ENHANCING PHYSICS EDUCATION USING PHET FOR SUSTAINABLE STEM EDUCATIONIN NIGERIA

Abstract

This research delves into the effects of integrating PhET simulations into physics lectures on student engagement and comprehension in STEM education. A quasi-experimental methodology encompassed 200 secondary school students from Edo State, Nigeria. The students were segregated into a control group and an experimental group. The experimental group utilized PhET simulations during their physics lectures, while the control group adhered to the conventional lecture approach. Data pertaining to student engagement, grasp of physics concepts, and academic achievement were gathered through pre-and post-tests, classroom observations, and student feedback surveys. Statistical analysis was carried out utilizing SPSS version 25.0. The outcomes revealed a substantial enhancement in the academic performance and engagement levels of students in the experimental group in comparison to the control group. The average post-test scores of the experimental group exhibited a 30% escalation from their pre-test scores, whereas the control group displayed a 15% advancement. Classroom observations unveiled that students engaging with PhET simulations were more actively involved and exhibited a superior comprehension of intricate physics concepts. Student feedback underscored the interactive and intuitive attributes of PhET simulations as pivotal elements contributing to their enriched learning encounter. The study illustrates that incorporating PhET simulations into physics lectures can markedly elevate student engagement and comprehension in STEM education. The findings intimate that PhET simulations are potent in rendering physics concepts more accessible and captivating for students. Educators and policymakers should consider integrating PhET simulations into the STEM curriculum to elevate the educational standard and instill a more profound passion for science among students