• Arslan, A., Esgin, E. & Erdoğan, Y.
• Proceedings of International Conference on Educational Technology (ICET 2009), 24-26 June, Paris.

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Abstract
The aim of the study is to compare the effects of the three different multimedia software products on student success in physics education. A randomized pretest-posttest control group research design was used to compare success in physics. 60 students who were tenth grade in a technical high school in Istanbul have taken pretest and then they were assigned four groups according to their pretest scores. Kruskal-Wallis Test used to examine the groups homogeneity. These equalized four groups are Control Group, Software A Group, Software B Group and Software C Group. Experimental groups have taken the physics lesson based on multimedia software products and control group has taken the lesson based on classical methods. Multimedia software products used in three experimental groups were developed by different companies. The differences between pre- and posttest results of a group were analyzed by Wilcoxon test. Also the differences between posttest results of the groups were analyzed by Kruskal-Wallis and Mann-Whitney U tests. The data analysis revealed that only Software B Group performed significantly better than the Control Group. Moreover Software A Group posttest scores is lower than the Control Group (Posttest scores: Software A Group= 47,33; Software B Group=69,33; Software C Group=60,66; Control Group=51,33). This indicated that using multimedia software in physics education not always has a positive effect on the achievement. Differences between the achievements of experimental groups mean that instructional content of multimedia software determines the efficiency of that multimedia software.