Effect of Physics Education Technology (PhET) Simulations: Evidence from STEM Students’ Performance

Authors

  • Ananias N Yunzal, Jr. Baybay City Senior High School
  • Leomarich F Casinillo Visayas State University

DOI:

https://doi.org/10.23887/jere.v4i3.27450

Keywords:

PhET simulations, electrodynamics, quasi-experimental type, STEM students’ performance

Abstract

This study aimed to find out if Physics Education Technology (PhET) simulations can improve the performance of the Baybay City Senior High School STEM students on the selected topic in physics, that is, electrodynamics. This study utilized a quasi-experimental type where pre-test and post-test are multiple choice type of test and involved 72 STEM students. The grouping of the students was identified based on their sections, one section served as the control group and other is the experimental group. Experimental group is allowed to play the PhET simulation for an hour utilizing their vacant period every day, while the control is not exposed to any activity that intervene leading to the creation of formal construct of ideas in electrodynamics. Result showed that mean scores of the control and experimental groups does not imply a significant difference, despite of the interest shown by the students in playing the said simulation. Perhaps, students are more attracted to simulation in which they have gone through during their lectures. Furthermore, study shows that the performance of students before and after exposure to PhET simulation does not necessarily pose a big difference but indicates a slight improvement to their performances.

References

Abecia, D. R., Samong, M., Abella, L., Baldomero, F., Tamayo, A., & Gabronino, R. (2014). Measuring Happiness of University Students. Sciences, American Journal of Social, 2(3), 43–48.

Adams, W. K. (2010). Student Engagement and Learning with PhET Interactive Simulations. Il Nuovo Cimento C, 33(3), 21–32.

Adams, W. K., Reid, S., LeMaster, R., McKagan, S., Perkins, K., Dubson, M., & Wieman, C. E. (2008). A Study of Educational Simulations Part II–Interface Design. Journal of Interactive Learning Research, 19(4), 551–577.

Antonio, V. V. (2015). Adoption and Use of ICT in the Management of Public Secondary Schools. Mariano Marcos State University, Laoag City.

Armstrong, A., & Casement, C. (2000). The Child and the Machine: How Computers. Robins Lane Press.

Bahr, C. M., & Rieth, H. J. (1989). The effects of Instructional Computer Games and Drill and Practice Software on Learning Disabled Students’ Mathematics Achievement. Computers in the Schools, 6(4), 87–102.

Bailey, R. (2009). Well-being, Happiness and Education. British Journal of Sociology of Education, 30(6), 795–802. https://doi.org/10.1080/01425690903236613

Batuyong, C. T., & Antonio, V. V. (2018). Exploring the Effect of PhET Interactive Simulation- Based Activities on Students’ Performance and Learning Experiences in Electromagnetism. Asia Pacific Journal of Multidisciplinary Research, 6(2), 121–131.

Beghetto, R. A. (2016). Creative learning: A fresh look. Journal of Cognitive Education and Psychology, 15(1), 6–23.

Casinillo, L. F. & Casinillo, E. L. (2020. (2020). Modelling Experiences and its Factors in General Mathematics: The Case of Grade 11 Students. Indonesian Journal of Educational Research and Review, 3(2), 25–34.

Casinillo, L. F. (2019). Factors affecting the failure rate in mathematics: the case of Visayas State University (VSU). Review of Socio-Economic Research and Development Studies, 3(1), 1–18.

Casinillo, L. F., & Aure, M. R. K. L. (2018). ). Econometric evidence on academic performance in basic calculus of science, technology, engineering and mathematics (STEM) senior high students. Journal of Educational and Human Resource Development, 6, 238–249.

Casinillo, L. F., Camulte, M. C. G., Raagas, D. L., & Riña, T. S. (2020). Cultural factors in learning mathematics: the case on achievement level among Badjao students. International Journal of Indonesian Education and Teaching, 4(1), 71–81.

Casinillo, L. F., & Guarte, J. M. (2018). Evaluating the effectiveness of teaching strategies: The case of a national vocational school in Hilongos, Leyte. Review of Socio-Economic Research and Development Studies, 2(1), 64–79.

Fokkens-Bruinsma, M., & Canrinus, E. T. (2012). Adaptive and Maladaptive Motives for Becoming a Teacher. Journal of Educational Teaching, 38(1), 3–19. https://doi.org/10.1080/02607476.2012.643652

Hewitt, P. G. (2006). Practicing Physics Conceptual Physics (10 th). Pearson Education Inc.

Hsin, C. T., Li, M. C., & Tsai, C. C. (2014). The influence of young children’s use of technology on their learning: A review. Journal of Educational Technology & Society, 17(4), 85–99.

Meggiolaro, S. (2018). Information and communication technologies use, gender and mathematics achievement: evidence from Italy. Social Psychology of Education, 21(2), 497–516.

Mekonnen, S. (2014). Problems challenging the academic performance of physics students in higher governmental institutions in the case of Arbaminch, Wolayita Sodo, Hawassa and Dilla Universities. Natural Science, 6, 362–375.

Moore, E. B., Chamberlain, J. M., Parson, R., & Perkins, K. K. (2014). PhET interactive simulations: Transformative tools for teaching chemistry. Journal of Chemical Education, 91(8), 1191–1197.

Mullis, I. V. S., Martin, M., & Tom, L. (2016). 20 Years of TIMSS: International Trends in Mathematics and Science Achievement Curriculum and Instruction. International Association for the Evaluation of Educational Achievement (IEA).

Orleans, A. V. (2007). The condition of secondary school physics education in the Philippines: Recent developments and remaining challenges for substantive improvements. The Australian Educational Researcher, 34(1), 33–54.

Pittard, V., Bannister, P., & Dunn, J. (2003). The big pICTure: The impact of ICT on attainment, motivation and learning. DIES.

Podolefsky, N. S., Perkins, K. K., & Adams, W. K. (2010). Factors promoting engaged exploration with computer simulations. Physical Review Special Topics-Physics Education Research, 6(2), 102–117.

Podolefsky, N. S., Perkins, K. K., & Adams, W. K. (2009). Computer simulations to classrooms: tools for change. AIP Conference Proceedings, 233–236.

Prestridge, S. (2012). The beliefs behind the teacher that influences their ICT practices. Computers & Education, 58(1), 449–458.

Rutten, N., Van Joolingen, W. R., & Van Der Veen, J. T. (2012). The learning effects of computer simulations in science education. Computers & Education, 58(1), 136–153.

Sangcap, P. G. A. (2010). Mathematics-related beliefs of Filipino college students: Factors affecting mathematics and problem solving performance. Procedia – Social and Behavioral Science, 8(1), 465–475. https://doi.org/10.1016/j.sbspro.2010.12.064

Sarmiento, D. H., & Orale, R. L. (2016). Senior high school curriculum in the Philippines, USA and Japan. Journal of Academic Research, 1(3), 12–23.

Scheid, J., Müller, A., Schnotz, W., Hettmannsperger, R., Kuhn, J., Telli, S., & Vogt, P. (2010). Development of Representational Competence via Cognitively Activating Tasks for Physics Experiments. GIREP Conference in Reims.

Schwartz, D., Bransford, J. D., & Sears, D. (2005). Efficiency and Innovation in Transfer : Transfer of Learning from a Modern Multidisciplinary Perspective. JP Mestre.

Waight, N., & Abd‐El‐Khalick, F. (2007). The impact of technology on the enactment of “inquiry” in a technology enthusiast’s sixth grade science classroom. Journal of Research in Science Teaching, 44(1), 154–182.

Walpole, R. E. (1982). Introduction to statistics. McMillan Publishing Co., Inc.

Downloads

Published

2020-08-19

Issue

Section

Articles