SCHOOL OF EDUCATION

DEPARTMENTOF TECHNOLOGY EDUCATION

TITLE: TEACHING PRACTICE PROJECT REPORT

REG NO: TED/48/18

NAME: HENRY KIPKOSGEI

ZONE: BARINGO

COORDINATOR: DR. STELLAH KETER

SIGN: ………………………

DURATION: 31ST MAY – 26TH JULY 2021

TITLE: EFFECTS OF LESS TRAINERS AND INSUFFICIENT

LECTURE HALLS IN TERTIARY INSTITUTIONS

TEACHING PRACTICE REPORT TO BE SUBMITTED TO SCHOOL OF

EDUCATION (DR. KETER STELLAH) FOR PARTIAL FULFILMENT OF THE
REQUIREMENTS FOR THE AWARD OF THE DEGREE OF BACHELOR OF
TECHNOLOGY EDUCATION- BUILDING AND CIVIL OPTION

1
DECLARATION
I HENRY KIPKOSGEI TED/48/18 do hereby declare that this is my original and genuine report
and it has not been submitted elsewhere by anyone for the award of bachelor’s degree in
Technology Education.

NAME REG.NO DATE SIGN

HENRY KIPKOSGEI TED/48/18 27/07/2021 ……………………..

2
DEDICATION
I dedicate this report to my dear parents who supported me in my financial upkeep throughout
the teaching practice. I do also dedicate it to my school Moi university, management of Kipkabus
Technical and Vocational College (KTVC), management of boards of other tertiary institutions
for higher learning in Kenya I do also dedicate it to my zone coordinator Dr Stellah Keter for her
tireless support in ensuring that I achieve the best.

3
ACKNOWLEDGEMENT
I would like to express my heartfelt thanks to God Almighty for strong and healthy moment I
had over the two and half months. I would also like to acknowledge the Administration of Moi
University for giving me an opportunity to go out and acquire experience in teaching profession.
I pass my sincere gratitude to Dr. Stellah Keter for successful guidance and directive on how to
prepare and teach in a class successful and effectively. Without forgetting my assessors for
creating time and visit during my attachment and ensured am doing the right thing. I also thank
the principal Mr. Wilson Kimugul for allowing me to carry out my teaching practice in the
institute. I would also like to thank him for the provision of essential and relevant support for the
whole period of my teaching practice in his school. I would also like to thank the teaching, non-
teaching and students of Kipkabus TVC. Not forgetting my friends may God bless you all. I also
thank my parents and guardians for the continuous support throughout the process and for the
contribution to my success in this work. May God, bless you all.

4
ABSRACT
Teaching practice is one of the requirements that an education student must undergo to enrich the
student teacher with professional skills in the teaching fraternity to enable them work effectively
and efficiently towards achieving the educational goals and building a confident teacher in the
classroom set up. This report deals with the assessment of resources and facilities to enable
improvement in comprehension, analysis, synthesis, evaluation and making generalization in
various disciplines through maximum utilization so as to solve problems and enhance
performance in the institution and develop competency in utilizing the available institutional and
other resources and facilities to enhance performance hence sufficient application and relation of
the knowledge and skills acquired during the teaching practice. A survey was submitted to
faculty, teaching assistants and students as an ample of larger population of Kipkabus fraternity
on the of insufficient teachers and classrooms in tertiary institutions. The topic was chosen to
establish the way through which the menace can be solved in the school. Research was carried
out at Kipkabus TVC, the data was collected using various methods such as interviews,
questionnaires, observation and document analysis. Data was recorded and presented using
tables, graphs and pie charts. At the end of study, crucial ideas were raised and discussed
towards finding the solution to the problems underlying.

5
Table of Contents
DECLARATION...........................................................................................................................................................2
DEDICATION...............................................................................................................................................................3
ACKNOWLEDGEMENT............................................................................................................................................4
ABSRACT.....................................................................................................................................................................5
HISTORICAL AND FOUNDATION OF THE INSTITUTION.............................................................................8
ORGANIZATION STRUCTURE………………………………………………………………………………………………………….....10

TYPE OF ADMINISTRATION IN KTVC..............................................................................................................11

THE SCHOOL MOTTO, VISION AND MISSION...............................................................................................11
HOW KTVC STRIVES TO MEET ITS MOTTO VISION AND MISSION.......................................................12
PHYSICAL FACILITIES..........................................................................................................................................12
THE SCHOOL CALENDER.....................................................................................................................................13
SCHOOL ACTIVITIES.............................................................................................................................................14
SCHOOL’S RELATIONSHIP WITH THE COMMUNITY.................................................................................16
CHAPTER TWO........................................................................................................................................................18
LITERATURE REVIEW..........................................................................................................................................18
CHAPTER THREE....................................................................................................................................................19
STATEMENT OF THE PROBLEM........................................................................................................................19
 Supportive stakeholders.............................................................................................................19
The institution is runner with an open-minded board that is visionary, effective and committed under
the leadership of the institutions principal. The institution has also been sponsored to be able to
achieve a lot through their support, guidance and enlightening discipline in the institution in terms of
fee payment. Through the supportive parents, the institution has also risen to be among the most
improved institution in both south and north rift. The institution is also one of the institutions which
have benefited a lot from the constituency development funds (CDF)..............................................19
Sufficient Textbook...........................................................................................................................19
 Availability of sports facilities...................................................................................................19
CHAPTER FOUR.......................................................................................................................................................22
RESEARCH METHODOLOGY..............................................................................................................................22
Introduction.......................................................................................................................................22
Data analysis......................................................................................................................................23

6
The data is collected, examined and coded. It is then analyzed and interpreted by use of table, chart and
graphs...........................................................................................................................................................................23
FINDINGS AND DATA PRESENTATION............................................................................................................24
Introduction.................................................................................................................................................................24
The presentation of the findings is based on the research questions or the objectives. The tables and
figures are also used in data presentation. The finding get results from analysis of the report obtained
from the questionnaires subject to the twenty-five [25] selected respondents that comprised of twenty
[20] students, an administrator [1], three [3] class teachers and one Head of department [1]. The
response from these twenty-five respondents state their view on different research question and the find
were as follows;.....................................................................................................................................24
Table1. Causes of poor performance.................................................................................................24
TABLE3: technical food and beverage personnel..............................................................................26
Table 4. Attitude of pupils towards electrical engineering.................................................................26
TABLE 5. Role of administration in performance of electrical engineering......................................27
TABLE 6; techniques used in teaching of electrical department.......................................................28
RECOMMENDATIONS AND CONCLUSION......................................................................................................29
CONCLUSION...........................................................................................................................................................29
ABREVIATIONS........................................................................................................................................................30
APPENDIX A ……………………………………………………………………………………………………………………………………31

PERSONAL TIMETABLE ………………………………………………………………………………………………………………………….31

APPENDIX B………………………………………………………………………………………………………………………………………32

SCHOOL ROUTINE…………………………………………………………………………………………………………………………………32

7
CHAPTER ONE

HISTORICAL AND FOUNDATION OF THE INSTITUTION

Kipkabus Technical and Vocational College is a public institution which was established in
January 2018 by the Ministry of Education under the mentorship of Rift Valley Technical
Training Institute. The institution was registered by TVET Authority to operate and offer
accredited programmes that are market driven and closes the gaps in the labor market.
It is situated in a serene environment, 30 kilometers East of Eldoret town off Kaptagat road
along Naiberi - Dry’s Road. It is in Ainabkoi Sub County, Uasin Gishu County.
Kipkabus TVC is a Centre of Excellence in Mechanical Engineering, with a modern state of the
art Engineering workshop and Computer laboratory. It has 36 trainers, 1250 students and 20
support staff
The institution offers 45 courses in Mechanical & Automotive Engineering, Building & Civil
Engineering, Electrical Engineering, Information Communication Technology and Business.
These courses are offered at various levels (Artisan, Craft Certificate and Diploma). It recently
rolled out Competency Based Education & Training (CBET) programmes in Masonry, Carpentry
& Joinery, Welding & Fabrication and Hairdressing & Beauty Therapy in quest of empowering
the learners with skills and competencies for both economic growth and employability.

Kipkabus TVC strives to produce competent trainees with relevant skills to meet the demands of
a dynamic economy. Our strategic plan deliberately aligns the programmes offered to address the
“Big Four Agenda” and Kenya’s Vision 2030. As an Institution, we pride in skills diversification
through participating in co-curriculum activities (2019 - Handball National Champions) and
Research & Innovations. The institution participated in the 9th Regional TVET Fair/Exhibition
and the project title “Plastic Tiles” competed up to the National levels.

 In 2018 the college was established and handed over to its founding principal
Isaac Bwambok who oversaw the first students’ enrollment in January 2018. In
February 2019, Mr. Bwamok turned the leadership to Mr. Wilson Kimugul who
became the institutions second principal.
 The elders donated piece of land that were consolidated in 1958 as trust land and
reserved for future development of a public investment.
 The training programs emphasize in acquisition of work competence,
entrepreneurial and ICT integrated skills. The college strive to provide quality
education in true spirit of the motto that is technology for development.
 The examination body includes Kenya National Examination Council.

8
1.2 ISO CERTIFICATION

 Through embracing of performance contracting and ISO 9001:2008 certification, the

institute has registered tremendous improvement in students’ performance and service
delivery.
 These departments are:
 Department of Building Construction and Civil Engineering
 Department of Computing and information studies
 Department of Mechanical and Automotive engineering.

Craft courses

 Motor vehicle mechanic

 Carpentry and joinery
 Hair dressing
 Beauty therapy

Certificate courses

 Automotive engineering
 Carpentry and joinery
 Food and beverage production
 Information communication technology
 Masonry
 Mechanical engineering
 Motor vehicle system
 Vehicle system

Diploma/professional courses

 Automotive engineering Mechanical engineering

 Civil engineering Vehicle system
 Community development

9
  Information technology

ORGANIZATION STRUCTURE

The College has an administrative structure given in Figure 1 below;

BOARD OF GOVERNORS

PRINCIPAL

DEPUTY PRINCIPAL

REGISTRAR ILO ACADEMIC HODS DEAN OF FINANCE

STUDENTS OFFICER

EXAM TIME TABLING

OFFICER OFFICER
SUPPORT
TEACHING STAFF GUIDANCE & SPORTS
STAFF
COUNSELLING MASTER

10
TYPE OF ADMINISTRATION IN KTVC

KTVC exercises an autocratic kind of leadership, whereby H.O. D’s in certain departments
dictates on what should be done especially when it came to correct teaching procedures.
Teacher’s having all the teaching documents required. Dialogue is expressed whenever
problems arise in the administration and even in the department. This contributes to making
of the school activities to run smoothly and effectively. The learners, teachers and the non-
teaching staff are free to express their views to the administration which promptly responds
ensuring feedbacks are provided for any emerging issue. This is implemented through the
school suggestion box and a committee set to address issues raised in the institution. The
head of the institution encourages this type of administration as it is very helpful in limiting
things like strikes by students happening as learners’ interest were handled on time and this
ensured continuous learning taking place effectively.

THE SCHOOL MOTTO, VISION AND MISSION

a) SCHOOL MOTTO
 KNOWLEDGE FOR DEVELOPMENT.

b) SCHOOL VISION

 TO USE OUR UNLIMITED PASSION FOR TECHNOLOGY, CONTENT

AND SERVICES TO DELIVER HIGH QUALITY SKILLS.
c) SCHOOL MISSION
 TO PROVIDE HIGH QUALITY TECHNICAL, INDUSTRIAL AND
VOCATIONAL TRAINING IN A CONDUCIVE ENVIRONMENT USING
APPROPRIATE TECHNOLOGY TO EMPOWER TRAINEES FOR
INDIVIDUAL AND NATIONAL DEVELOPMENT.

11
HOW KTVC STRIVES TO MEET ITS MOTTO VISION AND MISSION
To achieve its motto, vision and mission KTVC has adopted core values. Values are an integral
part of an organizational’ culture and create a sense of identity, belong and purpose. To promote
these attributes and remain focused on attaining her mission; KTVC has adopted the following
set of core values and guiding principles.

 CUSTOMER SATISFACTION: Through a deliberate open door policy, KTVC is

committed to satisfying both its internal and external customers.
 INTEGRITY: KTVC aim to be accountable, transparent, ethical and honest, and at
the same time, adopt a zero tolerance to corruption.
 TEAM WORK: By consciously and deliberately nurturing team spirit, collaboration
and consultation, KTVC will maximize their synergies in working.
 CREATIVITY AND INNOVATIVENESS: KTVC will be open and proactive in
seeking and creating better methods of service delivery.
 PROFESSIONALISM: Through continuous assessment of training human resource
base and ensure effective and efficient service delivery.
 GENDER EQUITY: KTVC has embrace the principles of gender equity, fairness
and balance across gender

PHYSICAL FACILITIES
The institute has twenty acres of prime land within Uasin Gishu County and has among
others the following facilities;

 Two hostels each with a bed capacity of eighty-four (84) and an additional
two hostels, one with a bed capacity of 56 and the other with a bed capacity of
48, therefore the institute has a boarding capacity of five hundred and thirty
(530) students
 A spacious dining hall with a modern kitchen attached to it.

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  Eighteen (18) classrooms, three technical drawing rooms, a study room, two
mechanical engineering workshops, one automotive engineering workshop,
one welding and fabrication workshop, one carpentry and joinery workshop,
small computer laboratory, one administration block
 Two block staff houses
 One basketball court, two volleyball courts, one football and athletics field
and one netball pitch.
 The school has one van

THE SCHOOL CALENDER

Opening and closing dates.

The institution opens on 24th May and closes on 30th July 2021.

Lessons and classes

 1st week is for student reporting

 Lessons begin on 24th May to 30th July 2021
 8th week was set for student revision
 9th and 10th week was set for exams

Sports Events
Due to Corona pandemic spread in the country, risk of spread and adhering to the Ministry of
Health regulation, therefore; sports were withheld for indefinite period. However, despite that
challenge we managed to have some indoor games within the school as dated bellow.

13
 4th march -indoor tournament game
EXAMINATION
 C.A.T 1 –Were done on the fourth week that was 14th June to18th of June 2021
 C.A.T 2-were done on the seventh week that was 5th July to 9th July 2021
 6th week was setting of end term exam by departmental staff
 7th week was moderation of end term exam by the departmental staff
 END TERM _Were done on the ninth and tenth week that was on 22th to 30th of June 2021
 MARKS-Submission was done on 2 nd August, 2021
 Tenth week result ratification was done

SCHOOL ACTIVITIES

Games

 In games and sports, the institute is a member of the Kenya Technical Training
Sports Organization(KETTISO), where the institute usually participated in
various games including Soccer, Rugby, Netball, Basketball, Volleyball and
Athletics. It’s only the challenge of Corona that the term that ended we didn’t
carry out any sport as usual with normal times

14
 a) Clubs and Societies

The institution has clubs and societies; these are basically academic based, social and
regional clubs.
They are geared towards enabling the students to perform well and to practice what
awaits them in the field. It also serves as a means of social cohesion where each student
can join any club of his or her interest. This clubs include: -
i. Christian Union: This is interdenominational Christian society in the Institution. It is
joined by those who are neither S.D.As nor Catholics. It is the biggest society within the
compound. It helps them in keeping up their religious values. They are given a chance to
have a presentation on every church service.

ii. Seventh Day Adventist: This is for the students who fellowship on Saturdays. The
school gives them opportunity to conduct their services on Saturday in the Dining hall.

iii. Young Christian Society: This is for the students who have had catholic background.
They are also given a chance to organize their progress sessions within the week.

 Presidential award club (PA): This is mainly joined by those interested in leadership
qualities. It improves the student’s performance because it provides an extra ground for
practice. They have their own organized Examinations as the departments which are the
same as they do in class. They sometime go as far as state house for the competitions and
debates.
 Science Club: It is also joined by those interested in science. It improves the student’s
performance because they can handle learning practically and scientifically hence relating
them with their real-life situation.
 Music club: There are some students who are talented in singing. The Institute also
participates in the music festival that involves competitions with other institutes. The
clubs help students to nurture their talents as well as enabling the school to prepare in
advance for the festivals.

15
SCHOOL’S RELATIONSHIP WITH THE COMMUNITY
Kipkabus technical and vocational college has a very good and conducive relationship
with the community and its neighbor’s. This is clearly observed through;

 Employments-The support staff in the institution comes from the locals, hence
improving their living standard and the local industry are first employers of the
institution’s graduates.
 Social facilities-The local community have access to the institution’s game
fields for football, rugby, social hall for meetings, weddings, choir practices
and school van for hire for other social activities. The students get their
spiritual nourishment from the nearby local churches.
 Accommodation-The students get accessible and cheap accommodation within
the local community. The institution staff also gets accommodation within the
local community. Student can access the banking services, hospital and
communication firms.

The community also supplies the school with the foodstuff. There is a community market where
the school gets the foodstuff. The market also serves the teachers with their basic needs therefore
the society servers as essential factor to the institution.

TEACHERS’ PREPAREDNESS

In the Institute, all the teachers have the required qualifications and experience to teach
their respective subjects. They are very committed to their duties they are assigned by
their respectful H.O.Ds and accept obligations ensuring that they are done and on time.
KTVC being ISO 001-2018, all the professional documents for example lesson plans,
schemes of work, record of work covered, course outline and the student progress records
are usually prepared in advance and teachers are normally prepared before they attend to
any lesson. There are rules and regulations that govern all the departments and it is
stipulated that all the teachers should prepare the schemes of work and course outline for

16
 verification by various H.O.Ds, taken to the Deputy Principle for approval then adopted
for use. This takes place the first week of opening and is done each term. After approval
of schemes of work, the teacher is expected to prepare lesson notes and teaching aids,
marking class attendance register, setting C.A.Ts and End term exam, marking of the
same and finally recording marks and then submission to the H.O.D for ratification then
is entered in the ABM management system. Then at the end transcripts are produced for
the students.

Games teachers always join students to train them in different activities such as football,
athletics, volleyball, basketball and handball. Heads of clubs and societies also join students to
train them in drama, environmental issues etc. societies such as S.D.A, C.U and Y.C.S also meet
their respective leaders for worship, singing, crusades and sharing Gods word.

17
CHAPTER TWO

LITERATURE REVIEW
“Classroom behaviour problems are a principle source of stress and burnout for both new and
experienced teachers (Blankenship, 1988; Griffith, Steptoe, & Cropley, 1999; Martin, Linfoot,
& Stephenson, 1999; Ministry of Education, 1989; Parkay, Greenwood, Olejnik, & Proller,
1988).
Whilst inattention, calling out, disturbing others and non-compliance are the most
commonly reported classroom behavior problems (Merrett & Wheldall, 1984),
misbehavior can be “…any behaviour that significantly interferes with the child’s own learning,
other children’s learning or responses, or the teacher’s ability to operate effectively” (Merrett &
Wheldall, 1984, p.87).
Teachers believe they spend a disproportionate amount of time dealing
with behaviour problems compared with time spent on instruction and academic activities
(Cains & Brown, 1996).
Failure to address misbehaviour compromises the learning environment whereby academic
activities are interrupted, curriculum content is not covered, teacher authority is undermined, and
most importantly, there are decreased opportunities to learn (Blankenship, 1988; Cains & Brown,
1996; Cartledge & Johnson, 1996; Fields, 1999; Little & Hudson, 1998; Martin et al., 1999).
Considering the pressure misbehavior places on teachers, it is not surprising that studies
examining teacher attitudes have found that they are apprehensive, reluctant and least tolerant
of children with behaviour difficulties in their classroom (Brochner & Peiterse, 1989;
Cartledge & Johnson, 1996; Forlin, Douglas, & Hattie, 1996; Harvey, 1992; Idol, 1997;
Lewin, Nelson, & Tollefson, 1983; Moeller & Ishii-Jordan, 1996).
Teachers report feeling poorly equipped to deal with misbehaviour, often pointing to their lack
of experience and preparation (Martin et al., 1999).
Although it is likely that confidence is one of many variables that influence teachers’
effectiveness in classroom management, there is a growing body of research indicating that
teacher confidence is an important mediator in determining how teachers interact with difficult
students and how they manage misbehaviour (Pajares,1992; Housego, 1990; Martin et al., 1999;
Safran, 1989).”

18
CHAPTER THREE

STATEMENT OF THE PROBLEM

 In KTVC the most essential goal is imparting knowledge and technical skills to the
students. But there are some strength, challenges and opportunities to the above
objective, and these include;
Strengths

 Supportive stakeholders
The institution is runner with an open-minded board that is visionary, effective and
committed under the leadership of the institutions principal. The institution has also been
sponsored to be able to achieve a lot through their support, guidance and enlightening
discipline in the institution in terms of fee payment. Through the supportive parents, the
institution has also risen to be among the most improved institution in both south and
north rift. The institution is also one of the institutions which have benefited a lot from
the constituency development funds (CDF).

Sufficient Textbook
The institution has stocked up the library and ensured that the student book ratio is as
from the recommendation. There are also adequate books for student reference both in ICT labs
(e-books) and library.

 Availability of counseling service

There is an effective institution Guidance and counseling Department which offers counseling to
both students and staff. It is an important department as it alleviates need for other disciplinary
measures and gives students the required confidence to perform well. The institutions proximity
to institution of higher learning such as universities here offer the assistance to the department in
offering advice and be an inspiration to all the students in the institution.

19
  Availability of sports facilities
In the institution, there are sport fields that accommodate football, netball, volleyball and the
athletics. This has enhanced the student participation in co-curricular activities.

1.1 CHALLENGES
Following the report findings there are also weaknesses and challenges which has made the
institutions achievement of its goals ineffective. They include the following;

 Poor use of the available institution facilities.

The institution has enough academic facilities such as workshops, computer labs, library with
sufficient books and an e-book reference section but the students misuse these facilities by
plucking out sockets in the labs, mishandling and stealing workshop tools and equipment.

 Congested boarding facilities

The institution boarding facilities are few as compared to the rising population of the students in
the institution. This leads to congestion on the facilities and even forcing other students to look
for their own means of accommodation which is risky due to lack of security and is very
expensive.

 Poor institution fees payment

This is due to most parents and guardians delaying in paying institution fees for their students
which necessitate frequent sending home of students to collect fees. These resulted to waste of
time and affects performance. Delay in remitting of full fees also hampers institutions daily
operations and coverage of the syllabus

 Missing of classes by students.

It has been observed that most teachers and students are absent most of the time, the main reason
being students being sent home for fees. students get a lot of problems to catch up with others
when they are away from the lessons because there are some explanations which the teacher
gives in class and they aren’t included in the notes given out by the teachers so students who are

20
absent gets only the notes but when it comes to time of personal studies they will be off the
content. Because he/she wasn’t there in class to capture what the content stands for and it
becomes a problem

 Lack of means of transport

The school faces a lot of difficulties when it comes to transportation since the school has
neither a bus nor vehicle except for the principal saloon car which helps and acts as the
main means of transport. This is a challenge since most of the students may fall sick at
night and lack transportation to medical centers, also more students and trainers
participate in co-curricular activities which become a difficulty when going out to
participate in various activities.

1.4 Opportunities

 The institution enjoys peaceful co-existence with the local community (people within
the town). This places the institution at a level that is most favorable growth and
development.
 The institution has also a high chance of transforming into a university should it
expedite on the expansion of the physical structures and human resource capacity

21
CHAPTER FOUR

RESEARCH METHODOLOGY.

Introduction
The section focuses on the methodology and the design used in the study. It comprises the study
population, sample size and sampling technique, instrument used data collection technique and
data analysis.

Research design.

The study employs survey design in which subjects are selected from a large population to
represent the entire population. The method is appropriate because it allows accuracy of
information to be collected. It is important in explaining the exiting status of two or more
variables at a given time.

Target population.

The study intends to assess the performance of mechanical engineering students in institution
mechanical department in KTVC which has a population of three hundred students [300]. The
select population was twenty-five respondents.

Sample size and sampling technique.

The sample comprise of twenty-five [25] respondents selected using random sampling technique.
The technique used was unbiased since all members had equal chance of being selected. The

22
sample comprises of twenty [20] students, an administrator [1], three [3] class course tutors and
one Head of department [1].

Instruments.

The instrument used to collect data was questionnaires. These are designed to collect the
required information regarding the performance of mechanical engineering students in institution
mechanical and ICT department.

1. What are the causes of poor performance in mechanical engineering?

2. Are there enough learning resources for mechanical training?
3. Are there enough training personnel mechanical engineering?
4. What methods are used in teaching mechanical engineering?
5. What is the attitude of students towards mechanical engineering?
6. What is the role of administration in subject performance in mechanical
engineering?

Data collection procedures.

The study used questionnaire for it was the most appropriate and convenient method of
collecting data. The type of the questionnaire designed and used was closed ended questionnaire.
These are designed and distributed to the respondents for them to respond without guidance. The
questionnaires used to give precise and accurate information. After the respondents filling in the
questionnaires the researcher collects them personally.

Data analysis
The data is collected, examined and coded. It is then analyzed and interpreted by use of table,
chart and graphs.

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FINDINGS AND DATA PRESENTATION

Introduction.

This section comprises of the main findings, conclusion and recommendation.

3.2The main findings.

The presentation of the findings is based on the research questions or the objectives. The tables
and figures are also used in data presentation. The finding get results from analysis of the report
obtained from the questionnaires subject to the twenty-five [25] selected respondents that
comprised of twenty [20] students, an administrator [1], three [3] class teachers and one Head of
department [1]. The response from these twenty-five respondents state their view on different
research question and the find were as follows;

Table1. Causes of poor performance.

CAUSES FREQUENCY (f) PERCENTAGE CUMULATIVE %
(%)
Lack of syllabus 2 8 8

Absenteeism of 8 32 40
students
Lack of motivation 10 40 80
of both teachers and
student
Indiscipline case 5 20 100
TOTAL 25 100

24
From the above table 40% of the respondents stated that there is evident of lack of motivation of
both teachers and students, 32%, state absenteeism among the students, 20% state indiscipline
case while 8% attributed the poor performance due to lack of syllabus coverage.

A PIE CHART SHOWING PERCENTAGES OF THE CAUSES OF THE

POOR PERFORMANCE

INDISCILPLI
NE

LACK OF
MOTIVATIO
N
LACK OF
SYLLIBUS
COVERAGE

ABSENTEEIS
M

Table 2: availability of learning resources

RESOURCE FREQUENCY [f] PERCENTAGE CULMULATIVE

(%) (%)
Class room 10 40 40
Play ground 6 24 64
Tool &Equipment 4 16 80
Practical teacher 5 20 100
TOTAL 25 100

From the above table 40% of the respondents stated that there are enough classrooms, 20% admit
that there are practical teachers, 24% accepts that playgrounds are available 16% attributed that
tools and equipment facilities are inadequate.

25
TABLE3: technical food and beverage personnel
TYPE FREQUENCY PERSENTAGE (%) CUMULATVE %
Technically trained 5 20 20
Un trained 18 72 92
Un defined 2 8 100
TOTAL 25 100
From the above table3: 20% of the respondents stated that there are trained electrical teachers in
the institution, 72% attributed for untrained electrical teachers, 8% could not tell whether
available personnel were trained in the field or not.

A COLUMN BAR GRAPH SHOWING THE PERCENTAGES OF

THE TYPES OF PERSONNEL .
80
70
60
50
40
30
20
10
0
trained untrained un defined

Table 4. Attitude of pupils towards electrical engineering.

FREQUENCY PERCENTAGE % CUMULATIVE %

Positive 6 24 24
Negative 17 68 92
Average 1 4 96
Unknown 1 4 100
TOTAL 25 100

26
From table 4: 24% of the respondents stated positive attitude towards electrical engineering, 68%
stated negative attitude, 4% claim that the student had an average attitude while 4% were not
able to tell.

A BAR GRAPH SHOWING PERCENTAGE S OF ATTITUDE OF THE

STUDENTS
80

70

60

50
PERCENTAGE

40

30

20

10

0
positive negative average unknown

TABLE 5. Role of administration in performance of electrical engineering.

FREQUENCY[f] PERCENTAGES CUMULATIVE %
[%]
Availing of 8 32 32
teaching& learning
materials
Employment of 2 8 40
qualified personnel
concern on discipline 15 60 100
matters
TOTAL 25 100

27
From table 5: 32% of the respondents agree that administration have availed required materials
for electrical department. 8% stated that there are qualified personnel. 60% stated that
administration is concern on discipline matters.

materials
33%

TABLE 6; techniques used in teaching of electrical department.

FREQUENCY [F] PERCENTAGES CUMULATIVE %

[%]
Lecture 6 24 24
Practical 1 4 28
Notes taking 15 60 88
Discussion 3 12 100
TOTAL 25 100

Out of twenty-five respondents the findings on the teaching methods was as follows: 24% gave
lecture methods as the response, 4% practical, 60% notes taking and only 12% responded
discussion.

RECOMMENDATIONS AND CONCLUSION.

RECOMMENDATIONS;

28
 1. The school administration and the quality assurance officers should ensure that
teachers complete the syllabus coverage on time to strike the balance of excellent
performance in the subjects.
2. There is need for the schools to avail the modern tools and equipment and other
electrical facilities of the current technology.
3. The government should train technically qualified trainers and deploy them to the
respective institution. Equally the institution should not employ untrained personnel in
the field.
4. Both parents and teachers should instill trainees with positive attitude regarding food
and beverage management because it is a necessity of the time.
5. The school administration should be sensitive to the learner’s needs and more so the
modern technology by being supportive through carrying out desired infrastructure.
6. The school should embrace the practical oriented way of teaching rather than
traditional lecture method that has ruined the talents of many young Kenyans hence
lack advancement in the technological sector.

CONCLUSION
Kipkabus Technical and vocational college is doing well as a center of excellence. This is as
evident from the tremendous good results the school has been producing in the National
examinations at the end of every year. This is also a clear indication of an extra hard work done
by the staff members and the good support from the non-teaching staff. The school
administration is also committed towards the success of the school this is because it is very
concerned and understanding as well.

ABREVIATIONS

KTVC: Kipkabus Technical and Vocational College S.D.A – Seventh Day Adventist

29
Y.C.S – Young Catholic Association CDF – Constituency development
funds

HOD- head of department CATs- continuous assessment tests

KNEC- Kenya national examination council ICT- Information communication

technology

ISO- international standards organization

REFERENCES

1. Melnick, S., & Zeichner, K. (1998). Teacher education’s responsibility to address diversity
issues: enhancing institutional capacity. Theory Into Practice, 37, 88-95. Merrett, F., &
Wheldall, K. (1984).
2. Classroom behaviour problems which Junior school teachers find most troublesome.
Educational Studies, 10, 87-92. Ministry of Education. (1989).
3. Teacher stress in Victoria. Victoria: Ministry of Education. Moeller, A., & Ishii-Jordan, S.
(1996).
4. Teacher efficacy: A model for teacher development and inclusion. Journal of Behavioral
Education, 6, 293-310. Pajares, F. (1992).
5. Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of
Educational Research, 62, 307-332.Parkay, F., Greenwood, G., Olejnik, S., & Proller, N.
(1988).
6. A study of the relationships among teacher efficacy, locus of control, and stress. Journal
of Research and Development in Education, 21, 13-22. Pettit. G.S., Bates, J.E., & Dodge,
K.A. (1992).
7. Family interaction patterns and children’s conduct problems at home and school: A
longitudinal perspective. School Psychology Review, 22, 403-420. Safran, S. (1989).
8. Australian teachers’ views of their effectiveness in behaviour management. International
Journal of Disability, Development and Education, 36,15 - 27. Safran, S., & Safran, J.
(1985).
9. Classroom context and teaches’ perceptions of problem behaviours. Journal of Educational
Psychology, 77, 20-28. Soodak, L., & Podell, D. (1997).
10. Efficacy and experience: perceptions of efficacy among preservice and practicing teachers.
Journal of Research and Development in Education,30, 214-221.Thomas, D. (1985).
11. The determinants of teacher attitudes to integrating the intellectually handicapped. British
Journal of Educational Psychology, 55, 251-263.Villa, R., Thousand, J., & Chapple, J.
(1996).
12. Preparing teachers to support inclusion: preservice and in-service programs. Theory Into
Practice, 35, 42-50. Welch, A. (1995).

30
APPENDICES

APPENDIX A: PERSONAL TIMETABLE

KIPKABUS TECHNICAL AND VOCATIONAL COLLEGE

TIME TABLE

TEACHER: MR. HENRY

PHONE NO: 0728300454 REG. NO. TED/48/18

1 2 3 4

8:00-10:00 10:30-12:30 13:30-15:30 15:30 -17:30

MONDAY BLD S SCI 21 J

BCT 19S AEE/AAE/AWF/AGF
/AWE
TUESDAY SCI 20 J
AEE/AAE/AWF/
AGF/AWE
WEDNESDAY MATH TD
DCV/DLS/DB CCE/CLS/CPL
C/DWE 19S
THURSDAY MATH TD
DCV/DLS/DB CCE/CLS/CPL
C/DWE 19S
FRIDAY

31
APPENDIX B: SCHOOL ROUTINE

THE SCHOOL DAILY ROUTINE

The school has a clearly defined daily program for both weekdays and weekends

TIME ACTIVITY

6.00am students be at school

6.00am-6.30 Breakfast for boarders
6.30am-8.00am Make up classes/personal studies
8.00am-10.00am First lesson as per the timetable
10.00am-10.30am Tea break
10.30am-12.30pm 2nd lesson as per the timetable
12.30pm-1.30pm Lunch
1.30pm-3.30pm 3rd lesson as per the timetable
3.30pm-5.30pm 4th lesson as per the timetable
5.30pm-6.30pm Games time
6.30pm-7.00pm Supper for the boarders
7.00pm-10.00pm Personal studies
10.00pm-6.00am Sleeping

SATURDAYS AND SUNDAYS

Weekends were set apart for the part time courses and the makeup classes. Extra curriculum
activities are made to start from 5p.m to 6. 30p.m. The tea and lunch break are silently schedule
for 10a.m to 10. 30a.m and 12noon to 2p.m respectively. Students are expected to go to their
respective churches as per their faith during these two days.

32