FACTORS AFFECTING IMPLEMENTATION OF ONLINE TEACHING AND LEARNING IN ENHANCING EDUCATION IN TECHNICAL AND VOCATIONAL COLLEGES IN KAKAMEGA COUNTY, KENYA

Abstract

This study investigated the factors affecting the implementation of online teaching and learning in technical and vocational colleges (TVCs) in Kakamega County, Kenya. As online education becomes increasingly important for delivering flexible learning opportunities, TVCs face unique challenges that hinder its successful implementation. Despite the growing global focus on online learning, there is a lack of region-specific research addressing these challenges within TVCs, particularly in Kakamega County. The study aimed to fill this gap by identifying and analyzing the key factors influencing the implementation of online teaching and learning in this context. Four objectives guided the study which included: To determine the trainer’s attitude in the implementation of online teaching and learning in TVCs in Kakamega County; to determine the Trainees’ attitude in the implementation of online teaching and learning in TVCs in Kakamega County; to find out the adequacy of the online teaching and learning resources to support the teaching and learning in TVCs in Kakamega County; and to establish the level of effectiveness of online teaching and learning in enhancing education in TVCs in Kakamega County. This study adopted the theory of diffusion of innovations. The study employed a mixed method research approach whereby the study targeted 4 Principals, 1 County Director of Education, 230 Trainers and 6610 Trainees from the Technical and Vocational Colleges in Kakamega County. Purposive sampling was used to select 4 Principals of Technical and Vocational Colleges and 1 County Director of Education while simple random sampling was employed to select 12 Trainers and 361Trainees from the 4 sampled TVCs. Quantitative data were obtained through the use of questionnaire, while qualitative data were gathered using interview schedule and document analysis guides. Quantitative data was analyzed using descriptive statistics and inferential statistics where descriptive statistics included frequencies and percentages while inferential statistics involved Pearson correlation analysis. On the other hand, qualitative data was analyzed using a conceptual content analysis. The trainers and trainees viewed online teaching and learning positively, citing its cost-effectiveness, convenience, and affordability. However, limited infrastructure and technical difficulties hinder its implementation. Most government TVCs in Kakamega county lacked adequate resources, leading to failure in implementation of online teaching and learning. Despite these challenges, online teaching and learning proved effective in improving education access. The managers of TVCs in Kakamega County should encourage positive attitudes towards online teaching and learning, ensure the availability of necessary resources including tablets, desktop computers, and internet connections, and ensure the correct utilization of available resources to improve the quality of online education in the TVCs. This will help in the adoption and implementation of online education in the county