![]() ![]() Due to involvement in this programme, students' academic performance and career motivation increased, journalism skills developed and the quality of this education rose. The study found that mass media internships significantly improve vocational training system of students majoring in Journalism. ![]() The dependence of variables on the internship was analysed using a two-way ANOVA. Such statistical tools as a cumulative grade point average, the career motivation test, and Mettl's aptitude online test for journalists, the semi-structured interview for the focus-group, and references from internship host company were used for calculations of the variables. This was a quasi-experimental study utilising quantitative and qualitative methods. The purpose of this research was to answer the questions of how and to what extend the internship programme, seen as a part of their vocational training, could contribute to students' learning process and professional growth and how the students perceived the internship programme. Consequently, colleges and universities should work to ensure equitable access to internships and that additional research be conducted on how individual, institutional, and programmatic factors influence student participation in internships and their subsequent outcomes. Results indicate that internship participation varied significantly by race, institution, enrollment status and academic program, and that high degrees of supervisor support, supervisor mentoring, and relationship between internships and academic programs were significant predictors of students' satisfaction with internships and perceived value for their career development. colleges were analyzed using inductive thematic analysis, chi-square, and hierarchical linear modeling to document intern characteristics, access-related problems, program structure, and impacts on student outcomes. In this mixed-methods study survey (n=1,129) and focus group (n=57) data from students in three U.S. Internships are widely promoted as a "high-impact" practice, yet the literature is limited by insufficient attention to the impacts of program format on student outcomes. ![]()
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