Perceived features of practicum effectiveness and acquired professional competences among graduate class students in Dilla University

Getachew Abeshu,Abebe Sintayehu,Dinaol Urgessa

doi:10.15587/2519-4984.2020.206234

Getachew Abeshu, Abebe Sintayehu + Show 1 more

Open Access

https://doi.org/10.15587/2519-4984.2020.206234

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Abstract

Background: Even though practicum is required to integrate and apply acquired theories, skills, and knowledge recently, there is a huge disparity between types of skills and knowledge, taught in pre-service programs and the realities of work place practice. Objective: The objective of the study was to examine perceived features of practicum effectiveness and acquired professional competence of graduate class students. Methods: The quantitative research approach with descriptive design was employed. Total of 169 graduate class students of Dilla University were selected through multistage sampling. Questionnaires were used as tools of data collection. Mean, standard deviation, person correlation and one-way ANOVA were used to analyze the data. Result: The result revealed that the readiness for future work was (M=2.0809, SD=58024), creativity enhancement (M=1.7678, SD=.61876), and practice of the learned concept (M=2.1302, SD=.42897) respectively. With regard to graduate students, acquired the professional competence: student’s knowledge, skills and ethics that students, gained from the field trip, were (M=2.0000, SD=.48659), (M=2.1550, SD=.43300), and (M=1.9172, SD=.48428) respectively. Further, person correlation analysis showed that perceived features of practicum effectiveness and acquired professional competence were moderately positively correlated r (169) = 0.367, p < 0.05. Besides the result, demonstrated by one-way ANOVA, there was a statistically significant difference in students’ satisfaction with practicum education host organization services, in that Psychology students ( F (11,11) = 3.477, p = .025), and Journalism students( F (8,5) = 5.747, p = .035) respectively. Conclusion: Practicum is/was less effective in enhancing student’s creativity and ethics. Thus, Universities, and host organizations have to work to promote students’ professional competence

Highlights

For most higher education students, field practicum is the first setting, in which they are able to integrate and apply acquired theories, values, skills, and knowledge under the supervision instructors [1] Practicum as a form of experiential edification exists to acquaint students with practical realities and processes while reinforcing the lessons, learned in the traditional classroom [2, 3]
The aim and objectives of the study The aim of the study was to exploring perceived features of practicum effectiveness and acquired professional competences among graduate class students in Dilla University
Assessment of the student’s state of perceived practicum effectiveness and acquired professional competence at Dilla University (N=169) As can be appeared in the finding section of the investigation, practicum adequacy is characterized with three domains: availability for future work, upgrades of students and students’ practice of the learned concept were (M=2.0809, SD=58024), (M=1.7678, SD=0.61876), and (M=2.1302, SD=0.42897) separately

Summary

Introduction

For most higher education students, field practicum is the first setting, in which they are able to integrate and apply acquired theories, values, skills, and knowledge under the supervision instructors [1] Practicum as a form of experiential edification exists to acquaint students with practical realities and processes while reinforcing the lessons, learned in the traditional classroom [2, 3]. A field placement is where students put into practice what they have learned in the classroom with respect to theories, skills and with respect to upholding professional values and following ethical codes of conduct. As students near graduation prepare for either their first professional positions or further education, almost all higher education institutions send their students to different institutions and organizations so as to provide opportunities to practice the theories, values, skills and knowledge they acquired from the classroom teaching and learning process in the actual practical manner

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