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Background The study investigated the main effects of animation information and textual information on students’ performance and improving students’ attitude towards physics. Material and methods The study adopted the pre-test post-test control group design. The population was made up of SSS 2 students in Ondo State. Three Local Government Areas were randomly selected from the 18 Local Government Areas of Ondo State. Simple random technique was used to select three schools in the selected Local Government Areas. The schools were randomly assigned to two experimental groups namely animation and, textual information strategy and one control group. Two instruments were used for the study. Results One-way Analysis of Variance (ANOVA), Scheffe Post-Hoc pair-wise comparison Analysis, and two-way Analysis of Variance was used. The results showed that there was a significant main effect of animation and textual strategies on students performance in physics. The results also showed that there was a significant difference in the post test attitudinal score of students’ exposed to the strategies with the effectiveness in the order of animation, textual, and conventional strategies Conclusions The study concluded that computerbased instruction such as animation and textual strategies could enhance learning outcomes in Physics in senior secondary school irrespective of students’ sex.

european journal of sustainable development research

Investigating Differential Learning Outcomes of Students in Physics Using Animation and Textual Information Teaching Strategies in Ondo State Secondary School