Beyond the Physical Laboratory: Evaluating PhET Interactive Simulations for Physics Concept Learning Among STEM Students
DOI:
https://doi.org/10.11594/ijmaber.07.10.24Keywords:
Conceptual Understanding, General Physics 2, Phet Interactive Simulations, STEM Education, Virtual LaboratoryAbstract
Laboratory experiences hold an important place in science education, playing the part of a bridge between abstract scientific concepts and observations and experiments. However, the lack of laboratory facilities, equipment, and resources restricts the opportunity to carry out worthwhile learning. The objective of this research was to find out if Physics Education Technology (PhET) Interactive Simulations are effective as an auxiliary tool for science laboratory activities for Grade 12 STEM students. The research employed a quasi-experimental pretest-posttest control group design, which included 60 participants from 2 intact classes: 30 for control and 30 for experimental groups respectively. Participants were chosen purposefully and matched in their age, gender, and General Physics 2 grades. A validated 40-question achievement test was utilized with the Cronbach’s alpha coefficient at the level of 0. 8784.The control group used standard laboratory experiences while the experimental group was engaged with PhET Interactive Simulations. The main findings showed no significant difference between the groups at the pretest stage (M=20.30 and 21.00; t=0.550). Both groups improved significantly upon finishing the instruction: however, the experimental group achieved a far greater posttest mean (M=33.70, SD=2.91) than the control group (M=29.67, SD=2.89). Furthermore, 80% of the participants from the experimental group achieved Very Good performance, while only 33.33% did in the control group. The results of the research suggest that laboratory instruction supported by PhET is effective in students’ education.
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