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

Yunzal, Ananias N; Casinillo, Leomarich F

doi:10.23887/jere.v4i3.27450

Cited by 34 publications

(25 citation statements)

References 15 publications

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“…This quantitative research utilized a quasi-experimental design based on the current study, involving two equivalent independent groups engaged in pretest-posttest (Suarez & Casinillo, 2020;Yunzal & Casinillo, 2020). Some descriptive statistics was used to describe the data collected and in determining the significant difference or the effectiveness of the intervention, T-test was used as inferential statistics method.…”

Section: Methodsmentioning

confidence: 99%

Visualizing Mathematics: The Use of Block Models for Strategic Problem Solving

Garzon¹,

Casinillo²

2021

JERE

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The ability to visually manipulate problem quantities is often the key to understand effectively the concept towards proper solution process. Modeling blocks in a problem text is a visual mathematical technique that utilizes bar models to express relationship between known and unknown numerical elements. Facing a dismal performance among students entering high school with poor basic problem-solving skills, this study is an attempt to investigate how block model approach potentially reinforce students’ heuristic skills (analytical & procedural) in solving mathematical problems. Two classes of grade 7 students in Ibarra National High School, Maasin City, Philippines were used as participants which is assigned into groups, that is, control and experimental groups. Control group was taught using conventional method while the experimental group was taught using the concept of block model. Using quasi-experimental design, the data analysis revealed significant increase in scores and significant mean difference in problem-solving skills between groups who used and did not use block model method. In conclusion, utilization of block models gives high potential in developing strategic problem-solving ability of learners. Hence, this approach should be incorporated by mathematics teachers in their teaching strategies.

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Section: Methodsmentioning

confidence: 99%

Visualizing Mathematics: The Use of Block Models for Strategic Problem Solving

Garzon¹,

Casinillo²

2021

JERE

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“…Additionally, students expressed positive views of the approach (e.g., students expressed that physics is fun and easy). However, Yunzal, Jr. & Casinillo, (2020), found that teaching electrodynamics using PhET simulations did not significantly improve students" learning, although students showed interest in playing with the simulations. A study that seems closer to the current study is the one conducted by Astutik & Prahani, (2018) who engaged junior high school students in collaborative groups using PhET simulations and assessed students" scientific creativity after going through a natural science lesson.…”

Section: Related Literaturementioning

confidence: 95%

Using PhET Simulations to Improve Scientific Skills and Attitudes of Community College Students

Taibu¹,

Mataka²,

Shekoyan³

2021

IJEMST

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In this study, conceptual and algebra-based physics students were engaged in scientific inquiry using Physics Education Technology (PhET) interactive simulations via semester-long group projects. The instructor and students used the Scientific Abilities Assessment Rubrics (SAAR) to evaluate project presentations and papers (formative assessment). The overall research project was evaluated using Lab Skills Self-Assessment (LSSA) survey (pre and post) and the post reflection survey. The Science Process Skills Inventory (SPSI) was used to analyze some of the students’ responses to the reflection survey. Quantitative analysis of the LSSA survey showed a large effect size for both conceptual and algebra-based physics students (Cohen’s d 0.8, in both courses). Qualitative analysis of the reflection surveys supported this apparent huge gain in lab skills and revealed considerable positive students’ experiences of the PhET simulations (88% of students indicated positive satisfaction).

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“…Penelitian tentang penggunaan PHET simulation di dalam pembelajaran fisika telah banyak dilakukan. Seperti penelitian yang telah dilakukan oleh Yunzal & Casinillo (2020) bahwa pembelajaran fisika dengan menggunakan PHET simulation lebih menarik minat dan perhatian mahasiswa. Selain itu, ada perbedaan kinerja (performance) mahasiswa sebelum dan sesudah menggunakan PHET simulation.…”

Section: Pendahuluanunclassified

Pembelajaran Fisika melalui Virtual Laboratory Berbasis Phet Simulation untuk Meningkatkan Keterampilan Proses Sains Mahasiswa Pada Materi Listrik

Fatimah

Suryandari

2022

kpj

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The purpose of this research is to analyze the improvement of students' science process skills through a virtual laboratory based on PHET simulation on electrical materials. This study is a quantitative study using a quasi-experimental nonequivalent control group design. This research was conducted for 6 months on second-semester students, totaling 140 students. The instruments in this research are observations, interviews, and tests. The increase in science process skills was analyzed using the N-Gain value. The results of the analysis show that learning physics through a virtual laboratory based on PHET simulation is proven to improve students' science process skills. The improvement of science process skills in the experimental class was better than in the control class.

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

Cited by 34 publications

References 15 publications

Visualizing Mathematics: The Use of Block Models for Strategic Problem Solving

Visualizing Mathematics: The Use of Block Models for Strategic Problem Solving

Using PhET Simulations to Improve Scientific Skills and Attitudes of Community College Students

Pembelajaran Fisika melalui Virtual Laboratory Berbasis Phet Simulation untuk Meningkatkan Keterampilan Proses Sains Mahasiswa Pada Materi Listrik

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