Evaluation Of Educational Inputs For Achievement Of Quality Education In The Faculty Of Engineering Science And Technology, At The Technical University Of Kenya

ABSTRACT

Quality education gives learners knowledge, skills and attitude for innovativeness required by industry. This concept has been a subject of research for education in Kenya since independence. However unemployment persists as university graduates continue to lack innovative skills required for creating jobs and steering economic development. The purpose of this study was to examine selected educational inputs and determine their role in achievement of quality education in the Faculty of Engineering Science and Technology, Technical University of Kenya (FEST, TUK). The objectives of the study were; to examine learner entry behavior and determine its effect on quality of education in FEST, TUK, to examine lecturer competence and its contribution to quality of education in FEST, TUK, to examine the status of teaching and learning resources and describe its implication on quality of education in FEST, TUK, to assess the extent of technical support by industry for achievement of quality education in FEST, TUK and to assess the technical support by Kenya government for achievement of quality education in FEST, TUK. This study was informed by education production function model developed by Coleman J.S and modified by Hanushek E.A. This model was used to conceptualize that; learners, lecturers, teaching and learning resources, industry and government are educational inputs which influence quality of education. The study adopted the descriptive survey research design. It targeted a study population of 322 fourth year students and 44 lecturers of FEST, TUK. The four schools; Mechanical and Processing Engineering, Infrastructure and Resource Engineering, Electrical and Electronics Engineering and Surveying and Geospatial Science formed four strata. Simple random sampling was used to select 178 students from the four strata. Simple random sampling was also used to select 24 lecturers from the faculty. Data collection instruments were mixed format questionnaires for fourth year students and lecturers. To ensure face validity, concepts being studied were inspected for their appropriateness to reflect what the study intended to measure. Content validity was established by the researcher together with supervisors and three other expert reviewers. They validated the questionnaires by determining variables which had been defined and used in previous studies. Questionnaires were piloted using five students and three lecturers from the study population. Reliability was tested using test retest method. Questionnaire items were responded to twice over a month‟s period. A Pearson‟s product moment correlation coefficient of above 0.75was achieved. After obtaining a permit from MOE the researcher delivered questionnaires to respondents. Both quantitative and qualitative data was collected. From the field, questionnaires were scrutinized to ensure they were adequately completed. Incomplete questionnaires were discarded. Data was coded according to study objectives and organized using SPSS version 21 computer program. Quantitative analysis was done using descriptive statistics i.e. frequencies, percentages and correlation statistics. Qualitative analysis was in form of narrations around the study objectives based on qualitative data elicited by open ended structured questionnaires. Data was presented using frequency distribution tables and charts. The study found out that most students in FEST, TUK did not achieve quality education because they lacked self drive, majority of lecturers lacked most of the indicators of lecturer competence, teaching and learning resources were not adequate and both government and industry did not support the faculty adequately. The study recommended that FEST, TUK could expose eligible entrants to an entrance examination before admission to ensure that only students with ability to do a course are admitted for that course.