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
Number of studentsPercentage
Direct Entry3050%
Year 43050%
3.
Faculty
Number of studentsPercentage
FKKSA915%
FKASA915%
FKM1118%
FKEE1017%
FSKKP1017%
FKPPT1118%
4.
Quality of training received during industrial
training
Number of studentsPercentage
Excellent2033%
Good3355%
Average712%
Poor00%
5.
Opinion of the experience acquired during
industrial training
Number of studentsPercentage
Excellent1017%
Good3761%
Average1322%
Poor00%
6.
The level of learning in working industry
Number of studentsPercentage
Yes5897%
No23%
7.
Will industrial training help to improve
soft-skills
Number of studentsPercentage
Yes60100%
No00%
8.
The most soft-skills that can be improved
Number of studentsPercentage
Communication skills2440%
Leadership skills1017%
Teamwork skills1423%
Life-long learning skills813%
None47%
9.
Gaining in terms of work skills from industrial training
Number of studentsPercentage
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
Number of studentsPercentage
Yes4778%
No1322%
11.
Where did student learn about the equipment used during
industrial training
Number of studentsPercentage
Lecture109%
Books00%
Supervisor during4165%
industrial training
Internet65%
Magazine00%
None35%
12.
Application studied knowledge whike handling the equipment
Number of studentsPercentage
Yes5998%
No12%
13.
How the equipment will be handle
Number of studentsPercentage
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
Number of studentsPercentage
Yes60100%
No00%
15.
Soft-skills helped the most
Number of studentsPercentage
Most helpful711%
Average helpful1627%
Least helpful1627%
None2135%
16.
Technical skills helped the most
Number of studentsPercentage
Most helpful2033%
Average helpful915%
Least helpful1017%
None2135%
17.
Theorethical knowledge helped the most
Number of studentsPercentage
Most helpful1220%
Average helpful1423%
Least helpful1322%
None2135%
18.
Improved work attitude
Number of studentsPercentage
Strongly disagree00%
Disagree00%
Agree3761%
Strongly agree2237%
None12%
19.
Increases productivity and quality of work
Number of studentsPercentage
Strongly disagree00%
Disagree00%
Agree3965%
Strongly agree2033%
None12%
20.
Increases knowledge and problem-solving skills
Number of studentsPercentage
Strongly disagree00%
Disagree00%
Agree2940%
Strongly agree3050%
None12%
21.
Increases verbal and written communication
Number of studentsPercentage
Strongly disagree00%
Disagree23%
Agree3762%
Strongly agree2033%
None12%
22.
Increases team work and leadership skills
Number of studentsPercentage
Strongly disagree00%
Disagree00%
Agree3151%
Strongly agree2847%
None12%
23.
Lack of proficiency in English language
Number of studentsPercentage
Strongly disagree35%
Disagree2237%
Agree3253%
Strongly agree23%
None12%
24.
Lack of communication skills
Number of studentsPercentage
Strongly disagree35%
Disagree2745%
Agree2643%
Strongly agree35%
None12%
25.
Lack of general knowledge
Number of studentsPercentage
Strongly disagree58%
Disagree2949%
Agree2338%
Strongly agree23%
None12%
26.
Lack of self-esteem and self confidence
Number of studentsPercentage
Strongly disagree35%
Disagree2338%
Agree3050%
Strongly agree35%
None12%
27.
Lack of team working skills
Number of studentsPercentage
Strongly disagree37%
Disagree3453%
Agree2032%
Strongly agree25%
None12%
28.
Lack of technical skills
Number of studentsPercentage
Strongly disagree35%
Disagree1932%
Agree3253%
Strongly agree47%
None23%
29.
Lack of theoritical knowledge
Number of studentsPercentage
Strongly disagree24%
Disagree3355%
Agree2135%
Strongly agree23%
None23%
30.
Improvement of proficiency in English language
Number of studentsPercentage
Strongly disagree00%
Disagree47%
Agree4270%
Strongly agree1322%
None11%
31.
Improvement in communication skills
Number of studentsPercentage
Strongly disagree00%
Disagree00%
Agree3456%
Strongly agree2542%
None12%
32.
Improvement in general knowledge
Number of studentsPercentage
Strongly disagree00%
Disagree12%
Agree3863%
Strongly agree1932%
None23%
33.
Improvement in self-esteem and self confidence
Number of studentsPercentage
Strongly disagree00%
Disagree00%
Agree4270%
Strongly agree1728%
None12%
34.
Improvement in team working skills
Number of studentsPercentage
Strongly disagree00%
Disagree00%
Agree3355%
Strongly agree2643%
None22%
35.
Improvement of technical skills
Number of studentsPercentage
Strongly disagree00%
Disagree00%
Agree2338%
Strongly agree3660%
None12%
36.
Improvement of theoretical knowledge
Number of studentsPercentage
Strongly disagree00%
Disagree12%
Agree3253%
Strongly agree2542%
None23%
37.
The meaning of industrial training
Number of studentsPercentage
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
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range.
_1348905438.xlsChart1
3
16
13
14
14
Gaining in terms of work skills from industrial training
Sheet1
Gaining in terms of work skills from industrial training
None3
Ability to work independently16
Adaptable to the environment13
Ability to use the equipment at work14
Ability to carry out technical procedures14
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range.
_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
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range.
_1348905460.xlsChart1
30
30
Year of studies
Sheet1
Year of studies
Direct Entry30
Year 430
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range.
_1348905463.xlsChart1
29
31
Column1
Gender
Sheet1
Column1
Male29
Female31
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range.
_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
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range.
_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
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range.
_1348905443.xlsChart1
60
0
will industrial training help to improve soft skill
Will industrial training help to improve soft skill
Sheet1
will industrial training help to improve soft skill
Yes60
No0
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range.
_1348905446.xlsChart1
58
2
The level of learning in working industry
Sheet1
The level of learning in working industry
Yes58
No2
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range.
_1348905441.xlsChart1
24
10
14
8
4
The most soft skills that can be improved
Sheet1
The most soft skills that can be improved
Communication skills24
Leadership skills10
Teamwork skills14
Life-learning skills8
None4
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range.
_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
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range.
_1348905432.xlsChart1
3
10
0
41
6
3
Where did students learn about the equipment used in the
industrial training
Sheet1
Where did students learn about the equipment used in the
industrial training
Lecture3
Books10
Supervisor during industrial training0
Internet41
Magazine6
None3
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range.
_1348905435.xlsChart1
47
13
Familiarity with the equipment used in the industrial
training
Sheet1
Familiarity with the equipment used in the industrial
training
Yes47
No13
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range.
_1348905429.xlsChart1
59
1
Application studied knowledge while handling the equipment
Sheet1
Application studied knowledge while handling the equipment
Yes59
No1
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range.
_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
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range.
_1348905424.xlsChart1
60
0
The important of industrial training
Sheet1
The important of industrial training
Yes60
No0
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range.
_1348905419.xlsChart1
20
9
10
21
Technical skills helped the most
Sheet1
Technical skills helped the most
Most helpful20
Average helpful9
Least helpful10
None21
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range.
_1348905394.xlsChart1
5
29
23
2
1
Lack of general knowledge
Sheet1
Lack of general knowledge
strongly disagree5
disagree29
agree23
strongly agree2
none1
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range.
_1348905405.xlsChart1
0
2
37
20
1
Increases verbal and written communication
Sheet1
Increases verbal and written communication
strongly disagree0
disagree2
agree37
strongly agree20
none1
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range.
_1348905411.xlsChart1
0
0
39
20
1
Increases productivity and quality of work
Sheet1
Increases productivity and quality of work
strongly disagree0
disagree0
agree39
strongly agree20
none1
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range.
_1348905413.xlsChart1
0
0
37
22
1
Improved work attitude
Sheet1
Improved work attitude
strongly disagree0
disagree0
agree37
strongly agree22
none1
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range.
_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
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range.
_1348905399.xlsChart1
3
22
32
2
1
Lack of proficiency in English language
Sheet1
Lack of proficiency in English language
strongly disagree3
disagree22
agree32
strongly agree2
none1
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range.
_1348905402.xlsChart1
0
0
31
28
1
Increases team work and leadership skills
Sheet1
Increases team work and leadership skills
strongly disagree0
disagree0
agree31
strongly disagree28
none1
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range.
_1348905397.xlsChart1
3
27
26
3
1
Lack of communication skills
Sheet1
Lack of communication skills
strongly disagree3
disagree27
agree26
strongly agree3
none1
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range.
_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
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range.
_1348905383.xlsChart1
2
33
21
2
2
Lack of theoretical knowledge
Sheet1
Lack of theoretical knowledge
strongly disagree2
disagree33
agree21
strongly agree2
none2
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range.
_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
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range.
_1348905391.xlsChart1
3
23
30
3
1
Lack of self-esteem and self confidence
Sheet1
Lack of self-esteem and self confidence
strongly disagree3
disagree23
agree30
strongly agree3
none1
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range.
_1348905386.xlsChart1
3
19
32
4
2
Lack of technical skills
Sheet1
Lack of technical skills
strongly disagree3
disagree19
agree32
strongly agree4
none2
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range.
_1348905377.xlsChart1
0
0
34
25
1
Improvement in community skills
Sheet1
Improvement in community skills
strongly disagree0
disagree0
agree34
strongly agree25
none1
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range.
_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
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range.
_1348905374.xlsChart1
0
1
38
19
2
Improvement in general knowledge
Sheet1
Improvement in general knowledge
strongly disagree0
disagree1
agree38
dstrongly agree19
none2
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range.
_1348904470.xlsChart1
60
0
The important of industrial training
Importance of Industrial Training to Student's Course
Sheet1
The important of industrial training
Yes60
No0
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range.
_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
Communication skills33672
General knowledge30703
Self-esteem and self-confidence36645
Team working skills2773
Technical skills3862
Theoretical knowledge2971
_1348905366.xlsChart1
0
0
23
36
1
Improvement of technical skills
Sheet1
Improvement of technical skills
strongly disagree0
disagree0
agree23
strongly agree36
none1
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range.
_1348905369.xlsChart1
0
0
33
26
1
Improvement in team working skills
Sheet1
Improvement in team working skills
strongly disagree0
disagree0
agree33
strongly agree26
none1
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range.
_1348905363.xlsChart1
0
1
32
25
2
Improvement of theoretical knowledge
Sheet1
Improvement of theoretical knowledge
strongly disagree0
disagree1
agree32
strongly agree25
none2
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range.
_1348905360.xlsChart1
19
5
6
4
4
4
3
1
1
2
2
9
The meaning of industrial training
Sheet1
The meaning of industrial training
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
Where did students learn about the equipment used in the
industrial training
Sheet1
Where did students learn about the equipment used in the
industrial training
Lecture10
Books0
Supervisor during industrial training41
Internet6
Magazine0
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range.
_1348904467.xlsChart1
47
13
Familiarity with the equipment used in the industrial
training
Sheet1
Familiarity with the equipment used in the industrial
training
Yes47
No13
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range.
_1348904460.xlsChart1
60
0
will industrial training help to improve soft skill
Perception of UMP students on the improving of soft-skills
during industrial training
Sheet1
will industrial training help to improve soft skill
Yes60
No0
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range.
_1348904463.xlsChart1
59
1
Application studied knowledge while handling the equipment
Sheet1
Application studied knowledge while handling the equipment
Yes59
No1
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range.
_1348904453.xlsChart1
19
5
6
4
4
4
3
1
1
2
2
9
The meaning of industrial training
Sheet1
The meaning of industrial training
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 can be improved
The most soft skills that improved during industrial
training
Sheet1
The most soft skills that can be improved
Communication skills24
Leadership skills10
Teamwork skills14
Life-learning skills8
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range.