Effect of Cartoons and Comics Integrated Instruction on Students' Academic Achievement in Secondary School Physics in Kiambu Sub-County, Kiambu County, Kenya

Secondary school students in Kiambu sub-county have been achieving lower scores in KCSE than the average national mean score between 2012 and 2016. This low achievement is also reflected in the national KCSE physics mean score. This study addresses cartoon and comics integrated interaction (CII) learning in physics and how it can bring about better learning of concepts, theories, and laws. The study sought to compare the student achievement in physics in CII and NCI. A quasi-experimental research design was used. The target population for this study comprised form two students in public secondary schools in Kiambu sub-county. Stratified random sampling was used to sample boys, girls, and mixed schools and two schools randomly sampled from each category of schools and one assigned the experimental group and the other in the control group. Form two class in the selected secondary schools were purposively used in the study. Data was collected using students assessment tests (SATs), teachers and student interview schedules. The collected data was analysed using both descriptive and inferential statistics and presented in the form of notes, numerals, tables, and graphics. Statistical analysis using the paired t-test at a 95% confidence interval revealed 0.000 < p < 0.05. The alternative hypothesis which states that the use of CII affects student achievement was accepted. The findings of this study revealed that students who are taught with CII score highly compared to those in NCI. This study recommended the use of cartoons and comics integrated instruction by physics teachers to improve learning.