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The Study determined the effect of the Herrmann Whole Brain Model on Physics students’ academic performance and retention in electricity in senior secondary schools in Port-Harcourt Metropolis, Nigeria. The study adopted a non-randomized pre-test posttest control group quasi-experimental design. Five thousand eight hundred and thirty-seven physics students in thirty-six public secondary schools in Port Harcourt Port-Harcourt Metropolis formed the population of the study. One hundred and seventy-five physics students in four intact classes selected from two schools formed the sample for the study. Two research questions and two hypotheses were used and formulated respectively to guide the study. The instrument used in data collection was titled “Electricity Performance Test in Resistor’. Face and content validity of the instrument were carried out by experts in physics education and measurement and evaluation. Kuder-richardson-20 method of reliability was employed. A reliability coefficient of 0.84 was obtained. Item analysis was done to determine the psychometric features of each test item. The research questions were answered using descriptive statistics of mean standard deviation and the corresponding null hypotheses were tested using Analysis of Covariance at 0.05 level of significance. Results from the study revealed that there was a statistically significant difference between the mean achievement scores of the experimental and control groups to the advantage of students in the experimental group.  Also, students in the experimental group had higher retention than students exposed to instruction through the lecture method, although the difference in their mean retention score was not statistically significant. Based on the result, it was recommended among others that teachers should employ the Herrmann Whole Brain Model approach in teaching electricity and other science topics as it has the capability to enhance students’ understanding and performance of complex concepts.