PHYSICS EDUCATION TECHNOLOGY (PhET) SIMULATION AS AID IN INSTRUCTION IN LEARNING CHEMISTRY: AN EXPERIMENTAL APPROACH

Abstract

The objective of this study was to evaluate the influence of the inclusion of Physics Educational Technology (PhET) Simulations as an aid in instruction in learning chemistry to the Grade 10 learners at Sinobong National High School, a public secondary school in Agusan del Sur. A quantitative study involving pretest-posttest quasi-experimental design was employed to validate the proposed hypotheses. There were 80 participants randomly assigned to the control and experimental groups. The instruments used for data collection were a validated 50-item pre-test/post-test adapted from the Grade 10 Teachers’ Guide unified test in the K to 12 science curricula used by the secondary schools. In addition, the mean score and t-test statistical analysis were used to analyze the given data. The results showed a substantial difference between the experimental and control groups' post-test scores. The data support the claim that PhET Simulation significantly influences students' academic attainment compared to a traditional teaching strategy. The researcher suggested that teachers should involve Phet Simulation in their classroom instructions and learning process, and administrators should provide more professional development, workshops, and training to abreast the technological advancement of Phet in chemistry learning. KEYWORDS: MAED, Teaching Science, PhET Simulation, traditional teaching strategy, academic attainment