Topic: Curriculum Implementation and Retention of Students in Technical Vocational Institutions: A Case of Kabasanda Technical Institute, Butambala District, Uganda.
ABSTRACT:
The general objective of the study was to examine the mode of curriculum delivery on retention of students in technical vocational institutes basing on Kabasanda Technical institute. The specific objectives were;
To establish the effect of awareness of the mode of TVET curriculum delivery on retention of students and the effect of acceptance of the mode of TVET curriculum delivery on retention of students.
The human capital theory in technical vocational education guided the study. It asserts that additional education or training increases individual’s productivity, useful knowledge and technology level so that it increases individual’s lifelong income.
A case study research design was used to collect in- depth data from 53 respondents out of a population of 57 stakeholders of Kabasanda Technical Institute, and to collect preliminary and exploratory studies to gather further information.
Results showed average sore mean of 3.46 for retention of students in technical schools with standard deviation of 0.85 implying a high retention with a lowest deviation. Results also showed average mean of 2.93 acceptances on the mode of delivery of TVET curriculum and students retention in technical vocational with standard deviation of 1.03.
Descriptive analysis showed the average mean of 3.29 of stakeholder’s awareness in relation to student’s retention and a standard deviation of 0.96 implying very few deviations, that the items variables mentioned affect student’s retention in vocational institutes.
Descriptive analysis results indicated moderate mean 2.88 that stakeholder’s attitudes towards the mode of delivery of TVET curriculum affects students’ retention in technical and vocational schools with standard deviation of 1.13.
The results indicate a correlation analysis index of 0.58 meaning that the effect is at 58 percent variance to explain the relationship. The regression model indicated R2 of 0.33 meaning that 33% of variations in the dependent variable (students retention in technical and vocational schools are explained by stakeholders’ attitudes.
This is with a standard Error of estimate of 5.580 which is above 1 at a significance of 0.001. This implies that 67% 0f variations in retention are explained by other factors other than stakeholders. It is concluded that mode of delivery of TVET curriculum affects student retention in vocational institutes.
The general objective of the study was to examine the mode of curriculum delivery on retention of students in technical vocational institutes basing on Kabasanda Technical institute. The specific objectives were;
To establish the effect of awareness of the mode of TVET curriculum delivery on retention of students and the effect of acceptance of the mode of TVET curriculum delivery on retention of students.
The human capital theory in technical vocational education guided the study. It asserts that additional education or training increases individual’s productivity, useful knowledge and technology level so that it increases individual’s lifelong income.
A case study research design was used to collect in- depth data from 53 respondents out of a population of 57 stakeholders of Kabasanda Technical Institute, and to collect preliminary and exploratory studies to gather further information.
Results showed average sore mean of 3.46 for retention of students in technical schools with standard deviation of 0.85 implying a high retention with a lowest deviation. Results also showed average mean of 2.93 acceptances on the mode of delivery of TVET curriculum and students retention in technical vocational with standard deviation of 1.03.
Descriptive analysis showed the average mean of 3.29 of stakeholder’s awareness in relation to student’s retention and a standard deviation of 0.96 implying very few deviations, that the items variables mentioned affect student’s retention in vocational institutes.
Descriptive analysis results indicated moderate mean 2.88 that stakeholder’s attitudes towards the mode of delivery of TVET curriculum affects students’ retention in technical and vocational schools with standard deviation of 1.13.
The results indicate a correlation analysis index of 0.58 meaning that the effect is at 58 percent variance to explain the relationship. The regression model indicated R2 of 0.33 meaning that 33% of variations in the dependent variable (students retention in technical and vocational schools are explained by stakeholders’ attitudes.
This is with a standard Error of estimate of 5.580 which is above 1 at a significance of 0.001. This implies that 67% 0f variations in retention are explained by other factors other than stakeholders. It is concluded that mode of delivery of TVET curriculum affects student retention in vocational institutes.