Abstract:
This study evaluates the efficacy of PhET simulations in correcting students’
misconceptions in selected mechanics topics and enhancing performance at Mankessim
Senior High and Technical School. The research sought to: identify misconceptions
commonly held by learners use PhET simulations to address those misconceptions, and
assess the impact of the intervention on student performance. The study adopted an
action research design. Data collection involved pre-tests, post-tests, and student
feedback surveys. One hundred (100) science students were purposively selected as the
sample. Pre-test results revealed three common misconceptions: (1) misunderstanding
the concept of inertia and its relationship to motion, (2) confusing Newton’s First Law
with Newton’s Second Law of Motion, and (3) the belief that constant motion requires
continuous application of force. To address these, a six-lesson instructional plan was
designed and implemented using PhET interactive simulations. Each lessons were
designed strictly on inquiry teaching strategies. Simulations allowed students to
manipulate variables, observe what happens, and learn about guided inquiry with the
goal of testing hypotheses and building meaning knowledge. The result was found to
be much enhanced in terms of understanding and performance by the students. The
mean score of 13.2 (SD = 2.5) during pre-test increased to 17.2 (SD = 1.8) during the
post-test. A paired t-test statistic value of t(99) = -21.0, p-value = 0.002, indicates that
the improvement observed is significant at the 0.05 level. This means that there is a
0.2% likelihood the difference in scores was due to chance and the intervention did
have an impact on what students were being taught. Student feedback also validated
quantitative findings: 94% reported they had more capacity to apply mechanics
concepts in real life. Engagement-wise, 48% reported the simulations were very
engaging and 26% reported they were extremely engaging. Qualitative feedback
thematic analysis produced three emergent themes: increased conceptual
understanding, increased interest and interaction, and increased capacity to transfer
theory to practice. It concludes that PhET simulations are a successful pedagogical way
of solving physics misconceptions and improving learning performance.
Description:
A thesis in the Department of Science Education,
Faculty of Science Education, submitted to the School of
Graduate Studies in partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Science Education)
in the University of Education, Winneba
September, 2024
