Abstract
Purpose: The study sought to evaluate the power of student retention strategies on performance of TVET institutes in Kenya: a case study of Nairobi City County. In order to capture the required information, the study is guided by four objectives; to assess the influence of student orientation and induction strategy, student support programs strategy, customer relation management, and student involvement and participation on performance of TVET institutes in Kenya. This study is anchored on drive reduction theory, tinto’s learner’s integration theory, the cognitive dissonance theory and structural strain theory. Methodology: The study used a descriptive survey design utilizing primary quantitative and qualitative data. The study employed stratified and simple sampling techniques on the population. Targeted study population was 182 TVET institutes in Nairobi region with teaching staff and dean of students being unit of observation. 70 institutions were targeted as a sample size by the study. Data was collected through the administration of questionnaires to TVET institutions lecturers and deans of students being the respondents. A pilot study was conducted on 10 randomly selected TVET institutes in Nairobi region equivalent to 6% of the overall population. Reliability of the research instrument was established through Cronbach’s Alpha (α) scale of 0.7 (internal consistency measure) thresholds. Content validity of the instrument was conducted. Descriptive and inferential statistics was used for the purpose of data analysis using Microsoft Excel software and SPSS version 22.0.Results: The outcomes of the research showed that majority of the sampled staff had attained graduate level of learning, the institution had Student orientation and induction as indicated by 55.75% of respondents. The institution had in place student support programs as indicated by 40% of respondents. About 31% of the sampled population revealed that TVET institutions in Nairobi County had Customer relationship management program and 27% of the respondents agreed that students were involved to participate on decision making.Contributions: the study makes contribution to policy in regard to student orientation and induction strategy, student support program strategy, customer relation strategy and student involvement and participation
Highlights
Crosline, Heagney & Thomas (2007) in their research found out that TVET institutions across the globe faces the same challenges in maintenance and success of the learners in their studies
The study findings led to the conclusion that an improvement in Student orientation and induction strategy practices such as focusing on students institutional policies guidance, Students institution regulations guidance, Effective orientation for new students on religious background, Institution lecturing strategies and evaluating techniques, Appropriate orientation programs for foreign students, Re-orientation programs on new developments and procedures, Effective orientation/induction program for career development and Provision of necessary materials of technical and vocational education and training in Nairobi County – Kenya
It can be concluded that an improvement in student support programs strategy practices such as institution partners with stakeholders to secure students scholarships and bursaries, putting in place reliable student religious counseling programs, loyalty programs to award student in various disciplines, Student mentoring programs to nurture unique talents, appropriate coaching programs to nurture the talents of the students and reliable student moral and emotional counseling programs leads to an improvement in performance of technical and vocational education and training institutions in Nairobi County – Kenya
Summary
Heagney & Thomas (2007) in their research found out that TVET institutions across the globe faces the same challenges in maintenance and success of the learners in their studies This has become a hindrance in the extension of involvement for the underrepresented communities, increasing the learners needs and wants compromising education quality and accountability actions. For a long time TVET institutes in the country have sought to both increase and widen participation to include more students from groups that have been less well represented in higher education, while maintaining or improving student retention. While some institutions have first year drop-out rates in low single-digit figures, others have rates of up to 30% and even higher for underrepresented groups This finding points to differing strategies for enhancing student retention and might indicate scope for further improvement (Mdepa, & Tshiwula, 2012). Research Objectives i) To assess the influence of student orientation and induction strategy on performance of TVET institutes in Nairobi County, Kenya, ii) To determine the influence of student support program strategy on performance of TVET institutes in Nairobi County, Kenya, iii) To establish the influence of customer relation strategy, influence the achievements of TVET institutes in Nairobi County, Kenya, iv) To examine the influence of student involvement and participation on performance of TVET institutes in Nairobi County, Kenya
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