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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dc.contributor.authorDahn, Archimedes
dc.contributor.authorWaititu, Michael
dc.contributor.authorMuindi, Daniel
dc.date.accessioned2023-08-31T08:28:15Z
dc.date.available2023-08-31T08:28:15Z
dc.date.issued2023
dc.descriptionArticleen_US
dc.description.abstractThe 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.en_US
dc.identifier.citationDahn, 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.en_US
dc.identifier.urihttps://dx.doi.org/10.47772/IJRISS.2023.70783
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/26876
dc.language.isoenen_US
dc.publisherIJRISSen_US
dc.subjectApproachen_US
dc.subjectLearningen_US
dc.subjectLearnersen_US
dc.subjectVisualsen_US
dc.titleTeachers’ and Learners’ Perceptions of Utilization of Visuals on Learners’ Academic Achievement in Physics in Secondary Schools in Kiambu County, Kenyaen_US
dc.typeArticleen_US
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