Instructional Method, Gender and Their Interaction Effects on Achievement and Retention in Quantum Physics: Evidence from Nigerian Colleges of Education

Abstract

The interplay between instructional method and learner gender in technology-enhanced physics education constitutes a consequential yet underexplored area of inquiry, particularly within the domain of quantum physics—a field characterised by high conceptual abstraction, documented gender-differentiated engagement patterns, and critical importance for science teacher preparation. This quasi-experimental study investigated the interaction effects of instructional method (Simulation-Based Computer-Assisted Instruction [Simulation-CAI] vs. Conventional Lecture Method [CLM]) and gender on both immediate achievement and delayed retention in quantum physics among Nigeria Certificate in Education (NCE II) students in North Central Nigeria. Underpinned by Mayer's Cognitive Theory of Multimedia Learning (CTML) and Bem's Gender Schema Theory, the study employed a pretest–posttest–post-posttest non-equivalent control group design with a total sample of 236 NCE II Physics students (139 male, 97 female) drawn from six purposively selected Colleges of Education. Three institutions were assigned to the Simulation-CAI experimental condition (n = 113; 66 male, 47 female) and three to the CLM control condition (n = 123; 73 male, 50 female). Two psychometrically validated instruments—the Quantum Physics Achievement Test (QPAT; KR-21 = 0.88) and the Quantum Physics Retention Test (QPRT; KR-21 = 0.84)—captured immediate and delayed learning outcomes respectively. Two-factor Analysis of Covariance (ANCOVA) was employed for all inferential analyses at α = .05. Results revealed no statistically significant interaction between instructional method and gender on achievement (Group × Gender: F[1, 231] = 0.281, p = .596, η² = .001) or on retention (Group × Gender: F[1, 231] = 2.239, p = .136, η² = .010). Critically, a significant main effect of instructional method on retention (F[1, 231] = 9.827, p = .002, η² = .041) confirmed Simulation-CAI's superiority in supporting durable knowledge maintenance across both genders. Descriptive data further revealed that female students in the CLM condition experienced severe retention decline (Δ = −1.18; SD = 4.500) compared to their Simulation-CAI counterparts who marginally improved (Δ = +0.36), suggesting that conventional instruction constitutes a differential retention risk for female physics students—a finding with significant gender equity implications. The absence of a significant interaction confirms that Simulation-CAI delivers gender-equitable learning outcomes, functioning as an inclusive and pedagogically superior strategy for quantum physics teacher education.