EFFECT OF VIRTUAL PHYSICS PROGRAMS ON STUDENTS’ LEARNING OUTCOMES WITHIN PUBLIC SECONDARY SCHOOLS IN KAKAMEGA SOUTH SUB-COUNTY

Abstract

Virtual learning programs have been used in different parts of the world but their impact on learning outcomes varies from subject to subject. In Kenya, it was only at the onset of Covid-19 that academic institutions embraced it as one of the alternative ways of instruction. This study investigated the effect of virtual Physics programs on students' learning outcomes in physics within public secondary schools in Kakamega South sub county. The study was guided by three objectives: to determine the effect of physics virtual programs on students' achievement in physics within public secondary schools in the Kakamega South sub-county; to establish the effect of virtual Physics programs on students' attitude towards physics in public secondary schools in the Kakamega South sub-county, and to examine the effect of virtual programs on students' motivation in physics within public secondary schools in the Kakamega South sub-county. The study adopted the quasi-experimental research design, using treatment and control group model. The independent variable was mode of teaching and learning physics virtually while the dependent variables were; students’ achievement in physics, attitude in physics and motivation in physics. The target population was 4000 form two students in public secondary schools in Kakamega south sub-county, from which a sample of 351 form two students were selected through multistage sampling, including: purposive, stratified and simple random sampling techniques. I analyzed the data using difference in difference. The results of the analysis showed that students’ achievement in physics was increasing by 1.34 point over time and the increase was statistically significant. Also, the results of the analysis showed that students’ attitude towards physics increased by .494 points over time and the increase was statistically significant. Lastly the analysis results on students’ motivation showed a positive increase over time due to the intervention and were statistically significant ( ). These research findings showed that the virtual physics offer flexible, accessible and interactive alternative to traditional face to face. The findings would provide widespread benefits that extend to individual student by enhancing their understanding hence improved learning outcome, impact to teachers by enhancing their teaching tools, being cost effective and infrastructure flexibility to schools, policy makers would have scalable education models and data driven insights, and bring social equity and work force development to parents and society as a whole. Consequently, the study recommends that the government through KICD rolls out full integration of virtual physics programs in secondary education curriculum, incorporating teacher professional development and blended teaching and learning in schools.