THE INFLUENCE OF ELECTRONICS LABORATORY PRACTICES ON SKILL ACQUISITION BY TECHNICIAN TRAINEES IN NAIROBI COUNTY, KENYA.

Abstract

Skill training for TVET graduates is very important as it prepares them to enter the world of work. Basic skills in electronics are acquired through regular laboratory instruction practice taken by trainees. This study aimed to investigate the influence of electronics laboratory practices on skills acquisition among technician trainees in public technical and vocational education training institutions in Nairobi County. The study sought to determine the skill levels among technician trainees. It also endeavoured to establish the influence of management and utilization of laboratory equipment, tools and materials and electronic laboratory instruction practices on skill acquisition. The study further sought to find out the existing TVET-industry collaborative practices on laboratory instruction and strategies used to enhance trainees’ skill acquisition. The study adopted the mixed methods research design in which a concurrent triangulation strategy was used where both qualitative and quantitative data were collected simultaneously. The study's target population comprised electrical and electronics department heads, trainers and final year diploma trainees in the eight public TVET institutions in Nairobi County. The study used census, purposeful and convenient sampling methods to select the respondents for the study. The research instruments utilized in this study were questionnaires, interview schedule, and an observation checklist. Quantitative and qualitative data analysis techniques were employed. From the study, it was found that: the level of skills acquired by final year technician trainees was inadequate; effective management and utilization of laboratory equipment, tools, and materials for skill acquisition was neglected; electronics laboratory instruction practices as embraced could not effectively facilitate skills acquisition among technician trainees; there were no collaborations between TVET colleges and industry on laboratory instruction; trainers employed some strategies in laboratory practice owing to the challenges faced in laboratory instruction. From the above findings it was concluded that: the level of skills acquired by final year technician trainees made them ill-prepared for the place of work; TVET institutions lacked proper and adequate training laboratories, equipment, tools and materials; the influence of electronic laboratory instruction practices on skill acquisition could not be strongly established although there appeared to be a relationship between the two variables; the institutions had little interest in seeking out partnerships with the industry which would have been a great support in laboratory training of the trainees and the trainers made an extra effort by employing strategies to enhance the skill acquisition by technician trainees. It was, therefore, recommended that TVET institutions invest in adequate and quality laboratory facilities and equipment; place equal emphasis on both electronics theory and laboratory practice; develop collaborations with specific industries for purposes of supporting laboratory instruction, KNEC to make electronics laboratory practice examinable at diploma level and trainers to consider experiential learning to make technician trainees’ laboratory learning more effective.