The irony of physics teachers' competence in ICT integration in classroom instruction in Nairobi County Kenya
Mwanaszumbah, Alma R.
Mwanaongoro, Redempta Munyendo
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Knowledge in Physics is vital in achieving Vision 2030 objectives, yet the subject has often registered low enrolment and performance at the Kenya Certificate of Secondary Education [KCSE). Research shows that integration of ICT in Physics instruction has the capability of simplifying the abstract content as well as creating interest in learners. However, this is only possible when teachers can use ICT in classroom instruction. This study sought to find out Physics teachers' competence in leT use for classroom instruction. The objectives of the study were to find out Physics teachers' level of training in the use of ICT in classroom instruction, assess the adequacy of the Physics teachers' training in the use of ICT in classroom instruction and to find out the Physics teachers' frequency of use ICT in classroom instruction. This study was conducted in Nairobi County and targeted 40 schools, 40 principals and 121 Physics teachers. It was guided by the Unified Theory of Acceptance and Use of Technology [UTAUT) model. Descriptive survey research design was used. Random sampling technique was used to get a sample of 18 schools and 52 Physics teachers whereas purposive sampling was used to get 18 principals. Questionnaires, interview schedules and an observation schedule vvere used to collect data. The study found that integration of ICT in Physics instruction in secondary schools in Nairobi County is still very low. The study recommends more requisite integration skills to be given to Physics teachers in the county. KeyWords: Classroom, Competence, Confidence, ICT, Instruction, Integration, Physics, Teachers