The use of multimedia in teaching and learning of difficult chemistry practical concepts, in one secondary school in Homabay County in Kenya

Date of Award


Document Type


Degree Name

Master of Education (MEd)

First Supervisor/Advisor

Mussa Mohamed

Second Supervisor/Advisor

Dr. Fredrick Japhet Mtenzi


Institute for Educational Development, East Africa


The performance of learners in science in Kenyan Secondary schools has been consistently low over the years. Chemistry being one of the science subjects has continued to perform poorly compared to the other science subjects (Biology and Physics). Practical work is important for effective learning of Chemistry. However, certain practical concepts due to their nature and their difficulty for instance being poisonous, explosive and harmful limits teachers’ ability in conducting experiment. The initial findings of this study indicated that teachers preferred approach to use in teaching and learning such concepts remains teacher-centered pedagogy which disengages students from learning. The purpose of this study was to use multimedia video and animation technology to improve teaching and learning of difficult chemistry practical concepts. A qualitative research study was conducted in which an action research design was used. A collaborating chemistry teacher purposively chosen participated as a research participant. Similarly, Form two students from a single sex girls’ secondary school in Homabay County in Kenya were involved in this research study. Data collection methods used were interviews, classroom observations, reflective conversations and document analysis. The findings from the study showed that using multimedia in teaching and learning of difficult chemistry practical creates interest and curiosity making learners have a changed attitude leading to engagement. As an immediate response to engagement with multimedia technology, the study further found that learners’ performance could improve in examinations. From the study findings limited access to the school ICT room due to unclear policy guidelines and inadequate facilities were cited as the challenges that would be experienced if technology continued to be used in teaching and learning.

This document is available in the relevant AKU library