International Journal of Research Studies in Management
Divine Word College of San Jose Special Issue
2025 Volume 13 Issue 8
Available Online: 12 December 2025
Author/s:
Quimoyog, Jezzel Keyt O.*
Divine Word College of San Jose, Philippines (jezzelkeyt03@gmail.com)
Torres, Geraldine D.
Divine Word College of San Jose, Philippines (geraldine.torres@deped.gov.ph)
Galay-Limos, Jenny A.
Divine Word College of San Jose, Philippines (jennygalay05@gmail.com)
Abstract:
Science education plays a crucial role in developing learners’ critical thinking and problem-solving skills. Yet, the Philippines continues to struggle with low science performance, as reflected in recent PISA results. To address these challenges, digital tools such as Physics Education Technology (PhET) Interactive Simulations have been identified as promising alternatives for supporting inquiry-based learning. This study aimed to determine the effectiveness of PhET Interactive Simulations in improving the science achievement of Grade 8 students, particularly in the topic Particle Nature of Matter. A quasi-experimental non-equivalent pretest–posttest design was utilized with sixty Grade 8 students from Magsaysay National High School. Thirty students comprised the control group taught using a conventional teaching method, while thirty were assigned to the treatment group using PhET interactive simulations. Pre-test and post-test instruments from the DepEd Science 8 module were administered, and data were analyzed using descriptive statistics, paired-samples t-tests, and independent-samples t-tests. Findings revealed that both groups exhibited significant improvement from pre-test to post-test, indicating that learning occurred regardless of instructional approach. Although the PhET group attained a higher mean score, the difference in post-test performance between the groups was not statistically significant. The results suggest that while PhET Interactive Simulations effectively support learning, their impact is comparable to well-delivered conventional teaching. This highlights the tool’s value as a supplementary resource rather than a replacement, offering meaningful insights for educators, school administrators, and curriculum developers seeking to enhance technology-supported science instruction. Therefore, the curriculum developers may integrate simulation-based activities within the science curriculum to promote inquiry-based and experiential learning.
Keywords: PhET interactive simulation, science achievement, conventional teaching, quasi-experimental research, Philippine science performance
DOI: https://doi.org/10.5861/ijrsm.2025.25526
Cite this article:
Quimoyog, J. K. O., Torres, G. D., & Galay-Limos, J. A. (2025). The effect of Physics Education Technology (PHET) Interactive simulations on improving the science achievement. International Journal of Research Studies in Management, 13(8), 135-142. https://doi.org/10.5861/ijrsm.2025.25526
* Corresponding Author