Determinants of Instruction Mode Choice in TVET: A Conditional Logit Analysis of Instructor Assessment Competence, Class Size and Institutional Capacity

Abstract

Aims: The main purpose of this paper was to examine the role of instructor assessment competence, class size, and institutional capacity in influencing the choice of instruction mode among TVET institutions in Uganda. Study Design:  A mixed-methods survey design was employed. Place and Duration of Study: This study was conducted across seven Technical and Vocational Education and Training (TVET) institutions in Uganda across all four regions that make up Uganda, between February 2024 and April 2024. Methodology: A conditional logit choice model developed by McFadden (1974) was employed to investigate how various factors influence the probability of selecting among four different teaching modes: projects (used as the base alternative), face-to-face, blended, and online. This study comprised 184 instructors, 406 trainees, and 36 administrators. Instructors and trainees were interviewed using a structured questionnaire deployed on the Kobo Collect online tool, while an interview guide was used with the administrators of the TVET institutions. The administrators included the Principals, Deputy Principals, Academic Registrars, Deans of Students, and Procurement Officers. The 5-point Likert nature of the data enabled quantitative data analysis using T-tests for estimating differences in mean online teaching scores across assessment and evaluation constructs. Furthermore, the conditional logit (McFadden’s choice) model was employed to evaluate the choice of instruction in TVET based on instructor competence in the assessment of online modules. Results: The t-test results showed statistically significant differences between respondents who conducted online teaching and those who did not, with online instructors consistently reporting higher scores across all assessment and evaluation measures (e.g., overall score difference = 6.93, t = 5.76 ***). The choice model results showed that higher instructor assessment and evaluation competence reduced the likelihood of selecting a teaching mode (coef = -0.0030071; p-value = 0.001). For face-to-face learning, larger class sizes decreased preference (coef = -0.0553527, p-value = 0.000), while for online learning, larger institutional size increased preference (coef = 1.038766, p-value = 0.001). Institutional size significantly influenced online teaching adoption, aligning with Munene et al. (2023) and Kahiga et al. (2024), who found that larger TVET institutions were better equipped for robust ICT infrastructure and technological resource acquisition. Conclusion: As TVET institutions expand, online teaching is preferred as a mode of instruction, especially in this digital era. Therefore, TVET institutions should develop the capacity for expansion in both infrastructure, assessment competences and the modules taught.