CEFFECT OF MODULAR SYLLABUS IMPLEMENTATION STRATEGIES ON PERFORMANCE OF TECHNICAL COURSES IN TECHNICAL VOCATIONAL EDUCATION TRAINING IN NAIROBI COUNTY, KENYA

Abstract

Quality education and training are essential for national progress, with Technical Education and Vocational Training institutions focusing on continuous improvement aligned with Sustainable Development Goals. However, rising unemployment and inadequate skills among Kenyan Technical Education and Vocational Training graduates, due to poor modular strategy implementation, threaten youth livelihoods. In this regard, the main objective of this study was to investigate the effect of modular syllabus implementation strategies on the performance of technical courses in Technical Vocational Education Training in Nairobi County, Kenya. The specific objectives of the study were to: Determine the effect of modular partnership strategy on the performance of technical courses in Technical Vocational Education Training in Nairobi County, Kenya; assess the effect of modular digitalization strategy on the performance of technical courses in Technical Vocational Education Training in Nairobi County, Kenya; and establish the effect of modular assessment strategy on the performance of technical courses in Technical Vocational Education Training in Nairobi County, Kenya. Based on Constructivist Theory, this study employed a descriptive survey method targeting 5,633 participants, including 5,204 engineering students, 418 engineering tutors, and 11 principals from 11 Technical Education and Vocational Training institutions in Nairobi County that implemented modular syllabi. The sample size included 359 individuals: 11 principals, 26 tutors, and 322 students. Principals were selected through purposive sampling, while stratified random sampling was used for tutors and students. The instruments’ reliability was confirmed through a pilot study, with Cronbach’s alpha coefficients of 0.817, 0.752 and 0.814 for modular partnership, digitalization and assessment strategy, respectively, indicating their reliability. The data was analyzed using SPSS version 28.0, where quantitative data underwent descriptive and inferential statistical analysis, and results were presented in tables. Qualitative data was analyzed for themes and sub-themes, and findings were illustrated with quotations. The study found significant positive effects of modular partnership (B1 = 0.403, p = 0.000), digitalization (B2 = 0.432, p = 0.000), and assessment strategies (B3 = 0.216, p = 0.000) on the performance of technical courses in Technical Education and Vocational Training. Moreover, modular digitalization strategy (t = 12.263) had the greatest impact on the performance of technical courses in Technical Education and Vocational Training, followed by modular partnership strategy (t = 11.915), and lastly modular assessment strategy (t = 6.794). The study concludes that modular partnership, digitalization and assessment strategies significantly affect the performance of technical courses in Technical Education and Vocational Training in Nairobi County, Kenya.