Effect of utilization of VFTs on teaching and learning History and Government in Murang’a County in Kenya

Abstract

The adoption of Virtual Field Trips (VFTs) as a teaching method has provided opportunities for learners to virtually visit historical sites for learning. However, the effects of utilization of VFTs in instruction on students' performance in History and Government had not been sufficiently researched and documented in Kenya. Therefore, the essence the study was to establish how use of VFTs in teaching and learning affects learners' academic performance in History and Government in Murang’a County in Kenya. The study was guided by Technological, Pedagogical, and Content Knowledge Theory and adopted a Quasi-Experimental Design targeting 35 public sub-county secondary schools with a target population of 3,329 respondents. Schools and teachers were purposively sampled while learners were randomly selected. A sample size of 372 respondents made up of teachers and form one learners of History and Government took part in the study. 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 r=0.657. Statistical Package for Social Sciences (SPSS) was used to analyze data for descriptive and inferential statistics. The study found that use of VFTs significantly affected learners' academic performance at t (365) = 15.50, p=0.00. The study recommended teacher training institutions to equip teacher trainees with skills to exploit VFTs in teaching. A VFT teaching guideline was developed to assist teachers in preparation and use of VFTs for instructional purposes to improve teaching and learning for better academic performance.