| dc.description.abstract | Digitization of school syllabus content in education has changed the teaching and learning process globally because digitized content provides both teachers and learners with more educational affordances. Kenya has embraced content digitization since 2010 with the aim of providing access to learning materials for improved performance in secondary schools in Kenya. However, performance in Physical Geography in secondary schools has remained below average with a mean score of 43% between 2011 and 2022 compared to Human Geography which has posted an average score of 48.74% nationally. From 2009 to 2022 Nyakach Sub-County secondary school learners have continued to register below-average results in Geography, ranging between 4.58 and 4.93 compared to neighboring Sub-Counties which range from 6.12 to 6.46 out of the maximum 12 points as per the Ministry of Education. This has been so, mainly because of the low marks posted by students in Physical Geography, which has also been evident in the trial cluster examinations. The purpose of the study was to investigate the perceived effect of digitized content on learners‘ achievement in Physical Geography in secondary schools in Nyakach Sub-County. Objectives of the study were to find out the perceived effect of use of animations on learners‘ achievement in Physical Geography; investigate the perceived effect of use of 2D with texts on learners‘ achievement in Physical Geography and to establish the perceived effect of use of 3D on learners‘ academic achievement in Physical Geography. Mayer‘s (2009) cognitive theory of multimedia learning which states that people learn more deeply from words and pictures than from words alone was adopted for this study. Experimental and descriptive survey research design was employed to establish the relationship between the use and effect of digitized content on learners‘ academic achievement in Physical Geography in secondary schools in Nyakach sub-county. Study population included all 134 Geography teachers and 1826 Geography students in Form 4. Simple Random sampling technique was used to select both teachers and learners to take part in the study from the 54 secondary schools. Israel (1999) formula was used to obtain the sample size of 24 teachers and 329 learners. Research instruments were questionnaires and teacher-made tests and interviews. Questionnaires were used in collecting data from students and teachers, teacher made test was used to test the retention levels of learners in the control and the experimental groups. A pilot study was conducted to test the reliability of the research instruments. Reliability was determined by the use of test-retest method for both teachers and students‘ questionnaires at 0.825 and 0.777 respectively and the teacher made test at 0.825.A coefficient level of .7 was acceptable, while validity of the instruments was verified by the supervisors who are experts in the field of research. Quantitative data was analyzed through means, frequency counts, percentages and Pearson‘s r. Qualitative data was categorized into themes and reported in narratives. Perceived effect was supported through correlational analysis. Pearson‘s correlation on perception of learners on effect of use of animations, 2D and 3D on learners‘ achievement was r=.309 r=.278 and r=.173 respectively, which were significant. The study found out that Animations, 2D and 3D graphic with texts have a positive effect on learners ‗achievement in Physical Geography. Furthermore, it was established that, the use of digitized content is still a major issue in Kenya secondary education system. The findings of the study may assist the Ministry of Education to launch training and sensitization on mass application of digitized content in schools and to lobby for digital resources and teachers to develop the culture of preparing teaching aids that align with the curriculum. The study recommends research on the influence of virtual reality technology on Physical Geography performance in Kenya Certificate of Secondary Education in other sub-counties in Kenya | en_US |
