A study of the effects of the implementation of individualised instruction in form four of the motor vehicle course in the technical secondary schools of kenya

Abstract

This research was an investigation into the implications of the introduction of individualised instruction into Form Four of the Motor Vehicle Technology course in the Technical Secondary Schools in Kenya. It included consideration of teachers' ability and preparedness, curriculum revision, cost, equipment and supplies, and especially the attitudes of students, teachers and administrators toward the introduction of such innovation in teaching methodology. The Motor Vehicle Technology course was selected as an area in which to test the methodology for several reasons. The Motor Vehicle shop not only lent itself best to the individualised method of instruction (the work station concept) but also in comparison to other technicalcourses it had the greatest need in the area of teaching materials; visual aids, handouts, reference texts, related materials, equipment specifications, etc. Further, this area of technical education suffered most from the shortage of trained technical teachers. In the larger context, the entire concept of such skill training in secondary schools was under question in many educational circles because of the much higher cost per student in vocational education as compared with academic education. There was pressure to have skill training removed to industry or special government institutes where it may have been done more effectively and economically. Educators were being challenged to make technical education less costly (le. more efficient).