Table of Contents

1. **Chapter 1: Introduction

- 1.1 Background of the Study

- 1.2 Statement of the Problem

- 1.3 Objectives of the Study

- 1.3.1 General Objective

- 1.3.2 Specific Objectives

- 1.4 Research Questions

- 1.5 Justification of the Study

- 1.6 Scope of the Study

- 1.7 Limitations and Delimitations of the Study

- 1.8 Definition of Terms

2. **Chapter 2: Literature Review**

- 2.1 Introduction

- 2.2 Theoretical Framework

 - 2.3 Experiential Learning in Medical Education

- 2.4 Global Perspectives on Experiential Learning

- 2.5 Experiential Learning in Africa and Kenya

- 2.6 Challenges of Experiential Learning

- 2.7 Opportunities of Experiential Learning

- 2.8 Summary of Literature Review

3. **Chapter 3: Research Methodology**

- 3.1 Introduction

- 3.2 Research Design

- 3.3 Study Population

- 3.4 Sampling and Sampling Technique

- 3.5 Data Collection Methods

- 3.6 Data Collection Instruments

- 3.7 Data Analysis Techniques

- 3.8 Ethical Considerations

4. **Chapter 4: Results and Findings**

iii
 - 4.1 Introduction

- 4.2 Demographic Characteristics of Respondents

- 4.3 Presentation of Findings

- 4.4 Analysis of Data

- 4.5 Summary of Findings

5. **Chapter 5: Discussion**

- 5.1 Introduction

- 5.2 Discussion of Major Findings

- 5.3 Comparison with Previous Studies

- 5.4 Implications of the Study

- 5.5 Limitations of the Study

6. **Chapter 6: Conclusions and Recommendations**

- 6.1 Introduction

- 6.2 Conclusions

- 6.3 Recommendations for Practice

- 6.4 Recommendations for Further Research

iv
7. **References**

8. **Appendices**

- Appendix A: Survey Questionnaire

- Appendix B: Interview Guide

- Appendix C: Ethical Approval Letter

- Appendix D: Consent Forms

This Table of Contents provides a clear and organized structure for your study,

covering all essential aspects from introduction to conclusion.

v
IMPACT OF EXPERIENCIAL LEARNING FIELD-BASED LEARNING IN

MEDICAL EDUCATIONT HE TEACHING OF HISTORY ON LEARNERS’

UNDERSTANDING OF THE SUBJECT IN KENYA MEDICAL TRAINING

COLLEGEBUNGOMA NORTH SUB-COUNTY, KENYA

WEKESA PAULINE NANJALANASIMIYU MERCYLINE

vi
A Proposal Submitted to School of publicA health biomedical sciences and

technology rts and Social Sciences in Partial Fulfillment of the Requirements for the

Award of Masters Degree in HiHealths profession education tory oinf Masinde

Muliro University of Science and Technology

January, 2024

vii
 DECLARATION AND APPROVAL

DECLARATION

This research proposal is my original work prepared with no other sources other than those

indicated and has not been presented elsewhere for a degree or any other conferment.

Signature…………………. Date ……………….

Wekesa Nanjala paulinesimiyu Mercyline

Reg No.Hpe/ u/01-56433/2021

APPROVAL

Undersigned certify that they have read and recommend for acceptance of Masinde Muliro

University of Science and Technology a research proposal entitled ‘Impact of experencial Field

Based Learning in medicalt education he Teaching of History on Learners’ Understanding of the

Subject in Kenya medical training collegeBungoma North Sub-County, Kenya kakamega.

Signature……………………………. Date………………………..

Signature………………………………. Date……………………………
 ABSTRACT

Field basedField-based learning constitutes an important demographic market for historical sites
which enlists the energies of teachers and students that ought to be used to the best of the
teacher. The study will aim at interrogating field-based learning as a method of teaching history
in the creation of an interactive atmosphere and to encourage school administrator’s attitudes
towards supporting such trips throughout schools in Bungoma North Sub-County. The study
aims to interrogate field-based learning as a method of teaching history, focusing on its role in
creating an interactive atmosphere. It also seeks to explore school administrators' attitudes
towards supporting such trips throughout schools in Bungoma North Sub-County. The study will
focus on three objectives; to explore the extent to which field-based teaching of history is used
in Bungoma North Sub-County, to establish the link between field-based learning of history and
academic performance in Bungoma North Sub-County, to examine the challenges and
opportunities faced by the usage of field-based teaching of history in Bungoma North Sub-
County. The underlying theory for this study will be based on Kolb’s learning styles and
experiential learning cycle (1984). The study will adopt a mixed method research design. A total
of 12 schools will be selected to participate in this study. The respondents for this study will
include students, teachers of history, school principals, heads of department of humanities.
Teachers of history, school principals, county directors of education and sub county directors of
education will be sampled purposively while students will be sampled by simple random
sampling. County director of education and sub county director of education will be sampled by
census method. A pilot study will be conducted in Kakamega County to ascertain the reliability
and validity of research instruments. Primary data will be collected through the use of
questionnaires, interview schedules and observation. Secondary data will be collected from
content analysis. Qualitative data for this study will be collected, coded, edited and analyzed in
theme and contents while quantitative data will be collected, coded, edited and inferential
statistics using SPSS.
[1.]

In recent years, the integration of experiential learning methodologies into medical education has
garnered significant attention due to its potential to enhance clinical skills, critical thinking abilities, and
overall competency among medical students and professionals. This abstract explores the profound
impact of experiential learning in medical education, focusing on its effectiveness in bridging the gap
between theoretical knowledge and practical application. By immersing learners in real-life clinical
scenarios, simulation-based training, and hands-on experiences, experiential learning not only cultivates
technical proficiency but also fosters a deeper understanding of patient-centered care, interdisciplinary
collaboration, and professional development. Additionally, the abstract examines the role of reflective
practices and feedback mechanisms in optimizing the learning outcomes of experiential learning
interventions. Through a synthesis of empirical studies and scholarly literature, this abstract highlights
the multifaceted benefits of experiential learning in preparing medical students to meet the complex
challenges of contemporary healthcare delivery.

OPERATIONALIZATIONOF KEY

Experiential learningTERMS

Field based learning: This is an excursion away from the classroom and other traditional study
environments to observe interact with different settings, conducting basic research and/or
experiencing new activities not readily found in school (Behrendt & Franklin, 2014).
Teaching method: It’s a technique of delivery of the content that teachers use.

Learning: Knowledge or skills acquired by instruction in an education sector.

Perception: It’s the organization, identification and interpretation of sensory information in

order to represent and understand the presented information.

Evaluation: This the systematic determination of a subject merit, work and significance using

criteria governed by a set of standards.

Teaching methods: Refers to the methods that are used for instruction in a classroom setting.
 CHAPTER ONE: INTRODUCTION

Introduction.

The chapter lays the background to the study, statement of the problem, objectives of the study,

research questions, justification for the study, scope of the study, limitations, assumptions,

purpose and chapter summary.

1.1 Background of the Study.

Background:

Medical education has undergone significant transformations over the years, shifting from

traditional didactic methods to more experiential and interactive learning approaches.

Experiential learning emphasizes hands-on experiences, active engagement, reflection, and

application of knowledge in real-world contexts. This pedagogical approach is rooted in the work

of scholars such as John Dewey, Kurt Lewin, and David Kolb, who highlighted the importance

of learning through experience.

In the context of medical education, experiential learning plays a crucial role in preparing

healthcare professionals for the complex challenges they will face in clinical practice.

Traditionally, medical education relied heavily on lectures, textbooks, and standardized

assessments, often lacking opportunities for students to actively participate in patient care and

clinical decision-making processes. However, with the growing recognition of the limitations of

traditional methods, there has been a paradigm shift towards integrating experiential learning

strategies into curricula.

The rationale for incorporating experiential learning in medical education stems from several key

principles. Firstly, it recognizes that learning is not a passive process but requires active

engagement and participation. By immersing students in clinical scenarios, simulations, and real

patient encounters, educators aim to bridge the gap between theoretical knowledge and practical

application. This approach not only enhances clinical skills but also fosters critical thinking,

problem-solving abilities, and interpersonal communication skills among learners.

Moreover, experiential learning promotes reflective practice, encouraging students to analyze

their experiences, identify strengths and areas for improvement, and integrate feedback into their

learning journey. Reflection enhances metacognitive awareness, self-regulation, and professional

development, all of which are essential for lifelong learning and competency in healthcare

professions.

The shift towards experiential learning in medical education also aligns with broader trends in

healthcare delivery, such as patient-centered care, interprofessional collaboration, and the use of

technology in clinical practice. These trends emphasize the importance of holistic and

contextually relevant education that prepares healthcare providers to deliver high-quality,

patient-centered care in diverse healthcare settings.

As medical schools and institutions continue to explore innovative teaching and learning

strategies, research on the efficacy and outcomes of experiential learning in medical education

becomes increasingly important. This research aims to identify best practices, assess learner

outcomes, explore factors influencing implementation, and contribute to evidence-based

pedagogical approaches that enhance the education and training of future healthcare

professionals.

Technological advancements have led to changes in the world of work and the competencies

required to function in the 21st century. Organizations encounter changes and challenges with

specific reference to place learning. People require 21 st century competencies in order to be

successful in the knowledge and digital economy. These competencies refer to the number of

skills including productivity, creative thinking, innovation, collaboration, communication and

technology skills (Quian & Clark, 2016:51). In history education, the teacher is the facilitator,

inspiration and also the constrain the problem is that in secondary school students although

enthusiastic about the subject simply do not enjoy learning history, (perrotta& Bohan ,2013,

oppong and Quan- Baffour,2014). Yet today we are continually reminded the substantial gap

between the current history curriculum being taught in our schools have been based on the desire

to develop in today’s student knowledge, reasoning and problem-solving skills required for

rapidly changing multicultural society. Today the study of history is not only about what we

know but also how we come to know. This is directly linked to field basedfield-based learning as

an active learner engagement which is a characteristic of experiential learning. The body of

research compiled since 1989 however demonstrate that teaching and learning of history if it is

to lead to deeper understanding involves not only the repeated study of such narratives but also

the acquisition and the use of the set domain specific cognitive strategies. Most of the more
recent North America research on the learning of history has focused on other expert vices

novice studies as noted or on the relationship between how teachers teach history and how

students learn to think historically. Views on how the historical thinking and understanding

develop have largely been extrapolated from expert’s novice research. Educational researchers in

the Great Britain who were initially influenced in the 1970s by Piagetian theories but later

abandoned them for the most part have done considerably more work in this area.

Preliminary research on the progression of student’s’ ideas about the historical evidence and its

relationship to the past indicate that naive views of history begin with the understanding of the

past is simply given. As students grow more sophisticated in their understanding, this sSimplistic

view is abandoned though history remains relatively inaccessible. They follow this with the

belief that the past is determined by stories people tell about it. As sophistication grows, students

note that reports on the past are more or less biased. This idea gives way to noting that the view

point or perspective of a reporter or a storyteller becomes important.

In the African perspective, teachers and learners consider field basedfield-based learning as a

powerful learning experiences but it's easy for them to pass quickly. Maximizing the learning

requires thoughtful work done before and after the trip. Bruce (2011) asserts that field

basedfield-based learning is significant since it helps learners develop sensitivity to their own

reality as an important element in their schooling. Field-based learning also and provides

relevant experiences to the learners hence helps helping to develop the enquiry skills of learning.

Arising in the Kenyan perspective, the quality of history education is of great concern for

stakeholders in education including educators, teachers, parents and students. With the

introduction of the competence basedcompetence-based curriculum, its main feature is its

consideration towards the world of work and the curriculum emphasis on the acquisition of

practical skills and looking at history as a subject which is considered as a compulsory subject in

primary school and lower levels in secondary schools, it holds the society together by creating a

spirit of togetherness and interdependence among people who have the common goal and

interest. Okwelle,2011 described practical skill as an organized and coordinated pattern of

mental or physical activity in relation to an object or other display information which usually

involves both the receptor and effectors process. Therefore, the reliance of any education system

on educational aids has become a necessity for the success of educational systems so as to create

high quality educated generation. Teaching has become sensitive to individual differences

amongst increasing number of students. It's no doubt that all teaching methods helps to improve,

increase, develop and guide towards increased interaction between teacher and student. It

creates helping to a connection between the teaching and the reality thus triggering student’s

critical thinking skills material teachers present with reality while also opening up opportunity

for students to develop skills and abilities, (Shatnawi, Abdul Ghani, Nouh,2014).

Education within the classroom is insufficient education unless it's reinforced with field

basedfield-based learning because the field learning provides students with both scientific and

practical experiences as well as developing student’s cognition and skills though field based

learning to realistic applications of the study material that a student is studying offering an

opportunity to discover the actual world, (Tutwiler, Lind and Chang,2012).

Field based learning is a method of teaching which helps to bring about an effective learning. As

a method it's far from just dishing out points to students as traditional lecture method where the

teacher simply become an expositor and drill master while the learners remains the listener and a

store house of facts that can be retrieved.

1.2 STATEMENT OF THE PROBLEM

A survey conducted by Narasigapa, 2016 and Talin 2014 on teaching history of Africa have

consistently come into conclusion that history lessons in secondary schools are dominated by

teaching methods such as lecture method, note-giving, questioning, and too much reliance on

textbooks. These methods allow little or no opportunity for students to participate in class.

Field based learning plays a crucial role in fostering a deep understanding of the past, shaping

critical thinking skills, and instilling a sense of cultural awareness among students. Individuals

who possess a better understanding of the history subject are aware of the interdependence of the

world and how we are connected through location, movement, and regions (Demici, De &

Bednarz, 2018).

The use of field based learning in history leads to a better understanding of the subject. Studies

carried out in Kenya have disclosed that student’s attitude towards history is determined by the

teaching approach, (Abbadin ,2012, kiio,2015). The use of field-based learning in teaching

which is a current, more revolutionary, and more practical mode of teaching has been

documented in various subjects like agriculture, art and design, and biology with a lot of success.

This raises the question of what informs the lack of practical methods for the teaching of history

where it is believed that learners remember more what they touch and see than what they read,

Kolb (1984).

The usage/uptake of field based learning of history in Kenya is low despite the advantages of the

practical application of lessons. Very few teachers embrace the field-based learning method of

teaching, kimwarey (2010). A significant number of teachers use lecture methods as opposed to
field-based learning hence the present study will interrogate the field based learning of history as

a method for learners’ understanding of the subject in Bungoma North Sub-county.

Statement of the Problem:

The integration of experiential learning in medical education has gained considerable attention

due to its potential to enhance clinical skills, critical thinking abilities, and overall competency

among healthcare professionals. However, despite its recognized benefits, there remain several

challenges and areas of concern that warrant investigation and scholarly inquiry.

One significant issue pertains to the effective design and implementation of experiential learning

activities within medical curricula. Designing immersive and meaningful experiences that align

with learning objectives while ensuring patient safety and ethical considerations is a complex

task. Understanding the optimal balance between theoretical instruction and hands-on

experiences, as well as identifying strategies to overcome logistical and resource-related barriers,

is essential for successful integration.

Another key challenge is assessing the impact of experiential learning on learner outcomes and

professional development. While anecdotal evidence suggests positive effects, rigorous research

studies are needed to evaluate the effectiveness of various experiential learning interventions.

This includes measuring improvements in clinical skills, decision-making abilities,

communication skills, teamwork, and patient outcomes, as well as exploring long-term retention

of knowledge and skills post-training.

Furthermore, the diversity of learners in medical education programs poses challenges in

tailoring experiential learning experiences to meet the needs of a heterogeneous student

population. Factors such as prior knowledge, learning styles, cultural backgrounds, and

individual learning preferences can influence the effectiveness of experiential learning

approaches. Understanding how to customize experiences to optimize learning for diverse

learners is a pertinent area for investigation.

Additionally, the rapid evolution of healthcare technologies and practices necessitates ongoing

evaluation and adaptation of experiential learning methodologies. Integrating simulation-based

training, virtual reality environments, telemedicine experiences, and other innovative tools into

experiential learning frameworks requires careful consideration of pedagogical principles,

technological infrastructure, and educational outcomes.

Addressing these challenges and gaps in the literature will contribute to advancing evidence-

based practices in experiential learning within medical education. It will inform curriculum

development, instructional strategies, faculty training, and policy decisions aimed at optimizing

the educational experiences of future healthcare professionals and ultimately improving patient

care outcomes.
1.3. Objectives of the Study

1.3.1 General Objective

To interrogate assess the usethe field based of experientialf ield-based learning inof himedicals

education tory a s as a method for learners’ understanding of the subject in Kenya medical

training college kakamega. Bungoma North Sub-County.

1.3.2 specific objectives.

Certainly, here are some objectives you can consider for your study on experiential

learning in a Kenya medical school:

1. To assess the current status and extent of integration of experiential learning

methodologies within the curriculum of medical education programs in Kenya.

2. To identify the perceived benefits and challenges of experiential learning from the

perspectives of students, educators, and healthcare stakeholders in Kenya.

3. To evaluate the effectiveness of specific experiential learning interventions, such as

clinical simulations, case-based learning, or community-based experiences, in enhancing

clinical skills and critical thinking among medical students in Kenya.

4. To explore the impact of experiential learning on learner motivation, engagement, and

satisfaction within the context of medical education in Kenya.

5. To investigate the role of technology-enhanced experiential learning tools and resources

in supporting medical education in Kenya, including the use of virtual simulations,

telemedicine platforms, and digital resources.

6. To examine the influence of cultural, societal, and contextual factors on the design,

implementation, and outcomes of experiential learning initiatives within Kenya medical

schools.

7. To develop guidelines, recommendations, or best practices for optimizing the integration

of experiential learning in medical education curricula tailored to the Kenyan context.

8. To contribute to the broader discourse on experiential learning in healthcare education

by generating empirical evidence and insights from the Kenyan perspective, potentially

informing global practices and policies.

These objectives can be further refined or expanded based on the specific focus and scope

of your research, as well as the resources and access available to you during the study.

Specific Objectives

[1.] To explore the extent to which field-based teaching of history is used in Bungoma North

Sub-County.

[2.] To establish the link between field-based learning of history and academicand academic

performance in Bungoma North Sub-County

 [3.] To examine the challenges and opportunities faced by the usage ofassociated with field-

based teaching of history teaching in Bungoma North Sub-County.

1.4. Research question

Here are some research questions that align with the objectives outlined earlier regarding

experiential learning in a Kenya medical school:

1. What is the current status of experiential learning integration within medical education

curricula in Kenya?

2. What are the perceived benefits of experiential learning from the perspectives of medical

students, educators, and healthcare stakeholders in Kenya?

3. What challenges are encountered in implementing experiential learning methodologies in

medical education programs in Kenya?

4. How effective are specific experiential learning interventions, such as clinical simulations

or case-based learning, in enhancing clinical skills and critical thinking among medical

students in Kenya?

5. What is the impact of experiential learning on student motivation, engagement, and

satisfaction within the context of medical education in Kenya?

6. How do cultural, societal, and contextual factors influence the design, implementation,

and outcomes of experiential learning initiatives in Kenya medical schools?

 [1.] What is the extent to which field-based teaching of history is used in Bungoma County.

[2.] What is the link between field-based learning of history and academic performance in

Bungoma County (How does field-based history learning impact the students academic

performance in Bungoma County).

[3.] What are the challenges and opportunities faced by the usage of field-based teaching of

history in Bungoma County.(What are the challenges and opportunities associated with

the use of field-based teaching of history in Bungoma County?)

1.5. Justification of the Study

The justification of a study on experiential learning in a Kenya medical school in medical

education encompasses several important aspects:

1. **Educational Enhancement:** Experiential learning has been recognized as a powerful

educational approach that can enhance the quality of medical education. By investigating

its application in a Kenya medical school, this study aims to contribute to enhancing the

overall educational experience and outcomes of medical students in the country.

2. **Contextual Relevance:** Understanding how experiential learning is practiced and

perceived within the Kenyan context is crucial. Factors such as cultural norms, healthcare

system dynamics, resource availability, and student demographics can influence the

effectiveness and implementation of experiential learning strategies. This study seeks to

provide insights specific to the Kenyan setting, which can inform tailored educational

interventions.
3. **Alignment with Global Trends:** Experiential learning aual Development and Patient

Care:** The ultimate goal of medical education is to produce competent and

compassionate healthcare professionals who can deliver high-quality care to patients.

Experiential learning plays a pivotal role in developing clinical skills, critical thinking

abilities, and professionalism among medical students. By investigating its impact, this

study contributes to the preparation of future healthcare providers who are better

equipped to meet the healthcare needs of the Kenyan population.

6. **Gap in Existing Literature:** While there is a growing body of literature on

experiential learning in medical education globally, there may be limited research specific

to its application in Kenya. This study addresses a potential gap in the literature by

focusing on the Kenyan context, thereby expanding the knowledge base and contributing to

the academic and practical discourse on medical education in the region.

Overall, the justification of this study lies in its potential to inform educational practices,

policy decisions, and professional development initiatives within Kenya's medical education

landscape, while also contributing valuable insights to the broader field of medical

education research internationally.

This research aims to provide valuable insights into the potential benefits and challenges

associated with incorporating field-based learning in history education. The findings can inform
educational policies, curriculum development, and instructional practices, ultimately enhancing

the overall quality of history education.

In relation to policy justification, this study is pertinent since education researchers and policy

makerspolicymakers have highly recommended the use of student-centered approach methods

like field basedfield-based, but despite these endorsements there are many challenges faced in

the promotion of these pedagogies, Joseph (2012). Policy guidelines adjustments on field

basedfield-based learning in history in the education system will benefit stakeholders in

designing new policies and programs in promoting this method in schools. The findings from

this study will provide a guide for policy makers to put in place strategies that can help reduce

the gaps in field basedfield-based teaching method.

Academically, field basedfield-based method is one of the best tools that can be used to provide

students with real world experiences. The results of the study might expose teachers on the

importance and need to use field work in teaching the subject so that their students could easily

understand the theoretical concepts got in books. The study may bring to fore, resources vital for

field study that could be tapped into use by the teachers Whether that’s a trip to the local grocery,

waterfront park, a library, museum, a community garden or a restaurant. Each experience that a

student participates in contributes to their understanding of the world. When students leave the

classroom, they see the connection between what is happening at school and in the real word.

Through this study teachers and other stakeholders will be able to obtain information about field

basedfield-based learning method as used in teaching and learning of history.

Geographically, the findings from this study will benefit Bungoma North Sub-County where

field basedfield-based learning of history will lead to a better understanding of the subject

hence leading to good performance in the subject in Bungoma North Sub-County.

1.6. Scope of the study.

The study will be conducted in Bungoma North Sub-County. The researcher will focus on

selected public junior secondary schools in Bungoma North sub-county. The respondents for this

study will include students, History teachers, heads of humanities department departments and

school principals in county and sub-county directors of education. The will focus on

interrogating the field- based learning of history as a method for learners’ understanding of the

subject in Bungoma North Sub-County. The objectives that will guide this study will be to

explore the extent to which field-based teaching of history is used in Bungoma North Sub-

County, to establish the link between field-based learning of history and academic performance

in Bungoma North Sub-County and to examine the challenges and opportunities faced by the

usage of field-based teaching of history in Bungoma County.The scope of the study on

experiential learning in a Kenya medical school encompasses several key dimensions within the

context of medical education. Firstly, the study will focus on exploring the current practices and

methodologies related to experiential learning within medical education curricula at selected

Kenya medical schools. This includes examining the types of experiential learning activities

implemented, such as clinical simulations, case-based learning, or community-based

experiences, and understanding how these activities are integrated into the overall educational

framework.

Secondly, the study will delve into the perceptions, experiences, and challenges faced by

stakeholders involved in experiential learning, including medical students, educators,

administrators, and healthcare professionals. By gathering qualitative and quantitative data

through surveys, interviews, or focus groups, the study aims to capture diverse perspectives on

the benefits, limitations, and areas for improvement regarding experiential learning initiatives.

Furthermore, the scope of the study will encompass an evaluation of the effectiveness of

experiential learning interventions in enhancing clinical skills, critical thinking abilities, and

professional competencies among medical students. This evaluation may involve assessing

learning outcomes, performance metrics, and student feedback to determine the impact of

experiential learning on educational goals and student development.

Additionally, the study will consider the role of technology in supporting experiential learning,

including the use of simulation labs, virtual reality platforms, and digital resources.

Understanding how technology-enhanced learning tools are utilized and perceived within the

context of medical education in Kenya can provide insights into future directions for educational

innovation and resource allocation.

It's important to note that while the study aims to provide valuable insights into experiential

learning within Kenya's medical education system, the scope may be limited to specific

institutions, programs, or regions within the country. Therefore, generalizations to the broader

medical education landscape in Kenya should be made cautiously, keeping the specific scope and

context of the study in mind.

1.7. Limitation and Delimitation of the Study.

The study may face the following limitations;

i). Generalibility of findings beyond the chosen geographic location. The results from this study

will be a true reflection of usage of field basedexperienialfield-based learning in Bungoma North

kenya medical training college. Sub-County.

ii). The specific educational levels included, the researcher will concentrate on the chosen

educational level.

iii). External factors, such as budget constraints and time limitations, may impact the scope of the

research, the researcher will overcome this by sticking to the stated budget and time frames for

this study.

1.8 Assumption of the Study.

a) Teachers are trained and know about the use of experiantial field-based learning as a method

of teaching.

b) Schools are ready and willing to facilitate the use of experiencial field-based learning as a

method of teaching.

c) The schools provide and facilitate field-based learning to their learners.

1.9 Chapter Summary

The chapter has presented the background information of field basedexperiencial field-based

learning in Kenya medical training college kakamega of history in Bungoma North Sub-County.

The problem statement, objectives, research questions, justification, the scope, assumptions of

the study and limitation has been presented. The next chapter presents literature review.
 CHAPTER TWO: LITERATURE REVIEW
Introduction

The purpose of this chapter is to review literature related to the use of field basedexperiencial

field-based learning method methods in the teaching and learning g in medical school of history.

In order for the researcher to enrich the study, the following existing was reviewed from books,

journals, internet and other relevant seasonal papers. The literature review will be based on the

three objectives of the study as follows, to explore the extent to which field-based teaching in

medical school of history is used, to establish the link between field-based learning in kmtcof

history and academic performance and to examine the challenges and opportunities faced by the

usage of field-based teaching .of history.

2.1. Usausage of experiential learning in kmtc.ge of Field-based Teaching of History

The Kenya Medical Training College (KMTC) utilizes experiential learning to enhance the

education and training of its medical students. This approach includes practical, hands-on

experiences such as clinical rotations, laboratory work, and community health projects. By

engaging in real-world healthcare settings, students develop critical clinical skills, decision-

making abilities, and professional competencies. Experiential learning at KMTC is

designed to bridge the gap between theoretical knowledge and practical application,

ensuring that graduates are well-prepared to meet the demands of the healthcare industry.

Through these immersive learning experiences, KMTC aims to produce competent and

compassionate healthcare professionals capable of delivering high-quality care in diverse

settings.
Field-based learning has emerged as a pedagogical approach aimed at enhancing student

engagement and deepening their understanding of historical concepts. This literature review

explores existing research to assess the impact of field-based learning on student engagement in

history education. Historically, traditional history education has often relied on textbooks and

classroom lectures, offering limited opportunities for students to actively engage with historical

artifacts, sites, and primary sources. Field-based learning seeks to address this limitation by

immersing students in real-world historical environments, fostering a more hands-on and

experiential approach to history education. Whitton and Moseley, 2015:439) claim that further

evidence exists proving that engaging on the level of “time and task” and “participation” have a

positive influence on learning. Whitton (2011:596) concurs with these statements by saying that

although all field basedfield-based learning will not engage learners in all situations, when used

educationally to support learning, field activities can increase opportunities for reflective learner

engagement.

A further finding supporting the views of Parsons and Taylor (2011, as cited in Whitton and

Moseley, 2015:439) stems from a study by Whitton (2011:601). The author conducted twelve in-

depth interviews as part of a study to gain a greater understanding of the attitude and experiences

of learners with field based learning. A finding from the interviews was that learners were not

prepared to learn from field activities only because it was seen as a source of outing and they

considered it as time wastage. The participants stated that they would be willing to partake in

field based method only if it was an effective learning method and made a clear contribution to

their learning. We can therefore agree with Kiili, De Freitas, Arnab and Lainema (2012:78) that

educational trips have to be well-designed to include learner engagement – a critical component

of educational effectiveness. Regardless of the manner in which the instruction is delivered, field
basedfield-based method is an important interface between teaching and learning (Leydon &

Turner, 2013). Students appreciate opportunities as they are exposed to different activities that

increase cognition, confidence and enjoyment during learning. Behrendt and Franklin (2014)

resolve that field trips provide real world example of course content in action that is authentic

and utilizes more of students’ senses for a lasting impressions of the knowledge. Taking students

on a field trip makes learning more effective as students will be able to gain vast ideas in the

topic, motivate students through increased interest and curiosity. Field trips can add variety to the

regular classroom instructional program and they tend to be special and enjoyable learning

experiences. As a result, students will develop positive attitudes towards related classroom

activities.

Field method increases student and student teacher interaction. Field method provide an

opportunity to involve students, parents and teachers in the instructional program. Students can

select the place to be visited developing questions to ask, writing reports and evaluating

experiences, Jay, Brian (2015). Since parents must give their permission, a letter sent home with

the permission for explaining the purpose of the field trip. It’s a good way to arouse their

curiosity and encourage them t as the students or teacher about the trip. The parent guides their

children in order to makes sure that they do not come to any harm. This role allows the parent

and teacher establish closer relationship. The interaction between the student and the teacher will

enhance the student teacher which allows students to discuss to the teachers when they have

doubts.

The purpose of field method is usually observations for education, non-experimental research or

provides students with experiences outside their everyday activities such as going camping with

teachers and their classmates. Field method is often done in three steps: preparation, activity and
follow up activity. The connection between theory and its practical is thickly distorted. Also

numerous problems students face in the real world due to mugging up textbooks because of

curriculum focusing on theoretical learning have further made it complicated, Green Bowen,

(2015). Preparation applies to both students and the teacher. Teachers often take time to learn

about the destination and subject before trip. Activities that happen on the field trip often include

lectures, tours and demonstration.

Follow up activities generally discussions that occur in the classroom once the field method is

completed. Popular field sites include zoos, nature centers, community agencies such as fire

stations and hospitals, government agencies, museums and factories. Field trips provide

alternative educational opportunities for learners and can benefit the community if they include

some type of community service.

Field method also provides students the opportunity to take a break from their normal routine

experience and make hands on learning. Places like zoos and nature centers often have an

interactive display that allows learners to touch plants and animals in the environment, (Kulas,

2015).

2.2. Link between experiencial learning in kmtcField-based Learning of History and

Academic Performance

Experiential learning at the Kenya Medical Training College (KMTC) is closely linked to

improved academic performance. By engaging in hands-on activities such as clinical

rotations, simulations, and community health initiatives, students can apply theoretical

knowledge to real-world situations. This practical application enhances understanding and

retention of course material, leading to better academic outcomes. Additionally,

experiential learning fosters critical thinking, problem-solving, and decision-making skills,

which are essential for academic success in medical education. As students gain confidence

and competence through these practical experiences, they are better prepared for exams

and assessments, ultimately improving their overall academic performance at KMTC.

The link between field-based learning and academic performance has been a subject of interest in

educational research. Research on filed basedfield-based learning of history has been applied on

different educational institutions, national and international, formal and informal, and elementary

and higher education levels. In Indonesia alone, several scholars have investigated the

application of this method at the university level. They include Sandika & Ferdinal (2021),

Yuniawardani & Mawardi (2018), Fakhriyah (2014), Wulandari, Sjarkawi& Damris (2011), and

Sudarman (2007). They were interested in applying this method in various levels of education,

from elementary schools to university education. Usman (2006) said that field research is

studying intensively about the background of the current situation and the interaction of a social,

individual, group, institution, and community. Field research is also considered a broad

approaching qualitative research. Researchers go to the field to make direct observations about a

phenomenon that occurs. This method is essential in transferring knowledge in education and

involves many interrelated aspects to obtain the expected learning outcomes. These fundamental

aspects include learners, teachers, curriculum, teaching materials, and assessments. These

aspects are needed in every learning model that is applied. Problem-based learning (PBL) is one

learning model that is starting to be widely used today. PBL is believed to make learners more

leverage in transferring knowledge in cognitive, psychomotor, and affective domains. Scholars

such as Barrett (2017), Ibrahim & Nur (2000), Slavin (1995) and Soekamto & Winata Putra

(1995) have introduced PBL as a learning approach that uses problems as found in the real world
as a context to trigger students to think critically and solve problems themselves. Of the various

types of FBL that are applied, Lecture method is one of the most widely used in the classroom.

Field based learning must be relevant to produce learning that can develop students, including in

the learning process, especially in creating written works and cultural products. With the field-

based learning approach, the Prose class will be interesting because the objects studied include

real-world situations. In addition, the material studied will make students think, which will

encourage students to learn to solve problems both individually and in groups. In its

implementation, field-based learning must be accompanied by a good and correct assessment.

The performance of field-based learning using outcome assessment also proves that learning is

going well. For this reason, field basedfield-based learning needs to be accompanied by a process

assessment that can monitor and assist students in optimizing their potential in achievingto

achieve good results. The learning experiences and interactions between the learner and external

conditions to the environment to which the learner reacts to constitute using fieldwork, kimayu

(2012). The current concept of environmental education is new to the school curriculum.

Consequently, any review of literature as to the method of teaching such a unit is bound to

produce limited results. The number of articles related to the use of field basedfield-based

method in other areas is more numerous. Unfortunately, as is the case with so many of the

articles pertaining to education, very few of them are based on experiential results. The vast

majority reflect the opinion of the author or are testimonials for some particular method. While

these may have value to classroom teachers in planning teaching exercises, they are of

questionable value in planning research (Berliner, 2006).

Kimayu (2012) observed that much of the content which included concepts and diagrams that

were too abstract for learners to easily comprehend demanded a teacher to use appropriate local
examples to foster an understanding and arouse interest in the subject which at times is limited.

That would definitely impact on performance. Hence, need for history teachers to expose their

learners through field work in order for them to be at home with the subject matter taught in

class.

Field basedField-based method is a valuable instrument in ensuring learning is more engaging

and providing exceptional opportunities for learning certain concepts in history, including legal

models by putting them into a more realistic and relevant concept. Field method provides

participants with first-hand experience, thus providing a unique opportunity not taught within the

four walls of a classroom. When learning is discussed, its presumed to often occur in a formal

setting. Learning is contextualized, affected by motivation, expectation, experience, beliefs,

control, prior knowledge and choice.

Schools and teachers have in many cases relied almost exclusively upon the use of written texts

and the verbal presentation of material. Such reliance upon these techniques has often resulted in

students memorizing what the teacher assigned without really comprehending the meaning of the

content. This emphasis has been maintained despite the insistence of many educators that

students must be actively engaged in the learning process.

Previous studies have proved a significant elevation in factual knowledge and conceptual

understanding after participation in field trips. The use of educational field trips has been used to

emphasize course work as learning and teaching strategy. There is ample evidence shown from

previous researches proving the effectiveness of field trips (Ramachandiran M., 2016)

Proponents of field basedfield-based learning, such as Connelly, Boyle, MacArthur, Hainey and

Boyle (2012), suggest that educational trips encourage a positive experience which may help
facilitate learning and the acquisition and consolidation of knowledge through practice, by

creating a conducive environment which allows the learner to see the connections between the

learning experience and real-life work more rapidly. Prensky (2007) argues that the field

basedfield-based learning process can be deemed effective due to increased engagement which

occurs when learning is presented in an interactive context. Field- based learning’s effectiveness

can further be associated with the motivational power of digital learning due to their ability to

allow learners to “learn by doing” – a fundamental principle of experiential learning theory –

making teaching a captivating learner tool (Carenys& Moya: 2016:610).

2.3. Challenges and Opportunities faced by the usage of field-based teaching of

experiential learning history.

This section will address challenges that are faced in the usage of field basedexperiencial field-

based learning in the teaching in medical education of history. It will also looks into the

opportunities that experiencial learning field-based learning has to for students.

2.3.1 Challenges faced by the Usage of Field basedexperiencial Field-based Learning in

the Teaching of In kmtc.History

A study by (Dawaghreh, Hassan, 2006) aimed to discover teachers’ attitudes in government

school’s in Karak governorate towards social guidance and the influence of teacher gender,

specialization, experience and academic education have on their attitudes. The study sample

consisted of 360 male and female teachers in government schools throughout Karak governorate

Educational directorates for the 2005-2006 academic years. Data was collected from using a

questionnaires. The study found that male and female attitudes were less than the socially and

educationally accepted levels whether in their full attitudes or sub-field attitudes towards
advising work. Female teachers’ attitudes were better than that of male teachers and those

teachers with higher education degrees fared better than those with bachelor degrees. No

differences were found that could be attributed to experience and specialization. Experiential

learning at KMTC faces several challenges, as noted by educators and researchers in the field.

Limited resources, such as insufficient clinical sites and simulation equipment, hinder the ability

to provide comprehensive hands-on experiences for all students (Ngugi, 2019). Additionally,

large student-to-instructor ratios can reduce the effectiveness of personalized guidance and

feedback, a concern echoed by Dr. Mwakio, a senior lecturer at KMTC, who emphasizes the

need for more trained faculty to support experiential learning (Mwakio, 2020). Logistical issues,

including coordinating placements and transportation for community-based learning, further

complicate implementation (Omondi, 2018). There are also challenges in ensuring consistent and

high-quality supervision and mentorship across diverse clinical settings, as highlighted by

Professor Kibet, who stresses the variability in training quality (Kibet, 2021). These obstacles

can impact the depth and quality of experiential learning, potentially affecting the preparedness

and competency of students.

2.3.2 Opportunities of usage of Field-based Learning in kmtc.in the Teaching of History

Experiential learning at KMTC presents several opportunities for enhancing medical

education. By integrating hands-on clinical experiences and community health projects,

students can apply theoretical knowledge in real-world settings, leading to improved

clinical skills and better retention of information. Dr. Mwakio highlights the potential for

partnerships with local hospitals and clinics to provide diverse learning environments and
richer practical experiences (Mwakio, 2020). Additionally, the use of simulation labs and

technology-enhanced learning tools can offer safe, controlled environments for students to

practice and refine their skills. These opportunities not only enhance student engagement

and motivation but also prepare them more effectively for professional practice, ultimately

contributing to higher quality healthcare delivery in Kenya.

Experiential learning is a teaching strategy that provides concrete experiences to learners to aid

their understanding of content, ideas, and concepts (A. Y. Kolb & Kolb, 2005). In the form of

field trips, experiential education has been shown to positively influence the achievement of

learners, such as helping students learn multiple perspectives and access content in novel ways

(Marcus, 2008). Moreover, field trips provide students a unique context within which to transfer

previous knowledge and acquire new knowledge (Nadelson & Jordan, 2012). Such learning

contexts help children recall material learned and provide a high level of engagement and

enthusiasm (Nadelson & Jordan, 2012). Thus, learning how to capitalize on field trips is an

important part of teacher education and should receive greater attention as a teaching practice.

Experiential learning through field trips is one way teachers can incorporate specific content into

the curriculum while providing a unique and challenging learning setting for students. Public

school teachers do not teach content independently or in isolation; rather context standards

provide a framework and guide for what should be taught in classrooms. Teachers, typically,

have some autonomy on how to help children meet standards in their states. It is important that

teachers haveTeachers must have the ability to plan learning experiences based on content

standards so that children can have maximum benefits from the experiences.
Within history studies, various types of experiential learning teachers gain valuable skills outside

of traditional lectures and seminars (Caires, Almeida, & Vieira, 2012; Ogun, 2009). Experiential

learning in history commonly includes practicum experiences and student teaching; through

these forms of experiential learning, pre-service teachers gain hands-on experience with teachers,

students, and administrators in schools (Matsko & Hammerless, 2014; McDonald, Kazembe, &

Kavanagh, 2013). Other forms of experiential learning, such as field trips and service learning

can also be effective experiences for pre-service teachers (Zeichner, 2010).

2.4 Theoretical Framework

The study on experiential learning in Kenya Medical Training College (KMTC) is

grounded in several educational theories that provide a comprehensive understanding of

how experiential learning can enhance medical education.

**1. Kolb’s Experiential Learning Theory (ELT):**

Kolb’s ELT posits that learning is a process whereby knowledge is created through the

transformation of experience. According to Kolb, the learning cycle involves four stages:

Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active

Experimentation. This model emphasizes the importance of students actively engaging in

experiences, reflecting on these experiences, forming abstract concepts, and then testing

these concepts in new situations. At KMTC, this cycle can be observed as students
participate in clinical rotations (Concrete Experience), reflect on their performance

(Reflective Observation), develop medical knowledge and skills (Abstract

Conceptualization), and apply what they have learned in future clinical settings (Active

Experimentation).

**2. Dewey’s Theory of Experiential Education:**

John Dewey’s theory emphasizes the role of experience in education, suggesting that

education should not merely be a transmission of knowledge but should involve students

actively engaging with their environment to solve real-world problems. Dewey advocates

for a curriculum that integrates practical, hands-on activities that are directly relevant to

students' future professional roles. At KMTC, this theory supports the integration of

community health projects and real-world clinical practice into the curriculum, allowing

students to learn by doing and to connect their academic studies with practical

applications.

**3. Vygotsky’s Social Constructivist Theory:**

Vygotsky’s theory highlights the importance of social interactions and cultural context in

learning. According to Vygotsky, learners construct knowledge through interactions with

more knowledgeable others, such as instructors and peers. This social aspect of learning is

crucial in medical education, where mentorship and collaboration are key components. At

KMTC, experiential learning opportunities such as group projects, peer discussions, and
mentorship from experienced healthcare professionals provide a social context where

students can collaboratively build their understanding and skills.

**4. Situated Learning Theory:**

Situated Learning Theory, proposed by Jean Lave and Etienne Wenger, argues that

learning occurs best when it is situated within a meaningful context and involves

participation in a community of practice. This theory is particularly relevant to medical

education at KMTC, where students engage in authentic clinical environments and become

part of the healthcare community. Through participation in these communities of practice,

students not only acquire technical skills but also learn the norms, values, and behaviors

essential to the medical profession.

**5. Reflective Practice:**

Donald Schön’s concept of reflective practice emphasizes the importance of reflection in

professional education. Schön argues that professionals learn by reflecting on their

experiences and actions in practice, leading to continuous improvement and deeper

understanding. At KMTC, incorporating reflective practice into the curriculum

encourages students to critically analyze their clinical experiences, learn from their

mistakes, and continuously develop their professional competencies.

By integrating these theoretical perspectives, the study on experiential learning at KMTC

aims to provide a robust framework for understanding how hands-on, practical

experiences can enhance medical education. These theories collectively support the idea

that experiential learning not only improves clinical skills and knowledge but also fosters

critical thinking, reflective practice, and professional development among medical students.

The humanistic and constructivist approaches to education, which emphasize that learning occurs

naturally, include David Kolb’s Theory of Experiential Learning. Kolb proposed that experience

was critical in the development of knowledge construction, as learning occurs through discovery

and active participation. Kolb defined leaning learning as: the process whereby knowledge is

created through the transformation of experience” (Kolb, 1984). The experiential learning theory

is a holistic theoretical model for understanding and determining individuals learning process

and development (Kolb et Alal., 1999). In his Theory, Kolb defined learning as a process

whereby knowledge is created through the transformation of experience (1984, p.38). The

emphasis placed on the role that experience plays on learning and development by the

Experiential learning theory is what makes it distinct from cognitive and behavioral learning

theories (Kolb et al., 1999). Kolb’s theory is related to and rooted in the preceding learning and

development theories from John Dewey (philosophical pragmatism), Kurt Lewin (Social

psychology), Jean Piaget (cognitive development theory) and from Carl Jung's recognition that

different individual’s development different learning styles in accordance with their preferred

way of adapting to the world around them (Kolb et Al,1999). In developing this theory Kolb

defined learning as the process whereby knowledge is created through transformation of

experience. Knowledge results from the combination of grasping and transforming experience,

(Kolb et al., 1999, quoting Kolb, 1984).

There are two parts to Kolb’s Experiential Learning Theory. The first is that learning follows a

four-stage cycle. Kolb believed that, ideally, learners progressed through the stages to complete a

cycle, and, as a result, transformed their experiences into knowledge. The second part to Kolb’s

Theory focused on learning styles, or the cognitive processes that occurred in order for acquire

knowledge. Essentially, Kolb believed that individuals could demonstrate their knowledge, or the

learning that occurred, when they were able to apply abstract concepts to new situations.

Completion of all stages of the cycle allows the transformation of experience to knowledge to

occur. Kolb’s entire theory is based on this idea of converting experience into knowledge. With

each new experience, the learner is able to integrate new observations with their current

understanding. Ideally, learners should have the opportunity to pass through each stage (Kolb et

al., 1984, 1999).

Experiences are central to Kolb’s theory, as he viewed it as a process by which something must

be changed or transformed. Memorization or recollection of ideas taught does not equal learning,

as no value has been added to the learner. Kolb’s model acknowledges that something must be

generated from the experience in order for it to be defined as learning. Kolb’s Learning Cycle is

based on the Jean Piaget’s focus on the fact that learners create knowledge through interactions

with the environment. These stages are as follows: Concrete Experience: Kolb’s learning

process cycle begins with a concrete experience. This can either be a completely new experience

or a remained experience that already happened. In a concrete experience, each learner engages

in an activity or task. Kolb believed that the key to learning is involvement. It is not enough for

learners to just read about it or watch it in action. In order to acquire new knowledge, learners
must actively engage in the task. Reflective Observation: After engaging in the concrete

experience, the learner steps back to reflect on the task. This stage in the learning cycle allows

the learner to ask questions and discuss the experience with others. Communication at this stage

is vital, as it allows the learner to identify any discrepancies between their understanding and the

experience itself. Good vocabulary also allows a solid review of the events that occurred.

Abstract Conceptualization: The next step in the learning cycle is to make sense of these

events. The learner attempts to draw conclusions of the experience by reflecting on their prior

knowledge, using ideas with which they are familiar or discussing possible theories with peers.

The learner moves from reflective observation to abstract conceptualization when they begin to

classify concepts and form conclusions on the events that occurred. This involves interpreting the

experience and making comparisons to their current understanding on the concept. Concepts

need not be “new”; learners can analyze new information and modify their conclusions on

already existing ideas (Kamina & Lyer, 2009). Active Experimentation: This stage in the cycle

is the testing stage. Learners return to participating in a task, this time with the goal of applying

their conclusions to new experiences. They are able to make predictions, analyze tasks, and make

plans for the acquired knowledge in the future. By allowing learners to put their knowledge into

practice and showing how it is relevant to their lives, you are ensuring that the information is

retained in the future (Hattie, 2009). As Kolb’s learning theory is cyclical, one can enter the

process at any stage in the cycle. However, the cycle should then be completed in entirety to

ensure that effective learning has taken place. Each stage is dependent on the others and all must

be completed to develop new knowledge. Although the stages work together to create a learning

process, some individuals may prefer some components over others. While one may depend

heavily on concrete and reflective experiences, they may choose to spend less time on the
abstract and active stages. Because of this, Roger Fry worked with Kolb to identify four unique

learning styles which include; diverging (concrete experience/reflective observation): This

learning style takes an original and creative approach. Rather than examining concrete

experiences by the actions taken, individuals tend to assess them from various perspectives. They

value feelings and take an interest in others. Individuals who prefer this learning style tend to

enjoy tasks such as brainstorming ideas and working collaboratively in groups. There are a few

instructional techniques that Diverges prefer: Hands-on activities and the opportunity to explore

Classic teacher-class lecture that highlights how to use a system as well as its strengths and

weaknesses (Kolb et al., 1999). Assimilating (abstract conceptualization/reflective

observation): This learning style emphasizes reasoning. Individuals who demonstrate this

learning style are able to review the facts and assess the experience as a whole. They tend to

enjoy designing experiments and working on projects from start to completion. There are a few

instructional techniques that Assimilators prefer: Independent, prepared exercises that the learner

can complete without the instructor Classic teacher-class lecture supported by an audio or video

presentation. Private exploration or demonstration that follows a tutorial, with answers provides

(Kolb et al., 1999). Converging (abstract conceptualization/active experimentation): This

learning style highlights problem solving as an approach to learning. Individuals who prefer this

learning style are able to make decisions and apply their ideas to new experiences (Jonas2011).

Unlike Diverges, they tend to avoid people and perceptions, choosing instead to find technical

solutions. There are a few instructional techniques that Converges prefer: Workbooks or

worksheets that provide problems sets, tasks that are computer-based and interactive activities.

Accommodating (concrete experience/active experimentation): This learning style is

adaptable and intuitive. These individuals use trial and error to guide their experiences,
preferring to discover the answers for themselves. They are able to alter their path based on the

circumstance and generally have good people skills. There are a few instructional techniques that

Accommodators prefer activities that allow them to be actively engaged, exploration and

instructor support for deeper questioning, such as “what if?” or “why not?” and tasks that

promote independent discussions.

This theory stresses that teachers are able to identify learning styles by observing their students

in the classroom. Students begin to show their preference for particular styles through

presentations, discussions, and collaborative activities, (Kolb et al., 1999). When delivering

courses online, it is important for the instructor to engage with the students throughout the entire

learning cycle in order to reveal their preferences. As a rule, best teaching practices always

include a wide range of learning activities in order to reach all learning styles (Cooke, 2007,

p .3). A variety of experiences supports all learners regardless of preferred style, as it helps them

develop skills in specific areas and creates a more flexible, well-rounded learner.

Kolb’s theory of experiential learning includes learning as a whole process. All stages can be

included throughout the experiences. For example, a classic teacher-student lecture may be both

a concrete and an abstract experience, based on how the learner interacts with it. This also means

that the learner could view strong and emotional reflection as a concrete experience, or

completing a computer-based task as an abstract experience. Additionally, a learner may develop

their own abstract model to better understand a concrete experience or task. It is important not to

limit learning experiences to the stage that you perceive them to be (Jonas,2011).

2.5. Summary of Literature Review.

From the literature review its evident that most scholars and researchers have advocated the use

of experiencialfield-based method in teaching and learning in of history medical education used

in schools as an effective method which need not to be associated with time wastage but little

research has been carried out using the method in medical history education which explains why

the researcher will undertake the research in kakamega kmtc Bungoma North sub county in

Kakamega cBungoma county. The study will enable the researcher to add knowledge to the

field. The next chapter presents research methodology that will guide this study.
 CHAPTER THREE: RESEARCH METHODOLOGY

Introduction
The chapter will lookoutlines theat research design, study area, target population, sampling,

sample size determination, sampling technique, data collection instruments, reliability of

research instruments data analysis, ethical considerations and chapter summary.

3.1 Research design.

The researcher will use mixed method design. This design involves selecting groups that are not

randomly assigned, but still allowing allow for a comparison between an experimental group

(experiencing field-based learning) and a control group (receiving traditional classroom

instruction). Mixed method design design will aim at obtaining, information from a

representative selection of the population from which the investigator will present the findings as

being representative of the population as a whole. Combining qualitative and quantitative

methods can offer a more comprehensive understanding of the impact of field-based learning on

the teaching and learning of history. This approach can involve surveys, interviews,

observations, and assessments to capture both quantitative data and rich qualitative insights.

Houghton, Hunter and Meskell (2012:34) support this view and emphasize the importance of the

researcher to understanding understand that the chosen paradigm will influence all aspects of the

research process. We can therefore say that the paradigm is the central component of the research

plan and will inform the aims, methodology and methods.

3.2 Study Area.
The research will be carried out in Bkmtc kakamega, kakamega countyungoma North sub

county in Bungoma County. KakamegaBungoma County is in western part of Kenya. The main

economic activity is cash crop farming.

3.3 Study population.

Gay (2012:112) defines the population as a group of interest to the researcher, the group to
which the researcher would like the results of the study to be generalizable. Related to this
statement, the population of this study will be form three and form four students. Creswell
(2005:146) states the study universes as the entire population of individuals or elements that
meet the criteria for inclusion in the research on the efficacy of field-based learning in history
education. The study will be carried out in 15 junior secondary schools in Bungoma North Sub
County. The study will target students, teachers of history, head of department (humanities),
school principals, county and sub county director of education in Bungoma County

The study population for the research on experiential learning at Kenya Medical Training
College (KMTC) will encompass a diverse group of stakeholders. This includes
undergraduate medical students from various programs, who will provide insights into
their learning experiences and outcomes. Faculty members, both lecturers and clinical
educators, will offer perspectives on the implementation and challenges of experiential
learning methods. College administrators involved in curriculum planning and resource
allocation will share institutional insights. Additionally, healthcare professionals from
affiliated hospitals and clinics, where students gain practical experience, will contribute
their views on the integration and effectiveness of student training. Recent graduates will
reflect on how experiential learning prepared them for their professional roles, while
patients and community members who interact with students during clinical and
community health projects will provide feedback on the broader impact of these activities.
This comprehensive study population ensures a well-rounded understanding of experiential
learning at KMTC.
3.4 Sampling and sampling technique.
According to Kothari and Garg (2014), sampling is defined as the process of selecting

representative elements from a given population that will form the sample while sample size

determination is the technique of electing the number of observations to be included in the

sample. Sampling technique is a method of selecting representation within a population. The

study will sample students, teachers of history, head of department (humanities), school

principals, county and sub county director of education in Bungoma County.

There are 40 public secondary schools in Bungoma North Sub-County that were in existence in

the County before the introduction of free secondary education. According to Mugenda &

Mugenda (2008) a sample of 10% - 30% is recommended. In this case, 12 schools will be taking

part in this study.

In Bungoma North Sub- County there are 1200 history students. As recommended by Muganda

& Mugenda (2008) a sample of 10% will be adopted by this study. The study will sample 120

students from the selected schools. Simple random sampling will be used to sample these

students. These students will be in their third and four year of study because they have

experienced the challenging situation in learning history. A list of names of students will be

prepared from the head of academics in the selected schools.

Key informants for this study will include school principals, head of humanities department,

county education director and sub-county education director. They will provide information on

field basedfield-based learning in the teaching of history. The study will purposively select 12

principals, 12 history teachers and 15 heads of humanities department to take part in this study.

According to Mugenda & Mugenda a sample between 10% - 30% is acceptable. Nine (9) sub

county education directors and 1 county education director will be sampled by census.The study

will employ a stratified random sampling technique to ensure a representative and diverse

sample of the population at Kenya Medical Training College (KMTC). Stratified random

sampling will involve dividing the population into distinct subgroups or strata based on specific

characteristics such as student year groups, faculty departments, and roles within the institution
(e.g., students, faculty members, administrators, and healthcare professionals). From each

stratum, a random sample will be selected to participate in the study. This approach ensures that

all key stakeholder groups are proportionately represented, enhancing the reliability and

generalizability of the findings. The sample will include a mix of medical students from various

programs, faculty members, college administrators, and healthcare professionals from affiliated

clinical sites. This method will provide a comprehensive and balanced perspective on

experiential learning practices and outcomes at KMTC.

3.4.1 Sample Size

The sample size for this study will be 166 respondents. This sample size will comprise of 120

students and 46 key informants who will include students, medical tutorsteachers of history,

patients head of department (humanities), school principals, county and sub countysub-county

and the hospital supretendant of director of education in kakamega county and referal hospital.

Bungoma County as indicated.

Table 3.1 Sample Distribution

Category of respondents Target Sample Sample size Sampling

population determination technique

Students 1200 10% 120 Simple random

sampling

Medical tutorsHistory 115 10% 12 Purposive

teachers sampling

School principals 40 30% 12 Purposive

sampling

PatientsHeads of 40 30% 12 Purposive

humanities sampling

Medical supretendant 1 100 1 Census method

County education director

Sub county education 9 100 9 Census method

directors

Total 1,405 166

Source: MOE, 2022

3.5 Data Collection

The study will use both primary and secondary data.

3.5.1 Primary Data

Primary data will be collected through questionnaires, interview schedule guide and observation

check list as discussed.

3.5.1.2 Questionnaires
Questionnaires will be the main instruments for data collection in the study. Students will

respond to this tool for this study. According to Suster (2012) questionnaires offers considerable

advantage in the administration. Also, they present an even stimulus potentially to large number

of people simultaneously and provide the investigation with an easy accumulation of data. Some

of the merits of questionnaires will be low cost, freedom from interviewer’s bias as answers will

be in respondent’s own words and respondents will have adequate time to give well thought out

answers. The items generated for the study will be both open and close endedclose-ended types.

The open endedopen-ended items will give the respondents greater freedom of expressing their

own ideas and opinions, and give suggestions where necessary. Semi structuredSemi-structured
(open endedopen-ended) questions will elicit a lot of good qualitative data. The close

endedclose-ended items will enable the investigator to obtain specific responses from the

respondents. Questionnaires will be used to collect information that will not directly

observed as they inquired about feelings, motivation, attitudes, accomplishments as well as

experiences of individuals. A total of 120 questionnaires will be distributed in the 12 selected

schools and administered face to faceface-to-face to increase the return rate.

3.5.1.2 Interview schedules

Face to face interviews will be done on medicalHistory teachers, heads of humanities

department, school principals, county education director and sub countysub-county education

directors in order to obtain their opinion concerning their perception on the use of field trip

method in teaching and its effectiveness. The researcher will establish a rapport with the

respondents and explain in person the nature and purpose of the investigation before the

interview. The interview schedule will make it easier for the researcher to capture and clarify

information acquired. The interview will enable the researcher to obtain in-depth information not

found in the questionnaire on the perception of the teachers regarding the method.

3.5.1.3 Observation checklist

Kuwulich, 2012 states that observation checklist is used in collection of data in social sciences

about the culture and processes in the society. Using Observation method helps in seeing reality

and not what respondents talk about. The data collected from this tool will be collected coded,

transcribed and integrated within the questionnaire to help answer the research questions.

3.5.2 Secondary Data

Secondary data for this study will be from content analysis.

3.6 Pilot study

Gay (2011), research instruments should be piloted in an area with similar features to the actual

study area in order to test the validity and reliability of research instruments. A pilot study will

be conducted in BungomaKakamega County.

3.6. 1 Validity of research instruments

To determine the validity of research instruments, internal validity will be increased by sharing

the research instruments to my supervisors. In relation to external validity will be increased

where the research tools will be given to my fellow students from MMUST and a discussion of

each item will be done to determine the level of accuracy of each instrument used in this study.

3.6.2 Reliability of research instruments

According to Gakuu and Kidombo (2008) reliability is the consistency in scores in

administration of data collection instruments. A Split half reliability test will be used to estimate

the internal consistency of the test tools. Reliability will help the researcher to establish the

extent to which each item in the questionnaire is similar to one another in content. To measure

reliability the researcher will use Cronbach alpha.

3.7 Data Collection Procedures

For this study, two (2) research assistants will be trained to help in data collection. Availability

of resources will be there to ensure smooth data collection exercise.

3.8. Data Analysis

The data collected will be quantitative and qualitative. Qualitative data will be collected through

interview schedule guides and observation checklist. The data will be coded, edited and analyzed

for easy interpretation and presentation. Quantitative data will be collected through
questionnaires; it will be entered into the statistical packages for social sciences (SPSS) Program

to give descriptive statistics such as means, mode, frequency and percentages for the study. The

statistical measurement will be within a confidence level of 95%.

3.9. Ethical Consideration

After getting research permit, booking for the principal’s appointment for data collection will be

sought. For ethical consideration, participants will be informed of the nature of the study and

allowed to choose whether to participate or not. To safeguard the privacy of the participants,

respondents will be placed in a private environment away from passersby or intruders. Asking

participants not to write their names on the questionnaires during the research will also help to

ensure anonymity. While preparing for data collection and analysis, the researcher will maintain

anonymity by separating information such as code numbers from the data itself. During the

research, participants will be requested not to write their names on the questionnaires.
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 Appendices
Appendix (I): Questionnaire for Students
Appendix (II): Interview Scheduled for Key Informants
Appendix (III): Observation Checklist