Attitude as one of the factors affecting the performance of Technical and Vocational Education and Training (TVET) students: a case of NITA College – Nairobi

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dc.contributor.authorOdhiambo, Emmanuel Oduor
dc.date.accessioned2023-02-01T07:57:41Z
dc.date.available2023-02-01T07:57:41Z
dc.date.issued2022
dc.descriptionA Research dissertation submitted to the Strathmore University Business School in partial fulfillment for the Master of Science in Development Finance of Strathmore Universityen_US
dc.description.abstractKenya has set itself a target of being a middle-income country in the near future as envisaged in the country’s Vision 2030. To achieve this, the Kenya Government has in the recent past made many efforts in setting up and equipping new technical institutions across the country to revamp the technical training of young people. But in spite of the many interventions by the Government to improve the technical adequacy of these institutions, many employers still complain about the quality of workmanship of the new recruits from the said institutions. This study delved into this matter and attempted to understand if non-technical factors contribute in any way to this situation. In particular, this study sought to understand the influence of the learners’ attitudes in the preparation for the jobs in the manufacturing sector, with a focus on NITA College, Nairobi. A quantitative survey approach was used. Data was collected using questionnaires and the responses captured in a Likert scale. The collected data was then analyzed using appropriate software tools and hypothesis tests carried out. These findings were discussed, implications drawn, and recommendations made. The research collected research data from 94% of the sampled participants from NITA College - Nairobi. The results showed there was a high disparity in the gender of the students with only 12% female students taking the Welding & Fabrication and Electrical Technology courses at NITA College. Furthermore, more female students were more prone to register for ICT courses as opposed to artisan and craft proficiency courses. The analysis of the student performance showed that most of the students attained a grade of 70% in their last Electrical Technology Test in NITA and a score of between 60%-69% in their last Welding & Fabrication tests. Regression tests implied that 55.4% variability in student performance can be accounted for by the variable’s attitudes based on intention, attitudes based on subjective norm, attitudes based on perceived behavior control. The study concluded that attitudes based on intention, attitudes based on subjective norm and attitudes based on perceived behavior control positively affect student performance. The study recommends that the institutions should form collaborative partnerships that will encourage the participation of female students in NITA programmes. Further, the institutions should encourage industry players to offer students internship and full-time job opportunities which can spur their academic performance. The study also recommends the institution should engage career advisers to tour secondary schools and provide materials to parents and teachers on the various programmes on offer as this will improve the student intention to enroll in the courses on offer.en_US
dc.identifier.urihttp://hdl.handle.net/11071/13078
dc.language.isoenen_US
dc.publisherStrathmore Universityen_US
dc.subjectTechnical and Vocational Education and Training (TVET)en_US
dc.subjectStudentsen_US
dc.subjectNITA College – Nairobien_US
dc.subjectStudent performanceen_US
dc.subjectAttitudesen_US
dc.titleAttitude as one of the factors affecting the performance of Technical and Vocational Education and Training (TVET) students: a case of NITA College – Nairobien_US
dc.typeThesisen_US
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