SOCIETAL PERCEPTION OF TVET AND ITS INFLUENCE ON STUDENTS MOTIVATION AND LEARNING OUTCOMES IN KENYA" LOOKS TO ME LIKE IT'S TOUTOLOGY TO SAY TVET EDUCATION

Abstract

Background: Technical Vocational Education and Training (TVET) institutions play an important role in providing practical skills and employability opportunities for national development in Kenya. Despite this importance, TVET education is often associated with negative societal perceptions, where students are viewed as academically weak compared to university students. Such attitudes may influence students’ confidence, motivation, and learning experiences within vocational institutions.

Objective: The study aimed to examine societal perception toward TVET education and assess its influence on student motivation and learning outcomes among TVET students in Kenya.

Methodology: The study adopted a cross-sectional quantitative research design involving students from two faith-based TVET institutions in Nairobi and Nakuru Counties. Data were collected using the Intrinsic Motivation Inventory (IMI) together with socio-demographic information. Descriptive and inferential statistical methods were used to analyse the data collected from the participants.

Findings: The findings revealed that TVET students were aware of the negative societal attitudes associated with vocational education. Despite these perceptions, students demonstrated high levels of intrinsic motivation characterised by pleasure, personal value, and competence in learning. The findings further showed that students remained committed to their studies and educational goals despite the social stigma attached to TVET education.

Conclusion: The study concludes that although negative societal perceptions toward TVET education continue to exist, they do not necessarily prevent students from remaining motivated in their learning activities. Intrinsic motivation plays an important role in sustaining students’ engagement and persistence in vocational education. The study recommends the promotion of positive societal attitudes toward TVET education and the strengthening of supportive learning environments within TVET institutions.