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De-mystifying the Influence of PhET Simulation on Engagement, Satisfaction, and Academic Achievement of Bhutanese Students in the Physics Classroom.

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Title: De-mystifying the Influence of PhET Simulation on Engagement, Satisfaction, and Academic Achievement of Bhutanese Students in the Physics Classroom.
Authors: Dorji, Tshering1 (AUTHOR) tsheringdorji86@education.gov.bt, Subba, Sumitra1 (AUTHOR), Zangmo, Tshering2 (AUTHOR)
Source: Journal of Science Education & Technology. Dec2024, Vol. 33 Issue 6, p892-909. 18p.
Subject Terms: *Student engagement, *Concept mapping, Direct current circuits, Confirmatory factor analysis, Cronbach's alpha, Satisfaction
Abstract: This study employed a non-equivalent quasi-experimental pre-test/post-test control-group design to study the effect of the PhET simulation intervention on students' engagement, satisfaction, and academic achievement in the learning of direct current electric circuit concepts among Bhutanese students. We analysed the pre- and post-test scores and perceptions of 57 ninth-grade students, divided into experimental group (EG, n = 29) and control group (CG, n = 28), from one high school in Paro District, Bhutan. The EG students were taught with the PhET simulation intervention, while the CG students were taught with the traditional chalk-talk method. The pre- and post-test scores were collected with the Electric Circuits Conceptual Evaluation (ECEE) inventory. Mean, standard deviation, a two-sample t-test, and multiple linear regression (MLR) were computed using R and RStudio. The t-test revealed a statistically significant difference in the mean post-test scores of CG and EG students. MLR analysis further confirmed that this difference was due to the PhET simulation intervention, ruling out the influence of other confounding variables. Additionally, an instrument called the PhET Engagement-Satisfaction Questionnaire was developed to assess EG students' engagement level and satisfaction with the PhET simulation intervention. Confirmatory factor analysis and Cronbach's alpha calculation confirmed its validity and reliability. Data from the PhET Engagement-Satisfaction Questionnaire unveiled significant impact of the PhET simulation intervention on students' engagement level and their overall satisfaction, reinforcing prior research. However, further research with a larger sample size, incorporating lesson observations, interviews, and our measurement tool, is necessary to ascertain whether the findings it yields align with the present study's findings. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Science Education & Technology is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: De-mystifying the Influence of PhET Simulation on Engagement, Satisfaction, and Academic Achievement of Bhutanese Students in the Physics Classroom.
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  Data: <searchLink fieldCode="AR" term="%22Dorji%2C+Tshering%22">Dorji, Tshering</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> tsheringdorji86@education.gov.bt</i><br /><searchLink fieldCode="AR" term="%22Subba%2C+Sumitra%22">Subba, Sumitra</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Zangmo%2C+Tshering%22">Zangmo, Tshering</searchLink><relatesTo>2</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Science+Education+%26+Technology%22">Journal of Science Education & Technology</searchLink>. Dec2024, Vol. 33 Issue 6, p892-909. 18p.
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  Data: *<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Concept+mapping%22">Concept mapping</searchLink><br /><searchLink fieldCode="DE" term="%22Direct+current+circuits%22">Direct current circuits</searchLink><br /><searchLink fieldCode="DE" term="%22Confirmatory+factor+analysis%22">Confirmatory factor analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Cronbach's+alpha%22">Cronbach's alpha</searchLink><br /><searchLink fieldCode="DE" term="%22Satisfaction%22">Satisfaction</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: This study employed a non-equivalent quasi-experimental pre-test/post-test control-group design to study the effect of the PhET simulation intervention on students' engagement, satisfaction, and academic achievement in the learning of direct current electric circuit concepts among Bhutanese students. We analysed the pre- and post-test scores and perceptions of 57 ninth-grade students, divided into experimental group (EG, n = 29) and control group (CG, n = 28), from one high school in Paro District, Bhutan. The EG students were taught with the PhET simulation intervention, while the CG students were taught with the traditional chalk-talk method. The pre- and post-test scores were collected with the Electric Circuits Conceptual Evaluation (ECEE) inventory. Mean, standard deviation, a two-sample t-test, and multiple linear regression (MLR) were computed using R and RStudio. The t-test revealed a statistically significant difference in the mean post-test scores of CG and EG students. MLR analysis further confirmed that this difference was due to the PhET simulation intervention, ruling out the influence of other confounding variables. Additionally, an instrument called the PhET Engagement-Satisfaction Questionnaire was developed to assess EG students' engagement level and satisfaction with the PhET simulation intervention. Confirmatory factor analysis and Cronbach's alpha calculation confirmed its validity and reliability. Data from the PhET Engagement-Satisfaction Questionnaire unveiled significant impact of the PhET simulation intervention on students' engagement level and their overall satisfaction, reinforcing prior research. However, further research with a larger sample size, incorporating lesson observations, interviews, and our measurement tool, is necessary to ascertain whether the findings it yields align with the present study's findings. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Science Education & Technology is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Dec2024
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