Exploring Students’ motivation and academic performance in learning ohm’s law using PhET simulations

Abstract

Science teachers face several challenges in creating and implementing inquiry-based learning in Physics education. Part of this problem can be attributed to the fact that Physics is an imaginative science, which limits the students’ readiness to grasp the concepts and demotivates them to pursue further studies related to Physics. This only suggests the need to introduce strategies that promote easy visualization and cultivate students’ interest in the subject. This study examined the effect of PhET simulation on the academic performance and motivation of Grade 10 students to learn Ohm’s Law. Specifically, it aimed to a) compare the students’ pretest and posttest scores; b) determine their level of motivation in the five motivational areas (i.e., intrinsic, self-efficacy, self-determination, grade, and career); and c) determine the relationship between students’ motivation and post-test score. Using the Physics Motivation Questionnaire II (PMQ-II), 61 students were surveyed after a 2-week lecture in Ohms’ law. A paired t-test revealed that the PhET simulation is valid for improving the performance of the students on Ohm’s Law. Among the five constructs of motivation, grade motivation and intrinsic motivation were the highest after the intervention. Lastly, it was found that the posttest scores of the students correlate positively with their motivation to learn Ohm’s Law. Based on these findings, it is recommended that teachers continue to utilize PhET simulation to its full potential by letting students manipulate and interact with the program.