CHAPTER ONE

INTRODUCTION
1.1 BACKGROUND OF THE STUDY
In 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 OBJECTIVES
1.3.1 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 QUESTIONS
1.4.1 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 TERMS

The 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 METHODOLOGY
This 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 CHAPTERS
This 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 TWO
REVIEW OF LITERATURE
2.1 INTRODUCTION
The 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 TRAINING
The 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 SKILLS
Industrial 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 CONCLUSION
It 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 THREE

METHODOLOGY
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 SAMPLING
As 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.

Course

Male

Female

Total

Year 4
1.

Faculty of Chemical
Engineering and Natural
Resources

Direct
Entry
2

Year 4
2

Direct
Entry
3

10

2.

Faculty of Civil
Engineering and Earth
Resources

10

3.

Faculty of Mechanical
Engineering

10

4.

Faculty of Electrical
Engineering

10

5.

Faculty of Computer
Science and Software
Engineering

10

6.

Faculty of Manufacturing
Engineering

10

Total

15

15

15

15

60

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 ANALYSIS

After 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 CONCLUSION
The 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 DISCUSSION
4.1 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 Training

The 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.
4.3

Do 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.
4.3.1

Familiar 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.
4.3.2

Sources 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.
4.3.3

Application 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

CONCLUSION

5.2.1 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 disagree

2=disagree

3=agree

4=strongly agree

What is the importance of industrial training?

No

Response

Statement
1

16
17
18
19
20

Improved work attitude.

Increases productivity and quality of work.
Increases knowledge and problem-solving skills.
Increases verbal and written communication.
Increases team work and leadership skills.

What problems did you faced during industrial training?

No

Statement

Response
2

1
21
22
23
24
25
26
27

Lack of proficiency in English language.

Lack of communication skills.
Lack of general knowledge.
Lack of self-esteem and self-confidence.
Lack of team working skill.
Lack of technical skills
Lack of theoretical knowledge

What improvement have you made after undergoing industrial training?

No

Statement
1

28
29
30
31
32
33
34

Response
2

Improvement of proficiency in English language.

Improvement in communication skills.
Improvement in general knowledge.
Improvement in self-esteem and self-confidence.
Improvement in team working skills.
Improvement of technical skills
Improvement of theoretical knowledge

31. What does industrial training mean to you?

______________________________________________________________________________

Thank you for your cooperation.

Frequency tables & graphs/charts for each variable

1.

Male
Female

Gender
Number of students
29
31

Percentage
48%
52%

2.

Year of Study

3.

Number of students

Percentage

Direct Entry

30

50%

Year 4

30

50%

FKKSA
FKASA
FKM
FKEE
FSKKP
FKPPT

4.

Faculty
Number of students
9
9
11
10
10
11

Percentage
15%
15%
18%
17%
17%
18%

5.

Quality of training received during industrial

training
Number of students
Percentage
Excellent
20
33%
Good
33
55%
Average
7
12%
Poor
0
0%

Opinion of the experience acquired during

industrial training
Number of students
Percentage
Excellent
10
17%
Good
37
61%
Average
13
22%
Poor
0
0%

6.

Yes
No

The level of learning in working industry

Number of students
Percentage
58
97%
2
3%

7.

Yes
No

Will industrial training help to improve

soft-skills
Number of students
Percentage
60
100%
0
0%

8.

The most soft-skills that can be improved

Number of students
Communication skills
24

Percentage
40%

Leadership skills

10

17%

Teamwork skills

14

23%

Life-long learning skills

13%

None

7%

9.

Gaining in terms of work skills from industrial training

Number of students
Percentage
Ability to work independently
16
27%
Adaptable to the environment
13
22%
Ability to use the equipment at work
14
23%
Ability to carry out technical procedures
14
23%

None

5%

10.

Familiarity with the equipment used in the industrial training

Number of students

11.

Percentage

Yes

47

78%

No

13

22%

Where did student learn about the equipment used during

industrial training
Number of students
Percentage
Lecture
10
9%
Books
0
0%
Supervisor during
41
65%
industrial training
Internet
6
5%
Magazine
0
0%
None
3
5%

12.

Application studied knowledge whike handling the equipment

Number of students

13.

Percentage

Yes

59

98%

No

2%

How the equipment will be handle

Number of students
Supervisors gave briefing
27
on how to use the equipment
Used equipment manual
11
Asked technician/workers/
19
supervisors
Did not handle any equipment
0
None
3

Percentage

14.

Yes

No

15.

The important of industrial training

Number of students
60

Percentage
100%

0%

45%
18%
32%
0%
5%

Most helpful
Average helpful
Least helpful
None

Soft-skills helped the most

Number of students
7
16
16
21

Percentage
11%
27%
27%
35%

16.

Most helpful
Average helpful
Least helpful
None

Technical skills helped the most

Number of students
20
9
10
21

Percentage
33%
15%
17%
35%

17.

Theorethical knowledge helped the most

Number of students
Percentage
Most helpful
12
20%
Average helpful
14
23%
Least helpful
13
22%
None
21
35%
18.

Strongly disagree
Disagree
Agree
Strongly agree
None
19.

Improved work attitude

Number of students
0
0
37
22
1

Percentage
0%
0%
61%
37%
2%

Increases productivity and quality of work

Number of students
Percentage
Strongly disagree
0
0%
Disagree
0
0%
Agree
39
65%
Strongly agree
20
33%
None
1
2%
20.

Increases knowledge and problem-solving

skills
Percentag
e

Number of students
Strongly
disagree
Disagree
Agree
Strongly

0
0
29
30

0%
0%
40%
50%

agree
None

2%

21.

Increases verbal and written

communication
Percenta
ge

Number of students
Strongly
disagree
Disagree
Agree
Strongly

0
2
37
20

0%
3%
62%
33%

agree
None

2%

0
0
31
28

Percenta
ge
0%
0%
51%
47%

22.

Increases team work

and leadership skills
Number of
students
Strongly disagree
Disagree
Agree
Strongly agree

None

2%

3
22
32
2
1

Percenta
ge
5%
37%
53%
3%
2%

3
27
26
3

Percenta
ge
5%
45%
43%
5%

23.

Lack of proficiency in
English language
Number of
students
Strongly disagree
Disagree
Agree
Strongly agree
None
24.

Lack of communication
skills
Number of
students
Strongly disagree
Disagree
Agree
Strongly agree

None

2%

5
29
23
2
1

Percenta
ge
8%
49%
38%
3%
2%

25.

Lack of general
knowledge
Number of
students
Strongly disagree
Disagree
Agree
Strongly agree
None

26.

Lack of self-esteem
and self confidence
Number of
students
Strongly disagree
Disagree
Agree

Percenta
ge
3
5%
23
38%
30
50%

Strongly agree
None

3
1

5%
2%

3
34
20
2
1

Percenta
ge
7%
53%
32%
5%
2%

27.

Lack of team working

skills
Number of
students
Strongly disagree
Disagree
Agree
Strongly agree
None

28.

Lack of technical skills

Number of
students

Percenta
ge

Strongly disagree
Disagree
Agree
Strongly agree
None

3
19
32
4
2

5%
32%
53%
7%
3%

2
33
21
2
2

Percenta
ge
4%
55%
35%
3%
3%

29.

Lack of theoritical
knowledge
Number of
students
Strongly disagree
Disagree
Agree
Strongly agree
None
30.

Improvement of proficiency in English

language
Number of students

Percenta

ge
Strongly
disagree
Disagree
Agree
Strongly
agree
None

0
4
42

0%
7%
70%

13
1

22%
1%

0
0
34
25
1

Percenta
ge
0%
0%
56%
42%
2%

31.

Improvement in
communication skills
Number of
students
Strongly disagree
Disagree
Agree
Strongly agree
None
32.

Improvement in

general knowledge
Number of
students
Strongly disagree
Disagree
Agree
Strongly agree
None

0
1
38
19
2

Percenta
ge
0%
2%
63%
32%
3%

33.

Improvement in self-esteem and self

confidence
Percenta
ge

Number of students
Strongly
disagree
Disagree
Agree
Strongly
agree
None
34.

0
0
42

0%
0%
70%

17
1

28%
2%

Improvement in team
working skills
Number of
students
Strongly disagree
Disagree
Agree
Strongly agree
None

0
0
33
26
2

Percenta
ge
0%
0%
55%
43%
2%

0
0
23
36
1

Percenta
ge
0%
0%
38%
60%
2%

35.

Improvement of
technical skills
Number of
students
Strongly disagree
Disagree
Agree
Strongly agree
None

36.

Improvement of
theoretical knowledge
Number of
students
Strongly disagree
Disagree
Agree
Strongly agree
None

37.

0
1
32
25
2

Percenta
ge
0%
2%
53%
42%
3%

The meaning of
industrial training
Number of
students
Gained experience
Applied study
knowledge
Real work life
preparation
Real work life
experience
Work for industry
Improved soft skills
Gained knowledge and
Experience
as extra subject and
most helpful
Training ourself
To apply for job
To help doing PSM
None

Percenta
ge
19
32%
5

8%

10%

4
4
4

7%
7%
7%

5%

1
1
2
1
9

1%
2%
3%
3%
15%

LIST OF TABLES
No.

Course

Male
Year 4

Female
Year 4

Total

1.

Faculty of Chemical
Engineering and Natural
Resources

Direct
Entry
2

2.

Faculty of Civil
Engineering and Earth
Resources

10

3.

Faculty of Mechanical
Engineering

10

4.

Faculty of Electrical
Engineering

10

5.

Faculty of Computer
Science and Software
Engineering

10

6.

Faculty of Manufacturing
Engineering

10

Total

Direct
Entry
3

10

15
15
15
15
Table 3.1: Division of participants according to faculty, year and gender.

60

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.