Journal of Research in Education and Technology

Lecturers’ Preparedness and Technology Use in Post-COVID-19 Online Teaching and Learning in Clinical Medicine Programs at KMTC in Kenya

Lilian Jerotich Keitany — 2026-02-05

The outbreak of the Covid-19 pandemic significantly impacted the education sector which subsequently adopted online learning programs for continuity. In the post-pandemic era, institutions like the Kenya Medical Training College (KMTC) transitioned to hybrid models, making the integration of technology a permanent pedagogical fixture. Despite this digital shift, a visible disconnect exists between the deployment of ICT tools and the actual delivery of clinical medicine coursework. Concerns persist regarding whether lecturers are institutionally and personally prepared to facilitate virtual classrooms effectively without compromising the quality of healthcare training. Therefore, this study evaluated lecturers’ preparedness and technology use in Post-COVID-19 Online Teaching and Learning in Clinical Medicine Programs at KMTC in Kenya. The study was grounded in the Theory of Organizational Readiness for Change (TORC) and the Technology Acceptance Model (TAM). A mixed-methods research design was adopted, integrating both quantitative and qualitative approaches. The target population comprised all 43 KMTC campuses offering clinical medicine courses, while the study population included 20% (9 campuses: Nairobi, Embu, Nyeri, Nakuru, Mombasa, Machakos, Eldoret, Kisumu, and Kakamega). Participants included 36 lecturers and 359 final-year diploma clinical medicine students. A census approach was used to include all lecturers, while a sample of 189 students was selected using proportionate and systematic random sampling. Data were collected using structured 5-point Likert scale questionnaires, interview schedules for lecturers, and focus group discussion. A pilot study was conducted at KMTC Mosoriot Campus to refine the instruments. Content validity was established through expert review by university supervisors to ensure item relevance and clarity. Internal consistency was measured using Cronbach’s Alpha, yielding coefficient of 0.878 exceeding the 0.70 threshold. Quantitative data were analyzed using SPSS version 25.0 through descriptive statistics (means, standard deviations) and inferential statistics (Pearson Correlation and Multiple Regression). Qualitative data were analyzed thematically using NVivo version 14. Findings indicated a positive but weak correlation (r = 0.19, p > 0.05) between technology modes and lecturer preparedness. Regression analysis revealed that Modes of Technology had a stronger significant influence on teaching effectiveness (β=0.407, p<0.05) than Lecturer Preparedness (β=0.116, p<0.05). Qualitative data highlighted challenges such as internet instability, a preference for mobile devices over laptops, and a lack of specialized training for senior faculty. The study concludes that while lecturer readiness is essential, the availability and suitability of technological infrastructure are the primary determinants of successful online clinical training at KMTC. For practice, KMTC should implement peer-mentorship programs to support senior staff; for policy, the college should institutionalize mandatory continuous digital pedagogy training and prioritize high-speed campus internet.

The Moderating Role of Training Program Design in the Relationship Between Technological Changes and Academic Performance of Imaging Equipment Technology Students at KMTC Rift Valley Region, Kenya

Damaris Jepkorir Kiplagat — 2026-02-14

Technological advancements in imaging equipment have transformed medical training worldwide, yet many students in Kenya struggle to adapt to these changes, resulting in poor academic performance in Imaging Equipment Technology (IET) courses at Kenya Medical Training College (KMTC) in Kenya. Despite significant investment in new technologies, gaps in training program design and limited access to modern equipment have contributed to suboptimal student outcomes. This study aimed to examine the moderating role of training program design on the relationship between technological changes and the academic performance of IET students. The study was anchored on the Technology Acceptance Model (TAM) and Goal Theory. A descriptive cross-sectional research design was adopted. The target population comprised 105 final-year IET students, 27 faculty members, and 4 departmental administrators across four KMTC campuses. A sample of 80 students was selected using proportionate stratified random sampling, while all faculty and administrators were included through a census due to their small numbers. Data were collected using structured questionnaires, pretested through a pilot study for content validity and reliability (Cronbach’s alpha = 0.82). Descriptive analysis showed that students perceived limited access to modern imaging technologies and inadequate exposure to AI-driven equipment as major contributors to poor performance (overall mean = 3.61). Pearson correlation indicated a strong positive relationship between technological changes and student performance (r = 0.487, p < 0.01), while training program design showed a weaker but significant positive relationship (r = 0.156, p < 0.05). Multiple regression analysis before moderation revealed that technological changes significantly predicted academic performance (β = 0.479, p < 0.05; R² = 0.24). Training program design was found to positively moderate this relationship, showing a significant effect (β = 0.406, p = 0.018) demonstrating that training program design strengthened the relationship between technological changes and academic performance. The study concluded that technological changes affect IET student performance, and well-structured training programs enhance students’ capacity to adapt to these changes. It is recommended that KMTC improve access to modern imaging technologies, adopt blended and problem-based learning approaches, and strengthen faculty capacity to optimize students’ academic performance.

Factors Affecting Effective Implementation of Inclusive Education Policy in Primary Schools in Central Uganda

Aisa Muhamad — 2026-01-27

Despite Uganda’s robust legal framework, including the 1992 Government White Paper and the 2006 National Policy on Disability, significant gaps remain between policy rhetoric and classroom reality. This study was conducted to address the limited empirical evidence regarding how IE is operationalized in everyday school practices and to identify the factors influencing its success. The primary objectives were to assess the extent of IE policy implementation, identify influencing factors, and evaluate the impact of school management practices and teaching methods on effective inclusion. The study employed a mixed-methods research approach within a descriptive cross-sectional design. The target population included 256 Students with Special Needs (SNS), their peers, teachers, school administrators, parents and education officials (DEOs and MIS). Stratified random sampling was used to sample SNS, simple random sampling for peers and parents and purposive sampling for teachers and administrators. Research instruments included structured questionnaires, semi-structured interviews, observation checklists, and documentary reviews. Validity was established through expert review and pilot testing, while reliability was ensured through the triangulation of data sources and methods. Quantitative data were analyzed using descriptive statistics and Pearson correlation via SPSS, while qualitative data underwent thematic content analysis. Results indicated a low overall level of policy implementation (xˉ=2.47), with inadequate infrastructure (79.3%) and insufficient funding (72.4%) emerging as primary barriers. Statistical analysis revealed that School Management Practices had the strongest positive correlation with Policy Implementation (r=.721, p<0.01), followed by Teacher Capacity (r=.684, p<0.01) and Teaching Methods (r=.659, p<0.01). While general child-centered methods were common (68.5%), specialized strategies like Individualized Education Programs (IEPs) were underutilized (38.4%). The study concluded that inclusive education in Central Uganda remains fragmented and under-resourced. It recommends the deployment of trained special needs teachers, infrastructure development, intensive stakeholder sensitization, and strengthened policy enforcement. A coordinated effort from schools, communities, parents, government, and donors is essential for meaningful inclusion.

Challenges and Opportunities in the Implementation of Integrated Competency-Based Education in Selected Kenya Medical Training College Campuses in Western Kenya

Anthony Mukhwana Masinde — 2026-03-27

Competency-based education is a design of teaching and learning that emphasizes the demonstration and application of specific competencies or skills by learners. The practice of medicine becomes increasingly complex each passing year. Despite the affordance of CBE in preparing learners for the challenges of the 21st century, its implementation in Africa continues to be more challenging. This study examined the challenges and opportunities influencing the implementation of Integrated Competency-Based Medical Education (ICBME) in selected Kenya Medical Training College campuses in Western Kenya. The study was guided by Lev Vygotsky’s social constructivism theory, which explains learning as a socially mediated process shaped through interaction, collaboration, and guided practice. A cross-sectional descriptive survey design was adopted, focusing on quantitative data collected from tutors and diploma students in clinical medicine. The study was conducted in three randomly selected campuses (Busia, Kakamega, and Webuye) drawn from nine campuses in the region. A census approach yielded a target population of 396 respondents. Data were collected using structured questionnaires and analyzed using descriptive statistics (frequencies and percentages) and inferential statistics (Chi-square tests). Findings showed that inadequate resources was the dominant challenge, reported by 75.0% of tutors and 73.6% of students, followed by faculty shortages and large class sizes. Other constraints included resistance to change, limited clinical opportunities, assessment challenges, and financial limitations. Chi-square results indicated no significant differences between tutors and students across all challenge variables (p > 0.05), showing consistent perceptions across groups. Key opportunities included government support and healthcare partnerships (about 20% each), followed by technological advancements and faculty development programs. High agreement on the presence of opportunities (over 95% for both groups) reflected strong stakeholder awareness of enabling factors. The study concludes that ICBME implementation faces major structural and resource-related barriers, despite the presence of strong policy and institutional support mechanisms. It recommends targeted investment in infrastructure, expansion of clinical training opportunities and structured faculty development to strengthen implementation outcomes and produce competent healthcare graduates capable of meeting Kenya's Universal Health Coverage goals.

Pedagogical Approaches and Institutional Factors Influencing Skills Acquisition for Labour Market Integration in TVET Institutions in Kenya: A Systematic Review

Raphael Mwasi Chola — 2026-03-31

Technical and Vocational Education and Training (TVET) sector in Kenya constitutes a strategic pillar of the country's industrialization agenda under Vision 2030 and the Bottom-Up Economic Transformation Agenda. As the government intensifies efforts to reposition TVET as a pathway to meaningful employment, concerns persist regarding the alignment between institutional training outputs and labour market requirements. Despite growing empirical attention to factors affecting training quality, no comprehensive synthesis has examined how pedagogical approaches and institutional capacities collectively shape skills acquisition and subsequent labour market integration. This gap limits evidence-based policy formulation for enhancing TVET graduate employability. This systematic review examined pedagogical approaches, institutional capacities, and their interactions influencing skills acquisition and labour market integration outcomes for TVET graduates in Kenya. The study was guided by ecological systems and situated learning theories. Following PRISMA 2020 guidelines, comprehensive searches of Scopus, Web of Science, ERIC, ProQuest, Google Scholar, AJOL, and Kenyan institutional repositories identified 872 records. After screening and eligibility assessment, 55 empirical studies (2010–2026) were synthesized. The study utilized standardized tools for data extraction and quality appraisal, primarily employing narrative synthesis. Despite CBET policy mandates, lecture-based pedagogies persisted (86.5% of instructors) due to resource constraints and trainer capacity deficits. Work-integrated learning demonstrated superior employability outcomes yet remained limited by fragmented industry partnerships. Institutional capacity constraints were systemic: 93.06% of trainers not advancing qualifications, 72% lacking CBET-specific training, and graduation rates at only 27% nationally. Regional disparities were pronounced, with graduates outside Nairobi facing 54–69% lower formal employment odds. Positive interaction effects occurred where institutional investments aligned with pedagogical reform employability rates increased from 73.97% to 80.3% in well-resourced institutions. Pedagogical effectiveness and institutional capacity interact ecologically to determine graduate outcomes. Policy ambitions for competency-based training cannot succeed without concurrent investment in trainer development, infrastructure modernization, and industry partnership institutionalization. Closing implementation gaps requires recognizing that effective TVET depends upon aligned investments across pedagogical, institutional, and labour market system levels.