Effectiveness of technological resources adopted in virtual classrooms in the implementation of the secondary school physics curriculum in Kakamega

The integration of virtual classrooms has emerged as a critical strategy for sustaining educational continuity and enhancing Science, Technology, Engineering, and Mathematics (STEM) instruction, particularly in resource-constrained contexts. This study investigated the effectiveness of technological resources adopted in virtual classrooms in the implementation of the Secondary School Physics curriculum in Kakamega Central Sub-County, Kenya. The study was guided by the Technological Pedagogical Content Knowledge (TPACK) framework and Rogers' Diffusion of Innovations Theory, and adopted a descriptive correlational survey design. The target population comprised 50 Physics teachers and 32 School Heads of Department (HODs), from which a sample of 47 Physics teachers and 32 HODs was selected using stratified, purposive, proportionate, and simple random sampling techniques. Data was collected through questionnaires and key informant interviews, and analyzed using descriptive statistics and linear regression with the aid of SPSS version 27. The findings revealed that access to virtual classroom infrastructure had a statistically significant but weak effect on the effectiveness of virtual classroom integration, accounting for only 0.4% of the variability in effectiveness (R² = .004, p = .017 < .05), leading to the rejection of the null hypothesis. The regression model indicated that a unit increase in access to virtual classroom infrastructure was associated with a 0.043 increase in the effectiveness of virtual classroom integration. The study further established that the overall state of virtual classroom infrastructure was inadequate (composite mean = 1.35), with 69% of respondents reporting inadequate computer laboratories, 64% reporting limited internet accessibility, and 58% reporting inequitable distribution of virtual classroom resources. Additionally, 24.4% of teachers had received no training on virtual classroom integration, and 13.3% had no computer experience at all. The study concludes that while technological resources significantly influence the implementation of the Physics curriculum, their effect is constrained by inadequate infrastructure, limited teacher proficiency, insufficient technical support, and inequitable resource distribution. The study recommends that the Ministry of Education, Teachers Service Commission, and school management prioritize the provision of adequate Information and Communication Technologies (ICT) infrastructure, reliable internet connectivity, continuous professional development, technical support, and equitable resource distribution to enhance the effectiveness of virtual classroom integration in Physics curriculum implementation.