Extent of Utilization of Visuals in Teaching and Learning of Physics in Secondary Schools in Kiambu County, Kenya
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Date
2024-11
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Kenyatta University
Abstract
The exceptional academic performance and growth of learners within a field of study
is guided by the qualifications of teachers and methods, strategies, and skills of the
teachers in handling the course. Academic performance or growth of students within
Kiambu County is of great task to all collaborators and parents as some of the learners
might choose to relinquish or change area of study before the completion of
secondary school or certain level. The learners in this region of Kenya have been
faced with the problem of massive low performance of in Kenya Certificate of
Secondary Education examinations. The goals of the study were to survey secondary
school teachers and students perceptions of the extent of application or integration of
visuals or real life materials (such as laboratory instruments) in the teaching and
learning of Physics in secondary schools in Thika East, Kiambu County, Kenya, as
well as how frequently visuals or realia are being used in Physics classroom settings.
The study centered on Piaget's Cognitive Theory.It buttressed by Bernice Rogowitz's
Visualization Theory. The study method was descriptive and aligned with mixed
method of data gathering Eight (8) public secondary schools were turreted, five
hundred ninty (590) Form Two students and nine (9) teachers in Thika East, Kiambu
County. The public institutions were divided into county and sub-county schools. The
county schools were further sub divided into boys schools, girls schools, and mixed
schools. Satistical data were acquired using questionnaires and observations as data
collecting tools. The study constructed a table containing frequency, mean,
percentages, and charts as a method of analysing statistical data. The study found that
visuals are not frequently used in this region of Kenya. Most instructors felt that
visuals should not take up to more than 20% of class time each week. However, when
teachers use diagrams, graphs, or realia to teach, 47.8% and 45.0% of students
consented or strongly consented that they recall their lectures better. There are
positive perceptions among teachers and learners that visuals enhance learning and
save time. teachers and learners agreed that extent utilization of visuals in teaching
and learning of Physics concretize abstruse concepts in Physics. The judgement of
this researcher will inform Kenya's implementation of Competency-Based Curriculum
(CBC), making teacher‘s training more practical rather than theoretical in nature. The
CBC believes that upon completion of the learning time, each learner will have learnt
abilities such as creativity and curiosity, thinking critically and solving problems, and
communication, among others.For teachers to achieve that, the preparedness of
teachers and learners was of serious concern to this study.
Description
A Thesis Submitted in Partial Fulfilment for Degree of Master of Education (Physics Education) in the Department of Educational Communication and Technology, School of Education and Lifelong Learning, Kenyatta University, Kenya November, 2024
Supervisors:
1. Waititu Muchoki Michael
2.Daniel Muindi