ICT ADOPTION AND LEARNING EFFICIENCY IN PUBLIC TVET INSTITUTIONS WITHIN NAIROBI COUNTY

Abstract

In Kenya, Technical and Vocational Education Training (TVET) institutions have increasingly embraced the use of Information and Communication Technology (ICT) to enhance the delivery of education and training programs. Learning has become more interractive especially in TVET institutions in Kenya and it has been facilitated by several factors, including the government's commitment to investing in ICT infrastructure, the availability of affordable internet connectivity, and the growing demand for flexible and convenient modes of learning. Additionally, the proliferation of mobile devices and the popularity of social media platforms have made it easier for learners to access learning materials. Thus this study aimed to examine the role of ICT adoption on the effectiveness of learning in TVET institutions in Nairobi County. Specifically, the study aimed to analyze how ICT infrastructure and trainees attitude towards use of ICT influences learning efficiency in Public TVET institutions within nairobi county. The study used descriptive research design. The unit of analysis was 26 public TVET institutions within Nairobi County. The unit of observation was 40,000 trainees an 1540 trainers of the TVET institutions.. The sample size was 382 trainees and 14 trainers and cluster sampling was used to select the respondent from the sample. The study relied on primary data that was collected using the questionnaires.  A pilot study was conducted with 40 respondents.  The study used content and construct validity. Reliability was tested using Cronbach Alpha coefficient. The Statistical Package for the Social Sciences was used to analyze the collected data (SPSS).  The study used descriptive and inferential statistics. Findings were tabulated. Results showed that; a moderate  positive and statistically significant relationship between ICT infrastructure and learning efficiency   (r=0.323, p-value= 0.000), and a strong positive and statistically significant relationship between trainees attitude towards  ICT use and learning efficiency   (r=0.826, p-value= 0.000). The recomemndations are;  TVETs should formulate and implement clear and comprehensive ICT policies that guide and support digital learning integration, prioritize investments in modern ICT infrastructure including computers, projectors, smart boards, stable internet connectivity, and updated software, continuous professional development programs to enhance trainers’ skills and capabilities in use of ICT tools and integrating them in pedagogy, and showcase the value and benefits of ICT in improving learning experiences and career readiness.

Key Words: ICT, ICT Adoption, ICT Infrastructure, Trainees Attitude, Learning Efficiency, Public TVET Institutions, Nairobi County