David W. KhateteHamisi O. BabusaMburu, Ndirangu James2022-03-212022-03-212021http://ir-library.ku.ac.ke/handle/123456789/23256A Thesis Submitted in Partial Fulfillment of the Requirement for the Award of the Degree of Master in Education (Educational Technology) in the School Of Education, Kenyatta University, November, 2021Quality education is a global concern. It may be enhanced through a paradigm shift from traditional methods to modern methods in pedagogy. New methods of teaching may assure the teacher better results which in turn help the learners build on their careers at the tertiary institutions. There has been a fluctuating performance in Physics in public schools in Nakuru County. This thesis examined the level of preparedness of the teachers of Physics to integrate instructional technologies and its effect on KCSE Physics performance in public secondary schools of Nakuru County, Kenya. The objectives of the study included: to identify the types of instructional technologies available for teaching, to determine the level of preparedness of teachers to integrate these technologies, to identify factors which support and those which hinder integration of instructional technologies in teaching Physics. The study adopted a cross-sectional survey design. A total of 671 teachers of Physics and heads of science departments in public secondary schools of Nakuru County constituted the study population. Out of these, a sample of 88 respondents was obtained using stratified random sampling technique. A structured questionnaire and a semi structured interview guide were used to facilitate data collection from teachers of Physics and Heads of Science departments respectively. These instruments were pilot- tested to determine their reliability and validity. The collected data were analyzed using descriptive statistics as well as inferential statistics. This was facilitated by the Statistical Package for Social Sciences tool. The study findings were presented in tabular format. The study revealed that availability of instructional technologies had a significant relationship with performance in KCSE Physics (r = 0.588; p < 0.05). However, level of preparedness (r = 0.063; p > 0.05), factors supporting integration of ITs (r = 0.191; p > 0.05), and factors hindering integration of ITs (r = -0.141; p > 0.05) were not significantly correlated with desirable outcomes in KCSE Physics. The study findings also indicated that 28.8% of variance in desirable outcomes could be explained by integrations of the aforesaid technologies. Availability of instructional technologies was found to be the most critical factor regarding having the desired outcomes in KCSE Physics. The study drew the conclusion that instructional technologies played a critical role with regard to performance of students in KCSE Physics. It was concluded that level of preparedness of teachers of Physics had little consequences on students’ performance in the subject. Supporting factors such as budgetary allocation and administrative support enhanced integration of ITs but not significantly. The performance of students in Physics was inferred to be negated by various hindrances to integration of instruction technologies. The study also concluded that integration of ITs in the teaching of Physics has not resulted in substantive improvement of the outcomes. It is recommended that all public secondary schools in Kenya should be provided with sufficient instructional technologies. It is advisable for administrators of public secondary schools to encourage teachers to integrate instructional technologies in the teaching of Physics. The administrators and the government should ensure that teachers of Physics are trained on how to integrate instructional technologies in pedagogy of Physics.enTeacher PreparednessIntegrationInstructional TechnologiesTeaching PhysicsPublic Secondary SchoolsNakuru CountyKenyaThesis