Assessing the Effectiveness of On-The-Job

Training for Mechanical Engineering

Students: An Empirical Study

A Thesis
The Faculty of College of Engineering and Architecture
PHINMA-University of Pangasinan
Dagupan City

BACHELOR OF MECHANICAL ENGINEERING

Submitted by:
Ranfelli Joandreanno S. Bulatao
Mark Lance Cara
Arden Campit
Ralph Kenneth Mendoza
Gianne Carlo C. Poquiz
Samuel Santos
Mecca Cayabyab
Christian Cucio
Gloria Disu
 The Table of Contents
Title Page Page
CHAPTER I: THE PROBLEM AND ITS BACKGROUND
Introduction 1

Background of the Study 1-2

Objective of the study 2
Significance of the study 2
Scope and Limitations of the study 3
Definition of Terms 4

CHAPTER II: REVIEW OF RELATED LITERATURE

Related Literature 5
Foreign Literature 5
Local Literature 7
CHAPTER III: METHODOLOGY
Research Design 8
Respondent of the Study
Data -Collection Instrument
Data Gathering Procedure
Analysis Data 9
CHAPTER IV:RESULTS AND DISCUSSION 10
CHAPTER V :
SUMMARY 15
CONCLUSION
RECOMMENDATION 16
 CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Gaining knowledge is acquired through different aspects like home, school, and other
avenues. Constructive education is gained in school by studying various subjects with
principles necessary for future employment. As students enter tertiary education, they will
encounter not just the theory of what they studied but also the need to apply their knowledge
to gain skills in the on-the-job training (OJT) program, where students are trained to absorb
different kinds of experiences that will nourish their minds in their chosen industry as well as
their personal views and social commitments.

On-the-job training (also known as work-based training, in-service training, or on-site training)
is defined as training provided at the workplace or on-site as part of the practical training,
productive work, and professional development of either trainees and students enrolled in
Technical and Vocational Education and Training (TVET) institutions (institutes, centers, and
schools) and supervised by relevant instructors and teachers or workers employed by
industrial organizations or enterprises and supervised by relevant instructors and teachers.
(Wahba, 2013)

Background of the Study

In school, students receive a constructive education by taking classes in a variety of courses

that include concepts essential to their future careers. Students who enroll in tertiary
education will have to put their knowledge to use in an on-the-job training (OJT) program to
develop skills. This practical learning experience intends to help the students apply their
information, display the necessary abilities, improve their attitude, and develop their
character. According to Bernardo, Landicho, and Laguador's study, students who participate
in OJT have excellent performance ratings in terms of personal characteristics, attitude
toward the job, job performance, and competence.
OJT is one of the strategies employed by higher education to help its graduates obtain the
skills they need. As part of the curriculum, universities and colleges need their students to
complete this training within a set amount of time. Its goals and objectives acted as a
roadmap for acquiring the skills required for a certain profession and turning the training into a
rewarding working environment. The University of Pangasinan (UPANG) prepares students
for the global marketplace by offering them opportunities for applied learning in fields that
need highly skilled labor and are among the top in the world in terms of output, careers,
attitudes, and technical abilities. The school offers high-quality educational services in the
form of internship programs that address the demands of industries with the aid of quality
assurance systems.

The goals of on-the-job training are to give students the chance to learn about their chosen
career in a set amount of time. Along with these trainings, which are offered by several
businesses from various industries and in which the learner develops expertise while also
helping the business. A study by Mehrdad, Salehi, and Shahnavaz (2009) demonstrated that
workplace training has a significant impact on increasing creativity, attaining organizational
goals, and raising the standard of work.

Students will have a direct introduction to the working world through this curriculum.
Academic success or student performance is crucial in creating the highest-caliber graduates
who will serve as the nation's future leaders and labor force. Students studying mechanical
engineering gain extensive knowledge and insights that are thought to be helpful for their
upcoming professional projects. Student development in acquiring the knowledge and abilities
necessary for their future employment is tracked by their academic performance.

The methods used by talented tutors or mentors will determine how the on-the-job training
program affects the development of pupils' abilities and attributes.

The university will advise the students in their final year on what fields would be suitable for
OJT based on the findings of this research. Providing feedback, improving communication,
identifying training requirements, and defining roles and responsibilities are just a few of the
objectives.

Objective of the Study

The main objectives of this research are to determine on-the-job training by formally
acquainting the mechanical engineering students with a real-life work environment and
providing practice opportunities so that the inexperienced learner can develop the knowledge,
skills, and competencies required to perform the job task and gain more experience.

Significance of the Study

This study will establish some knowledge for the students that will undergo on-the-job training
and enhance different aspects of their focus, skills, and performance. Various objectives
include providing feedback and improving communication, comprehending training
requirements, and defining components and obligations. differentiating areas when the
instructor is urged to coach because it is fundamental to a dynamic educational role. The next
plans of action are intended for students taking mechanical engineering instruction. This study
could be of importance to the following:

University. This study is about the PHINMA University On-the-Job Training (OJT) program
and aims to evaluate how relevant it is to the Bachelor of Science in Mechanical Engineering
(BSME) curriculum. Most significantly, the knowledge and abilities that students gain and
bring to their employment will be able to pinpoint the personal and professional traits, job
placement, and other educational elements connected to their employment. This is the first
time a study has been undertaken for mechanical engineering students to outline growth and
the hip of competencies in terms of employability and swift acceptance of these graduates in
the future, despite the school's years of producing mechanical engineering graduates.

Students and Instructor. The methods used by talented teachers or mentors to improve
student learners' classroom skills as well as the notions that both the school and the trades
cooperate in preparing mechanical students as future modern laborers influence the effect of
on-the-job training programs on the abilities and qualities advancement of the students. The
school provided relevant skills; ventures' role is to expand students' abilities and exercises; as
a result, working businesses should provide students with the essential resources they need
to advance their execution level of capability, unique skills, and area of specialization.

Researchers. The result of the study may help other researchers by serving as their
reference in conducting parallel studies.

Scope and Limitations of the study

The general intent of this study is to determine the effectiveness of on-the-job training for
mechanical engineering students at the University of Pangasinan with a focus on their
academic performances and competence.

The researchers provide necessary information that will help to improve not only the
academic performance of ME students but also their knowledge and skills through their
internship or on-the-job training program. Also, this study will identify and assess the needs of
ME students that will possibly be addressed in the future. The study limits its coverage to the
selected fourth year mechanical engineering students who are enrolled for the semester of
A.Y. 2022-2023.

Definition of Terms

An alphabetical list of important terms or acronyms that you define, particularly ambiguous
terms or those used in a special way.

Internship

An internship is a professional learning experience that offers meaningful, practical work

related to a student's field of study or career interest. An internship gives a student the
opportunity for career exploration and development and to learn new skills.

Mechanical Engineering

Mechanical engineering is a branch of engineering concerned with designing, producing, and

operating machinery, ranging from relatively simple items to more complex machinery and
even entire facilities and plants.

OJT

On-the-job training is a form of job instruction that occurs directly at the worksite while the
employee learning is doing his or her job (or working alongside and learning from a more
experienced worker).
References

Wahba, M. (2013). On-the-job training (OJT).

https://unevoc.unesco.org/home/TVETipedia+Glossary/filt=all/id=346

Bernardo, A., Landicho, A., Laguador, J. (2014). On-the-Job Training Performance of Students from AB
Paralegal Studies for SY 2013-2014.
https://research.lpubatangas.edu.ph/wp-content/uploads/2014/12/SSSH-On-the-Job-Training-Performance-
of-Students-from-AB-Paralegal.pdf

Mehrdad, A., Salehi, M., & Shahnavaz, A. (2009). A Study of on the Job Training Effectiveness: Empirical
Evidence of Iran. International Journal of Business and Management. 4. 10.5539/ijbm.v4n11p63.
 CHAPTER II

REVIEW OF RELATED LITERATURE

RELATED LITERATURE

The goal of this study was to create a program to boost or improve the students' performance in their OJT.
This chapter provides an overview of related studies on the elements of programs for on-the-job training
and job preparation. The literature on internships, programs for on-the-job training, training for work
preparedness, and an overview of on-the-job training is discussed. The necessity of employee assistance
programs, stress management, workplace financial education and its efficacy, and productivity are all
covered. A summary of the literature review appears at the end of this chapter.

On-the-job training is a practical way of introducing new employees to the workplace by providing
them hands-on learning opportunities and instruction. Typically, employees are briefed and then paired with
a seasoned colleague who shows them the ropes. The employee can then transition into completing tasks
on her own while under supervision (Lisa McQuerrey , 2014).

Tara Duggan and Demand Media observed that job readiness training programs prepare participants
to get, keep and excel at a new job. Basic employability skills include effective communication, problem
solving, resume building, and interviewing. Job readiness training programs also help participants develop
good work habits that facilitate their ongoing success. Workshops typically include lectures, discussions
and role-playing exercises. Job readiness programs may also provide transportation and childcare.

On-the-job training has been a training method used for almost all types of learning throughout
history (Kelly, 1995). OJT is viewed by experts to have originated through merchant and craft guilds and
apprenticeships when craftsmen learned through informal training with master craftsmen (Kelly, 1995 and
Chase, 1996).

FOREIGN RELATED LITERATURE

In study of De Chavez et.al (2016),Knowledge is learned through a variety of channels,

including those at home, in school, and elsewhere. In school, students receive a constructive
education by taking classes in a variety of courses that include concepts essential to future career. In
the on-the-job training (OJT) program, students are trained to take in a variety of experiences that will
feed their minds in their chosen industry as well as their personal views and social commitments. As
students enter tertiary education, they will encounter not only theory of what they studied but also to
apply their knowledge to gain skills. Every degree program's curriculum includes OJT, which gives
students a chance to put what they have learned about concepts and principles into practice while
also refining their work ethics and attitudes. This helps them become more productive, creative, and
globally competitive workers. This practical experience seeks to put the students' knowledge to use,
show them how to use the necessary abilities, improve their attitudes, and develop their character in
a holistic way appreciation for the workplace itself. The students will be given tasks to complete in
this setting, which will serve as a test of their abilities to complete the tasks. In accordance with the
standards established by the academic institution, all of their achievements are evaluated while they
are being monitored. The application of fundamental and advanced knowledge in mathematics and
sciences as well as soft skills is where the student outcomes of Mechanical Engineering students
may be seen.

On the other hand, according to the study of Laguadorè (2013) entitled, “Engineering
Students’ Academic and on-the-Job Training Performance Appraisal Analysis”, The goals of
internships are to give students the chance to learn about a career and to develop in them both
values and practical skills. It is a brief, moderately compensated or unpaid position during which
interns gain experience while assisting the company. It gives students a comprehension of a genuine
business scenario while providing supervision and support. It is a well-liked form of experiential
learning where students interact directly with the intricacies of the actual world of work, which cannot
be duplicated within the four walls of a classroom. Because they understand that teaching engineers
is a shared role between industry and academia, the majority of sectors nowadays offer possibilities
for engineering students to receive practical training for future employment. Through better
knowledge, skills, and attitudes, training tries to change learners' performance.

According to Makoto (2014), he stated that On-the-job training (OJT) is successful, however
there haven't been many systematic empirical research on how OJT trainers train trainees in
businesses. The main objective of this study was to use survey data obtained from 715 employees
across 22 organizations to examine the features of the trainer's instructional skills for OJT. The
findings show that effective OJT trainers employ four different instructional techniques: (1) stretching
trainee objectives; (2) tracking their progress; (3) giving encouraging feedback; and (4) encouraging
reflection on outcomes. The results indicate that exceptional OJT trainers support purposeful practice
and reflective practice to support trainees' experience learning.
 Haddouchane et al, (2018), indicated that training-employment match is one of the key
features of the competency-based approach. Therefore, it seemed necessary to use this approach to
improve training programs in order to produce graduates who satisfy the requirements of the job
market (Deschryver, Charlier, & Fürbringer, 2011). Another movement links the issue of the training
employment fit to the uncertain quality of diplomas and the length of time necessary to ascertain the
skills acquisition level of a laureate. This led to suggesting the use of competitive examinations for
recruitment, the extension of probationary periods, etc. (Felouzis, 2008). In this work, the
competency-based approach was adopted in order to tackle this problem. Such an approach
emphasizes not only the cognitive aspects, but also the current societal challenges, while
guaranteeing efficiency and relevance at the level of curricula. It ensures equity and makes all
stakeholders aware of their responsibility, especially the students (Roegiers, 2016). The competency-
based approach also guarantees a variegated usage in the field of training design, by expressing the
call for knowledge, the understanding of competencies, the demand for more appropriate evaluation
methods and a re-acquisition of the training

LOCAL RELATED LITERATURE

The study distinguishes the mechanical engineering students’ academic

performance and their internship performance appraisals from one academic institution
in the Philippines. Specifically, the study aimed to determine the level of OJT
performance of ME students for the year 2015-2016; to present the academic
performance inthe general education courses (English and Mathematics); to present the
academic performance in the professional courses in terms of Basic Engineering
Sciences and Fundamentals of Mechanical Engineering; to test the significant
relationship between academic performance and OJT performance; and to propose a
plan necessary for the improvement of the internship program.(De Chavez, et al.,2016)
 CHAPTER III

METHODOLOGY

Research Design

This research used qualitative use techniques including structured and unstructured
interviews, focus group, and participant observation. It generates non-numerical data.
The integration of qualitative research into intervention studies is a research approach in
gathering information about the present condition. A descriptive type of research
involves the collection of data to answer questions concerning the current status of the
subjects in the study. It is designed to gather information or conditions existing at a
particular period of time.

Respondents of the Study

The study had respondents directly from the 4th year BSME in University of

Pangasinan. The respondents was consisted of all students from 4th year BSME.

Data-Collection Instrument

The researchers used online surveying as the main tool in gathering the needed data
which is concerned with determining the effectiveness of on-the-job training for
mechanical engineering which was comprised with 8 questions sought to know the
respondents effects of on-the-job training to them. Questions in the online survey were
research constructed guided by the researcher’s adviser.
Data Gathering Procedure

Once, the researchers have decided what design the research is going to be based on.
Considering all of the circumstances and problems we are facing as a BS Mechanical
Engineer, the researchers started to work on the On-the-Job Training Program’s
effectiveness.First, the researchers asked permission from the research adviser, Sir
Justine Klyne Ramirez to conduct the study. Second, the researchers asked permission
all the respondents from 4th year BSME to be interviewed. Then the researchers
collected the necessary data. The interview was conducted to the respondents
personally by the

researcher. The researchers asked the questions to be answered by the respondents

with no limited time and take down the points of their answer. The data are collected,
analyzed, and interpreted by the researchers. Result of the interview were kept

confidential.

Analysis of Data

The problem were analyzed qualitatively. The researchers examined the effects

of the respondents with the on-the-job training, pointing out the negative and positive

view of the respondents while encountering the on-the-job training.

In the result of the interview schedule, the respondents’ answers were analyzed

and interpreted based on the questionnaires and answers indicated which includes the

effectiveness of encountering the on-the-job-training.

 CHAPTER IV

RESULTS AND DISCUSSION

Under the scope of this study, a total of 52 respondents' data were gathered with the
objectives of identifying the effectiveness of On-the-Job Training for Mechanical
Engineering students of Phinma University of Pangasinan.

What are the effective and meaningful task that was assigned during the internship of
the mechanical engineering students ?

Table 1.Demonstrates the level of significance of the On-the-Job Training Assessment

of the Mechanical Engineering students of Phinma University of Pangasinan.

Significant of OJT Frequency Average

Strongly Agree 36 69%

Agree 9 17.31%

Disagree 5 6.62%

Strongly disagree 2 3.85%

Table 1.
Out of 52 BS Mechanical Engineering students, 36 of them are using Strongly agree
with 69.23%; 9 students agree with 17.31%; 5 students disagree with 9.62%; and only 2
students strongly disagree with 3.85%.

Table 2.Shows how relevant the internship assignments were to academic coursework of the BS
Mechanical Engineering students of Phinma University of Pangasinan

Relevance to Frequency Average

Academic
coursework

Strongly Agree 36 69%

Agree 9 17.31%

Disagree 5 6.62%

Strongly disagree 2 3.85%

Table 2.

Out of 52 BS Mechanical Engineering students, 36 of them are using Strongly agree with
69.23%; 9 students agree with 17.31%; 5 students disagree with 9.62%; and only 2 students
strongly disagree with 3.85%.

Table 3. shows how relevant internship assignments to personal interests of Mechanical

Engineering students at Phinma University of Pangasinan experience.

Relevance to Frequency Average

personal
Interests

Strongly Agree 21 40.38%

 Agree 25 48.08%

Disagree 3 1.98%

Strongly disagree 3 1.98%

Out of 52 BS Mechanical Engineering students, 21 students strongly agree that the internship
program is relevant to the internship assignments with 40.38%; 25 students agree with 48.08%;
3 students disagree with 1.98; and only 3 students strongly disagree with 1.98%.

Table 4. shows the level of regular supervision and guidance from supervisors in BS Mechanical
Engineering students at Phinma University of Pangasinan.

Supervision and Frequency Average

Guidance

Strongly Agree 10 19.23%

Agree 16 30.77%

Disagree 17 32.69%

Strongly Disagree 9 17.31%

Table 4.

Out of 52 BS Mechanical Engineering students, 10 of them strongly agree that internship

assignment is relevant to personal interests with 19.23; 16 students agree with 30.77%; 17
students disagree with 32.69%; and 9 students strongly disagree with 17.31%.

Table 5. shows the willingness of the supervisors or staffs to educate the interns from BS
Mechanical Engineering at Phinma University of Pangasinan.
 Supervisors and Frequency Average
Staffs’ willingness to
Educate

Strongly Agree 37 71.15%

Agree 14 26.92%

Disagree 1 1.92%

Strongly Disagree 0 0

Table 5.
Out of 52 BS Mechanical Engineering students, 37 of them strongly agree with the regular supervision
and guidance from supervisors (71.15%); 14 students agree with 26.92%; 1 student disagree with
1.92%; and no one strongly disagree.

Table 6. shows if the BS Mechanical Engineering of Phinma University of Pangasinan learned new
knowledge from the internship

Learned New Frequency Average

Knowledge

Strongly Agree 31 59.62%

Agree 15 28.85%

Disagree 5 9.62%

Strongly Disagree 1 1.92%

 Table 6.
Out of 52 BS Mechanical Engineering students, 31 of them chose strongly agree with
59.62%; 15 students agree with 28.85%; 5 students disagree with 9.62%; and only 1 student

Learn New Skills Frequency Average

Strongly Agree 47 90.38%

Agree 5 9.62%

Disagree 0 0

Strongly Disagree 0 0

chose strongly disagree with 1.92%.

Table 7. Shows if the BS Mechanical Engineering students at Phinma University of Pangasinan learned
new skills from the internship

Table 7.

Out of 52 BS Mechanical Engineering students, 47 strongly agree that they learned new knowledge
from the internship with 90.38 %, 5 agree with 9.62%.
Table 8. Shows if the BS Mechanical Engineering students at Phinma University of Pangasinan learned
something new about themselves.

Learned Something Frequency Average

new about themselves

Strongly Agree 40 76.92%

Agree 12 20.53%

Disagree 5 3.31%

Strongly Disagree 0 0

Table 8.
Out of 52 BS Mechanical Engineering students, 40 strongly agree that they have learned new skills
with 76.92%, 12 agree with 20.53%, 5 disagree with 3.31%, and 0 students strongly disagree .

CHAPTER V
SUMMARY, CONCLUSION AND RECOMMENDATION
SUMMARY
The study discusses the importance of on-the-job training (OJT) for students in tertiary education to
gain practical experience in their chosen fields. The University of Pangasinan provides internship
programs that allow students to apply their knowledge, develop skills, and prepare for the workforce.
The goals of OJT are to provide a learning opportunity for students, increase their creativity, attain
organizational goals, and improve work quality. The article also highlights the importance of the
mentorship of talented teachers or mentors to improve student skills and attributes. The research
aims to evaluate the effectiveness of OJT programs for mechanical engineering students in terms of
academic performance and competence. The study will help improve the academic curriculum,
enhance students' skills and performance, and increase their employability.
CONCLUSION
On-the-job training program is an educational experience that provides students with work experiences in the field
where they are interested as they enhance their career decision (Yu & Mercado, 2016). During this training, the
students are expected to gain deeper understanding on the area they are assigned, and develop their skills and
talents as they prepare to become professionals in the near future.

One way to give students the chance to put the theories and calculations they have learned in class to use is through
on-the-job training. The students benefit from gaining relevant knowledge and skills by applying them in a real-world
situation. For business students to develop personally and professionally and to forge strong ties with the top
business organizations, work-related learning and practical training in the form of internship programs are essential.

The researcher concluded that most student were strongly agreed that on-the-job training will learned new skills
and new knowledge that will help the students to recognize the problem and determining the problems in their
future job.The insights and learnings of student- on the problems encountered in the implementation of on- the-job
training program revealed that most of them believed that the on-the-job training was not helpful in monitoring and
elevating their skills and capabilities, and did not contribute to a large extent in enhancing their confidence,
competency, and commitment. Verbal comments like “the university should have more updated and appropriate
equipment”, “most tasks are very labor-intensive”, “give the student-trainees the chance to actually handle
equipment and machineries” among others were somewhat negatively stated, but can also be identified as relevant
suggestions for improvement of the on-the-job training program.

RECOMMENDATION
Provide student-trainees meaningful assignments that are both demanding and beneficial to their
field of study. Consider your personality, your attitude toward your work, your adherence to your
schoolwork, and your speciality among other things, they have knowledge of firm policies and
processes, skills, degree of academic experience, involvement in student organizations, community
service, and research.

Set goals to enhance the amount of connections, affiliations, and networking possibilities in the
professional world.To improve student-trainees' fresh perspectives for potential job contacts.

Performed a regular schedule of pre-OJT sessions, internal trainings, orientations, and meetings

and interviews to develop the trainee's efficiency for problem-solving, professionalism, and
interpersonal communication. For efficient and effective work performance, certain attitudes and
behaviors are necessary. It is crucial that so to speak, everyone must "be on the same page." Make
this happen by carrying out the aforementioned chain of actions. For OJT mentors and trainee
students. They unquestionably guarantee that everyone begins with the same expectations and
descriptions of roles. Time wisely spent, as the efforts put forth in these pursuits will bear fruit.

during the program of on-the-job training.

Recreate it and make it accessible to student-trainees and potential OJT employers written in a
straightforward and proper way. Before committing to an on-the-job training program, this enables
student-trainees and employers to learn about the conditions, deadlines, and roles, obligations, and
responsibilities of all parties.Construct a website and present student-trainees and employers a
handbook, manual, and/or standardized forms. Finally, a separate website for the on-the-job training
program serves many of the same functions as the handbook but has the benefit of being flexible.
These documents are useful, save everyone involved time, and provide a uniform format for
recording significant OJT information.

One of the main prerequisites for the on-the-job training program is to assign a term paper. The fact
that student-trainees have the opportunity to think and learn about more general facets of the
institution and sector in which they are placed is one of the best ways that a structured OJT
differentiates from a straightforward work experience. The term paper acts as a roadmap for student-
trainees in this attempt and gives them a way to record their learning.

Start making two on-site visits (during the midterm and final sessions). The OJT location was visited by
the OJT consultants have significant advantages for all parties involved and ought to be a requirement
of the OJT program. The connection with companies during these trips helps OJT counselors stay up
to date on changes in the industry and benefits the institution greatly in terms of its public image.

Executives from employers should be invited to speak. One of the biggest benefits for trainees is

Access to renowned professionals and subject-matter experts is one benefit of OJT. As a result,
student-trainees love hearing from speakers in the executive ranks; it is a terrific opportunity. They
receive training in professional development and role modeling.
Present, exhibit, and exhibit the work of the student-trainees. Student-Trainees put a lot of effort into
adhering to rules and finishing their work, and they typically take pride in their results. Putting up a
setting for them to give a presentation is unquestionably regarded as excellent.

a drive to work harder and become more capable. In actuality, launching a centralized internship
program is much like beginning any new project or program; school administrators must have
exhaustive strategic planning. Yet once they do, implementing the strategy is as simple as crossing
things off a list. Understanding how to launch an internship program is similar.

The entire university and its students can reap great profits and benefits from a centralized internship
program.In order to improve curricula, welcome new partners and associates, boost productivity,
guarantee graduates' employability, and attract qualified practitioners, experts, and alumni—
especially in small- to large-sized business entities locally and internationally—to become faculty
members, colleges that offer on-the-job training programs. By supplying qualified student-trainees, it
will also expand and strengthen business relationships. This relationship may result in more financial
support for the university in the form of new scholarships, equipment donations, and grant money.

That this study be repeated for the benefit of college deans, school administrators, and OJT

advisors, college students, and potential future specialists in the field.

That this study be repeated in other, not just comparable educational institutions, but also both in
academic institutions and in the business world.

That there are additional worries about how well trainees and business students are performing.

Future research projects should make use of partners in the workplace to more accurately analyze
how to close the gap between academia and business.That the same study be conducted using
different variables from those that were already employed.

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(2020)https://www.researchgate.net/publication/345783023_ON-THE-
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SESSMENT

Narayanan,Paul O.,Cythia F.(2006).Determinants of Internship Effectiveness:An Explaratory Model

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On-The-Job Training And Academic Performance of Mechanical Engineering Students in one Academic Institutioins
in the Philippines(2016)https://research.lpubatangas.edu.ph/wp-content/uploads/2016/12/APJARSS-2016.1.06.pdf