Effects of using simulation-aided software in physics lessons on students? academic performance and attitudes and on permanence

This is an experimental study conducted with the purpose of exploring the effects of using simulation-aided software in ninth grade physics lessons on students? academic achievement and attitudes towards lesson and permanence.The research was carried out at Ramazan Atıl High School placing in Adana city Seyhan district in 2008/2009 education year first semester. First, two classrooms were chosen randomly from among the all of the ninth grade classrooms. Second, through random selection method, 9-D class was selected as the experimental group and 9-F class as the control group. Experimental group consist of 50 students, control group consist of 52 students. During the research, simulation-aided software was used in 9-D class in addition to traditional education methods, while 9-F class was subjected only to traditional education methods.In this research, Physics Achievement Test (PAT) was also used in order to measure academic success of students and permanence and Physics Attitude Survey (PAS) was used for assess their attitudes towards the lesson. The data obtained were analyzed by use of SPSS 11.0 for Windows package software, through statistical methods such as arithmetical mean, standard deviation, covariance analysis, independent samples t test and mann whitney-u test.Independent samples t test and Mann Whitney- U tests were used to analyze the data. Based on the findings of the research, following conclusions were reached; there is a significant difference between the students included in the experimental group and in the control group in favor the of experimental group, in terms of the difference between Physics Achievement Test final-test scores and pre-test scores; (2) there is a significant difference between the students included in the experimental group and in the control group in favor the of control group, in terms of the difference between Physics Achievement Test permanence scores and final-test scores (3) there is not a significant difference between the students included in the experimental group and in the control group in terms of the difference between Physics Attitude Survey final-test scores and pre-test scores, (4) there is not a significant difference between the students included in the experimental group and in the control group in terms of the difference between Physics Attitude Survey permanence scores and final-test scores.Key Words: Computer, Physics Education, Computer-Aided Education, Education Through Simulation-Aided Software