Teachers’ and Learners’ Perceptions of Utilization of Visuals on Learners’ Academic Achievement in Physics in Secondary Schools in Kiambu County, Kenya
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Date
2023
Authors
Dahn, Archimedes
Waititu, Michael
Muindi, Daniel
Journal Title
Journal ISSN
Volume Title
Publisher
IJRISS
Abstract
The study investigated the perceptions of teachers and learners towards the use of visuals in Physics
classrooms and their effects on learners’ academic achievement in Physics in secondary schools. The study
was guided by Bernice Rogowitz’s visualisation Theory. According to Rogowitz (2010), learners interpret
and reason about information in structures. The Theory explains how students reveal hidden concepts or
knowledge while using visuals, thereby creating important learning activities. It predicts how students’
perceptions of learning activities occur due to various shifts and how different representations and visuals
are used in their interpretations to achieve learning objectives and improve Learners’ performance. A
descriptive research method was employed in the study, which was designed with mixed methods of data
collection. The study targeted public secondary schools in Thika East, Kiambu County. The public schools
were stratified as county and sub-county schools. The study used a questionnaire as a data collection
instrument. The study targeted 294 students in Form 2 (Grade 10) and five Physics teachers from four public
secondary schools. The study’s objectives were anchored on the teachers’ and learners’ perceptions towards
the utilisation of visuals in the teaching of Physics. The findings of this study will further support existing
literature and previous research. The findings will also assist teachers in Kenya to enhance teaching by
making it more hands-on activities instead of theoretical as the country implements Competency-Based
Curriculum (CBC). The CBC anticipates that by the completion of the learning period, every learner will
have acquired skills such as imagination and creativity, critical thinking and problem solving, and
communication, among others. The study revealed that learners had positive perceptions of visuals in
Physics classrooms. They recognised the application of visuals in Physics classrooms as an important and
necessary tool for learning Physics. According to the findings of this study, using visuals in Physics
classrooms makes learning more effective and easier for learners. The study recommends that The Ministry
of Education in Kenya allot time for the use of visuals in teaching Physics per topic, where applicable.
Description
Article
Keywords
Approach, Learning, Learners, Visuals
Citation
Dahn, A., Waititu, M., & Muindi, D. (2023). Teachers' and Learners' Perceptions of Utilization of Visuals on Learners' Academic Achievement in Physics in Secondary Schools in Kiambu County, Kenya. International Journal of Research and Innovation in Social Science, 7(7), 1068-1074.