Tutors Performance Appraisal Strategies on Trainees’ Academic Performance in Mathematical Engineering in Technical Training Institutions Nandi County, Kenya
The purpose of the study was to evaluate the influence of tutor’s professional knowledge on trainees’ academic performance in mathematical engineering. The study was anchored on Goal Setting Theory. Quantitative paradigm was used, applying correlational research design. The study targeted 4 technical training institutions, tutors, heads of departments, Examinations officers, members of academic committee, and Chief Principals. Purposive sampling was employed to choose department heads, chief principals, and officials in charge of exams while simple random sample was utilized to choose technical training facilities, tutors, and members of the academic committee. Questionnaires, document analysis, and interview schedules served as research instruments. Validity was achieved through expert judgment and reliability by test-retest technique. Descriptive and inferential statistics (means, percentages, and multiple regression) and thematic analysis were used to analyze data.
Keywords: Tutors’ Performance Appraisal Strategies, Mathematical Engineering
