The purpose of this study was to examine the challenges encountered in using field trips in the
teaching and learning of Geography in public secondary schools in Mabera Sub-County, Migori
County, Kenya. The study was guided by the following objectives: to investigate the financial
constraints that schools face in organizing field trips for Geography education; to examine how
well field trips align with Geography curriculum standards and standardized testing
requirements; and to identify the factors that hinder the effective use of fieldwork in Geography
instruction. The study was anchored on experiential learning theory by David Kolb,
constructivist learning theory by Jean Piaget and Lev Vygotsky, and social learning theory by
Albert Bandura.A mixed-methods research design was adopted, and data were collected using
structured questionnaires from a total of 122 respondents comprising 110 Geography students
and 12 Geography teachers drawn from six selected public secondary schools in the sub-county.
Quantitative data were analyzed using the Statistical Package for Social Sciences (SPSS) and
presented using tables, charts, and figures. The findings revealed that financial constraints,
including high transportation costs and entry fees to field destinations, significantly limited the
organization of field trips. The study also found that while most teachers acknowledged the
pedagogical value of fieldwork, there was inconsistency in aligning field activities with the
curriculum and KCSE syllabus, largely due to time limitations, exam pressure, and lack of
support materials. Additionally, several institutional and instructional barriers were identified,
such as limited teacher training on field-based methods, inadequate administrative support, and
lack of reliable transport facilities. The study concluded that despite field trips being a crucial
component of Geography education, their implementation is hindered by structural, logistical,
and pedagogical challenges. The study recommends that school administrators allocate dedicated
budgets for fieldwork and provide logistical support; teachers undergo regular training on field-
based instruction; and policymakers integrate fieldwork more clearly into the national
curriculum. Further, the study advocates for community and parental support to ensure equitable
access to field learning opportunities for all students.