Improving Grade 7 Students' Understanding on the Phases of Matter through PhET Interactive Simulations

Abstract

This study evaluated the effectiveness of Physics Education Technology (PhET) interactive simulations in improving student academic performance on the topic Phases of Matter, identified as the least mastered skill in the first quarter of Grade 7 Science. The purpose of this study was to examine the effectiveness of using PhET interactive simulations as an instructional tool in enhancing Grade 7 students’ understanding of the Phases of Matter. Specifically, it aimed to determine whether the integration of interactive, technology-based simulations improved students’ conceptual understanding and academic performance in Science, particularly in addressing the least mastered competency in the first quarter of the Grade 7 Science curriculum. The study also sought to explore the perceptions of students and educators regarding the use of PhET simulations, providing both quantitative and qualitative insights into their impact as a supplementary teaching strategy. A convergent mixed-methods design was employed, integrating both quantitative and qualitative data. In the qualitative phase, two students and two educators participated in in-depth interviews to provide contextual insights into the learning process and experiences. For the quantitative phase, a total of 10 Grade 7 students from Section Tagaytay—comprising 4 males and 6 females—were purposively selected based on their poor performance in a prior quiz on the topic. The participants were randomly chosen using the fishbowl method. These students underwent an intervention using PhET interactive simulations. A validated 10-item pretest and posttest, adapted from the Lesson Exemplar for Grade 7 Science Quarter 1, Lesson 1 (Week 1), S.Y. 2024–2025, served as the primary assessment tool. The test focused exclusively on the learning competency: describing the phases of matter (solid, liquid, gas) and the particle theory of matter as outlined in the K–12 Science Curriculum. To analyze the data, both descriptive and inferential statistics were used, including frequency distribution, mean, percentage, and paired sample t- test. The results revealed a significant improvement in the students’ performance following the intervention. The t-value of 15.28, which exceeded the critical value of 1.729, and a p-value of .001 (p < 0.05), The study revealed a statistically significant improvement in students’ academic performance after the implementation of PhET interactive simulations. The paired sample t-test yielded a t-value of 15.28, which exceeded the critical value of 1.729, with a p-value of .001 (p < 0.05), indicating that the intervention had a positive effect on student learning outcomes. That confirmed the effectiveness of the simulation-based instruction. The findings suggest that PhET interactive simulations are a highly effective instructional tool for enhancing conceptual understanding and academic performance in Science. When properly implemented, these simulations can serve as powerful interventions to help students master difficult concepts, particularly in topics where comprehension is commonly weak.