Browsing by Author "Akongo, Dorcas Janet"

Now showing 1 - 1 of 1
  • Thumbnail Image
    Item
    Teaching Styles and Competency Development of Students in Technical and Vocational Education and Training in Ugandan TVET Institutions: A Comparative Study of Lira, Elgon, and Kyema Technical Colleges.
    (Gulu University, 2026-08-24) Akongo, Dorcas Janet
    Technical and Vocational Education and Training (TVET) is a critical driver of national development, as it provides learners with the hands-on skills required for economic productivity. Despite this recognized importance, there is a notable scarcity of empirical evidence in Uganda regarding how different teaching strategies affect the actual acquisition of professional competencies among TVET students. This study was therefore conducted to address this gap by investigating the relative effectiveness of experiential, situated, and hybrid pedagogical approaches on competency development within Ugandan TVET institutions. The central problem was the deficiency of systematic research on which teaching methodologies most effectively translate into measurable practical skills gains, particularly given the infrastructural and technological constraints facing many TVET institutions in Uganda. The study targeted TVET students and instructors across selected institutions in Uganda. A cross-sectional mixed-methods design was employed, with a quantitative sample drawn from the student population using structured questionnaires, while a subset of instructors and administrators participated in the qualitative component. Semi-structured interview guides were developed to collect qualitative data from key informants, including TVET instructors and institutional administrators. These interviews explored perceptions of pedagogical effectiveness, challenges in implementation, and contextual factors affecting skill acquisition. Structured, close-ended questionnaires were administered to students to gather quantitative data on their exposure to different teaching methods and their self-assessed competency levels. The questionnaires utilized Likert-scale items to measure variables such as frequency of method use and perceived skill improvement. To ensure reliability and validity, quantitative instruments were pre-tested and refined prior to full administration. SPSS version 23 was used for statistical analysis, employing descriptive statistics, Pearson correlation, and linear regression. Qualitative data from interviews and document reviews were analyzed thematically, with findings triangulated against quantitative results and supported by verbatim quotations to enhance credibility and contextual depth. The study found that experiential learning was the most impactful approach, showing a statistically significant positive correlation with competency development (r = 0.420, p < 0.01) and predicting a 26.3% improvement in learner skills per unit increase in its application (B = 0.263, p = 0.002). Situated learning also performed well (M = 3.54) but lacked statistical significance (B = 0.147, p = 0.125), while hybrid methods scored lowest (M = 3.29) and showed limited predictive value (B = 0.045, p = 0.516), largely due to poor digital infrastructure. Overall competency acquisition was rated moderate (M = 2.60, SD = 0.91), with strengths in practical areas like plan interpretation and site management, but persistent weaknesses in computer-aided design and surveying. The study concludes that experiential pedagogy is the most effective strategy for TVET competency development and recommends increased investment in workshop facilities, stronger industry partnerships through structured internships, and targeted capacity-building for instructors to enable effective blended and digitally enhanced learning. Future research should explore longitudinal designs to assess the long-term retention and transfer of competencies acquired through different pedagogical methods. Comparative studies across different regions or types of TVET institutions would also help generalize findings. Additionally, experimental or quasi-experimental studies are recommended to establish causal relationships more definitively, and further investigation into the specific infrastructural and digital barriers to hybrid learning would provide actionable insights for policy and practice.