Project-based Learning on History and Government KCSE Performance: An Evidence of Secondary Schools in Kericho County, Kenya

Albine Kipkoech Langat; Julia Situma; Moses Kapkiai

doi:10.37284/eajes.5.3.870

Albine Kipkoech Langat Kisii University
Julia Situma, PhD Kisii University
Moses Kapkiai, PhD Kisii University

DOI: https://doi.org/10.37284/eajes.5.3.870

Keywords: Project-based Learning (PBL), History and Geography, Secondary Schools, Kenya

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Abstract

History and Government national academic results have been declining from 2016 to 2019 in Kericho County. The purpose of the study was to establish the influence of project-based learning and communication technology on History and Government performance in secondary schools in Kericho County. A descriptive survey research design was adopted. The study targeted 230 heads of departments, 503 History and Government teachers, and 2340 History and Government students. A purposive sampling technique was used to select 69 heads of departments and a simple random sampling technique was used to select 69 History teachers and 223 History students. The sample size was 361 respondents. Questionnaires, structured interviews, and observation schedules were used to collect data. Descriptive statistics were used to analyse qualitative data. The data was presented in tabular form using frequencies, percentages, and inferential statistics. The study found that project-based learning assisted the students in being independent and able to ask questions, and teachers were able to give tasks and assess students with ease. It was strongly correlated with achievement in History and Government. The study concluded that project learning and inquiry learning assisted significantly in the achievement of History and Government. The study recommended that History teachers should integrate more than one project-based learning method since it has different benefits in both knowledge and skill to the learner.

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