Development and Evaluation of a Contextualized Interactive Package for Teaching Quantum Physics in Tertiary Institutions in Niger State

Abstract

The persistent challenges encountered by students in comprehending the abstract and 
counterintuitive concepts of quantum physics have been largely attributed to conventional 
instructional approaches that often lack contextual relevance, learner-centered 
engagement, and interactive learning experiences. This study developed and evaluated an 
Indigenous Contextualized Interactive Physics Instructional Package (IPIP) designed to 
enhance the teaching and learning of quantum physics in tertiary institutions within Niger 
State, Nigeria. The study adopted a two-phase research framework that integrated 
Design-Based Research (DBR), guided by the Analysis, Design, Development, 
Implementation, and Evaluation (ADDIE) instructional design model, with a quasi
experimental pre-test–post-test non-equivalent control group design. A total of 120 
students participated in the study, comprising 60 students in the experimental group and 
60 students in the control group. Data were collected using the Quantum Physics 
Achievement Test (QPAT) and the Quantum Physics Interest Inventory Questionnaire 
(QPIIQ). The instruments underwent rigorous validation by specialists in Physics 
Education, Educational Technology, and Measurement and Evaluation, while their 
reliability was established through pilot testing using the Kuder–Richardson Formula 20 
(KR-20) and Cronbach’s Alpha reliability coefficients. Descriptive statistics were 
employed to answer the research questions, whereas Analysis of Covariance (ANCOVA) 
was used to test the hypotheses at the 0.05 level of significance. The findings revealed 
that the developed instructional package was both contextually appropriate and 
instructionally adequate for quantum physics instruction. Furthermore, students exposed 
to the IPIP demonstrated significantly higher academic achievement (F (1,117) = 60.47, p 
< 0.05) and interest levels (F (1,117) = 49.49, p < 0.05) compared with their counterparts 
taught using conventional instructional methods. The study concludes that the integration 
of indigenous contextualization and interactive instructional technologies substantially 
improves students’ conceptual understanding, academic performance, and engagement in 
quantum physics. Consequently, the adoption of culturally responsive and technology
enhanced instructional strategies is recommended to improve the quality and 
effectiveness of physics education in tertiary institutions.