final2 report bi

CHAPTER ONEINTRODUCTION1.1 BACKGROUND OF THE STUDYIn today's competitive society, students are faced with selective job market which places premium hands-on experience. Hands-on experience cannot be imparted through lectures. It only can be gained through direct activity, either in laboratory or real world confrontation. Laboratory learning is clinical, whereas real world confrontation is known as industrial training or internship, afford students a firsthand glimpse of reality (Tourism Management, 2009). Therefore, industrial training program is made as a compulsory course for all students and this is also under requirements of the Board of Engineer Malaysia through Malaysian Engineering Accreditation Council (EAC). Industrial training is for skills and development while education is for life; training involves learning by doings, while education is learning by thinking, and development involves learning and thinking, doing and feeling. (Garavan, 1997). Industrial training is an important strategy to expose students to real work life situation and to equip them with the necessary skills so that they would be job ready when they graduate (Mohd Nizam, Mohd Zaidi, Norhisham, Kamaruzaman, Siti Aminah & Zuhairusse, 2009). Next, the duration of industrial training for all universities in Malaysia and overseas is not the same. It depends on the university itself. For example, the duration of industrial training at University Kebangsaan Malaysia (UKM) is about three months (Mohd Nizam, Mohd Zaidi, Norhisham, Kamaruzaman, Siti Aminah & Zuhairusse, 2009) whereas at University Technology Petronas (UTP), the duration of industrial training is 8 months. (Abdul Karim, 2009). Overseas, Payap University in Thailand, the duration of industrial training is 9 months. (Foerster, 2010). Therefore, regardless of the time frame, the industrial training is needed by all students in order to increase their knowledge and experience in studies.

1.2 PROBLEM STATEMENT

Industrial training is very important to every student to apply their studied knowledge into real work life situation. In University Malaysia Pahang, industrial training is made compulsory for every student. This is because as an engineering student, they need more practical which they gain from industrial training. The length of industrial training is about 2-3 months. Students usually go for industrial training after the third year. As for the student of final year and direct entry, they have gone for their industrial training after finishing the third year. Therefore, this study is to find out UMP students perceptions on the importance of industrial training.

1.3 RESEARCH OBJECTIVES1.3.1 To find out the attitude of students towards industrial training.

1.3.2 To investigate the level of awareness on the importance of industrial training.

1.4 RESEARCH QUESTIONS1.4.1 Are UMP students aware the importance of industrial training?

1.4.2 Do UMP students apply their studied knowledge in their industrial training?

1.4.3 Can industrial training improve UMP students soft-skills?

1.4.4 What the opinions of UMP students on industrial training?

1.5 DEFINITION OF TERMSThe keywords of this study are perception of industrial training. In this study, the perception means the student ability to understand the industrial training. It emphasizes on industrial training and the skills that is needed to be applied in the training which is relevant to professional development prior to graduation.

1.6 REVIEW OF METHODOLOGYThis research was conducted at University Malaysia Pahang (UMP) during semester one, session 2010/2011. As to conduct this research, the type of instruments that used was survey questionnaire. The targets audiences involve in this research are sixty students from fourth year and direct entry from vary faculties in UMP. For the questionnaire participants, non-random ratio was chosen according to the distribution ratio.

1.7 ORGANIZATION OF CHAPTERSThis report is divided into five chapters which are introduction, review of literature, methodology, findings and discussions and conclusions and recommendations. Under introduction in chapter one, it is sub-divided into background of the study, problem statement, research objectives, research questions, definition of the term, review of methodology and organization of chapters. As for the second chapter which is review of literature, it is all about the synthesis of articles related to the study of the importance of industrial training to the students. The third chapter, methodology, is sub-divided into five which are introduction, sampling which consist of participants who are involved in the survey questionnaire, data collection instruments, data analysis and conclusion. The fourth chapter is on the findings and discussions of the survey questionnaire and for the results obtained. As for the last chapter which is conclusion and recommendation, it is an overall study on the importance of industrial training and to provide measures for improvement.

CHAPTER TWOREVIEW OF LITERATURE2.1 INTRODUCTIONThe review on the importance of industrial training research consists of four sub-elements. The sub-elements are the level of awareness and the importance of industrial training to the students, the studied knowledge that students should apply in their industrial training, the potential of industrial training in improving soft-skills and the conclusion is based on the most related to the importance of industrial training.2.2 THE LEVEL OF AWARENESS AND THE IMPORTANCE OF INDUSTRIAL TRAINING TO THE STUDENTS.

Every student in the university must undergo industrial training or internship program. It is very important for them to apply to what they had studied at university in order to fulfil their credits hours. According to Davies (1990), internship is a kind of experience learning where the students take the opportunity to apply learned theories from schools in the real world situation, and it provides for students to integrate and consolidate thinking and action. There are three importance we can see through industrial training which are increasing level of intrapersonal and interpersonal skills, acquiring work satisfaction and gain practical experience. First is increasing the level of intrapersonal and interpersonal skills. Intrapersonal is to do with self while interpersonal skills are the skills that a person uses to interact with other people. Examples of those skills are time management and communication skills. When students are already gone for industrial training, it will help them enormously in dealing with the work tasks, speaking or writing clearly, increase in self confidence, working with people more effectively and taking more responsibility and also gives them more tools to handle conflict. Second is acquiring work satisfaction. An example of work satisfaction is learning job skills and gets paid during the industrial training. Students learn technical and job skills and it will help them in enhancing their resume and portfolio. Not all students who had gone for industrial training gets paid but they are happy because they get satisfactory level job prospect. Third is to gain practical experience. Practical experience is often understood as a persons first-hand experience of something usually work-related, in an uncontrolled environment. Here, students can apply their studied knowledge into real work life situation. They will know how an industry looks like. So it will give them very meaningful experiences in their life and it easy for them to be job ready. Based on these three importances, we can see that when the students had gone for industrial training, it will help them to understand their course better. They have become more confident and they already know how to practice the theoretical knowledge in their work. The conclusion is when the student undergone industrial training they able to develop solve problem skills and self-awareness, increase communication skills, to develop technical skills and job skills and satisfied with paid internships and lastly they able to practice and review competence and skills within a real work life situation.

2.3 THE STUDIED KNOWLEDGE THAT STUDENT SHOULD APPLY IN THEIR INDUSTRIAL TRAININGThe application of studied knowledge that student should apply in their industrial training are soft-skills (Sulaiman & Burke, 2009), technical and theoretical knowledge (Polat et al., 2010).According to Sulaiman and Burke, (2009), students or fresh graduates should have good soft-skills in order to prepare themselves before they enter the real work life. The acquisition of soft-skills will make them easily blend with the ever-changing technology (Abdul Karim, 2009). Knowledge sharing during industrial training is important in order to show that students understand and able to transfer their learning knowledge into their working world. This means that, student apply their studied knowledge in their industrial training. Along with that, students need a lot of determination in utilizing their available soft-skills in order to fulfil the job and client demand. This is due to the competitiveness in job searching by the fresh graduates. Students gain technical knowledge through their laboratory work, which is one of the subjects that they took during their studies in the university. This way student would understand what they had learned in classroom. According to Haracek et al., (2007), their study based on other researchers, sufficient training and practice is essential for them to apply effectively in their job. This is because the only chance student can experience the mimics of real work life is through industrial training. Therefore, by any means technical knowledge is needed to be applied in the industrial training. Theoretical knowledge is the input that we can have through lectures in the classroom. It is also one of the studied knowledge that student should apply in their industrial training. From there, student can develop their thinking by using the theory they had learn to be applied practically. The studied knowledge that students should apply in their industrial training are good soft-skills, technical and theoretical knowledge.

2.4 THE POTENTIAL OF INDUSTRIAL TRAINING IN IMPROVING SOFT SKILLSIndustrial training refers to work experience that is relevant to professional development prior to graduating. Industrial training is an essential component in the development of the practical and professional skills required of an engineer. Therefore, industrial training can significantly improve students soft-skills specifically communication skills, personal attitudes, and work skills. (Mohd Zaidi,et al, 2009). One of the most soft-skills that students can gain from industrial training is communication skills.( Abdul Karim, 2009). It included daily interaction within the working environment and technical writing. Based on the research that was held in University Kebangsaan Malaysia (UKM), (Mohd Zaidi, et al, 2009), it shows that 87% students agreed that industrial training improved a lot of their skills in oral presentation, written communication, linguistic and discussion skills. Moreover, industrial training also helps to expose students to the responsibilities and ethics. (Greenan, 1983). The examples are good self esteem, good self and time management, self confidence, punctuality and curiosity. In industrial training, they can change their opinion with the senior that have more experience in handling the project with different manners compared to university that more prefer to learn only. Then, students can gain work skills when undergone to industrial training. Their work skills are including the ability to work independently, adaptable with the environment, ability to work under pressure and become a leadership. Industrial training will give students a feel of the work environment. It is because experience and knowledge is required in the industry, where these are not taught in the lecture rooms. As a bridge between these students and the professional world, the industrial training provides a suitable platform for the students to experience the challenges of the industry before they enter to the real work life.

2.5 CONCLUSIONIt is clear from this chapter that the major perceptions on the importance of industrial training are the level of awareness and the importance of industrial training itself, the studied knowledge that students should apply in their industrial training and the potential of industrial training in improving soft-skills.

CHAPTER THREEMETHODOLOGY

3.1 INTRODUCTION

In this chapter, we will discuss details about the method used to conduct our study. There are three elements used which are participants, data collection instruments and data analysis. The participants section will be discussing about the target audience of this survey and method of approach to distribute our instrument to the participants. Next section is the data collection instruments; explain details on the instrument that we used which is survey questionnaire. The third section is that the data analysis. Through this section, we will explain how we analyze the collected data.3.2 SAMPLINGAs for the first method to conduct the research, the survey questionnaire method was decided to use which conducted at University Malaysia Pahang (UMP) during semester one, session 2010/2011. Generally, the participant is UMP students which consist of sixty students from the fourth year and direct entry. They are included male and female students from six faculties. The faculties involved in this survey is Faculty of Chemical Engineering and Natural Resources, Faculty of Civil Engineering and Earth Resources, Faculty of Mechanical Engineering, Faculty of Electrical Engineering, Faculty of Computer Science and Software Engineering and Faculty of Manufacturing Engineering. Each faculty is given equal number of survey questionnaires which are ten per faculty. Two categories were divided which are gender for female and male and year for fourth year and direct entry. The distribution ratio for gender is 50:50. The division of participants according to faculty, year and gender are in Table 3.1 below:Table 3.1: Division of participants according to faculty, year and gender.No.CourseMaleFemaleTotal

Year 4Direct EntryYear 4Direct Entry

1.Faculty of Chemical Engineering and Natural Resources322310

2.Faculty of Civil Engineering and Earth Resources233210

3.Faculty of Mechanical Engineering322310

4.Faculty of Electrical Engineering323310

5.Faculty of Computer Science and Software Engineering233210

6.Faculty of Manufacturing Engineering233210

Total1515151560

3.3 DATA COLLECTION INSTRUMENT

The data collection instrument that used in this study was survey questionnaire. In this survey questionnaire, a number of questions have been asked as a source of our primary data to investigate the perception of UMP students on the importance of industrial training. The questionnaire consists of three sections. Section A is for the demographic questions which students are required to fill-in relevant information about them according to the question. Next is Section B. Consists of ten questions. Students are required to tick one answer for each question. Last section, Section C is the liked-scale questions consist of nineteen questions and also a tick one answer for each question. These questionnaires were handed out with the help of our colleagues and friends. After that, the survey questionnaires are collected for our data records and data analysis.3.4 DATA ANALYSISAfter the survey questionnaire was conducted, the data will be collected, analyzed and interpreted. There are about sixty respondents for survey questionnaire including both male and female, direct entry and fourth year students for each faculty.

3.4.1 ANALYZE QUESTIONNAIRE

From this research, the data were analyzed by using the Microsoft Excel. There are a few steps that have been used to analyze data from the questionnaire.

Step 1:

The analysis of survey questionnaire will be separated into four categories according to research questions which are the importance of industrial training, applied studied knowledge in industrial training, improving soft skills and opinions about industrial training

Step 2:

Each question was numbered. Each type of question was numbered with different way for all question that respondent can choose one answer, rank the answer and also open-ended questions.

Step 3:

The feedback from the questionnaire will be transferred into summary sheet to make the calculation of the percentage easier. For open-ended question, the percentage of the answer was based on the similar answer. The similar answer will be collected in the same group and another group is for the contrast answer.

Step 4:

The results from the calculation were tabulated in table and then transferred into pie or bar charts or graph.3.5 CONCLUSIONThe sample of this study is UMP students on six vary faculties and it only specify towards the fourth year students and direct entry students. This survey was conducted in University Malaysia Pahang (UMP) during semester one session 2010/2011 and the survey questionnaire that was given to the participants is collected and analyzed.

CHAPTER FOUR

FINDINGS AND DISCUSSION4.1 Introduction

This chapter analyses in detail about the data collected and discuss it according to the research questions of the survey. In this chapter they were also divided into 5 parts which are introduction of the chapter, awareness among UMP students, the application of studied knowledge during industrial training, the improvement of soft skills, the opinion of the important of industrial training and summary of the chapter.

4.2 Are they aware about the importance of industrial training?This research question aims to investigate the level of awareness of UMP students about the importance of industrial training. There are two survey questionnaire that connected to the research question which are do you think industrial training is important to your course and what is the importance of industrial training.4.2.1 Do you think industrial training is important to your course?

Figure 4.1: Importance of Industrial Training to Students Course

The graph illustrates the importance of industrial training to UMP students course. According to the chart, number of students agrees that industrial training is important to their course which is 100 % (60) which is the highest percentage while number of students do not agree that industrial training is important to their course is 0% (0) which is the lowest percentage. The chart shows that all students agree industrial training is important to the course. It can be concluded that industrial training is important subject to their course and also to the students because they can experience a real work life situation and can apply their studied knowledge when performing the job.

4.2.2. What is the importance of industrial training?

Figure 4.2: Importance of Industrial TrainingThe graph indicates the importance of industrial training. According to the graph, students who agree have the highest percentage compared to the students who disagree. There are five importance of industrial training that most of the students agree which are improved work attitude, increases productivity and quality of work, increases knowledge and problem solving skills, increases verbal and written communication and increases team work and leadership skills where the percentages are 20.14%, 20.14%, 20.14%, 19.44% and 20.14% respectively. It can be concluded that all the students agree that industrial training has five importances that help them most during the industrial training.

From the data above, it can be concluded that the level of awareness of UMP students are high because all the students agree that industrial training is important to their course and they also know the importance of industrial training.

4.3Do UMP students apply their study knowledge in industrial training?

This research is aim to indicate the familiarity of the UMP students in this survey with the equipment used in their industrial training, from where they learned it and the application of studied knowledge while handling the equipment.

4.3.1Familiar with equipment.

Figure 4.3: Familiarity with the equipment used in the industrial training among direct entry and final year students.

The pie chart above shows the familiarity of the students in this survey with the equipment used during their industrial training. According to the pie chart, the highest percentage is 78% which is yes and the lowest is 22% which is no. 78% (47) of them are familiar with the equipment used in their training while 22% (13) are not familiar with the equipment used in their industrial training. Most of the students are familiar with the equipment. Therefore, it can be concluded that the students familiarity with the equipment may be due to they concern about the their training. It is important to be applied in their job later. Horacek et al., (2007), their study based on other researchers, sufficient training and practice is essential for them to apply effectively in their job.

4.3.2Sources to know about the equipment.

Figure 4.4: Sources used by UMP students to know about the equipment used in the industrial training.The pie chart shows the sources that used by the UMP students in this survey to learn about the equipment used in their industrial training. The highest most usual source used is by asking supervisors during industrial training and the lowest is internet. According to the pie chart, 72% (41) of the students learned about the equipment used during their industrial training from their supervisors, 18 %(10) learn it from their lecture and 10% (6) of the students had learned about the equipment from the internet. Among the students in this survey, none of them get to learn about the equipment from the magazine and books. It can be concluded that the direct entry and final year students mostly learn about the equipment during their industrial training. 4.3.3Application of studies knowledge.

Figure 4.5: UMP Students application of studied knowledge in handling the equipments used during industrial training.

The pie chart above shows the percentage of students application of knowledge in handling the equipments used during their industrial training. Based on the pie chart, mostly students in this survey apply their studied knowledge in handling the equipment in their industrial training which is 98% (59). Only 2% (1) did not apply it. It can be concluded that most students apply their knowledge due to a good soft-skills that they have. According to Horacek et al., (2007), students can better understand and applied their learning knowledge is by having important soft-skills such as communication skills, willingness to accept and ability to perform given task.

4.4 Research question 3: Can industrial training improve UMP students soft-skills?

The aim of this research is to find out the improvement of UMP students on soft-skills based on perception of students on the improving of soft skills during industrial training before and after their going to industrial training, the perception of UMP students on the most soft-skills that improved during industrial training and comparison before and after students undergoing industrial training.

4.4.1 Perception of UMP students on the improving of soft-skills during industrial training.

Figure 4.6: Perception of UMP students on the improving of soft-skills during industrial training.Figure 4.5 above shows the perception of UMP students on the improving of their soft-skills during industrial training. According to the chart, number of students agrees that industrial training help them to improve their soft-skills is 100% (60) which is the highest percentage while there is 0% (0) of the students that is not agree with it. The chart shows that all the students were agree that industrial training can improved their soft-skills. Mohd Zaidi, et al, 2009 in their survey found that industrial training can significantly improved students soft-skills specifically communication skill, personal attitude and work skill. It can be concluded that industrial training is importance to improve students soft-skills because it can give students become more confidence to face with people in difference background and manner.4.4.2 The perception of UMP students on the most soft-skills that improved during industrial training.

Figure 4.7: The perception of UMP students on the most soft-skills that improved during industrial training.Figure 4.6 above shows the perception of UMP students on the most soft-skills that improved during industrial training. According to the chart, communication skills have the highest percentage of the most soft-skills that improved during industrial training by students whereas life-learning skills have the lowest improving by them. 43% (26) students were chose communication skills as the most soft-skills that improved during industrial training while the rest chose 25% (15) teamwork skills, 18% (11) leadership skills and 14% (8) life-learning skills. The chart shows that a communication skill is similar to the total of the other two skills. It can be concluded that the industrial training helps them to improve their soft-skills especially on communication skills.

4.4.3 Comparison before and after students undergoing industrial training

Figure 4.8: Comparison before and after students undergoing industrial training.The graph indicates the comparison before and after students undergoing industrial training. According to the graph, the highest percentage is the improvement in team working skills after their undergoing industrial training and the lowest percentage are improvement of proficiency in English language and improvement of technical skills. There are 62% (55) students are improved of proficiency in English language compare to 38% (34) students are lack of proficiency in English language before undergoing industrial training, 67% (59) students are improved in communication skills compare to 33% (29) students are lack of communication skills, 70% (57) students are improved in general knowledge compare to 30% (25) students lack of general knowledge, 64% (59) students are improved in self-esteem and self-confidence compare to 36% (33) students are lack of self-esteem and self-confidence, 73% (59) students are improved in team working skills compare to 27% (22) students are lack of team working skills, 62% (59) students are improved of technical skills compare to 38% (36) students are lack of technical skills and 71% (57) students are improved of theoretical knowledge compare to 29% (23) students are lack of theoretical knowledge. The result indicates that the industrial training help students to improve their skills especially on team working skills. The training also helps students to adapt themselves to the working environment as well as being responsible persons. It also indicates that this program is good stepping stone for students in order to become a good engineer. It can be concluded that industrial training was give positive impact for the students to increase their soft-skills.

From the data about perception of UMP students on the improving of soft-skills during industrial training, the perception of UMP students on the most soft-skills that improved during industrial training and comparison before and after students undergoing industrial training, it is clear that almost half on UMP students in this study have improved a lot for their soft-skills after their undergoing industrial training.4.5 Research question 4: What are the opinions of UMP students on the industrial training?This research question aims to investigate the opinions of UMP students about the industrial training. There is one survey questionnaire that connected to the research question which is what are your opinions of quality training received during industrial training? 4.5.1 What does industrial training mean to you?

Figure 4.9: The Meaning of Industrial Training

The pie chart above shows the, meaning of industrial training. Gained experience has the highest percentage for the meaning of industrial training while as extra subject and most helpful, training ourselves and to help doing PSM are the lowest percentages for the meaning of industrial training to the students. According to the chart, industrial training give meaning to the students is gain experience which is 32% (19) students, give real work life preparation which is 10% (6) students, apply study knowledge which is 8% (5) students and this is followed by give real work life experience, work for industry and improved soft skills which are 7% (4) students, gain knowledge and experience which is 5% (3) students, to apply for job which is 3% (2) students and lastly the meaning of industrial training to the students are as extra subject, training ourselves and to help doing PSM which are 1% (1), 2% (1) and 3% (1) respectively. There was also 15% (9) students does not give any meaning of industrial training. It can be concluded that every students have different meaning of industrial training to them and of course the definition given by them are through their own experience.From the data above, it can be concluded that every UMP students has their own meaning of industrial training based on their own experience and the most preferable answer is to gain experience during the industrial training.

4.6 SUMMARY OF THE CHAPTER

The research questions can be proven by doing the data analysis. So, it can be concluded that UMP students have knowledge about industrial training. They also gained more experience and improved their soft-skills after undergone industrial training. CHAPTER FIVE

CONCLUSION AND RECOMMENDATION

5.1 INTRODUCTION

This chapter basically will discuss the conclusion and also the recommendations for the study that we have done. The conclusions will briefly discuss the finding of the study that we have conducted. Meanwhile for the recommendations it will suggest the recommendations based on the finding and the conclusions that we got.

5.2 CONCLUSION5.2.1 Are they aware about the importance of industrial training?It is clear that a majority of UMP students think the industrial training is important to their course and they have high level awareness about the importance of industrial training. Perhaps this is because, they already giving the briefing and explanation about the industrial training by the university before they undergo industrial training. 5.2.2 Do students apply their studied knowledge in industrial training?It is clear that most of the UMP students in this survey apply their studied knowledge in their industrial training. This is generally due to their keen to know and apply the knowledge that they had technically toward the equipment that they handle.5.2.3 Can industrial training improve students soft-skills?

It is clear that almost half on UMP students in this study have improved a lot of their soft-skills after their undergoing industrial training. This is due to the improvement of communication skills, work skills and personal attitudes.

5.2.4 What are the opinions of ump students on the industrial training?

It is clear that most of the UMP students have their own opinion and definition on the industrial training. This could be the result by their experience during industrial training or the surrounding. For example, internet, lecturer and books.

5.3 RECOMMENDATION

Three recommendations are suggested in this study. There are increasing the duration of industrial training, exhibition, and Several recommendations regarding to this research can give more advantages to students. First recommendations increase the duration of industrial training so that the students will learn and gain more experience during industrial training. Second recommendation so that students have a clue what is industrial training is all about. It is believes that it can helps to spread the knowledge of industrial training among students in details. For examples, by distributing pamphlets which contains the meaning of industrial training and reasons students need to go for industrial training. Besides, for extra information and to make it easier for students to find a place for their industrial training, the list of places and location of the company are included too.

Third, a talk also can be given by inviting an engineer who had a lot of experiences in engineering field. This talk will provide the student with the criteria that they need to have in order to be a good engineer for example the sot-skills. Besides, the talk also will guide them and give the students determination to undergo their industrial training with more confident and enthusiasm.5.4 SUMMARY

In conclusion, most of UMP students have high level of awareness about industrial training and they have good improvement of their soft skills when they undergone industrial training.

APPENDICES

SURVEY ON THE PERCEPTION OF UMP STUDENTS ON THE IMPORTANCE OF INDUSTRIAL TRAINING

Dear respondents,

This survey is to find out the attitude of students towards industrial training and on the awareness of the importance of industrial training. Please respond according to the instruction given.

We hope that you will answer the questions truthfully. Thank you.

Instructions: Please answer all the questions below.Section A

1. Gender

: Male

Female

2. Year of studies: Direct entry

Year 4

3. Faculty

: Faculty of Chemical Engineering and Natural Resources

Faculty of Civil Engineering and Earth Resources

Faculty of Mechanical Engineering

Faculty of Electrical Engineering

Faculty of Computer Science and Software Engineering

Faculty of Manufacturing Engineering

Section B

For questions 4 to 14, put a tick ( ) on only ONE answer.

4. What is your opinion on the quality of training received during industrial training?

Excellent

Good

Average

Poor

5. What is your opinion on the suitability and employment potential of the experience that you

acquired during industrial training?

Excellent

Good

Average

Poor

6. Do you think that you learned a lot about working in the industry during industrial training?

Yes

No

7. Can industrial training programme help you to improve your soft skills?

Yes

No

8. Which of these soft skills can be improved the most during industrial training?

Communication skills

Leadership skills

Teamwork skills

Life-long learning skills

9. What have you gained in terms of work skills from the industrial training?

Ability to work independently

Adaptable to the environment

Ability to use the equipment at work

Ability to carry out technical procedures relevant to my job spaces

10. Are you familiar with the equipment used in your industrial training?

Yes

No

11. Where did you learn about the equipment used in your industrial training?

Lecture

Books

Supervisor during industrial training

Internet

Magazine

12. Is there any application of your studied knowledge while handling the equipment

during industrial training?

Yes

No

13. How did you handle the equipment during your industrial training?

Supervisors gave a briefing on how to use the equipment

Used the equipment manual

Asked the technician or workers or supervisors

Did not handle any equipment

14. Do you think industrial training is important to your course?

Yes

No

15. During your industrial training, which of the following skills helped you the most?

Please rank 1-most, 2-average, 3-least helpful( ) Soft-skills

( ) Technical skills

( ) Theoretical knowledge

Section C

For questions 16 to 34, put a tick ( ) on only ONE answer for each question.

1=strongly disagree2=disagree3=agree4=strongly agree

What is the importance of industrial training?NoStatementResponse

1234

16Improved work attitude.

17Increases productivity and quality of work.

18Increases knowledge and problem-solving skills.

19Increases verbal and written communication.

20Increases team work and leadership skills.

What problems did you faced during industrial training?

NoStatementResponse

1234

21Lack of proficiency in English language.

22Lack of communication skills.

23Lack of general knowledge.

24Lack of self-esteem and self-confidence.

25Lack of team working skill.

26Lack of technical skills

27Lack of theoretical knowledge

What improvement have you made after undergoing industrial training?

NoStatementResponse

1234

28Improvement of proficiency in English language.

29Improvement in communication skills.

30Improvement in general knowledge.

31Improvement in self-esteem and self-confidence.

32Improvement in team working skills.

33Improvement of technical skills

34Improvement of theoretical knowledge

31. What does industrial training mean to you?

______________________________________________________________________________Thank you for your cooperation.Frequency tables & graphs/charts for each variable1.

Gender

Number of studentsPercentage

Male2948%

Female3152%

2.

Year of Study


Direct Entry3050%

Year 43050%

3.

Faculty


FKKSA915%

FKASA915%

FKM1118%

FKEE1017%

FSKKP1017%

FKPPT1118%

4.

Quality of training received during industrial

training


Excellent2033%

Good3355%

Average712%

Poor00%

5.

Opinion of the experience acquired during

industrial training


Excellent1017%

Good3761%

Average1322%

Poor00%

6.

The level of learning in working industry


Yes5897%

No23%

7.

Will industrial training help to improve

soft-skills


Yes60100%

No00%

8.

The most soft-skills that can be improved


Communication skills2440%

Leadership skills1017%

Teamwork skills1423%

Life-long learning skills813%

None47%

9.

Gaining in terms of work skills from industrial training


Ability to work independently1627%

Adaptable to the environment1322%

Ability to use the equipment at work1423%

Ability to carry out technical procedures1423%

None35%

10.

Familiarity with the equipment used in the industrial training


Yes4778%

No1322%

11.

Where did student learn about the equipment used during

industrial training


Lecture109%

Books00%

Supervisor during4165%

industrial training

Internet65%

Magazine00%

None35%

12.

Application studied knowledge whike handling the equipment


Yes5998%

No12%

13.

How the equipment will be handle


Supervisors gave briefing2745%

on how to use the equipment

Used equipment manual1118%

Asked technician/workers/1932%

supervisors

Did not handle any equipment00%

None35%

14.

The important of industrial training


Yes60100%

No00%

15.

Soft-skills helped the most


Most helpful711%

Average helpful1627%

Least helpful1627%

None2135%

16.

Technical skills helped the most


Most helpful2033%

Average helpful915%

Least helpful1017%

None2135%

17.

Theorethical knowledge helped the most


Most helpful1220%

Average helpful1423%

Least helpful1322%

None2135%

18.

Improved work attitude


Strongly disagree00%

Disagree00%

Agree3761%

Strongly agree2237%

None12%

19.

Increases productivity and quality of work



Disagree00%

Agree3965%

Strongly agree2033%

None12%

20.

Increases knowledge and problem-solving skills



Disagree00%

Agree2940%

Strongly agree3050%

None12%

21.

Increases verbal and written communication



Disagree23%

Agree3762%

Strongly agree2033%

None12%

22.

Increases team work and leadership skills



Disagree00%

Agree3151%

Strongly agree2847%

None12%

23.

Lack of proficiency in English language



Disagree2237%

Agree3253%

Strongly agree23%

None12%

24.

Lack of communication skills



Disagree2745%

Agree2643%

Strongly agree35%

None12%

25.

Lack of general knowledge



Disagree2949%

Agree2338%

Strongly agree23%

None12%

26.

Lack of self-esteem and self confidence



Disagree2338%

Agree3050%

Strongly agree35%

None12%

27.

Lack of team working skills



Disagree3453%

Agree2032%

Strongly agree25%

None12%

28.

Lack of technical skills



Disagree1932%

Agree3253%

Strongly agree47%

None23%

29.

Lack of theoritical knowledge



Disagree3355%

Agree2135%

Strongly agree23%

None23%

30.

Improvement of proficiency in English language



Disagree47%

Agree4270%

Strongly agree1322%

None11%

31.

Improvement in communication skills



Disagree00%

Agree3456%

Strongly agree2542%

None12%

32.

Improvement in general knowledge



Disagree12%

Agree3863%

Strongly agree1932%

None23%

33.

Improvement in self-esteem and self confidence



Disagree00%

Agree4270%

Strongly agree1728%

None12%

34.

Improvement in team working skills



Disagree00%

Agree3355%

Strongly agree2643%

None22%

35.

Improvement of technical skills



Disagree00%

Agree2338%

Strongly agree3660%

None12%

36.

Improvement of theoretical knowledge



Disagree12%

Agree3253%

Strongly agree2542%

None23%

37.

The meaning of industrial training


Gained experience1932%

Applied study knowledge58%

Real work life preparation610%

Real work life experience47%

Work for industry47%

Improved soft skills47%

Gained knowledge and Experience35%

as extra subject and most helpful11%

Training ourself12%

To apply for job23%

To help doing PSM13%

None915%

LIST OF TABLESNo.CourseMaleFemaleTotal

Year 4Direct EntryYear 4Direct Entry

1.Faculty of Chemical Engineering and Natural Resources322310

2.Faculty of Civil Engineering and Earth Resources233210

3.Faculty of Mechanical Engineering322310

4.Faculty of Electrical Engineering323310

5.Faculty of Computer Science and Software Engineering233210

6.Faculty of Manufacturing Engineering233210

Total1515151560

Table 3.1: Division of participants according to faculty, year and gender.LIST OF FIGURES

Figure 4.1: Importance of Industrial Training to Students Course

Figure 4.2: Importance of Industrial Training

Figure 4.3: Familiarity with the equipment used in the industrial training among direct entry and final year students.

Figure 4.4: Sources used by UMP students to know about the equipment used in the industrial training.

Figure 4.5: UMP Students application of studied knowledge in handling the equipments used during industrial training.

Figure 4.6: Perception of UMP students on the improving of soft-skills during industrial training.

Figure 4.7: The perception of UMP students on the most soft-skills that improved during industrial training.

Figure 4.8: Comparison before and after students undergoing industrial training. EMBED Excel.Chart.8 \s

_1348905416.xlsChart1

12

14

13

21

Theoretical knowledge helped the most

Sheet1

Theoretical knowledge helped the most

Most helpful12

Average helpful14

Least helpful13

None21

To resize chart data range, drag lower right corner of range.

_1348905438.xlsChart1

3

16

13

14

14


Sheet1


None3

Ability to work independently16

Adaptable to the environment13

Ability to use the equipment at work14

Ability to carry out technical procedures14


_1348905448.xlsChart1

10

37

13

0

Opinion of the experience acquired during industrial training

Sheet1

Opinion of the experience acquired during industrial training

Excellent10

Good37

Average13

Poor0


_1348905460.xlsChart1

30

30

Year of studies

Sheet1

Year of studies

Direct Entry30

Year 430


_1348905463.xlsChart1

29

31

Column1

Gender

Sheet1

Column1

Male29

Female31


_1348906255.xlsChart1

3862

3367

3070

3664

2773

3862

2971

Before

After

Percentage %

Comparison before and after students undergoing industrial training

Sheet1

BeforeAfter

Proficiency in English language38622

Communication skills33672

General knowledge30703

Self-esteem and self-confidence36645

Team working skills2773

Technical skills3862

Theoretical knowledge2971

_1348905458.xlsChart1

9

9

11

10

10

11

Faculty

Sheet1

Faculty

FKKSA9

FKASA9

FKM11

FKEE10

FSKKP10

FKPPT11


_1348905455.xlsChart1

20

33

7

0

Quality of training received during industrial training

Sheet1

Quality of training received during industrial training

Excellent20

Good33

Average7

Poor0


_1348905443.xlsChart1

60

0

will industrial training help to improve soft skill

Will industrial training help to improve soft skill

Sheet1


Yes60

No0


_1348905446.xlsChart1

58

2


Sheet1


Yes58

No2


_1348905441.xlsChart1

24

10

14

8

4

The most soft skills that can be improved

Sheet1



Leadership skills10

Teamwork skills14

Life-learning skills8

None4


_1348905427.xlsChart1

27

11

19

0

3

How the equipment will be handled

Sheet1

How the equipment will be handled

Supervisors gave a briefing on how to use the equipment27

Used the equipment manual11

Asked the technician or workers or supervisors19

Did not handle any equipment0

None3


_1348905432.xlsChart1

3

10

0

41

6

3

Where did students learn about the equipment used in the industrial training

Sheet1


Lecture3

Books10

Supervisor during industrial training0

Internet41

Magazine6

None3


_1348905435.xlsChart1

47

13


Sheet1


Yes47

No13


_1348905429.xlsChart1

59

1

Application studied knowledge while handling the equipment

Sheet1


Yes59

No1


_1348905421.xlsChart1

7

16

16

21

Which skills helped the most

Soft-skills helped the most

Sheet1

Which skills helped the most

Most helpful7

Average helpful16

Least helpful16

None21


_1348905424.xlsChart1

60

0


Sheet1


Yes60

No0


_1348905419.xlsChart1

20

9

10

21


Sheet1


Most helpful20

Average helpful9

Least helpful10

None21


_1348905394.xlsChart1

5

29

23

2

1


Sheet1


strongly disagree5

disagree29

agree23

strongly agree2

none1


_1348905405.xlsChart1

0

2

37

20

1


Sheet1


strongly disagree0

disagree2

agree37

strongly agree20

none1


_1348905411.xlsChart1

0

0

39

20

1


Sheet1


strongly disagree0

disagree0

agree39

strongly agree20

none1


_1348905413.xlsChart1

0

0

37

22

1


Sheet1


strongly disagree0

disagree0

agree37

strongly agree22

none1


_1348905408.xlsChart1

0

0

29

30

1

Increases knowledge and problem solving-skills

Sheet1

Increases knowledge and problem solving-skills

strongly disagree0

disagree0

agree29

strongly agree30

none1


_1348905399.xlsChart1

3

22

32

2

1


Sheet1


strongly disagree3

disagree22

agree32

strongly agree2

none1


_1348905402.xlsChart1

0

0

31

28

1


Sheet1


strongly disagree0

disagree0

agree31

strongly disagree28

none1


_1348905397.xlsChart1

3

27

26

3

1


Sheet1


strongly disagree3

disagree27

agree26

strongly agree3

none1


_1348905371.xlsChart1

0

0

42

17

1

Improvement in self-esteem and self-confidence

Sheet1

Improvement in self-esteem and self-confidence

strongly disagree0

disagree0

agree42

strongly agree17

none1


_1348905383.xlsChart1

2

33

21

2

2

Lack of theoretical knowledge

Sheet1

Lack of theoretical knowledge

strongly disagree2

disagree33

agree21

strongly agree2

none2


_1348905388.xlsChart1

3

34

20

2

1

Lack of team working skill

Sheet1

Lack of team working skill

strongly disagree3

disagree34

agree20

strongly agree2

none1


_1348905391.xlsChart1

3

23

30

3

1


Sheet1


strongly disagree3

disagree23

agree30

strongly agree3

none1


_1348905386.xlsChart1

3

19

32

4

2


Sheet1


strongly disagree3

disagree19

agree32

strongly agree4

none2


_1348905377.xlsChart1

0

0

34

25

1

Improvement in community skills

Sheet1

Improvement in community skills

strongly disagree0

disagree0

agree34

strongly agree25

none1


_1348905380.xlsChart1

0

4

42

13

1

Improvement of proficiency in English Language

Sheet1

Improvement of proficiency in English Language

strongly disagree0

disagree4

agree42

strongly agree13

none1


_1348905374.xlsChart1

0

1

38

19

2


Sheet1


strongly disagree0

disagree1

agree38

dstrongly agree19

none2


_1348904470.xlsChart1

60

0


Importance of Industrial Training to Student's Course

Sheet1


Yes60

No0


_1348904936.xlsChart1

3862

3367

3070

3664

2773

3862

2971

Before

After

Percentage %

Comparison before and after students undergoing industrial training

Sheet1

BeforeAfter

Proficiency in English language38622


General knowledge30703

Self-esteem and self-confidence36645

Team working skills2773

Technical skills3862

Theoretical knowledge2971

_1348905366.xlsChart1

0

0

23

36

1


Sheet1


strongly disagree0

disagree0

agree23

strongly agree36

none1


_1348905369.xlsChart1

0

0

33

26

1


Sheet1


strongly disagree0

disagree0

agree33

strongly agree26

none1


_1348905363.xlsChart1

0

1

32

25

2


Sheet1


strongly disagree0

disagree1

agree32

strongly agree25

none2


_1348905360.xlsChart1

19

5

6

4

4

4

3

1

1

2

2

9


Sheet1


gained experienced19

applied studied knowledge5

real work life preparation6

real work life experience4

work for industry4

improved soft-skills4

gain knowledge and experience3

as extra subject and most helpful1

training ourselves1

to apply a job2

to help doing PSM2

none9

_1348904465.xlsChart1

10

0

41

6

0


Sheet1


Lecture10

Books0

Supervisor during industrial training41

Internet6

Magazine0


_1348904467.xlsChart1

47

13


Sheet1


Yes47

No13


_1348904460.xlsChart1

60

0


Perception of UMP students on the improving of soft-skills during industrial training

Sheet1


Yes60

No0


_1348904463.xlsChart1

59

1


Sheet1


Yes59

No1


_1348904453.xlsChart1

19

5

6

4

4

4

3

1

1

2

2

9


Sheet1


gained experienced19

applied studied knowledge5

real work life preparation6

real work life experience4

work for industry4

improved soft-skills4

gain knowledge and experience3

as extra subject and most helpful1

training ourselves1

to apply a job2

to help doing PSM2

none9

_1348904458.xlsChart1

24

10

14

8


The most soft skills that improved during industrial training

Sheet1



Leadership skills10

Teamwork skills14

Life-learning skills8


final2 report bi

Documents

industrial training

length of industrial

life training

attitude of students

ump students aware

ump students perceptions

opinions of ump students

ump students softskills