Integrating Hypermedia in Teaching of Social Studies and Its Effect on Performance among Pupils in Public Primary Schools in Makueni County, Kenya
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Date
2025-06
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
Hypermedia has been embedded in the education sector. It helps in content delivery,
make learning interesting and help pupils to concretise abstract content. Most studies
done on hypermedia integration in learning have targeted secondary schools and
higher levels of education. The study was inspired by the fact that academic
performance in Social Studies at global stage is not well done. The aim of the study
was to establish the effects of integrating hypermedia in teaching of Social Studies
among primary school pupils and the effect on academic performance. Theospecific
objectivesOof the study0were: to establish whether hypermedia influence
performance; to investigate factors influencing teachers to integrate hypermedia in
teaching of Social Studies; to find out the level of integration of hypermedia in
teaching of Social Studies; and to investigate challenges (if any) experienced on
integrating hypermedia in teaching. The findings were used to show the effect of
integrating hypermedia in teaching among primary school pupils and hopefully help
government and educational institutions on how to improve provision of online
content. Two theories guided this study; Constructivism theory by Vygostky and
Technology Acceptance Model by Davis. The study used quasi experimental research
design. The target population was two thousand four hundred and seventy-eight class
seven pupils, one hundred and sixty four teachers of Social Studies in eighty three
diverse primary schools in Kibwezi Sub County. The study adopted purposive
sampling to pick four schools in the experimental group and four other schools in
control group. Forty five pupils from each school were randomly sampled. The
sample size was three hundred and sixty pupils. Thirty two teachers were also
purposively sampled. Questionnaires, Pre and post-tests, observation checklist and
face to face interview were used as the research instruments. Pilot study was
conducted in two schools outside Kibwezi Sub-County that were not part of the
study.0Pearson productUmoment correlationUcoefficient was2used toUcalculate
theUcorrelation coefficient1 of both cases to assist in establishing the degree toUwhich
theUcontents 1of the2questionnaire were consistentUin getting similar responsesUevery
other time2the instrumentTwas given. A2coefficientUof 0.5 was considered sufficient
to establish the reliability of the instrument. Data got from factors that influence
teachers to integrate hypermedia in teaching, level of integration of hypermedia in
teaching and challenges encountered when integrating hypermedia in teaching were
analyzed using thematic approach. Data on effect of integrating hypermedia in
teaching on performance was analyzed using t tests. Charts, figures and tables were
used to present findings. TheOfindings showedOmajority of theRrespondents agreed
that hypermedia was useful in teaching. On the level of integration, most of the
respondents used the technology sometimes and rarely implying the possibility of
time table schedule challenges. Data got on the influence that hypermedia has on
performance implied that use of hypermedia was effective and pupils enjoyed
interacting with the technology. The teachers while integrating hypermedia in
teaching experienced challenges of; inadequate time to use, little or no support
technologically, heavy workload, low levels of interest, inability to use desktops and
incompatibility with assessments. Based on the findings it is recommended that there
should be a policy of school computer rooms and training of teachers to enhance their
computer literacy for them to be able to possibly apply hypermedia in teaching.
Description
A Thesis Submitted in Partial fulfilment For the Award of The Degree of Masters of education (Educational Technology) In the School of Education of Kenyatta University June, 2025
Supervisors;
1. Moses Githua Kariuki
2. Mueni Kiio