfully establish the connection between ECU and
scanner 28 88% 413%
8.
The participants read the current, pending, and permanent
fault code 24 75% 825%
9.
The participants determine the faulty engine sensors 25 78% 722%
10.
The participants perform the repair and sensor cleaning 28 88% 413%
11.
The participants successfully clear the fault codes 24 75% 825%
Average 81% 19%
Post- Scanning Process
12. The participants start the engine and successfully clear the
check engine lights 29 91% 39%
13. The participant disconnect the scanner properly 30 94% 26%
14. The participants clean the working area 28 88% 413%
15. The participants clean the scanner and store it properly 27 84% 516%
Average 89% 11%
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In the context of the Extension Project aimed at empowering communities through
livelihood and technology for sustainable development, the performance metrics related to
materials preparation was evaluated. In the Pre-Performance (Average Materials Preparation)
there is a passing rate of an average of 84%. 84% of participants met the expected standards, while
16% fell short. This initial assessment provides a solid foundation.
The Implementation (Actual Performance) had a passing average of 84%. During the
implementation phase, 84% maintained the expected level, but 17% did not meet the desired
standards. Identifying areas of improvement is crucial here. In the Post-Performance (After
Implementation) there was
a passing average of 90%. Encouragingly, post-implementation
performance improved signicantly, with 90% achieving the desired outcome. Only 11% required
further improvement.
The second training session demonstrated signicant progress in practical monitoring
and evaluation, achieving an impressive average score of 86%. However, there remained room for
improvement, as 14% of the recipients still required further attention.
Table 4
Participants’ Summary of Ratings on Electrical System Circuit Connection Activity
Performance Indicator YES NO
f%f%
Materials Preparation
1.
The participants prepare the necessary tools and safety equipment
needed in the activity 27 84% 516%
2. The participants inspect the tools and equipment are in good
condition 25 78% 722%
3.
The participants wear personal protective equipment 29 91% 39%
Average 84% 16%
Actual Performance
4. The participants visually check the condition of electrical
components 26 81% 619%
5.
The participants check the battery voltage 23 72% 928%
6.
The participants disconnect the battery terminal before they start
the actual activity 28 88% 413%
7.
The participants successfully perform park light circuit 29 91% 39%
8.
The participants successfully perform headlight circuit 24 75% 825%
9. The participants successfully perform signal light circuit 28 88% 413%
10. The participants successfully perform hazard light circuit 29 91% 39%
11. The participants successfully perform horn circuit 30 94% 26%
12. The participants successfully perform brake light circuit 24 75% 825%
13. The participants successfully perform reverse light circuit 26 81% 619%
Average 84% 17%
Post- Performance
14. The participants clean up the tools after using and place in the
proper area 28 88% 413%
15. The participant disconnect the battery 29 91% 39%
Average 90% 11%
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Outcomes from Participation in Automotive Servicing and Troubleshooting
The analysis of material preparation checklists revealed that the majority of recipients
successfully completed the practical exercise, achieving an 80% pass rate. However, attention to
personal clothing preparation received less focus, as seven participants made errors in this area.
During the actual performance, most recipients excelled in the monitoring and evaluation
exercise, achieving an impressive 86% success rate. Although some participants initially found
the activity challenging, corrective measures were implemented during the evaluation process.
Notably, eight recipients encountered difculties in troubleshooting and repairing motorcycle
ignition systems.
Post-performance evaluation further substantiates positive outcomes, with an average
passing rate of 85%. Overall, participants demonstrated commendable progress, emphasizing
the effectiveness of the training program. The targeted focus on troubleshooting and analyzing
motorcycle electrical system circuit connections appears to have yielded favorable results.
Table 5
Participants’ Summary of Ratings on Motorcycle Electrical System
Performance
Indicator
Yes No
f%f%
Materials
Preparation
1. The participants prepare the necessary tools and safety equip- ment
needed in the activity 28 88% 413%
2. The participants inspect the tools and equipment are in good condition 26 81% 619%
3. The participants wear personal protective equipment 25 78% 722%
Average 80% 20%
Actual Performance
4. The participants visually check the condition of electrical
components 29 91% 39%
5. The participants check the battery voltage 30 94% 26%
6. The participants disconnect the motorcycle battery terminal
before they start the actual activity 29 91% 39%
7. The participants successfully troubleshoot and repair motorcy- cle
charging system 29 91% 39%
8.
The participants successfully troubleshoot and repair motor- cycle
ignition system 24 75% 825%
9. The participants successfully troubleshoot and repair motor- cycle
lighting system 26 81% 619%
10. The participants successfully troubleshoot and repair motor- cycle horn
system 28 88% 413%
11. The participants successfully perform horn circuit 27 84% 516%
12. The participants successfully perform carburetor cleaning 29 91% 39%
13. The participants successfully perform motorcycle perfor- mance testing 25 78% 722%
Average 86% 14%
Post- Performance
14. The participants clean up the tools after using and place in the
proper area 25 78% 722%
15. The participant clean up the working area the activity. 29 91% 39%
Average 85% 15%
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During the Material Preparation, 80% of the beneciaries were able to understand and
identify the materials. For the actual performance, 86% of the participants passed, while post-
performance, only 15% needed more coaching.
It is evident from the results that participants, before taking the training program, had
little knowledge and experience in basic automotive practices. Signicant differences from the
pretest to the post-test have proved that participation in automotive servicing and troubleshooting
training programs has enhanced their capacity. To support such results, a study by Bogdan (2016)
from a similar eld stated that acquired learning from training experiences can greatly contribute
to automotive educational and practical objectives. Moreover, the study of Zondo (2019) denotes
that relevant training programs signicantly improved automotive parts manufacturing in South
Africa using the Training and Assessment Register (TAR) to prove that skills and knowledge of
research participants to become specialists in their work areas.
Determine the Outcomes Experienced by the Lantapan Beneciaries from Their Participating
in the Basic Automotive Servicing and Troubleshooting Training Program
Levels of Project Outcome
The levels of the Basic Automotive Servicing and Troubleshooting Training Program
were determined through Bennett’s Hierarchy of Program Outcomes. Each noteworthy change
reported by the beneciaries was categorized according to its theme. From the signicant changes
identied by the participants, the program has already achieved effects that aligned with higher
levels of outcomes, specically Levels 5 and 6. Therefore, the beneciaries have experienced
signicant changes in their skills and practices (Level 5) and economic change.
Table 6
Levels of Basic Automotive Servicing and Troubleshooting Training Program Outcomes
Change in Skills, Aspirations and Practices
Enhanced capability in repairing its own vehicle. Majority of the informants were able
to repair their own motorcycle because of the training. Some of the responses are the following:
Level of Outcomes Themes of Change Description
5-Change in skills,
aspirations and
practices
Enhance capability
in repairing its own
vehicle
Majority of the informants were able to repair its
own motorcycle because of the training
Increased level of
condence
An informant said that because of this training he
is no longer scared of xing his own vehicle
6-Economic change
Employment
The program has helped the participants in nding
a source of income that can meet their family’s
needs
New revenue stream Additional side hustle is one of the positive
narratives of the participants
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Outcomes from Participation in Automotive Servicing and Troubleshooting
“Dakoa kaayu og kabag.ohan sa akong na ton.an sa automotive servicing,
sa pagau nako daku kayo kog advantage sa mga makina.” [I gained in
automotive servicing. It greatly benets me from working with machines.]
“...naka toun kos mga sensor og unsaon pag hinlo unsaon pag trouble code
tas labi na and wiring dako kaau ug tabang sa akoa kay gaka gamit nananko
sa akong unit iwas na sa gasto sa electricians maka save na” [I learned how
to handle sensors, troubleshoot issues, and work with wiring. This knowledge
has been incredibly helpful for maintaining my own unit and avoiding
unnecessary expenses on electricians.]
“Sukad na apil ako ana na proyekto ako na mismo ang ga ayo sa mga wiring
sa akong motor especially sa pagtaud sa mga suga sa motor especially sa
pagtaod sa mga suga sa motor” [I have actively used my learning in wiring
my own motorcycle, particularly when it comes to installing lights]
Increased level of condence. An informant said that because of this training he is no
longer scared of xing his own vehicle. He said that:
“Ang kabag.ohan sa akong kinabuhi tungod sa actibidad sa automotive kay
mas condent nako mag ayo ayo ug sakyanan dili na usab ako mahadlok
og kobi sa mga sensor” [The improvement in my life due to my involvement
in automotive activities is remarkable. I now feel more condent in handling
vehicles, and I no longer fear dealing with sensors]
Economic Change
Employment. The program has helped the participants in nding a source of income that
can meet their family’s needs. Some responses are the following:
“...tungod niini nagkatrabaho ko sa usa ka repair shop diri sa among dapit,
ug maka sideline na usab ako para itabang sa akong pamilya unta naa pay
uban nga mga training sama niini.” [As a result, I now work at a repair shop
in our area and can also take on side jobs to support my family. I hope there
will be more training opportunities like this.]
“tungod sa training sa automotive nakakita nako og trabaho og naana sab
gaparepair sa akoa.” [I found work, and there are also repair jobs available
for me.]
“dako kayo ko og pasalamat sa training kay mas nadugangan dakong kita kay
naka mao naman ko mag repair sa mga basic nga daot sa sakyanan og motor.”
[I’m immensely grateful for the training because it has signicantly increased
my income. Now, I can handle basic repairs for both cars and motorcycles.]
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New revenue stream. Additional income is one of the positive narratives of the
participants. One participant said that:
“Mas nadugangan pud an akong income kay naa naman magpa repair sa ako
salamat kaayo nilang sir sa pagtudlo kanamao.” [my income has increased
because people come to me for repairs. Many thanks to you and Sir for
imparting your knowledge to us.]
To sum up, the Basic Automotive Servicing and Troubleshooting Training Program has
had a noteworthy impact on a range of outcomes. Participants’ abilities to x their own vehicles
have signicantly improved as a result of the program; most have reported feeling more competent
and condent. By generating jobs and new revenue streams, this change not only gave people the
ability to repair their vehicles on their own but also made a real impact on the economy. Numerous
participants have effectively utilized their recently learned abilities to produce revenue that sustains
their families, highlighting the program’s efcacy in promoting the development of practical skills
and economic empowerment among its beneciaries.
Identify the Strengths, Weaknesses, Opportunities and Strengths of the Basic Automotive
Servicing and Troubleshooting Training Program
Strengths
High-quality training and teaching methods. Most of the participants revealed that the
program provided by the automotive technology department was given to the participants with
high quality training and teaching methods and that they have acquired learning through the series of
training sessions. Some of the responses are the following:
“Thank you for giving us time to learn. Continue teaching so that the community could
be helped.”
“It’s really good because I learned something.”
“Everything said was correct and I learned a lot that can be used in any situation.”
The statements coming from the participants of the training program shows that they
have received quality instruction from their trainers. Because of the quality of instruction given,
they were able to say that they had learned and desired that the program should be continued to
help others. The respondents’ statements conrm the study of Blume et al. (2010), saying that the
correct conduct of training is a key predictor of successful skill acquisition and application. Also,
well-implemented training programs lead to signicant improvements in skill development. This
implies that training effectiveness is enhanced by aligning training content with job requirements
and providing opportunities for practice (Aguinis & Kraiger, 2009).
Provision of practical skills and knowledge. Most of the participants said that the
program has provided them with practical skills and knowledge. Some of the responses are the
following:
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Outcomes from Participation in Automotive Servicing and Troubleshooting
I am very thankful because I was also able to learn about vehicle and motorcycle
accessories
It’s a big help and adds to my knowledge. It provides additional knowledge
about vehicle sensors.”
These statements conrm Saks and Belcourt (2006) nding that incorporating practical
application in training programs enhances the transfer of learning. This approach helps participants
to better understand and apply new knowledge and skills in real-world scenarios. Kolb and Kolb
(2005) also discussed the effectiveness of learning through experience. Training that involves
real-life tasks, simulations, and hands-on activities signicantly boosts participants’ practical
skills. The statements coming from the trainees are manifestations of the knowledge and skills that
they have learned during the training program.
Free education and resources. Majority of the participants were grateful for the free
training and resources on automotive servicing. Some of the responses are the following:
“Thank you also for teaching us for free.”
McGuinness et al. (2019) highlight that free training programs signicantly increase
access to education and skill development opportunities, especially for individuals from low-
income backgrounds. This access can lead to better job prospects and economic mobility. Also,
free education initiatives promote social equity by providing opportunities for all individuals,
regardless of their socio-economic status, to acquire essential skills and knowledge. This leads to
greater social inclusion and cohesion (Marginson, 2016).
Enthusiastic and knowledgeable staff. Some informants revealed that the program has
enthusiastic and knowledgeable staff. Some of the responses are the following:
The teachers are very good especially in answering our questions. May there
be more trainings like this one.
There are many competencies that can be learned here because it’s nice and
better when teachers teach here.”
Table 7
Participants’ Perceived Strengths from the Program
Themes Description
High-quality training and teaching methods The informants reported that the program has provided
them with high quality training and teaching methods
Provision of practical skills and knowledge Most of the participants said that the program has
provided them with practical skills and knowledge
Free education and resources Majority of the participants are grateful for the free
training and resources on automotive servicing
Enthusiastic and knowledgeable staff Some informants revealed that the program has
enthusiastic and knowledgeable staff
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A review given by Salas et al. (2012) conrms that both the enthusiasm and knowledge
of trainers are key factors in successful training programs. These traits contribute to creating
a positive learning atmosphere and ensuring that complex concepts are clearly communicated
and understood. Moreover, trainer enthusiasm signicantly enhances learner engagement and
motivation. Enthusiastic trainers create a more dynamic and interactive learning environment,
which improves knowledge retention (Patrick et al., 2000). Blume et al. (2010) also stated that
trainers who are both enthusiastic and knowledgeable signicantly enhance learning outcomes.
Their ability to engage learners and provide deep insights into the content helps learners to better
grasp and apply new skills.
Weakness
Desire for more classes or advanced levels, suggesting a limitation in current
offerings. An informant said that NC II is necessary to be used for formal employment or further
education. According to informant:
“Does this have NC II?
Table 8
Participants’ Perceived Weakness of the Program
The desire for more classes or advanced levels after completing a training series
indicates a limitation in the current offerings and a strong demand for continued learning
opportunities. Noe et al. (2014) note that trainees often express a desire for more advanced
training opportunities after completing initial training programs. This desire reects the need for
ongoing skill development to keep pace with changing job requirements. This was also conrmed
by Loon and Bell (2015), who said that many trainees seek more advanced training opportunities
to stay competitive in their elds. This demand underscores the gap between the basic training
provided and the advanced skills needed for career advancement. Also, trainees express a desire for
more specialized and advanced training to address these gaps and enhance their career prospects
(Aguinis & Kraiger, 2009).
Opportunities
Expansion of training programs to reach more individuals. A beneciary mentioned
that training should aim to enhance accessibility and empower a larger audience through
educational development. Some of the responses are the following:
It’s good that there is this training because for people like us who no
longer go to school, we can continue learning.”
“The teachers are very good especially in answering our questions. May there
be more trainings like this one.”
Themes Description
Desire for more classes or advanced levels,
suggesting a limitation in current offerings.
An informant said that NC II is necessary to
be used for formal employment or further
education
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Outcomes from Participation in Automotive Servicing and Troubleshooting
The respondents have expressed the need for more training for skills development. This is
conrmed by McKinney and Hagedorn (2017), who said that community and technical colleges
are expanding their free training offerings. Their study nds that such expansions signicantly
increase educational access and job placement rates for underserved communities. Barrow and
Rouse (2020) have also enumerated how to expand the offering of free training programs. These are
through funding scholarships, providing online training resources, and partnering with educational
institutions to offer free courses.
Development of advanced training levels. A participant emphasizes that there are a lot
of skills that could be learned with the help of experts coming from different agencies. Some of
the responses are the following:
“Many learned especially in sensor testing and engine check-up. Hopefully,
TESDA can help many more.”
Hašková (2022) expressed that there is a need to ensure adequate automotive training
of individuals practicing in the eld of automotive and troubleshooting. Also, the study of Noe
and Dachner (2010) indicates that initial free training programs often serve as a foundation,
encouraging participants to pursue more advanced levels of training. This progression helps
individuals build on their skills and achieve higher qualications. Moreso, participants who
complete free training programs are more likely to pursue advanced training and certication. This
leads to skill enhancement and greater professional growth, improving their employability and
career prospects (Kyndt et al., 2011).
Potential to aid community development through technology transfer. The training
program effectively facilitates community development by equipping locales with both the
technology and the necessary skills to utilize it. Here are some of the responses:
“A good opportunity for the development of us all.”
“It is good to provide and teach technologies in towns so they can be used.”
Table 9
Participants’ Perceived Opportunities from the Program
Themes Description
Expansion of training programs to reach more
individuals.
A beneciary mentioned that training should aim to enhance
accessibility and empower a larger audience through
educational development.
Development of advanced training levels.
A participant emphasizes that there are a lot of skills that
could be learned with the help of experts coming from
different agencies
Potential to aid community development through
technology transfer.
The training program effectively facilitates community
development by equipping locales with both the tech- nology
and the necessary skills to utilize it.
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Respondents have noted that the training program they have undergone is a big opportunity
for community development utilization. This is also noted by Autio and Thomas (2014), who said
that a series of training programs promote innovation and entrepreneurship in communities. By
equipping individuals with the necessary skills and knowledge, these programs foster a culture of
innovation and support the development of new ventures. Romijn and Albaladejo (2002) have also
stated that training programs can enhance the technological capabilities of local communities.
These programs help in building local expertise and promoting sustainable development.
Moreover, Halili (2020) reported that technology transfer facilitated by automotive training helps
organizations thrive towards innovation and process enhancements. Hence, the provision of skills
and knowledge is relevant to the development of participants.
Threat
There is a need for continuous funding or support to maintain free education. An
informant said that the program has to continue providing more training on sustainability. He
said that:
“I hope there will be more programs like this in the future.”
Table 10
Participants’ Perceived Threat of the program
In order to continue offering a series of free training programs, nancial support and
resources need to be considered. They are essential in carrying out this thrust. Boeren (2016) also
noted this concern. He discusses the challenges that arise from inconsistent funding. Without reliable
nancial support, free training programs may face disruptions that hinder participant outcomes
and program effectiveness. A suggestion comes from Barr (2004), who says that the government
and private sectors can be involved in funding free training programs. His study suggests that
a combination of public and private funding sources can help to stabilize and expand training
initiatives.
Conclusions and Recommendations
The study aimed to assess the effects of the Basic Automotive Servicing and Troubleshooting
Training Program on Lantapan beneciaries’ knowledge and skills and determine the outcomes
experienced by the beneciaries after their participation in the said program. Results show that
there is a positive effect on the knowledge and skills of the Lantapan beneciaries because of their
participation in the Basic Automotive Servicing and Troubleshooting Training Program. The
training post-test and the summary of ratings showed that there is an increase in the beneciaries’
knowledge and capabilities in relation to basic automotive and troubleshooting. The participants
also recorded positive outcomes after the training, such as changes in skills, aspirations and
practices, and economics. The training enabled them to have enhanced capability in repairing
Themes Description
The need for continuous funding or support to
maintain free training courses
An informant said that it would be good if there
will be more free training programs has for
sustainability
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Outcomes from Participation in Automotive Servicing and Troubleshooting
their own vehicles, increased their level of condence in doing automotive work and helped the
participants in nding sources of income that could meet their family’s needs.
Moreover, the participants agree that high-quality training and teaching methods,
provision of practical skills and knowledge, free education and resources, and enthusiastic and
knowledgeable staff all lead to the achievement of the program’s goals and objectives. This is
also evident in the participants’ remarks about their desire for more classes or advanced levels, the
expansion of training programs to reach more individuals, the development of advanced training
levels, and the potential to aid community development through technology transfer.
In general, the Basic Automotive and Troubleshooting Training Program has been a
transformative experience, marked by both highs and lows that have shaped its success. Throughout
the program, the participants embarked on a journey of discovery, gaining fundamental knowledge
of automotive systems and honing their troubleshooting skills. Hands-on experiences and drills
provided by the trainers gave invaluable lessons, fostering condence and competence among the
trainees. The program’s structured approach ensured a comprehensive understanding of vehicle
mechanics, empowering participants to tackle challenges with practical solutions. The program’s
impact extends beyond technical prociency and encompasses personal and professional
development, laying a foundation for lifelong learning and career advancement.
Scope and Limitations
While the study provides valuable insights into the effectiveness of the basic
Automotive Servicing and Troubleshooting Training Program, it also has certain limitations that
must be considered:
1. Sample Size and Generalizability: The Study focuses on a specic group of
beneciaries from Lantapan. The ndings may not be generalizable to other regions or
populations with different socio-economic backgrounds or educational levels.
2. Self-Reported Data: The outcomes and improvements in knowledge and skills are
based on self-reported data from the participants. There may be biases or inaccuracies in
their responses, affecting the reliability of the results.
3. Short-Term Assessment: The study primarily evaluates the immediate affects of the
training program. Long-term impacts on the participants’ career, income stability, and
sustained use of acquired skills are not addressed.
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