Effects of Interactive Simulation-Based Biology Learning Using PHET on Grade 10 Students’ Academic Performance: A Quasi-Experimental Study

Abstract

Interactive Simulation-Based Biology Learning Using PHET has become an effective learning approach and a catalyst for improved educational outcomes. This study examined the effects of interactive simulation-based Biology learning using PHET on the academic performance of Grade 10 students. The study was conducted at Lawa National High School during the third quarter of the 2019–2020 school year. A quasi-experimental research design was employed, with complete enumeration used to identify all respondents. Data were analyzed using percentage, mean, t-test and Cohen’s d formula. Results showed that both groups initially obtained a rating of “did not meet expectations” in the pre-test. In the post-test, students taught without PHET simulations achieved a “very satisfactory” rating, while students taught with PHET simulations achieved an “outstanding” rating. There was no significant difference between the pre-test scores of the two groups; however, a significant difference was observed in the post-test scores, with the experimental group demonstrating a higher mean gain score. Further, results revealed a moderate to large effect size indicating that PhET Interactive Simulations had a meaningful impact on students’ learning. These findings suggest that interactive simulation-based Biology learning using PHET enhances students’ learning outcomes. Consequently, the Department of Education may consider integrating PHET simulations into the curriculum as a strategic tool to enrich Biology instruction, promote active and inquiry-based learning, and support the development of conceptual understanding and critical thinking skills among students.