Effects of Multilingual Teaching Strategy on Performance and Retention of Physics Students among Science and Technical Secondary Schools of Sokoto State, Nigeria

This paper investigated the effects of multilingual teaching strategy on performance and retention of physics students in science and technical secondary schools of Sokoto State. The   low performance of students in physics examinations attributed to the complexity of some physics concepts among other factors prompted the study. Two objectives, two corresponding research questions and two hypotheses guided the study. Quasi-experimental design involving pre-test, post-test, experimental and control groups was used. Population  was nine hundred and fifteen (915) SS1 students from ten (10) public science and technical secondary schools of the state. 267 students were selected using cluster and random sampling, comprising one intact class from each of the six educational zones of the state. The sample was divided into  experimental  and  control groups comprising three schools each. Two instruments were used for collecting data, namely; Physics Performance Test and Retention Test (re-shuffled performance test). The instruments were validated; their reliability was found to be 0.84. It was found that experimental groups taught using CRT performed  and retained physics concepts better than control taught using TLI. It was concluded that multilingual teaching strategy has more effect on performance and retention. It was recommended among others that teachers need to integrate learner’s native language and culture in teaching physics for better performance and retention in physics