Students’ Conceptual Knowledge Development in Two dimensional Kinematics using simulation: a Case of Babicha High School, West Shawa, Oromia, Ethiopia

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