10th U6+ Consortium of African Universities International Conference

The integration of Information and Communication Technology (ICT) in science education is increasingly recognized as an effective strategy for improving instruction and learning outcomes. This study examined the effects of computer simulation on the utilization of lesson time in Physics instruction in secondary schools in Kangundo Sub-County, Kenya. Specifically, it sought to determine whether simulation enhanced efficient use of time compared to conventional methods. A mixed-methods approach guided by a non-equivalent pre-test post-test quasi-experimental design was adopted. The target population comprised 1,560 form one students and 31 Physics teachers, from which a sample of 230 students and six teachers was selected through stratified, purposive, and random sampling. Data were collected using Standardized Physics Achievement Tests, questionnaires, and lesson observations. Quantitative data were analyzed using descriptive and inferential statistics, including chi-square tests, while qualitative data were analyzed thematically. Findings revealed that computer simulation significantly improved utilization of instructional time. Learners and teachers agreed that simulations reduced demonstration time, enabled understanding after a single demonstration, and allowed easy replay when necessary. Statistical analysis showed significant differences in perceptions of time utilization and instructional efficiency. Consequently, the null hypothesis of no significant difference between groups taught using simulation and conventional methods was rejected. The study concluded that computer simulation is an effective instructional approach that enhances lesson-time efficiency, promotes better concept delivery, and improves learner engagement in Physics.