A Statistical Analysis of the Effects of Industrial Training (I.T) on Students
Chapter One
Aims And Objectives
- Find out what the students feel about the one-year industrial training (I.T).
- Find out whether the positive effect of one-year industrial training is greater than that of its negative
CHAPTER TWO
LITERATURE REVIEW
Conceptual Framework of the Study
The Concept of SIWES
Students Industrial Work Experience Scheme (SIWES) is a human resource development agency that expose students of higher institutions to work methods of the industry(ITF, 2003). According to the author, SIWES was designed to enable students of higher institutions to acquire practical skills and knowledge to enable them fit adequately into the world of work. Osinem and Nwoji (2010) reported that the central focus of the scheme was to enlist and strengthen employers involvement in the educational process of preparing students for work. The aim of the scheme is to promote the much desired technological know-how for the advancement of the nation in addition to developing skilled and articulated human resource needed for a self reliant economy.
In realization of the Industrial Training Fund Policy guideline, the ITF within the few years of operation in industry, identified the lack of practical skills among locally trained engineers and technologists(ITF,2003). The Fund observed a serious gap between theory and practice in practically oriented courses in almost all Nigerian institutions of higher learning. It was in an effort to bridge the identified gap between theory and practice in engineering and technology in the tertiary institutions that the ITF initiated the Students Industrial Work Experience Scheme(SIWES) in 1973(ibid). According to Mafe(2010) participation in the scheme today include Science, Engineering, Technology, Education, Environmental Studies and Agriculture programmes in Universities and Polytechnics as against only Engineering and Technology when it was established while in Colleges of Education, SIWES covers NCE programmes in Technical Education, Agricultural Education, Business Education, Creative Arts & Design Education, Computer Education and Home Economics Education. On the duration of SIWES, the ITF(2003) reported that the University students reading relevant courses have six months industrial attachment at the end of their third year, fourth year and fifth year, depending on the programme. The Polytechnic and College of Technology students on National Diploma programme in relevant courses have four months industrial attachment at the end of their first year while the Colleges of Education students have four months of industrial attachment at the end of their second year. Students in the preliminary classes as well as postgraduate students are not eligible (ibid).
Training according to Ajidahun (2007) is an integral part of vocational or career development and it is fast becoming a global and pervasive phenomenon in any establishments, the absence of which spells doom for such an institution and the presence of which determines the success of any enterprise. In the view of Ezeali and Esiagu (2009), training is an organized, coordinated development of knowledge, skills, and attitudes needed by an industrial worker to master a given situation or perform a certain task within an organization setting.
CHAPTER THREE
RESEARCH DESIGN AND METHODOLOGY
Introduction
This chapter provided the methodology of the study. It gave the specific procedure that was followed in undertaking the study. The research design, population, sampling design, data collection methods and data analysis were described in this chapter.
Research design
This is the overall plan of conducting the study in order to answer the research questions and achieve the objective of the study. The study used descriptive survey research design to obtain information both quantitative and qualitative that was describing the existing phenomena. Mugenda and Mugenda, (1999) describes descriptive survey research design as a systematic, empirical inquiry into which the researcher did not have a direct control of independent variable as their manifestation have already occurred or because the inherently cannot be manipulated. Thus the design attempted to collect data from members of a given population so as to determine the current status of that particular population with respect to one or more variables. . Hence the design was selected to satisfy the aspect of the study where a sample population was used to get characteristics of the target population too large to observe directly (Mugenda & Mugenda 1999).
Population
According to Ngechu (2004), a population is well defined set of people, services elements and events, group of things or households that are being investigated. Mugenda and Mugenda, (1999) defines target population as that population to which a researcher wants to generalize the results of a study. In view of Mugenda and Mugenda, the target population of this study was narrowed down to all Federal Polytechnic Nekede (BIU) accounting students who have undergone industrial training.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
PRESENTATION OF DATA
Eighty-three (83) questionnaires were distributed to students in four (400) and three (300) hundred levels in Federal Polytechnic Nekede and fifty-three (53) in total were retrieved; representing 66%. Presentation of distribution is shown below:
CHAPTER FIVE
CONCLUSION AND RECOMMENDATION
CONCLUSIONS
This study examined the impact of IT on students’ performance. 300 and HND 2 students of the Federal Polytechnic Nekedewere studied, using survey questionnaire. 53 students’ filled the questionnaires and the data they provided were analyzed using stata 9 software. Based on data analysis, the following conclusions were drawn: Long academic training up to 6 months duration is more meaningful than 68 weeks training, Institute faculty monitoring system needs reassessment, Industries that offer stipend to students during industrial training enhances student’s interest and performance. The number of units a student renders IT’s services the better the performance, and most importantly, IT is very important in enhancing accounting students performance.
RECOMMENDATIONS
The following recommendations were based on the findings of the study and as a solution to the identified issues:
- The boss of the IT trainee should endeavor to be supportive in terms of showing concern and patiently directing the students. This is because, this variable had one hundred percent relevance in all the dependent variables tested.
- Students should be rotated through departments/units, this variable also had eighty percent relevance since it appeared in all the dependent variables except financial accounting performance.
- The need for learning institutions to get involved in the supervision of trainees during IT. Increased supervision makes IT programme more effective hence, the study shows that it relevant to all the performance variables except for interpretation and academic performance. This finding is consistent with Afonja et al. (2005) who contended that when students are accepted by employers for IT, they are often not well supervised. In extension, the various bodies involved in the management of the SIWES exercise i.e. Federal Government, Industrial Training Fund (ITF), NUC, NBTE and NCCE should come together and fashion out a modality that will ensure smooth operation of the SIWES exercise. Efforts should be made to ensure that students attached to the organization are properly monitored to ensure that what they are doing is in line with the objectives of the SIWES exercise.
- A form should be made by the institution and given to all students who have completed the industrial training program, to enable other researcher easy access to information about industrial training by students who has graduated from that intuition.
Bibliography
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- Afonja, A.A., SrakuGLartey, K., and Oni, S.A. (2005) “Engineering education for industrial development: case studies of Nigeria, Ghana, and Zimbabwe”. ATPS Working Paper No. 42. Nairobi, Kenya: The African Technology Policy.
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- Akerejola, O. (2008). Information and Guidelines for Students Industrial Work Experience Scheme. Available: Http://Www.ItfGNigeria.Org/Docs/SiwesGOpGGuide.Pdf
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- Eze, N.M. (1998). Industrial Work Experience: A Medium for Actualizing Vision 2010 through Home Economics Education. Journal of Women in Colleges of Education 2: 154G160.
