http://41.89.164.27:8080/xmlui/handle/123456789/318 2026-10-05T13:31:29Z http://41.89.164.27:8080/xmlui/handle/123456789/2835 Competency-Based Assessment and Curriculum Delivery in Technical and Vocational Education and Training Institutions in Kajiado County, Kenya Wagwa, Ochieng Joshua; Wanami, Simon; Nangendo, Isaac Competency-based assessment (CBA) has become an important component of Technical and Vocational Education and Training (TVET), supporting the alignment of assessment with occupational competencies and intended learning outcomes. However, evidence on how CBA implementation translates into effective curriculum delivery remains limited, particularly in county-level TVET contexts. Kajiado County’s expanding TVET sector supports skills development in a rapidly changing local economy, while institutions respond to various learner needs and labour-market demands. This study therefore examined the influence of CBA on curriculum delivery in TVET institutions in Kajiado County, Kenya. Anchored in Constructivist Learning Theory, the study adopted a mixed-methods explanatory sequential design, drawing a sample of 100 participants from a target population of approximately 2,000 TVET stakeholders using purposive and stratified random sampling techniques. Data were collected from 20 academic administrators, 30 lecturers, 30 students (achievement tests and focus group discussions), and document analysis across five TVET institutions. Descriptive statistics (means, standard deviations), one-sample t-tests, and thematic analysis were employed. Administrators rated CBA integration positively (composite mean = 3.41; Q1 mean = 3.77, t(19) = 4.678, p < .001), with curriculum alignment emerging as the dominant integration strategy (40.0%). However, monitoring and evaluation mechanisms were rated neutral and not significantly different from the midpoint (mean = 2.93, t(19) = −0.360, p = .722). Focus group participants perceived curriculum alignment as only partial (43.3%), and document analysis revealed moderate compliance for curriculum guides (0.73) and assessment rubrics (0.60). The study concludes that while CBA has been meaningfully embedded through curriculum alignment and staff training, weak monitoring systems and inconsistent rubric application constrain its influence on curriculum delivery. Strengthening monitoring frameworks, instructor professional development, and rubric standardization is recommended. 2026-09-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2834 Influence of Road Types on Lifespan of Public Service Vehicle Coil Springs in Homa Bay County, Kenya Sewe, Shadrack Onung’a; Okemwa, Peter; Mubichakani, Joseph Public Service Vehicles (PSVs) in Homa Bay County rely heavily on helical coil springs to absorb dynamic shock loads, yet the county's heterogeneous road network ranging from paved bitumen highways to unpaved earth and murram tracks accelerates mechanical fatigue, causing premature spring sagging, cracking, and fracture, with attendant safety and financial costs for operators. This study sought to establish the influence of road types on the operational lifespan of coil springs in PSVs within Homa Bay County. The study was anchored on mechanical fatigue (stress-cycle) theory, which explains component failure as a function of repeated dynamic loading. A mixed-methods descriptive cross-sectional design was adopted, combining quantitative and qualitative approaches. The target population comprised PSV drivers/operators, SACCO fleet managers, and automotive mechanics operating within Homa Bay County's major routes, from which a sample of 133 respondents (100 drivers/operators, 18 fleet managers, and 15 mechanics) was drawn through stratified random and purposive sampling. Data were collected using questionnaires, interview guides, and observation checklists, whose validity was established through expert review and pilot testing, and reliability through Cronbach's Alpha and data triangulation. Data were analyzed using descriptive statistics, Chi-Square tests, One-Way ANOVA, and thematic analysis. Findings revealed a marked lifespan reduction correlating with declining road surface quality: vehicles on bitumen roads averaged 100,000– 120,000 km before spring replacement, compared to 35,000–50,000 km on gravel roads and 18,000–25,000 km on unpaved earth routes, with overloading further exacerbating failure rates. The study concluded that road surface type significantly influences coil spring lifespan and recommends targeted road infrastructure investment, stricter load-limit enforcement, and route-based preventive maintenance scheduling for PSV fleets. 2026-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2830 Digital Delivery Tools and Linguistic Repertoires: Which Platforms Matter for English Teacher Trainees in Uganda? Dumba, Simon; Okari, Florence Mokeira; Okemwa, Peter Digital delivery tools are central to English language teacher education in multilingual contexts, yet evidence on which specific tools influence trainees' linguistic repertoires remain scarce. This study investigated how digital delivery tools collaboration tools, learning management systems (LMS), virtual classrooms, video platforms, and work-showcase tools influence the linguistic repertoires of English language teacher trainees. A convergent mixed-methods design was employed, involving 150 teacher trainees (questionnaire) and 10 ELT lecturers (semi-structured interviews) at Kyambogo University, Uganda. Quantitative data were analysed using descriptive statistics, correlation, and multiple linear regression; qualitative data were analysed thematically. Regression analysis revealed that LMS (β = 0.346, p = 0.001) and collaboration tools (β = 0.257, p = 0.023) significantly predicted linguistic repertoire development, explaining 32.4% of the variance. Virtual classrooms (β = 0.157, p = 0.090), video platforms (β = -0.100, p = 0.250), and work-showcase tools (β = -0.050, p = 0.626) did not reach statistical significance. Qualitative findings showed that while video platforms were perceived as useful for listening comprehension, passive consumption did not drive repertoire development without structured tasks. Digital delivery tools influence linguistic repertoires unevenly. Tools that support sustained interaction, repeated language production, and peer feedback exert stronger effects than tools enabling passive consumption. Teacher education programmes should prioritise pedagogical integration of LMS and collaboration tools over mere provision of access. 2026-05-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2827 The Impact of Light Emitting Diode (LED) Lighting Use on Electricity Consumption in Nyeri County, Kenya Mawira, Nyaga; Nangendo, Isaac; Okemwa, Joshua Despite the global and national shift toward energy-efficient lighting, electricity consumption in Kenya remains constrained by persistent supply interruptions, rising tariffs, and incomplete household transition from conventional incandescent and fluorescent bulbs to LED technology. Further, there is inadequate empirical evidence documenting the actual impact of LED adoption on local electricity consumption patterns. This study sought to examine the impact of LED lighting use on electricity consumption among households in Nyeri County, Kenya. The study was anchored on the Energy Efficiency Theory and adopted a pragmatist research paradigm using a mixed-methods research design. The target population comprised approximately 175,000 households across Nyeri County, from which a sample size of 384 households was determined using the Yamane formula and selected through stratified random sampling; 315 questionnaires were successfully completed, yielding an 82.0% response rate. Data were collected using structured questionnaires and key informant interview guides. Quantitative data were analyzed using descriptive and inferential statistics via SPSS, while qualitative data were analyzed thematically. Ethical clearance was obtained from NACOSTI, with informed consent, confidentiality, and voluntary participation upheld throughout. Findings revealed that 62.2% of households primarily used LED bulbs, with greater bulb ownership and longer duration of use associated with lower reported electricity consumption. The study concluded that LED lighting adoption significantly and positively influences household electricity consumption reduction in Nyeri County, though adoption remains incomplete. It recommends intensified awareness campaigns, cost-reduction incentives, quality standards enforcement, and integration of LED promotion into rural electrification programmes. 2026-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2826 Evaluating the Compliance Levels of Electrical Safety Rules and Guidelines in Selected Technical and Vocational Education and Training Institutions in Nyeri County, Kenya Ndirangu, Benson Mungai; Wanami, Simon; Nangendo, Isaac Electrical safety is critical in TVET institutions due to frequent handling of live circuits, machinery, and electrical tools. This study evaluated electrical safety compliance in selected TVET institutions in Nyeri County, Kenya. Using a descriptive survey design, quantitative data were gathered via questionnaires from 290 respondents (234 trainees, 56 trainers) and analyzed using descriptive and inferential statistics. Qualitative data from six administrator interviews and six observation checklists were analyzed thematically. The results demonstrated moderate overall compliance (M = 3.11, SD = 0.91). Specifically, guideline adequacy recorded a mean of 3.12 (SD = 0.96), compliance with safety rules 3.09 (SD = 0.95), safety equipment 3.14 (SD = 0.95), and safety training 3.11 (SD = 0.94). A significant association was found between safety training and compliance levels, χ2(4, N = 290) = 232.81, p < .001 (Cramer’s V = .634). Multiple regression revealed that guideline adequacy, safety equipment, and safety training jointly explained 84.7% of compliance variance, F(3, 286) = 527.885, p < .001. Safety equipment was the strongest predictor (β = .370), followed by safety training (β = .305) and guideline adequacy (β = .289). Qualitative and observation findings revealed outdated or generic guidelines, weak routine inspection, equipment serviceability gaps, irregular practical safety training, supervision challenges and budgetary constraints. The study concludes that compliance is moderate and requires an integrated institutional approach combining accessible workshop-specific guidelines, functional safety equipment, continuous practical training, routine inspection and stronger supervision. Keywords: Electrical safety rules, Safety compliance, TVET institutions, Electrical safety training, Safety equipment. 2026-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2804 Influence of Low Category Contractors on the Functional Quality of Public Building Projects in Kisumu and Vihiga Counties Owino, Calvine; Kerre, Bonaventure; Mukoche, Chrispinus The quality of public building projects remains a critical concern in developing countries due to its implications for public safety, service delivery, infrastructure sustainability, and value for money. In Kenya, low-category contractors undertake a substantial proportion of county-level public construction projects; however, concerns persist regarding their capacity to consistently deliver functionally sound buildings. This study examined the influence of low-category contractors on the functional quality of public building projects in Kisumu and Vihiga Counties, Kenya. The study was anchored on the constructivist philosophical paradigm and employed a mixed methods research design to integrate quantitative and qualitative evidence. The target population comprised 51 completed public building projects implemented by low-category contractors during the 2021/2022 financial year. Data were collected through questionnaires, interviews, observation checklists, and document analysis, and analyzed using descriptive statistics and thematic analysis. The findings revealed that low-category contractors significantly influence the functional quality of public building projects through deficiencies in communication and interpretation of construction drawings, limited technical competence and workmanship, use of low- quality materials, inadequate supervision and quality control, non-compliance with regulatory and safety requirements, and financial and time-related operational constraints. The study also established that capacity-related limitations among low-category contractors undermine the ability of public buildings to achieve intended functional performance and long- term serviceability. The study concludes that contractor capacity is a critical determinant of functional quality outcomes in public building projects. Strengthening contractor training, enforcing capacity-based procurement practices, enhancing quality control mechanisms, improving regulatory compliance, and providing structured financial support are essential for improving functional performance in public construction. 2026-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2798 TVET Institutions and Industry Partnerships: Academic Staff’s Perceptions of their Perceived Effect on Graduates’ Employability Skills Bagumisiriza, Robert; Simiyu, John; Wanyeki, Paul Graduate’s employability skills remain a vital aspect in the Technical Vocation Education and Training based on the employers’ requirements across industries. This study aimed at establishing the perceptions of the TVET academic staff to examine how TVET-industry influence the employability skills of graduates. Particularly, this study focuses on the views of academic staff about how TVET-industry collaboration in curriculum development, sharing of training resources, industry participation in practical training and trainer professional development opportunities influence the TVET graduates’ employability skills as the study’s key constructs. The study conducted in 2024 utilized a cross sectional study design using a structured questionnaire with 5-point Linkert scale items that was administered to a sample of 217 academic staff who indicated the extent to which they agree with the statements corresponding to each construct. The sample wascorrelation, and Structural Equation Model (SEM) using the STATA 17.0 ((Stata-Corp College Station, TX, USA) software to study the relationship among the study variables. The results grounded in the perceptions of the academic staff showed significant relationships curriculum development, sharing training resources, industry engagement in practical training, professional development and employability skills of the graduates. Additionally, the findings revealed perceived direct perceived effects from practical training on sharing of training resources, professional development opportunities for trainers, and employability. More so, the findings showed that sharing training resources and training opportunities are perceived to have direct perceived effects on graduates’ employability. This paper emphasizes, from the perspective of academic staff at TVET institutions, the necessity of reinforcing collaborative relationships between TVET institutions and industry partners recommending joint curriculum design and review committees, industry-based internship, promotion of continuous professional development and sharing resources. While relying on the academic staff’s perceptions, this paper provides a great contribution towards the knowledge pool of TVET-industry partnership determinants of the employability skills of TVET graduates. selected using purposive sampling technique. The perception-based data was coded and analyzed using correlation, and Structural Equation Model (SEM) using the STATA 17.0 ((Stata-Corp College Station, TX, USA) software to study the relationship among the study variables. The results grounded in the perceptions of the academic staff showed significant relationships curriculum development, sharing training resources, industry engagement in practical training, professional development and employability skills of the graduates. Additionally, the findings revealed perceived direct perceived effects from practical training on sharing of training resources, professional development opportunities for trainers, and employability. More so, the findings showed that sharing training resources and training opportunities are perceived to have direct perceived effects on graduates’ employability. This paper emphasizes, from the perspective of academic staff at TVET institutions, the necessity of reinforcing collaborative relationships between TVET institutions and industry partners recommending joint curriculum design and review committees, industry-based internship, promotion of continuous professional development and sharing resources. While relying on the academic staff’s perceptions, this paper provides a great contribution towards the knowledge pool of TVET-industry partnership determinants of the employability skills of TVET graduates. 2026-06-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2797 Proposed Framework for Effective Collaboration between TVET Institutions and Industry for Enhancing Employability Skills: Evidence from Selected Institutions in Uganda Bagumisiriza, Robert; Simiyu, John; Wanyeki, Paul Effective collaborations between TVET institutions and industry play a significant role in the acquisition of technical and soft skills by the learners and in sharing knowledge. This study focused on proposing a framework towards effective collaboration between TVET institutions and the industry to enhance the employability skills of the graduates. The study utilised qualitative responses from 217 trainers, including heads of academic departments, 11 principals of TVET institutions, and 18 industry experts, including operational managers, human resources, and staff. The qualitative data was analysed using thematic analysis supported by Dedoose software. The framework was developed using the Context Input Process Product (CIPP) model. The participants identified key collaborating areas, including: curriculum development, industrial training, training of staff, and sharing training resources. More so, the participants identified facilitating activities that supplement the core mechanisms identified, including seminars, workshops, and cocurricular activities. Nonetheless, the results established that this partnership experiences barriers such as poor communication, varying policies, values, cultures, resource gaps, financial constraints, and limited skills of some trainers. The framework emphasises clear stakeholder involvement, clear collaboration mechanisms and strategies, collaborative resource mobilisation, streamlined communication, reporting and feedback channels, and monitoring and evaluation of collaboration for effectiveness. This framework is a useful resource towards building strong and meaningful partnerships between the TVET institutions and the industry, which facilitates practical training to improve the skills of the trainees, thus meeting the skills requirements of the job market. 2026-03-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2795 Effects Of Integrating ICT in Teaching Electrochemistry Concepts on Student’s Attitude and Mastery of Content Obuya, Jabes; Waswa, Peter; Mubichakani, Joseph The purpose of this study was to investigate effects of integrating Information and Communication Technology (ICT) in teaching concepts on student’s attitude and mastery of content. The contention of this article is that poor performance in high school chemistry leads to limited understanding of essential scientific principles, hampering students' readiness for advanced STEM courses, reducing future career opportunities in science-related fields, and contributing to overall low academic achievement in sciences. Electrochemistry as a topic is regarded as one of the most difficult chemistry topics in which both pre-service teachers and students had learning difficulties. The abstract nature of chemistry that makes it highly amenable to ICT integration. The difficult concepts can be animated and made to appear simple. The study found that integrating ICT in teaching significantly improved students' mastery of electrochemistry concepts and improved student’s attitude. This approach enhanced understanding and engagement, aligning with research emphasizing hands-on, interactive learning with technology. In conclusion the ministry of education through curriculum developers should enhancing ICT integration in science education by providing professional training to teachers and ensuring adequate ICT infrastructure for integrating ICT into curriculum. 2025-10-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2793 TVET-industry Collaboration Mechanisms Enhancing Employability Skills of Technical and Vocational Education and Training (TVET) Graduates: Evidence from Selected Institutions in Uganda Bagumisiriza, Robert; Simiyu, John; Wanyeki, Paul The purpose of this study was to explore the influence of TVET-Industry collaboration in curriculum development, industry participation in practical training, sharing of training resources and training opportunities on employability skills of TVET graduates. This study considered more factors that influence graduate employability skills in addition to curriculum development as has been studied by many scholars. This study utilized cross sectional survey data collected from 217 trainers & heads of department. The data was analyzed using correlation, stepwise OLS multiple regression to study the relationships among the study variables using the Stata 17.0 (Stata-Corp College Station, TX, USA) software. The study findings showed that curriculum development (β=0.619, p<0.05), industry involvement in practical training (β=0.169, p<0.05), sharing of training resources (β=1.107, p<0.05), and training opportunities for trainers (β=0.446, p<0.05), have significant positive effects on the employability skills of the TVET graduates. These results implied that employability skills of graduates rely heavily on the nature of curriculum studied, transfer of practical skills by industry experts to the learners through industrial training, availability of training resources that facilitate learning as swell as level of knowledge possessed by the trainers. The findings suggested establishment of joint curriculum design and review committees, the promotion of continuous professional development and research activities, and the creation of dedicated liaison offices. This research provided a great contribution towards the knowledge pool of key determinants of the employability skills of TVET graduates as well as establishing the need to formalize, strengthen and coordinate collaborations between the TVET institutions and the industry. 2026-08-03T00:00:00Z