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Improving Students’ Performance in Resolution of Vectors Using PhET Interactive Simulations Acquah, Isaac Kwesi; Gyan, Michael; Appiah, Desmond; Ansah, Bright Owusu; Wilson, Robert; Mensah, Charles Enoch
Schrödinger: Journal of Physics Education Vol. 5 No. 3 (2024): September
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/sjpe.v5i3.1078

Purpose of the study: The paper examines the use of Physics Education Technology (PhET) simulations to enhance the academic performance of third-year science students at Kumasi Wesley Girls' High School. Methodology: The research used teacher-made tests, questionnaires, and informal observations to collect data. Ninety candidates (90 students) were selected from the third-year science population using a cluster sampling. The questionnaire, pre-evaluation, and post-evaluation tests on vectors were analyzed using descriptive statistics. Main Findings: The study found that PhET-based teaching significantly improved the performance of third-year science students in vector resolution, with a paired mean difference of 6.30 compared to pre-treatment tests. The questionnaire analysis of 90 students revealed that 85.6% initially found vector applications difficult, and 80% felt the teaching methods were unvaried and boring. After the PhET lab simulation intervention, 89% of students were enthusiastic about using simulations in future activities, and 78% reported an improved understanding of resultant vectors. The study indicates that PhET simulations significantly enhance student engagement and comprehension compared to traditional lecture teaching methods. Novelty/Originality of this study: The study explores using Physics Education Technology (PhET) simulations in Ghanaian high school Kumasi Wesley Girls' High School to improve vector resolution learning. The interactive approach demystifies complex concepts, and the study quantifies its impact on students' academic performance. It also provides insights into students' attitudes towards physics education

Enhancing Conceptual Understanding of Electric Circuit Analysis through the Jigsaw Method: A Quasi-Experimental Study in Senior High Schools Acquah, Isaac Kwesi
Schrödinger: Journal of Physics Education Vol. 6 No. 1 (2025): March
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/sjpe.v6i1.1348

Purpose of the study: This study examines the effectiveness of the Jigsaw cooperative learning method in improving Form 1 students' understanding of electric circuit analysis, problem-solving skills, and its impact compared to traditional teaching. Methodology: A quasi-experimental pre-test and post-test design was employed, involving 87 students from Obiri Yeboah SHS and Dadieso SHS. Over a one-week intervention, the Jigsaw method was integrated into regular physics lessons. Data were collected through tests and questionnaires administered before and after the intervention to assess the students’ knowledge and learning experiences. SPSS was used for statistical analysis, evaluating the effectiveness of the Jigsaw method in improving conceptual understanding. Main Findings: The results demonstrated a significant increase in students' comprehension of electric circuits. At Obiri Yeboah SHS, the average score rose from 50.19 (pre-test) to 83.69 (post-test), and at Dadieso SHS, from 46.50 to 86.57. The Jigsaw method not only improved students' understanding of the subject but also enhanced their problem-solving abilities, communication skills, and motivation to learn. Statistical analyses, including t-tests and Cohen’s d, indicated a strong, significant effect size, reinforcing the method’s effectiveness. Novelty/Originality of this study: This study provides compelling evidence of the Jigsaw method’s ability to enhance student performance and deepen conceptual understanding in science education, particularly in electric circuit analysis. The findings underscore the importance of cooperative learning techniques in promoting active participation, peer teaching, and higher levels of student engagement, suggesting that such strategies are critical for fostering more interactive and impactful classroom experiences.

Improving Students’ Performance in Resolution of Vectors Using PhET Interactive Simulations Acquah, Isaac Kwesi; Gyan, Michael; Appiah, Desmond; Ansah, Bright Owusu; Wilson, Robert; Mensah, Charles Enoch
Schrödinger: Journal of Physics Education Vol. 5 No. 3 (2024): September
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/sjpe.v5i3.1078

Purpose of the study: The paper examines the use of Physics Education Technology (PhET) simulations to enhance the academic performance of third-year science students at Kumasi Wesley Girls' High School. Methodology: The research used teacher-made tests, questionnaires, and informal observations to collect data. Ninety candidates (90 students) were selected from the third-year science population using a cluster sampling. The questionnaire, pre-evaluation, and post-evaluation tests on vectors were analyzed using descriptive statistics. Main Findings: The study found that PhET-based teaching significantly improved the performance of third-year science students in vector resolution, with a paired mean difference of 6.30 compared to pre-treatment tests. The questionnaire analysis of 90 students revealed that 85.6% initially found vector applications difficult, and 80% felt the teaching methods were unvaried and boring. After the PhET lab simulation intervention, 89% of students were enthusiastic about using simulations in future activities, and 78% reported an improved understanding of resultant vectors. The study indicates that PhET simulations significantly enhance student engagement and comprehension compared to traditional lecture teaching methods. Novelty/Originality of this study: The study explores using Physics Education Technology (PhET) simulations in Ghanaian high school Kumasi Wesley Girls' High School to improve vector resolution learning. The interactive approach demystifies complex concepts, and the study quantifies its impact on students' academic performance. It also provides insights into students' attitudes towards physics education

Enhancing Conceptual Understanding of Electric Circuit Analysis through the Jigsaw Method: A Quasi-Experimental Study in Senior High Schools Acquah, Isaac Kwesi
Schrödinger: Journal of Physics Education Vol. 6 No. 1 (2025): March
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/sjpe.v6i1.1348

Purpose of the study: This study examines the effectiveness of the Jigsaw cooperative learning method in improving Form 1 students' understanding of electric circuit analysis, problem-solving skills, and its impact compared to traditional teaching. Methodology: A quasi-experimental pre-test and post-test design was employed, involving 87 students from Obiri Yeboah SHS and Dadieso SHS. Over a one-week intervention, the Jigsaw method was integrated into regular physics lessons. Data were collected through tests and questionnaires administered before and after the intervention to assess the students’ knowledge and learning experiences. SPSS was used for statistical analysis, evaluating the effectiveness of the Jigsaw method in improving conceptual understanding. Main Findings: The results demonstrated a significant increase in students' comprehension of electric circuits. At Obiri Yeboah SHS, the average score rose from 50.19 (pre-test) to 83.69 (post-test), and at Dadieso SHS, from 46.50 to 86.57. The Jigsaw method not only improved students' understanding of the subject but also enhanced their problem-solving abilities, communication skills, and motivation to learn. Statistical analyses, including t-tests and Cohen’s d, indicated a strong, significant effect size, reinforcing the method’s effectiveness. Novelty/Originality of this study: This study provides compelling evidence of the Jigsaw method’s ability to enhance student performance and deepen conceptual understanding in science education, particularly in electric circuit analysis. The findings underscore the importance of cooperative learning techniques in promoting active participation, peer teaching, and higher levels of student engagement, suggesting that such strategies are critical for fostering more interactive and impactful classroom experiences.

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