CERTIFICATE

IMPACT FACTOR 2021

Subject Area

  • Life Sciences / Biology
  • Architecture / Building Management
  • Asian Studies
  • Business & Management
  • Chemistry
  • Computer Science
  • Economics & Finance
  • Engineering / Acoustics
  • Environmental Science
  • Agricultural Sciences
  • Pharmaceutical Sciences
  • General Sciences
  • Materials Science
  • Mathematics
  • Medicine
  • Nanotechnology & Nanoscience
  • Nonlinear Science
  • Chaos & Dynamical Systems
  • Physics
  • Social Sciences & Humanities

Why Us? >>

  • Open Access
  • Peer Reviewed
  • Rapid Publication
  • Life time hosting
  • Free promotion service
  • Free indexing service
  • More citations
  • Search engine friendly

Influence of institutional facilities on students’ academic achievement in engineering courses in national polytechnics in kenya: analytical study across engineering courses

Author: 
Enose M.W. Simatwa and Khajeha Hariet
Subject Area: 
Physical Sciences and Engineering
Abstract: 

Engineering is the creative application of scientific principles that are put in practice to invent, design, build, maintain and improve structures, machines, devices, systems, materials and processes. This means that engineering requires infrastructure or institutional facilities in addition to other key variables. This includes human resource and materials. They are all key to successful engineering education. Infrastructure for Engineering courses offered at Diploma level in polytechnics play a critical role in acquisition of practical skills and knowledge relating to industrial development worldwide. In Kenya there were two National polytechnics; Kisumu National Polytechnic and The Eldoret National Polytechnic at per the time of the study. Through engineering education, countries build competence based workforce for key industries. However, performance of students in engineering courses in National Polytechnics was unsatisfactory. For instance A sample of 645 candidates who sat diploma examination in engineering courses between 2010 and 2014 in National Polytechnics, only 40 (6.2%) earned credits, 143(22.2%) passes, 247(38.3%) were referred and 215(33.3%) failed compared to their counterparts in non-engineering courses in which 22(1%) attained distinctions, 963(44%) credits 720 (33%) passes, 400(18.3%) were referred and 106(4.8%) failed. In another sample from another national polytechnic, 831 candidates during the same period for diploma examination in engineering courses, 110 (13.3%) attained credits, 283(34.1%) pass, 309(37.2%) were referred and 129 (15.5%) failed; compared to their counterparts in non-engineering courses in which 31(1.59%) earned distinctions, 672(34.62%) credits, 744(38.33%) passes, 393(20.3%) were referred and 101(5.2%) failed. The purpose of this study therefore was to determine the influence of institutional facilities on students’ academic achievement in engineering courses in National Polytechnics. The study established that institutional facilities accounted for 4.2% of the variation in students’ academic achievement in engineering courses. This means that the influence was low. The reason for being low was that from descriptive statistics, it was clear that the students hardly utilized the institutional facilities to the optimum. Engineering courses are competence based and highly practical in nature, which means that achievement in these courses can only be guaranteed by optimum frequent use of institutional facilities besides other factors. The study concluded that institutional facilities had low but significant influence on students’ academic achievement. These findings are significant to the management of National Polytechnics in engineering courses that needs to be improved to enhance students’ academic achievement. Institutional facilities should be provided and adequately used to enhance performance.

PDF file: 

CALL FOR PAPERS

 

ONLINE PAYPAL PAYMENT

IJMCE RECOMMENDATION

Advantages of IJCR

  • Rapid Publishing
  • Professional publishing practices
  • Indexing in leading database
  • High level of citation
  • High Qualitiy reader base
  • High level author suport

Plagiarism Detection

IJCR is following an instant policy on rejection those received papers with plagiarism rate of more than 20%. So, All of authors and contributors must check their papers before submission to making assurance of following our anti-plagiarism policies.

 

EDITORIAL BOARD

CHUDE NKIRU PATRICIA
Nigeria
Dr. Swamy KRM
India
Dr. Abdul Hannan A.M.S
Saudi Arabia.
Luai Farhan Zghair
Iraq
Hasan Ali Abed Al-Zu’bi
Jordanian
Fredrick OJIJA
Tanzanian
Firuza M. Tursunkhodjaeva
Uzbekistan
Faraz Ahmed Farooqi
Saudi Arabia
Eric Randy Reyes Politud
Philippines
Elsadig Gasoom FadelAlla Elbashir
Sudan
Eapen, Asha Sarah
United State
Dr.Arun Kumar A
India
Dr. Zafar Iqbal
Pakistan
Dr. SHAHERA S.PATEL
India
Dr. Ruchika Khanna
India
Dr. Recep TAS
Turkey
Dr. Rasha Ali Eldeeb
Egypt
Dr. Pralhad Kanhaiyalal Rahangdale
India
DR. PATRICK D. CERNA
Philippines
Dr. Nicolas Padilla- Raygoza
Mexico
Dr. Mustafa Y. G. Younis
Libiya
Dr. Muhammad shoaib Ahmedani
Saudi Arabia
DR. MUHAMMAD ISMAIL MOHMAND
United State
DR. MAHESH SHIVAJI CHAVAN
India
DR. M. ARUNA
India
Dr. Lim Gee Nee
Malaysia
Dr. Jatinder Pal Singh Chawla
India
DR. IRAM BOKHARI
Pakistan
Dr. FARHAT NAZ RAHMAN
Pakistan
Dr. Devendra kumar Gupta
India
Dr. ASHWANI KUMAR DUBEY
India
Dr. Ali Seidi
Iran
Dr. Achmad Choerudin
Indonesia
Dr Ashok Kumar Verma
India
Thi Mong Diep NGUYEN
France
Dr. Muhammad Akram
Pakistan
Dr. Imran Azad
Oman
Dr. Meenakshi Malik
India
Aseel Hadi Hamzah
Iraq
Anam Bhatti
Malaysia
Md. Amir Hossain
Bangladesh
Ahmet İPEKÇİ
Turkey
Mirzadi Gohari
Iran