The Impact of Python Usage in the Teaching of Physics

¹ Department of Mathematics and Physics, Faculty of Natural and Human Science, "Fan S. Noli" University, Korca, Albania
² Department of Engineering, Faculty of Applied and Economical Science, Albanian University, Tirana, Albania
³ Departament of Physics, Faculty of Natural Science, “Aleksander Xhuvani” University, Elbasan, Albania

^* Corresponding author: This email address is being protected from spambots. You need JavaScript enabled to view it.

Published online: 15 April 2026

Abstract

The integration of programming tools in science education has reshaped the teaching and learning of Physics, offering new opportunities for conceptual understanding and student engagement. This study examines the impact of using Python, together with Jupyter Notebooks and GitHub, in teaching introductory Physics courses to first-year Computer Engineering and Information Technology students. A quasi-experimental design compared one semester of instruction integrating Python with a subsequent semester delivered without programming tools. Quantitative analysis (SPSS) of midterm and final exam results revealed statistically significant improvements in students' performance when Python was applied (p < 0.01), while qualitative reflections highlighted enhanced conceptual understanding, increased motivation, and the development of algorithmic and visual thinking skills. Although no significant differences were found in attendance, students reported greater interaction, participation, and independent exploration. The findings suggest that Python-based teaching environments not only improve academic outcomes but also foster active, student-centered learning, making Physics more accessible and relevant within technology-oriented curricula.