Investigating the effect of using PhET interactive simulations on grade 12 learners' performance in electric circuits in the Tubatse Circuit

Abstract

Learners often struggle with electric circuits in Physical Sciences due to ineffective teaching approaches and limited access to laboratory equipment and technological tools. This study investigated the effect of using PhET interactive simulations on Grade 12 learners’ performance in electric circuits. A total of 102 learners from a rural school in the Sekhukhune East Education District, Limpopo Province, were selected through convenience sampling. A quasi-experimental design with a non-equivalent control group was adopted. Both the experimental (n = 57) and control (n = 45) groups completed a pre-test before the intervention. The experimental group received instruction using PhET simulations, while the control group received traditional instruction without simulations. Post-test scores were then compared using independent t-tests. Results evidencing a significant difference between pre-test and post-test scores in the EG group (t (57) = 0.0000, p < 0.05), whereas the control group showed no significant difference (t (45) = 0.285, p > 0.05). A higher Pearson correlation coefficient was observed for the experimental group (0.913) compared to the control group (0.382), suggesting a stronger link between simulation-based instruction and learners’ ability to address higher-order cognitive questions. These results reflect the potential of PhET simulations to enhance learners’ understanding and performance in electric circuits, highlighting their usefulness in contexts where traditional resources may be limited.