This study was aimed at scrutinizing the effect of integrating computer simuletion on attitude and conceptual knowledge of high school students. Wave motion physics sub topics of grade nine was selected as an abstract topic. A quantitative method with quasi experimental pre-posttest design was chosen for the study. The participants were two intact groups (n=60) that were selected based on the base line data from Woldia General Secondary School, which is found in North Wollo zone, Ethiopia. They were assigned into experimental (n=30) and controlled (n=30) groups using both purposive and random sampling techniques. The data were collected through the background knowledge applying grade eight national exam score (physics and mean of all subjects), grade nine 1 st semester result, physics attitude questioner and pre-test exam. The experimental group was explicitly taught using integrating computer simulation for one month whereas the controlled group was taught using the traditional method. The conceptual knowledge and attitude toward physics in the topic of wave motion and sound of the two groups was measured before and after the experiment. One-way ANOVA and T-tests including independent samples test and paired samples test were employed in data analysis as statistical tools to find out if there were significant differences on achievement and physics attitude in wave motion and sound. From the data analysis of one way ANOVA, the results showed that there is no significantly difference in the background information to the students conceptual knowledge of wave motion and sound. The result (t (58) =0.464, p =0.644>.05) reveals that both the experimental and the control groups were almost equal in conceptual knowledge achievement before the experiment. However, after the implimentation, the analysis of data (t (58) =2.937, p=0.005<.05) with mean difference is 1.23 indicates that the experimental group significantly outperformed the control group on coceptual knowledge post–test with the advantage of integrating computer simulation informed the topic of wave motion and sound over the usual method. Therefore, integrated computer simulation helped significantly to enhance high school students’ learning concepts. As part of the consequences of the study, a recommendation was made for physics teachers to re-evaluate how they teach basic physics concepts. In particular, for secondary schools teachers, coupling computer-based visualizations with physics-based pedagogical strategies was proposed.