The Effect of Blended Learning on the Academic Performance of Learners in National Examinations in TVET Institutions in Nairobi, Kenya

  • Dr. Hannah Kiaritha Kabete National Polytechnic
  • Okumu J. W Odhiambo Kabete National Polytechnic
  • John Kageche Zizi Afrique Foundation, Nairobi, Kenya
Keywords: Blended learning, academic performance, KNEC Exams

Abstract

Blended learning was implemented for the first time in TVET institutions in Kenya in 2020 following the closure of all learning institutions due to the Covid-19 pandemic. TVET institutions had traditionally trained learners using face to face approach. The transition from face to face learning to blended learning approach in TVET institutions in Kenya took learners and trainers by surprise. The study sought to establish the effect of blended learning on the academic performance of learners in Kenya National Examination Council (KNEC) exams in TVET institutions in Nairobi, Kenya. The study adopted a descriptive research design. The target population was TVET Kenya. A table was used to collect secondary information on the academic performance of learners in KNEC exams in the TVET institutions in Nairobi, Kenya. Tables and graphs were used to represent the analyzed data. The study revealed that there was no significant decrease in the average academic performance of learners in KNEC exams in 2020 when blended learning was implemented in TVET institutions in Nairobi, Kenya. However, the percentage of learners who had course requirement not met significantly increased in 2020 compared to other years. The study concluded that even if the learners and trainers had challenges using the blended learning approach, they made rigorous efforts and had the right attitude which made the academic performance of learners in KNEC exams not to decline significantly in 2020. The study recommended that learners and trainers should be trained on blended learning approach for its effective utilization. In addition the government should support blended learning in TVET institutions in Kenya through funding. Further, policy makers should consider the characteristics of the learners and trainers so as to reduce the barriers to successful implementation of blended learning by applying different strategies to each category of adopters.

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Published
2022-02-03
How to Cite
Kiaritha, D. H., Odhiambo, O., & Kageche, J. (2022). The Effect of Blended Learning on the Academic Performance of Learners in National Examinations in TVET Institutions in Nairobi, Kenya. Africa Journal of Technical and Vocational Education and Training, 7(1), 52-60. Retrieved from http://afritvet.org/index.php/Afritvet/article/view/139