Abstract:
The purpose of this study was to investigate the conceptual knowledge development of students’
in two-dimensional kinematics using computer simulation in Babicha Secondary School. A
quasi-experimental design was used to achieve the objectives of the study. Sixty students from
two sections of grade ten were selected through convenience sampling method. Thirty
conceptual multiple-choice questions in two-dimension with one correct answer and four
distracters were developed and used as tools for data collection. The reliability of the test was
checked using Kuder Richardsun-21(KR-21= 0.72), which was an acceptable value for testing.
Content and face validity of the test was checked by two physics teachers from the staff members.
The data analyzed by using concentration analysis shows, before intervention students had low
conceptual knowledge in two dimensional kinematics and after intervention students’ exposed to
computer simulation showed more conceptual knowledge development than those exposed to
conventional teaching in two dimensional kinematics. In addition, the results analyzed by
analysis of covariance (ANCOVA) indicates, there was a statistical significance difference
between the two groups in favor of computer simulation strategy on posttests F, (1, 57) =25.70,
p= 0.00. Furthermore, Hake’s normalized gain of the students exposed to computer simulation
was greater than the students exposed to traditional teaching strategy. Finally, it was concluded
that computer simulation strategy was more effective in developing students’ conceptual
knowledge than conventional teaching approach. Based on the results, it was recommended that
physics teachers are advised to use appropriate simulation strategy to teach physics contents
and school administrative bodies should facilitate appropriate technological resources for
science teaching
