Design of low-cost experimental kits and their impact on academic performance in physics: a quasi-experimental study in Mbandaka (DRC)

Abstract

In many regions of sub-Saharan Africa, and particularly in the Province of Équateur in the Democratic Republic of the Congo, the teaching of physical sciences at secondary level faces a structural shortage of resources. This article examines the effect of using low-cost teaching materials on the understanding of fundamental physics concepts among first-year students in the Scientific Stream (1ère HS) in Mbandaka. Based on an inventory of local and recycled resources (PET bottles, syringes, bamboo, copper wire), the study assesses learning progress using a quasi-experimental pre-test/post-test design with a control group (N = 192). The results show a highly significant statistical advantage for the experimental group (15.8/20 in the post-test; Hake’s g = 0.65) compared with the control group, which followed a traditional lecture-based approach (11.5/20; g = 0.25; Mann-Whitney U = 1,240.5, p < 0.001). Direct hands-on engagement helps to reduce cognitive overload and promote lasting conceptual restructuring.

Keywords: low-cost equipment, experimental kits, academic performance, Hake’s gain, secondary education, physics pedagogy.

Received Date: August 17, 2026

Accepted Date: September 09, 2026

Published Date: October 01, 2026

Available Online at: https://www.ijsrisjournal.com/index.php/ojsfiles/article/view/1025