Computer Simulation in Teaching Science 7
Computer Simulation in Teaching Science 7
COMPUTER SIMULATION IN TEACHING SCIENCE 7
PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL
Volume: 18
Issue 4
Pages: 364-373
Document ID: 2024PEMJ1670
DOI: 10.5281/zenodo.10889700
Manuscript Accepted: 03-05-2024
Psych Educ, 2024, 18(4): 364-373, Document ID:2024PEMJ1670, doi:10.5281/zenodo.10889700, ISSN 2822-4353
Research Article
Computer Simulation in Teaching Science 7
Romalyn O. Ubaldo*
For affiliations and correspondence, see the last page.
Abstract
This study investigated the effectiveness of computer simulations in teaching Science 7. It Specifically answers the
following questions: 1. How may the performance in the pre–test scores of the learners in the experimental and control
groups be described; 2. How may the performance in the post–test scores of the learners in the experimental and
control groups be described; 3. Is there a significant difference between the pre–test and post–test scores of the learners
in the experimental group; 4. Is there a significant difference between the post–test scores of the learners in the
experimental and control groups; and 5. What are the implications of the study to science education? The subjects of
the study were eighty (80) randomly selected Grade 7 students of the Don Ramon E. Costales Memorial National High
School, which were classified into two groups: the experimental group and the control group. This study employed
the Experimental Design with the Pretest-Posttest Control group. Results of the study showed a significant difference
in the pretest and post-test scores of the learners in the experimental group (t=-24.086, ρ=.000). These results indicate
that the PhET Simulation method is effective in teaching topics in electricity. There was also a significant difference
in the post-test scores of the learners in the experimental and control groups. Further, when the difference in the mean
gain scores of the control group (13.9750) and the experimental group (25.6500) were compared using t-test, the t-
value obtained is 7.449 while the ρ-value is. 000.Since ρ<.05, then the difference is significant. This means that in
terms of gained knowledge in electricity, there is greater learning achieved by the experimental group, which was
exposed to the computer simulation method, than by the control group, which was exposed to the traditional method.
Thus, the Computer simulation method is more effective in teaching Electricity than the traditional method based on
their mean gain scores which showed significant difference.
Keywords: computer, simulation, teaching, science, education
Introduction
The 20th Century gave birth to Information Age which introduced the use of modern technology enabling people to become more
efficient and globally competitive. With the globalization process comes extraordinary changes that may convey either openings or
dangers to humankind. The challenge for the educational sector is to make these changes into opportunities for the learners to be more
competent and productive citizens of the future.
The K to 12 Curriculum provides a wide scope of opportunities for everyone to compete globally. It offers important learnings from
which the future can profit most. How we teach our children today determines what is to come for our nation. Teachers need to equip
themselves with 21st-century skills. They must know how to integrate information and innovation into the learning and teaching process
development for the welfare of the students. It is important that teachers should give emphasis on the learnings of the students because
K to 12 Curriculum a learner- centered.
Teachers must make the lessons interesting and challenging by introducing and engaging the use of computer simulations in the
teaching and learning process. Technologies similar to computer simulations are tools to support and enhance learning.
Asia-Pacific countries have recognized the importance of Information and Communication Technology (ICT) in education. On a global
scale, the use of ICT in education is well in progress. The extent to which a country has produced and extended technology and built a
human skill base differs significantly. The Philippine Government has revealed a serious dedication to ICT education through a
succession of initiatives to apply ICT in the learning and teaching process. Training is needed to empower teachers to integrate ICT
into the curriculum. Fortunately, more government funds are being used in ICT for education.
ICT is a potent tool to accomplish educational goals efficiently and effectively. To improve student performance, the k to 12 curriculum
must combine the operative features of both laboratory events and simulations. Numerous studies have shown the benefits of using
computer simulations in the educating-learning process. With the use of computer simulations, students can enjoy the lessons and make
a grasp of science concepts easily. Rutten et al. (2012), presented that old classroom can be enhanced by using simulations. Nagy and
Abdulwahed have recommended that using computer simulations, may be best when they are used as a corresponding fragment of a
development including practical activities. Learning performance was shown to be better when using simulations in teaching than mere
traditional methods.
Computer simulation as a method of learning and teaching process is gradually becoming prevalent and has been significant particularly
in understanding difficult topics in science such as electricity. Researchers have recognized two reasons for this strong research
concentration on the usage of simulation in teaching electricity which are still effective today. Firstly, electricity is perceived as essential
in teaching physics/ science courses at entirely levels. Secondly, the ideas of electricity are mostly difficult because it is abstract.
Students can acquire the information most simply in real situations where they can see the processes and ideas. However, in these
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atmospheres, it is not easy to make enlightenments and to explain this kind of facts, replicated environments such as laboratories are
extensively used (Mulhall et al., 2001).
Electricity is one of the difficult lessons in Physics to comprehend since it is considered as abstract. It is, for example, not possible to
see the current in a circuit. If electricity is simulated and visualized, it can become less abstract and easier to understand for the students.
If these ideas will be transferred to the students incorrectly, it will produce many different misconceptions.
Teaching Electricity among high school students is in no way simple and easy. The nature of physics was dependent on the language
of Mathematics. Therefore, Physics is dominantly problem-solving in nature.
Studies also show that most science teachers encounter difficulties in teaching electricity mainly because they have not acquired enough
pedagogical content knowledge in teaching electricity except in their own majors or subjects like biology and chemistry. Electricity,
which is a physics subject, is one of the least mastered lesson of our students and with the help of computer simulations, the researcher
believes that it will be a big help for the teachers to discuss more clearly and effectively topics about electricity and it will be enjoyed
and understood by the students. Another reason is electricity is one of the complex concepts to master also by the teachers because
they find it as one of the difficult lessons in physics.
According to Webb (2005), learning can be enhanced by mixing computer-based simulations on subjects that learners find abstractly
hard lessons. The results also indicated that the books used for traditional methods and resources are not enough and effective to teach
the lessons.
With the support of a simulation in teaching, lessons in physics especially in electricity in grade 7 Science which are considered as
difficult by the students can be made easier, clearer and simpler. This topic was found out to be the least mastered topic in our school
during the third quarter. Experiments which are hard for the students to comprehend in an actual laboratory can be made clearer with
the aid of simulations. Experiments that are considered as dangerous and hazardous to perform in an actual laboratory can be safer with
the help of computer simulations. The students can repeat the experiments, can explore and receive an immediate feedback.
The above premises encouraged the researcher to study the effectiveness of computer simulation as enhancement in teaching the topic
on electricity in Science 7 at the Don Ramon E. Costales Memorial National High School with the end goal of discovering a teaching
strategy that will enable students to understand better abstract concepts in science like electricity and thus help in improving the quality
of science teaching and learning.
Research Questions
This study aimed to examine the effectiveness of computer simulations as an enhancement in teaching selected topics to Science 7
students of Don Ramon E. Costales Memorial National High School. Specifically, this study sought to answer the following questions:
1. How may the performance in the pre – test of the learners in the experimental and control groups be described?
2. How may the performance in the post – test of the learners in the experimental and control groups be described?
3. Is there a significant difference between the pre–test and post–test scores of the learners in the experimental group?
4. Is there a significant difference between the post– test scores of the learners in the experimental and control groups?
5. Is there a significant difference between the mean gain scores of the learners in the experimental and control groups?
6. What are the implications of the study for science education?
Methodology
This section presents the research design, the subjects of the study, the method of gathering data, the research instrument and the
statistical treatment of the gathered data.
Research Design
The experimental design with the pretest-posttest control group was used in this study to determine the effectiveness of PhET simulation
in teaching selected topics in electricity.
The topics covered in the study were taken from Unit 3: Energy in Motion, specifically the Module 6: Electricity with the following
subtopics of electricity: Electricity with the subtopics namely types of charges, electric force, conductors and insulators and energy
transfer in the circuit which are found in the Science 7 module as recommended by the Department of education.
Learning competencies in Electricity with the subtopics prescribed for the Third Quarter were the bases in the preparation of the
researcher-made test which was validated using the adapted criteria for validation (Scale of Garingo,2012) by experts for reliability.
The simulation software which was used by the researcher was downloaded from the internet. The simulations are easily available over
the internet, for example PhET collection developed by the University of Colorado (http://phet.colorado.edu/). PhET is a place also
for collaborative simulations for science that delivers amusing, free, cooperative, research-based science simulations. The simulations
are written in Java, Flash or HTML5, and can be run online, offline or downloaded to one’s (Moodle server) computer. All simulations
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are open source.
The researcher chose the simulation of electricity within the grade level assigned on the computer simulation PhET website. The
following figures show sample images of PhET Simulation used in the study.
Figure 1. Balloons and Static Electricity
(https://phet.colorado.edu/en/simulation/balloons)
Figure 2. Coulomb’s Law
(https://phet.colorado.edu/en/simulation/coulombs-law)
Figure 3. Charges and Fields
(https://phet.colorado.edu/en/simulation/charges-and-fields)
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Figure 4. Circuit Construction Kit
(https://phet.colorado.edu/sims/html/circuit-construction-kit-dc/latest/circuit-construction-kit-dc_en.html)
The experiment was conducted according to the following procedure:
G1 O1 X1 O2
G2 O1 X2 O2
Where:
G1= Control Group
G2= Experimental Group
O1= Pre-test of the Students
O2= Post-test of the Students
X1= Traditional teaching method using PowerPoint and video presentation
X2= Computer Simulation using PhET Simulation
At the start of the experiment, the experimental and control groups were given a pre-test to measure their initial knowledge on the
subject matter before the experimentation. The pre-test was teacher-made.
The two groups were taught separately by the researcher during their respective science class schedule for a period of one hour each.
The experimental group was taught with the use of computer simulations using the PhET software while the control group was taught
through the traditional method using PowerPoint presentations and videos. The students in the experimental and control groups were
given four hours to finish the topics on electricity based on the allocated time on the budgeted lesson plan prescribed by the Dep Ed.
The students in the experimental group were oriented first on how to practice the PhET software. Directions and step by step procedures
were discussed during the orientation. They were then given thirty minutes to familiarize themselves with the software before the
conduct of the study. After four days of exposure to their respective strategies, the two groups were given a posttest to measure the
level of achievement. The posttest results were compared with the pretest scores. The increase in means and gain scores determined
the effectiveness of the strategies. Variation in favor of the experimental group was deemed a measure of effectiveness.
Respondents
The subjects of this study were the Grade 7 students of Don Ramon E. Costales Memorial National high School for the academic year
2018-2019. They were from the two sections (Camia and Sunflower) handled by the researcher. The students were equally distributed
into two groups composed of 40 students each. The researcher taught the two groups during the scheduled science class hour.
Instruments
A test questionnaire was the major instrument used to gather data. A teacher-made test was used to measure the effectiveness of
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computer simulation as an enhancement in teaching selected topics in science 7. The test was used to identify the knowledge and skills
in Electricity as the selected lesson in Science 7. This is the least mastered concept among the students. To determine the topics to be
discussed, K to 12 learning competencies were used as bases of the questions in the pretest and posttest. The Table of Specification for
the pretest and posttest was constructed to ensure the equal distribution of topics and items. The correctness of the choices provided
for each item was checked by three independent reviewers and ideas were united in the final versions which contained of 50 multiple
choice questions. Science specialists validated the test questionnaires with the use of the criteria for the validation of the questionnaires,
which it was adapted to the scale of Garingo 2012.
Procedure
The data for this study were collected through the use of Pretest and Posttest in Grade 7 Science. Topics covered in the pre-test and
post- test were taken from the K- 12 Curriculum Guide for Grade 7 Science in the third quarter specifically from Module 6: Electricity
with the following subtopics: Types of Charges, Law of Conservation of Charges, Electric force/electric field, Electrostatic Law,
Conductors vs. Insulators and Energy Transfer in the Circuit. These are found in the Science 7 module as prescribed by the Department
of education.
The test consisted of 50 items, developed in a 30-50-20 scheme of difficulty level, meaning 30% or 15 items are easy level, 50% or 25
items are average and 20% or 10 items are difficult. From this, a table of specification was prepared and the budgeted lesson plan was
followed. The test was developed by the researcher which consisted of fifty (50) multiple-choice questions. There are 20 items allocated
on the types of charges, 11 items on the kinds of electrical charges or the electrostatic law,5 items on the interactions of materials and
14 items on the charging processes and electrical circuit. The test was validated by science experts for its reliability. The test was given
to the learners in both the experimental and control groups at the start and at the end of the experimentation.
Lesson log was used by the researcher. It served as a guide and model on how to conduct the lessons and hence ensure that both groups
will take the same topic. It was prepared before the start of the experiment but the manner of delivering the instruction was different
for the two groups. The experimental group was taught using the computer simulation-aided method of teaching while the control
group was taught using the traditional method of teaching with the use of PowerPoint and Video.
Prior to the conduct of the study, a letter of permission was submitted to the school head of Don Ramon E. Cost ales Memorial National
School. As soon as approval was granted, the researcher started the conduct of the experiment by giving the pretest on electricity.The
experimental group consisted of forty (40) students that hold classes in Science at 1:00-2:00 in the afternoon. The class meets four (4)
times a week with an equivalent of four (4) hours per week. They were taught about the topics on Electricity and with the use of PhET
Simulation.
On the other hand, the control group also consisted of forty (40) students that hold classes in science at 11:00-12:00 in the morning.
The class likewise meets four (4) times a week with an equivalent of four (4) hours per week. The control group used the same Science
7 Module on Electricity. They were taught about the topics on Electricity with the use of the traditional lecture method like PowerPoint
and videos. Briefly, the topics for the control group were taught using the same strategies as the experimental group but without the
use of PhET Simulation.
The teacher-researcher herself taught the students in both groups to eliminate teacher factor effect. A pre-test was given to both
experimental and control group. After recording and interpreting the scores of the two groups, the instructions in teaching Electricity
were implemented. When all the topics were taken up by both the experimental and control groups, a post-test was given to both groups.
Test scores were computed and subjected to statistical analysis.
Data Analysis
The data were collected, collated and tabulated to facilitate analysis. In the process of interpreting the collected data, statistical tools
were utilized. The computed mean was used to describe the results of pre-test and post-test scores of the students in the experimental
and control groups. The standard deviation was determined to indicate the variability of the tests.
To determine the significant difference between the pre-test and post-test scores of the learners, the t-test of difference between means
of correlated samples was computed. The t-test was applied to the following differences: pre-test and post-test scores of the control
group; pre-test and post-test scores of the experimental group. To determine the significant difference between the pre-test scores of
the control and experimental groups and post-test scores of the control and experimental groups, the t – test of difference between
means of independent data was computed.
Results and Discussion
This section deals with the detailed analysis of information gathered from the study. The interpretations of findings based on the
research questions are presented in this chapter.
Performance in the Pretest of the Learners in the Experimental and Control Groups
The performance in Electricity of the Grade 7 students was determined at the start of the experiment. To do this, a fifty (50)-item
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pretests was administered to the eighty (80) students belonging to the control group and the experimental group. Table 2 shows the
result.
Table 1. Performance in the Pretest of the Learners in the Experimental and Control Groups
Score Range Experimental Control Percentage Description
41-50 0 0 0% Excellent
31-40 0 0 0% Very Good
21-30 2 2 5% Good
11-20 13 12 31% Fair
0-10 25 26 64% Poor
As shown in Table 1, majority of the students (64%) got pretest scores of 0 to 10 out of a perfect score of 50 items. Based on the result,
the performance is considered Poor in Electricity. This is followed by 31% of the students who scored 11 to 20 in the pretest which is
described as Fair Performance. Only 5% scored higher than 20, which is considered Good Performance.
It is interesting to note that in their pretest, no student got scores of 31 to 50. This indicates that, generally, the students have Poor
knowledge of Physics specifically Electricity at the start of the experiment.
Performance in the Post-test of the Learners in the Experimental and Control Groups.
After delivery of instruction to the experimental and control group, they were given the posttest. A posttest was administered to the
learners in the experimental and control groups at the end of the experiment. Table 3 shows the post-test results of the learners in the
experimental and control groups.
Table 2. Performance in the Post-test of the Learners in the Experimental and Control Groups
Score Range Experimental Control Percentage Description
41-50 30 23 66% Excellent
31-40 15 7 28% Very Good
21-30 3 2 6% Good
11-20 0 0 0% Fair
1-10 0 0 0% Poor
As shown in Table 2, majority of the students (66%) got posttest scores of 41 to 50 out of a perfect score of 50. Based on the result,
the performance is Excellent. This is followed by 28% of the students who scored 31 to 40 in the posttest which is described as Very
Good Performance. Only 6% scored higher than 20 which is considered Good Performance.
It indicates that majority of the students performed well and excel in their performance based on their posttest scores.
Pretest and Posttest scores of the Learners in the Experimental Group
The pre-test and post-test scores of the experimental group were compared using the t-test to determine whether there is additional
knowledge gained after the teaching-learning activity using computer simulation. Table 4 shows the pre-test and post-test scores of the
learners in the experimental group.
Table 3. Pretest and Posttest Scores of the Learners in the Experimental Group
Test 15.2500 t-value
Pre-Test -24.086
Post-test 40.9000 -24.086
As shown in Table 3, the experimental group got a mean pre-test score of 15.2500. After being taught the lessons with the use of
computer simulation, the experimental group got a posttest mean score of 40.9000 which is higher than the pre-test mean score. By
using the t-test, it was found that there is a significant difference between the mean scores of experimental groups in the pre-test and
the posttest. This means that the learners in the experimental group gained additional knowledge after learning the topics with computer
simulations. Based on this result, the null hypothesis was rejected. There is a significant difference in the pre-test and posttest scores
of the learners in the experimental group.
Hence, there is a significant difference in the level of knowledge of the experimental group before and after the teaching-learning
activity. According to Fiolhais and Trindade (1998), one of the important reasons for introducing computer use into physics education
was that computers are powerful and can quickly process information, and therefore suitable to implement new ways of learning. The
use of computer-based Physics instruction has promoted students’ understanding of measurement concepts and skills (Kiboss, 2002).
Posttest scores of the Learners in the Experimental and Control groups
The posttest scores of the learners in the experimental and control groups were compared using t-test for independent samples. Table
5 presents the mean scores in the posttest of the learners in the experimental and control groups.
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Table 4. Posttest scores of the Learners in the Experimental and Control groups
Group Posttest Mean Score t-value
Experimental Group 40.9000 7.830
Control Group 28.3000 7.830
Table 4 shows that the posttest mean score of the experimental group is 40.9000, which is higher than the control group's post-test
mean score of 28.3000. Results of the t-test revealed that there is a significant difference between the mean scores of the experimental
and control groups in the post-test. This implies a significant difference in the academic performance of the experimental and control
groups in favor of the experimental group. The experimental group performed better than the control group in the posttest. The null
hypothesis was thus rejected. There is a significant difference in the post-test mean scores of the learners in the experimental and
control groups. The higher mean posttest score of the experimental group compared to the mean posttest score of the control group
may be attributed to the use of computer simulation in the delivery of instruction. The result suggests that teaching with computer
simulations as supplementary instructional material is more effective than the traditional method.
Mean Gain Score of the Learners in the Experimental and Control Groups
The mean gain in scores of the learners in the control group and the experimental group were compared using t-test for independent
samples to determine which of the two methods is more effective in teaching electricity. Table 6 shows the mean gain in scores of the
learners in the experimental and control groups.
Table 5. Mean Gain in Scores of the Learners in the Experimental and Control Groups
Group Mean Gain t-value
Experimental 25.6500 7.449
Control 13.9750 7.449
Table 5 shows that the mean gain score of the learners in the experimental group is 25.6500 while the mean gain score of the learners
in the control group is 13.9750. Gain score is the difference between the pretest and the posttest scores. By using the t-test, it was found
that there is a significant difference between the mean gain scores of the learners in the control group and experimental group. This
means that while learners in both experimental and control groups gained additional knowledge after the teaching-learning activity,
knowledge gained by learners in the experimental group was greater than that of the control group. The result therefore suggests that
using computer simulation as enhancement in teaching science is a more effective method of teaching and learning compared with
traditional methods. Thus, the PhET method is more active than the lecture method in teaching Physics. The null hypothesis was thus
rejected. There is a significant difference in the mean gain scores of the learners in the experimental and control groups.
Implications of the Study to Science Education
Simulations can lead to deeper understanding of science concepts. Overall, they found that the benefits include: students are as or more
productive, increased engagement greater understanding of concepts, students enjoy the simulations, allows for multiple levels of
competencies (students can learn at their own pace).
It helps student to develop science inquiry skills by exploring cause-and-effect relationships. Teachers can facilitate whole-class inquiry
by creating a scenario in the simulation, and asking students to predict the effect of manipulating variables. Students enjoyed learning
electricity through computer simulations and it helped students grasp science concepts when used as a supplementary material in
teaching. It would thus be beneficial to the learners if computer simulations are used in teaching science whenever possible in science
classes to supplement traditional methods to make learning an enjoyable experience. Activity-oriented computer simulation can
improve competency and cooperativeness and develop dignity of work among students. students who feel that they do not understand
the material are more likely to freely investigate a simulation than those who believe that they already understand the subject matter.
The present study confirmed that teaching science concepts which students find difficult to comprehend with the use of computer
simulations leads to more effective learning than teaching through traditional methods alone. This implies that traditional methods of
teaching should be added by learning materials like computer simulation so that all-out learning could take place. Computer simulation
may thus be considered a simplified teaching strategy which could facilitate understanding of science that are too abstract to be easily
understood by learners. The teaching strategy increases the students’ academic achievement in science lessons that are difficult to
comprehend.
Conclusion
On the basis of the findings of the study, it can be determined that the use of computer simulations as enhancement in teaching selected
topics in Science 7 is more effective in imparting knowledge to the learners compared to the traditional method. (1) The level of
performance in Physics among Grade 7 students is Poor at the start of the experiment. (2) The level of performance in Physics among
Grade 7 students is Excellent at the end of the experiment. (3) The PhET simulation method is effective in teaching electricity since
the mean posttest score of the learners in the experimental group is significantly different from the mean pretest score. (4) Teaching
with the PHET Simulation method is more effective than Teaching with the Traditional method using the Powerpoint presentation and
videos learned on the significant difference between the post test scores of the Learners in the Experimental and control Groups. (5)
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The Learners gained more knowledge through the PHET Simulation than through the Traditional method based on the significant
difference between the mean gain in scores of the experimental and control groups.
The following recommendations are thus put forth to improve the teaching and learning process in science education: (1) School
administrators should allocate funds for the purchase of computers so that computer-aided instruction like the PhET can be used in
class. (2) Teachers should undergo seminar/trainings on the PhET simulation method so that they can use this approach in class as
enhancement in teaching. (3) Computer simulations may also be used in teaching other science subjects such as Biology, Chemistry,
and Mathematics to test its effectiveness in these subjects. (4) Other computer-aided instructions similar to the PhET simulation method
can be tried in teaching difficult subjects in Physics and other subjects in science when there is lack of laboratory equipment. (5)
Science teachers are encouraged to incorporate the use of computer simulation in teaching to supplement traditional methods of
instructional delivery for improved understanding of science ideas by the learners. (6) Science teachers are encouraged to explore the
use of a variety of teaching techniques that could facilitate understanding of difficult science concepts by learners and at the same time
sustain the learners’ interest in science subjects.
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Affiliations and Corresponding Information
Romalyn O. Ubaldo, MAEd
• Santa Rosa Consolidated Schools
New Mexico, United States of America
• Tarlac State University – Philippines
