Thirty-two pre-service physics teachers were sampled for the study to investigate the effect of interactive lecture engagement on the conceptual understanding of physics students. Pre-test- post-test quasi-experimental design was adopted for the study. Physics Achievement Test (PAT); Interactive Student’s Questionnaire (ISQ), and Focus Group Interviews (FGI) were used as the research instruments. Data collected were analyzed using a mixed between subjects ANOVA and t-test as statistical tools. Two research questions were raised to guide the study. Findings revealed that there was a significant interaction between the students’ scores in the conceptual physics and the teaching method employed. Besides, through the interactive engagement, the students were able to identify some misconceptions in conceptual physics. There was no significant gender difference in performance among the students in the interactive engagement. The study has some implications for stakeholders in education.
interactive-engagement, conceptual, misconception, academic performance