Despite the importance of physics in the scientific, technological and consequently, economic development of any nation, physics in Nigerian secondary schools, has suffered serious setbacks ranging from poor teaching, poor learning, poor performance and finally to poor enrollment. Of all these, poor teaching stands out as the fundamental, since if the learners did not learn, then the teacher, has not taught. This study therefore was carried out using our indigenous local live applications of concepts to present physics in the classroom as a familiar science. Three research questions and two null hypotheses guided the study. The study employed a non-equivalent control quasi-experimental design, using a sample of 281 Senior Secondary two students consisting of two intact classes from two schools. Ninety three students (41 male and 52 Female) formed the treatment group while 188 students (101 male and 87 female) formed the control group. Preand post-achievement tests were used for data collection for the study and the instrument was validated by two experts in physics education. Data collected were analysed with ANCOVA using SPSS 23.0. Findings showed that there are indigenous live applications of physics concepts within the students’ locality that can be deployed to teach physics. Results also revealed that students taught using indigenous live concepts’ applications performed better than those taught using the conventional method [F(1,278)=220.79;p<0.05]. More so, there is statistically significant difference in performance between male and female students taught using concepts’ live applications [F(1,90)=10.429; p<0.05]. It is therefore recommended that physics teachers should use concepts’ local live applications in teaching classroom physics for meaningful learning and consequent better performance

Keywords : concepts, Indigenous, live applications, students’ learning difficulties, physics.