Browsing by Author "Orodi, Mubweka Getrude"

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Analyzing Trainees' Engagement with Learning Management System Across Various Modes of Study in Technical Training Institutions: A Case Study of Kenya
(Journal of Education and Practice, 2024-06-30) Orodi, Mubweka Getrude; Masibo, Edwin; Kati, Robert O.
Learning Management System (LMS) are software applications designed to manage digital learning content. Their utilization in education has been steadily increasing over the past few decades. However, there is need of comprehensive research focusing specifically on the effectiveness of LMS in enhancing the instructional process in Kenyan TTIs. The current state of utilization of Learning Management System in Kenyan TTIs and their influence on the efficiency of instructional processes remains unclear, necessitating an in-depth investigation to assess their role in improving the quality of education and learning outcomes in these institutions. This paper provides an analysis on the engagement levels of trainees using LMS in different modes of study. The study was anchored on Social Constructivism Theory in understanding how trainees learn. A mixed method design was employed involving both qualitative and quantitative approaches. Questionnaires and interview schedules were used to collect data and piloted to test their reliability and validity. The target population was the 34 County Directors in the 34 Counties with approved TTIs in Kenya, 154 Principals from the 154 approved TTI’s in Kenya, 3400 trainers and 132000 trainees from the 154 approved Technical Training Institutions in Kenya. Sampling involved stratified sampling where respondents were classified into their respective strata then Simple random sampling was employed to sample County directors. Principals, trainers and Trainees from the selected Technical Training Institutions. The collected data was analyzed using descriptive and inferential statistics. The study revealed varying degrees of engagement, competency levels, and challenges related to time sufficiency for LMS activities with the majority utilizing LMS on a weekly basis. Trainers expressed mixed perceptions on LMS competency and time sufficiency. The study found LMS as a framework that positively impact learner’s engagement, learning, and assessment in TTIs. The regression analysis highlighted the substantial predictive power of LMS variables—utilization, effectiveness, and pedagogy and instructional process explaining (99.8%) of policy variance. However, correlation findings suggest limited direct influence on policy formulation. The study recommends exploring LMS features, addressing technical challenges, and integrating technology into curricula through policy and collaboration. The study recommends the need for exploring the factors influencing trainees' engagement and the impact of LMS on learning outcomes, skill acquisition, and knowledge retention.
Comparative Analysis of Assessment Methods Enabled by Learning Management System in Technical Training Institutions in Kenya
(Journal of Education and Practice, 2024-06-30) Orodi, Mubweka Getrude; Kati, Robert O.; Masibo, Edwin
Learning Management System (LMS) are software applications designed to manage digital learning content, and their adoption in education has been steadily increasing. However, comprehensive research is needed to assess the effectiveness of LMS in enhancing the instructional process in Kenyan Technical Training Institutions (TTIs). Currently, the utilization of LMS in Kenyan TTIs and its impact on instructional efficiency is unclear, necessitating an in-depth investigation. This study aims to examine and compare the effectiveness of different assessment methods facilitated by LMS in Kenyan TTIs, grounded in Social Constructivism Theory to understand how trainees learn. A mixed-method design was employed, involving qualitative and quantitative approaches, with data collected through questionnaires and interview schedules that were piloted for reliability and validity. The target population included 34 counties with approved TTIs in Kenya, comprising 3400 trainers and 132,000 trainees from 154 institutions. Stratified sampling followed by simple random sampling was used to select respondents. Data was analyzed using descriptive and inferential statistics. Trainers expressed mixed perceptions about LMS competency and time sufficiency, although they generally viewed LMS positively in terms of pedagogy engagement and alignment with learning needs. Challenges identified included technical issues and resistance to change. While traditional assessment methods such as quizzes, exams, and assignments were prevalent, there were suggestions for better alignment with curriculum objectives. Connectivity and technical glitches emerged as significant barriers to effective LMS implementation, highlighting the need for infrastructure investment and comprehensive training. The study found that LMS positively impacts learner engagement, learning, and assessment in TTIs. Regression analysis showed substantial predictive power of LMS variables on policy variance (99.8%), although correlation findings indicated limited direct influence on policy formulation. The study recommends exploring LMS features, addressing technical challenges, integrating technology into curricula through policy, and fostering collaboration between educational institutions and policymakers to develop guidelines addressing infrastructure needs.