Influence of Pedagogical Approaches on Trainees’ Acquisition of Practical Skills in TVET Institutions in Meru County, Kenya

Abstract

TVET institutions play a crucial role in preparing individuals with the practical skills necessary for the workforce. In Kenya, the effectiveness of TVET education is influenced by various factors like class size, availability of training resources, and Trainers' workload and Pedagogical Approaches used in teaching and learning. The utilization of inappropriate training Pedagogy brings about Trainees who have inadequate hands-on skills, low creativity abilities, and minimal productivity in their jobs. The study sought to determine the Influence of Pedagogical Approaches on Trainees’ Acquisition of Practical Skills in TVET Institutions in Meru County Kenya. The study employed a Descriptive Research Design and a sample of 357 respondents. The instruments for data collection were Questionnaires for Trainees `and Trainers in TVETs. Interview Schedule was used on Industry Experts. The reliability of the instruments was approximated using Cronbach’s Alpha coefficient at 0.854 for the Trainees’ Questionnaire and 0.827 for the Trainers' Questionnaire. The data was analyzed using Descriptive Statistics with the aid of Statistical Package for Social Sciences (SPSS) version 26. It was established that the Pedagogical Approaches had a significant impact on Trainees' Acquisition of Practical skills. The findings also provide information to curriculum developers and policymakers in coming up with policies and strategies that would incorporate ideas of Dewey’s philosophy on Trainees’ acquisition of practical skills in technical institutions as well as provide the basis for further research.