PERFORMANCE OF SUPERVISED INDUSTRIAL TRAINING STUDENTS FOR SY
2015-2016: BASIS FOR PROGRAM DEVELOPMENT
1
Dr. Luis D. Dulnuan Jr./ 2Jessie C. Saulog
1
Asso. Professor IV, Industrial Technology Department; 2Asso.Professor IV, Industrial
Education Department, Technological University of the Philippines at Cavite
I. INTRODUCTION
The on-the-job training (OJT), internship or
practicum is a program that provides students
with the opportunity to supplement their formal
education with applied knowledge, skills and
desired attitudes and to gain practical
experience in recognized industries. In the
Technological University of the Philippines,
the said program is referred to as Supervised
Industrial Training or SIT. The industrial
training program is in line with the University’s
thrust to maintain quality education and
upgrade the technical skills of the students to
industry standards. The program also aims to
provide students with the necessary exposure
and training in order for the University to
produce a pool of qualified personnel adapting
to industry demands and prepare them for
employment upon graduation. Laguador
(2013) explains that on-the-job training (OJT)
connects the gap between theory and practice
as well as between classroom education and
real industry life. Meanwhile, De Chav.ez et
al. (2016) considered a hands-on experience
purposely to apply the knowledge,
demonstrate necessary skills, enhance the
attitude and hone the character of the
students towards a holistic appreciation of the
workplace. Moreover, Heathfield (2018) view
OJT as teaching the skills, knowledge, and
competencies that are needed for employees
1|P e r f o r m a nc e o f S up e r v i se d I n d u s t r i a l T r a i n i n g
SY 2015-2016:Basis Program Development
to perform a specific job within the workplace
and work environment.
Nowadays, more and more companies, and
agencies, public or private, are opening their
facilities to student-trainees realizing the need
to collaborate with the academe and help train
future employees. With this development HEIs
like Technological University of the Philippines
at Cavite (TUPC) seized the opportunity and
established as strong linkages with these
companies. Records from the Industrial
Relation and Job Placement (IRJP) office
showed that there are eighty-two (82) active
partner- industries within the CALABARZON
and nearby cities of Metro Manila where
TUPC deploys student-trainees regularly. In
school year 2015-2016, four hundred sixty-
seven (467) students across all engineering
technology programs major in Automotive
(AET), Architecture (ART), Civil (CET),
Computer (COET), Electrical (EET),
Electronics (ESET), Mechanical & Production
(MPET), and Power Plant (PPET) were
deployed in various industries for training that
lasted for 640 hours. After the training period,
the student-trainee were assessed by their
immediate superior using the Performance
Evaluation Report (PER) issued by the
Campus.
This study was conceptualized to determine
the performance of the engineering
(S IT) Students for
technology students who had undergone the Table 1 illustrates the descriptive findings on
industrial training in S.Y. 2015-2016. The the socio-demographic profile of the student-
result of the study will serve as input for the trainees.
continuous improvement of the different
Table 1. Descriptive statistics of the
aspects of the supervised Industrial Training respondents according to age, sex, curricular
program to be abreast with the needs of the program, and type of industry
current time.
Variable Mean SD Min Max
II. METHODOLOGY Male 19.355 1.169 18 21
Age
Female 19.488 1.101 18 21
The study used the performance evaluation Total 19.421 1.135 18 21
report issued by the industries reflecting the (a) Age
students’ performance in the following criteria: Variable Freq. Percentage
(1) Quality of work, (2) Quantity of work, (3) Male 332 71.09
Sex
Female 135 28.91
Dependability, reliability and resourcefulness,
Total 467 100
(4) Attendance (5) Cooperation, (6) Judgment,
(b) Sex
and (7) Personality. Relevant data were Variable Freq. Percentage Rank
gathered through documentary analysis of the COET 76 16.274 1
submitted Performance Evaluation Report Curricular Programs PPET 73 15.632 2
rating that was decoded into a criterion- ESET 71 15.203 3
referenced scale shown below. Data analysis MPET 64 13.704 4
EET 56 11.991 5
in this study employed frequency, percentage,
AET 51 10.921 6
ranking, mean, standard deviation and
ART 47 10.064 7
regression.
CET 29 6.21 8
Numeric Statistical Total 467 100 8
Descriptive Rating (c) Curricular Program
Scale Limit
10 9.51 – 10.00 Excellent Type of Industry Freq. Percentage Rank
9 8.51 – 9.50 Very Superior Manufacturing 276 59.10 1
8 7.51 – 8.50 Superior Const. & Dev't 72 15.42 2
7 6.51 – 7.50 High Average Tech. & Repair Svc 62 13.28 3
6 5.51 – 6.50 Average Educ. & Training 44 9.42 4
5 4.51 – 5.50 Low Average Sales & Marketing 5 1.07 5
4 3.51 – 4.50 Satisfactory Transp. & Comm. 5 1.07 5
2.51 – 3.50 Fair 3 0.64 6
3 Health & Social Works
2 1.51 – 2.50 Passed Total 467 100 7
1 1.00 – 1.50 Failed (d) Type of industry

The data in Table 1 (a) shows that the

III. RESULTS AND DISCUSSIONS age range of the male and female student-
trainees is 19.355±1.169 and 19.488±1.101
respectively and the age range of all the
2|P e r f o r m a nc e o f S up e r v i se d I n d u s t r i a l T r a i n i n g (S IT) Students for
SY 2015-2016:Basis Program Development
student-trainees is 19.421± 1.155. Table 1 (b) that aside from the hard skills that the
indicates that majority of the student-trainees students possess, they are also imbued with
are male totaling to 332 out of 467 or 71.09% soft skills which enabled them to work well
while Table 1 (c) specifies that almost half of with everyone and having a pleasant
the student-trainees came from 3 out of 8 disposition. Increasing importance is being
courses. COET, 76 out of 467 or 16.274%; placed on soft skills. While hard skills are not
PPET, 73 out 0f 467 or 15.632%; and ESET, necessarily difficult to acquire soft skills are
71 out of 467 or 15.203%. for a total of more challenging to develop, since they have
47.109%. little to do with knowledge, competencies or
expertise, but are closely related with a
The Table 1 (d) illustrates that more than half person’s character (Dale, 2017). The findings
or 276 out of 467 or 59.10% of the student-
are similar with the studies of Catamora
trainees were deployed in the manufacturing (2016), Alegado (2016), and Serrano et al.
sector. This can be attributed to the fact that (2017) which assessed the performance of
there are 34 manufacturing economic zones OJT students as excellent and superior.
found in Batangas, 10; Cavite, 10; and
Laguna, 14 (Phil. Economic Zone Authority)
and that most of the programs offered in TUP Table 2. Rating of Student-Trainees
in each of the Performance Indicators
Cavite are suited for different jobs in this
Verbal
sector. The student-trainees were mostly Indicators Min. Max Mean SD Rank
Interpretation
assigned in the production, maintenance Quality of work 7.50 10.00 9.28 0.558 4 Very Superior
sections, and IT departments. Quantity of work 7.00 10.00 9.37 0.567 3 Very Superior
Dependability 6.67 10.00 9.28 0.675 4 Very Superior
Feedbacks from human resource personnel/ Attendance 5.33 10.00 9.2 0.829 5 Very Superior
managers and production managers in Cooperation 8.00 10.00 9.61 0.606 1 Excellent
selected industries are generally positive that Judgment 5.00 10.00 9.05 0.854 6 Very Superior
students from TUP Cavite are preferred by Personality 7.00 10.00 9.51 0.631 2 Excellent

companies and agencies because of their Overall mean 9.329 0.674 Very Superior

positive personality traits, dependability, and

trainability. Table 3. Regression of the overall
performance on the independent variables

2
Indicators R β Sig.
It can be noted from the data in Table 2 that
Quantity of work 0.493 0.190 .000
the student-trainees performed well in all
Judgment 0.207 0.287 .000
performance indicators ranging from a mean
Attendance 0.132 0.278 .000
of 9.05 to 9.61 and an SD of 0.558 to 0.829.
Personality 0.069 0.211 .000
Most of the ratings were interpreted as Very
Dependability 0.057 0.226 .000
Superior while the rest got the highest rating
Cooperation 0.024 0.204 .000
of Excellent. This resulted in an overall mean
Quality of work 0.018 0.187 .000
of 9.33 considered as Very Superior. It means
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SY 2015-2016:Basis Program Development
It can be seen in Table 3 that all the students with an average age of 19 and were
performance criteria are highly significant (sig. deployed mostly in the manufacturing
= 000) predictors of the overall performance in industries. On the average, the student-
SIT. In addition, The R square indicates how trainees have performed “very superior” in all
each indicator contributed to the overall performance criteria. All the performance
performance. The quantity of work accounts indicators predict the overall performance of
to 49.3% (R2= 0.493); judgment, 20.7% (R2= student-trainees Meanwhile, the socio-
0.207); attendance, 13.2 (R2= 0.132), demographic profile is not a factor in the
Personality, 6.9% (R2= 0.069); dependability student-trainees’ performance. Lastly, there is
5.7% (R2= 0.057); cooperation, 2.4% (R2= no significant difference in the performance of
0.024); and quality of work, 1.8% (R2= 0.018) the student-trainees individually and across
of the overall performance respectively. programs.
Furthermore, the standardized beta coefficient
It is therefore highly recommended that
indicates different values that reflect the
stakeholders continue to collaborate and
strength of the effect of each individual
support the industrial training of engineering
independent variable to the dependent
technology students and institute innovative
variable. The beta coefficient implies that for
approach and sustain the industry-academe
every standard deviation unit increase in the
linkage for the benefit of future student
independent variable there is a corresponding
trainees. It is also recommended that a
standard deviation unit increase in the overall
replication of the study be conducted in the
performance equal to the beta coefficient
succeeding years to come to see how the
value of the independent variable. For
industrial training program has evolved.
example, the beta coefficient value of
“quantity of work” means that for every References
standard deviation unit increase in the
[1] Laguador, J.M. (2013, August 4).
variable, there will be a 0.190 standard Engineering Students’ Academic and on-
deviation unit increase in the overall the-Job Training Performance Appraisal
Analysis. International Journal of e-
performance. Obviously, the socio- education, e-Business, e-Management
demographic profile is not a factor in the and e-Learning, Vol. 3, No. 4.

overall performance of the students in [2] Alegado, J. G. (2016, March). On-the-Job

contrast to the study of Lerios & Sapin (2017). Training Performance of Cagayan State
University Accountancy Students.
International Journal of Advanced
Research in Management and Social
VI. CONCLUSIONS AND Sciences.
[3] De Chavez, K. J. V. et al (2016, November
RECOMMENDATIONS 16). On-the-Job Training and Academic
Performance of Mechanical Engineering
Students in one Academic Institution in
In light of the findings derived from the study,
the Philippines. Asia Pacific Journal of
it can be concluded that the majority of the Academic Research in Social Sciences,
Vol. 1 No. 54-63, ISSN 2545-904X
trainees during the S.Y. 2015-2016 were male
4|P e r f o r m a nc e o f S up e r v i se d I n d u s t r i a l T r a i n i n g (S IT) Students for
SY 2015-2016:Basis Program Development
[4] Lerios, J.L. and Sapin, S. B. (2017, April).
Performance of Bachelor of Science In
Information Technology (BSIT) Students
in their On-the-Job Training (OJT) for the
Academic Year 2016-2017.
[5] Heathfield, S. M. (2018, February 26). Is
On-the-Job Training Really Effective for
Employee Development? Retrieved June
24, 2018, from
https://www.thebalancecareers
[6] Serrano et al. (2017). Academic and On-
the-job Training Performance Among
Business Administration Students AY
2015-2016. Retrieved June 24, 2018
from
http://www.irmbrjournal.com/papers/1500
000898.pdf

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SY 2015-2016:Basis Program Development