Animation Integration in Teaching of Newton’s Laws of Motion and Its Effect on Achievement among Secondary School Physics Learners’ in Makueni County, Kenya.
| dc.contributor.author | Muinde, Nicholas Kyalo | |
| dc.date.accessioned | 2025-03-13T13:07:01Z | |
| dc.date.available | 2025-03-13T13:07:01Z | |
| dc.date.issued | 2024-09 | |
| dc.description | A Research Thesis Submitted for the Award of the Degree of Master of Education (Physic Education) in the School of Education and Life Long Learning of Kenyatta University. September, 2024 Supervisor: 1.Michael Muchoki Waititu 2.David Owuor Oludhe | |
| dc.description.abstract | This study investigated the effect of integrating animation in teaching on learners’ achievement in Physics in Makueni County. The study applied a quasi-experimental research design, involving six secondary schools purposively sampled from thirty-eight public schools in Kathonzweni Sub-County, Makueni County. Data for the study was collected using: pre-test and post-test, learners’ questionnaires, teachers’ questionnaires, lesson observation, and interview schedules for Physics teachers. The Data for objectives (i) and (ii) were analyzed using a t-test to determine the significance of the difference in performance. For objective (iii), the data was analyzed using descriptive statistics. For objective (iv), the data was analyzed and coded along themes. The research study revealed that sub-county schools can perform equally well compared to county, extra-county and national schools when animation model are integrated in teaching. The results showed girls’ performed better in county and sub-county schools when animation were used in teaching. There was a performance gap between girls and boys in county schools and also in sub-county schools. The study also found that learners had a positive attitude towards the integration of animation in all three experimental groups, and they found the learning process captivating. Furthermore, the study revealed that teachers demonstrated competence in selecting quality animated materials from a wide range of multimedia resources, and their psychomotor skills in handling animated hardware and software enhanced. The study recommends to the Ministry of Education (MOE) to designing and developing effective animations as supportive learning tools, and to assist in developing methodologies that can enhance dynamic delivery of learning support. The teachers Service Commission (TSC) should provide in-service training to teachers to sharpen their knowledge on animation. Additionally, the government should ensure the availability of electrical power and animation hardware and software. It is important to note that the findings of this study will be useful not only to the Ministry of Education, but also to school administrators and physics teachers in guiding the instructional integration of animations in teaching Physics, thus encouraging student interaction with both the concept and the content | |
| dc.description.sponsorship | Kenyatta University | |
| dc.identifier.uri | https://ir-library.ku.ac.ke/handle/123456789/29786 | |
| dc.language.iso | en | |
| dc.publisher | Kenyatta University | |
| dc.title | Animation Integration in Teaching of Newton’s Laws of Motion and Its Effect on Achievement among Secondary School Physics Learners’ in Makueni County, Kenya. | |
| dc.type | Thesis |