| The purpose of this study was to investigate if cognitive apprenticeship instructional methods represent a better method for helping college automotive technology students learn information and diagnose problems. More specifically, the purpose was to evaluate the effectiveness of cognitive apprenticeship instruction of automobile air conditioning content when contrasted with the traditional lecture paradigm.; Cognitive apprenticeship is more than blending apprenticeship methodology into classrooms for the teaching and learning of cognitive skills. Collins et al. (1989) identified four essential features of cognitive apprenticeship (content-methods-sequencing-sociology) that include elements such as modeling, coaching and fading.; A quasi-experimental design was used. Two classes of automotive students in the College of Technical Careers at Southern Illinois University at Carbondale were taught automotive basic air conditioning (AC) information, troubleshooting (TS) procedures, and basic application of diagnostic skills (DS). The experiment was conducted during Spring semester, 1996. An instrument was developed and administered to 28 students enrolled in two automotive air conditioning classes. The instrument measured the acquisition of AC, TS and DS at three time periods (i.e., at pretest, immediately after treatment and four weeks later).; Data were analyzed first by employing analysis of variance (ANOVA) with repeated measures on one factor (time). Computed results for Group by Time interaction had statistical significance for each part of the subtest: AC F(2, 48) = 5.27, p =.0085; TS F(2, 48) = 12.41, p. = 0001; and DT F(2, 48) = 6.83, p =.0024. Secondly, post-hoc contrasts for each subtest resulted in statistically significant higher mean scores for the cognitive apprenticeship methods. Thus, findings support the following recommendations.; Cognitive apprenticeship instructional methods should be considered by teachers of air conditioning and other automotive content which is essential to diagnosis of automotive problems. Similar studies should be conducted in other areas of automotive technology at the college level. Larger sample sizes and longer posttest intervals should be employed to increase the power of findings. |
