Paper Contents
Abstract
This study utilized a quasi-experimental and descriptive-correlation research design to evaluate the effectiveness of a contextualized PHET simulation for teaching electricity to 52 Grade 8 students at Caridad National High School. Participants were divided into a control group that received traditional instruction and an experimental group that engaged in the simulation. Pre-tests and post-tests were administered to assess learning outcomes, while an adapted 15-item survey evaluated the experimental group's perceptions of the simulation's efficacy. Results demonstrated a significant increase in post-test scores for the experimental group, indicating an enhanced understanding of electrical concepts. Additionally, a strong positive correlation (r 0.78, p < 0.01) was identified between studentsperceptions and post-test scores, implying that higher engagement with the PHET simulation positively influenced academic performance. These findings underscore the potential of interactive simulations to enhance instructional effectiveness in STEM education and reinforce the importance of favorable student perceptions as a crucial element of learning success. Consequently, the use of the developed contextualized PHET simulation is highly recommended. Keywords: Contextualized, PHET Simulation, Control Group, Experimental Group, Caridad National High School
Copyright
Copyright © 2024 CHADIE C. RAMIREZ, DR. ERWEN B. BERRY. This is an open access article distributed under the Creative Commons Attribution License.
