INTRODUCTION

Cognitive strategies are the specific methods and skills that people use to solve problems and/or exploit opportunities, including all sorts of reasoning, and planning, arithmetic (Blanchowicz & Ogle, 2001). Importantly, a cognitive strategy need not be all "in the head", but will almost always interact with various aspects of what might be called the "execution context". A specific cognitive strategy could be implemented in an ordered and overlapping manner. Each logical aspect of a cognitive strategy is either taught or learned and needs to be remembered as for the advancement of knowledge. These cognitive strategies are memorized for future utilization. They can be thought of as consciously written and remembered "programs" or as the "software" that guides future brain-neuron processing. Each logic process helps to "add up" to a specific decision and resulting action.

A commonly used and elegant example of cognitive strategies comes from small-number addition (Anderson, 1990). There are many different strategies by which one can get the sum of two, let's say one digit numbers, for example 3+4 (=7). The way that most adults would solve this problem is by simply remembering the answer (a "memory" strategy), but a toddler would probably use one of a number of different finger-counting strategies (Siegler & Shipley, 1995). For example, one can represent the first addend (3) on one's left hand by raising three fingers, and then do the same with four fingers on the right hand, and then count up the number of fingers that are raised. But there are many other ways to do this. For example, one can do the same first step (raise three fingers on one's left hand), and then start counting from 4 as one raises four more fingers one at a time on either the right hand, or even starting from the fourth finger on the left hand (which would require continuing from 6 on the right hand). Different strategies may have very different characteristics in terms of their time and space complexity, memory requirements, etc., and therefore in terms of their error characteristics.

With the increasing nature of the globalization of science and technology, there are many car owners today in the society and the main problem that arises is that of repairs and maintenance. There is therefore need to apply appropriate cognitive strategies that will be used in learning the motor mechanic skills (Clark & Graves, 2005). This paper therefore, examines the following cognitive strategies; diagnostic strategies, problem solving strategies, practical strategies, inter-personal and that will be used in the learning of motor mechanics (Panel biting/bodyworks, electric work, general maintenance and engine repairs)

Tracing the Emergence of cognitive strategizing within the context of Auto mechanic training

Prior to the formal study of cognitive strategies as a field of study or course in school, it is important to mention that cognitive strategies were visible during the African indigenous education. Three main methods were used in learning as cognitive strategies namely; observation, imitation, participation (Mac-ojong, 2008). Emphasis was on learning and not on the teaching process. These three methods were used to enable the child to developed interest on independent study sometimes not requiring the presence of a teacher. Observation imitation and participation as learning processes were in line with Bandura (1986) who emphasized learning by observation and imitation of models. These processes enabled the child to develop interest in learning even in the absence of the master. In this system of education, knowledge was caught not taught. Masters or teachers in indigenous, education included mothers who were assigned to teach female children fathers who took care of male children, elders, sibling and elders in the community. For instance, children observed their parents during farming, they imitate them in whatever they were doing and after they learnt what they had observed, they participate in the process.

Looking at the antecedent of cognitive strategies the first writer to publish a work based on it was Ulric Neisser in his book called “Cognitive psychology” in 1967 (Lavel, 1998). Neisser advanced a new way of looking at the human mind. He held that memory, perception and other internal thought processes could be studied and measured, work that was aided by growing computing power. His ideas directly challenged behaviourism, the dominant school in psychology in which Neisser had been trained, which examines responses to external stimuli. Neisser showed that memory, no matter how certain we are of its accuracy, is often only a partially accurate or sometimes inaccurate reconstruction of past events.

In the late 1980s a number of North American Research Centres, Institutes and University Departments working in the fields of cognition and learning, concerns were expressed that current approaches in education were insufficient and a new perspective on the education process was needed. The how perspective advocated in a series of three key publications aiming to redraw the educational landscape for the 1990s (Brown, Collins, Duguid, 1989; Collins, Brown & Newman 1989; Lave & Wenger, 1991) outlined in the different cognitive strategies used advocated by Collins & Brown (1989).

Prior to the learning of motor mechanic, it is important to mention how the means of transport manifested. During the ancient times, man realized that the means of transport with which nature had provided him left much to be desired. He was severely limited in the loads he could carry, even without a load. Furthermore, it is a safe guess that the physical exertion involved was no more to his liking than it is today (McDonald, 2001).

The taming and training of suitable animals enabled heavier loads to be carried greater distances, often at greater speeds then man was capable of attaining, and there was added value advantage theta most of the effort was provided by the animal, while the man could travel at his ease (Wiggins, & Smith, 2005). Heavy loads were dragged upon sledges until an early and unknown engineer invented the wheel. This made it possible to construct crude carts upon which even heavier loads could be carried more easily. The one drawback to the use of wheeled vehicles was and is still the necessity of providing a reasonably smooth and hard surface upon which wheels could run. The development of wheeled vehicles is closely related to the development of roads. However, during these transitions there was need for appropriate maintenance and repairs of these different means of transport, as such several cognitive strategies like problem solving and technical-know how were employed in learning them.

As new materials and manufacturing methods were developed, it became possible to make improvements in vehicles, but so long as animals were the only form of motive power it was not possible to increase loads and speeds very much (Neufeld, 2005). The development of the steam engine during the eighteenth and nineteenth centuries led to its application to the driving of vehicles, and though some of the early attempts were crude and not very stressful, several extremely promising were crude and not very successful, several extremely promising carriages were produced which might have been developed into very practical vehicles had not restrictive legislation forced them off the roads.

The steam engine proved less suited to road vehicles than it did to the railway. It was the successful development of the light high-speed internal-combustion engine towards the end of the 19th century which really opened up the way to the power-driven road vehicle, and which made possible the development of the modern motor-car, lorry, bus and coach. Motor vehicles were developed from horse-drawn carriages. They were, in fact, called “horseless carriages” and naturally owed something of their general form to those carriages (Keene, 2006). However, during these transitions there was need for appropriate maintenance and repairs of these different means of transport, as such several cognitive strategies like problem solving and technical-know how were employed in learning them.

Conceptually, cognitive strategies are sets of mental processes that are consciously implemented to regulate thought processes and content in order to achieve goals (Harrisson, 2007). According to Anderson &Siegler (2000), cognitive strategies are the specific methods that people use to solve problems and/or exploit opportunities, including all sorts of reasoning, planning, arithmetic, etc. Importantly, a cognitive strategy need not be all "in the head", but will almost always interact with various aspects of what might be called the "execution context". A specific cognitive strategy would be implemented via a set of ordered and overlapping logic. Each logical aspect of a cognitive strategy is either taught or learned and needs to be remembered as situation foreknowledge. These cognitive strategies are memorized for future utilization. They can be thought of as consciously written and remembered "programs" or as the "software" that guides future brain-neuron processing. Each logic process helps to "add up" to a specific decision and resulting action.

Different strategies may have different characteristics in terms of their time and space complexity, memory requirements, etc. and therefore in terms of their error characteristics. These different cognitive strategies can be employed in the learning of different skills. Cognitive strategies are useful tools in assisting students with learning problems. The term "cognitive strategies" in its simplest form is the use of the mind (cognition) to solve a problem or complete a task. Cognitive strategies may also be referred to as procedural facilitators (Bereiter & Scardamalia, 1987), procedural prompts (Rosenshine, 1997) or scaffolds (Palincsar & Brown, 1984). The different cognitive strategies used in this work are; Diagnostic strategies, Problem solving strategies, technical strategies, and inter-personal strategies.

Engine Sound Diagnostic strategies refer to an individual's ability to identify a particular problem and define it (Swamidass, 2000). These skills are acquired through formal training, practice, and experimentation. When a customer brings in their car for a repair, motor mechanics are often stressed and overwhelmed. A great technician acknowledges this and is able to find the source of the problem quickly and efficiently. Once they’ve diagnosed the vehicle, they use their mechanical and electrical skills to complete the repair and get the vehicle back up and running.

Mechanical Problem-solving strategies consists of using generic methods and tools in an orderly manner to a solution to problems (1989). As with any career, problems will inevitably arise in the day-to-day work as a technician. This requires the ability to problem-solve and think on one’s feet. Whether a repair is taking longer than expected or a customer is unhappy with their vehicle, it’s the job of a technician to come up with a solution that is best for the customer and the company. As a motor mechanic the goal is to figure out the problem and provide efficient and effective service. The faster you can figure out the problem and give a solution the faster your career growth will be. Every employer wants their mechanic to be an independent problem solver. Without a problem-solving skill you cannot be a great auto mechanic. The faster you can solve problems, the faster you can reach the highest peak of your auto mechanic career. You will get higher appreciation and higher customer satisfaction. It is true that, at the beginning, you cannot detect problems so fast like an experienced one, but your openness to solve problems will help you to learn faster than your peers. Auto technicians are knowledgeable about the wide variety of issues that can occur in vehicles and how to solve them. Whether it’s a problem with the brakes, electrical system or ignition, they are able to determine the issue, execute the repair and communicate with the customer throughout the process.

Technical strategies are the abilities and knowledge needed to perform specific tasks. They are practical, and often relate to mechanical, information technology, mathematical, or scientific tasks (Ferry, 2012). Medina (2011) stated that technical skills are hard skills associated with the use of tools, equipment related to work properly and efficiently, as well as all technical matters. In the view of Abinu (cited in Agada, 2014) technical skills are the knowledge and skills specific to a particular occupation or group of occupations. In this study, technical skills refer to the ability to repair, service and maintain engine components expertly and well in accordance to set standard or manufacturer instructions. Giri (2015) stated that mechanical technical skills expected in maintaining and servicing of carburetor include: cleaning and fixing to ensure float chamber is clean to allows fuel through the jet into an enlarged carburetor passage, replace the defective pump, clean properly the fuel lines and connecting unit and a new gasket should be used while installing the pump at its place. Udogu (2015) stated that the mechanical technical skills that are needed in maintaining and servicing modern motor vehicle ignition system includes, perform magnetic sensor testing, use plug wire or adapter to check for spark, test run the ignition system using the multimeter, check the crank sensor using diagnostic tool, check the battery to make sure there is ample voltage to start the engine, test and diagnose defective regulator sensor.

Interpersonal strategies are the behaviours and tactics a person uses to interact with others effectively (Gullick, 2015). In the business world, the term refers to an employee's ability to work well with others. Interpersonal skills range from communication and listening to attitude and deportment. According to Ferry (2013), interpersonal skills are needed as a mechanic in the following categories; Dealing with customers. As a mechanic, one only has work so long as one have customers will to bring their vehicles for repairs and maintenance. So, if you want to be successful in your career, you’re going to have to interact with customers frequently. Being able to talk to customers with respect, empathy and understanding for their needs is important. Also, they may encounter customers with complaints, or unrealistic expectations, so they’ll need to be calm, measured and ready to help them to the best of abilities with whatever concerns they have. At the end of the day, one will want to build up enough of a rapport with customers to keep them coming back for repairs, so it’s important that one keep things positive and be transparent and professional with clients at all times.

Dealing with co-workers. Professionalism in your demeanour extends not only to customers, but to colleagues as well. After you become a mechanic, you’ll want to know when to reach out for help from others and who to reach out to—to effectively troubleshoot car issues in ways you may not already know. This is especially important during your apprenticeship when you’ll be learning and making a living at the same time. Likewise, your colleagues may reach out to you for help or guidance as well, especially as you gain experience and newer hires look to you for advice. Whether you’re looking for advice or giving it, having the right communication skills can help.

Mechanic work is a trade craftsmanship. Mechanic work involves application of specific knowledge in the design, selection, construction, operation and maintenance of automobiles. Mechanic work is a trade. Mechanic work is geared to test, diagnose, service and completely maintain fault relating to the conventional automobile assembly like vehicles of different brands. Mechanic work enable workplace skills and create higher order thinking skills which are needed in order to increase the learners’ flexibility and job mobility which makes them adaptable to the present and envisaged changes (Hallak& Poison, 2000). The motor mechanic concepts used in this study are; Panel biting/bodywork, electric works, general maintenance and engine repairs.

Panel biting / bodywork. Automotive repair shops that specialize in bodywork repair are known as body shops. They offer paintwork repairs to scratches, scuffs and dents, as well as repairs to the bodies of vehicles damaged by collisions (A traffic collision, also called a motor vehicle collision, car accident, or car crash, occurs when a vehicle collides with another vehicle, pedestrian, animal, road debris, or other stationary obstruction, such as a tree, pole or building. Traffic collisions often result in injury, disability, death, and property damage as well as financial costs to both society and the individuals involved).

Electrical work means, selection, assembling, constructing, installing, testing, fault-finding, commissioning, maintaining, repairing, altering, removing, or replacing of electrical equipment and/or electrical installations in a vehicle (Moss, 2019). It may include the supervision or inspection of electrical work. In electrical mechanics, the mechanic maintains, test, rebuild and repair electric motors, transformers, switchgear and other electrical apparatus.

According to Marshell (2012), general maintenance means attendance to a fault that requires maintenance or repair but is not of an immediate safety concern to the public (for example loose fixing, objects obstructing access to normal maintenance of equipment). To Marsehell (2012), the duties of general maintenance are; inspects and identifies equipment or machines in need of repair. Troubleshoots issues to determine necessary repairs. Plans repair work using buildings blueprints or equipment manual as needed. Performs general repairs that do not require a specialized technician.

Engine repairs is the process of routinely checking the various systems and components that compose a car engine, and performing any repairs or upgrades that are necessary to keep the engine in proper running condition (Tatum, 2021). The typical car owner performs a few basic maintenance tasks on his or her own, while relying on a mechanic to manage the remainder of those tasks. A solid automobile repair schedule can increase gas mileage while also adding years of service to the engine.

Contextually, the use of cognitive strategies can increase the efficiency with which the learner approaches a learning task. These academic tasks can include, but are not limited to, remembering and applying information from course content, constructing sentences and paragraphs, editing written work, paraphrasing, and classifying cognitive strategies to be learned in a motor mechanic workshop. In a classroom where cognitive strategies are used, the teacher fulfils a pivotal role, bridging the gap between student and content/skill to be learned. This role requires an understanding of the task to be completed, as well as knowledge of an approach (or approaches) to the task that he/she can communicate to the learner.

Cognitive strategies therefore are instructional approaches that helps teach complex skills and reasoning, through authentic task. In designing a cognitive strategy environment, the expert might ask; what are the central skills and concepts of the subject area one will want to master and how can one make thinking visible. Cognitive strategy focuses on the development of learners and skills beyond the apprehension of subject matter content (For example, troubleshooting procedures and applications of diagnostic skills used in workplace). In cognitive strategy, the challenge is to present a range of task varying from systematic and diverse to encourage learners to reflect on and articulate the elements that are common across task. The goal of cognitive strategy is to help learners generalize the skills, to learn when the skill is or not applicable, and to transfer the skill independently when faced with novel situation (Lave, 1988).

Motor mechanics venture is becoming a very lucrative one in the 21^st century, due to the fact that almost everyone at this age owns a car and needs maintenance from time-to-time. There is therefore a need to apply cognitive strategies as a way of acquiring these motor mechanic skills. Some cognitive strategies applied in the motor mechanic venture are; talking to customers about their vehicle’s problems finding and diagnosing faults using hand tools or a computer, advising customers on what repairs are needed, estimating time and costs for jobs, repairing and replacing faulty parts, road testing vehicles to check repairs, carrying out scheduled servicing and maintenance, fitting accessories like stereos and alarms, checking stock levels and parts, updating vehicle service records(Outsen & Yulga, 2002).

The lecture method is being used predominantly in teaching mechanic or automobile technology and it is based on behavioural learning theories (Boyle, 2003). Emphasis is placed on transmission from the expert to the passive novice. Therefore, the increase effect of globalization and the rapid technological changes in the workplace have been acknowledge in the recommendation by UNESCO (2002) which states that technical education should be geared towards lifelong learning. This entails that workplace skills such as creativity, problem solving, collaborative skills should be encouraged. Mechanic work comprised of the following components; calibrating brakes, car engine, screws in tightening parts, electrical system in vehicles, combustion and diesel mot.

Theoretical Anchors on the study

Theoretically, this paper was anchored on the following learning theories; Atkinson and Shriffrin’s information processing theory, (1968) Lev Vygotsky’s socio-cultural theory (1934), John Flavel’s metacognition theory (1978) and Albert Bandura’s Observational learning theory (1963).

Information processing is the change (processing) of information in any manner detectable by an observer. As such, it is a process that describes that, everything that happens change in the universe, from the falling of a rock (a change in positive) to the printing of a text from a digital computer system. In the latter case, an information processor is changing the form of presentation of that file. Information processing may more specifically be defined in terms used by Claude E. Shannon as the conversion of latent information into manifest information (MC Gongnigle & Masddrien, 2011). Latent and manifest information is defined through the terms of equivocation, remaining uncertainty, what value the sender has actually chosen. The theory describes how knowledge from the environment gets to the sensory register, the moves the short-term memory via semantic encoding and finally gets to the long term memory through repetition, rehearsal, elaboration and practice. The information accumulated by apprentices in motor mechanic garages is learnt via information processing.

Metacognitive theory by John Flavell (1978). Research activity in metacognition began with John Flavell who is considered to be the father of the field. Metacognition is a concept that has been refers to a variety of epistemological processes. Metacognition essentially means cognition about cognition; that thoughts about thoughts, knowledge about knowledge. So, if metacognition involves perceiving remembering and so forth, then metacognition involves thinking about one’s own perceiving, understanding, remembering. These various cognitions about cognition can be labelled “metacognition”, “meta comprehension” and “meta memory” with metacognition remaining the superordinate term. Flavell (1978) referred to metacognition a knowledge that takes as it objects or regulates any aspects of any cognitive endeavours. Metacognition is defined in simplest terms as thinking about your own thinking. The root “meta” means “beyond”, so the term refers to “beyond thinking”. Specifically, this means it encompasses the processes of planning, tracking and assessing your own understanding or performance.

Vygotsky believed that individual development could not be understood without reference to the social and cultural context within which such development is embedded. He states that using activity mediators, the human being is able to modify the environment and this is her way of interacting with nature. Hence, Zone of Proximal Development is actually the gap between actual competence level (what problem level a learner is able to independently solve), and the potential development level (what problem level could she solve with guidance from a tutor). It supports a representation of intellectual development based on continuity. It states that learning can force cognitive development. It states the role of the expert as a necessary mediator of novices’ cognitive development.

Therefore, the Zone of Proximal Development is based the mental functions that have not yet matured but are being in the process of maturation. It supports a representation of intellectual development based on continuity. It states that learning can force cognitive development, and with scaffolding, cognitive development in the zones of proximal development stresses the role of a social partner of the novice (An expert or a more skilled peer). Also, with scaffolding, the instructor becomes supportive tool for the student in the zone of proximal development. The characteristics of an ideal teacher are those in which scaffolding provides support, it functions as a tool, it allows to accomplish a task otherwise impossible. In Vygotsky’s view, learning is an interactive interpersonal activity. The psychological mechanism is to create (external) activities that will be later internalized by novice. Relating this theory to the study, the patrons are seen as the teachers who are the authority of motor mechanic knowledge, they pass through the process of scaffolding to provide guidance to the apprentice so that they reach the zone of proximal development.

Observational learning is a method of learning that consists of observing and modeling another individual’s behaviour, attitudes, or emotional expressions. Although it is commonly believed that the observer will copy the model. Albert Bandura stressed that individuals may simply learn from the behaviour rather than imitate it. Observational learning is a major component of Bandura’s social learning theory. He also emphasized that four conditions were necessary in any form of observing and modelling behaviour: attention, retention, reproduction, and motivation. In the learning of motor mechanics via cognitive strategies, the learners (apprentices) must observe the teacher (patron) in assimilating a skill (Kouzekanani, 2000).

Diagnostic strategies and acquisition of motor mechanic skills

Ziblim, Nkrummah and Imoro (2012) carried out a study on “Assessing the Skills of Roadside Mechanics in Diagnosing and Fixing Problems of Modern Electronic Managed Vehicles in Ghana (Tamale Metropolis)”. The study sampled 35 mechanic workshops around the district consisting of 120 motor mechanics. In the study, the various vehicle repair and maintenance skills used by roadside mechanics were investigated using questionnaires as data collection tool. The study revealed that, a large number of the auto-mechanics in the Tamale Metropolis have considerable years of auto repair working experience, but lack the ability to inspect and repair modern electronic managed vehicles due to low educational and technical levels. The study also indicates that, the auto mechanics lack the ability to use modern diagnostic equipment, manufacturer’s manuals, computers and internet which have characterized modern vehicle repairs, in their repair practices. It is recommended that, government should assist in training roadside mechanics to upgrade their knowledge and skills in the area of automotive electronics. Training institutions and organizations such as the universities, polytechnics, National Board for Small Scale Industries (NBSSI), etc., should assist particularly in the form of education and training to equip roadside mechanics with the requisite skills and technology to be able to work on the electronic managed vehicles.

Ezeama, Obe and Ede (2016) conducted a study on “Assessment of Diagnostic skills among Motor Vehicle Mechanics Trainers for the use of auto scan tools”. This study examined the diagnostic needs among motor vehicle mechanics trainers in the use of auto scan tools. Three research questions and three null hypotheses guided the study. The study was carried out in three institutions where motor vehicle mechanics trade is offered as automobile technology or automobile education, three centres where auto scan tools are used for vehicle repairs and two technical colleges in Enugu state that offer motor vehicle mechanics (MVM) trade. The population of the study consisted of eighty-three (83) MVM trainers, teachers and instructors. The instrument which was structured on two types of response scale (perceived importance and expressed performance) to elicit information on the use of auto scan tool for diagnosing some vehicle systems faults. Data collected were analysed using the mean and the improvement needed index (INI) to answer the research questions.

Then t- test statistic was used to test the null hypotheses at 0.05% level of significance. The study found out that MVM trainers need capacity building in the use of auto scan tools for vehicle systems diagnosis and repairs. The study recommended that workshop/seminars should be organized by centres like the National center for equipment maintenance and development, the National automotive council and so on to enable MVM trainers acquire the required skills to meet up with the training job facing them.

Problem solving strategies and the acquisition of motor mechanic skills

Behrman, Stadt and Mc Daniels (1996) carried out a study of on “effective problem solving instructional method in College Automobile classrooms”. The purpose of the study was to determine whether problem solving instruction method represents an improved method for helping automotive students learn information and diagnose problems. Three research questions were posed to examine the difference between the two instructional methods. A quasi-experimental design was used to compare problem solving that us cognitive strategies instructional design was used with the traditional lecture method. A sample consisted of 28 students in two automotive classes of the college of Technical Career with age ranging 19 to 49 years. Although groups had a mixture of group levels, the experimental group was composed of more seniors. The students in the control group have four years prior to the study. The experimental treatment group consisted of a series of laboratory design to be consistent with the cognitive apprenticeship characteristics described below.

The control group received the same content primarily through presentations of theory in a lecture setting followed by the methods of coaching where experts assist students by giving hints and support with fading where expert gradually remove support until the students are on their own. The instrument was a multiple-choice test containing a total of 25 questions sub divided in to three areas. a) Air conditioning information, b) troubleshooting procedures and c) application of diagnostic skills. Content validity for data collection instrument was enhanced by using Automatize Service Excellence Certification preparation test as a guide for developing the 25 questions. 2 colleges automotive air conditioning professors assisted in the construction of the instrument. This was done to ensure content validity (Cronbaeh Alpha) were computed for each subscale of the questionnaire. A repeated measure ANOVA was used to test the differences between the effects (Experimental versus control groups). A t-test was used to examine pre-treatment difference. When compared with the traditional lecture-based test, control group methodology, the problem solving treatment results were significantly more effective for the acquisition of air conditioning information, knowledge of trouble shooting procedures and application of diagnostic skills.

Technical strategies and the acquisition of motor mechanic skills

Okwelle and Tombari (2017) carried out a study on “Technical Skills Needed by Motor Vehicle Mechanic Apprentice to Establish Standard Motor Mechanic Enterprise in Port Harcourt Metropolis, Rivers State”. The study investigated mechanical technical skills required by apprentice of motor vehicle mechanic (MVM) to qualify for graduation as MVM artisan and establish standard motor mechanic enterprise in Port Harcourt metropolis. The study adopted the descriptive survey research design. The sample of the study comprised 63 MVM artisans operating in MVM workshops in Ikoku Mechanic village Diobu, Port Harcourt, who were purposively sampled. The instrument used for data collection was a structured questionnaire which was faced validated by three experts. The reliability of the instrument was established by using Cronbach Alpha reliability method to obtain the reliability coefficient was 0.86. Three research questions guided the study. Mean and standard deviation were used to answer the research questions. The study revealed modern technical skills in maintenance of ignition systems, carburetors as well as wheel alignment and balancing required by MVMW apprentice to qualify for graduation as MVM artisan and establish standard Motor Vehicle Mechanic enterprise in Port Harcourt metropolis. Based on the findings, recommendation was made among which included: Government should establish modern motor vehicle mechanic workshops that would train apprentice of MVM on technical skills required in maintaining and repairing of fuel system, ignition system and wheel alignment and balancing of motor vehicles wheels and tyres. The industries and motor vehicle companies should establish more service centres in Port Harcourt metropolis to train interested youths at subsidized rate.

Another study was carried out by Olaita and Ikeh (2015) on “Employability and Technical Skill Required to Establish a Small-Scale Automobile Workshop”. The study focused on identifying the employability and technical skills needed to establish small-scale automobile workshop in Nsukka Urban of Enugu State. Five purposes of the study were stated to guide the study. Five research questions were stated and answered in line with the purpose of the study. The population for the study is 1,500 registered automobile mechanics in the study area. Simple random sampling technique was employed to select 150 automobile mechanics and was used for the study. The instrument for data collection was a questionnaire developed from literature review. The Questionnaire was administered on 150 automobile mechanics in the Nsukka Mechanic Village, and was retrieved and analysed using frequency distribution, percentage and mean. The study revealed among others that to establish and to progress in automobile business, employability skills, technical skills, managerial skills, basic tools, equipment and facilities as well as finance are of great importance to the prospecting auto mechanic. Recommendations were given based on the findings from the study.

Interpersonal strategies and the acquisition of motor mechanic skills

Dotsey (2011) carried out a study on “The influence of staff training on customer service” The research was conducted base on the following objectives among others. To identify the various training models used by management of Private Companies to train its staff, to assess the influence of training in employee’s quality service delivery and to assess management orientation and commitment to staff training. The study was conducted with a sample size of five hundred (500). These consist of two hundred (200) workers and three hundred (300) customers. This was practicable since it was not possible to sample the entire workforce under discussion. With the aid of the methodology used, the research was successful in arriving at the following findings; It was discovered from the study that most Private company’s organizes periodic job training programs which last for a period of one week for its staff, and are internally supervised. It was also discovered that perception about Private company’s product is at a high rate; their services are portrayed as quality as compared to other services and that customer’s leave the company happy after being attended to.

It can be concluded that customer’s complaints are handled professionally after the training program. It was also discovered that Private company’s workers are motivated to go on training and that all staff are not actually included in the training programs organized in the organization. It is also clear that the services can be improved to the benefit of customers in achieving the organization objectives. The researchers also recommend among others the following; Management of Private Companies Limited should increase the training duration and the content of the training should be at least two weeks and above for effectiveness. All the departments and all individuals in the department should be involved in the training session. In other for customers to perceive the services rendered by Private companies very high, workers of the company must do well to follow up with customers’ grievances to satisfy their requirement thus post purchase since this well defines the essence of customer service. It is an undeniable fact that training employees will have positive impact on their performance. This would ultimately lead to quality service delivery and to achieving objectives of the organization

Statement of the problem

The acquisition of motor mechanic skills is very primordial in the life of any apprentice mechanic, it is expected that apprentices after going through training from the trainers will be masters in the motor mechanic profession and even open up their own workshops, but from observation and experience from many mechanic workshops, these apprentices are unable to generate the appropriate strategies and skills that will make them self-reliant and open up their own mechanic workshops. Some who succeed in opening their own workshop are still unable to fix and solve common and complex motor mechanic matters and issues, reducing and tarnishing the image of motor mechanics. Nevertheless, some of these learners because of the complex nature of the motor mechanic task, tend to drop out from the trade/profession. It was for this reason therefore the researcher decided to find out how cognitive strategies can enhance the acquisition of motor mechanic skills in some mechanic shops in Buea Municipality.

Hypotheses of the study

Ha₁: There exist a relationship between cognitive strategies and the acquisition of motor mechanic competency

H0₁: There is no relationship between cognitive strategies and the acquisition of motor mechanic competency.

Ha₂: There exist a relationship between problem solving strategies and the acquisition of motor mechanic competency

H0₂: There is no relationship between problem solving strategies and the acquisition of motor mechanic competency.

Ha₃: There exist a relationship between technical skills and the acquisition of motor mechanic competency.

H0₃: There is no relationship between technical skills and the acquisition of motor mechanic competency.

Ha₄: There exist a relationship between inter-personal relationship and the acquisition of motor mechanic competency.

H0₄: There is no relationship between inter-personal relationship and the acquisition of motor mechanic competency.

METHODS

Research Design

The study employed a concurrent triangulation nested design. The theoretical perspective is dominantly qualitative. Concurrent triangulation is characterized by the fact that two or more methods are used to confirm, cross-validate, or corroborate findings within a study; data collection is concurrent. The purpose is substantiated by the fact that generally, both methods are used to overcome a weakness in using one method with the strength of another as to clarify unexpected findings and/or potential contradictions; for instance, combining a survey questionnaire with interview (Creswell, 2000; Nana, 2018). But in this the context of this study, questionnaire and interview will be used to investigate how cognitive strategies facilitate the acquisition of motor mechanic skills.

Population of the study

The population was made up of all apprentices and trainers (patrons) involved in mechanic work in Buea Municipality in the non-formal sector. The Regional Delegation for Employment and Vocational Training had no statistics on the number of trainers and apprentices in mechanic work in Buea Municipality. The target population of this study comprised of sixty (60) apprentices in Buea Municipality engaged in mechanic work. While the accessible population was made up of twelve (30) apprentices in mechanic garages and 10 trainers.

Sample and sampling technique

A sample of 60 apprentices and 10 trainers were selected for the study. The study was done in five garages. The first garage called C.O.I.C garage 16 apprentices 2 trainer. Second garages “Kilonomic garage” located at mile 17 with 13 apprentices. While garage three called “Top ten” located at Molyko with 7 apprentices. Garage four known as “Fako Garage” located at Bonduma, with 15 apprentices and Garage five known as “Faith Auto garage” located at Bokwai junction with 9 apprentices. This sample is justified by Goldstein & Pollock (1989) who states that in obtaining best results in any skill training programme, a group of three (3) to six (6) learners is appropriate. Accordingly, small groups enable novices to socially interact and share ideas and give feedback. All the garages had two trainers each.

A Pearson product moment correlation was run to determine the relationship between the interpersonal strategy and the learning of motor mechanics. There was a positive correlation between problem solving strategy and the learning of motor mechanics was statistically insignificant (r=0,380, n=25, p=0,061). There was statistically enough evidence (r = 0.343, p=0.061) that interpersonal strategies positively but insignificantly influence on the acquisition of motor mechanic competencies.

Analysis of Interviews from Trainers

What are the different diagnostic strategies you use in diagnosing car faults?

There were diverse diagnostic strategies advanced by trainers in motor mechanic workshops. Most of the strategies through experience were indicated as follows: “I use my knowledge and personal skills due to long time experience in this field”, “with my long time experiences, I diagnose some faults by listening to the sound and smoke produced by the engine of the car”. Again, “les anciens payne au register et resolve ne permete de presourdre les nouveaux pagne ocasione”. Other diagnostic strategies included the used of digital diagnostic tools for auto-detect, as well, many diagnostic problems beyond the technician’s ability are further discussed in the over social media; “we have some other diagnostic skills by discussing or a group call mechanic world forum over whatsapp”.

How do these diagnostic strategies help in acquisition (understanding) of motor mechanic skills?

Diagnostic strategies have been seen to assist trainers in various ways. To many, it helps to solve both simple and complex problems in garages. As most of the trainers opined that “je utilize mon talent et mon experience en mechanic”, “as long as one does something every day he must understand it because they say practice makes perfect”, implying that knowledge gained from diagnostic strategies is a guide for future problem-solving tasks in the garage. Apart from this, some trainers it guarantees quality work and establishes good social relations as reported “It helps me to do work effectively and to maximise time to do the work and helps to keep good relations with customers”.

What is the different problem-solving strategies you use in solving car faults?

The problem-solving strategies here included observations and critical thinking. To be able to solve problems identified, a mechanic must observe keenly the situation at hand, and think out of the box. There are also diagnostic machines that are being used in solving problems from car faults. Others listen to the sound of the car engine from à distance ; “je ecoute le son du noteur ou je conduit le vehicules pour une distance”.

How can these problem strategies help in the understanding of motor mechanics?

The different problem-solving strategies are very essential in motor mechanics. To most trainer, “It helps in such a way that one can spend less time in doing his work since he is already use to the cars happening problems”. “it helps to solve common and complex faults in the garage”.

What are the different technical strategies you use in solving car faults?

Trainers employ different technical strategies in solving car problems. “Sometimes I Google just to learn more”. “I sometimes ask my friends in the field when I do not understand”. To some, it is an issue of critical thinking and the use of human sense of hearing, touch and smell. Technical skills generally facilitate their learning of motor mechanics by giving them practical skills

What are the different interpersonal strategies you adopt in dealing with apprentices and clients?

Motor mechanic trainers adopt different interpersonal strategies when dealing with clients and apprentices. For the apprentices most of them indicate that they take time to listen keenly to their difficulties, in order to tell them to solve their problem. They therefore create time to listen to the apprentice before taking any action with them.

How can these interpersonal strategies facilitate relationship building in motor mechanics?

Trainers indicated that interpersonal skills with clients are of paramount importance. This importance could be of three categories: diagnosing, problem- solving, maintenance and economic purposes. Upon arrival at the workshop, the client needs to be listened to carefully so as to ease diagnosis processes. They explained as follows;

“I listen carefully to my clients and advise them on what should be done to the car-fault”, “To the client I listen very well to their problems and tell them what to do to get their car running”, “Since I deal with many people a day, these skills help me to interact with different faces and make job easier” and “My interpersonal skills help me to do costumer work quick and faster and it also helps me to bring more customers to my work place”

Thus, good personal skill gives each trainer the upper hands to good relationship with all kinds of people and it also helps to bring others to the workplace/garage with respect to the quality of services too. Hear them “…interpersonal skills help my interaction with clients in given them the appropriate fault they are serving with their cars and solving their issues on their cars in time, and bring more customers to the work place, leading to much income earnings”.

CONCLUSIONS

The main aim of the study was to find out the effect of cognitive strategies on the acquisition of motor mechanic competency within Buea Municipality. The specific research objectives were to find out the influence of diagnostic skills on the acquisition of motor mechanic competency, to find out the influence of Problem skills on the acquisition of motor mechanic competency, to find out the influence of technical solving skills on the acquisition of motor mechanic competency, and to determine the influence of inter-personal skills on the acquisition of motor mechanic competency. Considering the findings of this study, it can be concluded that, diagnostic strategies positively and significantly influences the acquisition of motor mechanic competency, problem strategies positively but insignificantly influences the acquisition of motor mechanic competency, technical solving strategies positively and significantly influences acquisition of motor mechanic competency and inter-personal strategies positively and insignificantly influences the acquisition of motor mechanic competency.

Recommendations

Based on the findings of the study the researcher recommends the following;

· Government should assist in training roadside mechanics to upgrade their knowledge and skills in the area of automotive electronics.

· Training institutions and organizations such as the universities, polytechnics, Board for Small Scale Industries etc., should assist particularly in the form of education and training to equip roadside mechanics with the requisite skills and technology to be able to work on the electronic managed vehicles.

· Government should establish modern motor vehicle mechanic workshops that would train apprentice of Motor vehicle mechanics on technical skills required in maintaining and repairing of fuel system, ignition system and wheel alignment and balancing of motor vehicles wheels and tyres.

· Trainers or patrons should be sensitized on maintaining and sustaining good interpersonal relationships with their apprentices.

· Also, apprentices should as well be sensitized on maintaining and sustaining good interpersonal relationships with customers.

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ARTICLE INFO	ABSTRACT
*Article No.:* 092322084 *Type: Research* *Full Text: PDF, HTML, PHP, EPUB*	This study was aimed at investigating perceived cognitive strategies and the acquisition of motor mechanic competency among trainees of auto training institutes in the Buea Municipality. Four research objectives guided the study which was to find out: The influence of cognitive strategies on diagnostic motor mechanic competency, the influence of problem-solving strategies on the acquisition of motor mechanic competency, the influence of technical skills on the acquisition of motor mechanic competency and determine the influence of inter-personal relationship on the acquisition of motor mechanic competency. At the level of theories, Atkinson and Shriffrin’s information processing (1968), Lev Vygotsky and socio-cultural theory (1896-1934), John Flavel’s metacognition theory (1978) and Albert Bandura observational learning theory were used for the study. The study used the concurrent triangulation mixed method where both qualitative and quantitative methods were used. The sample population of this study comprised of thirty (30) apprentices in mechanic garages and 10 trainers randomly selected from five garages namely; C.O.I.C, great soppo, “Kilonomic garage” mile 17, “Top ten” Molyko, “Fako Garage” Bonduma, and “Faith Auto garage” Bokwai Junction. The sampling technique used in this study was convenient sampling technique. The instruments used for the collection of data were a questionnaire and interview schedule. Descriptive data were analysed using tables, percentages, and frequencies. Inferentially data were analysed via the Product Moment Correlation. As for analysis of data from the interview, the researcher used themetic analysis. The findings revealed that a diagnostic strategy positively and significantly influences the acquisition of motor mechanic competency. Problem solving strategies positively but insignificantly influences the acquisition of motor mechanic competency. A technical strategy positively and significantly influences acquisition of motor mechanic competency. Inter-personal strategies positively and insignificantly influence the acquisition of motor mechanic competency. Based on the findings the following recommendations were made: Government should assist in training roadside mechanics to upgrade their knowledge and skills in the area of automotive electronics and Training institutions and organizations such as the universities, polytechnics, Board for Small Scale Industries etc., should assist particularly in the form of education and training to equip roadside mechanics with the requisite skills and technology to be able to work on the electronic managed vehicles.
*Accepted:* 30/09/2022 *Published:* 16/10/2022
Corresponding Author Dr.* Tani Emmanuel Lukong *E-mail:* elukongt@ gmail.com
*Keywords:* Perceived Cognitive Strategies, Acquisition of Motor Mechanic Competency, Trainees of Auto Training Institutes, Cameroon.

Statement	SA	A	D	SD
I am able to detect car faults when they come for repairs	01 (4%)	22 (88%)	02 (8%)	00 (0%)
The ability to detect car faults makes me learn motor mechanics effectively	07 (28%)	17 (68%)	01 (4%)	00 (0%)
Identifying oil leakages improves my learning of motor mechanics	03 (12%)	21 (84%)	01 (4%)	00 (0%)
I can pinpoint car faults at first sight when it comes to the garage for repairs	03 (12%)	08 (32%)	14 (56%)	00 (0%)
We are being trained on identifying faulty brake systems	03 (12%)	17 (68%)	05 (20%)	00 (0%)
I can identify unwanted noise from car engines	03 (12%)	14 (56%)	08 (32%)	00 (0%)
I can detect the pulling fault of a car	04 (16%)	16 (64%)	03 (12%)	02 (8%)
Recognizing car faults cannot facilitate learning of motor mechanics	02 (8%)	06 (24%)	05 (20%)	12 (48%)
MRS

Correlations
		Diagnostic strategy	acquisition of motor mechanic skills
Diagnostic strategy	Pearson Correlation	1	.435^*
	Sig. (2-tailed)		.030
	N	25	25
acquisition of motor mechanic skills	Pearson Correlation	.435^*	1
	Sig. (2-tailed)	.030
	N	25	25
*. Correlation is significant at the 0.05 level (2-tailed).

Statement	SA	A	D	SD
I use problem solving strategy to solve the problem of brake failure	06 (24%)	19 (76%)	00 (0%)	00 (0%)
I can solve problem of oil shortage in the engine	09 (36%)	11 (44%)	05 (20%)	00 (0%)
I can identify and solve short-circuit problems in a car	04 (16%)	13 (52%)	08 (32%)	00 (0%)
I can solve the fault of hard-starting	07 (28%)	12 (48%)	06 (24%)	00 (0%)
I can identify and solve faulty earth connection	03 (12%)	13 (52%)	09 (36%)	00 (0%)
I solve most car faults after diagnosing them	03 (12%)	17 (68%)	05 (20%)	00 (0%)
I can do car engine timing	06 (24%)	10 (40%)	06 (24%)	03 (12%)
Problem solving skills has no effect on the acquisition of motor mechanics skills	05 (20%)	12 (48%)	04 (16%)	04 (16%)

Correlations
		Problem solving strategy	The learning of motor mechanics
Problem solving strategy	Pearson Correlation	1	.343
	Sig. (2-tailed)		.093
	N	25	25
The learning of motor mechanics	Pearson Correlation	.343	1
	Sig. (2-tailed)	.093
	N	25	25

INTRODUCTION

Tracing the Emergence of cognitive strategizing within the context of Auto mechanic training

Hypotheses of the study

Research Design

Population of the study

Sample and sampling technique

Table 1: Sample population

Instrument for data collection

Research Objective One: To find out the influence of diagnostic strategies on the acquisition of motor mechanic competency.

Table 2: Diagnostic strategy and the acquisition of motor mechanic skills

Research Objective Two: To find out the influence of Problem solving strategies on the acquisition of motor mechanic competency

Table 3: Problem solving strategy and the learning of motor mechanics

Research Objective Three: To find out the influence of technical strategies on the acquisition of motor mechanic competency

Table 4: Technical strategy and the acquisition of motor mechanics

Research objective four: To determine the influence of inter-personal skills on the acquisition of motor mechanic competency

Table 5: Interpersonal strategy and the acquisition of motor mechanics