The Impact of Physics Education Technology (PhET) Interactive Simulation-Based Learning on Motivation and Academic Achievement among Malawian Physics Students

Autor/inn/en	Banda, Herbert James; Nzabahimana, Joseph
Titel	The Impact of Physics Education Technology (PhET) Interactive Simulation-Based Learning on Motivation and Academic Achievement among Malawian Physics Students
Quelle	In: Journal of Science Education and Technology, 32 (2023) 1, S.127-141 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Banda, Herbert James) ORCID (Nzabahimana, Joseph)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-022-10010-3
Schlagwörter	Foreign Countries; Physics; Science Education; Secondary School Science; Secondary School Students; Student Motivation; Science Achievement; Scientific Concepts; Student Characteristics; Conventional Instruction; Educational Technology; Technology Uses in Education; Malawi + Suchen Sie Ihr Suchwort? Ausland; Physik; Naturwissenschaftliche Bildung; Sekundarschüler; Schulische Motivation; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	The study investigated the impact of PhET simulation-based learning on students' motivation and academic achievement in learning oscillations and waves among Malawian secondary students. The following research questions guided the study: (i) What were students' motivation and academic achievement levels at the beginning of the study in oscillation and waves? (ii) To what levels do PhET interactive simulation-based learning impact students' motivation and achievement in oscillations and waves? (iii) Is the change in post-test scores due to the students' characteristics in non-randomized settings or the PhET interactive simulation-based learning? A sample of 280 (44.6% females) form three secondary school students with a mean age of 17.5 (SD = 1.424) from four schools in Blantyre urban district in Malawi was used in a quasi-experimental design of non-equivalent groups. The experimental group was exposed to PhET simulation-based learning, while the conventional teaching methods were used in the control group. Pre- and post-tests were used to collect data on academic achievement, and questionnaires collected data on motivation. Independent samples t-test showed a statistical difference between the two groups on post-test of the academic achievement. Results from linear regression indicated that the differences between the two groups in the post-test were not due to students' characteristics but rather the intervention with p < 0.01. The ANCOVA test on motivation constructs showed a significant difference with a small effect size between the study groups on self-efficacy, active learning strategies, performance goals, achievement goals, learning environment stimulation, and attitudes towards learning with computer learning. The results from the study suggest that PhET simulation-based learning improved the learning of oscillations and waves. PhET simulation-based learning provides visualizations and teaching aids that help easily understand content knowledge, hence improving students' academic achievement and motivation levels. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01