Extent of Use of Virtual Field Trips in Instruction of History and Government Among Secondary Schools in Murang’a County, Kenya
Keywords:
Virtual Field Trips (VFTs), Information Communication Technology (ICT), Instruction, History and Government, LearningAbstract
The use of field trips for instruction has been limited by the cost of trips, logistical planning, time taken in traveling, and learners’ safety concerns. This has led to the adoption of Virtual Field Trips (VFTs) that offer opportunities for learners to virtually visit historical sites for learning. However, the utilization of VFTs in teaching and learning History and Government in secondary schools has not been sufficiently researched and documented in Kenya thus the essence of the study. The study was guided by Technological, Pedagogical, and Content Knowledge Theory (TPACK) and adopted a Quasi-Experimental Design targeting thirty-five public sub-county secondary schools. Schools and teachers were purposively sampled while learners were randomly selected. A sample size of 372 respondents took part in the study. Learners’ questionnaires, interview schedules for teachers, and classroom observation schedules were used to collect data. The study found that majority of teachers and learners were not aware of the use of VFTs for teaching and learning. Further, even after training, teachers were not able to effectively use VFTs in instruction. Against these findings, this study recommended that the Ministry of Education and Teachers Service Commission should team up and organize training for teachers to equip them with ICT skills for preparation and use of VFTs for teaching and learning. Also, teacher training institutions should endeavor to equip teacher trainees with ICT skills to exploit VFTs in their specific teaching-learning areas.
References
Abdallah, A., Dutt, C. S., & Pijls-Hoekstra, R. (2023). Sustaining the experience: students’ perceptions of online field trips. Journal of Teaching in Travel & Tourism, 1-26.
Achieng, L. (2021). Perceived Influence of Methods on Effectiveness of Teaching History and Government in Secondary Schools in Rachuonyo North Sub-County, Kenya. (Unpublished Med Thesis, Maseno University.
Ali, M. F. B., Ahmad, A. R., & Seman, A. A. (2017). Teachers’ competencies in teaching and learning history. Open Journal of Social Sciences, 5(08), 220.
Amengor J. (2017). The Paradigm of Technology in Teaching Senior High School History: Teachers' Perception on Integration, Usage and Self Efficacy. Online International Interdisciplinary Research Journal, 7(6), 28-47
Ayeni, A., & Afolabi, E. (2012). Teachers’ instructional task performance and quality assurance of students’ learning outcomes in Nigerian secondary schools. International journal of research studies in educational technology, 1(1), 33-42.
Çaliskan, O. (2011). Virtual field trips in education of earth and environmental sciences. Procedia-Social and Behavioral Sciences, 15, 3239-3243.
Çapuk, S. (2015). ICT Integration models into middle and high school curriculum in the USA. Procedia-Social and Behavioral Sciences, 191, 1218-1224.
Cheng, K. H. (2022). Teachers’ perceptions of exploiting immersive virtual field trips for learning in primary education. Journal of Research on Technology in Education, 54(3), 438-455.
Cheng, K. H., & Tsai, C. C. (2019). A case study of immersive virtual field trips in an elementary classroom: Students’ learning experience and teacher-student interaction behaviors. Computers & Education, 140, 103600
Cohen, L., Manion, L., & Morrison, K. (2013). Research Methods in Education (7th ed.). London: Routledge.
Das, A. (2021). Virtual Field Trips and Impact on Learning. Innovate Learning Summit, 85-89.
Djonko-Moore, C. M., & Joseph, N. M. (2016). Out of the classroom and into the city: The use of field trips as an experiential learning tool in teacher education. Sage Open, 6(2), 2158244016649648.
Dutta, S. (2018) The Effectiveness of Virtual Field Trips on Authentic Learning of Students for Teaching Forest Resources at Higher Secondary Level Of Wbchse. International Journal of Research and Analytical Reviews, 5(7)
Fraillon, J., Ainley, J., Schulz, W., Friedman, T., & Gebhardt, E. (2014). Preparing for life in a digital age: The IEA International Computer and Information Literacy Study international report (p. 308). Springer Nature.
Francom, G. M. (2020). Barriers to technology integration: A time-series survey study. Journal of Research on Technology in Education, 52(1), 1-16.
Friess, D. A., Oliver, G. J., Quak, M. S., & Lau, A. Y. (2016). Incorporating “virtual” and “real world” field trips into introductory geography modules. Journal of Geography in Higher Education, 40(4), 546-564.
Ghavifekr, S., Razak, A. Z. A., Ghani, M. F. A., Ran, N. Y., Meixi, Y., & Tengyue, Z. (2014). ICT integration in education: Incorporation for teaching & learning improvement. Malaysian Online Journal of Educational Technology, 2(2), 24-45
Han, I. (2021). Immersive virtual field trips and elementary students’ perceptions. British Journal of Educational Technology, 52(1), 179-195.
Haris, N., & Osman, K. (2015). The effectiveness of a virtual field trip (VFT) module in learning biology. Turkish Online Journal of Distance Education, 16(3), 102-117.
Harron, J. R., Petrosino, A. J., & Jenevein, S. (2019). Using virtual reality to augment museum-based field trips in a preservice elementary science methods course. Contemporary Issues in Technology and Teacher Education, 19(4), 687-707.
Kelfine, N. W., Maiyo, A., & Okere, J. (2018). Effects Of Field Study On Students’learning Geography In Selected Secondary Schools In KENYA. International Journal of Education and Research, 6(3), 133-146.
Kenna, J. L., & Potter, S. (2018). Experiencing the world from inside the classroom: Using virtual field trips to enhance social studies instruction. The Social Studies, 109(5), 265-275.
Khattak, R., & Jan, R. (2015). The impacts of ICT on the students’ Performance: A Review of Access to Information. Res Human Soci Sci, 5(1), 85-94.
Kihoza, P., Zlotnikova, I., Bada, J., & Kalegele, K. (2016). Classroom ICT integration in Tanzania: Opportunities and challenges from the perspectives of TPACK and SAMR models. International Journal of Education and Development using ICT, 12(1).
Kipkoech, L. A. (2021). Use of Field Trip Method in History and Government Instruction in Secondary Schools. East African Journal of Education Studies, 3(1), 70-76.
Kisirkoi, F. K. (2015). Integration of ICT in education in a secondary school in Kenya: A case study, 6(2), 1904-1909.
Kumar, R. (2018). Research methodology: A step-by-step guide for beginners. Sage Publishers: London.
Lukes, L. (2014). A new take on the field trip. The Science Teacher, 81(1), 24.
Makransky, G., & Mayer, R. E. (2022). Benefits of taking a virtual field trip in immersive virtual reality: Evidence for the immersion principle in multimedia learning. Educational Psychology Review, 34(3), 1771-1798.
Man & Olchawa (2018). The Possibilities of Using BCI Technology in Biomedical Engineering. 10.1007/978-3-319-75025-5_4.
Marshall, M. S., & Higley, M. C. (2021). Multi-scale virtual field experience: sedimentology and stratigraphy of Grand Ledge, Michigan, USA. Geoscience Communication, 4(4), 461-474.
Masingila, J. O., Khatete, D. W., Maundu, J. N., Foley, A. R., Ndethiu, S. M., & Twoli, N. W. (2019). From implementation to efficacy: Factors affecting Kenyan secondary teachers’ technology integration. Africa Education Review, 16(1), 58-87.
Mavellas, S., Wellington, M., & Samuel, F. (2015). Assessment of the availability and utilization of ICTs for teaching and learning in secondary schools of a high school in Kwekwe, Zimbabwe. International Journal of Scientific & Technology Research, 4(8), 282-288.
Mavu, M. C. (2021). ICT Integration in Secondary School Physics and Its Effect on Students’Physics Academic Performance in Mombasa County, Kenya (Doctoral Dissertation, Pwani University).
Mead, C., Buxner, S., Bruce, G., Taylor, W., Semken, S., & Anbar, A. D. (2019). Immersive, interactive virtual field trips promote science learning. Journal of Geoscience Education, 67(2), 131-142.
Mugenda, O. & Mugenda, A. (2012). Research Methods; Quantitative and Qualitative Approaches, Acts Press: Nairobi.
Mwathwana, M. I., Mungai, C., Gathumbi, A. W., Gongera, E. G., (2014). An analysis of History teaching methodology in High schools: A case of Tigania and Igembe district, Meru County, Kenya. Journal of Education and Practice, 5 (2), 83-88.
Nsekandizi, M., Karanganwa, R., & Andala, H. O. (2020), The Use of ICT Resources and Teachers’ Performance in Government Aided Secondary Schools in Rwanda, Journal of Education. Vol 3(4) pp. 48-66.
Nyaboke, R., Kereri, D., & Nyabwari, L. (2021). Competence-based curriculum (CBC) in Kenya and the challenge of Vision 2030. International Journal of Education, Technology and Science, 1(4), 155-169.
Obadiora, A. J. (2016). Comparative effectiveness of virtual field trip and real field trip on students’ academic performance in social studies in Osun State Secondary Schools. Mediterranean Journal of Social Sciences, 7(1), 467-474.
O’Leary, Z. (2014). The essential guide to doing your research project (2nd ed.). SAGE: London.
Petersen, G. B., Klingenberg, S., Mayer, R. E., & Makransky, G. (2020). The virtual field trip: Investigating how to optimize immersive virtual learning in climate change education. British Journal of Educational Technology, 51(6), 2099-2115.
Plowright, D. (2011). Using mixed methods: Frameworks for an integrated methodology. Sage publications. London
Rahman, H. (2014). The role of ICT in open and distance education. Turkish Online Journal of Distance Education, 15(4), 162–169.
Talin, R. (2014). The teaching of history in secondary schools. International Journal of Social Science and Humanities Research, 2(3)
Veeraragoo, V. R. (2018). ICT Integration in Secondary School Teaching and Learning: An Analysis of the Mauritian Context (Unpublished PhD Thesis, Asia e University).
Wasilwa, M. (2016). Teacher Factors Influencing Application of Information Communication Technology in Learning of History and Government in Secondary Schools in Bungoma South Sub-County, Kenya (Doctoral dissertation, University of Nairobi).
Xie, Y., Ryder, L., & Chen, Y. (2019). Using interactive virtual reality tools in an advanced Chinese language class: A case study. TechTrends, 63, 251-259.
Zhao, J., Wallgrün, J. O., Sajjadi, P., LaFemina, P., Lim, K. Y., Springer, J. P., & Klippel, A. (2022). Longitudinal effects in the effectiveness of educational virtual field trips. Journal of Educational Computing Research, 60(4), 1008-1034.
