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ABSTRACT

This study was conducted to evaluate the effects of computer simulations and conventional teaching in Physics concept learning on high school students.
The descriptive-experimental design was used in this study. The teacher-made test and evaluation questionnaire were used for gathering data. The data gathered were statistically treated and analyzed using SPSS software.
Findings of the study revealed that there were 40 or 50% male student respondents and 40 or 50% female. The pre-test score of the experimental and control groups did not differ significantly, while pre-test and posttest of the experimental and control groups were found to be significantly different. The evaluation of the teachers and students on lecture with computer simulation and conventional lecture methods did not differ significantly in terms of effectiveness/appropriateness, students’ participation/interaction, influence on cognitive skills and influence on content knowledge. There was a significant relationship between the sex and performance of the student respondents who were exposed to lecture with computer simulation method while the performance of the male and female student respondents exposed in conventional lecture method did not differ.
Based on the findings of this research, the use of computer simulation as instructional material in teaching Physics is recommended. This may be used to improve the performance of the students. It may be tried in other schools and respondents. Further studies may be undertaken in other Science subjects to establish the validity of the effectiveness of Lecture with Computer Simulation in teaching-learning process. Developers of instructional materials may improvise other teaching aids that may suit the needs and interest of the students.

Keywords: computer simulation, physics, teaching method