Impact of Phet Simulation Instructional Strategy on Students’ Interest and Achievement in Biology in Senior Secondary Schools in the FCT, Abuja, Nigeria

Apochi; M. A.; Ekpo; C. G.; Amina Isa Imam

doi:10.56201/ijee.v12.no.3.2026.pg264.275

📄 Download Paper

Impact of Phet Simulation Instructional Strategy on Students’ Interest and Achievement in Biology in Senior Secondary Schools in the FCT, Abuja, Nigeria

Apochi, M. A., Ekpo, C. G. and Amina Isa Imam

Abstract

This study investigated the impact of Physics Education Technology simulation instructional strategy on senior secondary school students’ interest and achievement in Biology in the Federal Capital Territory , Abuja, Nigeria. The study adopted a quasi-experimental research design and was guided by four research questions and four null hypotheses. The population comprised 14,891 Biology students in public senior secondary schools in the FCT. A sample of 123 Senior Secondary School II students drawn from two intact classes participated in the study. The experimental group consisted of 65 students, while the control group comprised 58 students. Data were collected using the Biology Interest Assessment Scale and Biology Achievement Test . The instruments yielded reliability coefficients of 0.79 and 0.83 respectively. The experimental group was taught selected Biology concepts using PhET simulations, while the control group received instruction through the conventional teaching method for six weeks. Mean and standard deviation were used to answer the research questions, while independent-samples t-test was used to test the hypotheses at the 0.05 level of significance. Results showed that students taught using PhET simulations recorded higher interest (M = 46.98, SD = 4.84) than the control group (M = 35.57, SD = 5.19), and higher achievement (M = 75.71, SD = 3.13) than the control group (M = 58.71, SD = 4.25). The differences were statistically significant. However, no significant gender differences were found in interest or achievement among students exposed to PhET simulations. The study concluded that PhET simulation is an effective and gender-inclusive instructional strategy for improving students’ interest and achievement in Biology. It was recommended that PhET simulations be integrated into Biology instruction and that teachers be provided with appropriate training and technological resources.

Keywords

PhET simulationBiology educationstudents’ interestacademic achievementgendersecondary schools

References

Alabi, A. A., Mohammed, R. E., & Yusuf, A. A. (2023). Gender influence of PhET simulation on students’ score level. Phy. Educ. Res. J., 5(2), 61–68. Banda, H. J., & Nzabahimana, J. (2023). Effect of integrating physics education technology simulations on students’ conceptual understanding in physics: A review of literature. Journal of Science Education and Technology, 32, 127–141. Cetinkaya, U., & Kirilmazkaya, G. (2022). The effect of POE method with PhET simulation on primary school students’ science attitudes and success: Greenhouse effect. Education Quarterly Reviews, 5(4), 350–360. Eleo, M. C., & Manguilimotan, Y. B. (2024). Physics education technology interactive simulations as teaching aid in enhancing students’ performance in physics. EPRA International Journal of Multidisciplinary Research, 10(3), 60–64. Harackiewicz, J. M., Smith, J. L., & Priniski, S. J. (2016). Interest matters: The importance of promoting interest in education. Policy Insights from the Behavioral and Brain Sciences, 3(2), 220–227. Ibe, E., & Abamuche, J. (2019). Effects of audiovisual technological aids on students’ achievement and interest in secondary school biology in Nigeria. Heliyon, 5(6), e01812. Jornales, R. R. (2020). Effectiveness of physics education technology interactive simulations in teaching physical science. International Journal of Science and Research, 9(12), 60–64. Liwhuliwhue, A. U., Ofoegbu, O. T., & Asogwa, U. D. (2023). Effect of physics education technology virtual laboratory experiment simulation on students’ academic performance in practical physics in Ogoja Education Zone. AJSTME, 9(5), 330–336. Najib, M. N., Yaacob, A., & Md-Ali, R. (2022). Effects of PhET interactive simulation activities on secondary school students’ physics achievement. SAJSSH, 3(2), 73–88. Nurul-Azzubairiyah, E., & Enny, S. (2022). Examining student responses of PhET simulations after virtual laboratory practices. J. Pijar MIPA, 17(4), 515–519. Okolo, M., & Oluwasegun, O. (2020). Effect of computer-simulation on achievement and interest in cell division among male and female secondary school students in Abuja, Nigeria. International Journal of Innovative Science and Research Technology, 5(8), 808–812. Omar, L. (2019). Investigating the effects of PhET interactive simulation-based activities on students’ learning involvement and performance on two-dimensional motion topic in physics grade 9. Retrieved from Retrieved from https://www.researchgate.net/publication/333338062 Orakwue, J. N., & Okigbo, E. C. (2023). Cognitive test anxiety as predictors of secondary school students’ achievement in biology in Ogidi Educational Zone. International Journal of Innovative Research and Advanced Studies, 10(1), 11–16. Özcan, H., Çetin, G., & Koştur, H. İ. (2020). The effect of PhET simulation-based instruction on 6th grade students’ achievement regarding the concept of greenhouse gas. Science Education International, 31(4), 348–355. Pranata, O. D. (2024). Physics education technology as a game-based learning tool: A quasi-experimental study. Pedagogical Research, 9(4), em0221. Tuyizere, A., & Rutegwa, M. (2024). Effectiveness of PhET simulations on conceptual understanding of protein synthesis in selected secondary schools in the City of Kigali. Journal of Research Innovation and Implications in Education, 8(2), 66–76. IJEE IJEE www.ijee.io Uwambajimana, S., & Minani, E. (2023). Impact of using physics education technology simulations on improving students’ performance in electrostatics. Journal of Research Innovation and Implications in Education, 7(1), 22–30. Uwambajimana, S., Minani, E., Mollel, A. D., & Nyirahabimana, P. (2023). The impact of using PhET simulation on conceptual understanding of electrostatics within selected secondary schools of Muhanga District, Rwanda. Journal of Mathematics and Science Teacher, 3(2), em045. Yunzal, A. N., Jr., & Casinillo, L. F. (2020). Effect of physics education technology simulations: Evidence from STEM students’ performance. Journal of Education Research and Evaluation, 4(3), 221–226.

Impact of Phet Simulation Instructional Strategy on Students’ Interest and Achievement in Biology in Senior Secondary Schools in the FCT, Abuja, Nigeria

Abstract

Keywords

References

More Articles from INTERNATIONAL JOURNAL OF EDUCATION AND EVALUATION