Learning physics is often considered by teachers and students as a difficult task. Homework is introduced as a way to tackle this difficulty. But most of the students lack motivation and refuse to do their homework. Thus, finding some motivational factors to encourage students in completing their homework seems necessary. Since supervisions by skilled teachers and web-based homework were frequently cited as some, this study focuses on investigating the benefits of using Facebook as a motivational tool and as a bridge between teachers and students to assist students in completing their homework. The study was conducted in an Iranian high school located in Kuala Lumpur, Malaysia with 41 female students in both science and mathematics streams in Year 11. A ‘Pre-Experimental’ design was used to conduct the research. A Facebook page including five sets of physics homework, on the topic of capacitor, was developed and distributed among the participants. The level of students’ academic performances was measured before and after their physics homework completion using pre- and post-tests. The perception of the students, regarding the role of Facebook in supporting their physics homework, was enquired via a set of questionnaire. Later, ten of the students were selected for an interview. The obtained data was analyzed by calculating the central tendency and conducting t-test using Microsoft Excel and SPSS software. The findings from the questionnaire show that the students have a positive tendency towards using Facebook to support their physics homework completion. It was supported by the analyses of data from the interviews. The students’ level of academic performance was also enhanced significantly after using the Facebook page (t (38) = 6.574, p = 0.000). The results of this project could be used to replace the traditional pen and paper homework system; and to improve the students’ physics learning.
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