Momentum: Physics Education Journal 6 (1), 2022, 10-18 Available at: ejournal.unikama.ac.id/index.php/momentum This is an open access article under the CC–BY license. 10.21067/mpej.v6i1.5463 Teaching electromagnetism using interactive-invention instructional strategy and the learning outcome of secondary school students Edidiong Enyeneokpon Ukoh* University of Ibadan. Oduduwa Road, 200132, Ibadan, Nigeria nsiadiaha@yahoo.com * Corresponding Author. Received: 15 July 2021; Revised: 8 August 2021; Accepted: 24 November 2021 Abstract: Electromagnetism is an important aspect of physics in Nigerian secondary school curriculum and has been identified as one of the difficult topics to learn by the students. There seem to be very little research on how to make the learning of electromagnetism easy and enjoyable. Therefore, this study determined the effect of teaching electromag- netism using interactive-invention instructional strategy on senior secondary II (SSII) physics students learning outcome. Pretest posttest control group quasi-experimental research design was employed with 125 SSII students from three randomly selected schools. Intact classes were used and two experimental groups were taught using interactive-invention instructional strategy: group I students worked individually and group II students worked in groups of five and control group was taught conventionally. Two research instruments were used to gather data for the study, namely physics achievement worksheets and in-class interview guide. Students in the experimental groups demonstrated better understanding of the concepts more than those in the control group. In-class interview was carried out at the end of the treatment and all the students in the experimental groups reported that they enjoyed learning the concepts because they had opportunity for hands-on activities and they will prefer that electromagnetic concepts be taught using instructional materials they could manipulate to observe what happens by themselves. It was recommended that teachers use this strategy where hands-on activity-based was emphasized to enhance easy learning of electromagnetism. Keywords: learning electromagnetism, interactive-invention instructional strategy, hands- on activity-based, learning outcomes in physics How to Cite: Ukoh, E. E. (2021). Teaching electromagnetism using interactive-invention instructional strategy and the learning outcome of secondary school students. Momentum: Physics Education Journal, 6(1), 10-18. https://doi.org/10.21067/mpej.v6i1.5463 Introduction Physics studies the natural phenomena experimentally and theoretically, through complicated concepts and mathematical equations connecting those concepts. Physics Education Research (PER), on the other hand, aims to teach those concepts, related phenomena and mathematical equations with an enhanced comprehension. Physics educators, around the world, try to ease and teach intri- cate and so believed abstract concepts and equations such that every single student accomplishes conceptual understanding and internalizes the actual scientific knowledge (Retnawati et al., 2018; Zhang et al., 2018). Therefore, scientists resolve the natural phenomena by using tools such as graphs, charts, diagrams and eventually reach to mathematical equations to represent definite physical laws or principles (Brewe & Sawtelle, 2018). Electromagnetism is a branch of physics that combines the interactions of electricity and magnetism. The relationship between these two fields in physics is fundamentally connected since