Effect of a Physics Educational Technology on Students’ Conceptual Understanding in Physics: A Case a Secondary School in Ngoma District, Rwanda

Abstract

This study sought to establish the effect of a Physics Educational Technology (PhET) on students’ conceptual understanding in Physics. The study employed the experimental research design, using pre-test and post-test procedures with experimental and control groups. The study sampled one secondary school in Ngoma District, Rwanda. The school was sampled because it had a conducive computer laboratory, electricity and high internet connection to support the study. The study involved 40 students in the experimental group and 45 students in the control group of students who took physics. The researchers used a self-designed instrument with fifteen multiple-choice items. During the pre-test and post-test sessions, the students were requested to choose correct answers of their choice. The information gathered was analyzed through t-test, focusing on mean scores and standard deviations to determine the differences between the results. Based on the findings, the study concluded that teaching physics concepts with technological simulations enhances the students’ conceptual understanding levels. Based on the conclusions, the study recommends that physics teachers be creative in teaching various concepts by the use of modern technologies to enhance the students’ achievements in secondary schools.