ICT Integration in Learning of Physics in Secondary Schools in Kenya: Systematic Literature Review

ICT integrated active learning has proven to tremendously improve learners’ educational outcomes and their classroom engagement unlike the traditional approach. This can be attributed fact that shifts process activities from teacher-focused become more learner-centered, is guided by ability of students. Through this, learners get experience in own pace. So despite existence differences multiplicities terms styles achievement levels a classroom, through learning, are full control they engage with materials at level understanding, review confusing concepts, or break sessions’ content into bits easily comprehend. For instance, teaching Physics, instruction methods have been demonstrated as major reason for decline its performance less populous among students Kenya. paper, therefore, explores need enhance Physics secondary schools adopting learner-centered methodologies, providing systematic frameworks integration technology towards enriching class learning. Then we leverage these insights coupled field derive design framework developing countries (case Kenya). The hybrid will eliminate learner barriers exist due personalities, temperaments others. adopted scoping technique map key concepts underpinning study main sources literature.