Abstract
Technology integration has become critical globally in pursuit of transforming education. In Siaya County, a persistent dismal mean of scores in Geography subjects among public secondary schools from 2016-2022 at Kenya Certificate of Secondary Examination has been blamed on the learning approaches. The data from the seven sub-counties indicated that very little learning occurred. Further, no known study has addressed rote learning in Geography using an explanatory research design about Siaya County. The study sought the influence of integrating geo-technologies on learning in Geography among public secondary schools in Siaya County. This study focused on Geo-technology integration influencing learning among public secondary schools in Siaya County, Kenya. The objective that guided this study was to explore the influence of a geo-technology integrated classroom environment on learning Geography among public secondary schools in Siaya County, Kenya. The study sought to answer the question; during 2016-2022, how did the integration of geo-technology in the classroom environment influence the learning of Geography in public Secondary Schools in Siaya County? The study adopted interviews, questionnaires, and observational checklists to collect data. The study employed social cognitive constructivism theory to envision effective learning. The study sampled 102 respondents from 262 public secondary schools based on Krejcie and Morgan’s table. The choice of Siaya County was based on the fact that it is the only county in the larger Nyanza where technology integration was piloted by New Partnership for Africa’s Development (NEPAD) for quality learning. This study employed a mixed method and explanatory design to carry out the study. The study adopted interviews, questionnaires, and observational checklists to collect primary and secondary data.
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