Home Science Teacher Education in Universities in Kenya: A Structural Equation Model of Antecedents of Quality Training Output

International Journal of Research and Scientific Innovation (IJRSI) | Volume VI, Issue VIII, August 2019 | ISSN 2321–2705

Home Science Teacher Education in Universities in Kenya: A Structural Equation Model of Antecedents of Quality Training Output

Aming’a Robert Maina¹, Prof. Kisilu Kitainge², Dr. Charles Nyabero³

¹Science Education Department, School of Education, University of Eldoret, Kenya
²Technology Education Department, School of Education, University of Eldoret, Kenya
³Curriculum and Instruction Department, School of Education, University of Eldoret, Kenya

Abstract: – Trainee quality, training environment, curriculum design and instructional process play a critical role in determining quality outcome in Home Science teacher education at university level. In Kenya, the challenge of Home Science teacher education has been noted to revolve around a bloated curriculum, scarcity of resources and instructional process which by extension has brought about the question on the quality of trainees channeled out of Universities offering the program. This study employed the Structural Equation Model to analyze trainee quality, training environment, curriculum design and instructional process as antecedents of quality outcome in Home Science teacher education. The study adopted the confirmatory research design that is covariance based to examine the measurement and structural models. A self administered questionnaire was used to collect data from a sample of 126 Home Science teacher trainees drawn from two universities offering Home Science teacher education. Data was analyzed using Structural Equation Model (SEM) as it allows for simultaneous analysis of the latent variables in the model. The study revealed that training environment and instructional process were significant antecedents to quality outcome in Home Science teacher education in universities in Kenya. The study further established that contrary to expectations, trainee quality and curriculum design were not significant antecedents to quality outcome in Home Science teacher education. The study concludes that quality outcomes in Home Science teacher education require the enabling environment in terms of physical facilities, psychological well being and appropriate instructional atmosphere. We recommend that universities offering Home Science teacher education program in Kenya should not only seek to provide the enabling environment for training but should also enhance appropriate instructional processes.

Keywords: Trainee quality, Training environment, Curriculum design, Instructional process, Quality outcome

I. INTRODUCTION

Home Science, also referred to as Home Economics remains critical to Kenya’s realization of a newly industrialized middle income status as articulated in vision 2030.

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