Effect of Multimedia-Enriched Lecture Method on Retention Among Secondary School Physics Students in Kano Metropolis, Nigeria

Abstract

This study examined the effect of the Multimedia-Enriched Lecture Method (MELM) on retention in physics among secondary school students in Kano Metropolis, Nigeria. The study was guided by two research questions and one null hypothesis. A pretest, posttest, and delayed posttest quasi-experimental research design was employed. The population comprised 1,365 SSII students from public secondary schools in Kano Municipal, out of which a sample of 240 students was selected using a simple random sampling technique. The Physics Performance Test (PPT), a validated instrument with a reliability coefficient of 0.83, was used for data collection. The experimental group was taught physics concepts using MELM, while the control group received instruction through the conventional lecture method. Data were analyzed using Analysis of Covariance (ANCOVA) at a significance level of p ≤ 0.05. Results indicated a statistically significant difference in retention between students taught with MELM and those taught with the conventional lecture method, with the experimental group demonstrating higher retention scores (Mean = 76.4, SD = 8.21) compared to the control group (Mean = 59.2, SD = 9.45). However, no significant difference was observed in retention between male and female students exposed to MELM (p = 0.327). The study concluded that MELM enhances students' retention of physics concepts and recommended its adoption in secondary school physics instruction to improve learning outcomes.