Thesis:

Utilization of audio-visual aids and its influence on students’ Performance in biology among secondary schools in Nandi East sub-county, Kenya

Persistent underperformance in Biology among secondary school students in Nandi East Sub County continues to undermine national educational goals, despite curriculum reforms and increased resource allocation aimed at improving science education. This study investigated the relationship between the utilization of audio-visual aids (AVA) and students’ academic achievement in Biology. Specifically, the research aimed to assess the extent of student engagement in AVA-based simulations and their influence on Biology performance using test scores; evaluate the preparedness of Biology teachers to effectively utilize AVAs by examining their training and access to instructional resources; analyze teachers' perceptions regarding collaborative use of AVAs in teaching Biology and its influence on students’ academic outcomes; and determine the frequency of AVA usage in Biology instruction and assess its impact on academic performance among secondary schools in Nandi East Sub County, Kenya. Guided by Richard Mayer’s Cognitive Theory of Multimedia Learning, the study adopted a descriptive-correlational mixed-methods research design to gain both quantitative and qualitative insights. The target population included Form Two Biology students, Biology teachers, Heads of Departments, and laboratory technicians from various secondary schools in the sub-county. A total of 317 students were chosen as the sample through the use of proportionate stratified and simple random sampling, while 28 teachers were selected through proportionate stratified and purposive sampling techniques. Data were collected using structured questionnaires, interview schedules, and classroom observation checklists. Instrument validity was enhanced through expert review and alignment with study objectives, while instrument reliability was confirmed through Cronbach’s Alpha coefficients exceeding 0.8. The data were summarized using descriptive statistics, including measures such as means and standard deviations, while inferential statistics including Pearson correlation and multiple regression analysis were applied to determine the strength and nature of relationships among the study variables. The findings indicated that student engagement, teacher preparedness, collaborative AVA practices, and frequency of AVA use were all statistically significant predictors of students’ academic performance in Biology. The regression model accounted for 48.2 percent of the variance in performance and was statistically significant at the 0.05 level. Despite the positive findings, challenges such as limited access to AVA resources, inadequate teacher training, and inconsistent implementation were identified. The study concludes that regular, collaborative integration of AVAs by adequately trained and well-prepared teachers is positively associated with enhanced learning outcomes in Biology. It recommends targeted in-service training, improved institutional support, and greater investment in educational technologies. Further research is suggested to explore the long-term impact of AVA use across other science disciplines and education levels.