The present thesis deals with the usage of instant messaging services for teaching. It especially provides first insights into the use of class internal WhatsApp groups for Physics class. The main focus lies on the exploration of possible effects on the realisation and submission of homework as well as the communication between students and their teacher. For the purpose of this a survey, consisting of two questionnaires and a comparative study, was conducted in cooperation with a high school. The sample is composed of two classes, of 12 female and 26 male students in total.In the course of the study a wide range of advantages and disadvantages of the use of WhatsApp for Physics class from the students perspective could be gathered. Furthermore, insight into students opinion on instant messaging services for scholarly purposes could be gained. It showed that one cannot automatically assume that all students are in favour of the use of it. Moreover, numerous effects on the realisation and submission of homework became apparent. The option of contacting the teacher in case of difficulties and the strong orientation towards earlier to the WhatsApp group chat submitted homework were two of them. The communication between teacher and student was largely perceived as a positive effect. Nevertheless, the results from previous studies at University level, which showed an increase in teacher-student communication as well as in active participation in courses within WhatsApp group chats, could not be repeated.