The Effect of ICT Content Delivery on Students’ Achievement in Physics in Public Secondary Schools in Kahuro Sub-County, Murang’a County, Kenya

Benson Karungo Mwangi^1, , Dr. Benson Njoroge¹ and Dr. Susan Macharia¹

¹School of Education, Mount Kenya University, P.O Box 342-01000 Thika- Kenya

Cite this paper:
Benson Karungo Mwangi, Dr. Benson Njoroge and Dr. Susan Macharia. The Effect of ICT Content Delivery on Students’ Achievement in Physics in Public Secondary Schools in Kahuro Sub-County, Murang’a County, Kenya. American Journal of Educational Research. 2020; 8(3):162-167. doi: 10.12691/education-8-3-6

Abstract

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 students’ achievement in Physics in public secondary schools in Kahuro Sub-County, Murang’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.

Keywords:
ICT integration content delivery achievement

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