PhET: Simulative pedagogy in teaching physics

Physics is often perceived as a difficult subject due to its abstract nature and reliance on higher-order cognitive skills. This study investigated the effectiveness of PhET Interactive Simulations in enhancing Grade 9 learners’ conceptual understanding in Physics across knowledge, analysis, and evaluation domains. A quasi-experimental pretest–posttest control group design was employed involving 42 learners from Corella National High School, Bohol, Philippines. The control group received traditional instruction, while the experimental group was exposed to PhET simulation-based instruction over four weeks. Data were gathered using a validated 48-item test and a 20-item perception questionnaire. Results revealed that both groups showed significant improvement; however, the experimental group demonstrated substantially higher gains across all cognitive domains, particularly in analysis and evaluation. Learners also reported strong perceptions of usefulness (M = 4.31) and ease of use (M = 4.31) of the simulations. Furthermore, a significant moderate positive correlation was found between learners’ perceptions and posttest performance (r = 0.319, p < 0.05). Findings indicate that PhET simulations significantly enhance conceptual understanding and support higher-order thinking skills more effectively than traditional instruction. The study recommends integrating simulation-based pedagogy to improve physics learning outcomes and learner engagement.