An analytical Study of Online Physics Web Resources Classified by Language, Usage, Media Format, and Cost

Abstract

This study aims to comprehensively evaluate and categorise online physics resources according to four primary dimensions—language, usage, media format, and cost—to rectify deficiencies in accessibility and successful application in physics education. A quantitative research design was employed to collect data from 384 respondents through a structured questionnaire distributed through Google Forms. The test utilised five-point Likert scales to assess accessibility, educational utilisation, and pedagogical application of physics web resources. Statistical studies were performed utilising SPSS, encompassing descriptive statistics, reliability and validity assessments, one-way ANOVA, and independent samples t-tests. The findings indicate equitable preferences for English, regional, and multilingual resources, underscoring varied linguistic requirements. Video-based resources have emerged as the most favoured media type, closely followed by text and audio formats. Results demonstrate notable disparities in accessibility related to language, educational utilisation contingent on media format, and teaching-learning engagement influenced by cost. Free online physics materials were utilised far more than paid alternatives, highlighting the importance of cost in their uptake. The evaluations of reliability and validity affirmed the durability of the research constructs. The study suggests that language inclusivity, suitable media forms, and unrestricted access are essential elements affecting the optimal utilisation of online physics web resources. These findings offer a thorough analytical framework to aid educators, learners, and policymakers in the selection and construction of more accessible, cost-efficient, and pedagogically beneficial online physics materials, thus improving teaching and learning outcomes in physics education.