Determinants Influencing the Integration of Information and Communication Technology (ICT) in Physics Instruction in Secondary Schools within Nairobi County, Kenya

The rapid advancement of Communication Technologies (CTs) has transformed physics education by shifting instruction from teacher-centred approaches to learner-centred models that actively engage students in developing scientific competencies. Despite these benefits, physics enrolment and performance in Nairobi County, Kenya, have continued to decline. The report from the Ministry of Education in Kenya between 2018 and 2020 depicts that student registration for physics examinations dropped from 2,023 to 1,345, while the mean score dropped from 5.67 to 4.06. This decline has been linked to continued reliance on traditional teaching methods and limited integration of communication technologies in physics instruction. Although Kenya has established policies to promote technology integration in education, adoption remains low. ICT utilization in physics instruction is below 20%, compared to over 50% in sectors such as telecommunications, finance and manufacturing. The study therefore investigated constraints influencing the integration of Communication Technologies in physics instruction in secondary schools in Nairobi County. It examined ICT resource availability, ICT-integrated strategies and the influence of teachers’ and students’ attitudes on technology use. The study employed a mixed-method research design using convergent triangulation. The target population comprised 921 participants, including 76 principals, 92 physics teachers, and 753 physics students. A sample of 305 participants was selected, consisting of 25 principals, 30 physics teachers, and 250 Form Three physics students. Data were collected using the Physics Teachers Questionnaire, Physics Students Questionnaire, and Principals Interview Schedule. Quantitative data were analysed using descriptive and inferential statistics, while qualitative data were coded and analysed thematically. The findings revealed that majority of the schools lacked essential ICT resources, including scanners, teleconferencing facilities, KICD digital content, and school-developed instructional materials. Where ICT resources existed, they were mainly used for administrative purposes rather than teaching. Physics teachers predominantly relied on discussion, explanation, lectures, and demonstrations. ICT-based strategies such as simulations, animations, virtual experiments, and digital demonstrations were rarely used despite their potential to support authentic learning, experiential engagement, and knowledge construction. The study concluded that inadequate ICT resources, limited ICT-integrated pedagogies, and attitudinal factors hinder effective implementation. It recommends increased investment in ICT infrastructure, teacher professional development, and monitoring and evaluation to strengthen technology integration in physics education across Kenyan schools.