Students’ Conceptual Knowledge Development In Electromagnetic Induction Using Simulation: A Case Of Ginchi Secondary School, West Shawa, Oromia, Ethiopia

Abstract

The purpose of this study was to investigate the conceptual knowledge development of students’ in electromagnetic induction using computer simulation in Ginchi Secondary School. The study's aims were accomplished using a quasi-experimental design. Through the convenience sample method, sixty grade ten students from two sections were chosen. As instruments for data collection, 30 con ceptual multiple-choice questions of electromagnetic induction were created, each containing one correct response and four distracting options. Kuder Richardsun-21 (KR-21 = 0.76), a value that is considered acceptable for testing, was used to evaluate the test's reliability. The content and face va lidity of the test were checked by two physics teachers among the staff members. To assess the con ceptual knowledge development of students in electromagnetic induction, the data from the pre-and post-tests were analyzed using concentration analysis. Almost all of the student’s scores and concen tration factors were low before the intervention. Still, after the intervention, half of the students' re sponse scores changed to medium scores for students exposed to the traditional teaching approach, and 53.33% and 30% of the students' response scores changed to medium scores and high levels, re spectively, for students exposed to the computer simulation strategy. There was also a statistically significant difference between the two intervention groups on the post-tests (F, (1, 57) =18.00, p = 0.00). According to the results of the analysis of covariance (ANCOVA), the computer simulation technique is preferred. Additionally, Hake's normalized gain demonstrated that the computer simula tion strategy was more effective than the conventional teaching method since it was higher for stu dents exposed to computer simulation than for students exposed to traditional teaching strategies. Finally, it was concluded that using computer simulation strategies rather than traditional teaching methods helped students build their conceptual knowledge more effectively. As a result of the find ings, it was advised that physics teachers utilize the proper simulation method to teach physics con tent and that school administrative bodies promote the use of the proper technological resources for science instruction.