MOI UNIVERSITY

NAME: SAMWEL OKETCH ORIWO

ADM.NO: BCJ/40/18

DEPARTMENT: PUBLISHING, JOURNALISM & COMMUNICATION STUDIES

DEGREE PROGRAM: BSC. COMMUNICATION & JOURNALISM

COURSE TITLE: RESEARCH PROJECT IN JOURNALISM

COURSE CODE: CMJ 425

SUBMITTED: 20TH OCTOBER, 2022

CHAIR OF DEPARTMENT: DR. JARED OBUYA

SUPERVISOR: DR. STELLA CHEBII

1
 RESEARCH TOPIC:
THE COMPLEMENTARY ROLE OF FIELD COURSE ON THE COURSE WORK,
CASE STUDY MOI UNIVERSITY.

A RESEARCH PROJECT SUBMITTED IN PARTIAL FULFILMENT OF THE

REQUIREMENTS FOR THE AWARD OF THE DEGREE OF BACHELOR IN
COMMUNICATION AND JOURNALISM, DEPARTMENT OF PUBLISHING,
JOURNALISM AND COMMUNICATION STUDIES; SCHOOL OF INFORMATION
SCIENCES

MOI UNIVERSIT

2
 ABSTRACT
The purpose of this study was to determine the complementary role of the Field Course on

Course/Class work in Moi University. The objectives of the study were, to find out the relationship

between field course and course work, the appropriate time for undertaking the Field Course, its

roles and benefits it has to Media and Communication students and the challenges faced by those

students. The target population was 10 host supervisors, 5 school supervisors and 20 students

pursuing media and communication courses in School of Information Sciences. This brought the

total number of the sampled population to 35. A sample random sampling technique was used to

select respondents for the study. Questionnaires and oral interviews were used to collect data. The

study has revealed a few challenges facing students such as difficulties in finding attachment

places and the fees other private sectors such as community radio stations charge for the

administrations. This study therefore has recommended that the university should review its

current program of releasing students for field course after third year. Instead, media students

should be allowed to leave for their field courses upon the completion of their fourth year. This

was evident by the impressive performances done by the students and the urge of their managers

to retain them for internships or employments.

i
 DECLARATION
I declare that this report is my original work and has not been presented in any University and

Kenya and globally. This report may not be produced without prior permission of the author and

this report has been approved by my supervisor.

SAMWEL OKETCH ORIWO

REGISTRATION NUMBER: BCJ/40/18

Signature………………………………………….

Date……………………………………………….

All rights reserved.

© (Samwel Oriwo) 2022

APPROVAL

This report has been presented with my approval as a University supervisor.

Signature………………………………………….

Date……………………………………………….

DR. STELLA CHEBII

DEPARTMENT OF PUBLISHING, JOURNALISM AND COMMUNICATION STUDIES

SCHOOL OF INFORMATION SCIENCES, MOI UNIVERSITY.

ii
 DEDICATION
This work is dedicated to my beloved sisters Roseline, Joyce, Rebecca for their prayers and support

both morally, emotionally and financially throughout my entire studies. To my friends, relatives

and everyone who contributed positively to the success of this project, Thank you so much. May

God bless you all.

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 ACKNOWLEDGEMENT
I would like to pass my sincere gratitude to the Almighty God for His love, strength and good

health throughout this entire project. His power and guidance has always been the core pillar of

my studies. I’d also like to thank myself for my tireless efforts towards the completion of this

project. My sincere gratitude also goes to my Project Supervisor, Dr. Stella Chebii, for her

significant contributions towards the completion of this project. Her incessant support helped me

so much in the intention of ensuring its success. Also, her unending motivation helped me a lot

throughout this period. I’d also thank my course mate Peter Wambua for assisting me with his

laptop to complete the editing process of this project. Notably, my sincere gratitude goes to Absa

Bank Kenya for the moral and financial support have received from the. Lastly, I’d also thank all

Moi University instructors more so from the department of Publishing, Journalism and

Communication Studies for their positive contributions in shaping my noble career.

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 DEFINITION OF SIGNIFICANT TERMS
Field Course: This refers to the program that students undertake in different institutions away

from the universities that impacts them with practical knowledge and skills to supplement their

class work.

Course Work: This is sometimes referred to as class work in this paper. It means the study the

students undergo through in their respective universities, as taught by the lecturers.

Industrial/Attachment: It has been used concurrently with Field Course/Work to mean the

program a student takes while in different organizations or media firms to earn practical skills.

Attachés: Refers to the name given to a student who undergoes the attachment or field course.

Sometimes, it can be used in place of a trainee.

Trainer: Refers to the more qualified person that gives technical skills and knowledge to the

trainees during the field course.

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Table of Contents
ABSTRACT ...................................................................................................................................................... i
DECLARATION ............................................................................................................................................... ii
DEDICATION................................................................................................................................................. iii
ACKNOWLEDGEMENT ................................................................................................................................. iv
DEFINITION OF SIGNIFICANT TERMS ........................................................................................................... v
CHAPTER ONE ............................................................................................................................................... 1
INTRODUCTION ........................................................................................................................................ 1
STATEMENT OF THE PROBLEM ................................................................................................................ 1
PURPOSE OF THE STUDY .......................................................................................................................... 2
1.4. OBJECTIVES OF THE STUDY ............................................................................................................... 2
1.5. RESEARCH QUESTIONS ...................................................................................................................... 2
1.6. IMPORTANCE OF THE STUDY ............................................................................................................ 2
1.7. SCOPE OF THE STUDY ........................................................................................................................ 3
1.8. ASSUMPTIONS OF THE STUDY .......................................................................................................... 3
CHAPTER TWO .............................................................................................................................................. 4
2.1. Introduction....................................................................................................................................... 4
2.2. Relationship between field course and course work ....................................................................... 4
2.2.1. Role of Field Course.................................................................................................................... 4
2.2.2. Time and Levels for Field Course ............................................................................................... 5
2.3. Benefits of Field Course to Students ............................................................................................ 6
2.3.1. Networking ................................................................................................................................. 6
2.3.2. Learning New Skills .................................................................................................................... 7
2.3.3. Understanding Workplace Expectations ................................................................................... 8
2.3.4. Gaining Work Experience ........................................................................................................... 8
2.3.5. Exploring Career Interests.......................................................................................................... 9
2.4. Challenges Faced in Field Course ...................................................................................................... 9
2.4.1. Financial Constraints ................................................................................................................ 10
2.4.2. Harassments ............................................................................................................................. 11
2.4.3. Training Equipment .................................................................................................................. 12
2.4.4. Untrained Personnel ................................................................................................................ 12
CHAPTER THREE.......................................................................................................................................... 14
3.1 Research Design ............................................................................................................................... 14

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 3.2 Target Population ............................................................................................................................. 14
3.3 Sampling technique and sample size ............................................................................................... 15
Table 3.1 illustrating the sample size used............................................................................................ 16
3.4 Data Collection ................................................................................................................................. 16
3.4.1 Primary Data: Survey Questionnaires .......................................................................................... 16
3.4.2 Secondary Data: Documentary Review ........................................................................................ 17
3.5 Data management and analysis....................................................................................................... 17
3.6 Ethical considerations ...................................................................................................................... 17
3.7 Conclusion ........................................................................................................................................ 18
CHAPTER FOUR ........................................................................................................................................... 19
4.1. Introduction..................................................................................................................................... 19
4.2 Questionnaire Return Rate .............................................................................................................. 19
4.3 Demographic Information of the Respondents .............................................................................. 19
4.3.1 Gender of the respondents ....................................................................................................... 20
4.3.2. Age of respondents .................................................................................................................. 20
Table 4.2. Age of respondents ................................................................................................................ 21
4.3.3. Qualifications of the Supervisors............................................................................................. 21
4.4 Analysis of the objectives of the study ............................................................................................ 21
4.4.2. Role of Field Course on Course Work ...................................................................................... 22
4.4.3. Benefits of Field Course to Students ....................................................................................... 22
4.4.4. Appropriate time and levels for Field Course ......................................................................... 22
4.4.5. Challenges facing students in Field Course ............................................................................. 23
CHAPTER FIVE ............................................................................................................................................. 24
5.1. Conclusion ....................................................................................................................................... 24
5.2. Recommendations .......................................................................................................................... 25
APPENDICES:............................................................................................................................................... 27
APPENDIX II: STUDY QUESTIONNAIRE ....................................................................................................... 28

vii
 CHAPTER ONE
BACKGROUND OF THE STUDY

1.1 INTRODUCTION

This chapter seeks to unleash the background of the study, statement of the problem, the purpose

of the study, the aims and objectives of the study, research questions, importance and scope of the

research study.

1.2 STATEMENT OF THE PROBLEM

It is always a requirement that all students in Tertiary institutions, like universities, take a break of

a few months to have their Field Courses, what most people would term as Attachments. This

normally comes in just before their transitions to their final year of study. It is done according to

their areas of Course Work. Moi University, for an instance, takes its students for Field Course

immediately after their last semester of third year of study. This is primarily to enable them utilize

their Course Work skills in the field, as well as to be able to acquire more skills on the same.

Whereas most students would term their Course Work as just “theories” – they are not necessarily

taken through practical on the Course Work -, some of them would then make conclusions that the

current curriculum structure favours their needs. Most students, especially those pursuing media-

related courses, reportedly find it difficult to fit into their Field Courses for the first time when

their course works were mainly based on theories. In this case, they are likely to come into contact

with the media equipment at the same time they are expected to be using them.

Therefore, instead of them employing their skills here, they have to firstly undergo through a

practical class for them to use these equipment. This now brings us to the point of finding out if

1
the study of Course Work directly relates to the Field Course and consequently, getting to learn

about the complimentary role(s) of the Field Course on Course Work.

1.3 PURPOSE OF THE STUDY

The sole purpose of this proposal study is to find out the complimentary role of the Field Course

on Course Work in the universities, especially Moi University, and how the two are related.

1.4. OBJECTIVES OF THE STUDY

i. To establish the relationship between the course and field courses

ii. To determine the benefits of field work to students

iii. To find out the most appropriate time and levels of study the students should take field

courses

iv. To investigate the challenges that students face in their areas of field course

1.5. RESEARCH QUESTIONS

i. What is the relationship between course work and field course?

ii. What are the benefits of Field Course to students?

iii. What is the most preferred time and levels for field course?

iv. What are the challenges faced by students in field course?

1.6. IMPORTANCE OF THE STUDY

Through this study, the university and students would learn more about the relationship between

the Course Work and Field Course. From the responses of the students, the university management

would be able to strategically understand the needs of its students, the value of its curriculum and

adjust on the mode of teaching. The university would also be able to identify the areas of interests

2
of students. This will help in reviewing of its curriculum to fit the needs according to the emerging

issues in the field.

Besides, the study will help the university revise its calendar in regards to when to release the

students for their Field Courses. As well, the students would be able to understand deeply the need

to have the Field Course undertaken at a specific time and level. This may also remind them the

need to work hard in both Course Work and Field Course after determining the importance of the

Field Course on Course Work. Since Field Course is being offered every year, this study is set to

give clear guidelines that both the university, staff and students should follow to ensure the exercise

satisfactorily benefit them.

1.7. SCOPE OF THE STUDY

This study is primary based on Kenyan Tertiary Institutions. It is narrowed down to universities

where it focuses mainly on Moi University. It narrows down to the faculty of the Information

Sciences under the department of Publishing, Journalism and Communication studies and seeks to

mostly involve students who have undergone through their Field Courses, different lecturers and

other stakeholders’ comments, especially those that own firms meant for training students during

Field Course. However, these guidelines and recommendations may be used by other universities

while planning for their Field Courses.

1.8. ASSUMPTIONS OF THE STUDY

This study tends to assume that the learning experiences of the students would be improved. It also

assumes that students would be able to determine and understand their areas of interests, especially

after taking their Field Courses. Additionally, it comes with an assumption that the university

would be able to determine when to carry out the Field Course.

3
 CHAPTER TWO
LITERATURE REVIEW

2.1. Introduction

This chapter seeks to review literature under each research objectives and conceptual framework

of the study aiming at explaining the complementary role of field course on course work. This

review is examined under; the relationship between the field course and course work, benefits of

field course to students/trainees and challenges faced by trainees during field course.

2.2. Relationship between field course and course work

This study is based on finding the roles that field work plays on course work undertaken by Moi

University Media and Communication students in class. This therefore means that there are several

ways in which the two courses are related in order to be beneficial to students. The relationship

that exists between field course and course work is outlined below.

2.2.1. Role of Field Course

In reference to an article by Susan, titled “Importance of Industrial Attachment/Internships for

students or interns” published on Kenyayote.com, she describes further the meaning of field course

and its application. In her opinion, she defines field course as a structured, credit-bearing work

experience in a professional work setting during which the student applies and acquires knowledge

and skills. It involves the application of learned skills in an organization related to the student’

field of specialization.

As explained above, course work forms the foundation that the field course rests upon. Students

are able to learn in class as required by the curriculum. The theoretical skills and knowledge are

4
then put into practice during the field course. The students then gain practical skills on their fields

of specialization. The role of field course therefore, explains its relationship with the course work.

2.2.2. Time and Levels for Field Course

Different institutions of higher learning have different times and levels of conducting the field

courses. However, it is important to note that field course is a compulsory unit that all learners

have to go through in order to have their graduations and degree/diploma certificates.

Most universities that are offering four-year programs are sending their students for field course

at the end of their third year of studies. This is not different from Moi University. As Susan

supports in her article published in Kenyayote.com in August 2021, she outlines that field

attachment/courses are undertaken at the end of the third year of undergraduate study.

Nevertheless, she says that some second year students may also go for their field courses. However,

this does not take care of their official field course program after their third year.

Moi University main campus has embraced the completion of the third year as the conception of

the field course. The field course normally takes a standard period of 8 (eight) weeks and may go

up to 12 (twelve) weeks. During this period, the student, also known as the attaché, is expected to

be at the same site/organization. This is to monitor their performance by the host supervisor and

the lecturer assigned to him/her by the department.

The time and levels of undertaking field course as dictated by the course work further shows the

relationship between the two courses. It indicates how each depends on the other for the successful

completion of undergraduate study by students.

5
2.3. Benefits of Field Course to Students

Field Course serves as the platform for gaining skills and building of professional relationships.

Apart from directly benefitting students, Field Course creates a bond between Moi University and

the organizations that its students are attached at. The students are the ambassadors of the

institution to their areas of field course. The following are the benefits that students get from their

field course.

2.3.1. Networking

Students on field course are interacting with different people in their areas of attachments. They

are building their professional networks with the managers, principals, trainers and supervisors.

This act as centers or sources for their connections and links to outside their own world. This

further boosts their communication skills as they get to interact with different people of different

levels and ranks. Field Course exposes students to various working relationships with their seniors

and peer workers and in the process, they get to learn about the type of work that they are involved

in, Watty (2005). According to King (1994), the student uses the attachment or field course to

gauge themselves whether they are prepared to work with the prospective employers. Additionally,

they meet with their fellow students in attachments who are most probably from different

institutions. In this case, they share their experiences; class work, attachment and personal

experiences which aid in building up their relationships.

In Moi University, various cases of retention of students after completion of their attachments have

been witnessed. A good number of students pursuing media related courses from the School of

Information Sciences are reportedly retained by their attachment firms. Some of them get referred

to various job markets by their former bosses, managers or supervisors who trained them and know

their capabilities.

6
2.3.2. Learning New Skills

One of the main reasons for taking field course is to enable students to gain and learn practical

skills. In the field course, students learn both soft and technical skills that are most important in

their field of study. Soft skills are those that students acquire and use them in their interactions

with others so as to fit in at a workplace. Students learn how to interact with their peers and seniors

in the workplaces. Such skills include one’s personality, attitude, flexibility, motivation and

manners. Soft skills are much important as they decide whether an employer would keep or

promote employees. In field course, the attachés are assigned various roles in different

departments. This therefore calls for one’s flexibility in workplace in order to deliver.

Soft skills are different from hard/technical skills. Technical skills are directly relevant to the job

to which one is specialized in. These are often more quantifiable and easier to learn than soft skills.

The technical skills are used by the learners to operate machines and other equipment related to

their work. As stated before, course work mostly do not give the learners the opportunity to gain

practical skills. For example, a student training as a Television (TV) presenter needs to be exposed

to a TV station to gain the technical skills. If the university has no TV station, the student has to

learn the theory on equipment and operation, and later gets to learn technical skills in his field

course where he will be exposed to such equipment.

Soft skills and technical skills are related. A carpenter who has the ability to operate a power-saw

or use framing squares would need a skills on effective communication in order to communicate

with the coworkers and clients. In this case, operating power-saw is a technical skill while effective

communication is a soft skill. Both of them can be theoretically taught in course work while the

same have to be employed practically in field course.

7
2.3.3. Understanding Workplace Expectations

Industrial attachment or field course creates the opportunities for student exposure to the practical

world (Matamande et al., 2012; Williams et al., 1993). Students will become self-starters by going

through the working environment thereby raising employment opportunities for themselves

(Green, 1997).

The exposure of students to the practical world allows them to understand what the workplace

expects from them. They are rightfully positioned to fight the challenges that may arise in their

workplaces. They also understand what employers need and how to interact with them in order to

deliver effectively.

Having a hint on what to be done in the job market builds the confidence in students. It helps them

to understand different personalities they are about to meet as they get into workplaces. Some areas

of specialization may need a lot of supervision while others are self-centered. Those that need a

lot of supervisions translates to a lot of pressure that the student may be subjected to in order to

work effectively.

From the field course, the student is equipped with knowledge on his area of interest in terms of

media or communication and works towards meeting the expectations set by the workplace of his

choice.

2.3.4. Gaining Work Experience

Williams et al. (1993) indicates that an average of 90% job guidance provided by the industrial

attachment program creating confidence in students. The students gain the confidence to join the

industry with multi-skilled and competent enough. Field course provides direct training and

experience to students. This does not only enhance employee skills but also gives companies the

8
benefit of having employees who can perform more jobs. The cross-training also gives employees

a better appreciation of what co-workers do and how their own jobs fit in with the work of others

to achieve company goals.

Students who have gone through the field course acquire skills more than those which have been

taught in classrooms. They are fit to run the TV or Radio programs and communicate effectively.

2.3.5. Exploring Career Interests

Some students may not be knowing what their careers entail until they get to the field. Through

the field course, the students are therefore in a position to learn more on their careers, train and

explore them. A Communication and Journalism student may not be sure of his interest or field of

specialization. After the field course, he will be able to choose the place of interest; communication

firm or media. Further, the same trainee may realize that his interest in media industry is on

broadcast or print media. The learner may then specialize in broadcast media such as radio and TV

production or in print media such as magazines and newspapers.

The specialization comes as a result of the exposure the learner undergoes through that makes him

to realize his abilities and capabilities. The place of attachment may also define one’s career

interest. A media student who gets his field course from an organization or a communication firm

may end up developing more interest in communication, thus making it the main career.

2.4. Challenges Faced in Field Course

Just like benefits, field course exposes students to numerous challenges; right from identifying the

areas of attachment and undertaking the actual field course. This chapter identifies major

challenges faced by the Communication and Media students on field course.

9
2.4.1. Financial Constraints

Inadequate finance prompts attachés to fail to sustain themselves during the work related learning.

Students on attachment are not entitled to payments by the firms offering field courses to them.

For this reason, each trainee has to make arrangements to find accommodation, food and transport

to the workplaces. Other areas are expensive in terms of accommodation and students have to pay

more to get rooms for accommodation as opposed to when in the university premises. If the place

for accommodation is far from the workplace, the student will have to pay for transport on daily

basis which is more expensive. Some attachees are almost assigned tasks in the field and they have

to use their own money to travel and cover the events, which is costly.

Not enough, other firms do not provide lunch for the employees and they have to be self-dependent.

Lack of funds may force the attachees to work on empty stomachs.

Due to insufficient funds, there may be high chances of absenteeism amongst the attachees. One

may lack ways of transportation to the workplaces. Secondly, if they have no money for their

meals, they may not risk going to the workplaces as this will make them weak and fail to deliver

tasks given.

Apart from directly affecting the students, financial constraints both in the attachment firm and

university would tentatively affect the industrial training and the attachees are the most affected.

The university at some point may fail to send the lecturers who are to assess the students on

attachments in time due to inadequate funds. This may force the student to either stay longer in the

field course firm, or come back later to the same firm for assessment purposes.

10
2.4.2. Harassments

A section of Moi University students have reported that some of the attachees are facing different

types of harassments in their places of field course. The following are some of the forms of

harassments reportedly faced.

2.4.2.1. Sexual Harassments

According to the study on the Industrial Attachment Challenges done by the International Journal

of Business and Management Invention in September 2016, pp._ 37-42, it indicates that 40% of

students have faced sexual harassments. It is believed that female students are the most victims

who succumb to it when trying to balance their financial needs and work needs. Some supervisors

take advantage of female learners who are desperate for money and may award unrealistic marks

faking the attachee’s competence. One may fail to take her field course seriously and the attachee

may be victimized if the supervisor’s intentions of having sexual relationship with her are not

successful. The learners affected may also decide to drop out of the field course, interfering with

the training program.

2.4.2.2. Emotional Harassments

This occurs as a result of exposing the learner to a lot of complicated tasks without proper

guidance. The learner is then forced to complete the tasks, failure to which they receive abusive

reactions from their host supervisors. This affects them emotionally.

2.4.2.3. Physical Harassments

The learners at some point are physically assaulted during the field course program. Some trainers

are rude and violent. They are more likely to assault the trainees who are slow to learn or fond of

making mistakes.

11
2.4.3. Training Equipment

Training equipment are necessary in offering training to students. However, several challenges

associated to the training equipment have been reported by the students. About 60% of students

reported that the training equipment were inadequate. This means that some students have to share

the equipment such as computers, while some have no access to the equipment at all. Therefore,

the training becomes incomplete as they will still be taught theories, just like in course work.

Another 60% of the students claimed that they were given inappropriate equipment to use.

Anderson (1993) and Rae (1998) have argued that a student who is given inappropriate or

inadequate tools may perform below their expected capabilities. Some equipment have also

become obsolete and are not up to the new technologies, while some are broken down. This does

not fully expose the students to the needed technical skills required.

Notably, other students also complained that they were not allowed to use certain machines during

their field course studies. About 70% of students were affected by this. From these results, there

is a clear indication that attachees are not fully exposed to the skills needed to be gained during

the field course. Olugbenga (2009) affirmed that for effective training to take place and to create

skills that are relevant to the future during industrial attachment, the firms offering field courses

must have updated training equipment that are of the modern technology.

2.4.4. Untrained Personnel

In some situations, students were under supervision of untrained personnel and some host

organizations found cheap labour in the students (Cannor & Shaw, 2008; Edziwa & Chivheya,

2015). Some students on field course are under the membership of unqualified and unskilled

personnel (Friedman, 1983). They lack the skills to teach the attachees. In some cases, they

delegate the duties to the students who seem to know relatively more. The students now behave as

12
managers or mentors in such companies. This makes other employees to feel belittled and worry

about their job security. Having untrained trainers make the students not to learn the required

technical skills. The trainers are not able to offer such skills to the students due to lack of

knowledge.

13
 CHAPTER THREE
METHODOLOGY

3.1 Research Design

This is the structure of the research that hold together all of the elements in the research project. It

shows how all of the major parts of the research work together to address the central research

questions. Therefore, it is a conceptual structure within which the research is conducted. It

constitutes the blueprint for the collection, measurement and analysis of data (Kothari, 2006). This

study adopted a quantitative descriptive design.

The quantitative research approach relies on the principle of verifiability that means confirmation,

proof, corroboration or substantiations. It focused on measurement, which is the assignment of

numerical events according to rules. The quantitative approach involves the generation of data in

quantitative form, which can be subjected to rigorous quantitative analysis formally and rigidly

(Kothari, 2006). In this study, the quantitative data were obtained through questionnaires as well

as from interviews. The questionnaires were administered to obtain data from sampled students.

The quantitative research techniques were used to enable the quantification of some information

in frequencies and percentages. The aim of the research focused on investigating the

complimentary role of field course on course work in Moi University with Media and

Communication students as the case study.

3.2 Target Population

A population is a group of individuals, objects or items from which samples are taken for

measurement. It is an entire group of persons or elements that have at least one thing in common

(Kombo and Tromp, 2006). Moi University main campus has seven schools; Schools of

Agriculture and Natural Resources, Engineering, Science and Aerospace Studies, Education, Arts
14
and Social Sciences, Business and Economics and Information Sciences. However, the

respondents of this study were drawn from the school of Information Sciences.

3.3 Sampling technique and sample size

Sampling is a process involving the selection of a finite number of elements from a given

population of interest, for inquiry. The total number of elements is known as the sample (OSSREA,

2001). The study employed a simple random sampling technique. A simple random sampling

technique was used to collect the data when all variables, especially respondents were assumed to

have the same characteristics shared by the population from which the sample was chosen. This

sampling technique was chosen because it provided an equal chance for every member of the

population to be included in the study through the lottery system. A simple random sampling

technique was employed to obtain students and supervisors as respondents.

The sample size simply means the amount or quantity of the sample (Enon, 1998). The sample

size for this study included 10 host and 5 institution supervisors and 20 students from the school

of Information Sciences. The total respondents used in this study were therefore 35. This sample

size was selected because the researcher could not reach all sample population due to time and

resource barriers.

15
Table 3.1 illustrating the sample size used

Category of respondents Sample Size

Students 20

Host Supervisors 10

Institution Supervisors 5

Total 35

3.4 Data Collection

There were two major sources of data gathered and used in this study. These were primary and

secondary data. To obtain this, research methods had to be used. The research method refers to the

plan or procedure for gathering information, portraying when, from whom and in what situation

the information will be obtained (Kothari, 2006). In this study, primary data were gathered through

the survey and secondary data through documentary from the sampled students and supervisors.

3.4.1 Primary Data: Survey Questionnaires

Primary data is the information gathered directly from respondents. The primary data source

involves creating new data (Kombo and Tromp, 2006). In this study, primary data were obtained

through questionnaires. This included information about supervisors and students, and the role

field course plays on course work. The survey method is concerned with describing, recording,

analyzing and interpreting conditions that either exists or existed. It gathers data from a relatively

large number of populations. This is done from the selected sample of the population by asking a

lot of questions through questionnaires. The data collected are generalized to a large population

from which the sample was drawn (Prakashan, 2003). Using this method, this study developed

questionnaires that were sent to students and supervisors. The researcher used this method to focus

16
on different variables and to make generalizations to the large population from which the sample

was drawn.

3.4.2 Secondary Data: Documentary Review

Secondary data are readily available data. They are the data that have been collected and analyzed

by someone else (Prakashan, 2003). Secondary data in this study were obtained through the review

of relevant literature and documentary review of different records which showed the information

from various sources such as journals, books, reports of research scholars, public records and

statistics such as magazines and newspapers (Prakashan, 2003). Reports were reviewed and

analyzed. Then the generalizations were made on students' responses according to their views on

field courses.

3.5 Data management and analysis

Data management deals with handling and processing the collected data from the field. On the

other hand, data analysis refers to the process of examining what has been collected in a survey or

experiment and making deductions and references (Enon, 1998). Data management and analysis

in this study involved scrutinizing, uncovering underlying structures, extracting important

variables, detecting any anomalies and testing any underlying assumptions. The study involved

the use of quantitative analysis in finding out the role of field course on course work where

frequency tables were used in presenting and analyzing data.

3.6 Ethical considerations

Ethics refers to questions of right and wrong. A researcher must ask if it is right or wrong to

conduct a certain study or investigate a certain question. Also, it includes following all the research

principles (Frankel et al, 2000). Ethical matters are important in carrying out research work. In this

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study, the researcher considered all research directives, which included maintaining

confidentiality, honesty, openness, responsibility, as well as seeking permission from the required

supervisors and students. This helped to avoid unnecessary pain or distress, fear, and harm among

respondents and enabled the researcher to build trust among the respondents and administrators in

the field.

3.7 Conclusion

This chapter dealt with the description of the methods employed in carrying out the research study.

Research methods were all those techniques that were used in carrying out the research. Among

other things, the chapter has shown that this study is quantitative, and used questionnaire and

documentary review as instruments of data collection. Moreover, the chapter used Moi University

as a study area from which students and supervisors are sampled, and other firms. A simple random

sampling technique is also clarified as a major technique used to obtain the required respondents.

Meanwhile, the statistical and descriptive analysis revealed the procedures employed in data

processing and management.

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 CHAPTER FOUR
DATA PRESENTATION

4.1. Introduction

This chapter presents the research findings which are presented according to the subheadings

derived from the specific objectives of this study as presented in Chapter One. The data presented

and discussed in this chapter were collected through questionnaires administered to supervisors

and students; and the documentary review of different records respective to the topic of study.

4.2 Questionnaire Return Rate

In chapter three, the sampled population of 35 respondents which were calculated using Morgan

table to give percentages of the respondents. The researcher gave out questionnaires which were

not fully responded to and most of them sent back to the researcher. This gives a response rate of

91%. It is from these responses that the data was organized, interpreted and presented in this

chapter. Therefore, the response return rate was successful for gauging the validity and reliability

of the research study.

4.3 Demographic Information of the Respondents

Benard and Ryan (2010), in any research, the background information of the respondents is

considered very crucial not only for subsequent discussions of the findings but also for the

authenticity and generalization of the results. It was necessary to get the demographic information

of the respondents so that the study samples respondents who understand the real situation in their

areas of specialization in regards to the field course and course work. This section, therefore,

presents respondents’ background information considered crucial for discussions in this study. The

demographic data sought in the study included the general profile of the study's respondents with

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regards to gender, age, professional qualification, for supervisors. Demographic information on

students included gender and age. The findings are presented in subsequent sections.

4.3.1 Gender of the respondents

The researcher sought to know the gender that constitutes the respondents. It was found out that

from the supervisor’s side, 10(66.7%) were males while 5(33.3%) were females. Students were

constituted by 20; 11 being males (55%) and 9 females (45%) as shown in table 4.1 below.

Table 4.1 Gender of the respondents

Response Supervisors Students

Frequency Percentage Frequency Percentage

Males 10 66.7 11 55

Females 5 33.3 9 45

Total 15 100 20 100

4.3.2. Age of respondents

This study found that 20(57.2%) of the respondents were below 25 years, the Majority, between

26 – 30 years was 9(25.7%) and between 31-50 years was 6(17.1%). From this, it can be deduced

that the majority of the respondents were students who could give relatively true information. This

made them suitable to understand the ideal role of field course on course work, the benefits and

challenges they are undergoing while in training fields. This also implies that a good percentage

of the respondents were mature who might give the students the appropriate skills needed. The

results are illustrated below in table 4.2.

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Table 4.2. Age of respondents

Response Frequency Percentage

Below 25 years 20 57.2

26-30 years 9 25.7

31-50 years 6 17.1

Total 35 100

4.3.3. Qualifications of the Supervisors

The researcher found that 15 (100%) of the supervisors were trained and qualified from nationally

recognized institutions in Kenya. This made them in a good position to talk about and handle well the topic

of the study. The host supervisors were also holding positions of the managers, assistant managers,

directors, senior editors, senior communication officers and principals of various institutions. The

university supervisors were equally qualified to train and assess the students. Most of them hold doctorate

degrees while some are professors.

4.4 Analysis of the objectives of the study

This section presents the analysis made according to the objectives of the study and the responses

from the respondents.

4.4.1. Relationship between the course work and field course

From this study, it was found that there is a relationship between the field course and course work,

and that the two are dependent. One begins with the course work where he learns the theoretical

knowledge and skills on the area of specialization, and later after his third year of study, joins

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secondary institutions that offer relevant training to his field to gain the practical skills during the

field course. The course work forms the background or foundation on which the field course lies

on.

4.4.2. Role of Field Course on Course Work

Field course strengthens the course work. Students who have undertaken their field courses and

have understood the work experience and expectations of the workplaces tend to work harder in

order to perform better in course work. The field course gives the students motivation to finish

their studies and join the working class. Field course also expounds on the course work; its

requirements and expectations. It is therefore mandatory for all students to go through the field

course as a fulfilment of degree programs.

4.4.3. Benefits of Field Course to Students

The study has come up with major benefits that students gain from field course, as discussed in

Chapter Two of this research paper. It has emphasized on the creation and building of professional

networks between the students and the employees/employers of the institutions they are attached

to. The students while in the field course understand the working environment, expectations and

gain both soft and technical skills that are very crucial in their personal growth and job markets.

Besides, the field course gives the students the opportunity to explore their careers and understand

them more.

4.4.4. Appropriate time and levels for Field Course

Basically, the study has looked at the current trends of sending the students who have completed

their third year of undergraduate studies to field courses. This happens after they have covered part

of the curriculum that need their understanding before they get back for their final year. Actually,

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the field course is a unit that is commonly done in the last semester of third year. However, 93%

of the 20 students have suggested that the institution can adopt the idea of releasing them to field

courses at the end of their undergraduate studies. This is to take care of the students who normally

perform better and their hosts would like to retain and employ them. This period also gives the

students the chance to grab such opportunities without the fear of losing them when recalled to

school to complete their studies. There are competitive opportunities in media and the students

who have undergone through this program feel disadvantaged as they have to leave such

opportunities in order to complete their studies. The field course takes a minimum of 8 weeks, and

may go to 12 weeks.

4.4.5. Challenges facing students in Field Course

Key challenges outlined in the study are based on acquiring the attachment places, keeping up in

the workplace and getting the required skills. Most students are finding it difficult to find places

for taking field courses. Some of them are forced to pay separately for administrative fees to those

places, which is not covered by the university. Other students may miss out going for their field

courses due to the lack of places. Other challenges are based on inadequate funds, inadequate

training equipment and being trained by unprofessional trainers.

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 CHAPTER FIVE
CONCLUSION AND RECOMMENDATION

5.1. Conclusion

According to this study on the complimentary role of the field course on course work, the research

has depicted the need for all students to undertake the field courses. It has been noted that field

course is a buildup on the course work. Even though the research has shown the relationship

between the two courses, there is a thick difference between them. Whereas course work is

basically done in classroom environments, field course is done in the field and the student does

not need to use pens and books during this training. Course work is more of theory, while field

course is practical and supplements the course work.

Field course is very essential and all students pursuing diploma and degree programs have to

partake the course. It improves the performance of the students by motivating them to work harder

in order to meet the requirements of the job markets. The students are released to field course firms

in their third year, while a higher percentage of the sampled ones suggested for the review of this

program so as to finish their undergraduate studies and proceed to industrial attachments thereafter.

Some of them fear losing opportunities that are created by their field course firm bosses to work

with them as they get back to the university to complete their studies.

Moi University charges the students attachment fees which are payable together with the school

fees. They do not pay separately. However, other firms may request for between Kshs. 3,000 to

5,000 in order for the interested students to do attachment with them. Most students are mandated

to look for the attachments by themselves with the provision of attachment letters from the

departments. Lecturers are also links to various places that students can get their field courses. A

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good number of the media students are getting linked up to areas of attachments by their own

lecturers.

The field course comes after the course work and takes a standard period of 8 weeks. It may go up

to 12 weeks. During the entire period, both the host and university supervisors are in constant

communication to discuss the progress of the student. The lecturers whose role is to assess the

student in the field and on the logbook records, get to interact with the student as they discuss

about the firm’s key objectives and roles assigned. The relationship between the two is both

informal and formal.

Lastly, the challenges faced by the students are finding the places for field course and ways of

survival in terms of accommodation and transportation. Most firms offer relevant trainings to the

students based on their areas of study.

5.2. Recommendations

Following the findings on the major challenges and research questions, below are some of the

possible recommendations that could be used as remedies.

i. From the challenges facing students on attachment, the training firms should have training

equipment that are updated and meets the modern technological requirements in order to

equip the students with relevant technical skills.

ii. Training firms should have highly trained personnel to offer training to the students in the

field course.

iii. Training firms should try to offer other support to students such as provision of food,

accommodation and transportation fees when on assignments by the organization such as

covering of events.

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iv. The university should help the students who are stuck in finding attachment places.

v. The university should revise the curriculum continuously to address the gaps that are being

created by the increasingly technology and job markets.

vi. The field course should be taken after the student has completed the course work for

possible retention and employments.

vii. The university should pay for administrative fees payable to some private sectors that are

offering field course training to the students.

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 APPENDICES:
APPENDIX 1: LETTER OF TRANSMITTAL

MOI UNIVERSITY MAIN CAMPUS,

SCHOOL OF EDUCATION,

DEPARTMENT OF PUBLISHING, JOURNALISM & COMMUNICATION STUDIES,

P.O BOX 3900-30100,

ELDORET.

Dear respondent, I am an undergraduate student pursuing Communication & Journalism from the

Moi University department of the Publishing, Journalism and Communication Studies. I am

carrying out a study as a fulfillment for the requirement of the award of the degree of Moi

University. The research topic is ‘The Complementary role of the Field Course on Course Work’

in Moi University. These findings will ensure that the university understand and reviews the

timeline of releasing the students to Field Course, knowing the gaps in curriculum and the

recommendations on ensuring the challenges faced by students are minimized. I am therefore

kindly requesting you to fill this questionnaire. The information and data required is needed solely

for academic purposes and will be treated with a very high degree of confidentiality. You are

therefore advised not to indicate your name on the questionnaire. The conclusions of the study will

be drawn in without any reference to any individual respondents. Your honest and thoughtful

responses will highly be appreciated. Thank you for your cooperation.

Yours Faithfully,

Samwel Oriwo.

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 APPENDIX II: STUDY QUESTIONNAIRE
Dear Respondent,

This questionnaire is formulated to gather information on a study being carried out in Moi

University and other institutions for the case of Host Supervisors to find out the complementary

role and benefits of the Field Course to Communication and Media Students. You have been

requested to kindly provide information that may facilitate the carrying out of the study. The

information provided will be treated with the highest level of confidentiality and will only be used

for this study and not any other. Please respond to the questions as they apply to you and do not

write your name or any other form of identification on the questionnaire.

SECTION A: STUDENTS ONLY

1. GENDER

a. Male

b. Female

c. Choose Not to say

2. AGE

a. Below 25yrs

b. 26-30yrs

c. 31-50yrs

3. Have you attended your Field Course?

a. Yes

b. No

4. When would you prefer to go for Field Course?

a. After 3rd Year

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 b. After 4th Year

5. Give reason (s) for your answer above.

6. What benefits does the Field Course have to Students?

7. Have you experienced challenges with regards to Field Course? If yes, state the challenges.

Please indicate N/A if you have not attended the Field Course.

SECTION B: SUPERVISORS ONLY

1. GENDER

a. Male

b. Female

c. Choose Not to say

2. AGE

a. Below 25yrs

b. 26-50yrs

c. Above 51yrs

3. Are you a Host or University Supervisor? Please not that Host supervisor is one in charge

of the student while in the institution of Field Course, whereas University supervisor is

attached to the student by the university to do assessments at the end of the Field Course.

a. Host Supervisor

b. University Supervisor

4. Highest Academic Qualification:

a. Certificate

b. Diploma

c. Degree

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 d. Masters

e. PhD

f. Others (please specify)

5. When would you wish the students should be released for Field Course?

a. After 3rd Year

b. After 4th Year

6. Please give a reason for your answer above.

7. What are some of the challenges the students face during Field Course?

END.

Thank you for taking part of this survey.

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