The Influence of Instructional Methods on Student Skills Development in Public Technical Training Institutions in Kenya

Abstract

Technical education skills development is one among other strategies thought to be what Kenya needs for the achievement of vision 2030 (Ministry of Education [MoE], 2019). To realize this vision, Kenya needs a critical mass of well-trained graduates. In regard to this, a serious discrepancy between skills produce by training institutions and skills required by industries has been raised. Luas, et al (2012) asserts that when such a phenomenon is raised the problem in mainly in pedagogy. The study thus sought to address this by establishing the relationship between instructional methods and skills development. Results indicated that; (HO) there is a statistically significant relationship between instructional methods and skills development. Qualitative results supported these findings as data revealed that TTI pedagogy was highly theoretical. The study proposed a perceptual curriculum implementation model suitable for tackling instructional issues facing TTIs.