Physics education has been identified as one of the public sectors that are mostly influenced by technological developments. This paper adopted the quasi-experimental pre- and post-test design to assess the effects of multimedia-aided technologies (MAT) on undergraduate students’ performance in quantum physics (QP) at the University of Rwanda College of Education (UR-CE). The researcher used purposive sampling to get 385 undergraduate students. Participants were randomly allocated into experimental (group A) and control (group B) groups. Group A (187 students) students were taught selected topics of quantum physics (blackbody radiation, photoelectric effect, Compton effect, wave aspects of particles, De Broglie’s hypothesis, diffraction, interference and double-slit experiment, model of the atom, uncertainty relations, wave function, and Schrodinger equations) for 6 weeks using multimedia-aided technologies and engage, predict, observe, and explain (EPOE) method, whereas group B (187 students) was taught same topics during the same period with a lecture method. The results of ANCOVA revealed that the group’s performance was the same (p > .05) before learning with no effect size (.000), while they diverged after learning with different teaching interventions. The significance was very high and statistically different (p < .001) with a large effect size (> .5). This implies that students taught with multimedia-aided technologies (experimental group) outperformed those students taught with lecture teaching methods (control group). Thus, the study recommends that educators should adapt teaching using MAT and EPOE strategy not only in QP but also in other domains of physics to improve active engagement, understanding levels, and academic achievement.

物理教育被认为是最受技术发展影响的公共部门之一。本文采用准实验前后测试设计来评估多媒体辅助技术（MAT）对卢旺达大学教育学院（UR-CE）本科生量子物理（QP）表现的影响。研究人员利用有目的的抽样方法对 385 名本科生进行了抽样调查。参与者被随机分为实验组（A 组）和对照组（B 组）。 A 组（187 名学生）的学生学习了量子物理的选定主题（黑体辐射、光电效应、康普顿效应、粒子的波方面、德布罗意假设、衍射、干涉和双缝实验、原子模型、不确定性关系、波函数和薛定谔方程）使用多媒体辅助技术和参与、预测、观察和解释（EPOE）方法为期 6 周，而 B 组（187 名学生）在同一时期通过讲座方法教授相同的主题。 ANCOVA 的结果显示， 在没有效应大小 (.000) 的情况下，该组在学习前的表现是相同的 ( p > .05)，而在使用不同的教学干预进行学习后，他们的表现出现了分歧。显着性非常高且具有统计学差异 ( p  < .001)，效应量较大 (> .5)。这意味着采用多媒体辅助技术教学的学生（实验组）优于采用讲座教学方法教学的学生（对照组）。因此，该研究建议教育工作者不仅应在 QP 中，而且应在物理的其他领域中调整使用 MAT 和 EPOE 策略的教学，以提高积极参与度、理解水平和学术成就。