Thesis:

Influence of instructional use of mobile technologies on Students' academic achievement in physics in secondary Schools in Nandi county, Kenya.

The instructional use of mobile technologies in education has transformed instructional practices by offering interactive and engaging learning experiences. This study explored the Influence of Instructional Use of Mobile Technologies on Students' Academic Achievement in Physics in Secondary Schools in Nandi County, specifically Nandi East Sub-County. Nandi East was purposively selected due to its history of ICT-focused educational interventions, providing a suitable context for examining the influence of mobile technologies on academic achievement. Specifically, the study examined the effects of mobile-based simulations, ICT-powered lesson presentations, online collaborative learning, and online assessment on students' Physics performance. The study was anchored on the Framework for the Rational Analysis of Mobile Education model and Connectivism theory, which emphasize the role of mobile technologies in facilitating knowledge acquisition, collaboration, and interactive learning. A descriptive-correlational research design was used to investigate the connection between mobile technologies use and academic achievement. The target population, drawn from 31 secondary schools in Nandi East Sub-County, comprised Form Three Physics students, Physics teachers, and Heads of departments. Sample sizes for each category of respondents were determined using Cochran’s formula to ensure statistical adequacy. Subsequently, proportionate simple random sampling was employed to select 300 students, while 54 Physics teachers and 29 Heads of Departments were purposively sampled based on their roles in Physics instruction and departmental oversight. Data were collected through questionnaires, observation schedules, and interviews. Piloting was conducted in two additional schools to ensure the validity and reliability of the instruments. Validity was ensured through expert review, and reliability was measured using Cronbach’s Alpha, yielding coefficients above 0.7. Descriptive statistics, including means and standard deviations, were used to summarize the data, while inferential statistics, including Pearson correlation and Multiple Regression Analysis, assessed the relationship between mobile technologies instructional use and Physics academic achievement. The study demonstrated that applying mobile technologies instructionally had a notable positive effect on students’ performance in Physics. Simulations improved conceptual understanding and problem solving skills, while ICT-powered lesson presentations enriched lesson delivery and engagement. Online collaborative learning fostered peer interaction, knowledge sharing, and access to diverse Physics resources, while online assessments provided instant feedback, promoting self-regulated learning. However, the effectiveness of these technologies was constrained by inadequate ICT infrastructure and inconsistent implementation across schools. Correlation and regression analyses confirmed a strong positive link, indicating that instructional application of mobile technologies significantly influences students' performance in Physics, with ICT-powered lesson presentations and simulations exhibiting the highest predictive power. The study underscores the need for structured integration of mobile technologies in Physics education, supported by teacher training, institutional policies, and equitable ICT resource distribution. Recommendations for curriculum designers, policymakers, teachers, and school administrators include improving teacher training, expanding access to mobile technologies, and fostering structured digital collaboration and assessments. Further research should explore the long-term impact of mobile technologies adoption on Physics performance.