2026 IJRSE – Volume 15 Issue 10
Divine Word College of San Jose Special Issue
Available Online: 29 April 2026
Author/s:
Pardito, Luigi Miguel D.*
Divine Word College of San Jose, Philippines (luigimiguelpardito@gmail.com)
Pagayonan, Ephegenia N.
Divine Word College of San Jose, Philippines (ephe1618@gmail.com)
Galay-Limos, Jenny A.
Divine Word College of San Jose, Philippines (jennygalay05@gmail.com)
Abstract:
This study investigated the effectiveness of simulation-based instruction compared to traditional instruction methods in improving the academic achievement of Grade 12 STEM students. Grounded in constructivist learning theory and discovery learning principles, the research aimed to determine whether interactive digital simulations enhance conceptual understanding, problem-solving skills, and real-life application of scientific concepts. A quasi-experimental pre-test–post-test control group design was employed, involving 50 Grade 12 STEM students from Westbridge Institute of Technology, Inc., divided into an experimental group exposed to simulation-based instruction using Physics Education Technology simulations and a control group taught through traditional lecture-based methods. Results revealed that both instructional approaches led to improvements in students’ academic achievement; however, the simulation-based group demonstrated significantly higher gains. The experimental group showed a notable increase in post-test mean scores and a greater proportion of students achieving higher performance levels compared to the control group. Moreover, simulation-based instruction was found to be particularly effective in enhancing conceptual understanding, followed by problem-solving skills and real-life application. The findings suggest that integrating simulation-based learning into STEM education promotes active engagement, deeper understanding, and improved academic outcomes. This study highlights the importance of adopting innovative, technology-enhanced instructional strategies to address learning gaps and improve scientific literacy among senior high school students. Furthermore, the results provide empirical support for implementing learner-centered instructional approaches in the Philippine educational context. Thus, an action plan may be proposed to enhance instruction and learning in STEM subjects through technology-integrated approaches.
Keywords: STEM, simulation-based instruction, traditional instruction, academic achievement, technology-enhanced instructional strategies
DOI: https://doi.org/10.5861/ijrse.2026.26715
Cite this article:
Pardito, L. M. D., Pagayonan, E. N., & Galay-Limos, J. A. (2026). STEM students’ academic achievement in relation to simulation-based and traditional instructions. International Journal of Research Studies in Education, 15(10), 251-264. https://doi.org/10.5861/ijrse.2026.26715
* Corresponding Author