The main goal of this study was to investigate the effects of a web-based physics software program on students’ achievement and misconceptions in force and motion concepts. A total of 125 students (54.4% female and 45.6% male) from two public high schools in Brevard County, Florida, were selected to participate in this quasi-experimental study. Based on the results of MANOVA statistical analysis, it is concluded that incorporating the web-based physics program into traditional lecturing did have significant effect on dispelling students’ physics misconceptions about force and motion concepts.

Keywords: Physics education, web-based learning, computer based learning