Effects Of Industrial Training On Business Education Accounting Students Skill Acquisition In Tertiary Institution In River State

Effects Of Industrial Training On Business Education Accounting Students Skill Acquisition In Tertiary Institution In River State
Abstract
This research paper specifically investigated effects of industrial training on business education accounting students’ skill acquisition in tertiary institution in Rivers State with special reference to the Student Industrial Works Experience Scheme (SIWES). Three research questions were raised to guide the study and were answered descriptively. The descriptive survey research design was adopted for this study. The population of the study comprised 941 Business Education students and the proportionate stratified random sampling technique was adopted in selecting a sample size of 188 Business Education students for the study. The instrument used was the structured questionnaire and it was validated by experts in the field. The test re-test method of reliability was used in ascertaining the reliability of the instrument and it yielded a co-efficient of 0.87. The mean and standard deviation were used in analyzing the data collated and some of the findings include: SIWES has great benefit especially in equipping Business education students with skills and that funding is a major challenge confronting SIWES. One of the major recommendations advanced in this paper was that there should be more funding of the scheme by the government in order for it to be more effective.
Table of Content
Preliminary Page(s)
- Title Page
- Declaration
- Approval
- Dedication
- Acknowledgement
- Abstract
- Table of Content
Chapter One
1.0 Introduction
- 1.1 Background of Study
- 1.2 Statement of the Problem
- 1.3 Purpose of the Study
- 1.4 Research Questions
- 1.5 Research Hypothesis
- 1.6 Significance of the Study
- 1.7 Definition of Terms
- 1.8 Organization of Study
Chapter Two
2.0 Literature Review
- 2.1 Conceptual Review
- 2.2 Concept of Business Education
- 2.3 The Areas of Business Education
- 2.4 Concept of Entrepreneurship Education
- 2.5 Acquisition of Entrepreneurial Skill
- 2.6 Skills Acquisition in the Three Aspects of Business Education
- 2.6.1 Skills in Business Education (Accounting)
- 2.7 Strategies for Promoting Entrepreneurship in Business Education
Chapter Three
3.0 Methodology
- 3.1 Design of the Study
- 3.2 Population of the Study
- 3.3 Sample and Sampling Technique
- 3.4 Instrumentation
- 3.5 Validity of the Instrument
- 3.6 Reliability of the Instrument
- 3.7 Method of Data Collection
- 3.8 Method of Data Analysis
Chapter Four
4.0 Results and Discussion
- 4.1 Results
- 4.2 Discussion
Chapter Five
5.0 Conclusion and Recommendation
- 5.1 Conclusion
- 5.2 Recommendations
- References
- Appendix
Chapter One
1.0 Introduction
1.1 Background of Study
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. Office Technology and Management (OTM) emphasizes the teaching of office and management related skills while Accounting Education primarily emphasizes the teaching of accounting related skills.
In a similar vein, Osuala (2004) opined that Business education is divided into two parts: office education, which is vocational in nature for office careers and general business education which is a programme that provides information and competences needed for managing businesses. The primary objective of business education is to foster the acquisition of the necessary business competencies needed to effectively function in the world of work, either as an employee or an employer of labour. The need for ensuring that the theoretical knowledge acquired by students is matched with their practical knowledge gave room to the establishment of Student Industrial Works Experience Scheme (SIWES).
SIWES is one of the Industrial Training Fund (ITF) programme which was introduced in 1974 due to the inability of engineering and technology students in Nigeria universities and polytechnics to meet the practical aspects of their training. That is, the needs to enable students match their theoretical school knowledge with the practical aspect of their training in industry. According to Ekpenyong (2011), one of the principles underlying any industrial work experience scheme for students in institutions of learning is the desire to marry the practical with the theoretical learning which characterizes conventional classroom situations with a view to striking a balance between theory and practice. The author stressed further that it was in realization of this that the ITF when it was established, set out to study the extent to which the theoretical knowledge that students in engineering technology and other allied fields in Nigerian institutions offering technology based courses related to the kind of work experience expected of them by employers.
The result of the ITF survey showed a great disparity between students’ knowledge and their ability to apply it in relevant jobs. In order to bridge the gap between the two, the ITF in 1974 established a co-operative internship programme, which enabled students of technology to spend some part of their courses for relevant on- the-job practical experiences in appropriate areas of the Nigerian industry (Ekpenyong, 2011). The author further stressed that the internship programme, 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 as a well of equipping the students with the needed skills to function in the world of work.
According to Ihebereme (2010), skill acquisition is the process of acquiring or gaining effective and ready knowledge in developing ones aptitude and ability in a particular field. It is also described as ability to show competence in what one is doing as a result of the theoretical and practical knowledge gained through training (Nwonyeh, 2010). Ihebereme (2010) stressed that skill acquisition is one among other policies embarked upon in Nigeria with the sole aim to alleviate poverty, youth restiveness, sophisticated crime and corruption rate, rural-urban drift, unemployment and other social vices. Skill acquisition in Nigeria education is meant to equip our students with more practical and less theoretical knowledge that will make the students to be more useful in the world of work. The need to acquiring skills has further strengthened SIWES and research works in the area.
Several research works have been carried out with a view to understanding the contributions of SIWES and the possible challenges confronting the scheme. The study carried out by Ekwue and Eluro (2002) on Business Education for the Industry highlighted that SIWES helped to improve the skill acquisition requirement of Nigeria Certificate in Education Business Education Students. Furthermore, it showed that SIWES is poorly managed and undermines the achievement of desired set objectives of the programme. The study by Uramah (2003) revealed that proper implementation of SIWES programme encourages good academic performance and enhances better productivity by students in the labour market. Awojobi (2002) in a study entitled College – industry linkage and the training of Business Education Students, some of the findings from the study include: (i) The College-based supervisors were indicted by 51% of the respondents as not having visited them for the required number of times as stipulated in the scheme. (ii) Many students for the SIWES programme could not find relevant placement that would enhance their course of study. (iii) A significant number of students claimed that the SIWES programme was not relevant to their studies as they considered it to be a waste of time and resources. Wodi and Dokubu (2009) in a similar study equally concluded that there were also lack of adequate supervision by the school, difficulties of students in getting placement and undue delay in paying students’ and supervisors’ allowances.
1.2 Statement of the Problem
As indicated in the background of this study, SIWES was established in the year 1974 by Industrial Training Fund (ITF) to meet a felt need for individual efficiency by those who left school to work; precisely that of ensuring that engineering technology and management students who graduate from the universities and allied tertiary courses in technical and business education in colleges of education have not only theoretical but also practical competencies in the areas of their studies.
Since business and technical education are industry related, the students of these courses are equally enlisted on the scheme. Over the years, there has been no clear evidence of benefits of SIWES, particularly as it relates to business education students enlisted on the scheme. Since there are diverse and unsubstantiated views of the benefits of the scheme particularly in Edo and Delta States; the researcher became interested in finding out from Edo and Delta business education students who have taken part in the scheme, how they would evaluate the scheme in the two states. Are business education students really benefiting from the programme? What are the problems confronting the effectiveness of the scheme. It is on the basis of this that the researcher intends to evaluate the benefits and challenges confronting SIWES.
1.3 Purpose of the Study
The main purpose of this study was to evaluate the effects of industrial training on business education accounting students’ skill acquisition in tertiary institution in Rivers State.
Specifically, the study sought to:
- Determine the effects of industrial training on business education students’ skill acquisition;
- Examine the perception of business education students on industrial training as it influences skill acquisition
- Determine the perceived challenges confronting the effectiveness of industrial training for skill acquisition among business education students
1.4 Research Questions
Based on the purpose of the research work, the following research questions have been raised to guide the study:
- What are the effects of industrial training on business education students’ skill acquisition?
- What is the perception of business education students on industrial training as it influences skill acquisition?
- What are the perceived challenges confronting the effectiveness of industrial training for skill acquisition among business education students?
1.5 Research Hypothesis
- HO1: There is no significant relationship between industrial training and skill acquisition among business education students in Rivers State
- HA1: There is a significant relationship between industrial training and skill acquisition among business education students in Rivers State
1.6 Significance of the Study
There is no doubt that SIWES is a laudable skills development programme, geared towards bridging the gap between theories learnt in the class and the actual practice. However, in spite of the importance of SIWES in professional development of students, the scheme has been hampered by the challenges such as non-acceptance of students by some employers, non-relevance of places of training, inadequate supervision of students by some institutions, inadequate SIWES orientation programmes. This study will provide data and findings that are useful for policy makers, educational institutions, stakeholders and the public on ways to promote industrial training and skill acquisition among business education students.
1.7 Definition of Terms
Industrial Training:
Refers to the work experience that is relevant to professional development prior to the graduation.
Business Education:
Is a branch of education that involves teaching the skills and operations of the business industry. This field of education occurs at multiple levels, including secondary and higher education institutes. Education in business has many forms, mainly occurring within a classroom of a school.
Skill Acquisition:
A type of learning in which repetition results in enduring changes in an individual’s capability to perform a specific task. With enough repetition, performance of the task eventually may become automatic, with little need for conscious oversight.
1.8 Organization of Study
The study comprises of 5 chapters. In chapter one, the concepts are introduced and the problem of the study is established with the research objectives and questions. Chapter two presents the literature review while chapter three presents the research methodology. The fourth chapter presents the results and discussion, and the last chapter presents the conclusion and recommendation.
Chapter Five
5.0 Conclusion and Recommendation
5.1 Conclusion
Business education students in the tertiary institution can benefit from school education when they are exposed to entrepreneurship, equipped with different skills that are education saleable in the labour market. Those students who were equipped with skills that can make them confident, self-reliant and useful citizens were adequately accommodated by the world of business and the society at large. Based on the data collated and the subsequent analyses, this paper therefore concludes that SIWES is of great benefit to students of Business Education in tertiary institutions in Edo and Delta States. It therefore implies that the proper and effective administration of SIWES will go a long way in boosting and enhancing the competencies of the workforce. It was also concluded that SIWES is confronted with series of challenges and this may have hindered the realization of the goals and objectives of the scheme and it therefore needs to be given attention by all concerned stakeholders.
5.2 Recommendations
The following recommendations were drawn:
- The higher institutions should focus on curriculum that is aimed at a growing job market and expanding the production of qualified professionals most required by industries.
- Entrepreneurship education in the universities should be adequately funded. This can be achieved through increase in the budgetary allocation to the universities by the government. With adequate funding, universities will be able to establish entrepreneurial development centers for practical work and the provision of training/instructional material for the programme.
- There should be provision for periodic retraining of the teachers to update their knowledge in the various areas of entrepreneurship and in the use of information and communication technology. This will expose them to modern trends in entrepreneurship across the globe and enhance effective teaching.
- Lecturers should re-dedicate themselves by attending more workshops, seminars to acquaint themselves with these skills so that they can in turn, impart same in the students.
- Entrepreneurship education should become a main-stream activity in education to enable transformations to take place very fast in the nation.


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