Abstract:
Map work questions are compulsory in the KCSE Geography Paper 1 examination and are essential
for acquiring spatial skills. KNEC reports from 2021 to 2024 indicate that learners continue to
experience difficulties in map work, with Rongo Sub-County recording particularly low outcomes.
These challenges have been associated with traditional teaching approaches that rely heavily on twodimensional topographical maps, which often make map work difficult and reduce learners’ interest
and willingness to engage with the topic. Although digital technology has enhanced learning in many
subject areas, its use in Geography map work remains limited, particularly the use of YouTube videos
and internet images. Consequently, little is known about how these digital technologies influence
learners’ motivation to learn map work in secondary schools, especially in Rongo Sub-County, Kenya.
Guided by constructivist theory, which emphasizes that learners actively construct knowledge through
interaction with learning materials and experiences, this study aimed to investigate the impact of digital
technology on learners’ motivation to learn map work in secondary schools in Rongo Sub-County. A
quasi-experimental Solomon four-group nonequivalent design was employed. The study sampled four
schools from a target population of 1,170 learners from 39 secondary schools, yielding a sample size
of 161 learners. Data on learners’ motivation to learn map work were collected using a motivation
questionnaire. A pilot study involving 16 learners, representing 10% of the sample size, was conducted
in a school that was not included in the final study. The instrument was validated through face, content,
and construct validation, while reliability was established using Cronbach’s alpha coefficient of 0.91.
The findings revealed that the integration of digital technology significantly improved learners’
motivation to learn map work. The experimental group recorded substantial increases across the ARCS
motivation dimensions of attention, relevance, confidence, and satisfaction, with mean scores
improving from 3.02–3.10 during the pretest to 4.25–4.43 during the posttest. Learners exposed to
YouTube videos and internet images demonstrated greater interest, enthusiasm, confidence, and
satisfaction in learning map work compared to learners taught using conventional instructional
methods. These findings support constructivist theory by showing that digital technologies provide
interactive and meaningful learning experiences that enhance learners’ motivation to learn map work.
The study recommends that Geography teachers integrate digital technologies such as YouTube videos
and internet images into map work instruction to enhance learners’ motivation to learn map work. Additionally, teacher training programmes should strengthen teachers’ digital pedagogical
competencies to support effective technology integration in Geography classrooms.
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Keywords:
Map Work, Digital Technology Integration, Motivation, Topographical Maps,
Secondary Schools, Spatial Thinking, YouTube and Internet Images. |
