Influence of teaching-learning resources on transition rates of Diploma students at Ramogi Institute of Advanced Technology, Kisumu County, Kenya

Abstract

Technical and Vocational Education and Training represents a significant feature of education and training provision through which both continuing and training requirements are met. It attempts to straddle the needs of lifelong education and training as well as the immediate requirements of the work place. Favorable attitude towards institutions physical facilities and quality teaching learning resources promote transition in Technical and Vocational Education and Training. On this backdrop most states and governments, Kenya government included are pursuing the aspect of development to ensure achievement of national development goals of education. The study aimed at establishing factors influencing students' transition rate in Ramogi Institute of Advanced Technology, Kisumu County. The study was guided by the following objectives: to assess the extent to which funding influences students' transition, to establish how buildings and classrooms influence students' transition to investigate the cost of teaching- learning materials and its influence on students' transition and to assess how students' welfare and sanitation facilities influence students' transition.

Descriptive survey was adopted for the study. Stratified sampling design was used in the selection of respondents. Purposive sampling technique was used to sample the registrar and heads of departments. All the collected data was edited and coded to eliminate any errors that may be made by respondents. Descriptive statistics such as frequencies and percentages were used to describe data using tables and charts. The Statistical Package for Social Sciences (SPSS) was used to compute the analyzed data. The study found out that the transition rate of students in Ramogi institute of advanced technology was very low. Up to 51.19% of the students failed in their KNEC examinations and therefore, failed to transit to graduation. The factors that caused this state of affairs were; inadequate and unreliable funding of the students' education which accounted for up to a 58.06% dropout rate. Expensive and numerous teaching- learning materials that the students were expected to buy contributed to up to 82~ 1 % transition rate.

Although the state of institutional buildings and classrooms, adequacy of furniture and comfort ability rated 48.38% below average, they had no effect on students' transition. The study revealed that funding and teaching-learningmaterials were significant factors on students' transition rates and they contributed to up t07l.06%. The study recommends that the administration should seek to undertake income generating projects such as agricultural projects to mobilize funds for development. The study also recommends that, the institution buys its own teaching and learning materials that very needy students can use rotationally and lastly the study recommends that, the institution mobilizes stakeholders to assist in improving the welfare of the students by increasing the number of classrooms, have adequate teaching and learning materials, provide adequate and good furniture and improve the state of sanitation facilities. The study suggests that, similar studies should be done in other TIVET institutions in other provinces so as to compare with the findings of this study. The study also suggests that, future researchers should explore the contribution of institution personnel on the poor transition rate from third year to graduation. The study further recommends that, future researchers should carry out similar study with an introduced emphasis on the contribution of students' discipline.