International Journal of Engineering & Technology IJET-IJENS Vol:12 No:06
100
A Comparative Study on first Shift Diploma in
Engineering Result with Second Shift in Polytechnic
Institutes of Bangladesh
1
Md. Rashedul Huq Shamim , 2Shamim Ahmed , 3Md. Abu Raihan
1
[email protected] , [email protected] , [email protected]
Abstract-- The main aim of the study was to examine the
performance of the result of first-shift students and second-shift
students in the Polytechnic Institutes in Bangladesh. The
research subjects were the TVE students of Chittagong
Polytechnic those SSC score were preserved in the Instituterecord. Specifically, the data consisted of SSC results and the
Diploma in Engineering results of the students for the session
2004-2005, 2005-2006, and 2006-2007. The students’ results were
collected from the records of Chittagong Polytechnic Institute
and from Bangladesh Technical Education Board (BTEB).
The‘t’-test techniques have applied by the research to compare
SSC and diploma in engineering results. Finally, tob was
calculated and compared with tc value which represent by some
Bar-graphs in the article. In most cases, it was found that the
significant difference in SSC results of first-shift and second-shift
students in the levels of 0.05 (95%). However, the results of
diploma in engineering students were not statistically significant
in terms of their academic performance. It means, the study
revealed that SSC results of the students could not have any
effect on the results of their Diploma in engineering. Though, the
students of the first-shift were better in SSC yet, they did not
perform better in diploma in engineering. So the study
recommends that the authority of TVE should consider the
matter critically with necessary actions to find out the actual
reason and to solve the problems of students’ achievements.
Index Term-- Technical and Vocational Education (TVE),
Diploma in Engineering, Socio-economic development.
I.
INTRODUCTION
Polytechnic institute is the important part of the development
of the country as they produce technician for internal solvency
of industrial employment and entrepreneurship. Polytechnic
Institutes in Bangladesh is the key organization for
development of technical productive manpower to retain
sustainability of socio-economic development in the country.
Double shift is not a new idea in Polytechnic Institute of
Bangladesh. In 1982, 1988, and 1994, Polytechnic Institutes
were engaged in limited double shift program. At that time
government decided to continue double shift in limited
academic years. Teachers & staffs were paid additional 30%
of their basic pay per month. Time schedule for 1 st shift was
from 7:00 AM – 12:50 PM and 2nd shift started from
1
Md. Rashedul Huq Shamim, Assistant Professor,
Department of Technical and Vocational Education (TVE), Islamic University
of Technology (IUT), OIC
2
Md. Shamim Ahmed, Junior Instructor, Chittagong Polytechnic Institute.
3
Dr. Md. Abu Raihan, Assistant Professor,
Department of Technical and Vocational Education (TVE), Islamic University
of Technology (IUT), OIC
10:30AM – 4:20PM.Teachers were engaged 10 hours per day
for 1st & 2nd shift. So it was acceptable and tolerable for all of
the teachers and staff.
The directorate of technical education, Ministry of education,
Peoples‟ republic of Bangladesh has published annual report
on June - 2007. This report stated that the expansion of
technical & vocational education is an important and
significant part of education to rebuild the population into
human resource and skilled manpower. The self employability
and employment opportunity can be created inside the country
and also in abroad by increasing semi skilled & skilled
manpower. So as the requirement of national policy, planning
has to be done to improve the technical and vocational
education.
To accomplish the goals and targets according to The
Millennium Development Goals (MDG) of United Nations
and National Strategy for Accelerated Poverty Reduction
(NSAPR) of Peoples‟ republic of Bangladesh, The directorate
of technical education has started several actions in the
expansion, modernization and quality development of
technical and vocational education. The total concerned
manpower of the polytechnic institutes was not agreed with
this autocratic decision of the directorate. There are so many
resolutions taken in local & central committee meeting of
teacher & staff association to introduce the other different
setup to run 2nd shift program. Although the concerned people
are not satisfied at all but they are trying to devote themselves
to keep the quality of academic performance intact of the total
students.
So we have seen that the output of the polytechnic Institutes
are not as good as the previous product. Teaching performance
has been reduced as well. So in this study we will try to find
out the comparative performance of students of 1 st shift & 2nd
shift in polytechnic Institute according to their 8th semester
final examinations. This study will also compare the SSC
result of the students of 1st shift & 2nd shift.
Objectives of the study were to:
1. Compare the SSC result of the students of 1st shift &
2nd shift in polytechnic Institutes.
2. Compare academic performance of students of 1st
shift & 2nd shift in polytechnic Institutes according
to their 8th semester final examinations.
Significance of the study
This study will help to know the performance of the students
of both shifts and it might lead to study some other factors as
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well. The concerned departments can plan to modify or
improve the existing policy.
Hypotheses
1. There is no significance difference between the result
of SSC examination of 1st shift & 2nd shift students.
2. There is no significance difference between the
results of diploma in engineering examination of
1st shift & 2nd shift students
II.
REVIEW OF RELATED LITERATURE
Education is acknowledged as a means for transforming and
empowering communities. The youth especially gain skills,
knowledge and attitudes to enable them become productive
members of the society that can contribute to the economic
development of their communities or country as a whole. The
World Bank, International Labor Organization (ILO), United
Nations Educational, Scientific and Cultural Organization
(UNESCO), and other organizations have recently shown
drive towards actively recognizing new role of TVET.
However, UNESCO who is at the forefront of TVET
promotion, had the following objectives established at the
Seoul Congress (UNESCO, 1999):
1) To provide TVET for all
2) To orient TVET for sustainable development
3) To strengthen TVET as an integral component of
lifelong learning
a) One of the key goals of the Education for All (EFA)
Framework for Action adopted in Dakar, Senegal, in 2000
(UNESCO, 2000) stipulates that the learning needs of all
youths and adults should be met through access to appropriate
learning and life-skills programmes.
b) At a UNESCO Expert Meeting held in Bonn, Germany, 25
to 28 October 2004, approaches and practices were presented
to illustrate the contribution that TVET had made towards a
more sustainable future. Learning for work, citizenship and a
sustainable future is a joint responsibility of education, of the
world of work, and of a variety of stakeholders in the formal
and informal socio-economic environment.
c) TVET can take place either in formal schools (i.e.
kindergarten through to grade 12 or 13), or increasingly in
post-secondary community and/or technical colleges, or
informally by means of training at the workplace and
increasingly by distance media.
It was contended that since education is considered the key to
effective development strategies, technical and vocational
education and training (TVET) must be the master key that
can alleviate poverty, promote peace, conserve the
environment, improve the quality of life for all and help
achieve sustainable development. With this, TVET has to reorient its agenda for action so as to continually provide
scientific and technical skills in relevant and responsive
programs, and consequently develop a new generation of
human resources.
101
TVE as intervention with learning, socio-economic and
economic development:
The term Technical and Vocational Education (TVE) refers to
education and training that prepares persons for gainful
employment (Finch and Crunkilton 1999). In other words,
TVET refers to deliberate interventions to bring about learning
which would make people more productive. TVET has the
potential to enhance human capabilities and enlarge peoples
„choices. The benefits of TVET need to be more equitably
distributed between men and women and between rural and
urban areas so that it will cover the major sectors social and
economic development to foster the economic growth of a
country. According to Recommendations of UNESCO and
ILO Technical and Vocational Education and Training for the
Twenty-first Century, adopted by UNESCO's General
Conference in 2001, is quite inclusive and broad:
Socio-economic development: is the process of social and
economic development in a society. Thus, socio-economic
development is measured with indicators, such as GDP, life
expectancy, literacy and levels of employment. Changes in
less-tangible factors are also considered, such as personal
dignity, freedom of association, personal safety and freedom
from fear of physical harm, and the extent of participation in
civil society.
Economic development: is the increase in the standard of
living in a nation's population with sustained growth from a
simple, low-income economy to a modern, high-income
economy. Also, if the local quality of life could be improved,
economic development would be enhanced. Its scope includes
the process and policies by which a nation improves the
economic, political, and social well-being of its people.
The principal aspect of technical and vocational education
(TVE) for sustainable development:
In general context, Sustainable Development combines three
principal aspects:
Social Aspect: A socially sustainable system must achieve
distributional equity, adequate provision of social services
including health and education, gender equity, as well as
political accountability and participation to promote active
citizenship.
Economic Aspect: An economically sustainable system must
be able to produce goods and services on a continuing basis,
and to avoid sectored imbalances between such areas as
agricultural and industrial production.
Environmental Aspect: An environmentally sustainable
system must maintain a stable resource base, avoiding overexploitation of renewable resource systems, and depleting
non-renewable resources only to the extent to which adequate
substitutes can be developed. The concept includes
maintenance of ecosystem functions such as biodiversity and
atmospheric stability, thus addressing resources that are
traditionally not considered as economic resources.
Developments through technical and vocational education:
With regard to the developing countries‟ great geographic,
economic, cultural and demographic diversity, they share
many common challenges and issues that are fundamental to
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improving the quality and relevance of TVE to gain a
competitive edge in the market economy of the 21 st century. A
country must consider a coherent strategy for human capital
development in which TVET plays an important role in the
socio-economic development.
In developing countries, Science and Technology in education
is also emerging as a key priority area within the sector,
recognizing its role in human resource development. This
forward-looking plan, based on declared targets and indicators
is an instrument to make the Education Sector Policy
operational and is designed to assist in reducing poverty
within a country while creating a foundation for our vision of
economic development based upon applications of
development skills and technology for manpower requirement.
Furthermore, international competitiveness and employment
creation serve as twin prerogatives in the context of a country
for its development. The provision of relevant and appropriate
skills represents a significant element of the overall
development pathway of the country. Skills development in all
technical sectors take on an increasingly important role in
virtually all dialogue of national development, more so in the
advent of globalization in an ever increasing knowledge
economy. This provides the basis for international
competitiveness.
Understanding sustainable development:
Sustainable development : Finding approaches to
development that balance economic and social progress,
address cultural differences, conform to global, national and
local needs, and respect ecological values and limits is the key
to sustainable development. However, efforts to define exactly
what sustainable development is must reflect the varying
conditions in different parts of the world and their impact
upon national and cultural priorities and values. For example,
“to an individual living in rural poverty in the developing
world, "sustainable development", if it is to make any sense,
must mean increased consumption and a higher living
standard.
The interdependence of people and the environment requires
that, no single development or environmental objective be
pursued to the detriment of others. The environment cannot be
protected in a way that leaves half of humanity in poverty.
Likewise there can be no long-term development on a
depleted planet. Appropriate sustainable strategies must be
developed for both rich and poor nations, to enhance their
economies with respect to socio-economic development. Thus,
if education is the “key” for sustainable development of a
country, Technical and Vocational Education (TVE) is the
“Master Key”.
Technical and vocational educations (TVE)
and a new development paradigm:
1) Moving towards the goal of sustainable development
requires fundamental changes in human attitudes and
behaviour – in our personal lives, in our community activities,
and in our places of work. Successfully making these changes
is critically dependent on education and training.
102
2) Thus, the Second International Conference on Technical
and Vocational Education (TVET)(Seoul, 1999) concluded
that a new paradigm of both development and of preparation
for the world of work was needed: We have considered the
emerging challenges of the twenty-first century, a century that
will be an era of knowledge, information and communication.
Globalization and the revolution in information and
communication technology have signaled the need for a new
human-centered development paradigm.
3) This “new human centered development paradigm” was
elaborated through the Millennium Development Goals
(MDGs). Achieving the MDGs necessitates action on issues
such as poverty, hunger, education, gender equality, child and
maternal mortality, HIV/AIDS, safe water, upgrading slums,
and global partnerships for development that include
technology transfer. Effective TVET is integral to finding and
implementing solutions to all of these issues. In this way,
TVET underpins all the MDGs and the achievement of
sustainable development of social and economical aspects.
TVE as a wholesome education in the contrast of general
education:
First: it solves the problem of unemployment. It trains the
students in commercial, scientific and industrial trades,
according to their interest. Technical courses leading to
diplomas in engineering, social work and blue collar works,
etc. give them easy employment. Second: it can make the
student independent while studying. They may get a part-time
job in some construction or industry with the help of a
diploma in a trade and also continue their higher studies. They
can earn and learn together. Third: vocational education
teaches students the lessons of manual work. The physical
labour done makes them strong, healthy, and active. Finally,
such education is helpful to the economy. Our government
need not import foreign technicians on higher wages as our
own can do the required work. Thus, vocational education is
in no way different or inferior to normal education. In fact it is
a part of wholesome education that our government wants to
give. It may even be said that vocational education is more
wholesome than the normal education. [Yeshey Dorji (5th
Batch) C.T.C Kawajangsa Thimphu]
Bangladesh context:
In 1960 the Directorate of technical education was established
for development of technical and vocational education. The
Directorate of Technical Education initiated rapid
development and expansion works of degree, diploma and
trade level technical education in the country.
The main index of development is the expansion and
enrichment of education. Bangladesh government has
identified the education sector as an important sector.
Education is the basis of poverty elimination manpower
development. In this context the government has make focus
on the science and technological development to build the
population into a productive manpower forces. In Bangladesh
the figure of students in upper secondary education pursue
some form of technical or vocational education is 3.5 percent.
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The National declaration is to make up this percentage up to
20% of the total population by 2015.
103
III.
METHODOLOGY
Recently the government spread the programme of the 2 nd
shift in the other rest 30 polytechnic Institute from the session
2010-2011.So the total enrolment of the student has been
doubled from the previous 5190 no‟s seat capacity .
In the past several year students were admitted in the
polytechnic institute according to their SSC, SSC VOC,
Dhakhil CGPA. From the academic year 2010-2011,
Authority has changed the admission system. Total 100 Marks
has graded to allow the student in both 1st shift & 2nd shift
separately. 100 marks is divided in the two part 50+50 =100,
50 marks allocated for the SSC, SSC VOC, Dhakhil CGPA.
Rest 50 marks reserved for the MCQ test. The students seat
for the admission test in the whole country at a time. Result
has published for the directorate of technical and vocational
education through www.techedu.gov.bd. The whole admission
system has now controlled from the directorate of technical
education through website.
Purpose of BTEB
- Develop and prescribe courses off all
curriculums.
- Arrange for development of learning materials.
- Grant recognition to education institutions
offering its courses.
- Prescribe conditions governing admission of
students.
- Monitor the teaching-learning activities.
- Hold, conduct and regulate examination of
affiliated institutions
- Award diplomas and certificates to the
successful candidates.
Introduction of 2nd shift in Polytechnic Institute and its
rational:
From the above discussion it is clear to realize that the
technical education is the major part for the development of
the manpower resources. Bangladesh government was able to
identify that the rapid economical development of the country
is impossible except increasing technical education. They set
it up that the major part of foreign income comes from the
remittance earned by skilled, semi skilled manpower. Most of
the manpower worked in the developed country such as Japan,
Malaysia, Korea and other European countries including
Middle East are unskilled. So in the period of globalization
they are not fit to compete with the worker of different
countries.
Population
Students of 1st shift & 2nd shift program of civil technology,
Electrical technology, Mechanical technology, Computer
technology, Electronic technology and Power technology
departments of Chittagong polytechnic Institute.
Sample
For the convenience of data collection, only those students of
three academic years 2008, 2009 and 2010 of all departments
of Chittagong polytechnic institute except Environmental
technology (newly introduced) were taken as the sample
whose SSC examination result was available in the college
record. As the researcher is junior instructor in Chittagong
Polytechnic Institute, it was convenient to collect data.
Table I
Year wise number of students of different departments
Sl. No.
Session
2004-05
Department
1st shift
1
2
3
4
5
6
Civil Technology
Electrical Technology
Mechanical Technology
Computer Technology
Electronics Technology
Power Technology
Total Student
Grand Total
66
68
66
24
33
32
289
Tools of data collection
 Diploma in engineering result sheet of academic
years 2008. Published on 03-12-08. Examination held
in July-August 2008.
 Diploma in engineering result sheet of academic
years 2009. Published on 24-12-09. Examination held
in July-September 2009.
Session
2005-06
2nd
Shift
52
67
57
25
18
41
260
1st shift
65
67
72
30
30
27
291
2nd
shift
69
61
59
29
37
32
287
Session
2006-07
1st shift
68
76
79
38
26
31
318
2nd
shift
56
62
65
33
29
27
272
1717

Diploma in engineering result sheet of academic
years 2010. Published on 24-12-09. Examination held
in August - October 2011.

Institute record of academic year or Session 2004-05,
2005-06, and 2006-07 to collect the result of SSC
examination of those students whose result was
available in the record.
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Data Collection:
 Diploma in engineering result was collected from the
website
of
Technical
Education
Board
www.bteb.gov.bd.
 SSC result was collected from Institute records of the
student by visiting the registrar section of sample
institution.
104
IV.
ANALYSIS AND INTERPRETATION OF DATA
This chapter deals with the analysis and interpretation of data.
The data were the scores of SSC and Diploma in engineering
results of the students of six departments 1.Civil technology,
2.Electrical technology, 3.Mechanical technology, 4.Computer
technology, 5.Electronic technology and 6.Power technology
of the Chittagong polytechnic institute collected from the
institute record and the result published by the Bangladesh
technical education board.
T ABLE II
Comparison of SSC Result of the Students of Diploma in Engineering- Session 2004-05
Sl. No
Department
n1
Shift
1
Civil Technology
2
Electrical Technology
3
Mechanical
Technology
4
Computer
Technology
5
Electronic
Technology
6
Power
Technology
1st shift
2nd shift
1st shift
2nd shift
1st shift
2nd shift
1st shift
2nd shift
1st shift
2nd shift
1st shift
2nd shift
X1
S1
n2
X2
S2
66
52
68
67
66
57
24
25
33
18
32
41
3.81
3.51
3.92
3.7
3.73
3.46
4.21
3.83
3.93
3.6
3.57
3.87
0.34
0.28
0.32
0.42
0.28
0.13
0.23
0.25
0.27
0.12
0.3
0.35
df
t ob
tc
h0 at .05
Level
116
5.27
1.98
Rejected
113
3.4
1.98
Rejected
121
6.86
1.98
Rejected
47
5.57
2.02
Rejected
49
5.96
2.01
Rejected
71
-4.04
2.00
Rejected
CHART-1
CHART-2
Mean of SSC score 1st and 2nd shift student of six
department , session-2004-2005
4.5
4
3.5
3
2.5
2
1.5
1
0.5
0
Mean of diploma in engineering score of 1st and 2nd shift student
of score six department , session2004-2005
3
2.5
2
1st shift
2nd shift
1.5
1st shift
1
2nd shift
0.5
0
1
2
3
4
5
6
1
7
Table II shows the comparison of SSC results of first and
second shift of various technologies. The analysis indicated
that in all technologies the difference was significant at 0.05
levels. Hence the null hypothesis was rejected.
2
3
4
5
6
Table III shows the difference in results of diploma in
Engineering of first and second shift was not significant at
0.05 levels in all the technologies except the power technology
where the difference was found significant.
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105
T ABLE III
Comparison of Diploma in Engineering Result of the Students of Diploma in Engineering- Session 2004-05.
Sl. No
Department
Shift
1
Civil Technology
2
Electrical Technology
3
Mechanical
Technology
4
Computer
Technology
5
Electronic
Technology
6
Power
Technology
1st shift
2nd shift
1st shift
2nd shift
1st shift
2nd shift
1st shift
2nd shift
1st shift
2nd shift
1st shift
2nd shift
n1
X1
s1
n2
X2
s2
66
52
68
67
66
57
24
25
33
18
32
41
1.53
1.34
1.55
1.13
2.09
2.23
2.53
2.28
2.5
1.89
2.21
1.37
1.59
1.59
1.62
1.53
1.6
1.48
1.34
1.47
1.34
1.56
1.42
1.57
df
t ob
tc
h0 at .05
Level
116
0.63
1.98
Accepted
113
1.55
1.98
Accepted
121
-0.53
1.98
Accepted
47
0.61
2.02
Accepted
49
1.4
2.01
Accepted
71
2.41
2.00
Rejected
Table IV
Comparison of SSC Result of the Students of Diploma in Engineering- Session 2005-06
Sl. No
Department
Shift
1
Civil Technology
2
Electrical Technology
Mechanical
Technology
Computer
Technology
Electronic
Technology
Power
Technology
3
4
5
6
1st shift
2nd shift
1st shift
2nd shift
1st shift
2nd shift
1st shift
2nd shift
1st shift
2nd shift
1st shift
2nd shift
n2
X1
s1
n2
X2
s2
65
69
67
61
72
59
30
29
30
37
27
32
4.05
4.67
4.05
4.04
4.03
3.69
4.21
3.83
3.8
3.6
3.43
3.67
0.32
0.34
0.23
0.26
0.22
0.25
0.23
0.25
0.18
0.12
2.03
1.21
df
t ob
tc
h0 at .05
Level
132
-10.43
1.98
Rejected
126
0.36
1.98
Accepted
129
8.37
1.98
Rejected
57
6.09
2.00
Rejected
65
5.25
2.00
Rejected
57
-3.83
2.00
Rejected
CHART-3
CHART-4
Mean of diploma in engineering score of 1st and 2nd
shift student of score six department , session2005-2006
Mean of SSC score 1st and 2nd shift student of six
department , session-2005-2006
3
5
2.5
4
2
3
1st shift
2
2nd shift
1
1.5
1st shift
2nd shift
1
0.5
0
0
1
2
3
4
5
6
1
Table IV shows the comparison of SSC results of first and
second shift of various technologies. The analysis indicated
that in all technologies except electrical technology the
difference was significant at 0.05 levels. Hence the null
hypothesis was rejected.
2
3
4
5
6
Table V shows the difference in results of diploma in
Engineering of first and second shift was not significant at
0.05 levels in all the technologies except the Mechanical
technology and Power technology where the difference was
found significant.
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Table V
Comparison of Diploma in Engineering Result of the Students of Diploma in Engineering- Session 2005-06
Sl. No
Department
Shift
1
Civil Technology
2
Electrical Technology
3
4
5
6
Mechanical
Technology
Computer
Technology
Electronic
Technology
Power
Technology
1st shift
2nd shift
1st shift
2nd shift
1st shift
2nd shift
1st shift
2nd shift
1st shift
2nd shift
1st shift
2nd shift
n1
X1
s1
n2
X2
s2
65
69
67
61
72
59
30
29
30
37
27
32
1.92
1.5
2.08
1.63
2.00
1.34
2.53
2.28
2.4
1.89
2.03
1.12
1.62
1.6
1.6
1.63
1.59
1.60
1.34
1.47
1.45
1.56
1.48
1.54
df
t ob
tc
h0 at .05
Level
132
1.44
1.98
Accepted
126
1.57
1.98
Accepted
129
2.36
1.98
rejected
57
0.66
2.00
Accepted
65
1.38
2.00
Accepted
57
2.30
2.00
Rejected
Table VI
Comparison of SSC Result of the Students of Diploma in Engineering- Session 2006-07
Sl.
No
Department
1
Civil Technology
2
Electrical Technology
3
4
5
6
Mechanical
Technology
Computer
Technology
Electronic
Technology
Power
Technology
X1
n1
Shift
1st shift
2nd shift
1st shift
2nd shift
1st shift
2nd shift
1st shift
2nd shift
1st shift
2nd shift
1st shift
2nd shift
s1
n2
X2
s2
68
56
76
62
79
65
38
33
26
29
31
27
4.44
4.34
4.38
4.35
4.44
4.34
4.07
4.12
4.08
3.98
4.15
4.07
0.24
0.19
0.23
0.20
0.25
0.20
0.57
0.33
0.32
0.46
0.31
0.30
df
t ob
tc
h0 at .05
Level
122
2.59
1.98
Rejected
136
.88
1.98
Accepted
142
2.5
1.98
Rejected
69
-0.45
2.00
Accepted
53
1.00
2.01
Accepted
56
1.04
2.0
Accepted
CHART-5
CHART-6
Mean of diploma in engineering score of 1st and 2nd
shift student of six department , session2006-2007
Mean of SSC score 1st and 2nd shift student of six
department , session-2006-2007
3.5
4.5
4.4
3
4.3
2.5
4.2
2
4.1
1st shift
4
2nd shift
3.9
1st shift
1.5
2nd shift
1
0.5
3.8
0
3.7
1
2
3
4
5
1
6
Table VI shows the comparison of SSC results of first and
second shift of various technologies. The analysis indicated
that in all technologies except Civil technology and
Mechanical technology the difference was insignificant at 0.05
levels. Hence the null hypothesis was accepted.
2
3
4
5
6
Table VII shows the difference in results of diploma in
Engineering of first and second shift was not significant at
0.05 levels in all the technologies except the Computer
technology and Electronic technology where the difference
was found significant.
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International Journal of Engineering & Technology IJET-IJENS Vol:12 No:06
107
Table VII
Comparison of Diploma in Engineering Results of the Students of Diploma in Engineering- Session 2006-07
Sl. No
Department
1
Civil Technology
2
Electrical Technology
3
4
5
6
Mechanical
Technology
Computer
Technology
Electronic
Technology
Power
Technology
Shift
1st shift
2nd shift
1st shift
2nd shift
1st shift
2nd shift
1st shift
2nd shift
1st shift
2nd shift
1st shift
2nd shift
n1
X1
s1
n2
X2
s2
68
56
76
62
79
65
38
33
26
29
31
27
2.21
1.75
2.85
2.67
2.75
2.88
3.05
2.51
3.17
2.71
2.86
2.46
1.45
1.49
1.01
0.99
1.02
0.85
0.56
1.21
0.26
0.97
0.79
1.22
V.
F INDINGS
Based on the analysis of data the following findings are
emerged.
1. For the session 2004-2005 comparison of SSC results of 1 st
shift and 2nd shift of various technologies indicated that in
all technologies the difference was significant at 0.05
level.
2. For the session 2004-2005 the difference in results of
diploma in Engineering of 1st and 2nd shift was not
significant at 0.05 levels.
3. For the session 2005-2006 comparison of SSC results of 1 st
and 2nd shift of various technologies, the analysis
indicated that in all technologies except in electrical
technology the difference was significant at 0.05 levels.
4. For the session 2005-2006 the difference in results of
diploma in Engineering of 1st and 2nd shift was not
significant at 0.05 levels in all the technologies except in
Mechanical technology and Power technology; where the
difference was found significant.
5. For the session 2006-2007 the comparison of SSC results
of 1st and 2nd shift of various technologies, the analysis
indicated that in all technologies except in Civil
technology and Mechanical technology where the
difference was insignificant at 0.05 levels.
6. For the session 2006-2007 the difference in results of
diploma in Engineering of 1st and 2nd shift was not
significant at .05 levels in all the technologies except in
Computer and Electronic technology where the difference
was found significant.
CONCLUSION
On the basis of summary and findings from following
conclusion may be drawn:
1. The students who were admitted in the first shift,
their SSC results were better than the students of the
2nd shift in the sessions 2004-05, session 2005-06,
session 2006-07.
2.
3.
df
t ob
tc
h0 at .05
Level
122
1.76
1.98
Accepted
136
1.03
1.98
Accepted
142
-0.80
1.98
Accepted
69
2.31
2.00
Rejected
53
2.47
2.01
Rejected
56
1.46
2.0
Accepted
The study findings revealed that Diploma in
engineering results of the 1st shift students are not
better than the 2nd shift students.
The SSC result did not make any effect on the results
of the Diploma in engineering.
D ISCUSSION
It was found that the students of 1st shift were better in their
SSC. But they did not do better in their Diploma in
engineering results. Therefore it is important to diagnose the
reasons. These are the reasons:
1. The students may have higher CGPA in SSC but the
necessary prerequisites are not sufficient for the
Diploma courses.
2. Teachers are not using proper Teaching method and
aids.
3. The academic environment may not favorable.
4. The student may not serious about their lessons.
5. The examination systems may not proper. So the
students learning assessment process needs to be
evaluated.
6. The question in the Examination may not be a
standard one.
7. The course materials are more than the time allocated
for a semester.
8. The Class room size is more than the standard size.
9. The teachers are overloaded with works.
RECOMMENDATIONS
On the basis of findings and conclusion, following
recommendations were made:
1. The students of the first shift are better in their
performance of SSC result. So their Diploma in
engineering result should have been better according
to their previous performance. But this is not the
case. So the concerned authority should take
necessary steps to know the reasons. The study
recommends to having a study for that.
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2.
3.
4.
5.
108
Guidance and counseling are needed to be followed
in all polytechnic institutes to help the students for
find out their weakness in learning and improve their
academic performances.
The prerequisites of the student may not be adequate
for the course of diploma in engineering. The study
recommends to reducing the gaps.
If students could almost homogeneous in groups in
the classrooms then to take a study to know their
academic performance.
The same types of learning materials are provided by
different shift classrooms in TVE. Thus, the students‟
previous academic background like SSC does not a
matter to choose any shift.
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IJENS