Abstract:
The purpose of this study was to explore the effectiveness of using computers in comprehension of the physics handbook for students in the first-year boys’ secondary school. To achieve this purpose, the researcher formulated the following hypothesis: There were no significant statistical differences at the 0.05 level among descriptive level of comprehension between the experimental group in studying physics handbook by using a computer with the help of the teacher in computer laboratory and the traditional group in the level of comprehension memorization and application (Bloom categorization). To achieve the validity of the hypothesis, the researcher used an experimental study to measure the effectiveness of the independent variables (using computers as instructional aids) on dependent variables (comprehension study). The sample of the study consisted of 50 students. They were divided into equal groups consisting of 25 students as the experimental group and the other 25 students as the traditional group. The major findings of this study were as follows: 1- There were non-statistically significant differences between the experimental and the traditional groups at the memorization level. 2- There were statistically significant differences between the experimental and the traditional groups in favor of the experimental group in terms of comprehension. 3- There were statistically significant differences between the experimental and the traditional groups in favor of the experimental group in terms of application.
