Reimagining Classroom-based Instruction: Students’ Physics Performance Using PHET Simulation

Secondary physics education is frequently characterized by low student engagement and unsatisfactory academic performance, primarily due to the abstract nature of physical concepts and the cognitive load associated with mathematical requirements. While technology-enhanced instruction has gained global traction, there remains a critical dearth of empirical evidence regarding the efficacy of interactive simulations within resource-constrained secondary school contexts in the Philippines. This study investigated the effectiveness of Physics Education Technology (PhET) simulations in enhancing the conceptual understanding of Grade 9 students. The research specifically evaluated performance across core competencies: Changes in the Form of Mechanical Energy, Conservation of Energy, and Heat, Work, and Efficiency. Adopting a one-group pre-test–post-test pre-experimental design, the study involved a total enumeration of Grade 9 students (N = 39) at a laboratory high school in Camarines Sur. The intervention spanned five weeks, integrating structured PhET-based interactive lessons into the curriculum. Data were collected via a validated, researcher-constructed instrument and analyzed using descriptive statistics, paired-sample t-tests, and Cohen’s d to determine effect size. Baseline data revealed a systemic lack of proficiency, with an overall pre-test mean of 72.59 (SD = 3.95) and a 100% failure rate in energy transformation concepts. Post-intervention results demonstrated significant academic gains, with the overall mean increasing to 80.49 (SD = 7.91). Paired t-test results indicated statistically significant improvements across all competencies (p < .001). Notably, large effect sizes were observed, ranging from d = 0.803 to d = 1.238, with the highest gain recorded in the Heat, Work, and Efficiency domain (d = 1.188). The findings provide robust evidence that PhET simulations serve as a transformative instructional tool, bridging the gap between abstract theory and conceptual mastery through interactive visualization. This study suggests that the strategic integration of simulations can mitigate the limitations of traditional lecture-based methods, offering a scalable solution for science educators to improve learning outcomes in challenging instructional environments.