Extent of Utilization of Visuals in Teaching and Learning of Physics in Secondary Schools in Kiambu County, Kenya
| dc.contributor.author | Dahn, P. Archimedes | |
| dc.date.accessioned | 2025-02-26T06:23:24Z | |
| dc.date.available | 2025-02-26T06:23:24Z | |
| dc.date.issued | 2024-11 | |
| dc.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 | |
| dc.description.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. | |
| dc.description.sponsorship | Kenyatta University | |
| dc.identifier.uri | https://ir-library.ku.ac.ke/handle/123456789/29653 | |
| dc.language.iso | en | |
| dc.publisher | Kenyatta University | |
| dc.title | Extent of Utilization of Visuals in Teaching and Learning of Physics in Secondary Schools in Kiambu County, Kenya | |
| dc.type | Thesis |