Assessing the Extent of Application of Competency Based Education and Training Approach in Classroom Instruction in Technical and Vocational Education Training Institutions in Kenya

Abstract

Aims: The major purpose of this study was to assess the extent of application of CBET approach in classroom instruction
 Study Design: The study utilized the descriptive survey research design.
 Place and Duration of Study: The study was undertaken in TVET institutions in the North Rift Region, Kenyabetween March 2021 to June 2021.
 Methodology: Purposive, stratified and simple random sampling was used to sample 280 respondents.The study included 280 respondents of which 152 were males and 128 females with an age range of 35 – 56 years.
 Results: This study targeted Principals, 6 Industrial Liaisons Officers (ILO), 285 trainers’ and 18 Industrial Supervisors who were associated with either TVET institution or industry. Fromitheitotalisampleisize of 285, 98.2% representing 280 questionnaires for trainers were positively responded to the case request. Findings showed that application of classroom instruction has a moderate positive and significant influence on integration of CBET approach in TVET institutions (r = .476, P< 0.001).
 Conclusion: The present study rejected the null hypothesis and concludes that the relationship is statistically significant. The sample data support the notion that the relationship between the independent variable and dependent variable exists in the population of TVET institutions in the North Rift. Thus the hypothesis (Ho1) was rejected. This implies that application of classroom instruction influences integration of CBET approach in TVET institutions.