Impact of Using Physics Education Technology (PhET) Simulations on Improving Students’ Performance in Electrostatics

Uwambajimana Sylvere and Evariste Minani
African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS), College of Education, University of Rwanda
Email: uwambajimanasylvere@gmail.com

Abstract: This study aimed at assessing the impact of using Physics Education Technology (PhET) simulation to improve students’ performance in electrostatics. A quasi-experimental design under quantitative methods was used. Electrostatics Achievement Test (Pre-test and post-test) were used to collect data. Four schools of the Muhanga district were selected purposively based on the presence of computer laboratories with 176 students from senior two. Two schools were used as the control group and the remaining two schools were used as the experimental group. Each group was composed of 88 students. The data were analyzed descriptively using an independent t-test to compare the mean for the experimental group and control group and paired t-test. Independent sample t-test results indicated that there was no significant difference in the mean score for the pre-test for both the control and experimental group (p>0.05). The results further show that there was a significant difference between the mean score for students of the experimental group and the control group after the intervention (p<0.05). These results showed that the use of PhET simulation has an improvement on students’ performance in electrostatics for students taught using PhET simulations. The study recommends physics teachers use PhET simulation to teach abstract concepts like electrostatics to improve students’ performance. Further, they should create an environment where the students can learn difficult concepts with a help of PhET simulation to motivate and engage the students for better performance in electrostatics.