The Impact of Implementing ICT to Address Misconceptions about Vector Quantities in the UAE

Abstract

This study aimed at identifying grade 11 students' misconceptions about vectors as well as investigating the impact of implementing information and computer technology (ICT) in teaching physics. The study sample comprised 58 male students in the advanced 11th grade from a public school in Al Ain/UAE. An open-ended questions test was adapted from [1] and [2] to identify students' misconceptions about “vector quantities,” The results indicated a statistically significant difference for those who learned through ICT regarding adding vectors graphically and mathematically, multiplying vectors by number, and distinguishing between vectors and scalars. However, there is no statistically significant difference between determining the vector's magnitude and direction. In addition, three types of errors were commonly identified across the sample: a lack of students' understanding of graphically adding and direct representation, a lack of knowledge (or distinction) between vectors and scalars, and multiple vectors by number.