Physics Education Technology (PhET) Interactive Simulations in Learning Selected Topics in Physics among College Students
DOI:
https://doi.org/10.54536/ajet.v4i3.4512Keywords:
Effectiveness, Perception, PhET, Projectile, Motion, Vector AdditionAbstract
Physics is often perceived as a challenging subject, with students struggling to grasp fundamental concepts like kinematics—a crucial foundation of classical physics and a prerequisite for advanced studies. This study investigates the effectiveness of PhET Interactive Simulations as a learning intervention for college students. A total of 54 students enrolled in a Biophysics course participated in the study, focusing on Kinematics in Two Dimensions, specifically Vector Addition and Projectile Motion. A quantitative research design was employed, integrating pre-test, post-test, and Likert scale questionnaires. An independent sample t-test confirmed the comparability of the control and experimental groups before the intervention (t(52) = 1.523, p = 0.134). The related-samples Wilcoxon Singed-Rank test revealed a significant improvement in pre- and post-test scores within the groups (n = 54, Z = -6.222, p < 0.001), attributing the improvement of respondents’ performance; also underscores the higher gain of the experimental group. Additionally, using Mann-Whitney U test, a significant difference was observed in post-test scores between the two groups (U = 103.5, Z = -4.528, p < 0.001), confirming the effectiveness of PhET Interactive Simulations. Likert scale analysis showed that students’ perceptions of the intervention were highly favorable across four parameters: (1) ease of access, (2) physical features and display, (3) ease of manipulation, and (4) relevance to the topic, with an overall weighted mean of 4.731 (SD = 0.449). These findings suggest that PhET Interactive Simulations serve as an effective tool for enhancing student learning in physics. Based on these findings, it is recommended that educators integrate PhET Interactive Simulations into physics instruction to improve conceptual understanding and student engagement.
Downloads
References
Akinbobola, A. O. (2015). Enhancing transfer of knowledge in physics through effective teaching strategies. Journal of Education and Practice, 6(16), 37-44. https://eric.ed.gov/?id=EJ1079935
Almadrones , R. D., & Tadifa , F. G. (2024). Physics Educational Technology (PHET) Simulations in Teaching General Physics 1. International Journal of Instruction, 17(3), 635–650. Retrieved from https://e-iji.net/ats/index.php/pub/article/view/632
Alnagrat, A. J. A., Ismail, R. C., & Idrus, S. Z. S. (2023). The Opportunities and challenges in virtual reality for virtual laboratories. Innovative Teaching and Learning Journal, 6(2), 73–89. https://doi.org/10.11113/itlj.v6.91
Bacolod, R. S., Genanda, M. C., & Blacer-Bacolod, D. (2022). Interactive videoconferencing versus online text-based module: Which is better to use in a physics classroom. Int. J. Inf. Educ. Technol, 12(8), 712-718. https://www.ijiet.org/vol12/1675-IJIET-4326.pdf
Bahasoan, A., Ayuandiani, W., Mukhram M., & Rahmat A. (2020). Effectiveness of online learning in pandemic Covid-19. Journal of Science. https://doi.org/10.46729/ijstm.vli2.30
Batuyong, C., & Antonio, 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.
Blacer-Bacolod, D. (2022). The affordances of PhET simulation as a supplemental learning tool in Physics courses during the COVID-19 pandemic. International Journal of Sciences & Applied Research, 9(5), 109-117.
Bogusevschi, D., Muntean, C. & Muntean, G.M. (2020). Teaching and Learning Physics using 3D Virtual Learning Environment: A Case Study of Combined Virtual Reality and Virtual Laboratory in Secondary School. Journal of Computers in Mathematics and Science Teaching, 39(1), 5-18. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/210965/.
Bustami, B., Ngadimin, N., & Farhan, A. (2020). The difficulty factors of students to understand Mathematics Physics 1 at Physics Education Department FKIP Unsyiah. Asian Journal of Science Education, 2(1), 1–10. https://doi.org/10.24815/ajse.v2i1.14725
Calderón, R. R., & Ruíz, M. Á. G. (2019, March). Learning physics with virtual environment. In 2019 IEEE World Conference on Engineering Education (EDUNINE) (pp. 1-5). IEEE. https://doi.org/10.1109/EDUNINE.2019.8875824
Chinaka, T. W. (2021). The effects of PhET simulation vs. Phenomenon-based experiential learning on students’ integration of motion along two independent axes in projectile motion. Sample our Environment & Agriculture Journals, 185-196. https://doi.org/10.1080/18117295.2021.1969739
Cook, T. (2015). Statistical notes: Cronbach’s alpha. Wiley Online Library, 11. https://doi.org/10.1002/9781118785317.weom110227
DATAtab Team (2025). DATAtab: Online Statistics Calculator. DATAtab e.U. Graz, Austria. URL https://datatab.net
Distrik, W., Ertikanto, C., Suyatna, A., & Suana W. (2018). The effect of REAL model in enhancing metacognition of abstract physics topics. International Journal Research – Granthaalayah, 6(6). https://doi.og/10.5281/zenodo.1310000
Docktor, J. L., Strand, N. E., Mestre, J. P., & Ross, B. H. (2015). Conceptual problem solving in high school physics. Physical Review Special Topics-Physics Education Research, 11(2), 020106. https://journals.aps.org/prper/abstract/10.1103/PhysRevSTPER.11.020106
Guido, R. M. (2018). Attitude and motivation towards learning physics. International Journal of Engineering Research and Technology. https://doi.org/10.48550/arXiv.1805.02293
Kaufman, D., & Ireland, A. (2019). Simulation as a Strategy in Teacher Education. Oxford Research Encyclopedia of Education. https://oxfordre.com/education/view/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-478
Kibirige, I., & Lehong, M. J. (2016) The effect of cooperative learning on grade 12 learner’s performance in projectile motions, South Africa. Eurasia Journal of Mathematics, Science and Technology Education, 12(9), 2543-2556. https://doi.org/10.12973/eurasia.2016.1250a
Lagon, H. M. (2023). PHET Interactive Simulations in Learning Optics towards Pre-Service Science Teachers: A Phenomenological Study. American Journal of Education and Technology, 2(3), 129–135. https://doi.org/10.54536/ajet.v2i3.679
Lamb, R. L., Etopio, E., Hand, B., & Yoon, S. Y. (2019). Virtual reality simulation: Effects on academic performance within two domains of writing in science. Journal of Science Education and Technology, 28, 371-381. https://link.springer.com/article/10.1007/s10956-019-09774-y
Laws, P., Willis, M., & Sokoloff, D. (2015). Workshop physics and related curricula: A 25-year history of collaborative learning enhanced by computer tools for observation and analysis. The Physics Teacher, 53(7), 401-406. https://doi.org/10.1119/1.4931006
Lilliefors, H. W. (2012). On the Kolmogorov-Smirnov test for normality with mean and variance unknown. Journal of the American Statistical Association, 62(318), 399-402. https://www.tandfonline.com/doi/abs/10.1080/01621459.1967.10482916
Lopez, V., & Pinto, R. (2017). Identifying secondary-school students’ difficulties when reading visual representations displayed in physics simulations. International Journal of Science Education, 39(10), 1353-1380. https://www.tandfonline.com/doi/abs/10.1080/09500693.2017.1332441
Mahmudah, M. S., Yacobi, M. A. A., & Steeven, D. (2024). Enhancing Learning of Electromagnetic Wave Propagation through 3D Visualization in Physics Education. Current STEAM and Education Research, 2(1), 43-52. https://doi.org/10.58797/cser.020104
Mallari, R. L., & Lumanog, G. D. (2020). The effectiveness of integrating PhET interactive simulation-based activities in improving the student’s academic performance in science. International Journal for Research in Applied Science and Engineering Technology, 8(9), 1150-1153.
Maulidah, S. S., & Prima, E. C. (2018). Using Physics Education Technology as Virtual Laboratory in Learning Waves and Sounds. Journal of Science Learning, 1(3), 116-121. https://eric.ed.gov/?id=EJ1226300
PhET-iO. (2016). History. Accessed on 25 October 2024. https://phet-io.colorado.edu/about/#history
PhysicsForums. (2018). Why is Mechanics so Difficult to Master?. PhysicsForums website. Accessed 25 October 2024. https://www.physicsforums.com/threads/why-is-mechanics-so-difficult-to-master.949366/
Pineda, C. I. S. (2020). Effectiveness of validated teaching-learning package in projectile motion for grade 9 science. Journal of Science and Science Education, 1(1), 26–29. https://doi.org/10.29303/jossed.v1i1.454
Putri, V. A., Sundari, P. D., Mufit, F., & Dewi, W. S. (2024). Analysis of Students’ Physics Conceptual Understanding using Five-Tier Multiple Choice Questions: the Newton’s Law of Motion Context. Jurnal Penelitian Pendidikan IPA, 10(5), 2275-2285.
Reddy, M., & Panacharoensawad, B. (2017). Students Problem-Solving Difficulties and Implications in Physics: An Empirical Study on Influencing Factors. Journal of Education and Practice, 8(14), 59-62. https://eric.ed.gov/?id=EJ1143924
Retnawati, H., Arlinwibowo, J., Wulandari, N., & Pradani, R. (2018). Teachers’ difficulties and strategies in physics teaching and learning that applying mathematics. Journal of Baltic Science Education, 17, 120-135. http://www.scientiasocialis.lt/jbse/files/pdf/vol17/120-135.Retnawati_JBSE_Vol.17_No.1.pdf
Salame, I. I., & Makki, J. (2021). Examining the use of PhEt simulations on students’ attitudes and learning in general chemistry II. Interdisciplinary Journal of Environmental and Science Education, 17(4), e2247. https://www.ijese.com/article/examining-the-use-of-phet-simulations-on-students-attitudes-and-learning-in-general-chemistry-ii-10966
Sartika, D., & Humairah, N. A. (2018). Analyzing students’ problem solving difficulties on modern physics. Journal of Physics Conference Series, 1028, 012205. https://doi.org/10.1088/1742-6596/1028/1/012205
Schultz, B. B. (1985). Levene’s test for relative variation. Systematic Biology, 34(4), 449–456. https://doi.org/10.1093/sysbio/34.4.449
Selmi, S. A. (2023). Use of ICT to Promote Literacy in Sub-Saharan Africa. American Journal of Multidisciplinary Research and Innovation, 2(1), 49–64. https://doi.org/10.54536/ajmri.v2i1.1182
Shodiqin, M. I., & Taqwa, M. R. A. (2021). Identification of student difficulties in understanding kinematics: focus of study on the topic of acceleration. Journal of Physics Conference Series, 1918(2), 022016. https://doi.org/10.1088/1742-6596/1918/2/022016
Sutarno, S., Setiawan, A., Kaniawati, I., & Suhandi, A. (2017). Pre-service physics teachers’ problem-solving skills in projectile motion concept. Journal of Physics: Conference Series, 895(1), 1742-6596. https://iopscience.iop.org/article/10.1088/1742-6596/895/1/012105/meta
Syuhendri, S. (2021). Effect of conceptual change texts on physics education students’ conceptual understanding in kinematics. Journal of Physics Conference Series, 1876(1), 012090. https://doi.org/10.1088/1742-6596/1876/1/012090
Tazitabong, A. J. (2024). Physics Teaching Methods and Its Impact on Students’ Academic Achievement in Secondary Schools in the Limbe I Municipality. American Journal of Multidisciplinary Research & Development (AJMRD). 6(8). https://www.ajmrd.com/wp-content/uploads/2024/08/C681726.pdf
Tekwani, M. (2020). Why is Physics considered to be a Difficult Subject? Medium. Accessed 25 October 2024. https://mukeshntekwani.medium.com/why-is-physics-considered-to-be-a-difficult-subject-ed4bd05a5c2f
Uwizeyimana, D., Yadav, L., Musengimana, T., & Uwamahoro, J. (2018). The impact of teaching approaches on effective physics learning: an investigation conducted in five Secondary Schools in Rusizi District, Rwanda. Deleted Journal, 4(2), 4–14. https://www.ajol.info/index.php/rje/article/download/175117/164504
Warneri, W., Salam, U., Putri, W. A., Imandari, R. Z., Pratiwi, R. D., & Chairunnisa, T. (2024). Utilization, Simulation and Learning: The Virtual Laboratory Learning Media PhET for Outcomes Learning. JTP - Jurnal Teknologi Pendidikan. https://doi.org/10.21009/jtp.v26i3.49832
Wangchuk, D., Wangdi, D., Tshomo, S., & Zangmo, J. (2023). Exploring Students’ Perceived Difficulties of Learning Physics. Educational Innovation and Practice, 6. https://doi.org/10.17102/eip.6.2023.03
Yunzal, A. & Casinillo, L. (2020). Evidence from STEM students’ performance. Journal of Education Research and Evaluation, 4(3). https://doi.org/10.23887/jere.v4i3.27450
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Sweet Angelikate L. Villaruel
This work is licensed under a Creative Commons Attribution 4.0 International License.
