Science - Ramirez - PRIME PHASE and Student Academic Achievement in Physics

QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino
COLLEGE OF TEACHER EDUCATION
....promoting pedagogical excellence
PRIME-PHASE AND STUDENT’S ACADEMIC ACHIEVEMENT
IN PHYSICS
A Research Proposal
Presented to
the Faculty of the College of Teacher Education
Diffun, Quirino
In Partial Fulfillment
of the Requirements for the Degree
BACHELOR IN SECONDARY EDUCATION
major in Science
JASSER B. RAMIREZ
January 2023
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The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.
“Molding Minds, Shaping Future”

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APPROVAL SHEET
The research proposal attached hereto titled, “PRIME-PHASE AND
STUDENT’S ACADEMIC ACHIEVEMENT”, prepared and submitted by JASSER B.
RAMIREZ, in partial fulfilment for the degree BACHELOR IN SECONDARY
EDUCATION major in Science, is hereby endorsed for approval.
PROF. ROMIRO G. BAUTISTA, PhD

Adviser
Approved by the Panel of Examiners with a rating of _________________ on January
23, 2023.
PROF. JUAN C. DELA CRUZ, Jr, PhD

Chairman
PROF. JUAN C. DELA CRUZ, Jr, PhD JUAN C. DELA CRUZ, Jr, PhD
Member External Evaluator
Recorded by: Noted by:
MARY JOY AGNES B. BERNASOL, MS PROF. AGATON P. PATTALITAN, JR., PhD

Research Coordinator, BSE Program Chairperson, BSE Program
Accepted as partial fulfillment of the requirements for the degree
BACHELOR IN SECONDARY EDUCATION major in Science.
PROF. ELIZABETH T. CARIG, PhD

VP for Academics and Research
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Chapter I
THE PROBLEM AND ITS BACKGROUND
Rationale
Objectives of the Study
Hypotheses of the Study
Scope and Delimitation of the Study
Significance of the Study
Definition of Terms
Conceptual Framework of the Study
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Chapter II
LITERATURE REVIEW
This section presents the digested literature conducted along the thesis of
this study together with its theoretical underpinning. This review underscores the 3
main spectrum of the study: Science simulation as an effective tool for conceptual
understanding, simulation in science teaching-learning environment, and
simulation in enhancing learning outcome.
Science simulation as an effective tool for conceptual understanding.
Every science contains knowledge, it will always require students to reconstruct
complex phenomena in their minds to fully understand certain concepts
(Nieswandt, 2007). In learning a new concept, it must be integrated into an existing
knowledge matrix (conceptual growth) or accommodation of existing knowledge to
tailor the new concept into the framework (conceptual change) (Treagust & Duit,
2008). Additionally, a notable amount of previous research has exemplified the
effectiveness of computer simulations in student learning. A good number of these
studies have focused on the acquisition of specific conceptual change. For example,
Sarabando et al. (2014) found that simulations have been used to promote
conceptual change in weight and mass. Additionally, Windschitl & Andre (1998)
found that using a computer simulation as an instructional tool can work on
college students’ conceptual change. Simulations offer many attributes that are
potentially useful for promoting conceptual understanding. Because simulations
present simplified versions of the natural world, they can focus students’ attention
more directly on the targeted phenomena (de Jong & Van Joolingen, 1998).
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Moreover, inquiry-based science instruction can aid interactive simulation that
allows the students to develop their problem-solving skills and guides to the
conceptual understanding of the topic and it opens the avenue for profound
discussion (Husnaini & Chen, 2019; Arabacioglu & Unver, 2016; Yuliati et al,
2018). Conceptual understanding can also be facilitated through Computerized
Molecular Modeling in chemistry by also engaging the students to transfer their
comprehension and chemical processes (Dori & Kaberman, 2012). Likewise, these
understanding accounts to abstract construction that can be easily grasped
through simulation, thus, it was revealed in a study that virtual laboratory and
simulation enabled students to learn by embodying abstract concepts (Yildrim,
2021).
Conceptual understanding of science concept is also described as students’
ability to apply the learned scientific concepts to scientific phenomena in an
everyday life situation (Nieswandt, 2007). This includes the capacity to recognize
new information, construct explanations and make connections among scientific
phenomena, for instance, scientific phenomena of electricity and magnetism.
Students should be able make the connection between current and magnetic field,
which is a direct relationship both are opposites of each other. In a broader sense,
kinaesthesia as well as vision or simulation seem to facilitate learners in extending
their understanding of science concepts. The interplay between multiple sensory
modalities and visual representations were shown to have a positive effect on the
development of learners’ understanding (Anastopoulou & Sharples, 2011).
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Using simulation concerns the need to understand the complex phenomenon in
science is the first reason for its inclusion in the teaching-learning process. For
example, student understanding and intuition for direct and reciprocal lattices can
be enhanced using computer simulations of two-dimensional crystal structures
and their diffraction patterns which many important relationships can be presented
very clearly in two dimensions, thus avoiding the added difficulty of visualizing
structures in three dimensions (Hall, 1998). The effect of a computer simulation in
conjunction with tutorials in Introductory Physics produces conceptual change and
develops conceptual understanding among undergraduate physics students as
observed during their recitations (Keller et al., 2006).
The reason why using simulation concerns the need to understand the learned
scientific concepts is to view scientific phenomena in our everyday life situation.
Simulations may be used to show students scientific phenomena that cannot be
observed easily in real time. For example, they can allow students to see things in
slow-motion, such as lightning or speeded up, such as earth revolution. They are
used to model phenomena that are invisible to the naked eye, such as cell division.
Simulation utilizes in situations that require several repetitions of an experiment,
for example rolling a ball down a slope while varying mass, the angle of inclination,
or the coefficient of friction. Among these examples, simulation in the aviation
industry is notable to understand and improve practical skills in terms of their
strategic knowledge on aerodynamics and fluid mechanics (Lee, 2013). It is evident
that through simulation, students can make their own scenario to reach cognitive
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goals and making up scenarios prepares them for hands-on activity in real world
situations (Garcia-Diaz et al., 2009).
Another reason why using simulation addresses the necessity to understand
highlights the breadth and depth of science content knowledge. Simulations can
make learning abstract concepts more concrete to the inputs of in-depth knowledge
(Ramasundarm et al., 2005; Yildrim, 2021). Simulations can add up to learning
science processes as to its accessibility and visibility to the students. For example,
understanding science phenomena such as the anomalous expansion of water is a
complex case for some reason. It is complex because it defies the common
misconception about the water going into freezing point that is believed to
continuously contract into small volume solid.
Another example is a complex interactive system that ranges in scale from the
heart or blood vessels visible through the skin to blood cells circulating in
capillaries much smaller than the human visual range. Simulation has the
potential to make abstract scientific concepts, such as circulatory systems, more
accessible and visible to students. Muller, Sharma, & Reimann (2008) explained
that simulations allow learners to represent visually and dynamically important
concepts that would otherwise be invisible. They can provide detailed
representations of unobservable science phenomena (Stieff, 2011; Ryoo & Linn,
2012). They can also animate dynamic changes in scientific processes that are
difficult to infer from static illustrations found in the textbooks (Marbach-Ad,
Rotbain, & Stavy, 2008; Ryoo & Linn, 2012). In particular, simulations or
animations can help students visualize the phenomenon that might otherwise be
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difficult to depict (Chang, Quintana, & Krajcik, 2010). Thus, the benefits from
simulations are making science abstract concepts more accessible, visible, and can
help students to understand science concepts. When students are unable to
observe or experience abstract science phenomena directly, simulation can play a
crucial role in helping them understand those phenomena.
One of the available resources that can and is being used in ensuring that
students develop conceptual understanding in science, particularly in physics, is
technology in the form of interactive simulations (Osborne & Hennessy, 2003;
Kibirige and Tsamago, 2019). There are many physics simulations on the market
and online free or for sale. Of particular interest in this paper are the physics
education technology (PhET) simulations developed by the University of Colorado
Boulder. The PhET simulation project was initiated to improve the way science is
taught and learned across the globe by using free interactive simulations. PhET
simulations are renowned worldwide due to their overwhelming impact on
enhancing the teaching and learning of science. PhET simulations are vital in
developing a platform enriched with scientific and technological resources that
enable students to engage in scientific exploration, develop conceptual
understanding, make connections to everyday life, view science as accessible and
enjoyable, and take ownership of the learning experience (Perkins et al., 2014).
Perkins et al. (2014) further emphasize that the PhET simulations are flexible
and available free of charge, and address various learning goals; they are
interactive, authentic, and offer meaningful learning, and are research based. This
claim that PhET interactive simulations are fundamental in aiding the
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enhancement and development of conceptual understanding among learners in
physics has sparked a bandwagon of research in this area by researchers and
educators across the globe. Additionally, in a comprehensive review of 31 quasi or
experimental research studies from the past decade on the effect of PhET
simulations on students’ conceptual understanding of physics, provides robust
evidence that PhET simulations can significantly enhance students’ conceptual
understanding of physics and can be integrated into many active learning
instructional environments (Banda & Nzabahimana, 2021).
Indeed, PhET interactive simulations have an overall positive impact on
students’ attitudes and perceptions about learning, PhET simulations promote
students’ development of conceptual understanding of chemistry concepts and
content, PhET simulations seem to promote and facilitate learning and
understanding of abstract concepts, and PhET simulations furnish learning
opportunities that otherwise cannot be attained in a traditional laboratory setting
(Salame & Makki, 2021).
Simulation in science teaching and learning environment. Simulations can
be used in class when equipment is not available, or when it is not practical to set
it up (Wieman et al., 2010). Another application of simulations is for doing
experiments that would otherwise be impossible to do. Variables can easily be
changed in simulations in response to students’ questions, where this is not always
possible with real equipment. Students can practice laboratory techniques before
engaging in lab experience with real equipment (Akpan, 2001). They can also
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practice with simulations at home to repeat or extend classroom experiments for
additional clarification.
The studies that compared the application of simulations with traditional
learning seem to indicate that traditional learning can be successfully improved by
using simulations (Suleman et al., 2017; Aksoy, 2013). Within traditional
instruction, learners can be a useful add-on, for instance serving as pre- laboratory
exercise or visualization tools. Chang, et al. (2008) proved that learning by using
simulation in optical lenses leads to a significantly greater improvement in learning
outcomes in comparison with traditional laboratory practices. Simulations, in this
case, can help to organize the small pieces of information into large pieces of
information, reducing the amount of memorization required by increasing the
logical connections between ideas (Tversky et al., 2002). Thus, simulation allows
learners to view and interact with models of phenomena and processes.
Additionally, a study of multimodal interactions revealed how physical
manipulations of representations can provoke rhythmic cycles of engagement and
reflection that enrich the learning experience (Anastopoulou & Sharples, 2011).
Shellman and Turan (2006) have found that there was a significant improvement in
students’ participation, motivation, and preparation for simulation exercises.
Moreover, simulations have potential to advance multiple science learning goals,
including motivation to learn science, understanding of the nature of science,
science process skills, scientific discussion and argumentation, and identification
with science and science learning. Supporting this idea, based on the findings
obtained from students’ perception, simulation-supported physics education also
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helps in overcoming fear and anxiety towards Physics lessons and it is effective in
increasing interest and motivation (Hursen and Asiksoy, 2015). Additionally, it
helps establish relationships on the concepts of the topic easier and faster.
In order to gear students with the scientific process skills, it is important that
laboratory activity must be given priority. However, laboratory works are not
practiced enough due to physical inadequacy and financial problems. Setting up
well-equipped labs in schools or learning environments is both costly and making
labs ready for each student’s benefit causes problems in terms of time. With this
purpose in mind, the necessary experiments and observations required for science
and technology courses will be downloaded on computers and virtual science and
technology laboratories can be set up on the computer. So, the students will have
the opportunity to do their experiments and observations on their own in a safe
and fun way and they will also have the opportunity to do these experiments again
in their homes (Scalise et al., 2011).
The attitude of the students regarding the use of technology in science content
discussion is evident in the study of Estriegana, Medina, & Barchino (2019). Hence,
it was determined as a result of the research that virtual laboratory applications
increase students' interest and motivation to science discussion (Yildrim, 2021).
However, it depends on the gender and what kind of science topic is being
discussed on the level of student’s engagement with simulation integrated lecture
(Almasri, 2022).
On the other hand, ICT-rich environments can support current pedagogical and
curriculum innovations within a framework for pedagogical practice. It is clear that
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ICT-rich environments already provide a range of affordances that have been shown
to enable learning of science (Webb, 2005). This was supported by the study of
Asiksoy (2017), in which students who engaged in the virtual physics laboratory
activities showed a more positive increase than participants’ using physical
laboratories to conduct experiments. Furthermore, a majority of the participants
have voiced a positive view on virtual laboratories. It is believed that this result
stemmed from the simulations concretizing abstract subjects and enabling
meaningful learning. In addition to this, it is thought that participants being able to
conduct experiments at their own learning pace and the appeal of using computers
also had a significant impact.
Interactive simulations in investigative science teaching and learning are very
effective for both teachers and students, despite the presence of a set of obstacles
that hinder the use of classroom simulations. The views of science teachers on the
use of simulation are significant; a study clearly shows that science teachers who
have prior knowledge of simulation may have a better chance of including it in their
teaching because they have a positive view of including it in the curriculum (Ben et
al., 2022).
Furthermore, Asustik & Prahani (2018) integrated the use of Collaborative
Creativity Learning (CCL) with PhET Simulation to increase student’s scientific
creativity. has been proven to be: 1) Practical (applicable in learning and practical
and reliable category) and 2) Effective includes: (a) a significant increase in
students' scientific creativity (b) the average n-gain of students' scientific creativity
was medium, and (c) the student's response to each component of learning was
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very positive. This also allows the teachers to enhance meta-cognitive scaffolding
and virtual laboratories to enhance students’ knowledge modeling competency
(Hung & Tsai, 2020). Indeed, a collaborative environment is an imperative element
in interactive physics simulation, supported by the study of Ibañez et al. (2013), in
which it shows how interactions with elements of 3D virtual worlds can enforce
collaboration in Multi-user virtual environment.
Simulations are used to model that which is not easily observed in real life or
are used in teaching situations where simulation offers advantages (Scalise et al.,
2011). Computer simulations are programs that allow the learners to interact with
a computer representation of either (a) a model of the natural or physical world, or
(b) a theoretical system (Weller, 1996). Simulation provides learner-centered
environments that allow students to explore systems, manipulate variables and test
hypotheses (Windschitl, 1998). Further, these programs can be used as
demonstrations by teachers, or they can be used directly by the students to explore
various phenomena that would not be readily available under normal situations.
Simulations also provide learners with realistic experiences from which to gain and
manipulate knowledge to understand better the relationship between the concepts
being investigated. Simulations can combine animations, visualizations, and
interactive laboratory experiences. Teachers have a positive cognitive attitude to the
use of simulation in their discussion of some mediated by usefulness, engagement,
suitability, and professional development (Lee, 2021).
Simulations are a great help for pre-service teachers for them to get
accustomed with the technological input in understanding the concept of science.
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For example, Bell & Trundle (2010) explained that well-designed simulation
combined with appropriate instruction is effective in improving preservice teachers'
conceptions of moon phases. Likewise, a study demonstrates that the pedagogical
measures enabled the students to successfully make use of dynamic visualizations
(Ploetzner et al., 2009). In addition, simulation also influences pre-service teachers’
and middle school students’ learning to develop a deep understanding of a complex
science system (Liu & Hmelo-Silver, 2009). Furthermore, creating simulation also
enabled pre-service science teachers to develop more elements to contribute to their
understanding of science concepts (Nielsen & Hoban, 2015; Bell, Maeng, & Binns,
2013).
Creating simulations enabled the pre-service teachers to develop more elements
to contribute to their understanding of science concepts. Creating the multiple
representations presented many opportunities to have their alternate conceptions
and elements that underpinned the concepts challenged, discussed, negotiated,
and revised. Importantly, the stop-motion construction process was halted several
times enabling pre-service teachers to check, review, and revise information (Hoban
& Nielsen, 2014). Thus, the development process enables an on-going interplay
between existing knowledge. Further, in the process of developing simulations as a
teaching resource, has potential to help them consider relationships between
different representations and develop more sophisticated understandings.
Furthermore, simulation yields positive results when combined with the
lecture. A study found out that the majority of the students were able to solve the
problem correctly based on the knowledge of their simulation and the following
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lecture (Arvin & Heard, 2010). It further implies that the method of instruction can
be aided by the simulation and any digital tools incorporated within the classroom
set up to leverage the need for visualization and correcting misconceptions
regarding science topics.
On the other hand, simulation in a learning Physics environment is pivotal
through an effective interactive discussion. Learning physics is considered a
difficult pursuit by many students causing some to develop a negative attitude
towards physics. Therefore, effective physics instruction must encourage the kind
of learning that promotes positive attitudes. Such learning occurs when physics
teaching focuses on creating interactive learning to facilitate student self-direction
in constructing physical science understandings (Zacharia, 2011). Interactive
simulations are of special importance in physics teaching and learning. They offer
new educational environments which aim to enhance teachers' instructional
potentialities and to facilitate students' active engagement (Jimoyiannis & Komis,
2001). The technological advancements and the increasing availability of computers
and related equipment such as smart boards as well as the increase of simulation-
based software physics programs (e.g., Interactive Physics, Crocodile Physics,
Algodoo, PhET simulations, etc), have led the integration of simulations into the
teaching–learning environment in science classes (Rutten, et al., 2012).
Simulation enhances learning outcomes. Early studies soon realized that
computer simulations showed great potential to enhance students’ academic
achievements if they are used as a part of an appropriate educational approach
(Bransford, Brown, & Cocking, 2000). Gilakjani, Leong and Ismail (2013) explained
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that technology by itself cannot make education more effective but it needs an
appropriate instructional method so that teachers provide opportunities for
students to construct their own knowledge. Additionally, it is determined that the
Learning Content as one of the factors of Graphical User Interface Simulation has
the greatest influence on the learning outcomes of students compared to ease of
use and media attractiveness (Buditjahjanto, 2022).
Learning through the computer simulations integrated with the 5E and 7E
teaching model had a positive and significant effect on the students' physics
academic achievement and attitudes (Sari et al., 2017; Kocakaya & Gonen, 2010;
Abdillahi Hajiomer, 2015). The appreciable academic achievement gain in the
experimental group is thought to be due to: students’ greater engagement in the
lessons as compared with the traditional classes; their active participation in the
class activities by constructing their own understandings of knowledge; conducting
real-like experiments and proving physical laws and facts by themselves through
virtual experiments; and their interest and willingness in doing activities on
computers which develops positive attitudes towards learning physics. The
difference between the attitudes of the experimental and control groups is thought
to be: experimental students’ greater engagement in the lessons as compared with
the traditional classes; learning by doing through practical activities increased
students’ understanding and the more students understand the topic the more
they develop positive attitudes; and students like using computers. Furthermore,
the significantly higher academic achievement of the experimental group is thought
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to be the consequence of motivational increase due to the interactive simulations
supporting the 5E teaching model used (Sari et al., 2017).
A study inferred that computer-assisted instruction has a significant positive
effect on students’ academic achievement and retention in Physics. Computer
Assisted Instruction (CAI) was found more effective and successful than traditional
teaching methods in the subject of Physics. CAI was found more useful in different
levels of cognitive domain. Furthermore, computer assisted instruction was found
more effective in the retention of students as compared to traditional methods. CAI
was found more useful in clarifying students’ concept of difficult topics in Physics
(Suleman & Din, 2017). It is supported by the early study of Emrahoglu & Bulbul
(2010) in observing the effect of computer assisted instruction with simulation (CAI)
technique used in teaching the subject of “Electric Current '' on the successes of
students. At the end of the study, it was detected that of the two groups whose
successes were the same at the beginning, experiment group students on whom
CAI method was applied came out more successful than control group on whom
traditional method was applied. The result implies that CAI techniques increase the
academic successes of students in the subject of “Electric Current'' (Emrahoglu &
Bulbul, 2010).
The effects of simulation-based formative assessments on students’ conceptions
in physics were conducted to enhance learning outcome (Park, 2019). In the study,
two topics—motion in two dimensions and conservation of energy—were selected to
explore students’ conceptions in physics, and related assessment tasks
incorporating computer simulations and formative assessment questions were
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developed. The results demonstrated that, overall, students predicted and
explained the given scientific phenomena with more valid scientific ideas after
experiencing a computer simulation. However, the results also indicated that
students’ non-normative ideas were still present even after experiencing computer
simulations, especially when they were required to consider an abstract scientific
concept such as energy dissipation. This implies that there is still a need to
integrate abstract concept discussion with the use of simulation to attain the
desirable achievement of the students.
However, the study conducted by Yildrim (2021) shows that virtual laboratories
have no significant difference on the teaching strategy of the instructor, in lieu, the
result proves that the student’s academic effort and learning processes affects
significantly on the degree of conceptual understanding and their achievement.
Therefore, it is noted on the recommendation the integration and utilization of the
simulation to student’s learning processes, especially in their homework and
projects.
Evidence that simulation positively affects the student’s academic achievement
was conducted through an intervention called CHEMIKA. A study conducted by
Aquino and Romiro (2022), showed that the students have better test results when
exposed to the proposed intervention, despite some limitations, CHEMIKA still
appears to be a viable application in aiding students learn Chemistry concepts and
thereby enhancing students’ academic achievement.
Some studies that were conducted (Arıcı and Yılmaz, 2020; Asiksoy & Hursen,
2015; Dasdemir, 2013), revealed that using the simulation technique had positive
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effects on academic achievement. In this case, it can be stated that the result of the
study is consistent with the relevant literature and that the method mentioned
positively affects the academic achievement of the students. Whereas, a study that
compared simulation techniques with other methods reported that no significant
increase was observed in academic achievement or that no significant differences
were detected (Koyunlu Unlu and Dokme, 2011). The reason for obtaining different
results in this study in the literature can be the use of simulation techniques in
different ways, the type and nature of simulation tools used during the application,
and the difference in activities used during the course (Talan, 2021).
Besides, the management and planning of the process by the teacher may
constitute another reason for this difference. Participants' adoption of simulation
techniques, their attitudes towards the course, and their motivations may also
result in obtaining different results. In this respect, it can be said that the courses
designed according to the simulation technique should be planned well. Moreover,
students should be encouraged to make activities to support and develop the
required skills before the planning process of learning environments, such as
simulation, that requires technical skills (Talan, 2021).
Theoretical Framework of the Study
The learning theory known as constructivism was developed during a period of
educational reform in the United States through the research of Piaget, Bruner,
and Vygotsky. According to this theory, learners create and construct meaning
from experience (Ertmer & Newby, 1993; Colburn, 2000; Keser & Akdeniz, 2010;
Harasim,2012). Building on this work, J. Myron Atkin and Robert Karplus
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suggested that students should discover scientific concepts through guided inquiry
(Konicek-Moran & Keeley, 2015), and learning cycles were developed to guide the
inquiry process. Applying constructivist principles and further developing the
learning cycles, Eisenkraft (2003) designed the 7E Model learning cycle as a means
to ensure that prior knowledge is accessed and that new knowledge is transferred
to a variety of situations.
Constructivist learning has been presented as a method that assists the teaching
process. In the constructivist learning method; the subject is generally presented to
the student with a problem. With this, the students use the existing knowledge to
solve problems.
In recent years many reforms in science and mathematics teaching are largely
based on the constructivist learning method. In an application of the constructivist
learning method, for a meaningful learning to occur, a suitable learning
environment needs to be provided to students to develop their own knowledge
through testing their own experience (Özmen, 2004).
In constructivist learning, development in cognition and improvement in
conceptualization depends on the process used to internalize the knowledge. As a
result, all learning is a process of discovery. Many researchers indicated that
learning concepts in a meaningful way, the use of the multi-dimensional
environment, more importantly simulations containing multi-dimensional
environments, are far more powerful than those classical learning methods (Saka
and Akdeniz, 2006).
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Using the 7E constructivist model: excite, explore, explain, expand, extend,
exchange, and examine, teachers are better able to articulate their educational
purpose for their selection and defend the appropriateness of the chosen
technology.
Chapter III
RESEARCH METHODOLOGY
This section presents the research design, locale of the study, the
respondents who answered the instrument, the characterization of the instrument
used, the data gathering procedure, the data treatment plan and the ethical
consideration of this study.
Research Design
This study will use the Mixed Method particularly the Explanatory
Sequential design: a quantitative analysis on the measurable variable is followed by
a qualitative analysis on the experiences of the respondents. The One Group
Pretest Posttest Research design and Narratology as points of inquiry to determine
the effects and experiences of the respondents. A pretest will be employed to the
initial achievement status of the respondents. After the project is completely
implemented, a posttest on the respondents’ achievement will be conducted.
Qualitative data will also be gathered through interviews. Thematic analysis will be
employed to further analyze the data.
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The Intervention Program - PRIME-PHASE
Project PRIME-PHASE, Productive and Interactive instructional Method in
integrating teaching-learning process to Escalate student’s understanding in
Physics through Active Simulation Enhancement approach. The learning gaps and
misconceptions are evident in every physics lesson, especially without maximizing
the technological privilege as a tool to fill these gaps. As such, science teachers are
now recognizing the advantage of innovative teaching strategies through the aid of
virtual or simulated science activities and the goal to meet the conceptual
understanding of the content or creating visual experience of certain science
phenomena. Each learning task was developed with the usual classroom
instruction using the known methodologies and approaches of teaching and
learning.
These were fortified with interactive computer-mediated simulations and multi-
media – the Physics Education Technology (PhET) Interactive Simulation. The
topics covered in this study include the simulations of Projectile Motion;
Momentum and Impulse; Conservation of Momentum; Conservation of Mechanical
energy; Thermodynamics; Heat Engines; and Electricity Generation, Transmission,
and Distribution.
The PhET Interactive Simulation. This science application is a comprehensive
simulated physics laboratory where students can model experiments and processes
safely and easily. This tool is designed to encourage scientific inquiry, provide
interactivity, make the invisible visible, show visual mental models, include
multiple representations (e.g., object motion, graphs, numbers, etc.), use real-world
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connections, give users implicit guidance (e.g., by limiting controls) in productive
exploration, and create a simulation that can be flexibly used in many educational
situations.
The usability of PhET Interactive Simulation proved to be easy and provides
interactive experience with some friendly-user features. These are: click and drag to
interact with simulation features, use sliders to increase and decrease parameters,
choose between options with a radio button, make measurements in your
experiments with various instruments – rulers, stop-watches, voltmeters, and
thermometers. As users interact with these tools, they get immediate feedback
about the effect of the changes they made. This allows them to investigate cause-
and-effect relationships and answer scientific questions through exploration of the
simulation.
Project PRIME-PHASE is designed and implemented in the following manner:
1. Lecture-discussion by one of the proponents: a typical lesson
development that employs the time-tested methodologies and strategies in teaching
like Lecture Method, Demonstration Method, Laboratory Method, Inquiry
Approach, POE strategy, 7E Model of Teaching Strategy, among others;
2. Virtual laboratory with computer simulations. Each lesson requiring a
laboratory is provided with an additional session which is a take-home activity or
session. The application is installed in the computers of the students so they can
work at their own pace. Students can repeat the sessions until they can master the
competencies. The topics included in the simulation session were Projectile Motion;
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Momentum and Impulse; Conservation of Momentum; Conservation of Mechanical
energy; Thermodynamics; Heat Engines; and Electricity Generation, Transmission,
and Distribution. .
Locale of the Study
This study will be conducted in a secondary school in Diffun 1 District. The
study will take place during the second semester, SY 2022-2023.
Respondents of the study
The respondents of this study will be the Grade 9 students of a secondary
school in Diffun 1 District. All students in a known section will be the respondents
of the study joining in the series of engagement and tests as contained in the study
plot.
Research Instrument
This study will employ a summative test in determining the academic
achievement of the respondents. A Table of Specification (TOS) will be formulated in
coming up with the test. This test will be checked by science experts from the
Quirino State University. Their recommendations will form part in revising the test
manuscript.
Furthermore, this will be field tested to at least 30 students outside the
research parameters. Reliability will be established through Cronbach’s alpha.
According to Taber (2018), an alpha of at least .70 suggests reliability.
The instrument has three parts:
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Part 1 deals with the Multiple Choice consisting of items highlighting the
lower order thinking skills such as assessing the level of retention and
understanding of the students throughout the program.
Part 2 deals with the Modified True or False consisting of items with the goal
to assess the lower order thinking skills such as assessing the level of retention
and understanding plus the capability of the students to analyze processes or
phenomena throughout the program.
Part 3 deals with the Problem Solving consisting of situational items that
underscores the higher order thinking skills in assessing the degree of applying
and synthesizing processes or phenomena, it is noted that this part is still a
multiple-choice item for the purpose of reliability test.
Data Gathering Procedure
The researcher will seek permission from the office principal for special
accommodation for the conduct of this Action Research. Once approved, the
researcher will meet the prospective class teacher for inception meeting, planning,
and implementation.
After implementing the provisions of the intervention program of this Action
Research, the researcher will encode and tabulate the test scores via excel for
statistical analysis. Answered test manuscripts will be kept temporarily to a safe
place but will be shredded after the validation and checking by the research
advisor. This is to ensure the confidentiality of the information given by the
respondents.
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Data Treatment Plan
The gathered data will be treated using the following statistical tests:
1. t-Test. t-test will be used to differentiate pretest and posttest scores of the
respondents.
2. Cohen’s D. This will be used to determine the effect size of the intervention
program along with the respondents’ academic achievement in Physics.
3. Thematic Analysis. This will be used in analyzing the qualitative data on the
experiences of the participants in undergoing the project PRIME-PHASE.
Ethical Consideration
The following are observed in this study:
1. The respondents are free to opt in or out of the study at any point in time.
2. The respondents are also entitled to know the purpose, benefits, risks
should there be any before they agree or decline to join in the study.
3. The anonymity of respondents will also be protected. Identities of the
respondents will not be revealed as personally identifiable data will not be
collected.
4. The confidentiality of the respondents will be hidden from anyone else.
Personally identifiable data (should there be any) will be kept with much
confidentiality so that it cannot be linked to other data by anyone else.
5. The respondents are assured that there is no known physical, social, or
psychological harm in their participation in this study.
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APPENDICES
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QUIRINO STATE UNIVERSITY

PRIME-PHASE AND STUDENT’S ACADEMIC ACHIEVEMENT

the Faculty of the College of Teacher Education

QUIRINO STATE UNIVERSITY

of the Requirements for the Degree

BACHELOR IN SECONDARY EDUCATION

“Molding Minds, Shaping Future”

The research proposal attached hereto titled, “PRIME-PHASE AND

STUDENT’S ACADEMIC ACHIEVEMENT”, prepared and submitted by JASSER B.

RAMIREZ, in partial fulfilment for the degree BACHELOR IN SECONDARY

EDUCATION major in Science, is hereby endorsed for approval.

PROF. ROMIRO G. BAUTISTA, PhD

Approved by the Panel of Examiners with a rating of _________________ on January

PROF. JUAN C. DELA CRUZ, Jr, PhD

Recorded by: Noted by:

MARY JOY AGNES B. BERNASOL, MS PROF. AGATON P. PATTALITAN, JR., PhD

Accepted as partial fulfillment of the requirements for the degree

BACHELOR IN SECONDARY EDUCATION major in Science.

PROF. ELIZABETH T. CARIG, PhD

“Molding Minds, Shaping Future”

THE PROBLEM AND ITS BACKGROUND

Objectives of the Study

Hypotheses of the Study

Scope and Delimitation of the Study

Significance of the Study

Conceptual Framework of the Study

“Molding Minds, Shaping Future”

understanding, simulation in science teaching-learning environment, and

simulation in enhancing learning outcome.

Science simulation as an effective tool for conceptual understanding.

Every science contains knowledge, it will always require students to reconstruct

complex phenomena in their minds to fully understand certain concepts

(Nieswandt, 2007). In learning a new concept, it must be integrated into an existing

knowledge matrix (conceptual growth) or accommodation of existing knowledge to

2008). Additionally, a notable amount of previous research has exemplified the

effectiveness of computer simulations in student learning. A good number of these

found that using a computer simulation as an instructional tool can work on

potentially useful for promoting conceptual understanding. Because simulations

“Molding Minds, Shaping Future”

Moreover, inquiry-based science instruction can aid interactive simulation that

2018). Conceptual understanding can also be facilitated through Computerized

Molecular Modeling in chemistry by also engaging the students to transfer their

understanding accounts to abstract construction that can be easily grasped

simulation enabled students to learn by embodying abstract concepts (Yildrim,

Conceptual understanding of science concept is also described as students’

ability to apply the learned scientific concepts to scientific phenomena in an

new information, construct explanations and make connections among scientific

phenomena, for instance, scientific phenomena of electricity and magnetism.

kinaesthesia as well as vision or simulation seem to facilitate learners in extending

their understanding of science concepts. The interplay between multiple sensory

development of learners’ understanding (Anastopoulou & Sharples, 2011).

“Molding Minds, Shaping Future”

Using simulation concerns the need to understand the complex phenomenon in

be enhanced using computer simulations of two-dimensional crystal structures

structures in three dimensions (Hall, 1998). The effect of a computer simulation in

conjunction with tutorials in Introductory Physics produces conceptual change and

develops conceptual understanding among undergraduate physics students as

observed during their recitations (Keller et al., 2006).