Effectiveness of a PLC Programming Learning Module in Industrial Automation Education: A Guided Simulation Approach

Abstract

Introduction: In the rapidly evolving field of electronics technology education, innovative teaching methods are crucial for preparing students to meet the demands of the industry. This study delves into the effectiveness of a cutting-edge approach to teaching programmable logic controller (PLC) ladder programming with electropneumatics, utilizing a simulated learning module at Tagoloan Community College in Misamis Oriental, Philippines. The integration of simulation-based learning in technical education has gained significant traction in recent years, offering students hands-on experience in a controlled, risk-free environment. As fundamental components in industrial automation, PLCs require a deep understanding of ladder programming and its application in electro-pneumatic systems. However, traditional teaching methods often fall short of providing students with practical, real-world experience due to limitations in equipment availability and safety concerns.

Objectives: This research aims to bridge the gap between theoretical knowledge and practical application by evaluating the impact of a simulated learning module on students' comprehension and skill development in PLC ladder programming with electropneumatics. This study sought to provide a comprehensive analysis of the module's effectiveness by employing a descriptive research design, utilizing means, percentages, and standard deviations, along with inferential statistics.

Methods: This study employed a descriptive research design to evaluate the effectiveness of a simulated learning module for PLC ladder programming with electropneumatics among electronics engineering technology students at Tagoloan Community College. The participants consisted of enrolled electronics engineering technology students who engaged with the newly developed simulation-based module. Data were collected through pre- and post-intervention assessments, including quizzes and laboratory simulation exercises, to measure changes in students’ knowledge and skills. Descriptive statistics such as means, percentages, and standard deviations were used to summarize the assessment results. Inferential statistical methods were applied to determine the significance of any observed improvements in student performance. The structured approach allowed for a comprehensive analysis of the module’s impact within the classroom setting. Overall, the methodology provided a robust framework for assessing the educational value of simulation-based learning in electronics technology.

Results: The multiple linear regression analysis revealed that most input and process variables did not significantly influence the respondents’ overall written post-test scores, except for the overall simulation variable, which had a highly significant positive effect. Similarly, no significant relationship was found between these variables and the respondents’ practical post-test performance, supporting the null hypothesis for both outcomes. These findings underscore the limited impact of traditional input and process factors on performance while highlighting simulation as a powerful tool for enhancing written test results. Notably, practical skills improved through the use of a simulated PLC programming learning module, which provided a direct, real-time demonstration of electro-pneumatic component motion sequencing. This hands-on simulation allowed learners to engage virtually with complex motion control processes, bridging the gap between theory and practical application.

Conclusions: This study highlights the critical role of optimized experiential learning and advocates for innovative pedagogical approaches to enhance dynamic learning processes for both instructors and students in industrial automation. The findings suggest that incorporating such methods can significantly improve educational outcomes and preparedness for real-world applications.