Learners’ retention of concepts in physics has been a crucial fact in students’ achievement needs competencies. Therefore, innovative and friendly strategies to develop learners’ retention of physics have been a matter of concern over the years. This study, therefore, strives to investigate the power of video-based multimedia (VBM) to nurture and promote learners’ retention in astrophysics in selected schools in Rwanda. 294 students were purposively selected for the scientific option with physics as a major subject in Rutsiro and Rubavu districts. The astrophysics achievement test with Cronbach alpha 0.87 was used to collect data within the pre/post-test non-equivalent control group quasi-experiment research design. The output revealed that the VBM intervention group outperformed the usual teaching control group. The results also showed that females retained marginally more than males in VBM intervention classes, and urban students retained better than their rural counterparts. Based on the output of this study, we concluded that credit goes to VBM as a friendly and innovative teaching method. Hence, we recommend using VBM in teaching and learning physics with special attention in rural-based schools. Article visualizations
