PhEt interactive simulations- A strategy for remedying students' misconceptions in some selected Mechanics Topics

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.