eng Science and Education Publishing American Journal of Educational Research 2327-6150 2020-03-24 8 3 162 167 10.12691/education-8-3-6 EDUCATION2020836 article Benson Karungo Mwangi karungobenson@gmail.com 1 Dr. Benson Njoroge 1 Dr. Susan Macharia 1 School of Education, Mount Kenya University, P.O Box 342-01000 Thika- Kenya Learning physics require learners to be able to handle scientific equipment and apparatus appropriately and with confidence. For this to happen, learners must continuously carry out a variety of experiments in order to develop manipulative observation and recording skills. Where apparatus are not adequate, the teacher could use ICTs tools for simulations to promote these skills. The main purpose of this study is to assess the effect of ICT content delivery on studentsĄ¯ achievement in Physics in public secondary schools in Kahuro Sub-County, MurangĄ¯a County, Kenya. The study will be guided by the Technological Pedagogical Content Knowledge (TPACK) Model. Mixed methodology research design was employed. The study 1036 physics students in Kahuro sub-county out of which 30% were sampled using stratified random sampling. Observation schedules were used as the main data collection instrument. The sign test performed between the control and experimental group indicates an improvement in content delivery as a result of ICT integration in physics. It can therefore be concluded that ICT integration in teaching physics improves content delivery. http://pubs.sciepub.com/education/8/3/6/education-8-3-6.pdf ICT integration content delivery achievement