Abstract

This study investigated the effect of utilizing two instructional media in improving senior secondary school students’ learning outcomes in physics in Nigeria. Two hypotheses guided the study. The study adopted quasi-experimental design. A 30-item multiple-choice Physics achievement test was developed and administered by the researchers as both a pre-test and post-test. The test items were carefully aligned with the two Physics topics selected for the study to ensure content validity. To establish reliability, a test-retest procedure was conducted with SS2 students from the Smart Group of Schools. The reliability coefficient, calculated using Kuder-Richardson Formula 20 (KR-20), was 0.86. The pre-test was administered to all groups to determine baseline performance levels. Following this, the experimental groups received their respective treatments (Video and Audio instruction) over a defined instructional period, while the control group continued with traditional teaching methods. After completion of the instructional interventions, the post-test was administered to evaluate any changes in student performance. Data collected were analyzed using mean scores, standard deviations, t-test, ANOVA (Analysis of Variance) and Chi-square (χ²) test. The findings revealed that the use of video and audio instructional media significantly enhances students’ learning outcomes in Physics. The findings also revealed that gender does not influence students’ engagement with or performance in ICT-enhanced Physics lessons. Based on the findings, the study recommended among others that Government bodies and proprietors of private secondary schools should ensure that all science classrooms are equipped with adequate ICT resources, including computers, projectors, and internet connectivity, to facilitate effective and interactive teaching, particularly in Physics. Teachers and school administrators should implement instructional strategies that treat male and female students equitably, recognizing that gender does not significantly affect learning outcomes in ICT-based Physics instruction.