Enhancing student engagement through contextualised physics instruction

This paper explores how contextualised instruction can enhance student participation in senior school physics classrooms in Nigeria. A qualitative case study design was used, involving five secondary schools in the South Western region. Data were collected through classroom observations, interviews, focus group discussions, and document analysis. The findings show that contextualised teaching methods, such as using local tools and real-life examples, effectively boost student interest, knowledge, and exam performance. However, challenges such as time constraints, lack of adapted materials, and rigid curricula hindered implementation. The paper recommends improved teacher professional development and curriculum flexibility to support contextualised teaching.