This project sought to show the impact of the use of graphic motion animation have in learning of Physics in Kenyan Secondary Schools. Learning materials by use of graphic motion animation which were assembled from different sources. According to Indian J. Sci. Res. 7 (1) : 820-824, 2014; influential factors of graphic motion and visual play a great role in effectiveness of this animations.
A review of relevant literature revealed that among the different kind of animations, graphic motions are used more than any other is in science teaching. The key advantages been, they do not lose real life information required for learning, aligning them with curriculum is easy unlike others that require aspects that are more technical and that no expertise in programming technology is required.
In the research experiment, the project used form 3 students from four sampled schools. Focus group used graphic motion animation while control group used lecture method and any other kind of animation where possible. The focus groups were able to perform given tasks faster than the control group. The concept taught was inertia. The performance was higher in focus group than the in control group on evaluation. Time was also recorded for the tasks completion, where focus groups saved more time.
This implied that graphic animation has greater value addition in teaching Physics in Secondary schools than the rest.