Journal of Education & Social Policy

Students’ performance using Physics Education Technology (PhET) Interactive Simulation strategy
Liberty E. Taneo, Ruth E. Moleño

Abstract
Physics Education Technology (PhET) interactive simulation is a strategy that the students do engage in scientist like exploration and that this results in greater and deeper learning of scientific concepts through questioning, making connections, and deducing the rules. The study sought to find out the performance of students exposed using Physics Education Technology (PhET) interactive simulation strategy. Specifically, it aimed to find out the significant difference between the pretest and posttest scores of the students exposed using PhET interactive simulation strategy and lecture method, find out the significant relationship between the student’ socio-demographic profile and the attitude towards PhET interactive simulation strategy, find out the significant relationship between the socio-demographic profile and the posttest score of the students exposed using PhET interactive simulation strategy and find out the significant relationship between the attitude towards PhET interactive simulation and the posttest score of students exposed using PhET interactive simulation strategy. There were eighty-eight (88) grade 8 students involved in the study. The study used the true experimental pretest-posttest control group design. Data were analyzed using percentage, mean, paired t-test, spearman rank correlation, and chi-square Paired t-test result showed a significant difference between the pretest and posttest scores of the students exposed using PhET interactive simulation strategy and lecture method. This study concluded that Physics Education Technology (PhET) interactive simulation strategy can improve the performance of the students.

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