Examining the effect of Physics Education Technology PHET) simulation on senior high school students’ academic performance in electronics at Leklebi Senior High School

Abstract

The study examined the effect of Physics Education Technology (PhET) simulations on the academic performance of Senior High School students in Electronics at Leklebi Senior High School in the Afadjato South District of the Volta Region of Ghana. Specifically, the study determined baseline differences in performance between experimental and control groups, assessed the effect of PhET simulations on students’ academic performance, compared simulation-based instruction with conventional teaching methods, and explored students’ perceptions of the use of PhET simulations in learning Electronics. A quantitative quasi-experimental design, using a non-equivalent control group pre-test–post-test approach, was adopted. Two intact Form Two classes were purposively selected, comprising an experimental group taught using PhET simulation-based instruction and a control group taught using traditional lecture-based methods. Data were collected using structured achievement tests administered before and after the intervention, as well as a Likert-scale questionnaire administered to the experimental group. Data were analysed using descriptive statistics and inferential statistical techniques, including independent samples t-tests and paired samples t-tests. The findings revealed no statistically significant difference in pre-test performance between the experimental and control groups, indicating baseline equivalence. However, results showed a statistically significant improvement in the academic performance of students exposed to PhET simulations. Comparative analysis further indicated that the experimental group significantly outperformed the control group in post-test assessments. In addition, students expressed overwhelmingly positive perceptions of PhET simulations, reporting improved understanding of abstract Electronics concepts, increased engagement, enhanced confidence, and greater enjoyment of lessons. The study concludes that PhET simulations are an effective instructional strategy for improving students’ academic performance and learning experiences in Electronics. It is recommended that PhET simulations be integrated into Integrated Science instruction in Senior High Schools, supported by teacher professional development and improved access to ICT resources, particularly in resource-constrained school contexts.