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.