One technology resource commonly used in physics classes is Physics Education Technology (PhET) interactive simulations because it has many features. The internet market is infiltrated with many educational technology resources, software, and tools that can be used to facilitate the attainment of objectives in physics classes. ( 2015, 2016) noted that dynamic simulations help educators to facilitate the learning of physics concepts that are challenging and abstract and help students develop skills in virtual laboratory experimentation. Bozkurt and Ilik ( 2010), Banda and Nzabahimana ( 2021), and Otrel-Cass et al. These properties of the simulations help learners to repeat the videos or the experimental simulations a couple of times hence, they develop a concrete understanding of the scientific phenomenon being exhibited by the simulation (Lin et al., 2012). Interactive computer simulations offer an interactive and appealing interface enabled with functions of repeated manipulations and observations. ( 2013) defined computer simulations as interactive programs that exhibit models or systems of natural or artificial phenomena. A closer look has to be given to the immense importance of learning through simulations and manipulation in education, particularly in Science, Technology, Engineering, and Mathematics (STEM) fields (Hensberry et al., 2018 Podolefsky et al., 2013 Whitacre et al., 2019). The rate at which technological advancements are happening across the globe is a profound reason why the integration of computer-based instruction methods in education is a rapidly widespread trend (Lin et al., 2012). PhET simulation-based learning provides visualizations and teaching aids that help easily understand content knowledge, hence improving students’ academic achievement and motivation levels.
The results from the study suggest that PhET simulation-based learning improved the learning of oscillations and waves. The ANCOVA test on motivation constructs showed a significant difference with a small effect size between the study groups on self-efficacy, active learning strategies, performance goals, achievement goals, learning environment stimulation, and attitudes towards learning with computer learning.
Results from linear regression indicated that the differences between the two groups in the post-test were not due to students’ characteristics but rather the intervention with p < 0.01. Independent samples t-test showed a statistical difference between the two groups on post-test of the academic achievement. Pre- and post-tests were used to collect data on academic achievement, and questionnaires collected data on motivation. The experimental group was exposed to PhET simulation-based learning, while the conventional teaching methods were used in the control group.
The following research questions guided the study: (i) What were students’ motivation and academic achievement levels at the beginning of the study in oscillation and waves? (ii) To what levels do PhET interactive simulation-based learning impact students’ motivation and achievement in oscillations and waves? (iii) Is the change in post-test scores due to the students’ characteristics in non-randomized settings or the PhET interactive simulation-based learning? A sample of 280 (44.6% females) form three secondary school students with a mean age of 17.5 ( SD = 1.424) from four schools in Blantyre urban district in Malawi was used in a quasi-experimental design of non-equivalent groups. The study investigated the impact of PhET simulation-based learning on students’ motivation and academic achievement in learning oscillations and waves among Malawian secondary students.
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