Abstract: This study investigated the effectiveness of PhEt simulations on protein synthesis conceptual understanding and effects of PhET simulation-based instruction towards protein synthesis in senior four secondary students. The study was a quasi-experimental pretest-posttest with a control group design. The sample of the study consisted of 107 senior four students doing biology in their subject combination in selected secondary schools in Kicukiro and Nyarugenge Districts. Over the course of a week, the experimental group (n=57) received instruction using PhET simulations whereas the control group (n=50) received teaching using traditional methods. The pretest-posttest and a protein synthesis attitude scale were used to collect data. The data were analyzed using the independent samples t-test in R core Team 2022. The study’s findings showed that the PhET simulation-based instruction had a favorable effect on students’ protein synthesis conceptual understanding as well as their attitudes towards protein synthesis. Students in the experimental group (M=79.23, SD=6.75) had a higher level of conceptual understanding of protein synthesis than those in the control group (M=55.88, SD=5.18). In terms of attitudes, the experimental group presented higher levels of positive attitudes towards protein synthesis than the control group.

Abstract: The abstract and microscopic character of some physics concepts, make it difficult for pupils to acquire them conceptually. The current study sought to determine how engineering students’ conceptual grasp of electromagnetism was affected by learning through real-life application-based classroom activities. Seventy-three (73) students successfully completed the study at IPRC Huye, with 35 in the experimental group and 38 in the control group. In experimental group, the teaching intervention used real-world applications, whereas the control got conventional instruction. Two physics teachers gave lectures on magnetostatics, current electricity, electrostatics, and electromagnetic induction. The conceptual assessment of electricity and magnetism. Independent sample t-test and normalized learning gain were all used in the analysis. Mean mark in pre-test for both control and experimental group are 31.5 and 33.5 respectively and significant value p=0.679 which meant that there was no significant different in conceptual understanding between the groups before the treatment. The mean mark after treatment was found to be 52.44 and 68.5 respectively and significant value p= 0.00 which indicated that there was a significant different in conceptual understanding of electromagnetism between control and experimental group after intervention. Despite being both categorized as being in the medium category, the major findings showed that students in the experimental group increased their conceptual knowledge of electromagnetism more than those in the control group (𝑔𝑎𝑣 = 0.520 > 𝑔𝑎𝑣 = 0.31).The findings of this study concluded that hands-on exercises that linked ideas of electricity and magnetism were noted as the most interesting by students and physics teachers.

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.