Physics is the study of matter and its relation to energy and covers a wide range of areas including mechanics, electromagnetism, optics, hydrodynamics and atomic physics (Grayson, 2004). In Kenya secondary schools, physics is taught for four years in the current 8-4-4 system of education. It is tested as an elective science subject in the Kenya Certificate of Secondary Education (KCSE) exam, which is the final exam to mark the end of four years in secondary school. In Ghana, the physics syllabus for senior High School (SHS) is organized to cover three years and students tested for placement in tertiary institutions (Buabeng, Aquinas and Ampiah, 2014). According to Glover, 2018, success in physics opens up various career opportunities to the student. However, at the secondary level of education, it is early to conclude that students will continue learning physics and opt for career in physics (Grayson, 2004). The world over the past few years has witnessed a vast technological evolvement in almost all spheres of life with physics being the greatest contributor to the growth in technology. According to Johnson(2019) Physics touches every aspect of our lives ranging from modern means of transportation such as the aircraft, telecommunications, internets, smart phones, computers, home technologies such as microwaves, improved medical facilities like radiotherapy, environmental conservation, military application, industrial and commercial application (Grayson, 2004). Johnson (2019) states that many aspects of modern society would not have been possible without physics discoveries made in the past. According to Amadalo (2012) physics enables learners to participate in technologically related studies in institutions of higher learning. Ryan (2013) supports the importance of physics in technology by highlighting the subject as a foundation of each engineering topic and the pedagogical significance to all engineering students. Despite the magnified and well visible positive impact of physics in society, some learners perceive it to be dull, dry and difficult (Grayson, 2004). Sadi, 2015, conducted a study on the analysis of high school students' conception of learning in difficult domains and found out that students had a negative attitude towards physics. According to Grayson (2004) each discipline within physics is presented in form of laws, rules and principles which are mathematically
IntroductionA students' learning achievement can be seen in the grades the student scores in an assessment within the learning process. In Kenya, students are issued with a national examination after their four years in secondary school and their performance is used to place them in institutions of higher learning (Musasia, Abacha and Biyoyo, 2012). The national performance in physics has been low as observed by Mulambe (2017). A research by Muindi (2015) showed performance by students in physics has persistently been poor in Makueni County.Student achievement in physics is affected by several factors. Some of the major factors which affect achievement in physics among students in secondary schools as identified in a study by Wachira (2014), are student characteristics such as their career goals, attitude towards the subject and their gender, school environment such as availability of wellequipped laboratories and teacher characteristics which include missing classes their relationship with students and their methods of teaching, which include use of ICT in teaching.To attain ICT skills and hence develop high competency levels on technology use in teaching, teachers should attend training courses on ICT integration in teaching and learning settings. According to Ghavifekr & Rosdy (2015), professional development and training programs for teachers play a key role in enhancing students' quality learning. Many schools however prefer peer tutoring programs where a more skillful teacher in ICT assists another teacher who is less experienced on ICT matters (Ghavifekr & Rosdy, 2015). In a study by Munanu (2014), it was observed that computer training influenced a teacher's readiness to use ICT in teaching. Training would enable the teacher acquire more knowledge, make the teacher more confident on ICT use and thereby ensuring faster coverage of the syllabus.
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