Using PhET Simulations-Integrated Metacognitive Argument-Driven Inquiry to Improve Students’ Learning Outcomes in Physics.

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Bibliographic Details
Title:	Using PhET Simulations-Integrated Metacognitive Argument-Driven Inquiry to Improve Students’ Learning Outcomes in Physics.
Authors:	Antonio, Ronilo P.¹ ronilo.antonio@bulsu.edu.ph, Cruz, Belarmino S.¹ belarmino.cruz@bulsu.edu.ph, Pagsanjan, Emelyn DJ.¹ emelyn.pagsanjan@bulsu.edu.ph, Castro, Richelle C.¹ richelle.castro@bulsu.edu.ph
Source:	International Journal of Instruction. Jan2026, Vol. 19 Issue 1, p539-566. 28p.
Subject Terms:	Physics education, Educational technology, Teaching methods, Analytical skills, Action research in education, Concept learning, Academic achievement, Qualitative research
Geographic Terms:	Philippines
Abstract:	This study investigated the integration of technology, particularly Physics Education Technology (PhET) simulations, into the Metacognitive Argument-Driven Inquiry (MADI) approach to improve students’ conceptual understanding, science process skills, and attitudes toward learning Physics. Employing a onegroup pretest-posttest design within the framework of pedagogical action research, the study utilized both quantitative and qualitative data. The participants were 26 Grade 9 students enrolled in a science class at a state university in Central Luzon, Philippines. Over a six-week period, students engaged in scientific inquiry and argumentation using PhET simulations within a metacognitive learning environment. Pre- and post-intervention assessments, including teacher-made and adapted questionnaires, measured students' conceptual understanding, science process skills, and attitudes toward Physics. Quantitative data were analyzed using the Wilcoxon Signed Ranks Test, paired sample t-tests, and effect size calculations, while qualitative data were examined through thematic analysis. The results revealed significant improvements in students' conceptual understanding and science process skills. While no substantial changes were found in students’ attitudes toward Physics based on the quantitative analysis, their interview responses highlighted a positive shift in their perceptions of the subject. These findings suggest that the PhET-integrated MADI approach is a promising pedagogical strategy for enhancing student outcomes in Physics and holds potential for broader application in teaching other scientific disciplines. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This study investigated the integration of technology, particularly Physics Education Technology (PhET) simulations, into the Metacognitive Argument-Driven Inquiry (MADI) approach to improve students’ conceptual understanding, science process skills, and attitudes toward learning Physics. Employing a onegroup pretest-posttest design within the framework of pedagogical action research, the study utilized both quantitative and qualitative data. The participants were 26 Grade 9 students enrolled in a science class at a state university in Central Luzon, Philippines. Over a six-week period, students engaged in scientific inquiry and argumentation using PhET simulations within a metacognitive learning environment. Pre- and post-intervention assessments, including teacher-made and adapted questionnaires, measured students' conceptual understanding, science process skills, and attitudes toward Physics. Quantitative data were analyzed using the Wilcoxon Signed Ranks Test, paired sample t-tests, and effect size calculations, while qualitative data were examined through thematic analysis. The results revealed significant improvements in students' conceptual understanding and science process skills. While no substantial changes were found in students’ attitudes toward Physics based on the quantitative analysis, their interview responses highlighted a positive shift in their perceptions of the subject. These findings suggest that the PhET-integrated MADI approach is a promising pedagogical strategy for enhancing student outcomes in Physics and holds potential for broader application in teaching other scientific disciplines. [ABSTRACT FROM AUTHOR]
ISSN:	1694609X
DOI:	10.29333/iji.2026.19127a