Institutional Determinants of Precision Agriculture Integration in Secondary School Agricultural Education: Evidence from Kisii and Nyamira Counties, Kenya in a Global Context

Abstract

Precision Agriculture (PA) has strong potential to transform agricultural productivity and environmental sustainability. However, its integration into secondary school education remains limited. This study examined the influence of infrastructure and resources on the implementation of PA in secondary schools in Kisii and Nyamira Counties, Kenya. A sample of 254 school principals and 353 agriculture teachers was determined using Cochran’s formula. Proportionate random sampling was applied to select schools, while purposive sampling identified principals and teachers. Data were collected through questionnaires, interviews, and observation checklists. Instrument validity was ensured through content validation, while reliability was tested using Cronbach’s alpha. Data analysis was conducted using SPSS version 27, employing Pearson’s correlation, ANOVA, and regression analysis. The findings revealed a positive and statistically significant relationship between resources and PA implementation (r = .403, p = .034). ANOVA results indicated significant differences among schools based on levels of administrative support (F = 3.759, p < .024), with higher support linked to better PA implementation. The regression model was statistically significant (F (6, 346) = 6.89, p < .001), though it explained a modest proportion of variance (R² = .107). The study concludes that resources and administrative support are critical enablers of PA implementation. It recommends that Boards of Management and school principals allocate 8–12% of school capitation and internally generated funds toward agriculture and ICT development in the 2026–2029 School Improvement Plans