Efficacy of an Online Pedagogy on TVET Practical Skills Training Delivery: A Quasi-Experimental Study

Ronald Mutebi; Bonaventure Wanjala Kerre; Joseph Mubichakani

doi:doi:10.11648/j.ijvetr.20230902.13

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Efficacy of an Online Pedagogy on TVET Practical Skills Training Delivery: A Quasi-Experimental Study

Ronald Mutebi, Bonaventure Wanjala Kerre, Joseph Mubichakani

Published in International Journal of Vocational Education and Training Research (Volume 9, Issue 2)

Received: 19 July 2023 Accepted: 5 August 2023 Published: 17 August 2023

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Abstract

To commit to the ‘everywhere’ access to TVET practical skills (at and away from the training institution), there is need for empirical evidence that supports the idea of delivering practical skills training through an online pedagogy. As such, the purpose of this study was to analyse and compare delivery of TVET practical skills training of face-to-face and online pedagogies in order to determine the efficacy of an online pedagogy on TVET practical skills training. A quasi-experimental design was used for the study so as to identify a comparison group (face-to-face pedagogy) from which baseline data was captured and compared with outcomes of the treatment group (online pedagogy). The population sample (N) for this quasi-experimental study consisted of Instructors (n = 20), and Trainees (n = 69). Observation checklists and questionnaires were the instruments used for data collection of the study. Descriptive statistics were used to define and explain the characteristics of the data (mean and frequency) of the data and then inferential statistics (Independent-Samples Mann-Whitney U Test) was used to examine the significance of the identified difference(s) between the means. The findings of the study demonstrated that the processes of delivering a practical skill training online was as effective as delivery of the same face-to-face. The study recommends development of an online training framework and investment in online pedagogy enablers.

Published in	International Journal of Vocational Education and Training Research (Volume 9, Issue 2)
DOI	10.11648/j.ijvetr.20230902.13
Page(s)	41-51
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

TVET, Practical Skills, Online Pedagogy, Face-to-Face Pedagogy, Training

References

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APA Style

Ronald Mutebi, Bonaventure Wanjala Kerre, Joseph Mubichakani. (2023). Efficacy of an Online Pedagogy on TVET Practical Skills Training Delivery: A Quasi-Experimental Study. International Journal of Vocational Education and Training Research, 9(2), 41-51. https://doi.org/10.11648/j.ijvetr.20230902.13

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ACS Style

Ronald Mutebi; Bonaventure Wanjala Kerre; Joseph Mubichakani. Efficacy of an Online Pedagogy on TVET Practical Skills Training Delivery: A Quasi-Experimental Study. Int. J. Vocat. Educ. Train. Res. 2023, 9(2), 41-51. doi: 10.11648/j.ijvetr.20230902.13

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AMA Style

Ronald Mutebi, Bonaventure Wanjala Kerre, Joseph Mubichakani. Efficacy of an Online Pedagogy on TVET Practical Skills Training Delivery: A Quasi-Experimental Study. Int J Vocat Educ Train Res. 2023;9(2):41-51. doi: 10.11648/j.ijvetr.20230902.13

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@article{10.11648/j.ijvetr.20230902.13,
  author = {Ronald Mutebi and Bonaventure Wanjala Kerre and Joseph Mubichakani},
  title = {Efficacy of an Online Pedagogy on TVET Practical Skills Training Delivery: A Quasi-Experimental Study},
  journal = {International Journal of Vocational Education and Training Research},
  volume = {9},
  number = {2},
  pages = {41-51},
  doi = {10.11648/j.ijvetr.20230902.13},
  url = {https://doi.org/10.11648/j.ijvetr.20230902.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijvetr.20230902.13},
  abstract = {To commit to the ‘everywhere’ access to TVET practical skills (at and away from the training institution), there is need for empirical evidence that supports the idea of delivering practical skills training through an online pedagogy. As such, the purpose of this study was to analyse and compare delivery of TVET practical skills training of face-to-face and online pedagogies in order to determine the efficacy of an online pedagogy on TVET practical skills training. A quasi-experimental design was used for the study so as to identify a comparison group (face-to-face pedagogy) from which baseline data was captured and compared with outcomes of the treatment group (online pedagogy). The population sample (N) for this quasi-experimental study consisted of Instructors (n = 20), and Trainees (n = 69). Observation checklists and questionnaires were the instruments used for data collection of the study. Descriptive statistics were used to define and explain the characteristics of the data (mean and frequency) of the data and then inferential statistics (Independent-Samples Mann-Whitney U Test) was used to examine the significance of the identified difference(s) between the means. The findings of the study demonstrated that the processes of delivering a practical skill training online was as effective as delivery of the same face-to-face. The study recommends development of an online training framework and investment in online pedagogy enablers.},
 year = {2023}
}

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TY  - JOUR
T1  - Efficacy of an Online Pedagogy on TVET Practical Skills Training Delivery: A Quasi-Experimental Study
AU  - Ronald Mutebi
AU  - Bonaventure Wanjala Kerre
AU  - Joseph Mubichakani
Y1  - 2023/08/17
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N1  - https://doi.org/10.11648/j.ijvetr.20230902.13
DO  - 10.11648/j.ijvetr.20230902.13
T2  - International Journal of Vocational Education and Training Research
JF  - International Journal of Vocational Education and Training Research
JO  - International Journal of Vocational Education and Training Research
SP  - 41
EP  - 51
PB  - Science Publishing Group
SN  - 2469-8199
UR  - https://doi.org/10.11648/j.ijvetr.20230902.13
AB  - To commit to the ‘everywhere’ access to TVET practical skills (at and away from the training institution), there is need for empirical evidence that supports the idea of delivering practical skills training through an online pedagogy. As such, the purpose of this study was to analyse and compare delivery of TVET practical skills training of face-to-face and online pedagogies in order to determine the efficacy of an online pedagogy on TVET practical skills training. A quasi-experimental design was used for the study so as to identify a comparison group (face-to-face pedagogy) from which baseline data was captured and compared with outcomes of the treatment group (online pedagogy). The population sample (N) for this quasi-experimental study consisted of Instructors (n = 20), and Trainees (n = 69). Observation checklists and questionnaires were the instruments used for data collection of the study. Descriptive statistics were used to define and explain the characteristics of the data (mean and frequency) of the data and then inferential statistics (Independent-Samples Mann-Whitney U Test) was used to examine the significance of the identified difference(s) between the means. The findings of the study demonstrated that the processes of delivering a practical skill training online was as effective as delivery of the same face-to-face. The study recommends development of an online training framework and investment in online pedagogy enablers.
VL  - 9
IS  - 2
ER  -

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Author Information

Ronald Mutebi

Department of Technology Education, University of Eldoret, Eldoret, Kenya
Bonaventure Wanjala Kerre

Department of Technology Education, University of Eldoret, Eldoret, Kenya
Joseph Mubichakani

Department of Technology Education, University of Eldoret, Eldoret, Kenya

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APA Style

Ronald Mutebi, Bonaventure Wanjala Kerre, Joseph Mubichakani. (2023). Efficacy of an Online Pedagogy on TVET Practical Skills Training Delivery: A Quasi-Experimental Study. International Journal of Vocational Education and Training Research, 9(2), 41-51. https://doi.org/10.11648/j.ijvetr.20230902.13

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ACS Style

Ronald Mutebi; Bonaventure Wanjala Kerre; Joseph Mubichakani. Efficacy of an Online Pedagogy on TVET Practical Skills Training Delivery: A Quasi-Experimental Study. Int. J. Vocat. Educ. Train. Res. 2023, 9(2), 41-51. doi: 10.11648/j.ijvetr.20230902.13

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AMA Style

Ronald Mutebi, Bonaventure Wanjala Kerre, Joseph Mubichakani. Efficacy of an Online Pedagogy on TVET Practical Skills Training Delivery: A Quasi-Experimental Study. Int J Vocat Educ Train Res. 2023;9(2):41-51. doi: 10.11648/j.ijvetr.20230902.13

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@article{10.11648/j.ijvetr.20230902.13,
  author = {Ronald Mutebi and Bonaventure Wanjala Kerre and Joseph Mubichakani},
  title = {Efficacy of an Online Pedagogy on TVET Practical Skills Training Delivery: A Quasi-Experimental Study},
  journal = {International Journal of Vocational Education and Training Research},
  volume = {9},
  number = {2},
  pages = {41-51},
  doi = {10.11648/j.ijvetr.20230902.13},
  url = {https://doi.org/10.11648/j.ijvetr.20230902.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijvetr.20230902.13},
  abstract = {To commit to the ‘everywhere’ access to TVET practical skills (at and away from the training institution), there is need for empirical evidence that supports the idea of delivering practical skills training through an online pedagogy. As such, the purpose of this study was to analyse and compare delivery of TVET practical skills training of face-to-face and online pedagogies in order to determine the efficacy of an online pedagogy on TVET practical skills training. A quasi-experimental design was used for the study so as to identify a comparison group (face-to-face pedagogy) from which baseline data was captured and compared with outcomes of the treatment group (online pedagogy). The population sample (N) for this quasi-experimental study consisted of Instructors (n = 20), and Trainees (n = 69). Observation checklists and questionnaires were the instruments used for data collection of the study. Descriptive statistics were used to define and explain the characteristics of the data (mean and frequency) of the data and then inferential statistics (Independent-Samples Mann-Whitney U Test) was used to examine the significance of the identified difference(s) between the means. The findings of the study demonstrated that the processes of delivering a practical skill training online was as effective as delivery of the same face-to-face. The study recommends development of an online training framework and investment in online pedagogy enablers.},
 year = {2023}
}

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TY  - JOUR
T1  - Efficacy of an Online Pedagogy on TVET Practical Skills Training Delivery: A Quasi-Experimental Study
AU  - Ronald Mutebi
AU  - Bonaventure Wanjala Kerre
AU  - Joseph Mubichakani
Y1  - 2023/08/17
PY  - 2023
N1  - https://doi.org/10.11648/j.ijvetr.20230902.13
DO  - 10.11648/j.ijvetr.20230902.13
T2  - International Journal of Vocational Education and Training Research
JF  - International Journal of Vocational Education and Training Research
JO  - International Journal of Vocational Education and Training Research
SP  - 41
EP  - 51
PB  - Science Publishing Group
SN  - 2469-8199
UR  - https://doi.org/10.11648/j.ijvetr.20230902.13
AB  - To commit to the ‘everywhere’ access to TVET practical skills (at and away from the training institution), there is need for empirical evidence that supports the idea of delivering practical skills training through an online pedagogy. As such, the purpose of this study was to analyse and compare delivery of TVET practical skills training of face-to-face and online pedagogies in order to determine the efficacy of an online pedagogy on TVET practical skills training. A quasi-experimental design was used for the study so as to identify a comparison group (face-to-face pedagogy) from which baseline data was captured and compared with outcomes of the treatment group (online pedagogy). The population sample (N) for this quasi-experimental study consisted of Instructors (n = 20), and Trainees (n = 69). Observation checklists and questionnaires were the instruments used for data collection of the study. Descriptive statistics were used to define and explain the characteristics of the data (mean and frequency) of the data and then inferential statistics (Independent-Samples Mann-Whitney U Test) was used to examine the significance of the identified difference(s) between the means. The findings of the study demonstrated that the processes of delivering a practical skill training online was as effective as delivery of the same face-to-face. The study recommends development of an online training framework and investment in online pedagogy enablers.
VL  - 9
IS  - 2
ER  -

Copy | Download