Designing a Stimulation-Enabled Educational Program for the Development of Third Secondary Grade Students’ Conceptual Knowledge in Physics

Abstract

This study aimed at identifying the impact and effectiveness of a stimulation-enabled educational program designed for the development of third secondary grade students’ conceptual in Physics (scientific section), Taiz City - Yemen. Quasi experimental design was used in this study, which includes a sample of (100) male students from BaKatheer Boy School divided into two groups One is experimental groups; and the other is control group. The study used a tool: a conceptual knowledge test; And I found that: - There is a statistically significant difference at (  0.05) between the average scores of the dimensional performance and follow-up performance of the experimental and control groups students in terms of both conceptual knowledge test, in favour of the experimental group students. The study concludes with a number of recommendations, of which the most important are as follows: - Teachers need to pay attention to the use of virtual stimulation-enabled educational programs in teaching Physics. - The need to train teachers on the use of Physics virtual labs, and draw students’ attention to the use of physical stimulation-enabled educational programs.