Using PhET Simulations-Integrated Metacognitive Argument-Driven Inquiry to Improve Students’ Learning Outcomes in Physics.
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| 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] |
| Copyright of International Journal of Instruction is the property of International Journal of Instruction and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 190499322 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Using PhET Simulations-Integrated Metacognitive Argument-Driven Inquiry to Improve Students’ Learning Outcomes in Physics. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Antonio%2C+Ronilo+P%2E%22">Antonio, Ronilo P.</searchLink><relatesTo>1</relatesTo><i> ronilo.antonio@bulsu.edu.ph</i><br /><searchLink fieldCode="AR" term="%22Cruz%2C+Belarmino+S%2E%22">Cruz, Belarmino S.</searchLink><relatesTo>1</relatesTo><i> belarmino.cruz@bulsu.edu.ph</i><br /><searchLink fieldCode="AR" term="%22Pagsanjan%2C+Emelyn+DJ%2E%22">Pagsanjan, Emelyn DJ.</searchLink><relatesTo>1</relatesTo><i> emelyn.pagsanjan@bulsu.edu.ph</i><br /><searchLink fieldCode="AR" term="%22Castro%2C+Richelle+C%2E%22">Castro, Richelle C.</searchLink><relatesTo>1</relatesTo><i> richelle.castro@bulsu.edu.ph</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Instruction%22">International Journal of Instruction</searchLink>. Jan2026, Vol. 19 Issue 1, p539-566. 28p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Physics+education%22">Physics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Analytical+skills%22">Analytical skills</searchLink><br />*<searchLink fieldCode="DE" term="%22Action+research+in+education%22">Action research in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Concept+learning%22">Concept learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Philippines%22">Philippines</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Instruction is the property of International Journal of Instruction and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.29333/iji.2026.19127a Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 28 StartPage: 539 Subjects: – SubjectFull: Physics education Type: general – SubjectFull: Educational technology Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Analytical skills Type: general – SubjectFull: Action research in education Type: general – SubjectFull: Concept learning Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: Qualitative research Type: general – SubjectFull: Philippines Type: general Titles: – TitleFull: Using PhET Simulations-Integrated Metacognitive Argument-Driven Inquiry to Improve Students’ Learning Outcomes in Physics. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Antonio, Ronilo P. – PersonEntity: Name: NameFull: Cruz, Belarmino S. – PersonEntity: Name: NameFull: Pagsanjan, Emelyn DJ. – PersonEntity: Name: NameFull: Castro, Richelle C. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: Jan2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 1694609X Numbering: – Type: volume Value: 19 – Type: issue Value: 1 Titles: – TitleFull: International Journal of Instruction Type: main |
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