Abstract:
The purpose of this study was to investigate the conceptual understanding development of
students’ sound wave propagation using computer simulation in Yehibiret Fire Secondary
School. A quasi-experimental design was used to achieve the objectives of the study. Sixty two
students from two sections of grade nine were selected through convenience sampling method. Thirty conceptual multiple-choice questions in sound wave propagation with one correct answer
and three distractors were developed and used as tool for data collection. A pilot test was
conducted at Yehibiret Fire high school on thirty grade nine students to check the reliability and
validity of the test. The reliability of the test was checked using Kuder Richardsun-21(KR-21=
0.89), which was good value for testing. The outcome of the findings shows that almost all the
scores and concentration factors of students’ before intervention was in low level, but after
intervention the students’ response scores changed to medium level scores for those students
exposed to conventional teaching approach, and medium level scores and high level scores for
those students exposed to computer simulation strategy. In addition, the results analyzed by
analysis of covariance (ANCOVA) indicates, there was a statistical significance dif erence
between the two groups in favor of computer simulation strategy on posttests
F, ,(1,59)=29.82,p=0.00, that reveals the computer simulation strategy was more ef ective than
traditional teaching approach in changing students’ alternative conception toward scientific
conception. Furthermore, Hake’s normalized gain of the examinee exposed to computer
simulation was greater than the examinee exposed to traditional teaching strategy, that showed
computer simulation strategy was ef ective than traditional teaching method. Finally, it is
concluded that computer simulation strategy is more ef ective than conventional teaching
approach in developing students’ conceptual understanding of sound wave propagation. Based
on the results it was recommended that school administrative bodies should facilitate
appropriate technological resources for science teaching
