This paper reports the use of Tracker as a computer-based learning tool to support effective
learning and teaching of ‘toss up’ and free fall motion for beginning secondary three (15 year-old)
students. The case study involved ( N = 123) students from express pure physics classes at a
mainstream school in Singapore. We used eight multiple-choice questions pre- and post-test to gauge
the impact on learning. The experimental group showed learning gains of d = 0.79 ± 0.23 (large
effect) for Cohen’s d effect size analysis, and gains with a gradient of < g > total =
0.42 ± 0.08 (medium gain) above the traditional baseline value of < g > non interactive = 0.23
for Hake’s normalized gain regression analysis. This applied to all of the teachers and students who
participated in this study. Our initial research findings suggest that allowing learners to relate
abstract physics concepts to real life through coupling traditi…