Abstract
This study investigated the effectiveness of the electronic strategic intervention material Gas Rules! in teaching Ideal Gas Laws to grade 10 students. A quasi-experimental design was used, with 15 participants in a control group exposed to a modular approach and 15 in an experimental group exposed to the E-SIM. The instruments used for data collection were an entry/exit test and a perceptions questionnaire. Descriptive statistics and non-parametric tests were used for data analysis. Results showed that the modular approach and E-SIM effectively improved students' conceptual understanding of gas laws. However, the E-SIM enhanced students' conceptual understanding more effectively than modules. Additionally, students had positive perceptions of the E-SIM, and there was a significant correlation between their perceptions and conceptual understanding. The study concluded that the Gas Rules! E-SIM is an effective and superior tool for teaching gas laws to grade 10 students in basic education. Future research could investigate the impact of E-SIMs on students with different learning styles and abilities.
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