Topics: Effectiveness of the simulators in science teaching

Introduction

Simulators are the software which are used to conduct the laboratory experiment in

online or computer assisted learning(Almasri, 2022). Simulator is applicable while we using the

online classes and applicable when there is the limited laboratory resource in our school or

college(Almasri, 2022) Ouahi et al., 2022). PhET offers engaging, no-cost, interactive

simulations of science and mathematics based on research. To guarantee the efficacy of any

simulation as a teaching tool, we thoroughly test and assess it. Student interviews and classroom

observations on the use of simulations are part of these assessments (Adams, 2010). Hence, the

use of simulator helps to conducting the experiment virtual world or virtual media.

Statement of the Problems

Achievement of the students in science is not satisfactory. That means the average

achievement of the students is low in SEE examination. Behind it's low achievement of students

may be the various problems like students related problems, problems in curriculum and

problems related to the pedagogy. Here in this study i specially wanted to focus about the

pedagogy of teaching for science learning. In the context of Nepal there is the limited availability

of laboratory materials as well as limited availability of science teachers and the solution may be

the online teaching. In this essence there is problems with the experimentation at that situation,

use of the virtual lab and simulation software like PHet, Chemdoodle, virtual simulation software

may helpful. So, In this study the researcher wanted to test the effectiveness of the simulation

software for online experimentation for SEE students.

Objectives
1. established the relationship between the application of simulation software and achievement in

science teaching.

2. To explore the obstacles faced by teacher and students using the simulation software in

science teaching.

Research questions

1. Is there is any relations between the utilization of simulation software in teaching and

student’s achievement?

2. What are the obstacles faced by teachers for conducting experiments using simulating

software?

3. How the simulators support the science learning?

4. What are the obstacles faced by the students on using simulator software?

Hypothesis

Null Hypothesis: There is no any relationship between the use of simulation software and

students achievement.

Alternative Hypothesis: There is the relationship between the use of simulation software and

students achievement in science.

Theoretical Framework

Education of 21st century is shifting from the traditional no-tech pedagogy to low tech

and high-tech strategies. Knowledge and skills in 21st century is interrelated to each other in

every field of education. So, this research is depends upon the connectivism theory. A learning

theory known as connectivism places a strong emphasis on the use of technology to foster

learner-centered environments and increase connectivity among students. It centers on the notion

that knowledge and learning are dispersed via networks of connections, and that technology is
essential to the establishment and upkeep of these connections. Connectivism's tenets are as

follows: the use of information and communication technologies (ICTs) to co-create and manage

knowledge; the continuous circulation and sharing of knowledge both inside and outside the

learning environment; the emphasis on connectivity among learners facilitated by technology;

and the shift towards a learner-centered environment(Siemens, 2005).

Conceptual Framework
Homogenous Group A Homogenous Group
B

Intervention
No intervention

Simulation software in
scientific experiment Concurrent
( Phet, Amrita Virtual Mixed method
Lab) in teaching physics design

Student achievement

Leading by the obstacles faced by

teachers and students on Thematic Conclusion
integrating simulations Review

Research Paradigm
A worldview containing shared views and philosophical presumptions within a community of
researchers is called a research paradigm. It may also be viewed as an epistemological position
or mental model that directs the researcher's method of doing research. A variety of paradigms,
including realism, have been put up to account for the blending of qualitative and quantitative
research approaches. Scholars may adopt a single paradigm, several paradigms, or a paradigm-
free method, among other positions on paradigms. In order to justify the use of mixed techniques
in research, the choice of paradigm is essential. In the end, the paradigmatic approach that
researchers use affects the procedures followed, the information gathered, and the analysis of
study results.
Particular positions on ontology, epistemology, methodology, and axiology define the
positivistic paradigm.

Ontology: The idea that there is an objective reality that exists apart from human perception is
known as ontology in the positivistic worldview. Positivists contend that empirical techniques
can be used to observe and quantify reality.
Epistemology: Empiricism and the scientific method are emphasized by positivism as the main
ways to learn new information. In order to produce knowledge and understanding, positivists
give priority to objective, observable, and quantifiable evidence.

Methodology: The positivistic paradigm supports the collection and analysis of data using
quantitative research techniques. To test theories and determine causal linkages, positivists
primarily use systematic observation, experimentation, and statistical analysis.

Axiology: In the positivistic paradigm, axiology is distinguished by its impartial attitude toward
values. Researchers should aim for objectivity and refrain from incorporating their own
prejudices or ideals into their work, according to positivists.

All things considered, the positivistic paradigm is based on the conviction that there is an
objective world that can be investigated by empirical observation and measurement. Knowledge
is produced using quantitative research techniques in a manner that is impartial toward values.
First objectives of the research is based on the casual relationship between the simulation
software and student achievement so this objectives is guided by the positivistic nature and
second objectives is about explore the obstacles faced by the students and teachers which are
guided by the in-depth interview, phenomenology and observation. So, this section is guided by
the interpretive paradigm.
The constructivist paradigm, sometimes referred to as the interpretive paradigm, is distinguished
by particular research methodologies and viewpoints.

Ontology: Within the interpretive paradigm, ontology denotes the conviction that reality is
subjective and socially produced. Within this paradigm, researchers recognize the existence of
various realities that are shaped by societal and individual experiences.

Epistemology: The interpretive paradigm places significant emphasis on comprehending the

personal interpretations and meanings that people ascribe to their experiences. Within this
paradigm, researchers use qualitative techniques like document analysis, observations, and
interviews to explore and interpret these meanings.

Methodology: The interpretive paradigm relies on a qualitative approach that emphasizes

gathering rich, detailed data in order to obtain a comprehensive picture of the social world.
Researchers frequently employ techniques
Axiology: Within the interpretive paradigm, axiology acknowledges the significance of
subjectivity and values in research. Scholars recognize that their personal prejudices and beliefs
might impact the way they conduct research and analyze information. Research carried out
within the interpretive paradigm must be transparent and reflexive.
Hence, this research could be guided by the two paradigm i.e. positivistic paradigm as well as
Pragmatism paradigm.
Design of the study
Convergent mixed research Design
Population of the study
All the secondary students who study science subject are population of study
Sample and Sampling procedure
Purposive non random sampling method for selecting students for both quantitative data
and qualitative data.
Data collection tools
Questionnaire for quantitative information and in-depth interview for the qualitative data
Data Analysis procedure
Box plot of mean, median for quantitative and thematic review used for analyzing qualitative
research.
Almasri, F. (2022). Simulations to Teach Science Subjects: Connections Among Students’
Engagement, Self-Confidence, Satisfaction, and Learning Styles. Education and
Information Technologies, 27(5), 7161–7181. https://doi.org/10.1007/s10639-022-10940-
w
Ibn Toufail University Faculty of science Kenitra, Morocco, mhamed.benouahi@uit.ac.ma,
Ouahi, M. B., Lamri, D., Regional center of education and training Rabat /Kenitra,
Morocco, lamridriss11@gmail.com, Hassouni, T., Regional center of education and
training Fes/Meknes, Morocco, taoufik.hassouni@uit.ac.ma, Al Ibrahmi, E. M., & Ibn
Toufail University Faculty of science Kenitra, Morocco, alibrahmielmehdi@yahoo.fr.
(2022). Science Teachers’ Views on the Use and Effectiveness of Interactive Simulations
in Science Teaching and Learning. International Journal of Instruction, 15(1), 277–292.
https://doi.org/10.29333/iji.2022.15116a
Siemens, G. (n.d.). Connectivism: A Learning Theory for the Digital Age.