| dc.description.abstract | Technical Training Institutions (TTIS) play a significant role in providing skills that are required
in the various sectors of the economy. Knowledge and skills gap in any sector calls for empirical
studies aimed at suggesting solutions to the problem. The study was guided by three objectives: to
examine the influence of academic admission qualifications, to assess the influence of instructional
methods and to explore the influence of instructional equipment on student skills development in
public technical training institutions in Kenya and an intervening variable of instructional
leadership styles. The purpose of this study was to establish the influence of institutional factors
that include academic admission qualifications, instructional methods and instructional equipment
while considering the influence of leadership styles on student skills development in Public TTIs
in Kenya. The study was anchored on the Pragmatic philosophy. The convergence parallel mixed
design methods was applied. Target population included 49 public TTIs, 348 lecturers, 4,199
students and 49 principals making a total of 4, 596 from which a sample of 11 TTIs, 11 principals,
100 lecturers and 100 students was determined making a total of 211 participants using Fisher
(1998) and Berttllett et al (2001) formulae. Contacted participants included 8 principals, 80
lecturers and 80 students. Probability and non-probability sampling methods were used in sample
selection. This included simple random for lecturers and students and census for principals.
Research tools included: questionnaires for lecturers and students, interview schedule for
principles, document analysis guide and observation guides. Delphi method was used in the
selection and development the tools. Pilot study was conducted in Sikri and Keroka TTIs.
Chronbach alpha was used to test reliability of the questionnaires and yielded test re-test results of
0.799 and 0.892 for lecturers and 0.848 and 0.853 for students. Reliability and validity test for
qualitative instruments was conducted using a Likert scale. Response rate was at 86.25% for
lecturers, 87.5% for student and 100% for principals. Convergence approach was used in data
analysis. Quantitative data was analyzed using descriptive and inferential statistics. The study was
anchored the Systems theory in education and the Decision making theory. Conceptual framework
depicting relationship amongst the study variables. Hypotheses were tested using Chi Square,
Kruskall Wallis, Man Whitney and Multiple Regression tests. Kolmoglov- Smirnov test was used
for normality test. Variance inflation factor was used to test for multicolineality fitness for the data.
Cronbach Alpha was used in managing Likert scale data. Qualitative data was arranged in themes
and presented in narrative forms and direct quotes. Quantitative and qualitative results were
compared, contrasted and interpreted. The null hypotheses were rejected and the alternatives were
retained. A multiple regression test results showed that academic admission qualifications had the
highest influence on skills development where p-value=0.035 followed by instructional methods,
p=0.061, intervening variable, p=0.295 and instructional equipment variable with the least
significance, p=0.554. Null hypothesis was retained: there is no significant statistical relationship
between leadership styles and instructional methods and instructional equipment. The study thus
concluded that TTIs are highly theoretical. Several recommendations were made among them
admission qualifications need to be at par with other middle level colleges, the Technical
institutions should offer specialized courses in the psychomotor domain and that TTIs should not
be allowed to replicate university courses. To address issues of skills-gap the study suggested a
curriculum perceptual implementation model. For further research, the study recommended among
others a research on whether it is necessary to abolish the open policy for TTIs. | en_US |
