TITLE PAGE

DESIGN AND IMPLEMENTATION OF ONLINE LOGBOOK FOR STUDENTS

INDUSTRIAL WORK EXPERIENCE SCHEME

BY

S/N NAMES REGISTRATION NUMBER

1. SANI ALI MUHAMMED ND/CS/21/0977

2. ABDULLAHI ADAMU ND/CS/21/0940

A PROJECT SUBMITTED TO THE DEPARTMENT OF COMPUTER SCIENCE, GOMBE

STATE POLYTECHNIC BAJOGA IN PARTIAL FULFILLMENT OF THE

REQUIREMENT FOR THE AWARD OF NATIONAL DIPLOMA (ND) IN COMPUTER

SCIENCE

FEBRUARY, 2024
 DECLARATION

We hereby declare that this work is the product of our research effort, under taken under the

supervision of “Malam Haruna Ahmad Dokoro” and has not been presented and will not be

presented elsewhere for the award of ND certificate. All source have been duly

acknowledged.

S/N NAMES SIGNATURE

1. SANI ALI MUHAMMED

2. ABDULLAHI ADAMU

ii
 CERTIFICATION

This is to certify that the project titled “Design and implementation of online logbook for

students industrial work experience scheme” was carried out under the supervision of:

…………………………………………. ………………………….………

MALAM HARUNA AHMAD DOKORO DATE

PROJECT SUPERVISOR

…………………………….………… ………………………….………

MR. ISMA’IL ABDULKARIM ADAMU DATE

HEAD OF DEPARTMENT

…………………………….………… ………………………….………

EXTERNAL EXAMINER DATE

iii
 DEDICATION

We dedicated this project to our parents, our beloved once and the department of computer

science, school of science and technology, Gombe State Polytechnic Bajoga.

iv
 ACKNOWLEDGMENT

Our deep gratitude goes to Almighty Allah the creator of the universe. This work is a product

of minds and we are appreciating the efforts of our parents, brothers and sisters our friends

for their encouragement and for being ever supportive. Our sincere thanks goes to our

supervisor Malam Haruna Ahmad Dokoro for his thorough assistance with this work.

We appreciate the effort and care of the Head of Computer science Department Mr. Isma’il

Abdukarim Adamu including other staffs of the department and the school in general.

v
 ABSTRACT

Recently, SIWES has attracted studies from scholars in higher educational systems in Nigeria
due to the deficiency or lack of proficiency of many graduates, mostly in the natural sciences.
This shows that the scheme has not been effective in ensuring impartation of practical
knowledge on students. Consequently, many employers of labour view this challenge as one
of the causes of unemployment, an obstacle to achieving corporate goals and a serious
obstacle to national development. Although SIWES stakeholders have been primarily indicted
for its dysfunction, most especially, the Government, and the management of tertiary
institutions, but none of such studies have compared SIWES in developed countries with a
developing society like Nigeria with the aim of identifying the missing gap that needs to be
filled to ensure students proficiency at work after graduation. Being a descriptive article, the
present study used data from secondary sources to analyze and synthesize SIWES in four
purposefully selected countries. By synthesizing SIWES activities in these countries, the study
identifies factors responsible for the dysfunction of SIWES in Nigeria. These include poor
quality of education from the elementary school to higher educational systems; short
duration apportioned to SIWES in the curriculum of tertiary institutions; insufficient
industries and closure of some of the few existing ones due to unfavourable environmental
factors; inadequate equipment / facilities in existing few industries for effective practical
training and poor leadership of SIWES stakeholders. The study concluded that SIWES in
Nigeria could improve if these flaws could be effectively addressed.

vi
 TABLE OF CONTENTS

TITLE PAGE .................................................................................................................................. 1

DECLARATION ............................................................................................................................ ii

CERTIFICATION ......................................................................................................................... iii

DEDICATION ............................................................................................................................... iv

ACKNOWLEDGMENT................................................................................................................. v

ABSTRACT................................................................................................................................... vi

TABLE OF CONTENTS ...............................................................Error! Bookmark not defined.

CHAPTER ONE ............................................................................................................................. 1

1.0 INTRODUCTION .................................................................................................................... 1

1.2 STATEMENT OF THE PROBLEM ........................................................................................ 2

1.3 JUSTIFICATION OF THE STUDY ........................................................................................ 2

1.4 AIM AND OBJECTIVES.................................................................................................... 3

1.4.1 AIM ........................................................................................................................................ 3

1.4.2 OBJECTIVES ........................................................................................................................ 3

1.5 SCOPE OF THE STUDY ......................................................................................................... 3

1.6 LIMITATIONS OF THE STUDY............................................................................................ 4

1.7 RESOURCES AND TECHNOLOGIES USED ....................................................................... 5

1.7.1 HARDWARE ........................................................................................................................ 5

1.7.2 SOFTWARE .......................................................................................................................... 5

1.7.3 TECHNOLOGIES/LANGUAGES........................................................................................ 5

1.8 DEFINITION OF KEY TERMS .............................................................................................. 5

vii
1.8 CHAPTERIZATION ................................................................................................................ 6

CHAPTER TWO ............................................................................................................................ 7

2.1 THEORETICAL BACKGROUND .......................................................................................... 7

2.2 REVIEW OF RELATED LITERATURES (EXISTING WORK) ........................................ 10

CHAPTER THREE ...................................................................................................................... 15

METHODOLOGY ....................................................................................................................... 15

3.1 INTRODUCTION .................................................................................................................. 15

3.2 PRELIMINARY INVESTIGATION ..................................................................................... 15

3.3 FEASIBILITY STUDY .......................................................................................................... 15

3.4 OVERVIEW OF THE EXISTING SYSTEM ........................................................................ 15

3.5 ANALYSIS OF THE EXISTING SYSTEM .......................................................................... 15

3.6 OVERVIEW OF THE PROPOSED SYSTEM ...................................................................... 16

3.7 ANALYSIS OF THE PROPOSED SYSTEM........................................................................ 16

3.8 SYSTEM DESIGN ................................................................................................................. 16

3.8.1 USE CASE DIAGRAM....................................................................................................... 17

Figure 3. 1: Use Case of Diagram ................................................................................................. 17

3.8.2 SEQUENCE DIAGRAM..................................................................................................... 18

Figure 3.2: Sequence Diagram ...................................................................................................... 18

3.8.3 FLOWCHART DIAGRAM................................................................................................. 19

....................................................................................................................................................... 19

....................................................................................................................................................... 19

....................................................................................................................................................... 19

viii
....................................................................................................................................................... 19

....................................................................................................................................................... 19

....................................................................................................................................................... 20

....................................................................................................................................................... 20

....................................................................................................................................................... 20

....................................................................................................................................................... 20

....................................................................................................................................................... 21

....................................................................................................................................................... 21

Figure 3.3 Flowchart of the system............................................................................................... 21

3.8.5 DATABASE DESIGN......................................................................................................... 22

Table 1: Admin ............................................................................................................................. 22

Table 2: Supervisors ..................................................................................................................... 22

Table 3: Students........................................................................................................................... 23

Table4: Logbook ........................................................................................................................... 23

....................................................................................................................................................... 23

3.8.6 CLASS DIAGRAM ............................................................................................................. 24

Figure Primary 3.4: Class Diagram .............................................................................................. 24

CHAPTER FOUR......................................................................................................................... 25

SYSTEM IMPLEMENTATION AND TESTING ....................................................................... 25

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4.1 SYSTEM IMPLEMENTATION ............................................................................................ 25

4.1.1 SYSTEM REQUIREMENT ................................................................................................ 25

4.2 SYSTEM TESTING ............................................................................................................... 26

4.2.1 STUDENT MODULE ......................................................................................................... 26

Figure 4.1: Student Login page ..................................................................................................... 27

2. STUDENT DASHBOARD ...................................................................................................... 27

....................................................................................................................................................... 27

Figure 4.2: Student Dashboard ..................................................................................................... 27

4.2.2 SUPERVISOR MODULE ................................................................................................... 28

Figure 4.3: Login form .................................................................................................................. 28

2. DASHBOARD.......................................................................................................................... 28

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Figure 4.4: Supervisor Dashboard ................................................................................................ 28

4.2.3 ADMIN MODULE .............................................................................................................. 29

The user of this module can login and manage all the other modules in the developed system.

E.g: add supervisor, add student, manage place of attachment. ................................................... 29

1. LOGIN PAGE ........................................................................................................................... 29

....................................................................................................................................................... 29

Figure 4.5: Login page .................................................................................................................. 29

xi
Figure 4.6 Admin Dashboard ........................................................................................................ 29

CHAPTER FIVE .......................................................................................................................... 30

SUMMARY CONCLUSION AND RECOMMENDATION ...................................................... 30

5.1 SUMMARY ............................................................................................................................ 30

5.2 CONCLUSION ....................................................................................................................... 30

5.3 RECOMMENDATION .......................................................................................................... 31

REFERENCE................................................................................................................................ 32

Login form .................................................................................................................................... 33

Supervisor Dashboard .................................................................................................................. 33

xii
 CHAPTER ONE

1.0 INTRODUCTION

In the early stage of science and technology education in Nigeria, students were graduating

from their respective institutions with little or no technical knowledge or working experience.

It was in view of this that students studying science and technology related courses in

different institutions were mandated to undergo the Student Industrial Work Experience

Scheme(SIWES) so as to widen their horizons and to enable them have technical knowledge

or working experience before graduating from their various institutions.

1.1 BACKGROUND OF THE STUDY

The Student Industrial Work Experience Scheme (SIWES) was established by the Industrial

Training Fund (ITF) in 1973. ITF has operated consistently and painstakingly within the

context of its enabling laws, i.e. Decree 47 of 1971. The objective for which the Fund was

established has been pursued vigorously and efficaciously. In the three decades of its

existence, the ITF has not only raised training consciousness in the economy, but has also

helped in generating a corps of skilled indigenous manpower which has been manning and

managing various sectors of the national economy (Adetiba, E., Egunjobi 2012). Participation

in SIWES has become a necessary pre-condition for the award of Diploma and Degree

certificates in specific disciplines in most institutions of higher learning in Nigeria Adewuyi,

(J. O & Okemkinde, 2013).A portal system can be described in different ways depending on

differing point of views. To a user of a portal, it is a web system that provides the functions

and features to authenticate and identify users. It provides an easy, intuitive, personalized and

user-customizable web-interface for facilitating access to information and services that are of

primary relevance and interests to them. However, to the organization that sets up the portal,

it is a system that helps the organization to catalogue or organize collections of different and

multiple sources of information for dissemination to many users according to their specific

privileges, needs and interests. Therefore, the main purpose for setting up a portal is to bring

1
vast information and resources available from many sources to many users in an effective

manner. There have been several efforts in Nigeria and in other parts of the world to build

portal systems that can facilitate administration and learning in higher institutions. It is

designed to help the students who are undergoing their four months SIWES training to

connect back to the Institution. The blogsite on the portal helps students to keep abreast of

what is required of them while on SIWES training and gives them necessary information as

regards their on-going academic program.

1.2 STATEMENT OF THE PROBLEM

The main tricky and delinquent method used to store data of students that undergo Industrial

training is the Log books. A log book is a manual book used to store the daily activities

learned by student during his Industrial training at the place of attachment. The books

occupied much space as it is approximately base on predictive analysis been predicted to fill

up of a room in 2033. Thus, the financial issue is also at high rate due to inflation of goods in

the market; nevertheless, it is hard to access a student record due to the manual routine used

to store record.

1.3 JUSTIFICATION OF THE STUDY

As has been stated in section 1.2, there are lots of problems with the traditional logbook that

justify the quest for a better way of handling internship experience logbook. Perhaps the most

outstanding of this reason is the bridging of the gap between supervisors and interns.

The Nigerian academic curriculum has witnessed a lot of disruptions in recent times mostly

because of massive industrial actions to drive home a demand. Only recently, the Nigerian

universities, Polytechnics and Colleges of Education embarked on an over six month’s

nationwide strike. The students who were undergoing IT training at that time will have to

depend solely on their industry supervisor and instincts.

With information technology and the gains associated with it, most nation of the world have

successfully migrated from the paper method of keeping records. It is therefore a worthwhile

2
venture to affirm the already introduced practice of modernity since we have much to

learn/do if we are to be able to rub shoulders with our counterparts elsewhere. The new

developed system can provides a better storage system and retrieval mechanism, it is easier to

use, it is more secure, since users are authenticated, before they are granted access to the

database and also provide additional functions like acting as a source of notifying interns

about information the school wishes to pass.

1.4 AIM AND OBJECTIVES

1.4.1 AIM

To develop an online logbook for Students’ Industrial Work Experience Scheme (S.I.W.E.S)

1.4.2 OBJECTIVES

The following are objectives of the study

1. To review and analyse the existing system

2. To develop a software capable of logging students’ work entries in an online format.

3. To bridge the gap between the students and supervisors during the course of the

industrial training.

4. To act as a source of information to interns by providing a notice board on each users

page.

5. To provide important links that are capable of enhancing the performance and

knowledge of the Nigerian graduate.

1.5 SCOPE OF THE STUDY

The online logbook will consist of various interfaces. The interfaces will be accessed by

various individuals whose roles will be explicitly defined. There will be interfaces for

students, industrial supervisor, school-based supervisor, the ITF and an administrator Gombe

State Polytechnic Bajoga.

3
A student should be able to access forms that will enable him to log in entries of his daily

experiences. He should also be able to fill the personal data form as well as form8 that is

usually submitted to the ITF office.

There will be an interface for the industry-based supervisor who will monitor and append his

signature to the work of the intern on a weekly basis.

There will also be an interface for a school-based supervisor who will have access to the

completed weekly progress forms of his students’.

An interface will also be created for the school coordinator who will have access to all the

forms that are completed by interns.

It is also intended that the ITF office will have an interface that will provide the number of

completed forms in a printable format.

At the server end will be a database of all activities that are carried out by the various parties

involved. The database information will also be used to define the functions of each of the

parties involved.

Apart from these basic functions, it will serve as a point of contact with interns since

information can be disseminated more quickly through this means. I intend to include a

notice board on the students’ page.

It will also provide important links to other sites especially learning and information websites

that may be very important for a complete internship

1.6 LIMITATIONS OF THE STUDY

The main focus of the project is to develop a system for reporting IT activities within Gombe

State Polytechnic Bajoga. Sketches, drawing are not included due to financial, time

constraint, lack of enough and access to technological requirements. Other extended

functionality may not therefore be included or where they are, may lack some expected

features. Some of the extended features may include:

4
The ability to tell the number of weeks a student submits his/her weekly work by

incrementing a value every time the student submits her/his work.

The ability to search the web interfaces through a search field may not be possible since the

pages are not so many as to warrant a search field.

1.7 RESOURCES AND TECHNOLOGIES USED

Here we will list the technological resources (hardware and software) used during the

development of this system.

1.7.1 HARDWARE

Personal Computer (Laptop/desktops) is the hardware component used in developing this

system using Windows Operating System.

1.7.2 SOFTWARE

Visual Studio Code (VS Code) and XAMP is used in performing all the functions performed

in this system.

1.7.3 TECHNOLOGIES/LANGUAGES

HTML, CSS are the languages used in developing the front-end of the system, MySQL is the

database used to store all the records for easy retrieval, whereas PHP is the language used to

allow interaction between the server and the system while the validity of the system is

achieved using JavaScript and AJAX.

1.8 DEFINITION OF KEY TERMS

ONLINE: refers to a user, computer, or another device connecting to a network, the Internet,

or another computer that allows direct access from anywhere around the world.

LOG BOOK: A logbook is a record of important events in the management, operation, and

navigation of a ship. It is essential to traditional navigation, and must be filled in at least

daily. The term originally referred to a book for recording readings from the chip log that was

used to estimate a ship's speed through the water.

5
STUDENT: A student is a person who is studying at a university or college. | Meaning,

pronunciation, translations and examples.

Industrial Training (IT): can be defined as a training program that is provided during the

course of study, with the sole purpose of delivering on-the-field training or practical

experience to the students who are going to become

SIWES: Students Industrial Work Experience Scheme

HTML: Hypertext Markup Language ‘

CSS: Cascading Style Sheet

PHP: Hypertext Preprocessor

AJAX: Asynchronous JavaScript and XML is a set of web development techniques that uses

various web technologies on the client-side to create asynchronous web applications.

VS Code: Visual Studio Code is a source-code editor made by Microsoft for Windows, Linux

and macOS.

1.8 CHAPTERIZATION

Chapter One: Introduction

Chapter Two: Literature Review

Chapter Three: System Design/Methodology

Chapter Four: Implementation and Testing

Chapter Five: Summary, Conclusion and Recommendation

6
 CHAPTER TWO

2.1 THEORETICAL BACKGROUND

Training according to Ajidahun (2007) is an integral part of vocational or career development

and it is fast becoming a global and pervasive phenomenon in any establishments, the

absence of which spells doom for such an institution and the presence of which determines

the success of any enterprise. In the view of Ezeali and Esiagu (2009), training is an

organized, coordinated development of knowledge, skills and attitudes needed by an

industrial worker to master a given situation or perform a certain task within an organization

setting. They further stressed that training should not limited to work environment is

necessary. Ukwuoma and Akanwa (2008) citing Robinson (1998) observed that effective

training brings about an increase in knowledge required in the job, knowledge of the structure

and business arms of the organization. This implies that the knowledge base of the

Practitioner increases in Proportion to the training acquired. Therefore, the role that training

can play in human resource development as aptly capture by Ajidahum (2007) in Libraries

and Information System is inestimable and unquantifiable. Training is a key factor in

enhancing the efficiency and expertise of the workforce. The Student Industrial Work

Experience Scheme (SIWES) was established by ITF in 1973 to solve the problem of lack of

adequate practical skills preparatory for employment in industries by Nigerian graduates of

tertiary institutions. The SIWES Programmes according to Onwuji (2004) being a skills

acquisition programme blends theory with practice in the industrial and commercial activities

of our national economy. Ugwuamji (2010) asserts that SIWES is a cooperative industrial

internship program that involves institutions of higher learning, Industries, the Federal

government of Nigeria, Industrial Training Fund (ITF), Nigerian Universities Commission

(NUC) and NBTE/NCCEE in Nigeria.

The scheme affords students the opportunity of familiarizing and exposing themselves to the

needed experience in handling equipment and machinery that are usually not available in

7
their institutions. Thus, the students' industrial work experience scheme generally referred to

I.T (Industrial Attachment) is an initiative of the Industrial Training Fund (ITF) that provides

avenues for student in institutions of higher learning to acquire practical skills that they are

likely to meet after graduation. However, Wodi and Dokubo (2009) opined that if the Scheme

is not adequately implemented, it becomes difficult for graduates of the system to secure

employment in the occupations or make a smooth transition from schools to work. They

conclude that in spite of apparent economic difficulty, the SIWES in Nigerian institutions are

attaining its objectives. Nevertheless, SIWES plays a significant role in human resource

development in Nigeria and students according to Ugwuamji (2009) should be aware of what

the present society holds for them and adapt accordingly.

Several theories attempt to explain why education or work experience entails positive labour

market outcomes (see Bills, 2003 for an overview). When considering work experience in a

broad sense, the different theoretical approaches expect a positive impact on returns, even

though the underlying mechanisms differ. Hence, only the comparison of different types of

work experience that vary in the provision of skills or in their signalling capacity will enable

us to find the mechanisms behind job allocation. In the following, we discuss the implications

of human capital, cultural capital, social networks and signalling theory for early work

experience pay-offs in the labour market. We then empirically test contradictory hypotheses

of the human capital and signalling approach.

According to credentialist arguments, access to occupational positions is organised by

processes of occupational closure (Weeden, 2002). The most prominent closure mechanism is

educational credentialing, assuming that employers ’operate on widely shared societal

assumptions about the appropriate relationship between schooling and job assignment’ (Bills,

2003, p. 452). Further, they collectively maintain the corresponding barriers to jobs by legal

constraints of certification and less legalised traditions (e.g. Bol and Van de Werfhorst,

2011). Given this situation, employers do not consider other individual characteristics such as

8
gender, social background or work experience, in hiring decisions or salary negotiations but

strictly follow the rules of allocating educational degree-holders to the corresponding

occupations. Exclusive ‘credentialist hiring’ (Bills and Brown, 2011, p. 1) then leads to the

fact that educational credentials are the only effective assets job applicants can rely on. As a

consequence, neither work experience nor its type affects the labour market performance.

Hence, hypothesis 1 posits that work experience before graduation, irrespective of its type,

has no impact on the transition from higher education to work.

However, an employee’s skill profile is composed of various elements that may be more or

less valuable in specific jobs. For different labour market contexts research has shown that

matching outcomes are highly dependent on the type of accumulated skills (e.g. Sieben,

2007). For instance, Robert and Saar (2012) also show that field-specific skills obtained at

university are important for subsequent labour market returns. Aside from training in specific

fields of study, early work experience in a workplace that matches the field of study could

further enhance the acquisition of occupation-specific skills. These experiences may increase

graduates’ employability which the higher education system, concentrating on general skills,

may not provide (Wilton, 2011). This suggests that in particular field-specific work

experience enhances productivity and thus has positive effects on labour market outcomes.

Whether human capital is the sole criterion for the selection of employees is mainly

questioned in sociological literature (Goldthorpe, 1996). Work experience can also introduce

individuals into the cultural environment at the workplace and help to build social

relationships with employers and gatekeepers to the labour market. Bourdieu (1986) stresses

the importance of cultural codes, behavioural patterns and habits. For instance, good manners

might ease the communication with firms in general. Knowing firm-specific cultural codes

may be advantageous in job interviews. Cultural resources acquired in field-specific work

may be relevant for accessing adequate occupational positions, while resources gained in

non-field-specific work may be less useful for the academic labour market.

9
Ideally, however, we want to test human capital and signalling approach against each other.

In general, this is difficult to achieve with individual-level data and has not often been

convincingly done in previous research (Bills 2003). We recognise two ways for going

beyond the third hypothesis and for identifying contradictions between these two

mechanisms. The first strategy is to differentiate between voluntary and mandatory work

experiences that are related to the field of study. We see no plausible reason why voluntary

and mandatory work experiences, on average, would differ in terms of human capital

accumulation. From the signalling approach, however, only voluntary work experience

should be a relevant signal for employers. If employers look for hidden characteristics that

increase productivity, such as motivation or commitment, they may prefer graduates who

were working on a voluntary basis. Due to its obligatory nature, mandatory work experience

does not indicate the graduates’ effort, initiative or motivation. Hence, from a signalling

perspective, only voluntary work experience has a positive effect on labour market outcomes.

2.2 REVIEW OF RELATED LITERATURES (EXISTING WORK)

In 1973, the Industrial Training Fund (ITF) created the Students Industrial Work Experience

Scheme (SIWES) in response to a rising concern among industrialists that graduates of higher

education institutions lack enough practical background studies to prepare them for work in

industry Sylvester et al., (2017). The ITF withdrew from managing the scheme in 1979 due to

organizational logistics issues and increased financial burdens as a result of SIWES' rapid

expansion, but this has since changed as the scheme is now funded by the Federal

Government of Nigeria (FGN) and managed by the ITF Yemisi (2015). In 1985, the FGN

reviewed the Scheme, and Decree No. 16 of August 1985 required that "all students enrolled

in specialized engineering, technical, business, applied sciences, and applied arts should have

supervised industry attachment as part of their studies." It also directed the ITF to resume full

administration of the Scheme in collaboration with all the institutions supervising agencies

(NUC, NBTE and NCCE) Adeyewa, Z. D., (2015). The Scheme's aims, which include

10
bridging the gap between theory and practice among engineering and technology students in

Nigerian institutions of higher learning, have been actively and effectively pursued. Though

gratifying to note that Scheme is crucial and aimed at producing skilled labour required by

the Nigerian economy, it is constantly encountering array of challenges. There are some

visible challenges facing students’ industrial work experience scheme which hinder the

fulfilment of its objectives even in schools.

In a bid to identify these challenges, Ogbuanya et al., (2018) carried out research which

postulated 10 unique challenges faced by the scheme. These includes challenge of finance to

the students and supervisors to ease their burden during the programme, challenge of securing

a place for attachment, lack of proper planning of SIWES programme among others. This

literature recommended solutions to these identified challenges. This is also in agreement

with Oladimeji et al., (2017) who stated that the challenges were also not limited to

inadequate finance, difficulties experienced when searching for placement, delay in payment

and lack of proper orientation. Worthy of note is the lack of adequate placement for

prospective students, and from study undertaken by Ogbuanya et al., (2018), this takes the

second place on prevalent challenges bedeviling the scheme aside inadequate or proper

financing. The article recommended provision of adequate places of industrial attachment.

In a bid to identify these challenges, Ogbuanya et al., (2018) carried out research which

postulated 10 unique challenges faced by the scheme. These includes challenge of finance to

the students and supervisors to ease their burden during the programme, challenge of securing

a place for attachment, lack of proper planning of SIWES programme among others. This

literature recommended solutions to these identified challenges. This is also in agreement

with Oladimeji et al., (2017) who stated that the challenges were also not limited to

inadequate finance, difficulties experienced when searching for placement, delay in payment

and lack of proper orientation. Worthy of note is the lack of adequate placement for

prospective students, and from study undertaken by Ogbuanya et al., (2018), this takes the

11
second place on prevalent challenges bedeviling the scheme aside inadequate or proper

financing. The article recommended provision of adequate places of industrial attachment.

Security is another concerned with the confidentiality, integrity, and availability of systems

and data in general. Confidentiality refers to the ability to keep data secret and protected

against unlawful disclosure to only authorized parties. Integrity echoes information accuracy

and necessitates technology and methods that prevent unauthorized parties from improperly

altering data. Availability on the other hand refers to the ability that guarantees that

information is available to end users on a timely basis in order to meet assigned requirements

Fredj et al., (2021), Gaikwad, P. & Bhatt, P., (2016), Li, J. (2020). Security in the context of a

Web application simply means safeguarding the confidentiality, integrity, and availability of

Web assets (Web pages and databases). Understanding the vulnerabilities being faced by

existing web applications will help the underlining study in knowing how to go about

building a secure web application. The Open Web Application Security Project (OWASP) is

a non-profit foundation dedicated to enhancing and providing a source for securing the web

application Kirk, J. (2017), the de facto standard for categorizing web application

vulnerabilities prioritizes the top 10 according to their prevalence, exploitability, detectability

and impact which greatly reduces the confidentiality, integrity and availability of web

applications. Using this guild provides a means to developing secure web application

software that minimizes vulnerabilities.

Adding to previous research that suggests that undergraduate work experience in general, and

the SIWES program in particular, has a positive impact on a student's early career success,

Oladimeji et al., (2017) found that those who work in government establishments, including

the organized private sector, are exposed to better opportunities for developing employability

skills than those who work in the private sector. Ogbuanya et al., (2018) carried out a study to

evaluate the effectiveness of SIWES programme using an entire population of about 130

respondents, lecturers and industry supervisors inclusive and based on the findings of the

12
study, 10 challenges of SIWES in developing the required skill in the industry and 15

approaches that can be assumed in evaluating the effectiveness of SIWES in Nigeria were

also agreed.

Moreover, in an early attempt to obtain feedback on the Students’ Industrial Work

Experience Scheme from students who are the major beneficiaries of the scheme, Ibegbulam

et al., (2017) carried out a research and in its findings posited that the industrial training as it

is presently organized is not sufficiently meeting the practical needs of students. Stakeholders

involved should be involved in the programme from placement to the actual training.

Adeyewa, Z., (2015) stresses the numerous benefits of modernizing the SIWES programme

through the use of ICT which includes efficiency, promptness, cost effectiveness, scalability,

mobility and the satisfaction of stakeholders. Through the powerful combination of

technology and people, the pitfalls of the past can be avoided to create a better tomorrow. By

leveraging on the enormous potential of IT and our dynamic youth, the SIWES programme

can become an interesting and a very successful venture. In addition, Adeyewa, Z. (2015)

stresses that placement of students could be automated from the robust database in the

enrolment system. The enrolment database essentially becomes a shopping center for

organizations or any stakeholder to pick candidates. It must therefore be a searchable

database. Students who are placed either directly by companies or through the students by

own efforts are flagged and documented appropriately in terms of name of company,

location.

After discovering that the current system of student management during the SIWES period is

ineffective, as it frequently involves supervisors physically visiting students, incurring some

operating costs, and that, in addition to monitoring, mentoring is another important role of the

supervisor Babalola et al., (2015), leveraging-on-web-based technology to solve these

problems. Students’ registration and payment processes for the scheme being semi-manual

lead Sylvester et al., (2017) to design a system web based in order to automate these

13
processes enabling the SIWES unit to be able to manage the large amount of data inflow

during the SIWES period. Furthermore, Zachariah, B. & Yabuwat, P. (2016) made a research

to develop a cloud based that would allow for near real-time collaborative supervision of

students’ experience during SIWES and recommendations were made that would allow for

proper management of the processes by the Institutions, Industries, and Industrial Training

Fund (ITF), students being able to report their daily activities and also upload picture of

themselves in such sessions; and both the ITF, Industrial, and Institution-based supervisors

can monitor and make recommendations to the students. The system was executed using

PHP, JavaScript, CSS, Ajax technologies, MySQL database and hosted on Google Cloud

Infrastructure. The online software could not be reviewed properly as servers were down.

Introduction of cooperative education through Herman Schneider, the Dean, College of

Engineering, University of Cincinnati (Eurich 1985, cited in Mafe 2010). Therefore,

engineering students started attending classes to acquire theoretical knowledge and also

engaged in trainings with the same duration in companies for practical experiences.

Although studies have shown some variations in cooperative education in work-settings

across the globe till date, but it is still a striking fact that Schneider’s innovation of 1906

serves as the foundation for all training in science, engineering and technology in

developed nations such as North America and Western Europe, with little impact in some

developing countries (Mafe, 2011)

This research, having acknowledged the trials of safekeeping vulnerability and threats related

with online and automated SIWES scheme, developed a new system with adequate security

architectures in the kernel and application layers. The system was evaluated against

vulnerabilities and found working with the architectures.

14
 CHAPTER THREE

METHODOLOGY

3.1 INTRODUCTION

We developed this system based on the existing implementation and method with an

improvement in the systems compliance to meet with the online log book for student.

3.2 PRELIMINARY INVESTIGATION

The Preliminary investigation were made through gathering of old records, the record

contained the exact attribute of the old system and the old system uses the manual hand book

to record daily task conducted by student at the place of attachment. A logbook can be lost

and it is hard to be recover if care is not taken.

3.3 FEASIBILITY STUDY

As preliminary investigation were made, the result proves that the existing system lack some

technicalities, economic improvement, accuracy in the operation, because the record are

being saved in a manual hand book, The newly developed system possessed high

technicalities, economic progress, accuracy and efficiency in the output where data can be

stored and accessed online.

3.4 OVERVIEW OF THE EXISTING SYSTEM

The existing system make use of log book, a logbook is a record of important events in the

management, operation, and navigation of a ship. It is essential to traditional navigation, and

must be filled in at least daily on manual hand book. The term originally referred to a book

for recording readings from the chip log that was used to estimate a ship's speed through the

water.

3.5 ANALYSIS OF THE EXISTING SYSTEM

It was analysed through descriptive analysis; the analysis shows that the system traditional

logbook to all daily skills learned by student at the place of attachment. A book can be lost,

and it takes too much time before a supervisor can get access to students daily skills learned

15
3.6 OVERVIEW OF THE PROPOSED SYSTEM

The proposed is developed to modernize the use of traditional hand book. The system will

allow student to log in to their dashboard and add the entire daily skilled learned at the place

of attachment. It also allowed supervisors to view all the records added by a students.

Nevertheless, it allowed the admin to manage the students, supervisors as well as the place of

attachment.

3.7 ANALYSIS OF THE PROPOSED SYSTEM

To analyse this system we used qualitative tool in the list of the analysis tools and it is the

most accurate among the other tools which include descriptive analysis. It gives the accurate

result of the attribute of a particular system.

3.8 SYSTEM DESIGN

Software system design is a creative activity in which software components and their

relationships, based on user’s requirements are identified. It is the process of defining the

component modules, interfaces and the architecture of the system to satisfy the user

requirements. Modelling is the process of abstracting a significant part of the real world.

Software design models show the objects and object classes and relationships between these

entities. In the object oriented analysis and design, Unified Modelling Language (UML) is

used to model several components and sub modules. The UML diagrams used in the design

and modelling of the SIWES portal are; Use case diagram, Class diagram, and Sequence

diagram.

16
3.8.1 USE CASE DIAGRAM

Login

Admin Manage
supervisors

Manage
students

View work Supervisor

Add new work

Student
Logout

Figure 3. 1: Use Case of Diagram

17
3.8.2 SEQUENCE DIAGRAM

Figure 3.2: Sequence Diagram

18
3.8.3 FLOWCHART DIAGRAM

The flowchart diagram below described how the system work. Admin can log and manage

students, supervisors and place of attachment; supervisor can login and view students work

while students can log in to his session and add new work.

1. Admin

Start

Username
Password

No

Check

input

Yes

Manage students Manage supervisors Places of IT

Logout

Stop

19
2. Supervisor

Start

Username
Password

No

Input

correct

Yes

View work Comment

Logout

Stop

20
3. Student

Start

Username
password

No

Check

inputs

Yes

Add/view work

Stop

Figure 3.3 Flowchart of the system

21
3.8.5 DATABASE DESIGN

The database of the online logbook is called esiwes, the tables that stores data in the system

are described below:

Table 1: Admin

Table 2: Supervisors

22
Table 3: Students

Table4: Logbook

23
3.8.6 CLASS DIAGRAM

Logbook Supervisor Student

Place of Attachment

Figure Primary 3.4: Class Diagram

24
 CHAPTER FOUR

SYSTEM IMPLEMENTATION AND TESTING

4.1 SYSTEM IMPLEMENTATION

This section presents the implementation of the different modules of the online logbook and

the testing of these modules to ensure that they function in accordance with the activities of

the system.

The system front-end was heavily build using HTML and CSS while the back-end was build

using PHP to interact the system with the data base. JavaScript was used to handle the

prompting event in the system. Other technologies include bootstrap 5 and Google APIs to

develop a friendly user interface.

4.1.1 SYSTEM REQUIREMENT

The minimum system requirement to implement this system include

LAPTOP REQUIREMENTS

OS Window XP and later/Mac OS

RAM 2GB

Processor Intel's dual-core Core i3-4130

Hard drive 1GB of free space

25
4.2 SYSTEM TESTING

System testing is conducted on a complete integrated system to evaluate the system's

compliance with its specified requirements. System testing takes, as its input, all of the

integrated components that have passed integration testing.

Software testing is an investigation conducted to provide stakeholders with information about

the quality of the software product or service under test. Software testing can also provide an

objective, independent view of the software to allow the business to appreciate and

understand the risks of software implementation. Software testing involves the execution of a

software component or system component to evaluate one or more properties of interest. In

general, these properties indicate the extent to which the component or system under test

meets the requirements that guided its design and development, responds correctly to all

kinds of inputs, performs its functions within an acceptable time, is sufficiently usable, can be

installed and run in its intended environments, and achieves the general result its stakeholders

desire. As the number of possible tests for even simple software components is practically

infinite, all software testing uses some strategy to select tests that are feasible for the

available time and resources.

4.2.1 STUDENT MODULE

This is the module where the user can login using his logging credentials (username and

password) to access his dashboard. A user in this module can add his/her daily activities

learned at the place of attachment.

The diagrams below show some pictures of the task to be done in this module:

26
1. LOGIN PAGE

Figure 4.1: Student Login page

2. STUDENT DASHBOARD

Figure 4.2: Student Dashboard

27
4.2.2 SUPERVISOR MODULE

In this module, a user can login using his username and password, view records of students as

well post comment

1. LOGIN PAGE.

Figure 4.3: Login form

2. DASHBOARD

Figure 4.4: Supervisor Dashboard

28
4.2.3 ADMIN MODULE

The user of this module can login and manage all the other modules in the developed system.

E.g: add supervisor, add student, manage place of attachment.

1. LOGIN PAGE

Figure 4.5: Login page

2. DASHBOARD

Figure 4.6 Admin Dashboard

29
 CHAPTER FIVE

SUMMARY CONCLUSION AND RECOMMENDATION

5.1 SUMMARY

In summary, the system is developed to eradicate the manual method of storing industrial

training learned by students at the place of attachment. Users can log and add their daily

tasks; the supervisor can log and view what the students added, while the admin is

responsible to manage all the users of the system as well as the maintenance of the system.

The system is accurate and store a huge amount of data to be accessed or retrieved later. It

also simplifies the method of visit (a supervisor can supervise the work of student done

without visiting the place of attachment. This reduces cost and time constraint for the existing

system (traditional logbook).

5.2 CONCLUSION

Studies have shown a major concern for poor employability of the Nigerian graduates, mostly

in natural and social sciences. The concern brought about the introduction of SIWES in

tertiary institutions to bridge the gap between theoretical and practical training. In spite of

this, the question of employability of Nigeria graduates has not improved (Hind & Moss,

2011, cited in Asuquo & Agboola, 2014). Most studies have traced the root of its inability to

improve to poor implementation of SIWES, among other things. Upon this background, the

study analysed SIWES activities in four selected countries, which include the United States

of America, Turkey, Germany and Nigeria, and also synthesized SIWES activities and

concluded that SIWES in Nigeria could improve if the issue of: (i) poor quality of education;

(ii) short duration of industrial training; (iii) insufficient industries and closure of some of the

few existing ones; (iv) poor leadership of SIWES stakeholders could be properly addressed

30
5.3 RECOMMENDATION

The following recommendation were made:

i. Further research should include grading students according to their performance during

Industrial training in the system.

ii. Students should add the experienced learned which they can be able to apply to real life.

31
 REFERENCE
Adetiba, E., Egunjobi, V. O., Matthews, V. O. & Olajide, A. T. (2012). Development of e-
SIWES Portal: A Web based Platform for Student Industrial Work Experience
Scheme (SIWES) Management. International Journal of Applied Information Systems
(IJAIS), Foundation of Computer Science FCS, 3(8): 10-17.
Adewuyi, J. O & Okemkinde, T. (2013). Higher education financing in Nigeria: Issues and
trends. International Journal of Educational Administration and Policy Studies,
5(7):121-127. DOI: 10.5897/IJEAPS12.033.
Adeyemi, T. O. (2011). Financing of education in Nigeria: An analytical review. American
Journal of Social and Management Sciences. doi:10.5251/ajsms.2011.2.3.295.303.
Akanmu, O. (2011). Graduate Employment and Employability Challenges in Nigeria. This
paper was also presented at the British Council Global Higher Education Conference
in Hong- Kong, on the 12th of March, 2011. Available on
http://olusfile.blogspot.com.ng/2011/01/putting-nigerian-graduate-to-work.html.
Accessed on February 3, 2016.
American Department of Labour, (2012).History and Fitzgerald Act. Available on Retrieved
on September 3, 2017 and Opportunities.OECD Journal on Budgeting, 7(1): 1-42.
Ani, A. O., Ogunbameru, B.O, Gaya, H.I.M & Ibrahim, A. (2006). Assessment of Students’
Industrial Work Experience Scheme: Focus on Faculty of Agriculture Students,
University of Maiduguri, Borno State, Nigeria. Journal of Agricultural Extension, 9:
38-42.
Asikogu, L. O & Okopu, N. P. (2008). Students Industrial Work Experience Scheme
(SIWES) In Architecture: The Need For Appropriate Job Specification. AARCHES
Journal, 8(1): 30-38.
Bradley, S. (2012). The Value of Theoretical and Practical Knowledge. Vanseo Design.
Available on http://vanseodesign.com/whatever/theoretical-practical-knowledge/.
Assessed on Dec. 27. 2015.
Coleman, J. S. (1990). Equality and Achievement in Education. Boulder, CO: Westview.
Curristine, T., Lonti, Z and Joumard, I. (2007). Improving Public Sector Efficiency:
Challenges Development and the Challenges of Leadership in Nigeria, 1999-2015.
Sage Open, 7(4)1-10. DOI: 10.1177/2158244017742951.
Kim, K. T. (2019). Core Competencies and Employability: The Mediating Roles of Digital
Literacy and Learning Strategies. The Journal of Social Sciences Research, 5(1): 190-
200. DOI: https://doi.org/10.32861/jssr.51.190.200.
Kyunghwa, L & Heyjin, Y. (2019). Analysis of Differences in Core Competencies According
to Major, Grade and Gender of Korean University Students. The Journal of Social
Sciences Research, 5(1): 139-144. https://doi.org/10.32861/jssr.51.139.144.
Mafe, O. A. T. (2010). Effectiveness of SIWES with Respect to Chemical Engineering.
Available on http://www.nsche.org.ng/cms/publications_cms/uploads/lecture_nsche_e
ngr_mafe.pd. Assessed on December, 27, 2015.

32
 APPENDIX A

Login form

Supervisor Dashboard

33
Admin Dashboard

34
 APPENDIX B

Source:[esiwes/supevisors/add_supervisor.php]

<?php

$connection= mysqli_connect("localhost", "root", "");

$db= mysqli_select_db($connection, 'esiwes');

if(isset($_POST['add_supervisor']))

$staffId = $_POST['staffId'];

$fname = $_POST['fname'];

$sname = $_POST['sname'];

$sex = $_POST['sex'];

$college = $_POST['college'];

$dept = $_POST['dept'];

/*/ first check the database to make sure

// a user does not already exist with the same username and/or email

$user_check_query = "SELECT * FROM patients WHERE patient_id='$patient_id' LIMIT

1";

$result = mysqli_query($connection, $user_check_query);

$user = mysqli_fetch_assoc($result);

35
 if ($user) { // if user exists

if ($user['patient_id'] == $patient_id) {

echo '<script> alert("Patient_ID Already exists");</script>';

header('Reresh: 2; URL= index.php');

*/

$query = "INSERT INTO stafflist (staffId, fname, sname, sex, college, dept)

VALUES

('$staffId', '$fname', '$sname', '$sex', '$college', '$dept')";

$query_run= mysqli_query($connection, $query);

if($query_run){

echo '<script>alert("Record added Successfully.");</script> ';

header('Refresh: 2; URL= supervisors.php');

else{

echo '<script>alert("Failed, something went wrong.");</script> ';

header('Reresh: 2; URL= supervisors.php');

?>

36