Effect of Physics Instructional Videos as an E-Learning Resource on Performance among Secondary School Students in Githunguri District, Kiambu County, Kenya
Maina, Paul Gakuru
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Of the three secondary schools‟ science subjects taught in Kenya, physics has the lowest enrolment of about 30% compared to chemistry and biology which have an average of about 95% and 90% respectively. This has been caused by poor performance in the subject at the lower classes leading to few students opting for the subject in the upper classes. This study explored the use of physics video as an additional media resource in teaching and learning of the subject as a way of improving students‟ performance. It is a resource that has not been in use due to its unavailability but today quite elaborate physics video are available from the internet and the equipment required are now affordable to many schools. In an attempt to improve the performance in the subject, most researchers devoted their work on teaching modalities review of the syllabus, utilization of resources in the laboratory but no research so far has been carried out on use of video as they were not readily available. The study was quasi-experimental in design and carried out in two schools in Kiambu county, Githunguri district which had a sample size of 52 students in the control group and 61 students in the experimental group. Instruments used to collect data were achievement tests and an observation schedule. Results were analyzed by using both descriptive and inferential statistics which showed that there was a higher performance for the experimental class especially in process skills and concept development, being significant at 0.05 level. On motivational orientation, it was observed that the experimental class exhibited more frequent motivational behaviours than the control class. These results are an improvement and a demonstration that integrating video can bring about an improvement in the teaching and learning process of physics at secondary school level and therefore strongly recommended for schools that offer the subject. It is also an important resource that practicing teachers and learning institutions can use to document physics related information rather than mainly relying on textbooks.