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All Journal International Journal of Evaluation and Research in Education (IJERE)
Lakhan Lal Yadav
University of Rwanda-College of Education
Education

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Effect of interactive computer simulations on academic performance and learning motivation of Rwandan students in Atomic Physics Gerard Tuyizere; Lakhan Lal Yadav
International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 1: March 2023
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v12i1.23617

Abstract

Physics course is seen by both teachers and students as difficult when it comes to teaching and learning. Thus, there is a need to think of and integrate new and innovative ways of teaching which guarantee students an improved physics conceptual understanding. This study investigated the effect of interactive computer simulations on the academic performance and learning motivation of students. It used a quasi-experimental design with a quantitative approach. The participants were 163 senior five Rwandan students (80 students in a control group and 83 students in an experimental group). The investigation was done on students’ learning in atomic physics using physics education technology (PhET) simulations for the experimental group and conventional teaching methods for the control group. An atomic physics achievement test as a pre/post-test and a questionnaire related to motivation were designed and examined for reliability and validity. Data were analyzed by means of descriptive and inferential statistics. On both test scores and learning motivation, the results show that the experimental group performed better than the control group with noticeable statistically significant differences. This research recommended that the integration of interactive computer simulations can be helpful in teaching and learning physics in Rwanda and future research may focus on the effectiveness of these simulations in the teaching and learning of other science disciplines like Chemistry and Biology.
Effect of PhET simulations and YouTube videos on polytechnic students’ conceptual understanding in fluid mechanics Jean D'Amour Iradukunda; Lakhan Lal Yadav
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 4: August 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i4.37002

Abstract

Fluid mechanics is an important branch of engineering and science with various technological and scientific applications. However, students often struggle to develop a solid conceptual understanding of related concepts due to their abstract nature, which involves invisible forces and complex scientific phenomena. This study investigated the effect of physics education technology (PhET) interactive simulations combined with educational YouTube videos on students’ conceptual understanding in ten areas of fluid mechanics. Using a quasi-experimental pre-test and post-test design, 168 construction technology students from two Rwanda Polytechnic (RP) colleges were assigned to the experimental group (n=81) and the control group (n=87). The experimental group got instruction using PhET interactive simulations and YouTube videos, while the control group was taught using traditional methods. A validated test assessed students’ conceptual understanding before and after the intervention. Descriptive and inferential statistics analyses of the study show that the students in the experimental group demonstrated far enhanced conceptual understanding in different areas of fluid mechanics than those in the control group. Results using different measures (normalized learning gains and effect sizes, using different approaches) show that the experimental group gained significantly greater improvement in their level of conceptual understanding compared to that of the control group. For example, Cohen’s d for the post-test scores for the two groups was found to be 1.85; ratios of Hake’s normalized learning gains and Cohen’s d for post- and pre-test for the experimental group to the control group were respectively 2.2669 and 2.1623. Based on these findings, the study provided actionable recommendations for educational policy and practice for polytechnic colleges.
Co-Authors Gerard Tuyizere Jean D'Amour Iradukunda