Impact of Workshop Utilization on Trainees Skill Acquisition in Engineering Courses in TVET Institutes- Lake Victoria Region, Kenya.

Abstract

Engineering courses prepare students with skills that promote self-employment. Despite the importance of engineering, student performance in Kenya National Examinations Council (KNEC) examinations has been below expectations. The objective of thispublication wasestablishing impact of physical facilities on trainees skill acquisition in engineering courses in TVET institutes in Lake Victoria Region, Kenya. Thispublication was anchored on the Dekeyser’sSkill Acquisition Theory of 2007. The research design used was Concurrent Triangulation. The population used was 5 principals, 56 trainers, 20 heads of department, and 828 trainees taking engineering courses in selected TVET Institutes. The sample size constituted 5 principals, 8 heads of departments, 16 trainers, and 251 trainees. However only 218 (88.21 percent) trainees out of 251 returned questionnaires. Instruments for data collection were questionnaires and interview schedules. Reliability of the instruments was established using test re-test method wherebyan acceptable coefficient of 0.70 was achieved. Quantitative data collected using questionnaires was analyzed using means, frequencies, and percentages. Regression analysis was used to ascertain the impact of Principals’ leadership factors. Qualitative data were analyzed by themes and sub-themes as they emerge from the interviews and document analysis. The publication’s findings showed that in TVET institutions there is a statistically significant impact of physical facilities on trainees’ skill acquisition in engineering courses in TVET institutes in Lake Victoria Region, Kenya. In summary, the publication variables had a positive impact on trainee skill acquisition. This conclusion supports the view that physical facilities are crucial for skill acquisition.