This study examines the challenges hindering the effective use of field trips as a teaching and
learning method in geography within public secondary schools in Muguga Sub-County, Kiambu
County, Kenya. Despite the recognized pedagogical benefits of fieldwork in enhancing students'
geographical understanding, its implementation remains inconsistent due to financial, logistical,
administrative, and perceptual barriers.
Using a descriptive survey research design, the study collected data from 105 students and 11
geography teachers across six public secondary schools through questionnaires, interviews, and
observations. Key findings reveal that financial constraints—particularly reliance on parental
contributions—are the primary obstacle, with 73% of teachers reporting that over half of students
could not afford trip costs. Logistical challenges, including transport difficulties (81.8%),
bureaucratic delays (63.6%), and safety concerns (54.5%), further impede field trip organization.
A notable paradox emerged between stakeholder perceptions and practice: while 89% of students
and 82% of teachers acknowledged field trips' effectiveness, 64% of teachers avoided organizing
them due to workload and liability fears. Additionally, administrative inefficiencies, such as
lengthy approval processes and lack of institutional policies, contribute to low implementation
rates.
The study recommends:
1. Sustainable funding models, including school budgetary allocations and county
government grants.
2. Streamlined administrative processes to reduce bureaucratic delays.
3. Teacher training in fieldwork organization and risk management.
4. Alternative experiential learning strategies, such as local micro-field studies and virtual
trips, to mitigate financial and logistical barriers.
This research contributes to the discourse on geography education by highlighting context-
specific challenges in semi-urban Kenyan schools and proposing actionable solutions to align
fieldwork practices with Kenya’s Competency-Based Curriculum (CBC) objectives.