TEACHERS’ PREPAREDNESS TO INTEGRATE THREE DIMENSIONAL COMPUTER ANIMATION IN TEACHING DEOXYRIBONUCLEIC ACID REPLICATION IN PUBLIC SECONDARY SCHOOLS IN MURANG’A COUNTY, KENYA
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Abstract
The integration of 3D computer animation in education presents a transformative opportunity to enhance the teaching of complex scientific concepts. Despite its proven effectiveness in improving conceptual understanding, its adoption has remained limited in Kenyan secondary schools. This study examined the preparedness of teachers of Biology in Murang’a County, Kenya, to integrate 3D computer animation into their teaching practices, specifically in the instruction of Deoxyribonucleic Acid (DNA) replication. The study was guided by the Technology Acceptance Model (TAM), which explored how perceived usefulness and ease of use influenced the adoption of 3D computer animation among teachers. The research design adopted descriptive methods together with mixed-methods paradigms. Structured questionnaires combined with interviews and lesson observations schedules served to measure teachers' knowledge bases and skill levels and attitude development regarding 3D computer animation integration in their educational practice. A thematic analysis approach was applied to the qualitative data while quantitative data underwent descriptive and inferential statistical analysis to study patterns and relationships and draw correlations between variables. Most teachers displayed positive feelings toward 3D computer animation but they lacked both technical competencies and sufficient institutional backing needed to implement it properly in their classrooms. The adoption of new technology faced multiple obstacles because teachers lacked digital resources and needed better training and their institutions had insufficient Information communication technology (ICT) infrastructure. Teachers who had ICT training before showed increased adoption of 3D computer animation technology because of their existing skills and knowledge. The research demonstrates that teacher education improvement combined with digital resource availability enhancement and institutional backing represent vital elements for advancing 3D computer animation implementation in Kenyan secondary education. Educational policymakers together with curriculum developers and teacher training institutions should use these findings to prove the importance of using modern teaching technologies in science education. The resolution of current obstacles will make 3D computer animation into an effective educational resource for enhancing student comprehension and achievement of complex biological concepts.
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References
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