Effectiveness of online interactive simulation laboratory in improving the performance in motion in two dimensions of Grade 9 students in San Jose Adventist Academy
Keywords:
conventional teaching, motion in two dimensions, online interactive simulation laboratory, physics education, science 9Abstract
This study examined the effectiveness of online interactive simulations, specifically the CK-12-Physics Simulation, in enhancing physics education, with a particular focus on the challenging concept of motion in two dimensions. Recognizing the difficulties students encounter with this topic, as evidenced by PISA assessments, the researchers sought to determine if the simulation-based approach could outperform traditional teaching methods.
To investigate this, 40 ninth-grade students were divided into two groups: one exposed to interactive simulations and the other following a conventional curriculum. Both groups underwent five learning sessions tailored to their respective methods. Subsequently, all students completed a test on motion in two dimensions.
The findings were evident: the simulation group performed significantly higher post-test scores compared to their counterparts. This compelling evidence underscores the superior effectiveness of online interactive simulations in facilitating student comprehension and performance in the domain of motion in two dimensions. The study's results advocate for the integration of such technology into physics instruction to optimize learning outcomes.
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Copyright (c) 2025 Fiola Marie G. Urieta, Jan Marion H. Beliran, Ann Catherine F. Carpentero, Shehanie D. Gabay, Jacqueline A. Gadon, Glydelyn M. Nicolas, Jardene May G. Novio (Author)
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