Abstract
Think-aloud pair problem solving (TAPPS) was used to formatively assess agriculture students’ problem solving during compact power equipment troubleshooting training. A total of 56 students were taught engine operational theory and a troubleshooting procedure followed by training in TAPPS. Sixty-six percent of students were successful at identifying and repairing the fault. The chi-square test of association showed no significant difference (χ2 (1) = 0.08, p = 0.78, phi = 0.038) in success rate between students who worked alone and those who used TAPPS. A review of video recordings of TAPPS sessions revealed unsuccessful students were unfamiliar with valve clearance adjustment procedures, forgot possible faults and unable to interpret cylinder leak down test results. Unsuccessful students struggled to connect engine theory of operation to troubleshooting procedure. TAPPS served as a way for the instructor to identify student misunderstandings to inform individual instructional interventions to improve students troubleshooting skills. Suggestions for instruction included memory association exercises to help students linking engine components with possible faults.
 15. Pate_NACTA Journal.pdf | [ ] | 296 kB |
