Animations effects in computer assisted instruction on academic success for students of science teaching i̇n physics 4 (modern physics) course and eleventh grades in modern physics course

The study was conducted to find out the effects of animations in computer-assisted instruction on academic success when teaching "modern physics (Quantum)" for the eleventh grades in secondary education and second-class university students studying science teaching. The research sample consisted 152 students in the province Adana. Research to gather the data was conducted in the second period 2013-2014 academic year. The data collection tools were taken from a master's thesis in line with the modern physics (quantum) course with five units in accordance with the related gains in the 11th grade secondary education and second-class university students studying science teaching modern physics lesson and consisted physics academic success test, pre-test previous to the experimental phase and a post-test following this phase. The tests were given to three control groups and three experimental groups. The result of the study reveals positive correlations between animations and students' academic success. Use of animations embody teaching of students especially in the fields of physics that we often encounter abstract events in it and animations can be overcome difficulties in the mind. Thus, creating a rich learning environment is possible for students that consequently increase students academic achievements. Keywords: Computer assisted education, computer assisted ınstruction, computer animations, modern physics (quantum).