Instructional resources are pivotal in shaping the quality and effectiveness of education. Despite their critical role, challenges in the utilization of these resources persist, particularly in the teaching of geography in Kenyan secondary schools. specifically, there is limited research on the effective integration of instructional resources in geography instruction specifically within Ugunja Sub-County. This study aimed to address this gap by examining the extent to which geography teachers in Ugunja Sub-County, Kenya, utilize available instructional resources in their classrooms. The study employed a Mixed Methods approach within a pragmatic paradigm and a convergent parallel one-phase research design. Data was collected from 65 geography teachers and 15 heads of geography subject in mixed-day secondary schools through questionnaires and semi-structured interviews, respectively. The findings revealed that print materials, especially textbooks, are the most frequently used instructional resources. The use of practical resources like weather instruments and surveying equipment is significantly lower. Additionally, projected and audiovisual materials, such as projectors and video cassettes, are underutilized. This strong preference for traditional print and visual aids, with less reliance on multimedia tools indicates a substantial gap in the integration of technology in geography teaching. The study concludes that there is a significant underutilization of practical and technological resources, which limits experiential learning opportunities. The study recommendations include increasing the availability and use of practical tools and audiovisual materials, establishing dedicated geography classrooms, and enhancing professional development for teachers. The results of this study have invaluable implications for policy and teaching practice in improving the effectiveness of geography instruction and creating a more engaging classroom learning environment.
Otieno et al. (Tue,) studied this question.