Quantifying the Impact: An Empirical Analysis of PowerPoint Projector Use on Secondary School Performance in Physics and Chemistry in Malawi

This empirical study investigated the quantifiable impact of PowerPointprojector integration on academic performance in Physics and Chemistrywithin the Malawian secondary education system. Utilizing a comparative, expost facto research design, the analysis examined end-of-term examinationdata from five distinct secondary schools, differentiated by type (Private vs.Government), boarding status (Boarding vs. Day), and gender composition.The central thesis posits that effective pedagogical use of multimediaprojection technology significantly mediates student outcomes in STEMsubjects. Performance metrics including mean scores, pass rates, anddistribution profiles revealed substantial disparities. Schools with characteristicsconducive to effective technology integration (Private and Boarding status)demonstrated stronger central performance trends and higher peakachievement. Conversely, typical Government Day schools exhibited higherperformance volatility and failure rates. The critical case of a low-performingPrivate Day school underscores that ownership type alone is insufficient;effective integration requires targeted pedagogical strategies. The studyconcluded that PowerPoint projectors may serve as a powerful performanceamplifier when embedded within a supportive ecosystem of resources,teacher competency, and institutional commitment. Recommendationsemphasize a shift from technology procurement to holistic integrationprograms, prioritizing teacher training, context-specific content development,and infrastructure sustainability to bridge the STEM performance gap inMalawi.