DOI: 10.36347/sjahss.2018.v06i01.030

Pages: 180-194

Some stakeholders in higher education in Kenya has argued that quality of instructional activities used in teacher education programmes has been compromised in some universities. The problem of compromised instructional activities used in teacher education programmes is the focus of this study. No empirical study has been conducted to verify this claim in the universities in Nakuru County, Kenya. The objective of this study, therefore, was to compare how students in public and private universities perceive quality of instructional activities used in teacher education programmes in the universities in Nakuru County, Kenya. Total Quality Management Theory and Attributive Theory of Higher Education constituted the theoretical frameworks upon which this study was based. The researcher reviewed literature related to quality of instructional activities in the universalities. The results posted indicate that private universities (M = 3.00, SD = 0.57) was higher than (M = 2.74, SD = 0.59) of the public universities. It implies that students enrolled in teacher education programmes in private universities perceived that quality of instructional activities were better compared to their counterparts in public universities. The results further indicate that the difference between the two means was statistically significant, t (225) = 3.429, p<.05). The study recommends that university managers in the universities in Nakuru County, Kenya, should strive to improve quality of instructional activities used in teacher education programmes. CUE and universities to improve quality of instructional activities in teacher education programmes could use the results of this study.