Influence of feedback mechanism on trainee academic performance in national examinations in TVET Institutions in Western Kenya
1 Department of Educational Planning and Management, School of Education, Kibabii University, Kenya.
2 Department of Curriculum and Pedagogy, School of Education, Kibabii University, Kenya.
Research Article
World Journal of Advanced Research and Reviews, 2024, 24(02), 1791–1800
Publication history:
Received on 06 October 2024; revised on 17 November 2024; accepted on 19 November 2024
Abstract:
Feedback mechanism is an integral part of the teaching and learning process since it enables learners and teachers to know where they are in the process, identify whether they have or have not achieved the learning objectives and ultimately enhance the learning process. The purpose of this study was to analyze the nexus of feedback mechanism and trainee academic performance in national examinations in Technical and Vocational Education Training (TVET) institutions in Western Kenya. The study examined how feedback mechanisms from formative assessment influenced trainee academic performance in technical national examinations in TVET institutions in Western Kenya. The study was guided by the social cognitive theory, constructivism theory, and the diffusion of innovation theory. The target population consisted of 406 respondents who included 29 principals, 29 deputy principals in charge of academics, 29 registrars, 29 examination officers, and 290 heads of academic departments in the 29 public TVET institutions in Western Kenya. To have a representative sample, this study employed stratified sampling to select 21 respondents in National Polytechnics and 179 respondents in Technical and Vocational Colleges(TVCs) constituting a sample size of 200 respondents. Questionnaires and interviews were used as data collection instruments. Validity was established through expert opinion with the help of the supervisors. Using Cronbach’s alpha, a reliability coefficient of 0.886 was established based on the results of the piloting of the research instruments. Data was analyzed using descriptive and inferential statistics. The study established that formative assessment mechanisms played a critical role in enhancing trainees' academic performance in TVET institutions. It found out that there are strong correlations between feedback clarity, management techniques, and formative assessment scores, emphasizing their predictive value for academic success. The study concludes that the combination of continuous feedback highly influences trainee performance in final examinations in TVET institutions. It advocates for structured feedback systems to support trainees, improve learning experiences, and achieve better academic outcomes.
Keywords:
Feedback mechanisms; Academic performance; Trainee; Examinations
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