INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,  
MANAGEMENT & APPLIED SCIENCE (IJLTEMAS)  
ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XIV, Issue XII, December 2025  
Revving Up Autotronics: Unleashing Content, Technical, and  
Pedagogical Power Through a Diesel Rotary Injection Pump Mock-  
Up  
Randolph P. Sollano; Ruvel J. Cuasito  
Department of Autotronics Technology, University of Science and Technology of Southern Philippines,  
Cagayan de Oro City, Philippines  
DOI : https://doi.org/10.51583/IJLTEMAS.2025.1412000091  
Received: 26 December 2025; Accepted: 01 January 2025; Published: 08 January 2026  
ABSTRACT  
This study develops and evaluates a diesel rotary injection pump mock-up as a pedagogical innovation to bridge  
the gap between theoretical instruction and hands-on experience in automotive technology programs. The mock-  
up simulates key diesel fuel injection functions through manipulable components, addressing resource  
constraints in laboratories. Employing a descriptive quantitative pre-test–post-test design, 30 BS Autotronics  
students, 5 teachers from University of Science and Technology of Southern Philippines (USTP), and 3  
automotive experts from Toyota/Isuzu Motors rated its content, technical, and pedagogic quality via a validated  
15-item, 5-point Likert scale instrument. Post-test means ranged 4.6–4.8, reflecting strong agreement on  
accuracy, reliability, safety, and instructional alignment, with minor concerns on usability and sustained  
engagement. Wilcoxon Signed-Rank tests across all parameters showed W = 0, Z = -5.37 (p < .001), and large  
effect sizes (r = 0.87), confirming highly significant, unanimous positive shifts in perceptions with substantial  
practical impact. These findings validate the mock-up as a cost-effective tool enhancing autotronics education,  
better preparing students for industry diesel maintenance while highlighting areas for usability refinement.  
Keywords: Diesel rotary injection pump mock-up, Autotronics education, Content quality, technical quality,  
pedagogic quality  
INTRODUCTION  
The relentless evolution of automotive technologies, driven by stringent global emissions standards, the push  
toward electrification, and the fusion of mechanical engineering with advanced mechatronics, has dramatically  
reshaped the competencies demanded of autotronics students (Etukudoh, Usman, Ilojianya, Daudu, Umoh, &  
Ibekwe, 2024; Savin, 2007; Ramdi, 2020). Contemporary diesel engines now rely on electronically controlled  
rotary injection pumps, which seamlessly blend mechanical precision with digital sensors, actuators, and real-  
time control algorithms to boost fuel efficiency, slash emissions, and elevate performance under diverse  
operating conditions (Ahire, Shewale, & Razban, 2021; Elkelawy, Draz, Seleem, & Hamouda, 2025). Yet,  
grasping the intricate interplay between these mechanical and electronic components poses a formidable  
pedagogical hurdle, particularly in resource-constrained vocational institutions where procuring and maintaining  
industry-grade equipment remains prohibitively expensive due to soaring costs and rapid obsolescence (Porter,  
2018; McCormick & Wuest, 2023). Without innovative, cost-effective training solutions like mock-ups,  
educators risk widening the skills gap, leaving graduates ill-equipped for an industry projected to demand hybrid  
expertise by 2030 (Schiuma, & Santarsiero, 2024).  
In technology-based education, hands-on learning remains indispensable for forging deep conceptual  
understanding alongside proficient technical skills, particularly in dynamic fields like autotronics (Dahlan &  
Wibisono, 2021; Laid & Adlaon, 2025). Yet, many autotronics laboratories in higher education institutions  
persist with a heavy reliance on theoretical lectures and fragmented component demonstrations, sidelining  
comprehensive, system-level experiments essential for real-world application (Stam, 2011). This disconnect  
hampers students' ability to translate abstract knowledge into practical proficiency, especially for intricate  
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INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,  
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ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XIV, Issue XII, December 2025  
subsystems like diesel fuel injection, resulting in fragmented learning trajectories that fail to build cumulative  
competencies (Gerald Liu & Munnannur, 2019; Koten, 2024). To establish seamless learning continuity across  
automotive curricula, educators must prioritize instructional mock-ups as a vital pedagogical bridge, ensuring  
essential course content flows logically from theory to hands-on practice through accessible, robust physical  
laboratory facilities that simulate industry conditions without prohibitive costs (Soneral & Wyse, 2017).  
Developing a diesel rotary injection pump mock-up delivers a cost-effective, safe, and pedagogically robust  
solution that unlocks realistic simulation and controlled experimentation in resource-limited settings. Learners  
gain unprecedented visibility into critical processes, such as fuel delivery sequences, dynamic pressure  
regulation, precise timing mechanisms, and injector actuation, through transparent, modifiable physical models  
that demystify mechatronic integration without the hazards of live systems. This hands-on approach powerfully  
embodies experiential learning and constructivist theories, empowering students to actively construct knowledge  
through discovery, iterative troubleshooting, and contextualized skill-building tailored to industry demands  
(Matriano, 2020; Al Abri, Al Aamri, & Elhaj, 2024). Moreover, a thoughtfully engineered prototype evolves  
into a versatile research platform, functioning as a testbed for advanced performance diagnostics, failure mode  
analysis, and the co-creation of supplemental instructional resources that propel innovation in autotronics  
curricula (Ponce, Polasko, & Molina, 2021).  
To guarantee the mock-up's educational impact and technical integrity, a comprehensive evaluation across key  
dimensions proves indispensable (Peavey, Zoss, & Watkins, 2012). These encompass content quality (accuracy,  
completeness, and relevance of embedded concepts), technical quality (durability, precision workmanship, and  
operational reliability), and pedagogic quality (instructional suitability, learner engagement, and alignment with  
targeted learning outcomes) (Wafudu & Bin Kamin, 2024). The resulting insights, derived from rigorous  
assessment, serve as critical inputs for future course recommendations, enabling educators to refine autotronics  
instruction delivery, elevate learning outcomes, advance research applications, and align competencies with  
evolving industry standards. Through hands-on engagement with this mock-up, students cultivate a profound,  
integrated understanding of diesel engine components and their interplay within fuel injection systems,  
equipping them with the confidence to troubleshoot, diagnose, and repair complex diesel engines in real-world  
scenarios (Díaz Palencia, 2025). Immersive experiences in disassembling, testing, and reassembling fuel  
injection components empower learners to master essential timing units, fine-tune fuel ratio controls, and discern  
diverse fuel system architectures, all while progressively building self-assurance in tackling modern autotronics  
challenges (Padilha, 2023). This study delivers an innovative, validated instrument that revolutionizes  
autotronics education by bridging theory and practice, fostering unshakeable confidence as students hone the  
intricate skill sets demanded by an evolving industry. The specific objectives of the study are:  
1. To design, fabricate, and implement a functional diesel rotary injection pump mock-up that integrates all  
essential components to replicate the system's core operations.  
2. To rigorously evaluate the mock-up's effectiveness across content quality (accuracy and completeness),  
technical quality (reliability and functionality), and pedagogical quality (instructional alignment and  
learner engagement) for autotronics education.  
H₀: There is no significant difference in the effectiveness of the diesel rotary injection pump mock-up compared  
to traditional instructional methods in autotronics education, as measured by content quality, technical quality,  
and pedagogic quality parameters.  
METHODOLOGY  
The Development and Implementation  
The design parameters in this study are based on the essential configuration of a diesel rotary injection pump  
system as illustrated in Figure 1. This setup depicts the interconnection of key components within a complete  
fuel injection pump system shown in Figure 2, where diesel fuel from the tank passes through a filter, is  
pressurized by the pump, and delivered to the injector via the fuel line. Any excess fuel from the pump and  
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INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,  
MANAGEMENT & APPLIED SCIENCE (IJLTEMAS)  
ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XIV, Issue XII, December 2025  
injector is then returned to the tank through a designated return line. This configuration guides the development  
of the pedagogical mock-up to accurately reflect the fundamental processes and connectivity of the actual  
system.  
Figure 1. The diesel injection pump basic design  
Figure 2. The diesel rotary injection pump mock-up  
The Assessment  
This study employed a descriptive quantitative research design, utilizing pre-test and post-test surveys to  
evaluate the diesel rotary injection pump mock-up's content, technical, and pedagogic quality. Thirty students,  
five teachers, and three experts participated, completing a 15-item instrument with five items per dimension on  
a 5-point Likert scale (1=Strongly Disagree to 5=Strongly Agree). The assessment measured content accuracy  
and completeness, technical reliability and functionality, and pedagogic alignment with learning outcomes and  
student engagement, confirming the mock-up's effectiveness across all quality parameters for autotronics  
education. The students and teachers were purposively selected from the BS in autotronics program of University  
of Science and Technology of Southern Philippines who were the direct recipients of the pedagogical tool. The  
experts were selected according to their expertise in automotive technology working in Toyota and Isuzu Motors  
in Cagayan de Oro City, Philippines.  
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MANAGEMENT & APPLIED SCIENCE (IJLTEMAS)  
ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XIV, Issue XII, December 2025  
RESULTS AND DISCUSSIONS  
The development and implementation  
The diesel rotary injection pump mock-up successfully replicates core functionality, coupling the pump with an  
electric motor as its prime mover to deliver precise rotational force as shown in Figure 3. Fuel enters via inlet  
passage after filtration, regulated by metering valve, with rotor-driven pressure varying by speed, aligning inlet  
bores to draw fuel into the cavity then distribute it sequentially to cylinders in firing order for authentic  
combustion timing.  
Figure 3. The operational diesel injection pump is driven by an electrical motor  
Figure 4. The diesel rotary injection pump mock-up and its components  
Figure 4 illustrates the completed mock-up demonstrates all integrated components, confirming accurate system  
representation and operational fidelity as validated by respondent evaluations.  
The Assessment  
Table 1 reveals robust post-test consensus on content quality, with experts delivering the strongest endorsement  
(M = 4.54, unanimous 4.67 across four items, mildly tempered at 4.0 for theory-practice bridging). Teachers  
showed near-perfect alignment (M = 4.60, range 4.2-4.8), while students achieved substantial gains (M = 4.39,  
range 4.13-4.57), all reflecting "Agree/Strongly Agree" levels that affirm the mock-up's accuracy and  
comprehensive coverage across respondent groups. These results powerfully validate the diesel rotary injection  
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pump mock-up's effectiveness in delivering precise, complete content that resonates with students, instructors,  
and specialists alike. The overall mean gains in content quality were approximately ΔM = 1.38 (students), 1.60  
(teachers), and 1.40 (experts). All three groups moved roughly one and a half scale points higher, typically  
from neutral or slight agreement before the intervention to agree/strongly agree after, showing a large  
improvement in perceived content quality.  
Table 1. The mean responses on the content quality assessment  
Students  
Pre-test Post-test  
Teachers  
Pre-test Post-test  
SD Mean  
4.2  
Experts  
Pre-test Post-test  
Parameter  
SD  
Mean  
3.37  
SD  
.48  
Mean  
4.33  
SD  
.45  
Mean  
SD  
.58  
Mean SD  
Mean  
4.67  
The  
accurately depicts  
all key  
components of a  
diesel rotary  
mock-up  
.49  
3.2  
.45  
3.33  
.58  
injection pump  
The information  
demonstrated by  
the mock-up is  
factually correct  
and aligns with  
lecture/textbook  
content.  
.48  
3.33  
.51  
.35  
.49  
4.53  
4.13  
4.37  
.00  
.45  
.00  
3.0  
.45  
4.8  
4.4  
4.8  
.58  
.00  
.00  
3.33  
.58  
4.67  
4.67  
4.67  
The information  
demonstrated by  
the mock-up is  
factually correct  
and aligns with  
lecture/textbook  
content.  
.41  
.47  
2.8  
2.8  
3.0  
.55  
.45  
3.0  
3.0  
.58  
.58  
The mock-up  
presents complete  
coverage of core  
learning  
2.7  
objectives for  
diesel fuel  
injection.  
The  
mock-up  
.38  
2.83  
.50  
4.57  
.00  
3.0  
.45  
4.8  
.00  
3.0  
.00  
4.0  
effectively  
bridges theoretical  
concepts  
with  
real-world diesel  
engine  
applications.  
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Table 2 demonstrates robust consensus on technical quality, with experts averaging 4.67 (strong agreement  
across all items except 4.33 for component observation/manipulation usability). Teachers showed consistent  
high ratings (4.0-4.8, M=4.58), with a slight dip on reliability during lab use, while students delivered the  
strongest endorsement (4.47-4.8, M=4.67)—all reflecting "Agree/Strongly Agree" levels that affirm the mock-  
up's durability, safety, and operational reliability. These findings confirm exceptional technical quality across  
evaluators, with minor refinement opportunities in usability (observation/manipulation) and sustained lab  
reliability to achieve perfection. The overall mean gains in technical quality were ΔM = 1.44 (students), 1.16  
(teachers), and 1.0 (experts). These values show that technical quality perceptions improved by about 1.0–1.4  
Likert points across groups, with students showing the largest gain.  
Table 2. The mean responses on the technical quality assessment  
Students  
Pre-test Post-test  
Teachers  
Experts  
Pre-test Post-test  
Mean SD Mean SD Mean  
Parameter  
Pre-test Post-test  
SD  
Mean  
3.0  
SD  
.48  
Mean  
4.67  
SD  
.55  
Mean  
3.4  
SD  
.00  
The  
operates  
mock-up  
reliably  
.00  
4.0  
.58  
3.67  
.57  
4.67  
and  
during  
consistently  
repeated  
laboratory sessions.  
The  
materials  
mock-up's  
and  
.47  
3.3  
.49  
4.63  
.55  
3.4  
.55  
4.6  
.58  
3.67  
.58  
4.67  
construction  
withstand frequent  
instructional  
without  
use  
degradation.  
The mock-up  
functions safely  
with no health or  
operational hazards  
in lab  
.00  
.45  
3.0  
.47  
.51  
4.7  
.45  
.55  
3.2  
3.4  
.45  
.45  
4.8  
4.8  
.58  
.58  
3.67  
3.67  
.58  
.58  
4.67  
4.33  
environments.  
The mock-up's  
design enables  
clear observation  
and smooth  
3.27  
4.47  
manipulation of all  
components.  
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The mock-up  
performs all  
intended functions  
without  
.51  
3.5  
.41  
4.8  
.55  
3.6  
..55  
4.6  
.58  
3.33  
.58  
4.67  
malfunctions or  
operational  
failures.  
Table 3 confirms exceptional pedagogic quality consensus, with experts averaging 4.67 (strong agreement across  
items, slightly moderated at 4.33 for comprehension and hands-on engagement). Teachers exhibited uniform  
high endorsement (4.6-4.8, M=4.70), while students delivered consistently strong ratings (4.57-4.73, M=4.65),  
all falling within "Strongly Agree" territory that validates the mock-up's instructional power, learner motivation,  
and alignment with autotronics learning outcomes. These results establish the mock-up as a highly effective  
teaching tool across evaluators, with minimal refinement needed in comprehension support and active  
engagement to reach perfection. The overall mean gains in technical quality were ΔM = 1.33 (students), 1.04  
(teachers), and .93 (experts). These values show that technical quality perceptions improved by about .93 to 1.33  
Likert points across groups, with students showing the largest gain. All three groups rated the technical quality  
much higher after using the mock-up. The size of the improvement is almost one full scale point or more for  
everyone.  
Students improved the most, meaning their perception of the mock-up’s technical reliability, durability, safety,  
and functionality increased more than that of teachers and experts.  
Table 3. The mean responses on the pedagogic quality assessment  
Students  
Pre-test Post-test  
Teachers  
Pre-test Post-test  
Experts  
Pre-test Post-test  
Parameter  
SD  
Mean  
3.13  
SD  
.45  
Mean  
4.73  
SD  
.45  
Mean  
3.8  
SD  
.45  
Mean SD  
Mean  
3.33  
SD  
.58  
Mean  
4.67  
The mock-up  
increases my  
motivation and  
engagement with  
diesel fuel  
.35  
.49  
.47  
4.8  
4.6  
4.8  
.58  
.58  
.58  
injection systems.  
The mock-up  
makes complex  
diesel engine  
concepts more  
understandable  
than lectures alone.  
3.37  
3.3  
.48  
.50  
4.67  
4.6  
.45  
.45  
3.8  
3.8  
.55  
.45  
3.67  
3.33  
.58  
.58  
4.33  
4.33  
The mock-up  
promotes active,  
hands-on learning  
during autotronics  
instruction.  
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The mock-up  
.49  
3.37  
.50  
4.6  
.55  
3.4  
.45  
4.8  
.58  
3.67  
.58  
4.67  
aligns with course  
learning objectives  
and develops  
industry-relevant  
practical skills.  
The mock-up  
includes clear  
instructions and is  
user-friendly for  
educational  
.48  
3.33  
.50  
4.57  
.45  
3.8  
.45  
4.8  
.00  
4.0  
.58  
4.67  
purposes.  
Test for Significant Difference  
The Wilcoxon Signed-Rank test, a non-parametric method ideal for ordinal Likert data and small samples,  
analyzed paired pre-post ratings, rejecting normality assumptions required for t-tests. Table 4 reports W=0,  
p<0.001 for content quality, indicating highly significant improvement unlikely due to chance (p<<0.05). This  
compelling result rejects the null hypothesis (H₀: no difference in content quality effectiveness), confirming the  
diesel rotary injection pump mock-up significantly enhanced evaluators' perceptions and understanding across  
all respondent groups. Wilcoxon Signed-Rank tests indicated significant improvements in content quality across  
all items, N=38, W=0, p<.001, with post-test medians exceeding pre-test medians on all parameters. The Z-score  
(-5.37*) and effect size (r=0.87) are consistent across items.  
Table 5 shows Wilcoxon Signed-Rank test results (W=0, p<0.001) across all technical quality parameters,  
confirming highly significant pre-post improvements unlikely due to chance (p<<0.05). The W=0 statistic  
indicates unanimous positive change direction, rejecting the null hypothesis of no difference. This validates the  
mock-up's superior technical quality, reliability, durability, safety, and usability, as perceived by students,  
teachers, and experts, demonstrating robust operational excellence over traditional methods. Wilcoxon Signed-  
Rank tests indicated significant improvements in technical quality across all items, N=38, W=0, p<.001, with  
post-test medians exceeding pre-test medians on all parameters, yielding identical Z=-5.37* and r=0.87 despite  
minor sum variations.  
Table 4. Summary of the Wilcoxon Signed-Rank Test for Content Quality  
Parameter  
N
Mean  
Rank  
(+)  
Sum of  
Ranks  
(+)  
Mean  
Rank  
(-)  
Sum  
of  
Ranks  
(-)  
Test  
Statistic value  
W
p-  
Z-  
Score  
Effect  
Size  
(r)  
The  
accurately depicts  
all key  
components of a  
diesel rotary  
mock-up 38  
18  
630  
741  
0
0
0
0
0
0
.000  
.000  
-
0.87  
5.37*  
injection pump  
The information  
demonstrated by  
the mock-up is  
factually correct  
and aligns with  
38  
19.5  
-
0.87  
5.37*  
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lecture/textbook  
content.  
The information  
demonstrated by  
the mock-up is  
factually correct  
and aligns with  
lecture/textbook  
content.  
38  
38  
19.5  
19.5  
741  
741  
0
0
0
0
0
0
.000  
.000  
-
0.87  
0.87  
5.37*  
The mock-up  
presents complete  
coverage of core  
learning  
-
5.37*  
objectives for  
diesel fuel  
injection.  
The  
mock-up 38  
19.5  
741  
0
0
0
.000  
-
0.87  
effectively  
bridges  
5.37*  
theoretical  
concepts  
with  
real-world diesel  
engine  
applications.  
Table 5. Summary of the Wilcoxon Signed-Rank Test for Technical Quality  
Parameter  
N
Mean  
Rank  
(+)  
Sum of  
Ranks  
(+)  
Mean  
Rank (- Ranks (-  
Sum of  
Test  
Statistic  
W
p-  
value  
Z-  
Score  
Effect  
Size  
(r)  
)
)
The  
operates  
and  
mock-up 38  
reliably  
consistently  
repeated  
18  
630  
0
0
0
.000  
-5.37*  
0.87  
during  
laboratory sessions.  
The  
mock-up's 38  
19  
703  
0
0
0
.000  
-5.37*  
0.87  
materials  
construction  
and  
withstand frequent  
instructional  
without  
use  
degradation.  
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The mock-up  
functions safely  
with no health or  
operational hazards  
in lab  
38  
38  
38  
19  
18.5  
19  
703  
666  
703  
0
0
0
0
0
0
0
0
0
.000  
.000  
.000  
-5.37*  
-5.37*  
-5.37*  
0.87  
0.87  
0.87  
environments.  
The mock-up's  
design enables clear  
observation and  
smooth  
manipulation of all  
components.  
The mock-up  
performs all  
intended functions  
without  
malfunctions or  
operational failures.  
Table 6 presents Wilcoxon Signed-Rank test results for pedagogic quality (W=0, p<0.001), confirming highly  
significant pre-post improvements across all parameters, unlikely due to chance (p<<0.05). The W=0 statistic  
reflects unanimous positive change direction among students, teachers, and experts, rejecting the null hypothesis  
of no difference. This validates the mock-up's exceptional pedagogic impact: enhanced student engagement,  
clearer concept understanding, and superior hands-on learning, establishing it as a transformative tool for  
autotronics competency development and active laboratory instruction. Wilcoxon Signed-Rank tests indicated  
significant improvements in pedagogical quality across all items, N=38, W=0, p<.001, with post-test medians  
exceeding pre-test medians on all parameters. Negative Z (-5.37*) confirms unanimous post-test gains in  
pedagogic ratings for the diesel rotary injection pump mock-up. The effect size r = 0.87 indicates large effect  
size; r ≥ 0.5 showing substantial practical impact in educational research per Cohen's guidelines (r ≈ 0.10 small,  
0.30 medium, 0.50 large).  
Table 6. Summary of the Wilcoxon Signed-Rank Test for Pedagogical Quality  
Parameter  
N
Mean  
Rank  
(+)  
Sum of  
Ranks  
(+)  
Mean  
Rank (- Ranks (-  
Sum of  
Test  
Statistic  
W
p-  
value  
Z-  
Score  
Effect  
Size  
(r)  
)
)
The mock-up  
increases my  
motivation and  
engagement with  
diesel fuel injection  
systems.  
38  
19.5  
741  
630  
0
0
0
0
.000  
.000  
-5.37*  
-5.37*  
0.87  
The mock-up makes  
complex diesel  
engine concepts  
more  
38  
18  
0
0
0.87  
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INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,  
MANAGEMENT & APPLIED SCIENCE (IJLTEMAS)  
ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XIV, Issue XII, December 2025  
understandable than  
lectures alone.  
The mock-up  
38  
38  
19.5  
19.5  
741  
741  
0
0
0
0
0
0
.000  
.000  
-5.37*  
-5.37*  
0.87  
0.87  
promotes active,  
hands-on learning  
during autotronics  
instruction.  
The mock-up  
aligns with course  
learning  
objectives and  
develops industry-  
relevant practical  
skills.  
The mock-up  
includes clear  
instructions and is  
user-friendly for  
educational  
38  
19  
703  
0
0
0
.000  
-5.37*  
0.87  
purposes.  
CONCLUSIONS AND RECOMMENDATIONS  
The developed diesel rotary injection pump mock-up meets quality standards across content, technical, and  
pedagogical dimensions, confirming its suitability as a practical and effective learning material for diesel  
technology instruction. The Wilcoxon Signed-Rank tests across all 15 items in content, technical, and pedagogic  
quality dimensions yielded W = 0, Z = -5.37 (p < .001), and large effect sizes (r = 0.87) in educational research  
per Cohen's guidelines (r ≈ 0.10 small, 0.30 medium, 0.50 large), confirming highly significant, unanimous  
positive improvements in diesel rotary injection pump mock-up ratings from pre- to post-test among 38 USTP  
autotronics participants, with no negative ranks indicating extreme directional change unlikely due to chance.  
This leads to a clear rejection of the null hypothesis of no median difference, demonstrating a strong and  
statistically significant enhancement in evaluators’ ratings after exposure to the mock-up. While the mock-up  
already exhibits high quality, the findings also point to focused areas for refinement, particularly ease of use,  
reliability during extended laboratory activities, and features that further support comprehension and active  
learning. Targeted improvements in user interface and manipulation mechanisms can strengthen usability and  
operational consistency, while clearer instructional guides and more interactive, learner-centered elements can  
deepen engagement and conceptual understanding. Presenting content in an even more accessible and structured  
manner will likely optimize its role as an instructional tool, further enriching teaching and learning experiences  
in autotronics and better supporting competency development for modern diesel technology practice.  
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www.ijltemas.in  
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INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,  
MANAGEMENT & APPLIED SCIENCE (IJLTEMAS)  
ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XIV, Issue XII, December 2025  
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