THE IMPACT OF PICTURES AND VIDEOS AS DIGITAL TOOLS IN TEACHING PHYSICS IN THE NIGERIAN EDUCATION SYSTEM

Abstract

Physics is extensively recognized as a formidable discipline, particularly when imparted through conventional, lecture-centric methodologies that frequently encourage mere memorization. In Nigeria, such pedagogical practices have resulted in prolonged reductions in student engagement and academic achievement. With the advent of increasingly accessible digital resources, particularly visual media such as images and videos, the domain of physics education is on the verge of significant transformation. This investigation examines the ways in which multimedia— specifically visual representations and videos—can augment conceptual comprehension, enhance student engagement, and fortify practical applications within Nigerian physics classrooms. Through a comprehensive review of the existing literature, an analysis of contemporary educational practices, and the identification of implementation barriers, this document presents a strategic framework for the effective integration of multimedia. Central recommendations encompass the development of infrastructure, the training of educators, the creation of localized content, and the establishment of policy frameworks essential for harnessing the advantages of digital pedagogy. The paper concludes by emphasizing the transformative potential of multimedia to rejuvenate physics education and elevate the capacity for STEM disciplines in Nigeria.