Enhancing competency-based learning in automotive servicing NC II through augmented reality: Implications for occupational health, ergonomics, and environmental safety
Paper Details
Enhancing competency-based learning in automotive servicing NC II through augmented reality: Implications for occupational health, ergonomics, and environmental safety
Abstract
Augmented Reality (AR) has emerged as a promising instructional technology for strengthening competency-based learning in technical-vocational education by integrating technical skills with occupational health, ergonomics, and environmental safety. However, empirical evidence on its application in Automotive Servicing NC II, particularly within the Philippine context, remains limited. This study evaluated the effectiveness of AR-supported instruction in improving automotive servicing competency, occupational health and safety practices, ergonomic practices, and environmental safety among Automotive Servicing NC II students. A mixed-method quasi-experimental pretest-posttest control-group design was employed involving 30 students from Cebu Technological University–Moalboal Campus, with 15 students assigned to an AR-supported experimental group and 15 to a conventional instruction control group. Quantitative data were collected using validated competency, occupational health and safety, ergonomic, and environmental safety assessment checklists, while qualitative data were obtained through semi-structured interviews with eight students from the experimental group. Descriptive and inferential statistics and thematic analysis were used to analyze the data. The AR-supported group demonstrated greater improvements in automotive competency (16.27 vs. 6.80 points), occupational health and safety (9.74 vs. 4.67 points), ergonomic practices (7.93 vs. 3.80 points), and environmental safety (12.87 vs. 6.27 points) than the control group. Significant differences between groups were observed for automotive competency (p < .001), occupational health and safety (p = .002), ergonomic practices (p = .006), and environmental safety (p = .003). Interview findings further revealed improved procedural understanding, hazard recognition, ergonomic awareness, environmental responsibility, and learner engagement. The findings demonstrate that AR-supported instruction is an effective supplementary approach for enhancing competency-based learning while fostering safer, more ergonomic, and environmentally responsible workplace practices in Automotive Servicing NC II.
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