| dc.description.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. | en_US |
