DIFFICULTIES OF MECHANICAL ENGINEERING STUDENTS IN TAKING

MACHINE DESIGN SUBJECT

SUBMITTED TO:
ENGR. MARIO A. CABLING

Professor, Mechanical Engineering Department

NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY
Cabanatuan City

Partial fulfillment of the Course Requirement in Methods of Research (ME461)

Submitted by:
JIM ANDRE S. TAGANNA
Leader

Members:
DHAVE D. ARELLANO
PAOLO J. CRUZ
JERICO F. GALDORES
JENNSON V. FERNANDEZ
JULIUS A. PAMARES
ARIEL C. REYES
March 2014

I. INTRODUCTION
Design is one of the most important engineering functions for it is through
design that new products and processes are born and that old ones are
improved. Design requires a breadth of knowledge extending over many areas,
and a sound analytical ability. It requires an ability to recognize the phenomena
involved and to synthesize an integrated solution.

Design requires sound

engineering judgment as well as a good grasp of the underlying basic science

and mathematics.
Machine design is the process of engineering design. A machine is made
up of mechanisms that work together to satisfy the requirements of what the
machine needs to accomplish. Mechanisms can still be used independently, such
as an umbrella, but cannot accomplish what a machine can because a machine
controls energy in addition to motion. Machine design takes into account kinetics
and kinematics, which deal with motion and the forces on an object in motion.
Machine design is applied through a specific process including determining what
the machine needs to do, benchmarking and defining goals and requirements,
brainstorming, evaluating and selecting from the different options, creating an indepth design, creating and testing a prototype, and finally manufacturing the
machine.
This course aims to integrate the knowledge that you have gained earlier
in the qualification and focus your analytical skills towards synthesis of solutions
by working through the design of several simple, commonly used devices.

Design is the process of conceptualization, analysis, evaluation and

verification of the form and function of products and systems. Good design
engineering requires a deep understanding of customer needs, service
environments, user processes, and requirements, industry standards, materials,
manufacturing processes, and tolerances. Computer-aided design (CAD)
systems are often employed to facilitate design engineering work, such as
calculations, modeling, and simulations.
In this study, the researchers aimed to find out the difficulties of
Mechanical Engineering students of NEUST in taking Machine Design subject as
identified by the respondents.

II. METHODOLOGY
The researchers used the descriptive method of research. The
respondents were chosen through purposive sampling. Calderon (1993) cited
that purposive sampling is determining the target population, those to be involved
in the study. The respondents were chosen on the basis of their knowledge of
information desired.
Respondents of the Study
Students from the College of Engineering, Mechanical Engineering
Department of Nueva Ecija University of Science and Technology during first and
second semester of school year 2014- 2015 and who take Machine Design
subjects were selected as respondents. These consisted of 55 B. S. Mechanical
Engineering students selected on the basis of their knowledge about Machine
Design subject.
Research Instrument
A self-made questionnaire was the main tool in gathering data. The
researchers divided it into three sets.
Set A, consists of questions aimed to determine the nature of subject.
Set B, consists of questions aimed to determine the teaching strategy of
professor.

Set C, consists of questions aimed to determine the assessment of the

curriculum.
Data Gathering Procedure
Upon the approval of the consultant, questionnaires were reproduced and
distributed to the respondents. The distribution if questionnaire was conducted on
February 26, 2015. The data obtained from the questionnaires was carefully
tabulated and interpreted.
Statistical Treatment of the Data
The following statistical tools will be used to describe and easily
understand the results and other relevant findings in the study.
For the descriptive presentation of variable, frequency, respondents, total
number of respondents and weighted mean will be used. The formula is shown
as follows.

WM=

F 1 n 1+ F 2 n2+ F 3 n 3+ F 4 n 4+ F 5 n 5
n

Where:
WM is the weighted mean
F is the frequency
n is the number of respondents

n is the total number of respondents

The respondents will rate each statement according from scale of 1-5 by
placing a check mark on the box that corresponds to their answers.
Set A (Nature of Subject)
Rate

Verbal Interpretation

Weighted Mean

Very Difficult

4.2 5.0

Difficult

3.4 4.1

Moderate

2.6 3.3

Easy

1.8 2.5

Very Easy

1 - 1.7

Set B (Teaching Strategy)

Rate

Verbal Interpretation

Weighted Mean

Strongly Agree

4.2 5.0

Agree

3.4 4.1

Disagree

2.6 3.3

2
1

Strongly Disagree
Cant Decide

1.8 2.5
1 - 1.7

Set C (Curriculum/Assessment)
Rate

Verbal Interpretation

Weighted Mean

Very Difficult

4.2 5.0

Difficult

3.4 4.1

Moderate

2.6 3.3

Easy

1.8 2.5

Very Easy

1 - 1.7

III. RESULTS AND DISCUSSION

This chapter presents the discussion on the findings of the researcher on
the study entitled Difficulties of Mechanical Engineering Students in taking
Machine Design Subject in this study, the researcher aimed to find out the
difficulties of ME Students in taking Machine Design subject as identified by the
respondents.

4th Year ME Students

Table 1
Nature of Subjects
1.1 Formulae

Frequenc
y

Respondent
s

Very Difficult

Difficult
Moderate
Easy
Very Easy
TOTAL
WEIGHTED
MEAN

4
3
2
1

18
10
0
0
30
3.73

1.2 Solving
Problems

Frequenc
y

Respondent
s

Very Difficult
Difficult
Moderate
Easy
Very Easy
TOTAL
WEIGHTED
MEAN

5
4
3
2
1

13
10
7
0
0
30
4.2

1.3 Laws and

Ethics

Frequenc
y

Respondent
s

Very Difficult
Difficult
Moderate
Easy
Very Easy
TOTAL
WEIGHTED
MEAN

5
4
3
2
1

4
15
10
1
0
30
3.47

1.4 Content to
Memorize

Frequenc
y

Respondent
s

Very Difficult

Difficult
Moderate
Easy
Very Easy
TOTAL
WEIGHTED
MEAN

4
3
2
1

14
9
3
0
30
3.63

1.5
Understandin
g the Content

Frequenc
y

Respondent
s

Very Difficult
Difficult

5
4

4
15

Moderate
Easy
Very Easy
TOTAL
WEIGHTED
MEAN

3
2
1

10
1
0
30
3.73

1.6
Calculating
problems

Frequenc
y

Respondent
s

Very Difficult
Difficult
Moderate
Easy
Very Easy
TOTAL
WEIGHTED
MEAN

5
4
3
2
1

13
11
5
0
1
30
4.17

Table 2
Teaching Strategy
2.1 Practical Work
Approved
Strongly Agree

Frequency

Respondents

Agree
Disagree
Strongly Disagree
Cant Decide
TOTAL
WEIGHTED MEAN
2.2 Understanding
explanation of concept
Strongly Agree
Agree
Disagree
Strongly Disagree
Cant Decide
TOTAL
WEIGHTED MEAN
2.3 Teacher being
friendly
Strongly Agree
Agree
Disagree
Strongly Disagree
Cant Decide
TOTAL
WEIGHTED MEAN
2.4 Given examples
simpler than class
exercises
Strongly Agree
Agree
Disagree
Strongly Disagree
Cant Decide
TOTAL
WEIGHTED MEAN

4
3
2
1
Frequency
5
4
3
2
1
Frequency
5
4
3
2
1
Frequency

5
4
3
2
1

18
7
1
3
30
3.43
Respondents
1
18
9
1
1
30
3.56
Respondents
0
14
12
3
1
30
3.5
Respondents

8
13
5
2
2
30
3.77

Table 3
Curriculum/Assessment
3.1 Following
Textbooks

Frequency

Respondents

Very Difficult
Difficult
Moderate
Easy
Very Easy
TOTAL
WEIGHTED MEAN
3.2 Examinations
Very Difficult
Difficult
Moderate
Easy
Very Easy
TOTAL
WEIGHTED MEAN
3.3 Syllabus content
Very Difficult
Difficult
Moderate
Easy
Very Easy
TOTAL
WEIGHTED MEAN

5
4
3
2
1

2
18
9
2
0
30
3.77
Respondents
6
16
8
0
0
30
3.93
Respondents
2
14
10
2
1
30
3.4

Frequency
5
4
3
2
1
Frequency
5
4
3
2
1

1. Nature of Subject (4th year Students)

Table 1 shows the nature of machine design subject.
Tables

Weight Mean

Verbal Interpretation

1.1 Formulae
1.2 Solving Problems
1.3 Laws and Ethics
1.4 Content to Memorize
1.5 Understanding the
Content
1.6 Calculating
problems
TOTAL

3.73
4.2
3.47
3.73
3.63

Difficult
Very Difficult
Difficult
Difficult
Difficult

4.17

Difficult

3.82

Difficult

2. Teaching Strategy (4th year Students)

Table 2 shows the agreement of students on the teaching strategy of the
professor.
Tables
2.1 Practical Work
Approved
2.2 Understanding
explanation of concept
2.3 Teacher being friendly
2.4 Given examples simpler
than class exercises

TOTAL

Weight Mean
3.43

Verbal Interpretation
Agree

3.56

Agree

3.5
3.77

Agree
Agree

3.57

Agree

3. Curriculum/Assessment (4th year Students)

Table 3 shows the curriculum/assessment of the subject.
Tables
3.1 Following Textbooks
3.2 Examinations
3.3 Syllabus content
TOTAL

Weight Mean
3.77
3.93
3.4
3.7
5th Year ME Students
Table 1
Nature of Subjects

Verbal Interpretation
Difficult
Difficult
Difficult
Difficult

1.1 Formulae

Frequenc
y

Respondents

Very
Diffucult
Difficult
Moderate
Easy
Very Easy
TOTAL
WEIGHTED
MEAN

4
3
2
1

12
6
4
1
25
3.4

1.2 Solving
Problems

Frequenc
y

Respondents

Very Difficult
Difficult
Moderate
Easy
Very Easy
TOTAL
WEIGHTED
MEAN

5
4
3
2
1

5
12
5
2
1
25
3.72

1.3 Laws and

Ethics

Frequenc
y

Respondents

Very
Diffucult
Difficult
Moderate
Easy
Very Easy
TOTAL
WEIGHTED
MEAN

4
3
2
1

8
12
3
1
25
3.28

1.4 Content to
Memorize

Frequenc
y

Respondents

Very Difficult
Difficult
Moderate
Easy
Very Easy
TOTAL
WEIGHTED
MEAN

5
4
3
2
1

2
12
7
3
1
25
3.44

1.5
Understandin
g the Content

Frequenc
y

Respondents

Very
Diffucult
Difficult

10

Moderate
Easy
Very Easy
TOTAL
WEIGHTED
MEAN

3
2
1

12
2
1
25
3.2

1.6
Calculating
problems

Frequenc
y

Respondents

Very
Diffucult
Difficult
Moderate
Easy
Very Easy
TOTAL
WEIGHTED
MEAN

4
3
2
1

15
6
0
1
25
3.76

Table 2
Teaching Strategy
2.1 Practical Work
Approved
Strongly Agree
Agree
Disagree
Strongly Disagree
Cant Decide
TOTAL
WEIGHTED MEAN
2.2 Understanding
explanation of concept
Strongly Agree
Agree
Disagree
Strongly Disagree
Cant Decide
TOTAL
WEIGHTED MEAN
2.3 Teacher being
friendly
Strongly Agree
Agree
Disagree
Strongly Disagree
Cant Decide
TOTAL
WEIGHTED MEAN
2.4 Given examples
simpler than class
exercises
Strongly Agree
Agree

Frequency

Respondents

5
4
3
2
1

0
18
5
2
0
25
3.64
Respondents

Frequency
5
4
3
2
1
Frequency
5
4
3
2
1

2
12
8
2
1
25
3.48
Respondents

Frequency

0
12
7
4
1
25
3.16
Respondents

5
4

7
8

Disagree
Strongly Disagree
Cant Decide
TOTAL
WEIGHTED MEAN

3
2
1

5
4
1
25
3.64

Table 3
Curriculum/Assessment
3.1 Following
Textbooks
Very Difficult
Difficult
Moderate
Easy
Very Easy
TOTAL
WEIGHTED MEAN
3.2 Examinations
Very Difficult
Difficult
Moderate
Easy
Very Easy
TOTAL
WEIGHTED MEAN
3.3 Syllabus content
Very Difficult
Difficult
Moderate
Easy
Very Easy
TOTAL
WEIGHTED MEAN

Frequency

Respondents

5
4
3
2
1

1
11
12
0
1
25
3.44
Respondents
4
14
7
0
0
25
3.88
Respondents
1
10
112
1
1
25
3.36

Frequency
5
4
3
2
1
Frequency
5
4
3
2
1

1. Nature of Subject (5th year Students)

Table 1 shows the nature of machine design Subject
Tables
1.1 Formulae
1.2 Solving Problems
1.3 Laws and Ethics
1.4 Content to Memorize
1.5 Understanding the
Content
1.6 Calculating
problems
TOTAL

Weight Mean
3.4
3.72
3.28
3.44
3.2

Verbal Interpretation
Difficult
Difficult
Moderate
Difficult
Moderate

3.76

Difficult

3.46

Difficult

2. Teaching Strategy (5th year Students)

Table 2 shows the agreement of students on the teaching strategy of the
professor.
Tables
2.1 Practical Work
Approved
2.2 Understanding
explanation of concept
2.3 Teacher being friendly
2.4 Given examples simpler
than class exercises

TOTAL

Weight Mean
3.4

Verbal Interpretation
Agree

3.72

Agree

3.28
3.44

Disagree
Agree

3.46

Agree

3. Curriculum/Assessment (5th year Students)

Table 3 shows the curriculum/assessment of the subject.
Tables
3.1 Following Textbooks
3.2 Examinations
3.3 Syllabus content
TOTAL

Weight Mean
3.44
3.88
3.36
3.56

Verbal Interpretation
Difficult
Difficult
Difficult
Difficult

IV. SUMMARY AND CONCLUSION

This chapter presents the summary of the findings of the study and the
conclusions drawn.
Summary
This study attempted to determine the difficulties of Mechanical
Engineering students in taking Machine Design subject.
A total of 55 Mechanical Engineering students (30 4 th year and 25 5th year
students) served as the respondents of the study. The investigation used the
descriptive survey method. Frequency, number of respondents, total number of
respondents and the weight mean were used as statistical treatment. The study
utilized questionnaire in gathering data.
Conclusion
1. The researchers respondents are 4th and 5th year. Most of the respondents are
19-21 years old.

2. Majority of the 4th year me students find solving problem as very difficult in
nature of machine design. Content to memorize, formulae, solving and
calculating problems are difficult for 5th year ME students.
3. Majority of the ME 4th and 5th year students agreed on the teaching strategy of
the professor which are practical work approved, understanding explanation of
concept, teaching being friendly and given examples simpler than class
exercises. Some of the 5th year ME students disagreed on teacher being friendly.
4. ME students from 4th and 5th year find difficult in the curriculum or assessment
of the subject such as following textbooks, examinations and syllabus content.
5. The researchers conclude that the ME students find difficult in taking machine
design.

V. REFERENCES
1. Design from
http://www.openpolytechnic.ac.nz/subjects-and-courses/mec2301design-of-machine-elements/ on March 14, 2015
2. Machine Design retrieved from
https://www.chegg.com/homework-help/definitions/machine-design-5
on March 14, 2015