ICT Integration in Learning of Physics in Secondary Schools in Kenya: Systematic Literature Review ()
ABSTRACT
ICT integrated active learning has proven to tremendously improve learners’ educational outcomes and their classroom engagement unlike the traditional
classroom approach. This can be attributed to the fact that active learning
shifts the learning process and activities from teacher-focused
to become more learner-centered, and is guided by the learning ability of the
students. Through this, learners get to experience the learning process in
their own pace. So despite the existence of differences and multiplicities in
terms of learning styles and achievement levels in a classroom, through active
learning, the learners are in full control of the learning process and they can
engage with the learning materials at their own level of understanding, review
confusing concepts, or break the sessions’ learning content into bits that they
can easily comprehend. For instance, in teaching and learning of Physics, the
instruction methods have been demonstrated as the major reason for the decline
of its performance and less populous among students in Kenya. This paper,
therefore, explores the need to enhance the teaching and learning of Physics in
secondary schools by adopting learner-centered teaching methodologies, and
providing a systematic review of frameworks for the integration of technology
towards enriching active class learning. Then we leverage these insights
coupled with field experience to derive and design a framework for ICT
integration in teaching and learning of Physics in developing countries (case of Kenya). The hybrid framework will be
learner-centered and will eliminate the learner barriers that exist due
to personalities, temperaments among others. The
review adopted the scoping review technique to map the key concepts
underpinning the study to the main sources of the literature.
Share and Cite:
Awuor, F. and Okono, E. (2022) ICT Integration in Learning of Physics in Secondary Schools in Kenya: Systematic Literature Review.
Open Journal of Social Sciences,
10, 421-461. doi:
10.4236/jss.2022.109027.
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