Relationship Between Technological Integration and Learners' Engagement in Agricultural Practicals in Public Junior Schools in Nyeri Central Sub-County, Kenya

Abstract

This study assessed the relationship between technological integration and learners’ engagement in agricultural practicals in Nyeri Central Sub-County, Kenya. An explanatory sequential mixed-methods design was employed, involving 343 Grade Eight learners, 112 School Agriculture Teachers, and 40 headteachers. Data were collected through questionnaires, interviews, and observation. Quantitative data were analysed using descriptive and inferential statistics in SPSS, while qualitative data were examined thematically. More than half of the headteachers, 52.8 per cent (n = 19), rated learners’ engagement as moderate. Technology was reportedly used for agricultural instruction in 94.3 per cent (n = 33) of the schools, including digital resources such as videos and mobile applications, online search tools, and artificial intelligence. However, observations showed that agricultural applications or software were used to some extent in 68.4 per cent (n = 228) of cases, with only 21.1 per cent (n = 70) demonstrating effective use. Furthermore, only 50.5 per cent (n = 53) of teachers were experienced in using modern teaching methods. A statistically significant positive relationship was found between technological integration and learners’ engagement, r(40) = .751, p = .001. The study concludes that effective technological integration is strongly associated with increased learner engagement in agricultural practicals. It recommends continuous teacher training on the effective integration of technology into practical agricultural instruction to enhance learner engagement.