Abstract
Many secondary schools in Kenya are yet to incorporate Mobile Technologies into their educational practices, despite widespread ownership and use by both students and teachers. This study investigated the influence of simulations on students' achievement in physics in secondary schools in Nandi East, Kenya. The dismal performance in physics locally and nationally may be linked to slow technological integration, hence the need for the study. The target population consisted of Form Three physics students and 30 Heads of Department (HODs) from 31 secondary schools. A descriptive survey design was utilized. Random and purposive sampling was used to select participants, and data collection involved questionnaires and interviews. Using Taro Yamane’s Formula, the sample size was determined to be 300 students, 30 HODs, and 30 schools. Data were analyzed using SPSS, providing descriptive statistics such as frequencies, percentages, pie charts, means, and standard deviations (SD). The reliability of the questionnaire items was confirmed with a Cronbach Alpha coefficient above 0.7. The findings emphasize the significant benefits of integrating simulations on students' academic achievement in secondary school physics learning. While the study offers important insights, its geographical limitation, technological access issues, and narrow scope constraints must be considered. These results have implications for various stakeholders including learners, parents, teachers, school administrators, curriculum developers, and policymakers. Learners will benefit from improved effectiveness, engagement, and personalized instruction, while policymakers will gain insights for future improvements. The study recommended learners be allowed to bring their own devices to school to ensure equality and equity in access to digital learning materials.