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Enhancing the Academic Performance of Grade 10 Students in Physics through Interactive Simulation Laboratory Experiments

Ian Ismael E. Marces, Dennis G. Caballes


This study aimed to determine the effectiveness of interactive simulation laboratory experiments in enhancing the academic performance of Grade 10 Students in Physics. It made use of a quasi-experimental research analysis whereas pretest-posttest control group design was used. Sixty (60) Grade 10 students were chosen as respondents and were randomly selected and assigned to the control and experimental groups. The findings revealed that the experimental group or those who used the interactive simulation laboratory experiments was found to perform better than control group who used actual laboratory experiment. For that reason, the following conclusions are drawn: (1) The video interactive simulation can be used as an additional learning resource since it is in line with K to 12 curriculum learning competencies; (2) The video interactive simulation is effective in enhancing the academic performance of Grade 10 students in Physics; and (3) The video interactive simulation can be a substitute material for those topics without enough instructional devices. With that, the following are hereby recommended: (1) Science teachers should use video interactive simulation for those topics without enough instructional tools; (2) Science teachers and curriculum developers should develop more video interactive simulation in line with the K-12 learning competencies; (3) A similar study may be conducted with longer teaching sessions to cater all the topics with PhEt video interactive simulation; and (4) A similar study may be conducted with bigger number of respondents in another venue to increase the generalizability of the results.


Grade 10, Interactive Simulation, Laboratory Experiments, PhET, Physics.

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