![]() ![]() These indicate that both the lecture method and the PhET simulation method are effective methods in teaching Physics. Results of the study showed significant difference in the pretest and posttest of both the control group (t=13.58, ρ=.000) and the experimental group (t=22.171, ρ=.000). The study employed the quasi-experimental method of research specifically made use of the Pre-test-Post-test Non-Equivalent Group Design. The subjects of the study were the sixty (60) randomly selected Grade 10 students of the General Santos City Sped Integrated School, which were classified into two groups: the experimental group and the control group. This shows that PhET Simulation is effective in learning physics.ABSTRACT This study investigated the effect of Physics Education Technology (PhET) Simulation as a teaching method in improving the proficiency level of Grade 10 students in Physics. ![]() The t-value and Ï -value resulted to 2.04 and. The study found out that there is a significant difference in the student's performance during the posttest of both groups. However, the student's performance increased to 21.13 or Very Good when utilizing PhET Simulation. The experimental group performed poor in General Physics at the start of the study, which resulted to 8.94. 000025 There is a significant difference Control Group 13.56 Table 3 Difference in the Posttest of the Experimental Group and Control Group Group Mean Score t-value Ï -value RemarksĮxperimental Group (PhET Simulation Method) 21.13 2.04. Results were interpreted and analyzed using Frequency Count, Percentage, Weighted Mean and t-test for independent samples.Ī thirty (30) item test was administered to the experimental group of students. ![]() After discussion, post-test was given to determine student's performance before and after using PhET Simulation. However, Phet Simulation was used in the experimental group. Both groups took the pretest and were taught in the same way. Grade 12-STEM students were grouped according to their General Physics 1 grades and assigned as experimental (n=16) and control group (n=16). Thus, this study wants to address the challenges in teaching physics and determine the performance of STEM students using Phet Simulation as computer-based instruction in teaching physics.Ī quasi-experimental research design and a standardized questionnaire from the study of Kotoka and Kier (2013) were used. The University of Colorado developed PhET Simulation as aid to increased visualizations of students to a deeper understanding of Physics. Department of Education enhanced the teaching-learning processes that meet the standards of the 21st century as it emphasizes the use of ICT-supported instructional materials. The Philippine educational system believes that every Filipino deserves an advanced quality education through computerized program. ![]()
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