Enhancing Physics Education in Nigerian Secondary Schools: Exploring Innovative Teaching Strategies to Improve Student Engagement and Academic Performance

Citation: Abubakar Umar Idris, "Enhancing Physics Education in Nigerian Secondary Schools: Exploring Innovative Teaching Strategies to Improve Student Engagement and Academic Performance", Universal Library of Physics, Volume 01, Issue 01.

Copyright: This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

Student engagement and academic performance are critical indicators of educational success. Findings from this study revealed that students exposed to innovative teaching strategies demonstrated significantly higher engagement and achievement than those taught using traditional methods. The mean engagement score of students in the experimental group was M = 3.82, SD = 0.47, compared with M = 2.91, SD = 0.52 for the control group. Similarly, academic performance improved notably, with the experimental group recording a higher mean test score (M= 68.45, SD = 7.36) than the control group (M = 54.20, SD = 8.14). These improvements are attributed to the use of active learning techniques, technology integration, collaborative learning, and personalized instruction. Interactive approaches such as project-based learning and flipped classrooms enhanced student–teacher interaction, real-world application of concepts, and continuous assessment, thereby sustaining motivation and promoting higher academic achievement.

Keywords: Innovative Learning Strategies; Student Engagement; Academic Performance; Active Learning; Digital Tools; Educational Success.

https://doi.org/10.70315/uloap.ulphy.2026.0101003