Influence of Appraisal Services on Course Satisfaction among Technical Vocational Education and Training (TVET) Trainees

Maren Awuor Omondi; Pamela Raburu; Peter Aloka

doi:10.58421/gehu.v2i1.54

DOI:

https://doi.org/10.58421/gehu.v2i1.54

Authors

Maren Awuor Omondi Jaramogi Oginga Odinga University of Science and Technology
Pamela Raburu Jaramogi Oginga Odinga University of Science and Technology
Peter Aloka Wits University

Keywords:

Relationship, appraisal guidance services, course satisfaction, trainees, TVET institutions, Kakamega County, Kenya

Abstract

The study examined the relationship between appraisal guidance services and course satisfaction among trainees in TVET institutions in Kakamega County, Kenya. Concurrent Triangulation design within the mixed methods approach was adopted. Purposive, proportionate stratified random, and simple random sampling were used to select 4 TVET institutions, 388 trainees, four registrars, 4 Deputy Principals, and 4 Guidance and Counseling Coordinators. The use of questionnaires and interview schedule collected data. The study established a statistically significant positive correlation between appraisal services (r=.511; p=.000) and course satisfaction among TVET trainees. The appraisal services accounted for 25.8% of the variation in course satisfaction among TVET trainees, respectively. Based on the findings, it was recommended that institutions implement comprehensive and inclusive informational services; Curriculum Development and Certification Council (CDACC) should strengthen the case of career guidance offices in TVET institutions.

Downloads

Download data is not yet available.

References

K. T. Dabone, Y. A. Graham, and I. B. 1 Fabea, “Impact of Guidance and Counseling on Academic Performance,” Res. Humanit. Soc. Sci., vol. 5, no. 8, 2015.

M. McMahon, “New trends in theory development in careers psychology,” in Handbook of Career Development and International Perspectives, G. Arulmani and T. Watts, Eds. The Netherlands: Springer, 2014.

T. Hooley and V. Dodd, “The economic benefits of career guidance,” Psychol. Bull., vol. 140, no. 4, pp. 1009–1041, 2015.

C. Crişan, A. Pavelea, and O. Ghimbuluţ, “A Need Assessment on Students’ Career Guidance,” Procedia - Soc. Behav. Sci., vol. 180, pp. 1022–1029, May 2015, doi: 10.1016/j.sbspro.2015.02.196.

V. J. Sun and M. Yuen, “Career Guidance and Counseling for University Students in China,” Int. J. Adv. Couns., vol. 34, no. 3, pp. 202–210, Sep. 2012, doi: 10.1007/s10447-012-9151-y.

J. N. Gacohi, A. M. Sindabi, and M. C. Chepchieng, “Influence of Career Information on Choice of Degree Programme among Regular and Self-Sponsored Students in Public Universities, Kenya,” J. Educ. Pract., vol. 8, no. 11, pp. 38–47, 2017, [Online]. Available: http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1139770&site=ehost-live.

J. F. Domene and J. Isenor, “Career service provision in Canada: Deep roots and diverse practices,” in International practices of career services, credentials, and training, H. J. Yoon, Ed. Broken Arrow: National Career Development Association, 2018, pp. 1–9.

A. Kurbatova, I. Bicheva, N. Ivanova, S. Zaitseva, and L. Krasilnikova, “Career guidance problem as a systemic problem in Russian society,” RevistaInclusiones, pp. 158–173, 2019.

R. Vuorinen and J. Kettunen, “The European status for career service provider credentialing: Professionalism in European Union (EU) Guidance Policies,” in International Practices of Career Services, Credentialing and Training, H. J. Yoon, Ed. Broken Arrow: National Career Development Association, 2018.

A. M. Legas and A. A. Mengistu, “The practice and guidance and counseling in Amhara region Ethiopia.,” Glob. J. Guid. Couns. Sch. Curr. Perspect., vol. 8, no. 3, pp. 119–127, Dec. 2018, doi: 10.18844/gjgc.v8i3.3605.

A. Getachew and G. Daniel, “Career Development among Undergraduate Students of Madda Walabu University, South East Ethiopia,” J. Student Aff. Africa , vol. 4, no. 2, pp. 25–37, 2021, doi: 10.18820/jsaa.v4i2.4.

J. W. Creswell, Research design: qualitative, quantitative, and mixed methods approaches, 4th ed., no. c. Los Angeles: SAGE, 2014.

Gunasekare, “Mixed Research Method as the Third Research Paradigm: A Literature Review,” Int. J. Sci. Res., vol. 4, no. 8, pp. 362–267, 2015.

Y. Oso and D. Onen, Writing research proposal and report. Nairobi: Jomo Kenyatta Foundation, 2011.

A. Bryman, Social research methods. New York: Oxford University Press, 2012.

M. I. Alhojailan and M. Ibrahim, “Thematic Analysis : A Critical Review of Its Process and Evaluation,” WEI Int. Eur. Acad. Proc., vol. 1, no. 2011, pp. 8–21, 2012.

E. Hilling, “The Importance of career counseling and post-secondary readiness for high school students,” Int. J. Instr., vol. 14, no. 1, pp. 363–367, 2017.

D. P. Saxon and E. A. Morante, “Effective student assessment and placement: Challenges and recommendations,” J. Dev. Educ., vol. 37, no. 3, 2014.

R. L. Cajucom, R. B. Campos Jr, and J. C. Mina, “Appraisal of the Choice of College among Management and Business Technology Freshman Students,” Int. J. Adv. Eng. Manag. Sci., vol. 5, no. 1, pp. 94–97, 2019, doi: 10.22161/ijaems.5.1.14.

P. K. Asirifi, “Assessment of the impact of career guidance on career development of staff and students of Koforidua Polytechnic,” Kwame Nkrumah University of Science and Technology, 2016.

T. Mini, Christopher, and Janetius, “Magnitude of career confusion among college students in India : An empirical report,” Int. J. Indian Psychol., vol. 8, no. June, 2020, doi: 10.25215/0802.114.

T. Takahashi, “Career Guidance in Rwanda and Kenya: Focusing on Career Decision-Making Process,” An Interdiscip. J., 2016.

R. Chireshe, “Career Guidance and Counselling Provisions at a South African University: Career Advisors’ Reflections,” Anthropol., vol. 14, no. 4, pp. 305–310, Jul. 2012, doi: 10.1080/09720073.2012.11891251.