Correlation Between Teachers’ Frequency of Virtual Field Trips Use and Student Achievement in Geomorphology in Secondary Schools in Murang'a East Sub-County

Abstract

Persistent underperformance in geomorphology among secondary school students in Kenya has raised concerns regarding the effectiveness of traditional instructional approaches. Virtual Field Trips (VFTs) have emerged as a promising pedagogical innovation for enhancing visualisation and experiential learning. However, linking teacher VFT use frequency to individual student academic performance in Kenyan geography lessons remains limited despite the growing adoption of VFTs in secondary schools globally. This study examined the correlation between teachers’ frequency of VFTs use and student achievement in geomorphology in Murang’a East Sub-county, Kenya. A descriptive correlation was designed. Data were collected through teacher questionnaires and student geomorphology performance records. A two-level analytical framework was employed; a student-level analysis using individual scores in geomorphology of 314 form three geography students, each paired with their own teacher’s VFTs frequency score and a confirmatory teacher-level analysis using weighted class mean scores in geomorphology alongside respective teacher frequency of VFTs usage. At the student level, a strong positive correlation was realised between teacher VFT frequency and individual student scores (r = .658, p < .001, n = 314). Further, linear regression analysis revealed that a one-unit increase in teacher VFTs usage frequency predicted a 13.745 percentage point increase in individual student score (R² = .433, Adjusted R² = .431, p < .001). The finding was corroborated at the teacher level analysis (r = .784, p = .004, n = 11). The null hypothesis, “there is no significant relationship between teachers’ VFTs usage frequency and academic achievement in geomorphology”, was rejected. This study provided contextual empirical evidence that increasing teacher VFT use frequency in geomorphology instructions had a quantifiable positive impact on student academic performance.