Virtual Physics’ Programs & Students’ Improvements Showcasing Public Secondary Schools in Kakamega South Sub-County, Kenya

Abstract

The research article examines the effect of virtual Physics’ programs on students' achievement in the subject within public secondary schools in the Kakamega South sub-county. Quasi-experimental research design was adopted, quantitative data from a sample of form two students was collected using physics achievement test. The data was analyzed using Difference in Difference model. Findings showed a statistically significant difference in achievement between students taught using Physics virtual programs and those taught using face to face. The results of the analysis also showed that students’ achievement in physics was increasing by 1.34 point over time and the increase was statistically significant The findings are in agreement with those of Smith (2013) in a study comparing in-person learning and blended learning in secondary schools within New Zealand who reported a significant difference between students' achievement in blended and face-to-face classes. The findings would provide widespread benefits that extend to individual student by enhancing their understanding hence improved learning achievement. Its overall argument is 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.