Open AccessAssessing the Extent of Application of Competency Based Education and Training Approach in Classroom Instruction in Technical and Vocational Education Training Institutions in Kenya
Author(s) -
Kogo Wilson Kipngetich,
Moses Kapkiai,
Chumba Sammy
Publication year - 2021
Publication title -
journal of education, society and behavioural science
Language(s) - English
Resource type - Journals
ISSN - 2456-981X
DOI - 10.9734/jesbs/2021/v34i1230383
Subject(s) - null hypothesis , vocational education , nonprobability sampling , simple random sample , stratified sampling , sample (material) , psychology , population , medical education , research design , variables , competence (human resources) , training (meteorology) , pedagogy , geography , medicine , sociology , social psychology , demography , mathematics , statistics , social science , chemistry , chromatography , meteorology
Aims: The major purpose of this study was to assess the extent of application of CBET approach in classroom instruction
Study Design: The study utilized the descriptive survey research design.
Place and Duration of Study: The study was undertaken in TVET institutions in the North Rift Region, Kenyabetween March 2021 to June 2021.
Methodology: Purposive, stratified and simple random sampling was used to sample 280 respondents.The study included 280 respondents of which 152 were males and 128 females with an age range of 35 – 56 years.
Results: This study targeted Principals, 6 Industrial Liaisons Officers (ILO), 285 trainers’ and 18 Industrial Supervisors who were associated with either TVET institution or industry. Fromitheitotalisampleisize of 285, 98.2% representing 280 questionnaires for trainers were positively responded to the case request. Findings showed that application of classroom instruction has a moderate positive and significant influence on integration of CBET approach in TVET institutions (r = .476, P< 0.001).
Conclusion: The present study rejected the null hypothesis and concludes that the relationship is statistically significant. The sample data support the notion that the relationship between the independent variable and dependent variable exists in the population of TVET institutions in the North Rift. Thus the hypothesis (Ho1) was rejected. This implies that application of classroom instruction influences integration of CBET approach in TVET institutions.