Students’ Conceptual Knowledge Development On Newton’s First Law Of Motion Using Simulation: A Case Of Shenen High School, West Shewa, Oromia, Ethiopia

Abstract

The purpose of this study was to investigate the conceptual knowledge development of students’ on Newton’s first law of motion using computer simulation in Shenen Secondary School. A quasi-experimental design was used to achieve the objectives of the study. Sixty students from two sections of grade eleven were selected through convenience sampling method. Thirty conceptual multiple-choice questions on Newton’s first law of motion 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 Richardson-21(KR-21= 0.72), which has an acceptable value for testing and content and face validity of the test was checked by two physics teachers from the staff members. The data were analyzed in the pre-posttests by using concentration analysis to level the conceptual knowledge development of students on Newton’s first law of motion. The findings shows that almost all the scores and concentration factors of students’ before intervention were in low level, but after the intervention half of the students’ response scores changed to the medium level scores for those students exposed to the conventional teaching approach, and 53.33% and 30% of students’ response scores were changed to the medium level scores and high level scores respectively for those students exposed to the computer simulation strategy. In addition, the results analyzed by analysis of covariance (ANCOVA) indicates, there was a statistical significance difference between the two intervention groups in favor of computer simulation strategy on posttests F, (1, 57) =25.70, p= 0.000. Furthermore, Hake’s normalized gain of the students exposed to computer simulation was greater than the students exposed to traditional teaching strategy that showed computer simulation strategy was effective than traditional teaching method. Finally, it was concluded that computer simulation strategy was more effective in developing students’ conceptual knowledge development 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