THE INFLUENCE OF STUDENT INDUSTRIAL EXPERIENCE IN THE
DEVELOPMENT OF BUSINESS EDUCATION
BY
BALOGUN ANUOLUWAPO SERAH
MATRIC NO: EKSU/EPE/12/0051
A RESEARCH PROJECT SUBMITTED TO THE DEPARTMENT OF ACCOUNTING
EDUCATION, FACULTY OF EDUCATION, EKITI STATE UNIVERSITY, ADO EKITI
IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE
AWARD OF THE DEGREE OF BACHELOR OF SCIENCE (ED) IN ACCOUNTING EDUCATION
DECEMBER
2017
CERTIFICATION
This
is to certify that this study was carried out under my supervisor by Balogun
Aunoluwapo Serah with matriculation number of EKSU/EPE/12/0051and has been
approved as meeting the requirements of the faculty of Vocational Education,
Department of accounting Education, Ekiti State University.
________________ _______________
Dr.
Oshodi O.O Date
SUPERVISOR
________________ _______________
Mr
Adebosin W.G Date
H.O.D
________________ _______________
Dr.
O.A. Viatonu Date
DIRECTORATE
OF DEGREE PROGRAMME
___________________ _______________
EXTERNAL
EXAMINER Date
ii
DEDICATION
This
research work is dedicated to Almighty God, for His given Wisdom, knowledge,
understanding and Divine Grace, and the Project is also dedicated to my Love
Mother Mrs. Funmilayo Balogun for her motherly supports and to my Daddy and siblings
for their financial and moral contribution for the success completion of my
project and making it a reality.
iii
ACKNOWLEDGEMENTS
All
thanks goes to God Almighty, for His given Divine Grace and mercy including His
wisdom, knowledge, understanding and strength to complete my project.
Also
I appreciate my Lovely parent Shaperd (Mr.) and Mrs. Balogun for their care,
advice, love, financial contributions, prayers and parental supports in every
areas during my stay in school, I pray that they reap the fruit of their labour
in Jesus name. Amen!
Special
thanks goes to my sweet sister Mrs. Bunmi Ajumobi Balogun and Mrs. Gbarfuru
Adetutu Balogun and my brothers, mr. Balogun Gbenga, Mr. Balogun Temitope and
their wife’s, including Raji Pelu for their love, care, advice and all kinds of
contributions for the success of my programme.
My
sincere appreciation also goes to my Superviour Dr. O.O. Oshodi for her kind
attitude towards me when writing my research work; I thank her for her advice,
supports and corrections during the process of writing my project.
A
appreciate also my HOD the person of Mr. Adeboshin, and my Lecturers, Mr.
Adeyemi, Mr. Ayamwola, mr. Oluwo, Mr. Oyewole, Mr. Olarenwaju , Mr. Ogunyemi,
MR. Allen, Mrs. Favour to mention but few, for their advice, kindness and love
during my stay in school, I say God will enrich them more, Amen!
iv
My
appreciation also goes to CCCSP (Covenant Students Parish, Mocped chapter)
and
CCC Ibukun Olu Cathderal Province Head quarter Epe, not excluding CCC Lepia
Parish 1, Okun; for their spiritual, advice and prayers during my stay in
school! Halleluyah!!!
I
also appreciate the efforts of Omotoprecious Ventures in the typesetting of
this research work.
Finally,
my appreciation goes to my friends, Azee Mistura, Oshoba Deboral, Balogun
Titilayo, Abass Rashdat, Akinboye Yetunde, Shanusi Lawrence, Ademola Mustapha,
Ekpe Micheal, Odunayo to mention but
few, for there tolerance of my attidute and to Mr. Offeyi, Mr. Ajiboye, for
their advice always, I pray that God bless them All. I love you all.
v
ABSTRACT
This study examined the influence of students’
industrial work experience scheme (SIWES) in the development of business
education by using department of Business Education in Michael Otedola College
of Primary Education as a case study. The study was guided with four research
questions and four research hypotheses. The research design administered was
survey research. All business education students formed the population while 60
students were drawn from 200 level and 300 level as sample. The simple
percentage method of data analysis was adopted to test the stated research
questions when conclusion and recommendations were made for the study. The
study concluded that the influence of SIWES on the development of Business
Education made Business Education students to be practically effective and
efficient for themselves and the society at large. However, supervision and
availability of necessary facilities must be guaranteed for the programme.
vi
TABLE OF CONTENT
TITLE PAGE
CERTIFICATION PAGE
DEDICATION
ACKNOWLEDGEMENT
ABSTRACT
TABLE OF CONTENT
CHAPTER
ONE: Introduction
1.1
Background Information
1.2
Statement of The
Problem
1.3
Purpose of The Study
1.4
Research Questions
1.5
Research Hypotheses
1.6
Significance Of The
Study
1.7
Scope of The Study
1.8
Definition of Terms
CHAPTER
TWO: Literature Review
2.1Conceptual
Framework
2.2Theoretical
Framework
2.3Related
Empirical Studies
vii
CHAPTER
THREE: Research Design And Methodology
3.1Introduction
3.2Population
Of The Study
3.3Sample
3.4Sampling
Procedures
3.5Research
Instrument
3.6Validity
Of The Instrument
3.7Reliability
of the instrument
3.8
Data collection procedure
3.9Administration
of data collection
3.10 Method Of Data Analysis
CHAPTER
FOUR: Data Presentation, Analysis and Interpretation
4.1Introduction
4.2Characteristics
of sample
4.3Discussion
Of Findings
CHAPTER
FIVE: Summary, Conclusion and Recommendation
5.1Summary
5.2Conclusion
5.3Recommendation
REFERENCES
APPENDIX
viii
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND
TO THE STUDY
The students Industrial
Work Experience Scheme (SIWES) stands out as one (Industrial Training Funs) ITF
program of which its relevance to students in various areas of vocational
education need be appreciated. ITF in 1973/1974 established SIWES to ensure the
acquisition of relevant industrial work experience by university, polytechnics
and college of education students whose course are directly related to industry
and to solve the problem of lack of adequate practical skills preparatory for
employment in industries by Nigerian graduatesof tertiary institution.
SIWES is a cooperative internship program, which enable students of technology to spend some part of their course for relevance on-the job training practical experience in appropriate areas of the Nigerian industry. The internship program, SIWES, can therefore be seen as that which is intended to give Nigerian students studying, occupationally related courses experience that would supplement their theoretical learning.
Since inception of SIWES the ITF has laboriously administered the scheme manually with the growing number of institutions and ever increasing population of students who are qualified to participate. It is virtually impossible to run a hitch-free administration of the scheme manually.
SIWES data are now submitted through on-line system and payment of allowance to the students is made through e-payment. The student can now check their record with the use of www.siwesdata.org. This opens a window for each participating student and institution. Students can now verify their records entered by the institution on his or her behalf. Every student should collect password from SIWES unit in order to access this.
SIWES provide an avenue for students in institution of higher learning to acquire industrial skills and experience in their approved course of study,
expose and prepare students for industrial work situation they are likely to meet after graduation, expose students to work methods and techniques in handling equipment and machinery that may not be available in the educational institution.
provide students with an opportunity to apply their knowledge in real work situation thereby bridging the gap between theory and practice, enlist and strengthen employer’s involvement in the entire educational process of preparing students for employment in industry, and prepare the students for a business career by merging their analytical power with self reliance (Information and guidelines for SIWES, 2002).
Alabi (2009) asserted that SIWES programme affords students the following opportunities:
SIWES is a cooperative internship program, which enable students of technology to spend some part of their course for relevance on-the job training practical experience in appropriate areas of the Nigerian industry. The internship program, SIWES, can therefore be seen as that which is intended to give Nigerian students studying, occupationally related courses experience that would supplement their theoretical learning.
Since inception of SIWES the ITF has laboriously administered the scheme manually with the growing number of institutions and ever increasing population of students who are qualified to participate. It is virtually impossible to run a hitch-free administration of the scheme manually.
SIWES data are now submitted through on-line system and payment of allowance to the students is made through e-payment. The student can now check their record with the use of www.siwesdata.org. This opens a window for each participating student and institution. Students can now verify their records entered by the institution on his or her behalf. Every student should collect password from SIWES unit in order to access this.
SIWES provide an avenue for students in institution of higher learning to acquire industrial skills and experience in their approved course of study,
expose and prepare students for industrial work situation they are likely to meet after graduation, expose students to work methods and techniques in handling equipment and machinery that may not be available in the educational institution.
provide students with an opportunity to apply their knowledge in real work situation thereby bridging the gap between theory and practice, enlist and strengthen employer’s involvement in the entire educational process of preparing students for employment in industry, and prepare the students for a business career by merging their analytical power with self reliance (Information and guidelines for SIWES, 2002).
Alabi (2009) asserted that SIWES programme affords students the following opportunities:
Blend theoretical
knowledge acquired in the classroom with practical hands-on application of
knowledge. Appreciate work method and gain experience in handling equipment and
machinery which may not be available in our institution develop and enhance
personal attributes such as critical thinking, creativity, initiative,
resourcefulness leadership, time management, presentation skills and
interpersonal skills. Enhance students’ contacts with potential employers while
on training. Bridge the gap between the knowledge acquired in institutions and
the relevant production skills required in work organizations appreciate the
role of professions in their various fields as the creators of change and wealth
and indispensable contributors to growing the economy and national development.
appreciate the connection between their courses of study and other related
disciplines in the production of goods and services.
Ekpenyong (2008) stated that SIWES provided an avenue for evaluating participating students both as students and as prospective employees where defects are found in a student  job performance or attitude to work, he/she through proper supervision is guided to correct such defect prior to taking up permanent employment.
In addition to the above benefit, SIWES also provide students the opportunity to work in one or more areas of industry and this will enable them to relate their theoretical knowledge to the practical work situation, which is a realistic way of determining the relevance of theory to practice
Ekpenyong (2008) stated that SIWES provided an avenue for evaluating participating students both as students and as prospective employees where defects are found in a student  job performance or attitude to work, he/she through proper supervision is guided to correct such defect prior to taking up permanent employment.
In addition to the above benefit, SIWES also provide students the opportunity to work in one or more areas of industry and this will enable them to relate their theoretical knowledge to the practical work situation, which is a realistic way of determining the relevance of theory to practice
Students’
industrial works experience scheme (SIWES) is one of the programmes used to
provide business or vocational and technical students in Michael Otedola
College of Education as well as other colleges of Education with another
hand-on-experience in an array of vocations. Industrial training in Education
is the promotion and encouragement of the acquisition of skills in industry. It
is also a study of student’s industrial training fund (I.T.F), 1973. Students
Industrial Work Experience Scheme (SIWES) is a skill training programme,
designed to expose and prepare students at the University level, polytechnic
and colleges of Education and Business Colleges of Technology to real life work
situation before graduation. This scheme is for students of vocational,
technical including environmental agriculture in higher institutions of
learning in Nigeria the scheme involves the practical activities conducted
outside the regular classroom and in a real industrial set-up. It is a skill
development programme designed to expose and prepare students for real work
situations they are likely to meet in their selected fields after graduating
from the college. Realizing the important role played by hands-on-experience in
technical education, the Federal government recently reviewed the operation and
funding of the scheme and mode, it is compulsory only for the students, majorly
in vocational, technical, engineering and applied science programme in the
universities, polytechnics, and colleges of technology. The length of the
industrial attachment, student industrial work experience (SIWES) for Bachelor
of Science in Education (B.sc). students in school of vocational and technical education
in Michael Otedola college of education (MOCPED) in it is necessary to point
out against, that this programme is mainly for students of vocational alone.
1.2 Statement
of the Problem
Students
industrial work experience scheme (SIWES) was primarily designed to expose students
to practical aspect of what they have learnt over time in school in order for
them to be useful for themselves and the nation at large.
However
the program has witnessed some shortcoming due to one reason or the other.
Among these factors include poor government policy, student and supervisors
attitude, lack of appropriate facilities and equipment as well as poor
management of the facilities available.
Therefore
the aim of the researcher is to examine the influence of students in Industrial
work experience scheme in the development of business education department in
Michael Otedola College of Education (MOCPED) and to analyze and proffer
possible solution that may be due to the influence of the programme.
1.3 Purpose
of the Study
This
research project is carried out to look into the power that influence the
student Industrial work experience scheme in business education department in
Michael Otedola College of Primary Education (MOCPED). Being a participant in the programme, a lot
of these activities were observed and these were highlighted in this project.
The purpose is to serve in the program, a lot of these activities were observed
and these were highlighted. It also emphasized the benefits accrued to the
program to serve as motivational factor to the participants. One of the
expected customs of students’ ability is to adjust to work environment, it is
assumed that for teacher to interact effectively with fellow workers and
supervisors under various conditions in the work station acquire capabilities
which will persist as he progresses in his career and takes profession in other
work environment
1.4 Research
Questions
From
the topic which is influence of industrial work experience in the development
of business education. These are the research questions:
1. Is
there any relationship between government policy and students’ participation in
students’ industrial work SIWES programme?
2. Is
there any relationship between the supervisors’ attitude and students’
industrial work experience in helping the student to acquire their skills?
3. Is
there relationship between the available facilities, equipments and
introduction of students’ industrial work training in school of vocational
education?
4. Is
there any relationship between the factors that can contribute to the
development of students’ industrial work experience and the development of the
nation?
1.5 Research
Hypothesis
From
the major problem of study, the following hypotheses were tested:
Null:
A. There
is no significant relationship between Government policy and student’
participation in students’ industrial work experience scheme (SIWES) programme.
B. There
is no significant relationship between supervisors’ attitude and students’
industrial work experience in helping the students to acquire their skills.
C. There
is no significant relationship between the available facilities, equipments and
introduction of students’ industrial training in school of Vacation Education.
D. There
is no significant relationship between the factors that can contribute to the
development of students’ industrial work experience scheme (SIWES) and the
development of the nation.
ALTERNATIVE HYPOTHESIS:
A. There
is significant relationship between how government policy and students’
participation in students’ industrial work experience scheme (SIWES) programme.
B. There
is significant relationship between supervisors’ attitude and students’
industrial work experience in helping the students to acquire their skills
C. There
is significant relationship between the available facilities, equipment and introduction
of industrial work training in school of vocational education.
D. There
is significant relationship between the factors that can contribute to the
development of student industrial work experience scheme (SIWES) and the
development of the nation.
1.6 Significance
of the Study
A. This
project will be significant in that it will enable the College to identify the strengths
and weaknesses of the industrial programme and to improve on them.
B. The
study will also be significant because it enables the industrial training
student during their training to decide whether to work in an office or to be
self employed.
C. The
research study will also help the students to know the importance of industrial
training experience in fulfilling their discipline obligation etc.
1.7 Scope
of the Study
This project will be focused on
influence of student industrial work training experience (SIWES) on the
development of Business Education in Michael Otedola College of Education (MOCPED)
Lagos state. Therefore, generalization made can be viewed a general problem in
Business Education in Michael Otedola College of Primary Education.
1.8 Definition
of Terms
A. VOCATIONAL
Joseph Oluropo (2002) defined
vocational education as the part of
EDUCATION: total experience of the individual in which
students learn successfully to carry on a gainful occupation.
B. TECHNICAL is a post secondary vocational training
program whose major
EDUCATION:
purpose is most often finding
trade and industrial education.
C. TRAINING: Otto Olssiers defined
training as a process by which people acquire knowledge
and skills required to fill the gap where it exists between the actual knowledge and skills.
D. SIWES: ITF(1970) defined students’
industrial work experience scheme as a skill training program to
expose and prepare students at both colleges of education and
universities for work after school.
E. ITF: Business education journal
defined industrial training fund is a body or
organization responsible for payment and coordination of industrial
training.
EMPLOYMENT: Oxford advance learners’ dictionary defined
employment as the act of being
a staff in an organization.
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