Virtual Field Trips in Instruction and Their Effect on Learners’ Performance in History and Government among Secondary Schools, Murang’a County, Kenya
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Date
2025-08
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Kenyatta University
Abstract
The use of Virtual Field Trips (VFTs) in teaching has presented opportunities for learners to remotely visit educational sites. This has helped institutions to offer learners with quality learning without a corresponding cost. Although VFTs are believed to support experiential learning, their impact on teaching and learning of History and Government has not been extensively explored. Therefore, the main focus of this study was to determine the effect of VFTs on learners' performance in History and Government. The study was guided by the following objectives; (i) Investigate (a) teachers’ and (b) learners’ perceptions towards the use of VFTs in teaching and learning History and Government; (ii) Establish the extent to which teachers utilized VFTs in teaching and learning History and Government; (iii) Determine the effect of VFTs on teaching and learning History and Government and, (iv) Explore the challenges experienced by teachers and learners using VFTs in teaching and learning History and Government in Murang’a County, Kenya. The study was guided by Technological, Pedagogical, and Content Knowledge Theory (TPACK) by Mishra and Koehler (2006). The study adopted a Quasi-Experimental Design targeting 35 public sub county secondary schools with a target population of 3,329 respondents. Four public sub county secondary schools were purposively sampled to ensure they were spread accross the county. Also, three teachers in each school under study were purposively sampled while two classes of learners from each sampled school was randomly selected. A sample size of 379 respondents made up of teachers and form one learners of History and Government took part in the study. The research instruments used were learners questionnaires, interview schedules for teachers, History and Government assessment tests, and classroom observation schedules. Piloting was done on all research instruments and reliability accepted at r=0.657. Statistical Package for Social Sciences (SPSS) was used to analyze data for descriptive and inferential statistics. The study found that teachers and learners had positive perceptions towards the use of VFTs though they faced challenges. Also, the majority of teachers and learners were not using VFTs for teaching and learning. Further, the use of VFTs in instruction significantly affected learners' academic performance at t (365) = 15.50, p=0.00. Thus, a VFT Teaching Model was developed to assist teachers in the preparation and use of VFTs for instructional purposes. The study recommended the Ministry of Education and Teachers Service Commission organize training for teachers of History and Government to equip them with skills for preparation and use of VFTs for teaching and learning. Also, teacher training institutions should endeavor to equip teacher trainees with skills to exploit VFTs in their specific subject teaching areas. It is anticipated that the study findings and recommendations highlighted will provide knowledge and skills to teachers to improve teaching and learning for better academic performance.
Description
A Research Thesis Submitted in Fulfillment of the Requirements for the Award of the Degree of Doctor of Philosophy (Educational Technology) in the Department of Educational Communication and Technology, School of Education and Lifelong Learning, Kenyatta University. August, 2025
Supervisors
Samson Rosana Ondigi
Florence Abuyeka Miima