STUDENT PERCEPTION OF THE IMPACT OF STUDENT INDUSTRIAL WORK EXPERIENCE SCHEME (SIWES) ON THEIR SCHOOL PERFORMANCE

Abstract

The implementation of the students industrial work experiences (SIWES) program in Nigerian higher institutions is aimed at empowering the students practically in relation to their professional course of study. This study evaluates the extent to which this program has impacted on students viability in the job market after graduation. Three research questions were used to guide the study on a sample of 133 students drawn from relevant faculties of a university and a polytechnic in south eastern Nigeria. The results show that greater level of academic excellence and employability skills is achievable through fruitful participation in SIWES program.

TABLE OF CONTENTS

Title page

Approval page

Dedication

Acknowledgement

Abstract

Table of contents

CHAPTER ONE: INTRODUCTION

1.1   Background of the study

1.2   Statement of problem

1.3   Objective of the study

1.4   Research questions

1.5   Hypothesis (if any)

1.6   Significance of the study

1.7   Scope of the study

1.8   Assumption of the study(if any)

1.9   Definition of terms

CHAPTER TWO: LITERATURE REVIEW

2.1   Conceptual review

2.2   Theoretical framework

2.3   Current Literature review

2.4   Summary of Literature review

CHAPTER THREE: RESEARCH METHODOLOGY

3.1    Design of the study

3.2    Area of the study

3.3    Population of the study

3.4    Sample size and sampling technique

3.5    Instrument for data collection

3.6    Validity of the  Instrument

3.7    Distribution and Retrieval of Instrument

3.8            Method of data analysis

CHAPTER FOUR: DATA PRESENTATION  AND ANALYSIS

4.1   Tabulation of Responses

4.2   Testing of hypothesis

4.3   Discussion of findings

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATION

5.1   Summary of findings

5.2    Conclusion

5.3   Recommendation

References

Appendix

CHAPTER ONE

INTRODUCTION

• Background of the study

Growing public demand and legislative expectations for accountability in the past two decades have made it imperative that higher education administrators and researchers pay attention to the potential impact of student work programmes on skill development, which in turn, impacts directly on national development objectives. Okpor and Hassan (2012) opined that ‘if Vocational Technical Education is to be meaningful and successful in Nigeria, then relationships are needed between public and private sectors to partner effectively with Vocational Technical Education and skill acquisition programmes.’ Students Industrial Work Experience (SIWES) is a skill development program designed to prepare students of Nigerian tertiary institutions for transition from the college environment to work, (Akerejola 2008). Oyedele (1990) also states that work experience is an educational program in which students participate in work activities while attending school. This work experience program gives students the opportunity to be part of an actual work situation outside the classroom. The impact of Students Industrial Work Experience scheme (SIWES) has thus, been a cause of concern to education and economic planners, particularly with respect to graduate employment. There are also mixed concerns about how much of it that is actually helpful to student’s academic performance and job readiness after graduation. While some institutions and programs permit SIWES for only three months, others go for up to one year. There have been several research literatures, in the area of student work experience and its impact on student development of fitness for the challenges of the job market. A review of literature reveals that, although research questions raised are quite straightforward, the answers had been controversial. It all depends on which outcomes are measured (Furr and Elling, 2000). For every study which postulates the benefits of students work experience, there is an equally compelling study purporting the exact opposite (Aper, 1994). Olugbenga (2009) carried out a survey on the views of students in the three departments of the School of Applied Science, Nuhu Bamalli Polytechnic, Zaria about the adequacy of the skills acquired during their participation in SIWES. From the data collected, he concluded that many of the students suggested that the skills acquired are inadequate. This according to him was because of the short duration and lack of modern facilities in their place of industrial training. Ugwuanyi and Ezema (2010) noted that SIWES plays a significant role in human resource development in Nigeria. Aderonke (2011) in her study examined SIWES and the dynamics of sustainable skills acquisition and utilization in Nigeria with a view to determining the viability or otherwise of government continuing investment in the scheme. She concluded that SIWES is a good strategy for sustainable skill development and utilization in Nigeria. Wodi and Dokubo (2009) evaluates the extent to which the agencies involved in the operation and management of SIWES function to achieve the objectives of the programme. Lack of adequate supervision, non-signing of necessary materials like ITF Form and students’ logbooks at their places of attachment, difficulties of students in getting placement, unnecessary delay in the payment of students and supervisors’ allowance among others were areas of weaknesses revealed. Even though it enables students to acquire technical skills and experience for professional development in their study. Before the inception of the Scheme, there was a growing concern among Nigerian industrialists that graduates of institutions of higher learning lacked adequate practical background experience necessary for employment. So, employers were of the opinion that the theoretical education provided by higher institutions was did not meet nor satisfy the needs of the economy. It was against this background that the Fund during its formative years, introduced SIWES to provide students with the opportunity of exposure to handle equipment and machinery in Industry to enable them acquire prerequisite practical knowledge and skills. (ITF and UNIJOS, 2011). These skills aimed at exposing students to professional work methods as the scheme (SIWES) acts as a catalyst for industrial growth and productivity through professional development

• STATEMENT OF THE PROBLEM

Business education is one of the vocational courses taught in academic institutions in Nigeria. According to Imeokparia and Ediagbonya (2014), Business education is described as an aspect of education that is geared at equipping the learners (students) with business and education competencies (that is, skills, knowledge and attitude) needed to effectively and efficiently function in the world of work either as an employee or an employer (job/wealth creator). The authors further stressed that Business education is an ‘umbrella word’ which covers both secretarial education (that is now known as Office Technology and Management) and Accounting Education. It is in view of this that the researcher intends to investigate students perception of the impact of student industrial work experience scheme (SIWES) on their school performance

• OBJECTIVE OF THE STUDY

The main objective of the study is to investigate student perception of the impact of student industrial work experience sachem on their school performance; but to aid the effective completion of the study, the researcher intends to achieve the following sub-objective:

1. To ascertain the impact of SIWES on the school performance
2. To investigate the role of SIWES on the employability of graduate of tertiary institution

• To examine the effectiveness of the SIWES program in gaining work experience by fresh graduate

1. To investigate if there is any relationship between work experience scheme and graduate employability
   • RESEARCH HYPOTHESES

To aid the completion of the study, the following research hypotheses were formulated by the researcher;

H₀: student industrial work experience scheme has no impact on the school performance

H₁: student industrial work experience scheme has impact on the school performance

H₀²: there is no relationship between student industrial work experience scheme and graduate employability

H₂: there is a relationship between student industrial work experience scheme and graduate employability

• SIGNIFICANCE OF THE STUDY

It is believed that at the completion of the study, the findings will be of importance to the management of higher institution, who are charge with the responsibility of monitoring and assessing the student performance in the SIWES program, as the finding will help them assess the efficacy of the SIWES program

The study will also be of importance to the students, who are the primary benefactor of the program, The study finding will provide students an avenue to appreciate the integration of theoretical and practical component that will prepare these students for the “real world” and provide them basic job skill to function in the labour market. Also, the finding may bring a useful contribution to employer of labour who are faced with the task of relating educational target will gainful employment objectives and the need of the national economic as well as help in determine whether skill acquire by graduate will contributing to the organization

• SCOPE AND LIMITATION OF THE STUDY

The scope of the study covers the student perception of the impact of student industrial work experience scheme on the performance of their school; but in the cause of the study, there were some factors which limited the scope of the study:

1. a) AVAILABILITY OF RESEARCH MATERIAL: The research material available to the researcher is insufficient, thereby limiting the study
2. b) TIME: The time frame allocated to the study does not enhance wider coverage as the researcher has to combine other academic activities and examinations with the study.
3. c) Organizational privacy: Limited Access to the selected auditing firm makes it difficult to get all the necessary and required information concerning the activities.

1.7 OPERATIONAL DEFINITION OF TERMS

RELEVANCE: Relevance is the concept of one topic being connected to another topic in a way that makes it useful to consider the second topic when considering the first.

BUSINESS EDUCATION: Business education involves teaching students the fundamentals, theories, and processes of business.

PROGRAMME: A planned series of future events or performances.

OBJECTIVE: (of a person or their judgment) not influenced by personal feelings or opinions in considering and representing facts.

SIWES: The Students industrial work Experience Scheme (SIWES) is the accepted skills training program, which forms part of the approved Minimum Academic Standards in the various degree programs for all the Nigerian universities

1.8 ORGANIZATION OF THE STUDY

This research work is organized in five chapters, for easy understanding, as follows

Chapter one is concern with the introduction, which consist of the (overview, of the study), historical background, statement of problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms and historical background of the study. Chapter two highlights the theoretical framework on which the study is based, thus the review of related literature. Chapter three deals on the research design and methodology adopted in the study. Chapter four concentrate on the data collection and analysis and presentation of finding.  Chapter five gives summary, conclusion, and recommendations made of the study

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