An Assessment of Teachers’ Preparedness in Implementing Precision Agriculture in Competency-based Education in Secondary Schools in Kisii and Nyamira Counties, Kenya

Abstract

Precision Agriculture (PA) enhances efficiency and sustainable agricultural production. PA integration into secondary school agricultural education programs, particularly in Kenya, remains limited. This study assessed the preparedness of agricultural teachers to implement PA in Kisii and Nyamira Counties, Kenya. This study included 254 secondary schools and 353 teachers of agriculture were sampled using Cochran’s finite population formula, proportionate random sampling, and purposive sampling. questionnaires and checklists were used to collect data. Content validity ensured that the instruments adequately measured teachers’ preparedness, and Cronbach’s alpha technique ensured that the instruments were reliable. Data was analyzed using SPSS version 27. Pearson’s correlation and ANOVA examined the relationship between teacher preparedness and PA implementation, and differences in preparedness across levels of academic and professional training and PA implementation. The findings indicated a strong, positive, and statistically significant relationship between teacher preparedness and PA implementation (r = 0.836, p < .001), suggesting that teacher preparedness substantially influences PA implementation. ANOVA results showed statistically significant differences in preparedness across teachers’ qualification levels (F = 6.889, p < .001), with higher training associated with preparedness. The overall regression model was statistically significant, F (11, 340) = 112.30, p < .001, explaining 78.4% of the variance in PA implementation, R² = .784. In conclusion, teachers’ preparedness is critical to PA implementation, with higher levels of preparedness indicating readiness. This study, therefore, recommends that teacher training programs be designed to engage educators in hands-on, experiential learning that promotes knowledge construction