ELECTRONICS PRACTICAL WORKBENCH TECHNOLOGY AND ITS INFLUENCE ON FORM THREE PHYSICS STUDENTS’ ACADEMIC ACHIEVEMENT IN NAIROBI COUNTY-KENYA

Abstract

Physics is taught both theoretically and practically, with practicals accounting for 40% of the total marks in the Kenya Certificate of Secondary Education. High accuracy and precision are essential for success in these practical assessments. This study explored the effectiveness of the Electronics Practical Workbench (EPW), a software that simulates analog and digital circuits in enhancing learning outcomes compared to traditional methods. Using a quasi-experimental research design with both experimental and control groups, involving pre-test and post-test with non-equivalent groups, the study examined four objectives. The study was guided by Multimedia Learning Theory (MMLT) established by Richard Mayer in 1997 posits that multimedia learning theory comprises three components that enhance students' learning effectiveness. The first objective was to determine the difference in accuracy level of measurements in the practical report between students conducting practical work by electronics practical workbench and those conducting it by conventional method. The second objective was to examine the differential effects of electronics practical workbench as a method of conducting practical work on acquisition of basic science process skills such as observation, measurement and communication among students taught using workbench and those taught conventionally. The third objective was to examine the differential effects of electronics practical workbench as a method of conducting practical work on acquisition of practical skills among students taught using workbench and those taught conventionally. The fourth objective was to determine the influence of electronics practical workbench on students’ attitudinal change towards physics compared to conventional practical methods. Each objective was comparatively dealt with between EPW and conventional methods of teaching practical work. Out of a population of 67 public secondary schools and 1,639 form three physics students, 21 schools were sampled by stratified simple random sampling while 452 form three physics students were sampled purposively. Some of the conventional practical teaching methods in physics include lecture, demonstration, collaborative learning, guided inquiry and case study. The experimental group used EPW, while the control group followed conventional methods during practical session. Instruments used to collect data included achievement tests, observation checklists, attitude questionnaires, focus group discussions and interviews, all validated by experts and tested for reliability. Quantitative data was analyzed using the Mann-Whitney U Test and Ordinal Logistic Regression, while qualitative data were subjected to thematic analysis. Findings revealed that EPW significantly improved students’ accuracy in measurement, enhanced their science process skills and practical skills with each the p-value below significant level of .05, this led to better practical scores. Students also developed more positive attitudes toward physics practicals when taught using EPW. The study concludes that EPW can be an effective tool in secondary school physics education, supporting both skill development and academic performance. It recommends that Educational policymakers, through the MoE and KICD, should develop a national strategy to integrate EPW into secondary school physics by providing software, infrastructure and Continuous Professional Development CPD training for teachers, ensuring equitable access to quality practical experiences and standardized physics skill development nationwide.