The Relationship between Simulation Assisted Instruction and Attitude towards Physics of Adolescent Students

In this study, the effect of simulation assisted instruction on attitude towards physics of adolescent students is explored. For this, the achievement scores in Physics of adolescent students who were taught using simulation assisted instruction and others who followed traditional lecture method were correlated separately using Pearson ‘r’ with the scores obtained by administering the physics attitude scale. The findings indicated that there is a positive significant correlation exists between the achievements in Physics of adolescent students exposed to simulation assisted instruction in their attitude towards Physics. This implies that the teachers may integrate simulation assisted instruction in their class room teaching so that their students enhance their positive attitude toward physics. As a result of this increase, students could have better accomplishments in the field of physics