Influence of Social Media Marketing Strategies on Student Enrollment in TVET Institutions in Uasin Gishu County, Kenya

Caroline Sugut, Julius Keter & Wesley Mutai
Department of Technology Education, School of Education,
Moi University, Kenya
sugutcarol95@gmail.com

Abstract: The increasing use of digital technologies has transformed how educational institutions communicate with potential students. However, a limited attention has been made to examine how social media marketing strategies influence student enrollment in Technical and Vocational Education and Training (TVET) institutions in Uasin Gishu County, Kenya. The purpose of this study was to examine the influence of social media marketing strategies on student enrollment in TVET institutions. The study was guided by the Technology Acceptance Model (TAM) by Davis (1989). A convergent parallel mixed methods design was adopted, combining both quantitative and qualitative approaches. The target population comprised 1,430 trainees and 12 principals from 12 TVET institutions in Uasin Gishu County. A sample size of 264 trainees was determined using Krejcie and Morgan’s (1970) formula, while four institutions were selected through simple random sampling, and principals were purposively selected. Data were collected using semi-structured questionnaires and interview schedules. Validity was ensured through expert judgment and pilot testing, while reliability was confirmed using Cronbach’s alpha coefficients above 0.7. Quantitative data were analyzed using descriptive statistics and Pearson’s correlation analysis with SPSS version 25, while qualitative data were analyzed thematically. The study established a positive and significant correlation (r = .598, p < .01) between social media marketing and student enrollment. It concluded that active use of social media enhances institutional visibility and attracts more students. The study recommends that TVET institutions adopt structured, interactive, and targeted social media marketing strategies to improve enrollment rates.