Impact Of Student Industrial Training Scheme (SIWES) On The Academic Performance Of Quantity Surveying Students In Lagos State

Project and Seminar Material for Quantity Surveying QS

Impact Of Student Industrial Training Scheme (SIWES) On The Academic Performance Of Quantity Surveying Students In Lagos State


Abstract


This study examined the impact of SIWES on Academic Performance of quantity surveying students. The final year students of quantity survey of UNILAG and LASU were used for the study. One hundred and twenty-four (124) quantity surveying students were sampled through simple random sampling technique. Item questionnaire was designed and validation of the instrument was assessed by experts. The data collected were analyzed using percentage, mean score and standard deviation. The findings of the study showed that SIWES influenced students’ academic performance. The result showed that SIWES enhances competency of students in their academic activities, prepares them for future job challenges and creates employment opportunities. It was recommended that SIWES should be properly organized to achieve its set objectives. It was recommended that SIWES should be properly organized so that students can be appropriately placed in organizations that are related to their course of study, Students should be properly and regularly supervised by both the industry-based and school supervisors during SIWES and the duration for SIWES should be increased at reasonably portion such that students will benefit maximally from SIWES exposure. It was concluded that SIWES exposure enabled quantity surveying to have more competency on their academic because the strategy of handling academic is enhanced after the exposure to SIWES. The findings also explained that if the duration of the SIWES is increased reasonably the performance of the students will be better. SIWES also exposed quantity surveying students to the proper and personal quality skills required to promote their academic activities and prepare them for future employment. In the same vein exposed them to job opportunities. The study further explained that there is a great improvement in the academic activities of quantity surveying students after SIWES exposure and also has a positive impact on their academic performance because there is progression in their academic’s performances after exposure to SIWES.


Table of Content


  • Title Page
  • Certification
  • Dedication
  • Acknowledgement
  • Table of Content
  • List of Tables
  • Abstract

Chapter One:

Introduction

  • 1.1 Background of the Study
  • 1.2 Statement of the Problem
  • 1.3 Objective of the Study
  • 1.4 Research Questions
  • 1.5 Research Hypothesis
  • 1.6 Significance of the Study
  • 1.7 Scope of the Study
  • 1.8 Limitation of the Study
  • 1.9 Definition of Terms
  • 1.10 Organisations of the Study

Chapter Two:

Review of Literature

  • 2.1 Conceptual Framework
  • 2.2 Theoretical Framework
  • 2.3 Empirical Review

Chapter Three:

Research Methodology

  • 3.1 Research Design
  • 3.2 Population of the Study
  • 3.3 Sample Size Determination
  • 3.4 Sample Size Selection Technique and Procedure
  • 3.5 Research Instrument and Administration
  • 3.6 Method of Data Collection
  • 3.7 Method of Data Analysis
  • 3.8 Validity of the Study
  • 3.9 Reliability of the Study
  • 3.10 Ethical Consideration

Chapter Four:

Data Presentation and Analysis

  • 4.1 Data Presentation
  • 4.2 Analysis of Data
  • 4.3 Answering Research Questions
  • 4.4 Test of Hypotheses
  • 4.5 Discussion of Findings

Chapter Five:

Summary, Conclusion and Recommendation

  • 5.1 Summary
  • 5.2 Conclusion
  • 5.3 Recommendation
  • References
  • APPENDIX
  • QUESTIONNAIRE

Chapter One


Introduction

1.1 Background to the Study

Education is meant to inculcate in the individual the appropriate skills required to face tomorrow’s challenges. Ofoegbu (2004) stated that education is identified with the acquisition of the right set of values, attitudes, ethical thinking and discipline, knowledge and skills for life adventure. Skill acquisition is very important in many fields of study such as vocational courses, engineering courses, computer related courses, and other related disciplines that are involved in practical.

SIWES was established by Industrial Training Fund (ITF) in 1973 to solve the problem of lack of adequate practical skills preparatory for employment in industries by Nigerian graduates of higher institutions (ITF, 2007). The problem of lack of workshops/laboratories or ill-equipped ones has led to the production of “half-baked” graduates. This is because they lack the skills required for the world of work. To solve this problem. Students’ Industrial Work Experience Scheme (SIWES) was established (Ekpenyong, 2005). A department in ITF called Industrial Training Department (ITD) is charged with the responsibility of SIWES. The scheme is thus meant to expose students to industry based skills necessary for a smooth transition from the classroom to the world of work. SIWES, therefore aims to help the students marry classroom theoretical knowledge with practical knowledge.

SIWES can also be called Industrial Placement, Work Placement, Cooperative Education, Industrial Training, and Work-Based learning (WBL). According to Horace M-Y, Kwok-wai and Long-Tim (2005), cooperative education is an instructional method that links classroom instruction and work for the purpose of enhancing the total educational programme of students. Johnson (2001) saw work-based learning as an independent learning through work. Raelin (2005) argued that work- based learning is defined differently from traditional classroom learning in that it is centred around reflection on work practice.

SIWES has grown from strength to strength in Nigeria. Students are paid allowances to motivate their involvement, and this is sponsored by Federal Government of Nigeria. According to ITF (2007) 59 universities, 85 polytechnics and 62 colleges of education are the beneficiaries of SIWES. The operators of SIWES are the ITF, the coordinating agencies which include: Nigerian Universities Commission, NUC, National Board for Technical Education, NBTE, and National Certificate for Colleges of Education, NCCE, employers of labour and the institutions (ITF, 2007). Each operator has some roles to play to ensure the smooth running of the programme.

Gomez, Lush and Clements (2004), demonstrated that students taking work placement exhibit improved academic performance in their final year of study. As Duignan (2003) puts it, it is not self- evident that work experience translates into enhanced academic performance but the transmission of mechanism. Dearing (1997) showed that work-based learning enhances academic performance, as the placed students exhibit great difference in their academic performance after the exposure. During the SIWES orientation organized in University of Benin, the University of Benin Industrial Training Scheme (UBITS) coordinator (in 2008) remarked that the academic performance of the final year engineering students of University of Benin is usually very poor after returning from SIWES. Kolb (1984) also demonstrated that the placement experience is totally different from experiments and cannot be replaced by laboratories.

Bowes and Harvey (2000) stated that students opting for work placement are better placed for employment when they graduate compared with students who lack the experience. Gomez, et al (2004) inferred that it is possible that the general perception that students with work experience have improved employment prospect might be linked to the beneficial effects of industrial placement on academic performance. To Blackwell, Bowes, Harvey, Hesketh and Knight (2001) students from sandwich courses had a higher employment rate..


1.2 Statement of the Problem

The problem of ill-equipped and lack of workshop/laboratory has led higher institutions to keep spending enormous time on theory, with little or no emphasis on practical. This therefore creates gaps between classroom exposure and what is obtainable in the industrial sector. To bridge these gaps, ITF is charged with the responsibility of SIWES to expose students to industry based skills necessary for a smooth transition from the classroom to the world of work. However, it appears that quantity surveying students do not adequately participate actively during their SIWES programme because of time duration, and as a result of this, do not acquire adequate skills through SIWES programme; Ojokuku (2015).

Students on their own part have discovered that what most of the supervisors are after is how you can defend your SIWES report rather than how to make use of the scheme and maximize their abilities, knowledge and skills in regards to their profession.

Not all students sent on SIWES are paid, some are even asked to pay money to be accepted to do their Industrial Training programme.

If the aims of SIWES are not achieved students will end up knowing the theoretical aspect of what they study, and have little or idea about the practical aspect of it. Thereby cannot gain employment or provide employment for the society. So the aim of this study is to expose students to have knowledge of the theoretical aspect of what they study and also have the knowledge of practical aspect of what they study.

This calls for investigation if the duration of SIWES programme improved the student’s competency in academic performance.


1.3 Objective of the Study

The main purpose of this study is to examine the view of students on the Impact of SIWES on their academic performance.

Specifically, the study intends to:

  1. Identify the perception of quantity surveying students on how SIWES exposure improved their competency in academic activities.
  2. Determine the benefits of SIWES to quantity surveying students.
  3. Examine the influence of SIWES duration on academic performance of quantity surveying students.
  4. Find out if SIWES exposure influences quantity surveying students’ academic performance.

1.4 Research Questions

  1. How has SIWES exposure improve quantity surveying students’ competencies in their academic activities?
  2. To what extent do quantity surveying students’ benefit from SIWES exposure?
  3. To what extent do SIWES duration influence academic performance of quantity surveying students?
  4. How has SIWES exposure influence quantity surveying students’ academic performance?

1.5 Hypothesis of the Study

The following hypothesis was formulated and tested by the study

  • Ho: There is no significant relationship between the student industrial training scheme (SIWES) and the academic performance of quantity surveying students in Lagos state
  • H1: There is significant relationship between the student industrial training scheme (SIWES) and the academic performance of quantity surveying students in Lagos state

1.6 Significance of the Study

The study of this research work will be of great importance to the quantity surveying students, educators, school management, researchers, educational policy and the society. The result of these research findings will assist to improve the academic performance of quantity surveying students and to expose students to job opportunity during their SIWES. The result from this study will be of great benefit to curriculum planner on how best to expose students to SIWES in order to enhance the performance of the students in vocational training.


1.7 Scope of the Study

The scope of this study covers the Impact of Students Industrial Work Experience Scheme (SIWES) on academic performance of quantity surveying students and it will be limited to University of Lagos and Lagos State University because it is an academic endeavor and time bounded.


1.8 Limitation of the Study

In the course of carrying out this study, the researcher experienced some constraints, which included time constraints, financial constraints, language barriers, and the attitude of the respondents. However, the researcher were able to manage these just to ensure the success of this study.


1.9 Definition of Terms

The following are key terms operationally defined:

Academic Activities:

These are educational focus quantity surveying students are meant to tackle in an institution.

Academic Performance:

This is the educational outcome of student from an institution.

SIWES:

Student Industrial Work Experience Scheme – It is the industrial training quantity surveying students are exposed to, which prepare them for future job challenges.


1.10 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.

Chapter Five


Summary, Conclusion and Recommendations

5.1 Introduction

The main objective of this study was to determine the Impact of SIWES on academic performance of quantity surveying students. Survey research design was adopted using the questionnaire for the gathering of data. Following the analysis of data and discussion of findings, this chapter presented the summary of findings, conclusion, recommendations and suggestions for further research.


5.2 Summary

The study was carried out to examine the Impact of SIWES on academic performance of quantity surveying students. In order to achieve this aim, four specific objectives were raised which includes; the perception of quantity surveying students on how SIWES exposure improved their competency in academic activities; the benefits of SIWES to quantity surveying students; the influence of SIWES duration on academic performance of quantity surveying students; SIWES exposure as it influence quantity surveying student’s academic performance. Four research questions were formulated. The total population for the study was total number of all final year quantity surveying students in UNILAG and LASU. The questionnaire was the instrument used for data collection. descriptive survey research design was employed for the study. The data collected were presented in tables and analyzed using simple percentage, mean and standard deviation.


5.3 Conclusion

Based on the findings of the study, it can be concluded that SIWES exposure enabled quantity surveying to have more competency on their academic because the strategy of handling academic is enhanced after the exposure to SIWES. The findings also explained that if the duration of the SIWES is increased reasonably the performance of the students will be better.

SIWES also exposed quantity surveying students to the proper and personal quality skills required to promote their academic activities and prepare them for future employment. In the same vein exposed them to job opportunities.

The study further explained that there is a great improvement in the academic activities of quantity surveying students after SIWES exposure and also has a positive impact on their academic performance because there is progression in their academic’s performances after exposure to SIWES.


5.4 Recommendation

Based on the findings and conclusions of this study, the following recommendations were made:

  1. SIWES should be properly organized so that students can be appropriately placed in organizations that are related to their course of study.
  2. Students should be properly and regularly supervised by both the industry-based and school supervisors during SIWES.
  3. The duration for SIWES should be increased at reasonably portion such that students will benefit maximally from SIWES exposure.

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