Baseline survey on the quality and efficiency of teaching Practice in middle level colleges: the case of Kenya Technical Teachers College, Nairobi, Kenya

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dc.contributor.authorMwancha, Benedicto
dc.contributor.authorOndigi, S. R.
dc.contributor.authorKhatete, D. W.
dc.date.accessioned2018-04-04T09:01:00Z
dc.date.available2018-04-04T09:01:00Z
dc.date.issued2015-07
dc.descriptionPresentationen_US
dc.description.abstractThis is a survey carried out in 2014. The main objective was to determine the important indicators against which the quality and efficiency of future Teaching Practice will be compared. There were 256 students on teaching practice. A sample of 141students was randomly selected representing 54% of the population. All the assessment reports for all the students were used to determine the student performance. A sample of 10 heads of institutions and 31 Heads of departments and cooperating teachers supplied some needed data. Data was also generated from 11 external assessors. Questionnaires were used for data collection except for the case of heads of institutions where an interview schedule was used. The relevant documents available in college were also used as data sources. All the instruments were tested and validated by using experts for both content and technical accuracy. Quantitative data analysis was done by using SPSS. The means were worked out and where there was need to establish significance of differences, the “t” and “F” tests were carried out. The indicators for quality and efficiency of teaching practice were as follows: Average number of assessments per student was 2.9; Average performance was 72.14%; Overall Cost per student was Ksh. 25,507; Mileage per student was 120.516Km; Fuel consumption per student was 16.121 liters; Fuel cost per student was 1797.98 Ksh; Completion rate was 97.7% and TP student satisfaction 87.37%. Other findings included: The use of teaching aids and scheming are performed poorly. The components of self-presentation and learning environment have the highest score. The females have a higher mean performance than the males; the students’ grades are not dependent on the gender of the assessor. The higher the job groups of the assessors, the higher the mean score. The TP customers are highly satisfied with the services they receive. TP costs, placement, transport, frequent changes in timetables are some of the challenges facing the exercise. It is safely concluded that Kenya Technical Teachers College has maintained high standards in the management of teaching practice. The following recommendations are made: The approaches used in training students in scheming and lesson planning should be re-examined; the media should be better equipped in order to train students better in the development and use of teaching aids.en_US
dc.identifier.citationProceedings of the 4th International Conference on Education. Nairobi, Kenya: Kenyatta University, July 14-16, 2015en_US
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/18286
dc.language.isoenen_US
dc.titleBaseline survey on the quality and efficiency of teaching Practice in middle level colleges: the case of Kenya Technical Teachers College, Nairobi, Kenyaen_US
dc.title.alternativeBuilding Capacity Through Quality Teacher Educationen_US
dc.typePresentationen_US
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