TRADE PROJECT

MWALA TECHNICAL AND VOCATIONAL COLLAGE

A COMPARATIVE STUDY OF FACTORS INFLUENCING PERFORMANCE OF

STUDENTS IN TECHNICAL COURSES (PUMBLING): A

CASE OF NAIROBI TECHNICAL TRAINING INSTITUTE AND KENYA CHRISTIAN INDUSTRIAL

TECHNICAL INSTITUTE.

By

MATHEW MUTUKU
CPT/0398/S/2022

A PROJECT REPORT SUBMITTED IN PARTIAL FULFILMENT FOR THE AWARD OF

CERTIFICATE IN PLUMBING, MWALA TECHNICAL AND VOCATIONAL COLLAGE
AUGUST 2005

DECLARATION

This project is my original work and has not been presented in any other university or for any other
award.
Mathew Mutuku

CPT/0398/S/2022
SUPERVISOR'S APPROVAL
I/We confirm that the work in this proposal was carried out by the candidate under my/our Supervision.
Mr Austine
Lecturer, Plumbing.

ii
DEDICATION
I would like to dedicate this project to my parents, Sebastian Ndolo and Angelina Ndolo, for their steadfast support during
this course.

iii
ACKNOWLEDGEMENT
I would particularly wish to single out Mr Austine, my supervisor who was very supportive and continuously provided me
with guidelines throughout my project, thank you very much.

My thanks also go to the members of staff of Mwala TVC Studies for their guidance throughout my course.

I am also grateful to all my colleagues, CPT 2022 for their companionship throughout this period of study. To all I say
thanks.

I also wish to acknowledge my immediate family for their understanding while I was carrying out my research.
ABSTRACT
Technical education and Vocational training has existed in Kenya for almost as long as formal education. The introduction
and expansion of technical and vocational education in Kenya was witnessed in large scale in the early 1970's. This was
more of the government's reaction to public pressure for increase in practical skills in the field of general secondary
education. Technical education was held under the 7-4-3 system before it was changed to the 8-4-4 system by the
government in 1982. This change to the new system placed a great challenge to vocational and technical training
programmes in the country. It also led to low levels of student performance in technical subjects in technical training
institutes. A research done, (UNICEF, 1999), reported that 'two major issues facing public TEC-VOC institutions are the
inadequacies in the provision and maintenance of physical facilities (classrooms, lecture theatres workshops and
laboratories). The literature reviewed was on studies done on motivation, attitudes, equipment and facilities. Sources of
literature were from secondary sources mostly from research done by the Kenya Institute of Education (KIE). So the
question was asked about the factors that influence performance of students in technical subjects. The general objective of
this study was to find out the factors that affect performance of building and plumbing subjects in NTTI and KCITI. The
research data was collected using questionnaires made up of both structured and unstructured questions. The target
population were teachers and students. The data collected was analysed using statistical methods of data analysis and
presented using tables. The findings of this study showed that NTTI had better performance than KCITI in spite of having
old and obsolete equipment, location of the institute in a residential area and industrial attachment for the students. List of
Tables and Figures
Figure 2.1 Model of Motivation 14
Figure 2.2 Conceptual Framework 25
Table 4.1 Location and its effect on Student Performance 31
Table 4.2 Motivation and its effect on Student Performance 32
Table 4.3 Motivation and its effect on Lecturer Performance 32
Table 4.4 Equipment Availability and Student Performance 33
Table 4.5 Student Attitude and Performance 34
Table 4.6 A Industry Stakeholders and Subject Performance 35
Table 4.6 B Effect on Performance as a result of the Relationship
between the Institutes and Industry Stakeholders 35
Table 4.6 C Industry Knowledge Requirements 36

TABLE OF CONTENTS PAGE

Title Page 1

Declaration li Dedication Ili

Acknowledgement

Abstract

List of Tables/Figures vi

Table of contents 4

Abbreviations 6

Chapter One

1.0 Introduction 1

1.1 Background 1

1.1.1 Equipment 5

1.1.2 Staffing 7

1.1.3 Students 8

I. I .4 Performance 9
1.2 Statement of the Problem 10

1.3 Research Objectives 10

1.4 Research Questions 11

1.5 Significance of the study 11

1.6 Scope of the study 11

I .7 Limitation of the study 12

vii
Chapter Two
2.0 Literature Review 13
2.1 Introduction 13
2.2 Theoretical Review 13
2.2.1 Motivation 13
2.2.2 Equipment and Facilities 19
2.2.3 Attitudes 21
2.2.4 Industry Stakeholders 21
2.2.5 Technical Training 22
2.2.6 Staffing
2.2.7 Conceptual Framework 25
2.3 Critical Review 26
2.4 Summary and Gabs to be filled by the Study 27
Chapter Three
3.0 Research Methodology 28
3.1 Research Design 28
3.2 Population 28
3.3 Sample Design 29
3.4 Data Collection Instruments and Procedure 29
3.5 Data Analysis 30
3.6 Expected Outcomes 30
Chapter Four
4.0 Research Findings and Interpretations 31
 viii

4.1 Introduction 31
4.2 Research Findings 31

37
4.3 Summary of the Research Findings

Chapter Five

5.0 Conclusions and Recommendations 39

5.1 Introduction 39

5.2 Conclusions 39

5.3 Recommendations 41
5.4 Suggestions for further Research 41
Bibliography 43
Appendixes
Letter of Transmittal 45
Questionnaire to lecturers and HODs' 46
Questionnaire to students 50
Time frame 53
Budget 54

ABBREVIATIONS
C and G -City and Guilds GOK -Government of Kenya

HOD -Head of Department

KCITI -Kenya Christian Industrial Technical Institute

KIE -Kenya Institute of Education

KSTC -Kenya Science Teachers College KTTC -Kenya Technical Teachers

College

NTTI -Nairobi Technical Training Institute

TEC-VOC - Technical Vocational

TSC -Teachers Service Commission

TTI -Technical Training Institute(s)

UNICEF —United Nations International Children's Emergency Fund x

 1
CHAPTER ONE

1.0 INTRODUCTION

1.1 Background to the study

Technical education and vocational training has existed in Kenya in one form or another for

almost as long as formal education. In fact training was provided by the Mission, authorities for

brick makers, mason, carpenters, and blacksmiths even before the education department was

established in 1912. Then in 1913 a government school was opened with courses in practical

subjects. During the next few years all of the schools built had an "industrial" section to which

pupils were transferred after reaching a certain standard of primary education.

In colonial times, Kenya had a segregated education system. Africans attended poorly

equipped schools, Europeans went to the best while the Somali, Indians and Arabs went to the

medium schools. Curriculum was decentralized to the point where each teacher could design

and implement individual curriculum materials. Schools offered general education with some

agriculture. In 1924 a Native Industrial training depot was started at Kabete to offer trade skills

to ex-servicemen who had returned from the world war. By

1950, eight other depots had been started in different parts of the country. These depots were

converted to Trade schools which later became 'Technical and Trade schools'. In

1969, five new technical and vocational secondary schools started to train semi-skilled

workers following the Wamalwa Commissions' recommendations. The Technical and

Trade schools were then renamed as "Technical and Vocational secondary schools,

students entering were required to have passed highly in the certificate of Primary

Examination. The course of 4-5 years at the end of which candidates sat for the

government trade test, Grade

3. Successful candidates were all absorbed into the industries.

In 1961, the Kenya Polytechnic was opened in Nairobi to continue offering the City and
 2
Guilds Technician courses hitherto provided by the Royal Technical College (now
University of Nairobi) and provide vocational courses leading to craftsman certificates. By the

end of the 60's the population of primary and secondary schools leavers had grown way

beyond the opportunities available for training. The demand for craft courses was greater than

the Kenya Polytechnic could meet. So the government introduced the craft part 1 syllabi of the

C and G of London in the technical and vocational schools with the aim of preparing students

for direct job placement. The course took 4 years at the end of which candidates sat for the C

and G craft part I exam.

By the end of the 1980's, general education was found to offer no guarantee of

employment. In 1981, the government set up the Presidential Working Party on the

Establishment of a Second University in Kenya.

With this, the government abandoned the previous system of 7 years primary, 4 years

secondary, 2 years for form 5 and 6, and 3 years of university education for the 8-4-4

system:-8 years of primary education, 4 years secondary and 4 years general

undergraduate education.

The history of formal education systems in almost all developing countries reveals

consistent attempts to diversi$r secondary education away from its dominant academic norm

into vocationalised direction through introduction of a wide range of programmes. A broad

range of goals have been articulated for such programmes. They range from the provision

within school contexts of relevant skills, values, attitudes and knowledge for modern sectors

agrarian employment to the provision of solutions to problems of urban migration and

unemployment.

In Kenya, the introduction and expansion of technical and vocational education was witnessed

in a large scale in the early 1970's. This was more a result of the government's reaction to

public pressure for increase practical skills in the field of general secondary education. The

purpose of introducing there subjects was to "relate" national needs of people to work in craft
 3
and industrial —based, wage earning jobs to the need for increasing numbers of people to seek

profitable self-employment in this type of work. In 1982, the GOK, decided to restructure the

entire education and replace the 7-6-3 system with 8-4-4 system. This change to the new

system has placed a great challenge to vocational and technical training programmes in the

country. (Source: Organisation of productive work in technical and vocational education in

Kenya, Mbiti; UNESCO 1985) Nairobi Technical Training Institute was in 1951 as a modern

High School. It was catering for the Asian community and was even then a technical school. It

was a skills secondary school as the areas taught then included, Building Engineering and

Carpentry and Joinery.

At independence, the school was changed to Technical High school and it was catering for

all ethnic groups in the spirit of equal education. It continued to offer technical courses in

the various areas. It offered both 'O'and 'A' levels.

The areas of training had expanded to include Building, Woodwork, Electrical and Motor

Vehicle Mechanics. 'A' level students were taking sciences i.e. Maths, Physics and

Chemistry.

With the onset of the 8-4-4 system of education in 1986, along with other technical High

schools, the change also come as Nairobi Technical Training Institute. Primarily then, the

areas

on offer were mainly Artisan Programmes and Accounts. The Artisan programmes were:-

General fitter, Welding and Fabrication, Woodwork (C&J), Electrical Installation,

Motor Vehicle Mechanics, ACNC in Business Studies.

Craft courses were introduced in the early nineties which included Building

Engineering, Electrical Installation, Motor Vehicle Mechanics, Science Laboratory

Technology, Supplies Management and ACNC (later called KATC). These courses are still
 4
on offer except carpentry and joinery, which was phased out. Garment making was started

in 1995.

Diploma courses started out in 1995 with Applied Biology. Other diploma courses i.e.

Analytical Chemistry, Building Engineering (Production and Plan), Electrical

Engineering started in 1997, while Medical Laboratory and Pharmacy were started in

1998 and 2000 respectively. Business courses include Diploma in Supplies Management,

Business Administration, Secretarial Studies, Sales and Marketing and KATC.

Over time, technical subjects offered at NTTI have grown. This has increased to certificates

offered in various departments and governed by external examination bodies like City and

Guild, ICM etc

As well as the full time courses offered at the institute, part-time courses have also been

introduced. These are carried out in the evenings and target the working class as well as

those who did not qualify for the full time courses in terms of academic requirements.

Formally known as Christian Industry Training Centre, KCITI was started in 1958 with an

aim of catering for the increased unemployed youth in Nairobi. Its main aim was to help

young men and women to acquire industrial skills in order to make them more employable

and to supply the country with required trained manpower. This aims remains today and

they charge minimum fees. It provides a 2 year course in carpeting, painting, sheet metal

work welding, fitting and machining. Additionally training in building skills and building

subjects are taught. The main campus is located on 5 landscaped acres at the east end of

Fifth Street in Eastleigh Section 2.

The enrollement of students for the full time courses has followed a trend that shows bias in

the various subjects. Enrolment of females in the Building and Plumbing Departments is low

though this seems to be changing. Enrolment of students in the plumbing department has seen

an increase in the enrolment of female students.

 5
Looked at in any way practical subjects have the essence of having to perform or do a task. In

both the building and plumbing practical subjects, there is the need to perform a task that brings

out a tangible object. This usually involves using ones hands, ability, equipment and being

under instruction. This affects the performance of practical subjects. There has to be a lot of

training in order for the subjects to be effective on part both from the teachers and students.

1.1.1 Equipment
In general, these subjects are offered in both private and public technical training institutes. In

both, equipment, teachers and students can affect the performance. There is however a

conception those private technical training institutes perform better than public technical

training institutes (Source: KNEC)

Equipment in any case affects the performance of any practical subject. The availability of

modern equipment will always bring students up to speed with the changing technological

world. In this case both the public and private technical training institutes can have

equipment available to run an efficient practical class.

Equipment for all practical subjects is very vital. These aid the students in being able to

visualize their theory lessons.

A study done by the Ministry of Education and Human Resource Development and UNICEF,

1999, reported that" two major issues facing public TEC-VOC institutions are the inadequacies

in the provision and maintenance of physical facilities (classrooms, lecture theatres, workshops

and laboratories)". However, private TEC-VOC institutions are sometimes sponsored by

privately and will therefore generally have more upto date equipment. Overtime, however,

technical training institutions have had contributions of equipment from industry players.

According to the study, equipment is generally obsolete and not in tune with the rapidly

changing employment market.

 6
Kenya's education is financed from various sources, depending on the type of educational

institution. Government maintained institutions are financed out of ålnds voted by parliament

each year. Private institutions are run either by church organisations or by individuals.

Churches raise money to subsidize education in their schools as well as charging moderate

fees. (The international encyclopaedia on education). The availability of fitnds/capital can also

affect the type of equipment the institutions can afford.

1.1.2 Staffing
The training of technical teachers dates back to 1968 when a technical teacher education

department was established at the Kenya Polytechnic. The department was the forerunner of

KTTC. Other institutions involved in the education of technical teachers include

KSTC, Egerton University and Mwala technical and vocational collage.

Private and public technical training institutes are staffed either from the TSC or "walkin"

teachers looking for teaching posts privately. Whatever the case, most teachers either pass

through the universitieS that provide education programmes like Kenyatta, Nairobi, and

Nairobi Universities leading to degrees in education or form KTTC, which provides diplomas

in education. With the universities, the education programme is run under one course. After

attending a 4 year education programme and 1 term teaching practice, the teachers apply to the

TSC and get deployed.

Through KTTC, teachers pass first through technical training institutes where they get their

education on various technical subjects. After doing a 3 year diploma course, KTTC gives a 1

year course on teaching methods with 1 term of teaching practice. Once through, like the

university graduates also apply to the TSC for deployment to technical training institutes.

KTTC, while not offering degrees, does offer Diplomas in several areas of vocation and

technical education and an Advanced Diploma in Electrical Engineering and

 7
Entrepreneurship education. As of 1989, KTTC was the "only institution in Kenya that

produces professional technical teachers at the moment" (Ayot, Patel, Kiminyo, Orwa,

Oketch and Godia, 1989, pg 329)

With the university programme, teachers can teach at both secondary and technical levels.

1.1.3 Students
Nairobi being the capital city has a wide catchment area for the students. Enrolment is high as

Nairobi T.T.I is the only public technical training institute that is within the bigger Nairobi

area. It is situated off Muranga Road along Mogira Road. Kenya Christian Industrial Training

Institute is also located with the Nairobi area, at the end of Fifth Street in Eastleigh Section 2.

It gives competition to NTTI in terms of student enrollement. This makes it attractive for

students, especially with its easy accessibility to transport routes. Enrolment of students is high

also due to advertisement done in popular newspapers like the Daily Nation. However,

enrollement of female students has not been as high as that of male students especially in the

building and plumbing courses. The catchment area is wide as the institute is surrounded by

various schools (primary and secondary) that can be a source of students. These include

Parkroad, Muslim, and Arya Vedic primary schools and Pangani Girls, Muslim, Ngara Girls,

Jamuhuri Boys high schools as well as Starehe Boys.

For the various subjects that are offered the students need the correct academic

requirements in order to be accepted. These are a minimum grade C-(Aggregate) for

diploma courses and a mean grade ofD-(Aggregate) for craft courses. This ensures that they

will be ready to meet the challenges of the course.

1,1.4 Performance
The tables below, l . 1.4 A and 1.1.4 B show the performance of students in both institutes. An

average performance in practical subjects was taken as an indicator. The years in consideration

were from 2002-2004. No results were gotten from KCITI for the year 2002.
 8
BUILDING DEPARTMENT
2002 2003 2004

NTTI

KCITI

(SOURCE: AUTHOR)

PLUMBING DEPARTMENT
(SOURCE: AUTHOR)

From the above tables, NTTI has a better performance than KCITI, with better performance in

the plumbing department.

2002 2003 2004

NTTI 770

KCITI

Statement of the Problem

With teachers coming from either the University or KTTC, with the same background in

technical education, students having the same grade qualifications for the courses,

performance should be at the same level. However from the tables I. I .5 A and I. I .5 B there
is a disparity in performance in plumbing and building practical subjects between NTTI and

KCITI. This study intends to find out the disparity in performance of practical subjects in

private and public T.T.I's.

1.3 Research Objectives

 9
The general objective of the study was to find out the factors that affect performance of

building and plumbing practical subjects in T.T.I's. The following specific objectives helped

in achieving the above general objective.

1 To find out whether the facilities affects students performance.

2 To identify if motivation affects student performance.

3 To identify if motivation affects teacher performance.

4 To investigate whether equipment availability affects students learning ability.

5 To find out whether student attitude affects their performance.

6 To find out the requirements of industry stakeholders and their influence on subject

performance.

1.4 Research Questions

I There is a positive relationship between the physical environment and subject performance.

2 There exists a relationship between motivation and student performance.

3 There exists a relationship between motivation and lecturers' performance.

4 There exists a relationship between equipment availability and students learning ability.

5 Student attitudes have an influence on performance.

6 There is a relationship between industry stakeholders' requirements and subject

performance.

1.5 Significance of the study

The findings of the study will be useful to technical training institutes by contributing basic

information on how to improve performance on practical subjects. It will also aid in creating

appropriate in-service courses for lectures to improve on their delivery skills.

 10
1.6 Scope of the study
The research was carried out at Nairobi Technical Training Institute and Kenya Christian

Industrial Technical Institute. The target group were a group of selected teachers and students

from both institutes.

1.7 Limitation of the study

The study was limited by the following:-

l) FINANCES: The researcher did not have enough finances to carry out a thorough research,

in terms of research through the internet, extensive and wide travel to various resource centers

and payments of working costs.

2) ACCESSIBILITY: The researcher was faced by restricted access to materials in the

institutes that were relevant to the study.

3) RESPONSE: There was a problem in the target population responding to the

questionnaire especially with regard to the students.

4) TIME: Time was in-adequate for a thorough research.

CHAPTER TWO

2.0 LITERATURE REVIEW

2.1 Introduction
This literature review was mainly on motivation, equipment and facilities, and attitudes. While

the researcher had been able to access literature on topics such as performance,

motivation, equipment and facilities, little literature was found on the requirements of industry

stakeholders.

Literature that has been done on performance has only been in the organisational environment.

None has been done in the setting of a learning institution. However, some literature was

available on the performance of technical subjects in some technical institutions. It give

 11
recommendations on what can be done on performance. More needs to be done on the other

factors that affect performance.

2.2 Theoretical Review

The literature reviewed in this chapter was acquired from the primary and secondary data

collected by other researchers.

The review covered main areas as follows:-

Facilities and Equipment, Motivation, Attitudes, and Industry Stakeholders

2.2.1 Motivation
Human motivation studies, in essence, to discover what is it that triggers and sustains human

behaviour. A working definition of motivation is as follows:-

'Motivation is the term used to describe those processes, both instinctive and rational, by

which people seek to satisfr the basic drives, perceived needs and personal goals, which

trigger human behaviour' (Cole, 1995).

A very basic and simplified model of motivation is shown in Figure 1. This suggests that a

stimulus, such as hunger (physical) or the desire for company (social) gives rise to a

response. This response takes the form of some kind of behaviour, which leads to an

outcome, which is either satisfactory or unsatisfactory. Where the behaviour is appropriate,

satisfaction is achieved. Where it is not, the stimulus remains in the form of frustration, and

the process begins again.

Figure 2. I Model of Motivation

Physical need Behaviour Satisfaction/

Frustration
Stimulus Response------------------- Outcome
 12
Social/lntellectual Behaviour Satisfaction/
Emotional need Frustration
Understanding human motivation is a complex matter. Sometimes a person's motives may be

clear to him, but quite puzzling to others. It is important for those in managerial and

supervisory positions to be aware of these issues and to take account of their own prejudices in

this area of their work. This is because our efforts to understand others are coloured by our

attitudes towards them and the assumptions we make about their behaviour. If we assume that

a particular group of workers is hardworking and reliable, we tend to treat them with respect

and trust; if however, we see them as lazy and unreliable, we are likely to treat them as

requiring close control and supervision.

Work motivation has been defined as the process by which behaviour is energized, directed,

and sustained in organizational settings (Steer and Porter, 1991). In literature, there are a

number of theories that provide different conceptualizations of the factors that drive this

process.

If the type of work a person does is important, can those specific characteristics that affect

productivity, motivation and satisfaction be identified? A model has been developed by J.

Richard Hackman and Greg R. Oldham (1996) that identifies five such job factors and their

interrelationship. It is called the job characteristics model. The model specifies five core

characteristics or dimensions

l) Skill Variety- the degree to which a job requires a variety of different skills and talents

2) Task identity- the degree to which the job requires completion ofa whole and

identifiable piece of work.

3) Task significance-the degree to which the job has a substantial impact on the lines or

work of other people.

 13
4) Autonomy- the degree to which the job provides substantial freedom, independence,

and discretion to the individual in scheduling the work and deterring the procedures to be used

in carrying it out.

5) Feedback- the degree to which carrying out the work activities required by the job

results in the individual obtaining direct and clear information about the effectiveness of his or

her performance.

With practical subjects, students will basically have to have a finished and if possible working

model by the end of the set time. Using the above model the practice sessions can be broken

down to understandable levels, so that the students can be able to see what will be achieved at

the end to their lesson. With the feedback, there should be a clearer understanding of where

they have gone wrong and how to correct the mistake. However, breaking down the particular

lesson down to the core characteristics or dimensions might not be clear or become blurred in

the every day to day practice session that also differs in their content. It can however, also be

rearranged to suit the lesson planned and the time in which they are carried out.

Most lessons are carried out under the supervision of the course tutors.
However, jobs that posses' autonomy gives the students a feeling of personal responsibility

for the results; and that if the job provides feedback, the students will know how effectively

they are performing. This might encourage improving on their performance.

Need theories attempt to pinpoint internal factors that energize behaviour. Needs are

physiological or psychological deficiencies that arouse behaviour. They can be strong or

weak and are influenced by environmental factors. Thus, human needs vary over time and

place. One popular need theory is Maslow's need hierarchy.

Physiological, safety, love, esteem and self-actualization.

Maslow said those five need categories are arranged in a prepotent hierarch. In other words, he

believed human needs generally emerge in a predictable stair-step åtnction. Accordingly, when

one's physiological needs are relatively satisfied, one's safety needs emerge, and so on up the
 14
need hierarchy, one step at a time. Once a need is satisfied it activates the next hierarchy need

in the hierarchy".

All round, motivation affects both teachers and students. All are motivated to do better in

what they do, either to achieve bigger salaries and other benefits or to attain a certificate that

shows they performed well in their chosen subjects. With Maslow's theory of need, this

should be reflected in the teacher's motivational process. Have they achieved their needs and

have they moved up the hierarchy, achieving each to their satisfaction or are they stagnating

at a particular point? This might therefore be affected by the environment.

Is it conducive or not.

Achieving recognition from peers will motivate most students to perform well. However, are

they following the needs theory to be motivated or are they just fulfilling the need that is

Immediate?

What kind of goals are most effective in motivating employees? How can managers set

motivating gaols for the people who report to them? Maximally motivating goals should be

challenging but attainable. In other words, they should be high enough to inspire better

performance-but not so high that employees can never reach them. Goals should also be

specific, quantifiable and measurable. Can the same principle be applied to the classroom

situation? Can teachers set goals that the students can achieve and can students set goals for

themselves that they want to achieve? Here what comes into play is whether goals can be set

that are specific, quantifiable and measurable.

Expectancy Theory: The åtndamental premise of expectancy theory is that people will behave

according to

l) Their perception, or beliefs, regarding the likelihood that their behaviour will lead to a

certain outcome

2) How much they value the outcome

 15
The more valued the outcome and the stronger the belief that an action will lead to the

outcome, the stronger the person's motivation to perform the action.

This theory was published by a psychologist in 1932(E.C Tolman, 1932). According to

expectancy theory, employee's have two key beliefs linking 3 events. The employee's work

efforts lead to some level of performance. Then performance results in one or more outcomes

for the employee. The development of this theory of motivation has been based on the work of

the American, V.H. Vroom, during the 1960's. A key point is that an individual's behaviour is

formed not on objective reality but on his or her subjective perception of that reality. The core

theory relates to how a person perceives the relationships between three things — effort,

performance, and rewards. Vroom focused especially on the factors involved in stimulating an

individual to put effort into something, since this is the basis of motivation. He concluded that

there were 3 such factors each based on the individual's personal perception of the situation.

These were:1) Expectancy; i.e. the extent of the individual's perception, or belief, that a

particular act will produce a particular outcome

2) Instrumentality; i.e. the extent to which the individual perceives that effective

performance will lead to desired rewards.

3) Valence• i.e. the strength of the belief that attractive rewards are potentially available.

(Vroom, 1964)
Effort alone, however may not necessarily lead to effective performance. Other factors are

involved, such as the individual's own characteristics (personality, knowledge and skills) and

the way in which he perceives his role. Other factors which are not shown may also affect

performance eg constraints of the job organisation, style etc. Effort, therefore, does not

always result in effective performance.

The theories of motivation so far have been used in the corporate workplace. In the classroom

situation do they apply? In all, people are an important source in ensuring that the

goals/objectives are attained. For teachers and students there needs to be put in place
 16
motivational factors that will make them both motivated to give the best and to make the best

that they have been give.

2.2.2 Equipment and Facilities

Most research has been focused on external efficiency of technical training institutions.

Limited studies have examined the issue of internal efficiency to the instruction process. The

transformation of physical resource in combined in institutes of technology to produce

outputs such as graduates with technical knowledge and skills. Technical training in Kenya is

very expensive since all equipment must be imported using scarce foreign exchange reserve.

The three educational systems of primary, secondary and tertiary levels in Kenya are

increasingly faced with resource scarcity and increasing unit cost. (Republic of Kenya 1997).

To solve this problem there is need to improve internal operational efficiency to these

institutions. According to Moses W. Ngware and Fredrick Muyia Nafukho (1996)

inadequacy of facilities, material and equipment used in the instructional purposes hinder the

acquisition of technical and vocational education. They recommended the need for technical

training institute to acquire modern equipment for instructional process.

According to the ILO (1996) report, most of the technical vocational training institutes do not

have modern facilities. Thus they recommend the need to review and provide relevant quality

facilities within the institute in order to facilitate relevant training to graduates who can fit to

the current job replacement.

Although lecturers cited the following equipment as necessary, for both plumbing and building

courses, they were not available in the institutions, overhead projectors, video machines brake

effciency testing equipment, general tools, the engines available were obsolete, models of

specific equipment eg gear box, rear axle and suspension units, complete electrical wiring

systems, complete vehicle model with all systems in working order, gange for measuring stress
 17
and strain, engine performance testing equipment, live engines, lathe machines, and

oscilloscope machines. They also cited the inadequacy of course books and other reference

material. (KIE September 1999).

Apart from the above, the research also found that the institutions experience shortage of the

following materials equipment and facilities, textbooks, computers, modern typewriters, tools

and equipment, laboratories, workshops and classrooms. Most institutes have not been able to

acquire current technology skills and knowledge due to lace of åtnds. More research should be

done to suggest the way forward on how to improve and implement relevant technology in

technical institutes.
2.2.3 Attitudes
In the workplace, managers conduct attitude surveys to monitor such things as job and pay

satisfaction. It is based on the assumption that attitudes somehow influence behaviour such as

working hard. An attitude is defined as "a learning predisposition to respond in a consistently

favourable or unfavourable manner with respect to a given object." (Fishbein and Ajzen,

1975) People with positive attitudes towards the job tend to maintain their positive attitudes.

Negative-attitude tend to remain negative. Those who move to different situations tend to

maintain their prior attitudes. Thus, attitudes tend to be consistent over time and across related

situations.

Individual differences in abilities and accompanying skills are a central concern for managers

because nothing can be accomplished without appropriately skilled personnel. An ability

represents a broad and stable characteristic responsible for a person's maximum performance

on mental and physical skills. A skill, on the other hand, is the specific capacity to physically

manipulate objects. (Schmidt and Hunter, 1981). A successful performance depends on the

right combination of effort, ability and skill. In all this a positive attitude is what in the final

end determines how an individual performs in whatever task he is given.

 18
2.2.4 Industry Stakeholders
Industry stakeholders most properly have the highest effect on performance. They set high

standards that students have to achieve if they are to get places in the industry. As they are in

business of making money, the stakeholders would want employees who know what they are

doing and thus little money would be spent in retraining them to the standards that they need.

This they usually try to achieve by having students do industrial attachment with them. It also

helps to give the lecturers an idea of what is needed in the industry when they are provided

with feedback from the field.

2.2.5 Technical Training

From the beginning technical education was started so that it could equip school leavers with

skills that will help them survive the working world.

Human resource is the greatest development asset any nation can posses. Kenya's goal is that

the labour obtains gainful employment but most modern economic activities require

sophisticated technology and manpower with middle and high level of education and

training. (Source: Studies in technical and vocational education, 1985). This being, true most

technical training institutes lack the said technology and training, could most of the

manpower out there be well developed?

This started with the introduction of the 8-4-4 system of education where at each stage of the

learning process a few skills were imparted. The main objective of the systems' technical and

vocational training is to improve the quality of training at all levels so that the trained

manpower can be enhanced and sustain a high level of economic development which would in

turn improve the quality of life by raising the standards of living. One way of enhancing and

sustaining high level of economic development is to have a balanced and adequately trained

manpower to serve in both low and high technology sectors of the economy. (Source: The

ministry of technical training and applied technology). The 1999 KIE research also indicated

that most students do not find appropriate places in which to do their apprenticeship and those
 19
who go placements were not always engaged in useful work related to their work. This

somehow defeats the main objective of the 8-4-4 training system: to have all well trained and

equipped.

The standard of general education attained by an individual tends to set the level of work for

which one can be trained. The level of training likewise tends to set the level of responsibility

one can handle in an industrial situation whether formal of informal sector.

Education and general training provides the basis upon which specific training for technical

and administrative work can be offered in the industry for any specific field. To day the GOK

lays great emphasis on the development and provision of technical and vocational training

which broadly include programmes of study and training in technical and applied courses that

provide both basic and specialised skills related to a career as vocation.

According to research done, the researchers found that most technical training institutes

complained about lack of equipment that prevented the teachers from achieving set objectives.

Another was inadequacy of course textbooks on the various units taught in Building and

Plumbing practical courses. The research also found that lecturers were academically qualified

to handle the course abut some of them lacked training on teaching methodology. This could

somehow affect the performance of the subjects and has to be looked into. From the time the

research was done, has anything changed? (KIE 1999). One recommendation for lecturers was

to provide in-service courses to update them on new trends in the job market. Another was to

provide measures to provide adequate resources to the technical training institutes. In general

what most technical training institutes experience in shortage of materials, equipment and

facilities are textbooks computers, modern typewriters, tools and equipment, laboratories,

workshops and classrooms. Has the research by KIE yielded anything from 1999? Research

should be done to find out whether things have improved and if this has an impact on subject

performance.
 20
2.2.6 Staffing
According to research done (KIE 1999), technical and vocational education teachers,

teachertrainers, and policy-makers must seek out the best and most relevant teaching/learning

methods, techniques and practices in technical and vocational education for their effective

adoption, adaptation and appropriate integration in the technical and vocational

education/training classrooms. Teachers are employed by the Teachers Service

Commission (T SC). The T SC is responsible for registration, establish and maintain a

register of teachers, recruitment of teachers and confirmation of appointment, deployment,

posting and transfer, promotion of teachers, remuneration, payment of salaries, leave, pension

and death gratuity, discipline of teachers and maintenance of education standard. With all this

work T SC should ensure that it also looks into the motivation of teachers if it is to maintain

education standards. Kerre (1987) made a case for the need in Kenya to develop a high number

of new teachers with a vocational and technical education. He concluded that among the three

problems causing serious constrains in schools for vocational and technical

education( facilities, equipment, material, insuffcient and poorly trained teachers) Kerre

suggested that post graduate diploma in education should be awarded to prospective vocational

teachers who hold diploma or bachelors degree in vocational and technical areas. Dual

programmes in vocational education should emphasize professional skills in research and

evaluation and curriculum development in vocational fields.

2.2.7 Conceptual Framework

 21

(Independent Variables) (Dependent

Variable)
Figure 2.2 Conceptual Framework (Source: Author 2005)
Performance of technical courses in this case, plumbing and building courses, is affected by

facilities, motivation, equipment, attitude, and industry stakeholders.

With facilities, their availability and state affects performance. If classrooms, desks,

blackboards, books, computers etc, are not available and adequate, they would somehow

contribute to how performance will be for the subjects. The students will not be able to

perform will with facilities that will limit them to how far they can go.

Motivation also affects performance. If students are motivated they will work hard to achieve

the next level of their studies. They would work hard and this in turn will affect their

performance. On the other hand, if they are not motivated, their performance will be affected

as they do not see need to work hard. There is no goal that they want to achieve. Equipment

affects performance. Available equipment should be able to allow students be able to perform

their tasks.
 22
Attitude, whether negative or positive affects performance. Depending on the way the student

views the course, attitude has a big part to play. If their attitude is negative, than their

performance will be affected as they view no need in working hard, and vice versa for positive

attitudes.

Industry stakeholders in all will benefit form the good performance of technical subjects, and

the skills that are acquired is what is needed in order to run the industries.

2.3 CRITICAL REVIEW

This research calls for the need to improve on equipment/material availability, provision and

maintenance, improvement of the available facilities, motivation of lecturers and students.

Research needs to be done on how to make the appropriate equipment/material be available

to technical training institutes. This could be done through soliciting for funds from industry

stakeholders, individuals, charities, private organizations, and the government. The industry

stakeholders can also be compelled to provide equipment/material. Technicians of the various

institutions can also be trained to maintain the equipment provided.

Motivation, especially for the lecturers can be done by provision of better terms, like higher

salaries, promotions, off-the-job training in their areas etc.

Research also needs to be done to take work motivation from the organizational setting to

classroom setting.

2.4 SUMMARY AND GAPS TO BE FILLED BY THE STUDY

The literature reviewed is all set in an organisational setting. Motivation, attitudes, and

performance were set in the setting of the office space. One gab that will be filled by the study

is to find out the effects of motivation, attitude and performance in the setting of a learning

institution. Another gab that will be filled by the study is to find out whether industry

stakeholders have a hand in the performance of the students in technical courses and in what
 23
way they can aid the institutes in making sure that institute graduates have the skills that is

required in the industry. A study should also be done on whether industry stakeholders can

participate in the development of technical courses that are required in the fast changing

domestic and international industry.

CHAPTER THREE

3.0 Research Methodology

This section describes the procedures that were followed in conducting the study.

3.1 Research Design

A purposive study design was employed in the study to generate the required qualitative data.

This method is appropriate in the study because it allows for extensive data collection within

a shorter time frame.

Descriptive designs are used in preliminary and exploratory studies (Luck and Reuben 1992)

to allow the researcher to gather information, summarize, present and interpret for the purpose

of classification, (Orodho 2002). Bong and Gall 1859-5, noted that descriptive survey research

is intended to produce statistical information about aspects of technical and vocational

education that interests policy makers and educators. By involving a broad category of

stakeholders the proposed study fits within the descriptive study.

3.2 Population
The target population to form the object of inquiry in this study were teachers, students and

HOD's involved in the respective departments. For a more comprehensive study, all the

practical teachers involved were interviewed. In the plumbing departments and building

departments of both institutes there are a total of 60 students and 22 teachers, with 4 being

Heads of departments (Hods)

 24
From this a student sample size of 30 was randomly drawn from the Plumbing and Building

Departments. A teacher sample size of 18 was also randomly drawn from the respective

departments. The HOD's of the four departments were also selected as respondents.

3.3 Sample Design

Population Category Population Frequency Percentage Ratio Sample Size

HOD'S 4 5 1.0 4

LECTURERS 18 22 1.0 18

STUDENTS 60 73 0.5 30

TOTAL 82 100 52

(Source: Author 2005)

3.4 Data collection Instruments and procedures

In this study, questionnaires were used. The questionnaires were made up of both structured

and unstructured questions. The open-ended questions enabled the respondent give more

information, opinions, and recommendations. Closed ended questions enabled the respondent

select the best answer that described the situation. This made it easier to analyse and permit

greater depth of response.

Once the questionnaires had been constructed they were pre-tested to a selected sample.

Meaningful observations were done. Pre-testing or piloting enabled the researcher to determine

the validity of the questionnaires. The questionnaires were hand delivered to the respondents

for self administration.

A sample size of 52 respondents had been targeted, but only a reply of 45 respondents had

answered the questionnaires giving a loss of 7 respondents.

 25
3.5 Data analysis
Questionnaires were edited to ensure completeness and consistency, this was facilitated by a

code book that was developed before data was entered into the computer using SPSS package.

The data was analysed using statistical methods of data analysis and presented using charts,

tables and graphics to provide and overview of general concepts and trends and to illustrate

specific points about the phenomenon.

3.6 Expected Outcomes

The study established the facts on the factors that affected the performance of students in

technical subjects in technical training institutions. The study also determined whether this

factors had a positive or negative effect on the performance of technical subjects by students.

How this factors can be used to improve the performance of the students were also to be

determined by this study.

The recommendations given after this study will assist in improving on those factors that

affect performance negatively or finding ways of eliminating them and also using more of

the positive factors. It will also help in pointing a clear way in which the industry

stakeholders

can participate in improving the performance of students in technical courses.

CHAPTER FOUR

4.0 Research Findings and Interpretations 4.1 Introduction

This Chapter is divided into 2 main sections that are related to the main objectives of the

study. The 1 st section presents data on the research findings from the questionnaires handed

to lecturers and students. The 2nd section gives a presentation of interpretation of the findings

and a summary of the findings.

In this study 45 respondents were interviewed. The respondents were lecturers and students at

the two technical institutes in the departments of building and plumbing.

 26
4.2 Research Findings
Table 4. I Location and its effect on Student Performance
Source: Field Survey 2005

52% of the students said that the location of the institutes affected their performance.

They cited the noise coming from the bars and informal structures as the most disturbing.

However, 48% said that the location did not affect them as they had adjusted to it.

The location of both, NTTI and KCITI have a profound effect on the performance of the

students. Most complained of noise from the bars and noise associated with residential areas.

However, NTTI is located in a quieter area than KCITI which is located near an informal

residential area.

Table 4.2 Motivation

Location Performance and its effect on
Student Performance
Affects Performance

Does not Affect Performance 48%

TOTAL 100%

MOTIVATION Population Frequency Performance

Strongly Motivated 3

Motivated 8

Demotivated 14

Strongly demotivated 0 0%

TOTAL 25 100%

Field Survey: 2005

56% of the students said they were demotivated when using the equipment with 32% saying

that they were motivated with the equipment and 12% were strongly motivated.
 27
Table 4.3 Motivation and its effect on Lecturer Performance
Motivated Performance

Yes

No 900/0

TOTAL 100%

Field Survey: 2005

90% of the lecturers said that they were not motivated when carrying out practical lessons with

the equipment available. were motivated enough to work with the equipment available to the

best of their ability. Old and obsolete equipment, was a major demotivating factor, most

needed to be serviced or were not working to full capacity.

However, they cited the following as effective motivating factors if implemented; starting

with more modern equipment and materials, appropriate textbooks, computers and more

spacious classrooms.

Table 4.4 Equipment Availability and Student Performance

Equipment Available Student Performance

Field Survey: 2005

Of the students, 52%, said the available equipment was old and obsolete and this affected their

performance. 28% said the equipment were few leading to congestion round the few

equipment during practical lessons and 20%, the equipment was enough.

The lecturers also cited that the required student to equipment ratio needed to be improved for

effective learning. They also agreed that equipment available was outdated and not sufficient to

cater effectively to the learning needs.

New equipment, enough in number is needed in order to improve student's performance and to

allow for more individual work/practice.

 28
More than enough Equipment found in NTTI and KCITI were
both old and obsolete, though NTTI had a
Just enough few new if not modern equipment. KCITI
had enough equipment with new
Too few equipment.
Table 4.5 Student Attitude and
Old and Obsolete Performance

TOTAL

Student's Attitude Performance

Attitude towards Lecturers

Attitude towards the Course

Attitude towards the Classroom Environment

Attitude towards the Timetable 100/0

TOTAL 100%

Field Survey: 2005

50% of the lecturers felt that the student's attitude towards the courses affected their

performance while 20% felt their attitude towards the lecturers and 20% towards the

classroom environment affected their performance. thought their attitude toward the

timetable was what affected their performance.

The students from both institutes said the courses were hard as they found technical drawing

to be difficult and thus found the course difficult. They had varying attitudes towards their

lecturers with most having positive attitudes and a few majority having negative attitudes.

The classroom affected them in that they were not very bright and that they were not well

ventilated and thus did not have good attitudes towards the classroom situation. Attitude
 29
towards the timetable was that it was overcrowded and that it did not give them enough time

to socialise.

Table 4.6 A Industry Stakeholders and Subject Performance.

After Industrial Attachment Subject Performance

Greatly Improve

Improve

Some Improvement

No visible Improvement

TOTAL 100%

Field Survey: 2005

After industrial attachment, 50% of the lecturers agreed that students showed some

improvement in their performance while 30% said they saw a great improvement with 20%

agreeing that there was improvement in performance.

Table 4.6 B Effect on Performance as a result of the Relationship

between the Institutes and Industry stakeholders.
Field Survey: 2005

All lecturers agreed that where relationship exists between the institutes and the industry

stakeholders' performance improves. Table 4.6 B. 62% agreeing the topmost relationship

being that of the industry providing attachment positions for students, 23% stating the

relationship of providing lecturers with training opportunities and 15% providing the institutes

with some equipment and materials. Providing attachment positions give some improvement

to student performance by 50%, 30% greatly improved and 20% had improved after the

attachment. Both NTTI and KCITI have relationships with the industry stakeholders and

students from both institutes showed some improvement after industrial attachment.
 30
Type of Relationship Percentage Table 4.6 C Industry
knowledge requirements.
Providing attachment positions for students 62%

Providing training opportunities for lecturers 23%

Providing some form of equipment and materials

TOTAL 100%

Industry Requirements Student Performance

Knowledge of Computers 6%

Knowledge of Equipment Function and Maintenance

Knowledge of Workshop Management 6%

Knowledge of New Technology

TOTAL 100%

Field Survey: 2005

Together with the existence of some type of relationship, most of the stakeholders required the

students to have some from of knowledge. 60% of the students said that the industry looked for

students who had knowledge of new technology while 28% had the industry wanting students

who had knowledge of equipment frtnction and maintance, 6% on knowledge of computers and

6% on knowledge of workshop management. Lecturers also acknowledged that the industry

firstly required that the students have knowledge of new technology, than knowledge of

equipment function and maintenance, workshop management and computers. This improves

their performance as students strive to improve, so that they are better able to be placed in the

industry after graduation. Once they know what is required by the industry they put more effort

into their studies.

 31
Graduates of technical institutes are the future human resources of the building and plumbing

industry. The relationship that exists between the two is beneficial to both. After attachment,

students show improvement in performance in their respective courses and the industry is able

to determine how well the courses are being taught. Both institutes are also able to learn what

is needed by the stakeholders through feedback during the students' industrial attachment and

during follow up sessions.

4.4 Summary of the Research Findings

From the findings, it was noted that:-

The location of both institutes affected student performance especially noise

such as music coming from entertainment centres like bars and residential premises and

well as noise from equipment being used during practical lessons.

The availability of equipment and the type that is available affects the

motivation of both students and lecturers and learning ability of the students as they

worked with equipment that was old and obsolete and did not allow them to appreciate

the full basics of a compete and well working equipment.

Attitude of students has a big impact on their performance, especially their

attitude towards the course, as it could block their ability to assimilate what they are

being taught.

A relationship exists between industry stakeholders and both institutes where the

industry provides first and foremost attachment positions for the students and to an

extent training opportunities for lecturers in the industry and providing some form of

equipment and materials to the institutes. The industry also requires students who have

foremost, knowledge on new technology, equipment frtnction and

 32
maintenance, of computers and workshop management. This can be seen in the type of students

that the industry would want from the institutes for industrial attachment.
 33
CHAPTER FIVE

5.0 Conclusions and Recommendations.

5.1 Introduction
The study had one main objective, to determine the factors that affect performance of building

and plumbing practical subjects in technical training institutes.

The data obtained from the respondents was analysed using tables.

5.2 Conclusions.
From the research findings presented in chapter 4 of this study, several conclusions may be

drawn:-

Location of an institute should be given serious consideration as it affects the

concentration of students in turn affecting their performance. When locations are being

chosen for a learning centre, noise should be considered as a factor in location

selection. Human comfort should also be considered when designing classrooms. Thus

ventilation, lighting, both artificial and natural, spacing, colour, and building material

should be taken into consideration.

The building and especially the plumbing industry is always changing at a rapid

rate. Equipment and materials in turn are also change at a rapid rate. Most equipment

found in the institutes are old and obsolete, thus more often than not out of line with the

technology available in the industrial sector. As much as the equipment will give the

students a basic idea of what is out there, it does not really prepare them to face the

more advanced technology and machinery. Ways have to be looked into in order to

enable institutes to come up to speed with the new technology and to enable the

students to face the new technological world with confidence.

 34
Using equipment that is old and obsolete or does not work to full capacity can be

a demotivating factor. This is faced by both the lecturers and students and thus they are

not fully challenged to the needs of the equipment. More equipment is also needed so

that students are able to have adequate practice in using and maintaining the equipment

that they are using.

Attitude has an effect on performance. Positive attitude usually pushes and

individual to perform their best while a negative attitude has the opposite effect. Thus

attitude towards their course will mostly be put as the core factor that affects

performance. Those who have a positive attitude would strive to do better and as much

as possible of finding ways to cope with the current equipment that is available.

Without technical institutes, most industries would not have ready supply of human

resource. A relationship has to exist between the two. From this, the conclusion drawn

is that one cannot do without the other. Thus, both institutes have to be aware of what

is needed in the industry and the industry has to know how their human resource is

being trained. With the industry requiring knowledge of new technology, they have to

find ways in which both the lecturers and students will be exposed to that technology.

A conclusion can be drawn that both institutes have similar problems when it

comes to equipment, motivation and attitude on the part of the students. However,

NTTI performs slightly better than KCITI when it comes to course performance.

5.3 Recommendations
The following recommendations are given arising from the study:-

Ways have to be found in which the old and obsolete equipment can be replaced with

new modern equipment as well as new technology. The government should look for

ways in which it can acquire new equipment from the private sector and individuals
 35
for its public training institutes while the private training institutes to look for more

ways of getting new equipment from the private sector as well as charity organisations

and individuals.

Newer methods can also be utilised in the transmission of learning skills to the

trainees, like the use of audio visual aids, computers, simulation equipment etc.

Further opportunities should be created to allow lecturers be exposed to the new

technology found in the industry through industrial attachment and retraining.

Industry stakeholders to participate in the development of curriculum and syllabus of

both plumbing and building courses.

5.4 Suggestions for further research

The findings of this research indicate that further research is necessary in some areas.

These include:-

No in depth research has been done on industry stakeholders and their role in

technical education. Research needs to be done to find out whether they can

contribute to the performance of technical subjects and in which ways they can

positively influence

this performance.

Further research should be done as follow up on the research done by KIE in 1999 on

equipment found in technical training institutes.

BIBLIOGRAPHY
l) Bateman.T.S., and Zeithaml.C.P. 1990, Management, Function and Strategy, Irwin, New

York.

2) Cole, G.A., 2004, Management Theory and Practice Edition, Bookpower, New

York.
 36
3) Cole, G.A., 1995, Organisational Behaviour, Continiuum, USA

4) Cole, G.A., 2000, Personnel and Human Resource Management. Thomson Learning,

New York.

6) Dessler, G., 2003, Human Resource Management 9ü1 Edition, Prentice Hall, London.

7) Fishbein, M, and Ajzen. 1., 1975, Belief Attitude Intention and Behaviour: An

Introduction to Theory and Research, Addison-Wesley Publishing, Reading, Mass. 8)

Husen, T., Postlethwaite. N., 1985, The International Encyclopaedia of Education,

Pergamon Press, New York.

9) King, C.D., 1971, History of Vocational/Technical Education in Kenya, Ministry of

Education, Nairobi.

10) Kreitner.R., and Kinick.A. 1992, Organisational Behaviour 2nd Edition, Irwin,

Illinois.

11) Laurance, S., 1987, Personal and Organisational Psychology 2nd Edition, Homewood,

Ilinois.

12) Luthens, F., 1992, Organisational Behaviour, McGraw-Hill, Ilinois.

13) Mbiti, D. and UNESCO, 1985, Organisational of Productive Work in Technical and

Vocational Education in Kenya, UNESCO, Nairobi.

14) Pinder, C.C., 1984, Work Motivation: Theory, Issues and Applications, Foresman,

Washington.

15) Schmidt, F.L., and Hunter, J.E., 1981, Employment Testing: Old Theories and New

Research Findings, American Psychologist, New York.

16) Vroom, V.H, and Deci, E.L., 1992, Management and Motivation 2nd Edition,

Penguin, New York.

 37
17) Wanyonyi, W.S., 1997, Review of Technical and Vocational Education and Training

Curricula in Kenya, K.I.E, Nairobi.

18) Wexley, K.N., and Klumoski, R. , 1984, Performance Appraisal: An Update, in

Research in Personnel and Human Resource Management, JAI Press, Greenwich, Conn.

RESEARCH STUDIES IN TECHNICAL AND VOCATIONAL EDUCATION

l) Comprehensive Education Sector Analysis Report 1994, Ministry of Education, Human
Resource Development and UNICEF, Nairobi.

2) KIE Research Report Series no 66, September 1999, Report on Formative Evaluation of

The Technician (Diploma) Training Programme, KIE, Nairobi.

3) Studies in Technical and Vocational Education, Organisation of Productive Work in

Technology and Vocational Education, Republic of Kenya, 1985.

4) The 8-4-4 Technical Training Programme, April 1990, Ministry of Technical Training

and Applied Technology, Nairobi

5) The Orientation Seminar on the 8-4-4 Technical Education Programmes (TEP) for

Public and Private Technical Training Institutions Trainers.

Letter of Transmittal
Mathew Mutuku
Institute of Open Learning
Department of Commerce
Mwala technical and vocational
collage P.O Box,
43844
Nairobi
HOD Plumbing/Building
Through the Chief Principal
N.T.T.I and KCITI Nairobi

Dear Sir/Madam

RE: Request for Research at your Institute

 38
I am currently pursuing a MBA (HRM) at Mwala technical and vocational collage. I hereby
request for permission to undertake the research at your institute.
The topic of research is A Comparative Study in Building and Plumbing Practical Subjects in
Public and Private Technical Training Institutes: A Case for Nairobi Technical Training
Institute and Kenya Christian Industrial Technical Institute. This study will be conducted to
cover the period of June2005 to August 2005.
Results of the study will purely be used for the purpose of academics and so such will be treated
with strict confidence. The findings are aimed at bettering the performance of practical subjects.

Thank you for your co-operation Yours sincerely

Mathew Mutuku.
 39

OUESTIONNAIRE

To be filled by lecturers and Hods'

Please put a tick (N) next to the right response

1) Do you agree that the entry level of students affects their performance in practical?

Subjects.

a) Strongly agree

b) Agree

c) Disagree

d) Strongly disagree ()

2) Which attitude of the students affects their performance'?

a) Attitude towards the lecturers

b) Attitude towards the course

c) Attitude towards the classroom environment ( )

d) Attitude towards the timetable

3) Do you think students have a positive attitude towards their choosen course?

Yes ( )

No ( )

Based on your answer, what do you think motivates/demotivates them

(4) Do you think the physical environment affects the performance of the students?
 a) Strongly Agree

b) Agree
c) Disagree

d) Strongly disagree

5) Do you think the location of the institute affects the performance of the students?

Yes ( ) No ( )

Which of the following do you think affects the performance of the students?

a) Located in a residential area

b) Located near entertainment centres (eg bars) ( )

c) Located near informal structures

d) Located within an urban centre

6) What is the required student/equipment ratio?

7) Why do you need more equipment?

a) Current number of machines cannot meet demand from large numbers of

students. ( )

b) Machines are not working to full capacity ( )

c) Most need to be serviced

d) Others, specify

8) What is the working condition of equipment available in the workshop?

a) Most are working but old

b) Only few are working and need to be replaced

42
 41
c) Less than average are working and need to be serviced

d) None
9) Is the equipment found in your workshops upto standard in terms of your practical

lessons?

a) Up to standard

b) Average in standard

c) Below standard

d) Does not meet the standard ( )

10) To what extent do you think industrial attachment helps students improve on their

performance

a) Greatly improve

b) Improve

c) Some improvement

d) No visible improvement ( )

11) Does a relationship exist between the institute and the industry stakeholders?

Yes

If yes, what type of relationship is this?

a) Provides attachment positions for the students

b) Provides training opportunities for the lecturers ( )

c) Provides equipment/materials

d) Others, specify

12) What do the industry stakeholders look for in students seeking industrial
attachment?
a) Knowledge of computers
 b) Knowledge of equipment function and maintenance ( )
c) Knowledge of workshop management

d) Knowledge of new technology

13) Do you think the equipment available helps to prepare students for the industry?

Yes ( )

No ( )

Based on your answer, please explain briefly

14) Do you feel motivated when carrying out practical lessons with the existing

equipment?

a) Yes ( )

b) No ( )

If no, please explain

15) What would be the most effective motivating factor for you in the current situation?

a) More modern equipment and materials ( )

b) More spacious classrooms

c) Appropriate textbooks

d) Computers

e) Others, Specify

44
OUESTIONNAIRE
 43
To be filled by students
Please put a tick (4) next to the right response

1) Is the equipment in the workshop adequate for your practical lessons? a) More

than enough

b) Just enough

c) Too few for the students in class ( )

d) Old and obsolete

2) Do you feel motivated when using the equipment found in the workshops? a)

Strongly motivated

b) Motivated

c) Demotivated

d) Strongly demotivated ( )

3) Does the physical environment (classrooms, lighting, and ventilation) affect your

performance during practical lessons?

a) Affects

b) Does not affect (

Based on you answer, please explain

4) Which of the following practical subjects do you find difficult.

a) Technical Drawing (Building)

b) Plant and works Service Drawing (Building) ( )

c) Engineering Drawing (Plumbing)

d) Technical Drawing (Plumbing)

What makes it/them difficult?

a) No clear instructions

b) Not enough drawing tables

c) Inadequate classroom space

d) Inappropriate textbooks
e) Others, specify

5) Does the location of your institute affect your performance in any way? Yes

No ( )

Does it affect you positively ( ) or negatively ( )

6) Which ofthe following do you think would affect your performance?

a) Being in a residential area

b) Being near informal structures

c) Being near entertainment centres (eg bars) d Within the center ofNairobi.

How does it affect your performance

7) What do you think the industry stakeholders, eg the car industry, look for in

students graduating from technical training institutes?

a) Knowledge of new technology

b) Knowledge of computers

c) Knowledge of workshop management

46

d) Knowledge of equipment function and maintenance ( )

 45
8) To what extent do you think industrial attachment will/does help in improving your

performance in practical subjects?

a) Improves greatly

b) Improves

c) Does not improve

d) Gives experience

TIME FRAME
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 48

List of items Quantity Cost per unit Total Co

1) Stationary 2,000 2,000

2) Travelling 10 days 300 3,000

3) Typing 3,000 3,000

4) Photocopying 12 copies 250 3,000

5) Binding 12 copies 70 840

6) Miscellaneous 4,000

Total Expenditure 15,840

BUDGET ESTIMATES
(NB: All costs are in Kenya Shillings)