Perception of Staff and Students on Factors that Influence Performance in Science Laboratory Technology in Institutes of Technology in Southern Nyanza Region, Kenya

Science Laboratory Technology training is considered the hub to Kenya’s economy, as it is increasingly seen as a vehicle through which the country will build a competitive workforce for key industries within priority sectors identified in Vision 2030. Despite the importance of Science Laboratory Technology, students’ performance in Institutes of Technology in South Nyanza, Kenya has been below expectations. For the period between 2006-2010, cumulative performance in Science Laboratory Technology course in Kenya National Examinations has been; Distinction 0 (0%), Credit 15 (2.63%); Pass 61 (10.63%); Referred 219 (38.29%); and 277 (48.45%) failed. This dismal performance has led to growing concern among stakeholders. The purpose of this article was to establish perception of students and staff on determinants of performance in science laboratory technology in institutes of technology in South Nyanza region, Kenya
The study adopted descriptive survey design. The study population consisted of 240 students undergoing the Science Laboratory Technology course, 26 lecturers, 3 Librarians and 3 Principals. Simple random sampling technique was used to select 120 students and 18 lecturers while saturated sampling technique was used to select the 3 Principals, 3 librarians and 3 laboratory assistants. The instruments for data collection were questionnaires, interview schedules, document analysis and observation. Face validity of the instruments was established by experts from the Department of Educational Management and Foundation whose suggestions were incorporated. Reliability of the instruments was established using test re-test method using 5% of the students and lecturers who were not in the sample. Qualitative data collected using interview schedule were transcribed and then grouped into categories as they emerged for ease of analysis. Quantitative data collected using questionnaires were analyzed using descriptive statistics in form of means, frequencies and percentages. The study findings were presented using tables. The study established that low entry grades of students determined their performance in science laboratory technology. Insufficient laboratory equipments could determine the performance of students. The study concluded that despite the presence of qualified and experienced teaching staff, insufficient laboratory equipment and low entry grades for the students are the key determinants of the students’ performance in science laboratory technology course in the Institutes of technology. The study recommended that the minimum entry grade of students aspiring for this course should be reviewed upwards from the current minimum entry point of D plain. The study also recommends that the entry requirements to the course be pegged on passing science subjects at form four level. The laboratory should be equipped sufficiently. The findings of this study hopefully will help the institutions management team to improve on their laboratories and raise the entry grade for students aspiring to study Science Laboratory Technology. This study also provides a basis for future research in the education sector particularly the Institutes of Technology. The Ministry of Higher Education Science and Technology may also use this study to re-evaluate the criteria for student admission into the course Science Laboratory Technology.