Use of computer simulation instructional packages in enhancing the teaching of physics: a study of secondary schools in Uasin Gishu County−Kenya

Abstract

Physics is an important subject in Kenya's secondary school curriculum because of its role in the society and if taught effectively can propel the country's development goals as envisaged in the vision 2030. Empirical studies world over has underscored the important role of computer simulations as an instruction resource in enhancing teaching in schools. The purpose of this study was to investigate the use of computer simulation instructional packages in enhancing the teaching of physics in Uasin Gishu County secondary schools. The specific objectives of this study were: to find out the availability of computer simulation instructional packages, examine how physics teachers use computer simulation instructional packages, explore the attitudes of physics teachers towards the use of computer simulation instructional packages, determine the nature of technical support physics teachers get in the use of computer simulation instructional packages, and to identify the challenges teachers face in using computer simulation instructional packages. This study was guided by the Constructivist learning theory; used descriptive survey design, and adopted mixed method approach. The target population included all the 210 secondary schools in Uasin Gishu County. Purposive sampling method was used to select 30 secondary schools while both purposive and simple random sampling methods were used to select 60 physics teachers, 30 heads of physics and 30 laboratory assistants. Data collection instruments used included the questionnaire, checklist, interview and observation schedules. Quantitative data was analyzed using descriptive statistics while qualitative data was analyzed thematically and presented inform of verbatim quotations. The findings on computer simulation instructional packages in secondary schools were: Availability 44.5% , usage 43.2%, 65.4% of physics teachers depicted a positive attitude towards the use, 53.2% of physics teachers lacked technical support, and 70.2% of schools had challenges on internet connectivity and 57.4% lacked trained laboratory assistants. The study findings on physics teachers feelings on use of computer simulation instructional packages were: viewed by majority of teachers that the resource was inadequate, majority of teachers hold that they were not supported by laboratory assistants as required, majority of teachers agreed that schools lack internet services and training for laboratory assistants. The study concludes that majority of secondary schools had a limited use on computer simulation instructional packages in enhancing and teaching of physics. This study recommended the following: that school's Board of Management should finance the provision of computer simulation instructional packages and internet resources promote and strengthen teachers on the use computer simulation instructional packages and lastly empowerment of laboratory assistants through in-service training.