Final Manuscript July

GABALDON VOCATIONAL AGRICULTURE HIGH SCHOOL
SENIOR HIGH SCHOOL
EMPLOYMENT OF PHYSICS EDUCATION TECHNOLOGY (PHET) INTERACTIVE
SIMULATIONS AMONG GRADE 11 LEARNERS OF GABALDON VOCATIONAL
AGRICULTURE HIGH SCHOOL
A Research Presented to the Faculty of the Senior High School

Department of Gabaldon Vocational Agriculture High School in
Partial Fulfillment of the Requirements in the Subject
Inquiries, Investigations, and Immersion - Quantitative
Research
RESEARCHERS:
Angelo, Che Che C.
Aquino, Edrick F.
Balajadia, Angel I.
Guevarra, Danica E.
Jose, Princess Joy C.
Layma, Angel C.
Ortiz, John Ralfh B.
Ugalde, Sean Vhincent R.
Valera, Jessica P.
Villacillo, Marz Hasmine M.
JULY 2023
GABALDON VOCATIONAL AGRICULTURE HIGH
SCHOOL SENIOR HIGH SCHOOL
APPROVAL SHEET
We, the
We, the members
members of
of Research
Research Review
Review Committee
Committee,have
havefound
foundthe
the Research
Research of of:
Angelo, Che Che C.
Aquino, Edrick F.
Balajadia, Angel I.
Guevarra, Danica E.
Jose, Princess Joy C.
Layma, Angel C.
Ortiz, John Ralfh B.
Ugalde, Sean Vhincent R.
Valera, Jessica P.
Villacillo, Marz Hasmine M.
entitled
“EMPLOYMENT OF PHYSICS EDUCATION TECHNOLOGY (PHET) INTERACTIVE
SIMULATIONS AMONG GRADE 11 STUDENTS OF GABALDON VOCATIONAL
AGRICULTURE HIGH SCHOOL”
accepted and hereby recommended it for oral examination.
LIMBER S. DAYAO, MA.Ed

Research Teacher
Approved by the Board of Oral Examiners:

RUDEZZA E. ADRIANO, MA.Ed
Chairperson
Engr. MARVIN C. LOMANOG LPT, RMP JOHN LOUIE D. GALANG MA.Ed

Member/Statistician Member
Accepted in partial fulfillment of the requirements for the subject
Inquiries, Investigations, and Immersion
Date of Oral Examination: June 19, 2023
RUDEZZA E. ADRIANO MA.Ed RONALYN P. GONZALES MEM

Academic Track Group Head OIC-SHS/Head Teacher III
AYELYN M. CRUZ
OIC-VSA I/Head Teacher VI
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ABSTRACT
The integration of technology in education has improved
at an unprecedented speed. New methods and techniques using
technology-integrated materials have been used to meet the
shifting interests and demands of 21st century learners. To
add, an existing but often neglected problem where outdated
methodologies were implemented in classroom discussions,
especially in teaching-learning Science concepts. This is a
perennial issue as the use of outdated schemes in classroom
discussions can be a great hindrance to an individual’s
learning progress (Astutik, 2018). Consequently,
simulations, specifically PhET interactive simulations, were
used to fill the knowledge gaps of students in Science.
However, these simulations offer limited trials, causing a
lack of well-founded data about its effectiveness and uses
(Halim, 2021). Therefore, the researchers aimed to describe
the difference of Science discussion as a response to
different treatments.
Correspondingly, the study determined the employment of
Physics Education Technology (PhET) interactive simulations
on learners from Science discussions. To add, the
researchers sought deeper aspects of the study. For this
reason, the pretest and posttest were used as a means
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to describe a Science discussion with PhET interactive
simulations, and a Science discussion without one. Also, the
differences of pretest and posttest results from both
control and experimental groups.
The researchers used quasi-experimental, a method for
testing interventions. The respondents to this study were
selected through a convenience sampling, with 22 out of 35
11-Agri-Crops Production (ACP) learners enrolled during the
academic year 2022-2023 in Gabaldon Vocational Agriculture
High School (GVAHS). The sample was composed of two groups:
Science discussions without PhET interactive simulations,
referred to as control group, and Science discussions with
PhET interactive simulations, referred to as experimental
group.
As an instrument for data gathering, the researchers
used tests, specifically pretest and posttest, which were
validated and tested by the board of panel members. To add,
Microsoft Excel was used to process the gathered data. Also,
the collected data was then analyzed using a weighted mean
and a paired t-test for two sample means.
Under the description of control and experimental
groups through pretest and posttest, it was proven that with
or without the use of PhET interactive simulations,
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the methods contributed a positive impact in learners as
reflected on their posttest scores. Despite this, it was
found that there was no significant difference between
pretest and posttest results of control and experimental
group. Therefore, the two null hypotheses of the study were
accepted.
The researchers’ recommendations, therefore, include
acknowledging PhET interactive simulations and other digital
and technological teaching aids. Additionally, continuing
the use of different improved teaching-learning
methodologies with the help of books, modules, and the
internet. Furthermore, conducting a study with a more
developed foundation such as scope, sampling method, and
objectives, was recommended. With these approaches, learners
can still learn Science concepts with the use of different
methodologies.
Keywords: control group, employment, experimental group,
PhET interactive simulations, pretest, posttest, Science,
technology
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ACKNOWLEDGMENT
With the divine grace of Almighty God, we must say, it
is the moment when our ship comes in, despite the hardships
throughout our research and its challenging yet successful
completion. At this juncture, we have many people to thank
with open arms for their contribution and probably words
will fall short.
We would like to express our deepest gratitude and
appreciation to our Research Teacher, Sir Limber S. Dayao,
for his guidance, support, and insights throughout this
research endeavor. His expertise and commitment have been
essential in shaping the direction of this study, which
pushed us to achieve our best. The unwavering encouragement
of his reminded us of our responsibilities and success,
which became a stepping stone for self-development, not only
as researchers, but also as individuals. We cannot thank him
enough for his patience, tireless efforts, and contributions
which have been the building foundation of the strongest
points of this research.
A profound sense of gratitude binds us to our guide and
path-finder, Ma’am Anjanette C. Desamito, Research
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Adviser. She has been the backbone in molding our research,
providing deep insights as we identify blind spots and
research gaps. Her consistent encouragement helped us to
keep up with the progress during those trying times. We are
thankful to her guidance and care to become better version
of ourselves.
No words of thanks can sum up the gratitude that we owe
to the following panel members: Ma’am Ronalyn P. Gonzales
and Ma’am Rudezza E. Adriano. Their valuable feedback and
suggestions have helped us to improve the quality of our
studies by providing enough time and space for improvement.
We can also barely express our gratefulness to Sir John
Louie D. Galang, our English critic. His continuous support
to our research, for all his help, valuable hints, patience,
motivation, and immense knowledge helped us to conduct our
studies in spite of difficult situations. And, for the
insightful comments, for correcting not only our grammar,
but also the terminologies used in this study. To Sir Marvin
C. Lomanog, our statistician, we are also thankful for his
expertise in solving statistical problems and analyzing our
data.
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We would like to further express our gratitude to our
fellow students and friends, as well as the school head and
department heads of our school, who have been the pillar of
data formulation and a vital point of our academic journey.
Their encouragement and understanding have been a great
source of motivation for us.
Lastly, we would like to thank our families for
encouraging us in all of our pursuits and inspiring us to
follow our dreams. We are especially grateful to our parents
and guardians who support us emotionally and financially. We
have always known that they believe in us and want the best
for us.
Once again, to all those mentioned above, we are truly
blessed to have you in our academic and personal lives.
Thank you from the bottom of our hearts. With much love and
appreciation.
- The researchers
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DEDICATION
The study of examining the Employment of Physics
Education Technology (PhET) interactive simulations among
Grade 11 learners of Gabaldon Vocational Agriculture High
School is dedicated to the following:
To the teachers and students of Gabaldon Vocational
Agriculture High School for their contribution to the
completion of this research, especially those from the
Senior High School Department. Their involvement and
cooperation were instrumental in the successful completion
of this study.
To dear panelists, for their time, effort, and the
valuable contribution they have made were highly valued.
Their willingness to actively engage and share their
valuable knowledge has not only enriched the research
process but has also enhanced the overall quality of the
study.
To the researchers’ parents and guardians, classmates,
and friends who supported them in various ways throughout
the research process. Their unwavering support, whether
emotional, financial, or spiritual, encouraged the
researchers to keep going.
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Above all, the researchers would like to express their
deepest gratitude to the Almighty God. Without His wisdom,
guidance, and grace, this research would not have been
possible. His blessings and providence have been evident
throughout the research process, and the researchers
attribute their success to His unwavering support.
ANGELO, CHE CHE C.

AQUINO, EDRICK F.
BALAJADIA, ANGEL I.
GUEVARRA, DANICA E.
JOSE, PRINCESS JOY C.
LAYMA, ANGEL C.
ORTIZ, JOHN RALFH B.
UGALDE, SEAN VHINCENT R.
VALERA, JESSICA P.
VILLACILLO, MARZ HASMINE
M.
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TABLE OF CONTENTS
Page
Title Page ........................................... i
Approval Sheet ....................................... ii
Abstract ............................................. iii
Acknowledgment ...................................... vi
Dedication ........................................... ix
Table of Contents .................................... xi
List of Tables ....................................... xiii
List of Figures ...................................... xiv
List of Appendices ................................... xv
Chapter
1 THE PROBLEM AND ITS SETTING
Introduction ................................. 1
Theoretical Framework ........................ 5
Conceptual Framework ......................... 7
Research Paradigm ............................ 9
Statement of the Problem ..................... 11
Hypotheses of the Study ...................... 12
Significance of the Study .................... 12
Scope and Delimitation of the Study .......... 14
Definition of Terms .......................... 15
2 REVIEW OF RELATED LITERATURE AND STUDIES ..... 17

3 METHODOLOGY
Research Method .............................. 35
Research Flowchart .......................... 36
Research Locale .............................. 37
Locator Map .................................. 39
Sample and Sampling Procedure ................ 40
Data Gathering Procedure ..................... 42
Construction of the Instrument ............... 43
Validation of the Instrument ................. 44
Activities in Data Gathering ................. 44
Statistical Treatment of Data ................ 45
4 PRESENTATION, ANALYSIS, AND INTERPRETATION OF
DATA
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............................................... 48
5 SUMMARY OF FINDINGS, CONCLUSIONS, AND

RECOMMENDATIONS
Summary of Findings .................................. 69
Conclusions .......................................... 72
Recommendations ...................................... 74
REFERENCES ........................................... 77
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LIST OF TABLES
Table Page
1 Distribution of Respondents ............... 40
2 Distribution of Pretest Results in Control
Group .....................................
49
3 Distribution of Posttest Results in Control
Group .....................................
52
4 Distribution of Pretest Results in Experimental
Group ..................................... 57
5 Distribution of Posttest Results in Experimental
Group ..................................... 60
6 Mean Difference of the Pretest Results between
the Control Group and Experimental Group ..
65
7 Mean of the Posttest Results between the Control
and Experimental Group .................... 67
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LIST OF FIGURES
Figure Page
1 Research Paradigm ......................... 9
2 Research Flowchart ........................ 36
3 Locator Map ............................... 39
4 Pretest and Posttest Results in Control
Group ..................................... 55
5 Pretest and Posttest Results in Experimental
Group ..................................... 63
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LIST OF APPENDICES
A. Communication Letters ............................... 85
B. Pretest Questionnaire .............................. 91
C. Posttest Questionnaire .............................. 94
D. Data Tabulation ..................................... 97
E. Data Gathering Timeline ............................. 98
F. Documentations ...................................... 100
G. T Distribution Bell Curve ........................... 101
H. Curriculum Vitae .................................... 103
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Chapter 1
THE PROBLEM AND ITS SETTING
Introduction
Nowadays, educational technology speeds up the delivery
of learning. With the presence of features such as computer
animations and interactive simulations as the most common,
new methods and techniques using technology-integrated
materials are used to meet the interests and demands of the
21st century learners. This is for the reason that the
utilization of an outdated scheme in a classroom discussion
can be a hindrance to the teaching-learning performance.
There are obvious changes in the educational system as
observed throughout the years. As it was stated in the
Basic Education Curriculum of 2002, Science education must
help Filipinos understand concepts linked with real-life
situations and scientific skills. And, the use of
Information and Communication Technology (ICT) is a great
way to bridge these concepts with one another. The
integration of ICT in education expands the teaching-
learning process to other academic fields and provide
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opportunities for collaboration and intelligence growth
(Batuyong & Antonio, 2018).
Science is essential in understanding the world around
people, and the concepts behind it. For scientific
instructions to be effective, real-life scenarios must be
used in order to obtain conceptual learning. It has been
pointed out that the use of visual representations, together
with verbal guidance, is naturally a part of Science as it
allows teachers to represent phenomena in a way that it was
observable and understood by the learners. Thus, the
teaching-learning process should be based on demonstration,
hands-on collaboration, and simulation (Evagorou et al.,
2015).
Additionally, the nature of science is logical and
sequential. It is better to present an explanation by using
images, videos, simulations, and words than solely in words.
To date, learners are becoming more digitally inclined
where figures, videos, slides, and other technology-
integrated learning aids have become their standard for
preference. As a response, teachers have come up with a
great alternative; the use of Physics Education Technology
(PhET) interactive simulations in classes; an effective
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learning aid, used to target specific learning difficulties,
especially in Science education.
PhET is a website containing interactive simulations
for Science (Physics, Biology, Chemistry, and Earth Science)
and Mathematics at elementary, high school, and university
levels. Within the site, there are visual displays and
interaction between the student and the concepts being
taught which help develop understanding (Price et al.,
2018). Supported by the study of Perkins et al., (2015),
PhET interactive simulations are effective in the teaching-
learning process. As assessed in their survey, even teachers
use PhET interactive simulations in multiple ways to create
further learning opportunities, indicating the flexibility
of PhET interactive simulations as an alternative in the
field of education.
A previous study has shown that teaching with computer
simulation has an existing relationship with students’
attitudes and motivation. And, discussion without proper
presentation can cause struggles for teachers to ensure the
students’ understanding and application of concepts that
they are taught (Joolingen & Veen, 2015). For these reasons,
it is worthwhile conducting a more detailed study regarding
the utilization of PhET interactive simulations.
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The concept that when simulations are used in teaching-
learning Science topics, the teachers can present an idea in
a more efficient and accurate way, as well as students who
will understand, visualize, and conceptualize situations. It
seeks to provide a better foundation for the teaching-
learning process where both sides will benefit from the PhET
interactive simulations, resulting in a better understanding
and interpretation of the lesson.
PhET interactive simulations are an open-source project
where images, videos, slideshows, and even audio are all
reinforced to form an accurate simulation (Powell, 2017).
With this, the study sought to examine the employment of
PhET interactive simulations for teaching-learning Science
topics.
Theoretical Framework
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The Dual Coding Theory by Allan Paivio (1986) explained
that human cognition is unique to the point that it has
become specialized for processing simultaneously with verbal
and visual objects and events.
It is called the Dual Coding Theory because it assumes
that there are two existing cognitive subsystems: (1) a
subsystem specialized for the portrayal and processing of
nonverbal objects such as imagery; and (2)the other is for
verbal association of objects (Clark & Paivio, 1991).
On a teaching–learning course, teachers and students
engage in three important processes. The first process,
representational processing, is the correspondingly
activation of visual and verbal representation. A pattern
will occur where words will be activated verbally and visual
representations will be activated through pictures, mostly
imagery. The second process is referential processing, where
a special kind of activation of either system by the other
one occurs. Images or objects (imagens) activate the word
(logogens) process or vice versa occurs to complete this
cross-system mutualism. Lastly, the third process,
associative processing, occurs when additional information
is activated inside a representational or referential
system. Therefore, the associative relations of words in the
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verbal system and images in visual system were also
activated (Paivio, 1986).
Additionally, the concept of Paivio’s Dual Coding
Theory is supported by the idea of learning aids. Allan Urho
Paivio (1925-2016), a professor of Psychology, introduced
the theory by using the idea of utilizing learning aids to
form mental images. Hence, the concept of using simulations
in presentation is effective. Two pieces of information,
verbal and visual, will result in better understanding and
processing of information. The teaching-learning process is
able to build two different representations and bridge the
existing connections between them.
Furthermore, as supported by the study of Inayah &
Masruroh (2021) with the same theory, students were able to
assess learning activities better with the help of PhET
interactive simulations and worksheets. As a substitute
learning material, students understood the presented
concepts as well as honed their skills (critical thinking
and creativity) along the way, since the verbal information
given by the instructor is backed up by images and videos
from PhET interactive simulations.
Anchored by a theory of how learners and teachers
process information through the use of different stimuli,
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this study assumed that the use of PhET interactive
simulations in learning is effective in a way that two
pieces of information are always better than one, especially
in teaching-learning the Science topics. Hence, the study
adopts Paivio's Dual Coding Learning Theory (1986).
Conceptual Framework
Anchored on the Dual Coding Theory by Allan Paivio
(1986), the concept of the study focused on analyzing the
effectiveness of Physics Educational Technology (PhET)
simulation on Science topics.
The Dual Coding Theory centers on the idea that
learners can learn new materials using verbal associations
or visual imagery, but the combination of both is more
successful in learning. It states that the brain uses both
visual and verbal association to represent information, but
this information is processed differently along two distinct
channels in the human mind, creating different
representations of information that each channel processes
(Paivio, 2019).
In connection with this, according to the Dual Coding
Theory, if a teacher shares visual and verbal explanations
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simultaneously, the students are more likely to process
knowledge and retain it more effectively.
In general, the theory attempts to address the issue of
how to use various types of stimuli to assist learners
and encode knowledge in their brains and maintain it in
their long-term memory more successfully.
In summary, this study examined whether the usage of
PhET interactive simulations for students is more likely
to process and retain knowledge in learning science among
Gabaldon Vocational Agriculture High School learners. Its
goal examined the employment of PhET interactive
simulations, when used in the Science teaching-learning
process.
Research Paradigm
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Science
Teacher
Learners
Effectiveness of
PhET Interactive
Simulations
Figure 1. Research Paradigm
Figure 1 shows the paradigm of the study. The first
illustration depicts learning a Science-related topic
through the teacher’s discussion. As seen in the figure, the
Science teacher used PhET interactive simulations as an
additional learning aid in teaching. The application PhET
interactive simulations has a built-in interface and minimal
text that provide simulations that are interactive and
animated, responding in real-time to user interaction.
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Furthermore, the downward-pointing arrows stand for the
students, in which case, PhET interactive simulations were
used on learners to better understand the lesson as used by
the teachers.
Moreover, right after the students used PhET as a
learning material available digitally, following the next
downward arrow, it shows the illustration of a teacher and
students. Both represent the employment of PhET interactive
simulations as it depicts how effective it is in both
teaching and learning, respectively.
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Statement of the Problem
This study examined the employment of PhET interactive
simulations in Science discussions among Grade 11 ACP
learners of Gabaldon Vocational Agriculture High School.
Specifically, the study answered the following:
1. How may the discussion in the science lesson without
PhET interactive simulations be described in terms of
1.1 Pretest; and
1.2 Posttest?
2. How may the discussion in the science lesson with PhET
interactive simulations be described in terms of
2.1 Pretest; and
2.2 Posttest?
3. Is there a significant difference in the pretest
results between control group and experimental group?
4. Is there a significant difference in the posttest
results between control group and experimental group?
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Hypothesis
The following null hypotheses were formulated and
tested in the study:
1. There is no significant difference between the
pretest and posttest results of the control group.
2. There is no significant difference on the posttest
results between the control and experimental group.
Significance of the Study
The undertaken study provided empirical evidence as it
examined the employment of PhET interactive simulations for
students, and its relevance in the field of education.
Moreover, the results of the study were beneficial to the
following:
Learners. With this, learners experienced the enjoyment
of lessons in a virtual laboratory through the use of
dynamic visualization/animation and interactive environments
that encouraged learners to explore reactions.
Teachers. This research showed how students respond
with the use of PhET interactive simulations and without the
use of it. As well as, teachers may gain insights into
students' learning experiences and their perceptions of what
resources and strategies are helping them. With this
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awareness, suitable activities were brought to the classroom
to facilitate students’ learning and growth in conceptual
knowledge and inquiry skills.
Department Heads and School Administrator. As the head
teacher of the facility, this study provided insights into
how PhET interactive simulations gave progress/development
of educational situations regarding the utilization of the
said application in teaching and learning lessons.
School. This served as a guide to reinforce the use of
PhET interactive simulations for a more open learning
environment, which also created an improved educational
system not only for students but also for teachers.
Parents and Guardians. The study suggested that they
could be first-hand supporters and could directly assist
their children by considering the use of PhET interactive
simulations in related disciplines.
Future Researchers. For the ones who would want to
conduct a study of the same nature or continue this research
by increasing its variables, this study could serve as a
guide for their studies.
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Scope and Delimitation
The primary objective of this study was to examine the
employment of PhET interactive simulations for Grade 11 ACP
This study employed PhET interactive simulations as a
reinforcement in the teaching-learning of Science topics.
Therefore, the focus was limited to the class where PhET
interactive simulations were used. The Grade 11 ACP learners
were involved as respondents in the study. Convenience
sampling method, a kind of non-probability sampling
technique, was used in selecting the respondents from the
existing population. The study was conducted at Gabaldon
Vocational Agriculture High School, Pantoc, Gabaldon, Nueva
Ecija during the third quarter of the School Year 2022-2023.
Definition of Terms
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For better understanding of this study, the following
terms were operationally defined:
Additional Learning Aid as used in the study refers to
medium used by the teacher to further distribute meaningful
learning.
Control Group as used in the study refers to a group of
students who were taught in Science discussions without PhET
interactive simulations.
Conventional Teaching Method as used in the study refers to
a way of teaching on how to be convenient for students to be
more engaged in learning.
Experimental Group as used in the study refers to a group of
students who were taught in Science discussions with PhET
interactive simulations.
Interactive Simulation as used in the study refers to a
software that enables teachers and students to collaborate
more efficiently by imitating situations through
technological elements.
PhET as used in the study refers to a tool for achieving
students learning of any science-related topics.
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Posttest as used in the study refers to a test that is used
to determine if the students learned from a Science topic
that has already been tackled.
Pretest as used in the study refers to a test that is used
to determine if the students already know about a Science
topic that is not already taught by the teachers.
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Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter attempts to review the relevant literature
and studies that include both local and foreign related to
the employment of Physics Education Technology (PhET)
interactive simulations in the teaching-learning process.
Technology-integrated Education
As time changes, different teaching-learning methods
have emerged due to the environmental and societal
conditions. Most of them are accepted and implemented to
innovate a curriculum into a globally competitive structure.
Nowadays, schools and universities worldwide utilize various
learning methods, ranging from modular learning, online
classes, to conventional learning methods which are widely
accepted.
Traditional teaching methods are the most used and the
long-established teaching style applied in Philippine
education, where teachers are the active and students are
the passive members of the class. In this process, the
teacher delivers while students receive passively while on
their seats, which makes this method suitable for
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delivering-interpreting factual information (Balansag,
2018). Additionally, a study by Raouna (2022) explained that
the physical presence of teacher and students in a classroom
defines a conventional education. Aside from the delivery of
lessons, hands-on activities were utilized as a form of
classroom interaction. Due to its ability to guide and
assist with such accuracy, it was the most suitable
learning-teaching method in schools and universities.
Although some laws and educational systems make use of
technology, the teaching-learning process still involves
tasks such as assignments, lectures, and handwritten notes.
For the reason that the conventional curriculum used
government-approved materials as presented in an education
board, or the black board. Students and teachers are still
dependent on each other in terms of making the teaching-
learning process work (Joshi, 2021).
To add, traditional learning is an essential and
beneficial method because it promotes active learning which
is utilized in discussion and meetings at all levels. Since
not all lessons and courses can be taught and are readily
available online. Lastly, students and teachers were
involved with different people, which creates experience and
effort, a factor that helps students and teachers maintain
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their intrapersonal relationships (Paduraru, 2022). However,
Salim (2019), stated that traditional learning has several
drawbacks in the teaching-learning process. Traditional
education promotes generalized learning, which makes it
difficult for students to find their subject of interest.
Also, students listened to their teacher all the time,
making them exert less effort and interest. Furthermore,
time and money are not an ally. The curriculum follows a
rigid schedule which can be harsh on students, as well as
the tuition, materials, and additional fees that students
are required to pay.
The authors concluded that children are now being
exposed to technology at an early age, and this trend has
become a global phenomenon (Shava et al., 2016).
Furthermore, this early exposure to technology can have both
positive and negative effects on children's development and
education, and educators and parents need to consider the
potential impacts and find ways to use technology
responsibly and beneficially.
Additionally, students today like using technology
because it is easier and more efficient for them to learn
and understand new information (Raja & Nagasubramanni,
2018). Educational technology has finally given teachers
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the right tools to teach their students, reinforce lesson
content, and motivate students to learn more. Hence,
techniques such as incorporating PowerPoint, games, internet
homework assignments, or Physics Education Technology (PhET)
interactive simulations can help to keep students engaged
and enhance their learning experience.
Likewise, according to Moore et al. (2013), simulations
can be an effective tool for enhancing student learning in
the classroom. They can support students in developing
scientific exploration skills, such as posing questions,
designing experiments, and analyzing data. Moreover,
simulations helped to make Science more relatable to
everyday life, increased student engagement and enjoyment,
and promoted active and self-directed learning. Furthermore,
simulations like PhET were used as a powerful transformative
tool for the teaching and learning of Science (Salame et
al., 2021).
In addition, interactive teaching-learning methods are
similar to traditional teaching-learning in which both the
teacher and the students are involved in the learning
process through personal interactions and the use of hands-
on demonstration. Interactive teaching-learning methods
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refer to the exchange of ideas between teachers and students
(Gupta et al., 2015). Furthermore, according to Senthemarai
(2018), teachers are not only the sources of information,
but they are also the ones who lead and teach students to
develop their interaction with their fellow students.
ICT applications are available to encourage students to
learn. One example is computer simulation by Jimoyiannis &
Komis (2002), cited by Kabigting (2021). According to the
study of Bell and Smetana (2011) as cited by Kabigting
(2021), computer simulations are computer-generated dynamic
models that can include animations, visualizations, images,
video clips, and interactive laboratory experiences.
Computer simulations have the potential to improve both the
teaching of teachers and students' learning. According to
the study (Bell & Smetana 2011) as cited by Kabigting
(2021), teachers were enabled to bring even the most complex
ideas to life for their students. Interaction with computer
simulations produced at lot of achievements and gain more
knowledge, indicating that simulations are more effective
than traditional methods.
It was mentioned above that conventional learning is an
effective teaching method running for a long time. While it
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promotes better interaction and accessibility, it has its
own drawbacks because it covers most of students’ schedule
and the tuition is costly. Through revolution, technologies
evolved which are directly integrated into education. Thus
technology-integrated education improved as technology
evolved. Lastly, interactive teaching-learning methods
promote interaction between teachers and students as they
focus on hands-on activities that require collaboration.
PhET Interactive Simulation – Based Learning
PhET, or Physics Educational Technology, is a site that
contains interactive simulations for different branches of
science and math at elementary, middle school, high school,
and university levels. Depending on which simulation, it can
be downloaded to your PC or run online in Java, Flash, or
HTML5. Every simulation is open source, making it accessible
to both teachers and students (Chasteen & Carpenter, 2016).
PhET is used in a variety of educational settings, including
lectures, individual or small group research activities,
homework, and labs. PhET gives the opportunity to students
to experience the virtual laboratory that PhET provides with
a wide variety of topics and the application of real
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relevant concepts in Physics, Chemical, Biology, and also
Mathematics (Saregar, 2016).
To add more reliable facts about simulation as a
learning instrument, as stated by Adams (2018), there is
considerable evidence that PhET interactive simulations were
powerful tools for achieving student learning of Science. It
provides dynamic access to multiple representations, makes
the invisible visible, scaffold inquiry, and allows for safe
and quick access to multiple trials, while being engaging
and fun for students and teachers.
Moreover, PhET is also utilized as a laboratory or
examination field because there are visual displays and
interaction between the student and the concepts being
taught which helps to develop understanding (Price et al.,
2018). It assists students to understand the concepts and
explore the subject by connecting topics to real-life
examples rather than traditional learning methods that
people are accustomed to.
In fact, Advance Learning Technologies or applications
such as interactive simulation like PhET are commonly found
nowadays in classrooms used as a replacement for traditional
learning methods. This popularity is due in part to the ease
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with which computer-based simulations were quite easy to
introduce into teaching (Khatri et., 2014).
It is also proven that simulations are an excellent way
to keep students’ attention (Madhuri, 2017). It is a kind of
tool that has always been used in the teaching process to
improve students’ understanding of difficult concepts
effectively instead of traditional methods (Alsultanny et
al., 2014). It is also supported by the findings of Bell &
Smetana (2015), that computer simulation is a computer-
generated dynamic model, which could be an alternative
learning media for subjects that need laboratory practices
by simplifying models of real-world components, phenomena,
or process of concept consisting of animation,
visualization, and interactive laboratory experience
(Budiharti, 2017). It is also proven in the study of Perkins
(2016) that simulation is an effective alternative learning
media for laboratory practices during a pandemic to improve
students’ concept understanding.
However, how was simulation used before? In the twenty-
first century, computer-based simulations have become
ubiquitous. Same as today, the use of simulation previously
took a big role in science and medicine. It can also take
various forms, such as computational models of cells,
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neurons, and brains, or three-dimensional digital
visualizations and animations of growth processes that
allowing to personal experiments (Wellmann, 2018). Not least
in today’s popular culture, the entertainment industry makes
heavy reliance on computer simulation and artificial reality
to create shared-world computer games or sensory immersion
technologies (Pias, 2017).
Therefore, the use of simulation tools now is nearly
identical to how it was previously implemented. The
difference today is that the simulation is more advanced and
much easier to use than it was before. Everywhere now,
interactive simulations are utilized as an educational tool
not only by professionals but also by students to assist
them in improving and be encouraged to learn (Khatri et al.,
2014).
Furthermore, PhET simulations were designed to address
certain student learning challenges and learning objectives
related to the real world in order to increase student
interest, especially in the field of Science and engage them
in scientific exploration (Lancaster et al., 2013).
According to the study of Perkins et al. (2014), teachers
use PhET in a variety of ways for a variety of learning
objectives. The tool supports students learning how to
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conduct experiments without using actual laboratory
equipment while also enhancing their academic achievement in
science.
Thus, the utilization of PhET interactive simulation in
students’ learning experiences has an impact on their
concept understanding. The results of research conducted by
Najib (2015), showed an increase in students understanding
who use PhET simulation. In addition, the result of the
study conducted by Saregar (2016), also showed the increase
of concept understanding in Physics after experience with
PhET simulation in their learning activities. It was clear
from the previously mentioned related literature and studies
that interactive simulation has proven that PhET simulation
is effective as a learning tool for achieving student in
learning Science.
PhET Interactive Simulation Background
The program has an easy-to-use interface and minimal
text, allowing for interactive and animated simulations that
respond in real-time to user engagement (Bandoy et al.,
2015). According to the study by Bodemer (2004) and Van der
Meij (2006) as cited by Bandoy et al. (2015), interactivity
in computer simulations is beneficial for learning by,
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because educational simulation also affects the inactivity.
Moreover, when the use of PhET simulation media gets maximum
results, if it is supported by careful preparation and
knowing and implementing the stages of use of the media.
Using technology, such as computer simulation, in the
educational process can improve students' understanding and
engagement in learning Science. These computer-generated
dynamic models can provide interactive, authentic and
meaningful learning experiences through animation,
visualization and interactive laboratory experiences
(Alsultanny et al., 2014). In addition, as stated by
Nurohmah (2015), computer simulations can be an effective
tool for media learning, as they have the potential to
increase student motivation and improve the quality of
learning. This is because simulations provide a more
interactive and engaging way for students to learn.
Additionally, simulations can provide students with a
more hands-on and realistic learning experience, which can
help to improve their understanding of complex concepts and
ideas. That is why PhET simulations were considered to be at
the most concrete level of Dale's Cone of Experience, where
90% of students are actively participating in learning
activities such as observing, conducting experiments and
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analyzing data. To achieve maximum results, PhET simulations
must be supported by proper preparation and implementation
of the media. Moreover, studies have shown that learning
with the assistance of PhET software simulations is 37%
better than traditional methods. Therefore, PhET software
simulations can improve students' science process skills
(Haryadi & Pujiastuti, 2020).
Furthermore, the survey conducted by Perkins et al.
(2014) found that PhET simulations are widely used by
college and high school physics educators in America as
flexible tools for achieving various educational goals. The
respondents reported using the simulations with diverse
populations, including students with varying abilities,
backgrounds, and majors.
Besides, empirical studies conducted revealed problems
in today’s physics class. Inadequate textbooks, lack of
laboratory space, lack of equipment for actual research.
Some trainers conducted classes using simulations and
virtual laboratories. Laboratory experiments can be
difficult because of their nature and the dangers associated
with them. Consequently, many students who lack
understanding of the concept of physics become passive (Haya
et al., 2014). Learning Physics is one of the many lessons
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requiring the media to convey or explain the material
(Sarofi, 2014).
As a consequence, Physics Education Technology (PhET)
will be promoted as a technological media in order to help
learn Science. Although the PhET simulations are available
for free download online, there is no accompanying activity
paper to check it out if the students understand the topics
(Batuyong & Antonio, 2018). According to Perkins & Moore
(2017), despite PhET interactive simulations’ promise to
encourage interest in and participation in Science, many
students with disabilities are currently unable to access
them for their result. From the dependence on primarily
visual representations of ideas and interfaces that rely on
the mouse or touch-screen dexterity screen gadget.
Overall, interactive simulations are a widely used tool
in the classroom. PhET interactive simulation is an easy-to-
use program that is used for teaching-learning. By using
technology such as computer simulation, this simulation can
provide interactive, authentic, and meaningful learning
experiences through animation, visualization, and
interactive experiences. With the use of PhET simulation
software, students can improve their science process skills.
However, despite the fact that PhET has lots of benefits for
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simulation it works well to support written and oral
explanation of scientific principles. However, there are
still some problems associated with phenytoin. The assigned
PhET is available for free download online, but there is no
accompanying activity document to check if students
understood the topics.
Students’ Performance in Science
Science is one of the fields or studies that is used to
uncover theories, statements, and other questions in life.
Even though it has different branches used in different
applications, its purpose, especially in the field of
education, remains the same.
Trends in International Mathematics and Science Study
(TIMSS) is a curriculum-based assessment which reflects the
skills and knowledge that students acquired in school. It is
a standardized examination which gives educational
organizations to compare and sum up students’ performance
(Loveless, 2013). To add, the results of the Trends in
International Mathematics and Science Study of 2019 show
that Philippine students scored significantly lower compared
to other countries. Therefore, there are barriers in the
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teaching-learning process, especially in Science (Magsambol,
2020).
To add, science has been defined as an impression of
all things. However, based on the study of Ambag (2018),
Science education is considered a weakness in the
Philippines. Based on 2014 statistics, the passing rate for
the national achievement test (NAT) of grade six students is
only 69.21%. While the passing rate for high school is only
46.38%, which is far worse. This results in lackluster
performance since the Philippines shows poor performance in
international Science surveys.
Moreover, numerous reasons emerged why a student shows
poor performance in science proficiency. Ambag (2018) stated
that the shortage of qualified, quality teachers is the
primary reason for this adversity; some teachers are not
qualified enough to teach in general. Another reason is the
shortage of classrooms. Students were not able to stay in an
appropriate learning environment. Thus, it affects their
performance. Not all classes use laboratories and lab
materials, but the study shows that laboratories are
essential since they facilitate science learning and
application of its ideas to students. Lastly, the quality of
the learning materials is the most controversial. Some books
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are obsolete and flooded with technical errors. Ranging from
marks, typographical errors, factual, grammatical, and even
conceptual errors. Students were not able to obtain learning
materials suitable for their knowledge level.
Consequently, the Department of Education (DepED)
implemented the Science, Technology, Engineering, and
Mathematics (STEM) strand, which specializes in clearing
scientific and mathematical concepts. In addition, the
strand aims to improve the critical thinking and
understanding of students, especially in the field of
Science.
Since the implementation of STEM education, students
have shown improvement in their Science proficiency. The
failure to obtain learning achievement due to the bad
quality of learning materials was resolved due to the hands-
on activities and guidance in STEM education (Yildirim,
2016). Additionally, the current STEM education is
technology-integrated. Therefore, computer, cellphones,
laptops, visual presentations, and digital learning aids are
utilized to make teaching-learning more efficient. These
materials are used for multiple purposes, such as
intelligence tutoring, learning analytics, data mining, and
even simulations. Hence, the delivery of instruction and
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learning quality are enhanced, and students were able to
improve their performance in Science (Chen et al., 2020).
Synthesis
The chapter contains related literature and studies by
different specialists above which state that over the years,
technology was slowly integrated into education. Different
learning methods were implemented, ranging from slides,
videos, and computer simulations. Physics Education
Technology (PhET) interactive simulations are an interactive
website that presents simulations of complex Science and
Mathematics concepts. The concepts were uncovered in a way
that the idea can be understood without actually performing
an activity. Therefore, the employment affected the
teaching-learning process positively. This claim was
supported by various researchers on PhET interactive
simulations whose studies similarly described it. The
performance of students in Science is low due to various
factors, namely; Lack of quality teachers, shortages of
classrooms and equipment, and poor quality of learning
materials. The implementation of the Science, Technology,
Engineering, and Mathematics (STEM) strand was a success
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since it was able to improve the science performance of
students. With technology integration in STEM education, the
teaching-learning process was made easier.
Chapter 3
METHODOLOGY
This chapter presents the method of research, the
locality where the study was conducted, the respondents of
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the study, the instrument for data gathering, the sampling
procedure, and statistical tools for collecting, organizing,
analyzing, presenting, and interpreting data.
Research Method
The research design used in this quantitative research
is a quasi-experimental design. Quasi-experiments usually
test for causal consequences, but unlike true experiments
where treatment assignment is random, in quasi-experiments
assignment is by self-selection or administrator judgment
(Cook, 2015).
Additionally, according to Maciejewski (2020), quasi-
experiments and randomized controlled trials are similar in
many ways. When internal validity treatments arose due to a
lack of randomization, designing and carrying out a quasi-
experiment became much more difficult. Furthermore, this
assessed the researchers' ability to collect factual data.
It helped the researchers demonstrate a link between an
intervention and an outcome. As a result, it is the most
appropriate method for this study. Using a pretest and
posttest approach, this study examined the employment of
PhET interactive simulations in conducting science-related
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topics with students in Grade 11-ACP at Gabaldon Vocational
Agriculture High School, School Year 2022-2023.
Research Flowchart
Pretest
Control Group Experimental Group
Employment of Physics
Conventional Teaching Education Technology (PhET)
and Learning Method Interactive Simulation
Posttest
Figure 2. Research Flowchart
The study as shown in this flowchart was divided into
two groups: the control and experimental groups. Both groups
have downward arrows pointing to the pretest, which means
that researchers gathered and organized data on both the
control and experimental groups. The downward arrows point
into two different groups: the employment of Physics
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Education Technology (PhET) interactive simulations and the
conventional teaching-learning method like chalk-and-talk
that involves direct instruction by the teacher, whose
primary role is to pass knowledge to students and conduct
testing and assessment. Both groups have a downward arrow
pointing to the posttest, which means researchers examined
the employment of PhET and the conventional teaching-
learning method, and researchers saw the result of the
posttest in both groups.
Research Locale
This study was conducted at Gabaldon Vocational
Agriculture High School (GVAHS) in Pantoc, Gabaldon, Nueva
Ecija. According to the Census of Population and Housing
Year 2020, there are 38,958 people living in the town of
Gabaldon, Nueva Ecija, as well as in GVAHS, where there is a
Department of Education-run secondary public school in Brgy.
Pantoc, Gabaldon, Nueva Ecija, has been operating since 2000
(23 years). GVAHS is known for winning the street dance held
in 2017, and this school was also presented as the overall
champion in civil service in 2019. Gabaldon Vocational
Agriculture High School is known in the field of agriculture
because there are many gardens within the school. Many

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vegetables and others can be seen here that were also
planted by teachers and students. There are 1,949 students
enrolled in this school, mostly Junior High School students,
including 705 males and 619 females.
There are 625 seniors attending this high school. The
school is divided into two (2) departments: the Junior High
School department. Including two (2) two-storey buildings,
the Senior High School Department. The buildings in the
lower southern part of the school will be the main focus and
locale of this study.
Locator Map
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Figure 3. Locator Map
Figure 3 shows the location of Gabaldon Vocational
Agriculture High School,Pantoc, Gabaldon, Nueva Ecija.
Sample and Sampling Procedure
The researchers used convenience sampling under the
non-probability sampling technique for the sample and
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sampling technique. Convenience sampling’s non-probabilistic
method allows the most accessible units to be chosen by the
researchers so that the sample is included (Nikolopoulou,
2022).
Moreover, the respondents in this study were students
who studied Science topics with PhET interactive simulations
as an additional learning aid. Thus, the respondents of the
study were Grade 11 Agri-Crops Production (ACP) students of
Gabaldon Vocation Agriculture High School.
Table 1
Distribution of Respondents
Respondents Number of Learners
ACP Learners 22
Science Teacher 1
Total 23
Table 1 shows the distribution of teacher and learner
respondents. Grade 11-ACP has a total of 22 students and a
Science teacher who served as respondents to this study.
Through the use of convenience sampling, researchers
obtained a sample from the population, which was divided and
used based on the availability of the students. The students
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selected from Grade 11 learner-respondents were utilized in
the study who were enrolled during S.Y. 2022-2023.
The respondents were chosen since they are qualified as
Grade 11 learners that are taught with PhET interactive
simulations, a criteria of the study. Also, the availability
of the topic in PhEt interactive simulations was also
assessed, as not all Science topics were discussed in the
said application. Therefore, the Grade 11 ACP was chosen as
respondents of the study.
The table also shows the distribution of the teacher-
respondent in GVAHS. One science teacher-respondent was
utilized in the study.
The Science teacher’s responses served as validation of
the learner-respondents’ responses in the study.
Data Gathering Procedure
To ensure the safety of the respondents, community
health guidelines and protocols were followed. The
researchers then administered the pretest and posttest
questionnaires consequently.
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To conduct this study, the researchers sought approval
first from the OIC-Head Teacher VI and the Academic Group
Head before the study was administered. After this, the
consent of the class adviser of the respondents was secured
before the tests were conducted. Any personal information
gathered from the learner-respondents remained confidential
in observance research ethics. The collected data was
encoded as is by the researchers.
The described data gathering procedure was thorough,
with appropriate measures in place to protect the safety and
confidentiality of the respondents. Researchers sought
approval from the school administrator and the academic
group head before the study began. Additionally, the
researchers encoded the collected data, which can help
protect the respondents' anonymity and maintain the
integrity of the data. Overall, the procedures were in line
with research ethics.
Construction of the Instrument
Pretest and posttest were used by the researchers to
gather data. It gathered data more quickly than any other
instrument. The articles that the researchers read and
examined, as well as the comments of the panelists and
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teachers in their unstructured consultations, were used by
the researchers to build the instrument. Then, the
researchers showed it to their research teacher, research
adviser, Science teacher, statistician, and language critic.
As comments and suggestions were given, revisions were made
and followed accordingly.
As suggested by the Science teacher in consideration to
test construction, the questionnaire included a 20-item test
where the items were based on the use of Physics Technology
Education (PhET) interactive simulations. The questionnaire
focused on Science topics, specifically light properties.
Therefore, the researchers considered the literature and
studies they read to validate the items.
Validation of the Instrument
The researchers consulted with their research adviser,
Science subject teacher, and statistician to make revisions
that assisted them in being more precise, concise,
organized, and correct, as well as making the requirements
obtainable for validating the prepared questionnaires. The
researchers also sought feedback on their instrument from
the Research Teacher, Research Adviser, Master Teacher who
is also the respondents’ Science teacher, and Language
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Critic. The study instrument was also validated with the
assistance of panel members. The research adviser repeatedly
changed the questionnaire to improve it and make other
suggestions that were added to and used in the instrument.
These were done so that the survey questions could be
revised if additional clarifications were needed.
Activities Done in Data Gathering
The researchers prepared communication letters to seek
permission from all the concerned authorities for their data
gathering. A letter informing the research adviser and panel
members of their approval of the study’s conduct was
submitted to the Officer-in-Charge.
As soon as the letter of request to conduct the study
was received, the researchers sent a letter of approval,
with the signatures of the research teacher and panelists to
ask permission from the Officer-in-Charge to survey Grade 11
Agri-Crops Production (ACP) learners in Gabaldon Vocational
Agriculture High School. After the letter was received, it
was secured as proof of the researcher’s approved conduct
for the study.
After permission was granted, the researchers handed
over the questionnaires face-to-face through printed copies
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to the Science teacher of the respondents, explained the
questions clearly through face-to-face explanation to the
respondents, gave the respondents enough time to answer, and
then completed all the questionnaires.
Statistical Treatment of Data
The researchers used inferential statistics because
they focused on generalizations from sample to population.
It was used to address the target population by using pieces
of information collected from the sample. Unlike using
descriptive statistics, the researchers drew conclusions
based on hypotheses and assessed whether the data was
generalizable to a broader population rather than describing
and summarizing the data that were measured.
The data were tallied, organized, and presented in
tabular form using Microsoft Excel, which is a software
designed for analyzing data to provide visual summaries,
trends, and patterns. In addition, researchers sought
assistance from the statistician in analyzing the collected
data in order to use appropriate statistical treatment.
To examine the performance of Science students in
relation to their pretest and posttest results, the weighted
mean was used. The weighted mean was designed to calculate
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the average value of data. Computed by summing up the
numerical values together and dividing them by the number of
terms. For these reasons, the researchers examined the
pretest and posttest results of the control and experimental
groups with such accuracy.
The researchers used a t-test, specifically, paired
sample t-test, to evaluate whether there was any statistical
difference between the pretest and posttest results of
students in the control group. In the context of test
results, the significant difference between the results of
posttests from the experimental and control groups were
assessed using the same treatment. In short, the statistical
treatment sought to test the difference between two related
variables while assessing the before and after conditions.
CHAPTER 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents the findings, analysis, and
interpretation of the gathered data with the main objective
of examining the employment of Physics Education Technology
(PhET) interactive simulations in teaching-learning Science
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topics. The results were presented and discussed in a manner
the corresponds to the sequence of statement of the problem.
Part 1: Discussion in the Science Lesson Without PhET
Interactive Simulations in terms of:
1.1 Pretest Results in Control Group
Table 2 presents the frequency distribution for pretest
results of the control group. Specifically, the frequency
and percentage of every item included in the test. The table
shows the highest possible number of correct answer, number
of correct answers, and percentage contribution of each
item.
Table 2
Distribution of Pretest Results in the Control Group
Highest Numbers of
Possible Respondents
Topic Lessons Number of that Got %
Correct Correct
Answers (n) Answers (f)
1.Differentiating dispersion and 11 2 0.91
interference
2.Identifying light property from 11 3 1.36
real-life situation
real-life situation
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4.Identifying type of light property 11 6 2.73

5.Identifying light scattering’s 11 2 0.91
reason for occurrence
6.Defining parts of interference 11 6 2.73
pattern
7.Correlating amount of fringes to 11 5 2.27
distance
8.Correlating fringes to amplitude 11 1 0.45
level of light
9.Describing white light’s separation 11 2 0.91
10.Describing a two-way dispersion 11 4 1.82
11.Describing the different speed in 11 4 1.82
a color spectrum
12.Describing constructive 11 2 0.91
interference
13.Identifying effects of collision 11 3 1.36
of light waves
14.Correlating obstacle size and 11 5 2.27
diffraction
15.Identifying why the sky is blue 11 1 0.45
real-life situation
18.Differentiating Dispersion and 11 7 3.18
Diffraction
19.Identifying the sequence of 11 6 2.73
wavelengths and amplitudes
20.Identifying why the clouds are 11 4 1.82
white
Total 220 74 33.63
Table 2 shows the topic of number 18 “Differentiating
Dispersion and Diffraction” acquired the highest number of
respondents with correct answers, which is 7 and has a
percentage contribution of 3.18%. On the contrary, the topic
numbers 8 “Correlating fringes to amplitude level of light”,
15 “Identifying why the sky is blue”, and 17 “Identifying
type of light property” were the topic numbers with least
respondents with correct answers, which was 1, with a
percentage contribution of 0.45% per number.
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Overall, the employment of Science discussion without
PhET interactive simulations obtained 74 correct answers
through pretest. With 220 as the highest possible number of
correct answer, the percentage of correct answer is 33.63%.
This served as a criteria for posttest results.
Aksit et al. (2018) concluded that students have
limited prior knowledge in the course of Science subjects.
Their preexisting knowledge were obtained from instructions,
demonstration of similar topics, and pure retention. This
suggests that students have prior knowledge about Science
topics, thus, they were able to obtain different scores
after the pretest was conducted.
The result was also supported by the study of Fugarasti
et al. (2019), which stated that with or without
demonstrations, students have naturally different knowledge
levels and scientific skills.
This implies that even without the use of technology,
specifically PhET interactive simulations, students can
understand Science concepts due to their retention and
preexisting knowledge; as supported by the Dual Coding
Theory of the present study.
Hence, students obtained different scores on pretest
before the employment of Science discussion without PhET
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interactive simulations. Which also suggests the potential
difference of scores after Science concepts were discussed
without PhET interactive simulations.
1.2 Posttest Results in Control Group
Table 3 presents the frequency distribution for
posttest results of the control group. Specifically, the
frequency and percentage of every item included in the test.
The table shows the highest possible number of correct
answer and percentage contribution of each item.
Table 3
Distribution of Posttest Results in the Control Group
Highest Numbers of
Correct Correct
interference
real-life situation
real-life situation
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pattern
distance
level of light
a color spectrum
interference
of light waves
diffraction
real-life situation
diffraction
19.Identifying the sequence of 11 3 1.36
white
Total 220 76 34.52
Table 3 shows that the topic of number 16 “Identifying
light property from real-life situation” acquired the
highest number of respondents with correct answers, which
was 9, and has a percentage contribution of 4.09%. On the
contrary, the topic numbers 1 “Differentiating Dispersion
and Interference” and 4 “Identifying type of light property”
are the numbers with least respondents with correct answers,
which was 1, with a percentage contribution of 0.45% per
number.
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Overall, the employment of Science discussion without
PhET interactive simulations obtained 76 correct answers
through posttest. With 220 as the highest possible number of
correct answer, the percentage of correct answer is 34.52%.
The traditional chalk-and-talk method was suited for
teaching Science lessons as students were more passive. In
this way, teachers and students can create more meaningful
interactions as they can gather details in detailed
discussion, especially with Science lessons. Also, teachers
can distinguish the hidden struggles of students during
classroom discussions (Abdi, 2014)
To add, the modernization of the current education
system where different methodologies and materials were
integrated in learning, helped the traditional teaching
method to improve. Therefore, the complexity of Science
lessons were reduced as the method encouraged interactions
and participation within the classroom setting, which
enabled teachers to distribute lessons efficiently (Wang,
2022).
These imply that even without the use of PhET
interactive simulations in teaching Science concepts,
students can learn and develop Science concept through
traditional chalk-and-talk method. This method contributed
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positively towards a student’s learning, as well as
decreasing the overall difficulty of Science topic through
detailed verbal discussion. For instance, the more the
student was exposed through chalk-and-talk method, the
better the understanding a student will obtain.
Therefore, it was proven that Science discussions
without the use of PhET interactive simulations were useful
as a significant increase was observed as reflected on the
change on pretest to posttest scores of students.
Summary of Pretest and Posttest Results
in Control Group
Figure 4 presents all items that are included in the
test and the corresponding count of respondents that got the
correct answer on each item.
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Learners’ Learning Physical Science

Number of Correct An- 10
6
swers
4 PRETEST
POSTTEST
2
0
1 3 5 7 9 1 3 5 7 9
PR PR PR PR PR PR1 PR1 PR1 PR1 PR1
Item Number of Pretest and Posttest Question

Figure 4. Pretest and Posttest Results
in Control Group
Figure 4 presents that there are a total of 74 correct
answers in the pretest, and 76 correct answers in the
posttest. For this reason, posttest score was higher than
pretest, with a difference of 2 correct answers. With 220 as
the highest number of possible correct answers, 33.62%
obtained correct answers in pretest and 34.52% in posttest.
These data show that there is a significant increase of
correct answers as it was reflected in posttest scores.
Therefore, the employment of Science discussions without
PhET interactive simulations is also an effective aid in as
it contributed positively to their posttest scores.
The gathered data support the study of Khozaei et al.
(2022), which concludes that although conventional teaching
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method can be inconsistent in some cases, this method
successfully aided students in learning Science concepts.
Based from the results of the study, Science
discussions would stil be effective without PhET interactive
simulations. By contrast, Science discussions with the use
of PhET intearctive simulations was also proven effective as
reflected on the significant increase of scores from pretest
to posttest of the study.
Part 2: Discussion in the Science Lesson with PhET
Interactive Simulations in terms of:
2.1 Pretest results in Experimental Group
Table 4 presents the frequency distribution for pretest
results of the experimental group. Specifically, the
frequency and percentage of every item included in the test.
The table shows the highest possible number of correct
answer, number of correct answers, and percentage
contribution of each item.
Table 4
Distribution of Pretest Results in Experimental Group
Highest Numbers of
Possible Respondent
Topic Lessons Number of s that Got %
Correct Correct
Answers (n) Answers
(f)
1.Differentiating dispersion and 11 0 0
interference
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real-life situation

real-life situation
pattern
distance
level of light
11.Describing the different speed in a 11 6 2.72
color spectrum
interference
13.Identifying effects of collision of 11 3 1.36
light waves
diffraction
16.Identifying light property from 11 6
real-life situation 2.27
Diffraction
19.Identifying the sequence of 11 0 0
white
Total 220 65 29.45
Table 4 shows the topic of number 12 “Describing
constructive interference” obtained the highest number of
respondents that got the correct answer, which was 7, and
has a percentage contribution of 3.18%. On the other hand,
the topic of numbers 1 “Differentiating Dispersion and
Interference” and number 19 “Describing wavelengths and
amplitudes” have the lowest percentage of correct answer.
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Both numbers have no respondents with correct answer, thus,
the percentage contribution is zero as well.
Overall, the test for effectiveness of PhET interactive
simulations through pretest obtained 65 correct answers.
With 220 as the highest possible number of correct answer,
the percentage of correct answer is 29.45%. These numerical
data will serve as the criteria of results for posttest.
The finding supports a study of Rahmawatti (2022),
which explains that Science is a study of everything under
the sun in a precise and exact manner. On the contrary, the
accuracy of these concepts vary from one person to another.
In the sense of the study, students have prior knowledge
based on their previous experiences, but also, students
naturally have different conceptual understanding of Science
topics.
This signifies that even with or without the use of
interventions, in learning, students can still understand
and process Science concepts based on their preexisting
knowledge. Which, allows them to produce answers with such
variation.
Thus, students obtained different scores on pretest
before the employment of PhET interactive simulations in
Science discussions. This finding suggests the potential
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difference of scores after Science concepts were discussed
with PhET interactive simulations.
2.2 Posttest Results in Experimental Group
Table 5 presents the frequency distribution for
posttest results of the experimental group. Specifically,
the frequency and percentage of every item included in the
test. The table shows the highest possible number of correct
answer and percentage contribution of each item.
Table 5
Distribution of Posttest Results in the Experimental Group
Highest Numbers of
Correct Correct
interference
real-life situation
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real-life situation
4.Identifying type of light property 11 0 0
pattern
distance
level of light
a color spectrum
interference
of light waves
diffraction
real-life situation
18.Differentiating Dispersion and 11 0 0
Diffraction
19.Identifying the sequence of 11 0 0
white
Total 220 83 37.63
Table 5 shows the topic of number 6 “Defining parts of
interference pattern” obtained the highest number of
respondents that got the correct answer, which was 10, and
has a percentage contribution of 4.54%. On the other hand,
the topic of numbers 4 “Identifying type of light property”,
topic number 18 “Differentiating Dispersion and
Diffraction”, and topic number 19 “Identifying the sequence
of wavelengths and amplitudes” have the lowest percentage of
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correct answer. The three numbers have no respondents with
correct answers, thus, the percentage contribution is zero
as well.
Overall, the employment of Science discussion with PhET
interactive simulation obtained 83 correct answers through
posttest. With 220 as the highest possible number of correct
answers, the percentage of correct answer was 37.63%.
PhET interactive simulations were used to assist the
learning of Science concepts, specifically light properties,
to improve understanding and retention of students, and
reducing the overall complexity of a topic.
This is supported by the study Hachiko (2021), who
concludes that PhET interactive simulations were used to
create a meaningful environment where enjoyable concepts and
activities are delivered. Additionally, Science discussions
through the use of PhET interactive simulations improved
students’ scientific creativity and overall understanding.
Thus, PhET interactive simulations were not just a medium of
learning, it could also aid Science knowledge gaps of
students more efficiently.
These prove the impact that the PhET interactive
simulations created after students were exposed to sea of
resources readily available on website and software; a
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useful medium of education that benefits learners with
different knowledge levels.
Hence, the employment of PhEt interactive simulations
in Science discussions in a classroom contributed positive
impact towards the students as it helped them to improve
their understanding of Science topics. These simulations
were proven to be useful as students reflect their scores
from pretest to posttest, a significant increase was
observed.
Summary of Pretest and Posttest Results
in Experimental Group
Figure 5. Pretest and Posttest Results
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Learners' Learning Physical Science

Number of Correct An- 12
10
8
6
swers
PRETEST
4 POSTTEST
2
0
1 3 5 7 9 1 3 5 7 9
PR PR PR PR PR PR1 PR1 PR1 PR1 PR1
Item Number of Pretest and Posttest Question
in Experimental Group
Figure 5 presents all items that were included in the
test and the corresponding count of respondents that got the
correct answer on each item.
The figure shows that there were a total of 65 correct
answers in the pretest, and 83 correct answers in the
posttest. For this reason, posttest score was higher than
pretest score with a difference of 18 correct answers. With
220 as the highest number of possible correct answers,
29.45% obtained correct answers in the pretest, and 37.63%
in the posttest. These data show that there was a
significant increase of correct answer as it was reflected
in posttest scores. Therefore, the employment of Science
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discussions with PhET interactive simulations brought
positive impact to students learning.
The gathered data support the study of Doloksaribu &
Triwiyohno (2021), which states that even as an additional
learning aid, PhET interactive simulations fulfilled its
duty, which is to help students learn Science concepts in a
faster and more efficient manner.
Therefore, the employment of Science discussions with
PhET interactive simulations was proven to be effective.
Also, a significant increase of scores was reflected on
pretest and posttest scores, showing a positive contribution
of the employed method.
Part 3. Difference of the Pretest Results between the
Control Group and Experimental Group
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Table 6 shows the mean difference of pretest results
between Science discussions with and without the use of
Physics Education Technology interactive simulation.
Table 6
Mean Difference of the Pretest Results between the Control
Group and Experimental Group
Control Experimental Computed Critical Findings
Group Group Actual t- Actual
Pretest Pretest value Value at
ɑ = 0.05
There is no
significant
6.73 6.91 0.99 2.228
difference.
Since the computed t-test is inside the acceptance
region, the null hypothesis was accepted. There was no
significant difference on pretest results between the
control group and experimental group.
Oktaviana (2020) mentioned that regarding of what
medium or reinforcement was used in delivering knowledge,
students have naturally different levels of understanding
and knowledge in Science. Furthermore, as reinforced by the
results of a study of Balushi & Aamri (2014), shows that
students shows difference and inconsistencies of scores
after a pre-assessment of knowledge regarding a Science
topic was done.
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These imply that no matter what the reinforcement or
teaching medium was used in teaching Science topics, the
results lead to a variety of scores. The change in scores
that was present in the control group, was also found in the
experimental group.
Therefore, there is no significant difference on
pretest results between the control and experimental group.
This finding also suggest a potential inconsistency of
change in scores after the posttest was conducted.
Part 4. Significant Difference on the Posttest Results
between the Control Group and Experimental Group
Table 7 shows the mean of the posttest results between
the control and experimental group.
Table 7
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Mean of the Posttest Results between the Control Group and
Experimental group
Experimental Control Computed Critical Findings

Group Group Actual t- Actual
Posttest Posttest value Value at
ɑ = 0.05
There is no
7.55 6.91 0.56 2.228 significant
difference.
Since the computed t-test is inside the acceptance
region, the null hypothesis is accepted. There is no
significant difference on the posttest results between the
control and experimental group.
This finding was reinforced by a study Najib et al.
(2022), who found that whether a convetional teaching method
or PhET interactive simulations was used in teaching Science
concepts, the intervention used was not significantly
associated to the change of scores after a posttest was
conducted.
This implies that the posttest results in conventional
teaching method produced different scores, some scores
increased after the posttest, but some scores were
decreased, and there are scores that are retained.
Similarly, in the Science discussion with PhET interactive
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simulations, there are also posttest scores that are changed
based on the pretest scores.
Both teaching methodologies were effective, depending
on the students performance. Therefore, there is no
significant difference between control and experimental
group as reflected on the posttest results.
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CHAPTER 5
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
This chapter presents the findings, conclusion, and
recommendations that are relevant to the problem statement.
Summary of Findings
The study focused on examining the employment of
Physics Education Technology (PhET) Interactive Simulation
in teaching-learning science topic among Grade 11-ACP
The quasi-experimental research method was utilized in
this study, with a questionnaire serving as the primary data
gathering tool to ensure all concerns identified in the
problem statement were adequately addressed. Following is
the summary of findings:
1. Discussion in the Science Lesson without PhET
Interactive Simulations in terms of::
1.1 Pretest Results in Control Group
In the pretest, topic 18 "Differentiating Dispersion
and Diffraction," had the highest number of respondents
providing correct answers - 7, contributing 3.18%.
Conversely, topics 8, 15, and 17 had the lowest number
of correct respondents - 1 for each topic, contributing
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0.45%. Overall, the pretest in the conventional
teaching-learning method obtained 74 correct answers
out of the 220, equating to 33.63% of correct answers.
1.2 Posttest Results in Control Group
In the posttest, topic 16 "Identifying light property
from real-life situation" had the highest percentage
of correct answers with 9 respondents, contributing
4.09%. However, topics 1 and 4 had the lowest
percentage of correct answers with only 1 respondent
each, contributing a 0.45% percentage. Overall, the
conventional teaching-learning method in the posttest
obtained 76 correct answers out of 220, with a 34.52%
percentage of correct answers.
2. Discussion in the Science Lesson with PhET Interactive
Simulations in terms of::
2.1 Pretest Results in Experimental Group
For the pretest, topic 12 "Describing constructive
interference" had the highest number of individuals
answering correctly - 7 respondents, equating to 3.18%
contribution percentage. Topics 1 and 19 had no
correct answers, giving them a 0% percentage
contribution. In summary, the pretest obtained 65
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correct answers out of 220, representing a 29.45%
correct answer rate.
2.2 Posttest Results in Experimental Group
The topic labeled "Defining parts of interference
pattern", which is number 6, had the highest number of
respondents with the correct answer, comprising 10
individuals and a 4.54% contribution percentage.
Conversely, the topic of numbers 4 “Identifying type of
light property”, 18 “Differentiating Dispersion and
Diffraction”, and 19 “Identifying the sequence of
wavelengths and amplitudes” had the lowest percentage
of correct answers, with zero respondents giving a
correct response. In summary, the posttest obtained 83
correct answers out of a possible high score of 220,
representing a correct answer percentage of 37.63%.
3. Significant Difference in the Pretest Results between
the Control Group and Experimental Group
The pretest result of the control group showed a
mean score of 6.73, while the pretest result of the
experimental group had a mean score of 5.91. However,
the actual critical value of 2.228 was greater than the
calculated actual t-value of 0.99, indicating no
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significant difference in the pretest results between
the control group and experimental group.
4. Significant Difference on the Posttest Results between
the Control and Experimental Group
The posttest results of the experimental group
showed a mean score of 7.55, while the control group
had a mean score of 6.91. However, the actual critical
value of 2.228, was greater than the calculated actual
t-value of 0.68, indicating no significant difference
in the posttest results between the experimental and
control group.
Conclusions
Based on the findings and analysis of data, the
conclusions of this study are as follows:
1. Effectiveness of Science Discussion without PhET
interactive simulations in terms of:
1.1 Pretest Result
The results showed that students can differentiate
Dispersion and Diffraction as the topic acquired the
highest number of respondents with correct answer among
other items. The result is further explained by the
curriculum guide which indicates that the respondent
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have prior knowledge about the aforementioned Science
concepts since they were exposed to this Science lesson
in Junior High School the earliest.
1.2 Posttest Result
The posttest results indicated that students can
identify light property from real-life situation as the
topic acquired the highest of respondents with correct
answer.
As implied by the results, students learn and
develop Science concepts through conventional teaching,
as the method reduced the complexity of concepts
through detailed discussions.
Therefore, as for students of the control group,
the employment of Science discussions without PhET
interactive simulations was proven to be effective as
the posttest scores were higher compared pretest
scores.
2. Effectiveness of Science Discussion with PhEt
interactive simulations in terms of:
2.1 Pretest Result
The pretest result showed that students can
describe constructive interference as the topic
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obtained the highest number of correct answers among
the other items. Thus, through visual illustration, the
respondents were able to clearly comprehend the Science
concept as the labels of the figure were more
understandable.
2.2 Posttest Result
The posttest results indicated that students can
define parts of interference pattern as the topic
obtained the highest number of respondents that got the
correct answer.
This result is reflected on the respondents’
knowledge to incorporate their existing Science
vocabulary to the presented figure.
Therefore, the employment of PhEt interactive
simulations was effective as it was able to contribute
a positive impact on students’ learning which was
proven by the significant increase of scores from
pretest to posttest.
3. The reinforcement or teaching medium used in teaching
Science topic resulted in variety of scores. But the
change of scores that was present in the control group
was also present in the experimental group, just the
same. Hence, the study found that there was no
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significant difference in the pretest results between the
control and experimental groups. Even though the
experimental group scored slightly higher than the
control group, the difference was not statistically
significant.
4. The intervention through employment of PhET interactive
simulations was not significantly associated to the
change of scores after a posttest was conducted. Also,
the similar change of scores was present from pretest to
posttest of the two groups. Therefore, the study found
that there was no significant difference in the posttest
results between in the control and experimental groups.
The experimental group scored higher than control group,
but this difference is not statistically significant
Recommendations
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Based on the conclusions, the following are hereby
recommended:
1. Effectiveness of PhET interactive in the Experimental
group in Terms of:
1.1 Pretest Results
Science teachers are suggested to continue to make
use of Conventional teaching method in teaching Science
topics because it allows teachers to get to the point
faster by discussing every detail possible.
1.2 Posttest Results
School may provide additional ways of using
resources available on books, module, and internet if
digital resources are not available. This approach can
be essential when performing experiments as it helps
students to utilize resources in more meaningful ways.
2.
2. Effectiveness of PhET Interactive Simulation in the
.
Experimental Group in terms of:
2.1 Pretest Results
The researchers suggest students to acknowledge
the use of technological and digital learning aid such
as Phet interactive simulation in a classroom
environment.
2.2 Posttest Results
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The researchers noted teachers and students to be
exposed to the sea of resources that PhEt interactive
simulation offers as it was proven by studies that it
was effective in teaching-learning Science concepts.
3. Researchers noted the continued use of improved
conventional teaching method in helping students learn
Science topics because teachers and students can
clearly discuss lessons, learn new concepts through
words, and getting better comprehension and retention,
based on what is heard.
4. 4. The gathered data suggest the need for future studies
with the same nature. The comparison of scores between
conventional teaching method and PhET interactive
simulations can be improved. With these data, the
objectives, scope, and respondents of the study can be
expanded to such degree that it yield better results.
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APPENDICES
APPENDIX A
Communication Letters
```
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APPENDIX B
Pretest Questionnaires
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APPENDIX C
Posttest Questionnaires
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APPENDIX D
Data Tabulation
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APPENDIX E
Data Gathering Timeline
Timetable of the completed tasks and processes that the

researchers accomplished throughout their data gathering
process. The timetable shows how many days were spent on a
specific task, when did it started, and when did it ended.
APPENDIX F
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Documentations
The researchers started their data gathering through pre-
tests at Grade 11-Agri Crops Production on May 11 during their
class in Physical Science at 6:30 AM until 7:30 AM.
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The researchers started the last part of their data
gathering through posttests at Grade 11-Agri Crops Production
on May 31 during their class in Physical Science at 6:30 AM
until 8:00 AM.
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Title Defense of the researchers
Pre-Oral Defense of the researchers
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Final Defense of the researchers
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APPENDIX G
Cronbach’s Alpha Reliability Test Result
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APPENDIX H
T Distribution Bell Curve
0.99
The graph shows where the computed actual t-value of

Table 6 is plotted in the standard normal distribution.
0.56
The graph shows where the computed actual t-value of

Table 7 is plotted in the standard normal distribution.
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CURRICULUM VITAE
PERSONAL DATA
Name: Che Che C. Angelo
Nickname: Che
Address: Dama de Noche, Bagong Sikat,
Gabaldon, Nueva Ecija
Mobile Number: 0967-822-1096
Date of Birth: December 24, 2004
Place of Birth: PJG, Cabanatuan, Nueva Ecija
Marital Status: Single
Email: [email protected]
Education
Senior High School:
Gabaldon Vocational Agriculture High School
2021-2023
Junior High School:
2017-2021
Elementary:
Bagong Sikat Integraded School
2011-2017
105
SENIOR HIGH SCHOOL
PERSONAL DATA
Name: Edrick F. Aquino
Nickname: Dick
Address: Banaba Street, North Poblacion,
Date of Birth: July 20,2005
Place of Birth: North Poblacion, Gabaldon, Nueva Ecija
Education
Senior High School:
2021-2023
Junior High School:
2017-2021
Elementary:
South Poblacion Elementary School
2011-2017
106
SENIOR HIGH SCHOOL
PERSONAL DATA
Name: Angel I. Balajadia
Nickname: Elaine
Address: Everlasting Street, Tagumpay,
Date of Birth: May 05, 2005
Place of Birth: Cabanatuan City, Nueva Ecija
Education
Senior High School:
2021-2023
Junior High School:
2017-2021
Elementary:
Pantoc Elementary School
2011-2017
107
SENIOR HIGH SCHOOL
PERSONAL DATA
Name: Danica E. Guevarra
Nickname: Nica
Address: Camia Street, Bagong Sikat,
Date of Birth: November 13, 2004
Place of Birth: Gabaldon, Nueva Ecija
Education
Senior High School:
2021-2023
Junior High School:
2017-2021
Elementary:
2011-2017
108
SENIOR HIGH SCHOOL
PERSONAL DATA
Name: Princess Joy C. Jose
Nickname: Princess
Address: Gumamela Street, Bagong Sikat,
Date of Birth: December 03, 2004
Place of Birth: PJG, Cabanatuan City, Nueva Ecija
Education
Senior High School:
2021-2023
Junior High School:
2017-2021
Elementary:
2011-2017
109
SENIOR HIGH SCHOOL
PERSONAL DATA
Name: Angel Ann C. Layma
Nickname: Laleng
Address: Purok 1, Pantoc, Gabaldon,
Nueva Ecija
Date of Birth: August 29, 2004
Place of Birth: Cabanatuan City, Nueva Ecija
Education
Senior High School:
2021-2023
Junior High School:
2017-2021
Elementary:
2011-2017
110
SENIOR HIGH SCHOOL
PERSONAL DATA
Name: John Ralfh B. Ortiz
Nickname: General
Address: Roxas Street, Ligaya, Gabaldon,
Nueva Ecija
Date of Birth: June 26, 2005
Place of Birth: Good Samaritan, Cabanatuan City, Nueva Ecija
Education
Senior High School:
2021-2023
Junior High School:
2017-2021
Elementary:
Ligaya Elementary School
2011-2017
111
SENIOR HIGH SCHOOL
PERSONAL DATA
Name: Sean Vhincent R. Ugalde
Nickname: Majinbu
Address: Purok 5, Malinao, Gabaldon,
Nueva Ecija
Date of Birth: August 31, 2005
Place of Birth: Bongabon, Nueva Ecija
Education
Senior High School:
2021-2023
Junior High School:
2017-2021
Elementary:
Maalinao Elementary School
2011-2017
112
SENIOR HIGH SCHOOL
PERSONAL DATA
Name: Jessica P. Valera
Nickname: Jess
Address: Gumamela Street, Bagong Sikat,
Date of Birth: November 29, 2004
Place of Birth: Quirino Province
Education
Senior High School:
2021-2023
Junior High School:
Burgos National High School
2017-2021
Elementary:
Burgos Elementary School
2011-2017
113
SENIOR HIGH SCHOOL
PERSONAL DATA
Name: Marz Hasmine M. Villacillo
Nickname: Yazmin
Address: Kamagong Street, North Poblacion,
Date of Birth: March 13, 2005
Place of Birth: Cabanatuan City, Gabaldon, Nueva Ecija
Education
Senior High School:
2021-2023
Junior High School:
Nueva Ecija University of Science and Technology
2017-2021
Elementary:
Gabaldon Central School
2011-2017
114
SENIOR HIGH SCHOOL
115

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GABALDON VOCATIONAL AGRICULTURE HIGH SCHOOL

SENIOR HIGH SCHOOL

EMPLOYMENT OF PHYSICS EDUCATION TECHNOLOGY (PHET) INTERACTIVE

SIMULATIONS AMONG GRADE 11 LEARNERS OF GABALDON VOCATIONAL

AGRICULTURE HIGH SCHOOL

A Research Presented to the Faculty of the Senior High School

LIMBER S. DAYAO, MA.Ed

Approved by the Board of Oral Examiners:

Engr. MARVIN C. LOMANOG LPT, RMP JOHN LOUIE D. GALANG MA.Ed

RUDEZZA E. ADRIANO MA.Ed RONALYN P. GONZALES MEM

The integration of technology in education has improved

at an unprecedented speed. New methods and techniques using

technology-integrated materials have been used to meet the

shifting interests and demands of 21st century learners. To

add, an existing but often neglected problem where outdated

methodologies were implemented in classroom discussions,

especially in teaching-learning Science concepts. This is a

perennial issue as the use of outdated schemes in classroom

discussions can be a great hindrance to an individual’s

learning progress (Astutik, 2018). Consequently,

simulations, specifically PhET interactive simulations, were

used to fill the knowledge gaps of students in Science.

However, these simulations offer limited trials, causing a

lack of well-founded data about its effectiveness and uses

(Halim, 2021). Therefore, the researchers aimed to describe

the difference of Science discussion as a response to

Correspondingly, the study determined the employment of

Physics Education Technology (PhET) interactive simulations

on learners from Science discussions. To add, the

researchers sought deeper aspects of the study. For this

reason, the pretest and posttest were used as a means

to describe a Science discussion with PhET interactive

simulations, and a Science discussion without one. Also, the

differences of pretest and posttest results from both

control and experimental groups.

The researchers used quasi-experimental, a method for

testing interventions. The respondents to this study were

selected through a convenience sampling, with 22 out of 35

11-Agri-Crops Production (ACP) learners enrolled during the

academic year 2022-2023 in Gabaldon Vocational Agriculture

High School (GVAHS). The sample was composed of two groups:

Science discussions without PhET interactive simulations,

referred to as control group, and Science discussions with

PhET interactive simulations, referred to as experimental

As an instrument for data gathering, the researchers

used tests, specifically pretest and posttest, which were

validated and tested by the board of panel members. To add,

Microsoft Excel was used to process the gathered data. Also,

the collected data was then analyzed using a weighted mean

and a paired t-test for two sample means.

Under the description of control and experimental

groups through pretest and posttest, it was proven that with

or without the use of PhET interactive simulations,

the methods contributed a positive impact in learners as

reflected on their posttest scores. Despite this, it was

found that there was no significant difference between

pretest and posttest results of control and experimental

group. Therefore, the two null hypotheses of the study were