Abstract:
Aims: The major purpose of this study was to assess the extent of application of CBET approach in
classroom instruction
Study Design: The study utilized the descriptive survey research design.
Place and Duration of Study: The study was undertaken in TVET institutions in the North Rift
Region, Kenyabetween March 2021 to June 2021.
Methodology: Purposive, stratified and simple random sampling was used to sample 280
respondents.The study included 280 respondents of which 152 were males and 128 females with
an age range of 35 – 56 years.
Results: This study targeted Principals, 6 Industrial Liaisons Officers (ILO), 285 trainers’ and 18
Industrial Supervisors who were associated with either TVET institution or industry. Fromitheitotalisampleisize of 285, 98.2% representing 280 questionnaires for trainers were
positively responded to the case request. Findings showed that application of classroom instruction
has a moderate positive and significant influence on integration of CBET approach in TVET
institutions (r = .476, P< 0.001).
Conclusion: The present study rejected the null hypothesis and concludes that the relationship is
statistically significant. The sample data support the notion that the relationship between the
independent variable and dependent variable exists in the population of TVET institutions in the
North Rift. Thus the hypothesis (Ho1) was rejected. This implies that application of classroom
instruction influences integration of CBET approach in TVET institutions.