EFFECTS OF INFORMATION AND COMMUNICATION TECHNOLOGY ON STUDENTS’ ACADEMIC ACHIEVEMENT IN PHYSICS

Abstract

Information and communication technology (ICT) integration has become a revolutionary force in education, changing teaching and learning methods all around the world. At the Nigeria Certificate in Education (NCE) level, this study examines how ICT-based instruction affects students' academic performance and retention in physics. Forty students were divided into experimental and control groups using a quasi-experimental approach. While the control group was instructed using traditional lecture techniques, the experimental group received training using ICT resources including simulations and multimedia presentations. Findings revealed no significant difference between groups on the pre-test, confirming baseline equivalence. However, post-test results showed that students taught with ICT achieved significantly higher scores than those taught conventionally (t = 4.92, p < .05). Retention test outcomes further indicated that ICT-based instruction enhanced long-term understanding of physics concepts (t = 2.91, p < .05). These results demonstrate that ICT fosters improved performance and sustained retention in physics learning.
The study concludes that ICT integration is a vital strategy for addressing persistent challenges in Nigerian physics education, including low achievement and poor retention.