Students Perceptions Towards Industrial Attachment in Kumasi: An Ordinal logistic Approach
Science Journal of Applied Mathematics and Statistics
Volume 3, Issue 6, December 2015, Pages: 275-280
Received: Sep. 1, 2015; Accepted: Sep. 19, 2015; Published: Oct. 16, 2015
Views 4292      Downloads 144
Maxwell B. Asare, Department of Applied Statistics, University for Development Studies, Tamale, Ghana
Robert K. Antwiadjei-Manu, Administrations but Registry, Kumasi Polytechnic, Kumasi, Ghana
Kofi A. Ababio, Department of Mathematics and Statistics, Kumasi Polytechnic, Kumasi, Ghana
Article Tools
Follow on us
The association of four ordered categories of student’s perceptions towards challenges in industrial attachment program with socio-demographic characteristics is researched in this study. The ordered nature of responses motivated the use of ordinal logistic model. With the aid of questionnaire, data were gathered from students who were serving in various institutions within the Kumasi metropolis of Ghana. We developed a latent variable model from the ordinal logistic model for thresholds of the categories of student’s perceptions towards industrial attachment. Gender and marital status showed negative relationship on students’ perception about industrial attachment. However, for place of attachment, supervisor and office space positive associations were found. We evaluated the validity of our model using the assumption of parallel lines.
Kumasi Metropolis, Industrial Attachment, Socio-demographic, Model, Challenges, Parallel Line, Undergraduate, Relationship
To cite this article
Maxwell B. Asare, Robert K. Antwiadjei-Manu, Kofi A. Ababio, Students Perceptions Towards Industrial Attachment in Kumasi: An Ordinal logistic Approach, Science Journal of Applied Mathematics and Statistics. Vol. 3, No. 6, 2015, pp. 275-280. doi: 10.11648/j.sjams.20150306.11
Afonja, A.A., Sraku-Lartey, K and Oni, S.A (2005) Engineering Education for Industrial Development: Case Studies of Nigeria, Ghana and Zimbabwe. Nairobi: ATPS Working Paper. No. 42. The African Technology Policy.
Agresti, A. (2002). Categorical Data Analysis. Wiley-Interscience. A John Wiley & Sons Inc., publications, second edition.
Carlson, A.C (2002) ‘The Benefits of Work-integrated Learning’, ITE Teachers’ Conference, Malaysia.
Dickinson, B (2010) ‘Riffs and Jams, Beside and Seaside.’ The Training Journal. 10(1): 1-17.
Finch, C, R. & Crunkilton, J, R (1999). Curriculum Development in Vocational and Technical Education: Planning, Content and Implementation, 5th Edition, Boston: Allyn and Bacon.
Gumbe, S.M, Svotwa, T.D & Mupambireyi, F.P (2012) “Students’ Perspectives of the Industrial Attachment Programme: A Study of University of Zimbabwe Faculty of Commerce Students (2010-2011)” International Journal of Physical and Social Sciences, 2, (9): 12-36.
Olugbenga, A, F (2009) ‘Towards Effective SIWES Curriculum Development in Applied Sciences for Adequate Skills Utilization: A Case Study of the School of Applied Science, Nuhu Bamali Polytechnic, Zaria’ Pacific Journal of Science and Technology, 10(1): 234-239.
Oguntimehin, a (2001). Teacher Effectiveness: Some Practical Strategies for Successful Implementation of Universal Basic Education in Nigeria. African Journal of Educational Management, 9(1): 151-161.
Petter, J (2009). Learning to be a Person in Society, London: Rout ledge.
Peterson, R. A (2000). Constructing Effective Questionnaires. London: Sage Publications.
Rae, L (1998). Using People Skills in Training and Development, London: Kogan Page.
Samuel, F (2005). SIWES Orientation Programme of the Federal University of Technology. Paper presented by the Industrial Training Fund. Minna, Nigeria, July.
Science Publishing Group
1 Rockefeller Plaza,
10th and 11th Floors,
New York, NY 10020
Tel: (001)347-983-5186