![MAED THESIS PROPOSAL DEFENSE
PhET simulations are interactive virtual tools developed for teaching physics and chemistry [1].
These simulations have been found to enhance students' problem-solving skills and improve their scores in
related subjects [2]. By incorporating these simulations in learning materials, it is expected that students
will have a more engaging and immersive learning experience [3].
The research aims to create a learning materials that combine PhET simulations with hands-on
inquiry and design interactive components aligned with learning objectives. These materials will undergo
thorough testing to ensure the effectiveness and user-friendliness in real educational settings. Finally, the
study will implement these validated resources in classrooms to assess their impact on student engagement,
motivation, and learning outcomes.
This research study aims to develop, validate, and utilize multimedia learning materials that
integrate PhET simulations with an inquiry-based approach. By combining these two instructional strategies,
the researcher hope to enhance student learning experiences in science education and contribute to the
advancement of effective teaching practices.
Rationale:](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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- 1. Development, Validation, and Utilization of a PhET simulation-enhanced Inquiry-based Multimedia Learning Materials Alvin A. Pabores MASTER OF ARTS IN EDUCATION MAJOR IN SCIENCE AND TECHNOLOGY
- 2. MAED THESIS PROPOSAL DEFENSE PhET simulations are interactive virtual tools developed for teaching physics and chemistry [1]. These simulations have been found to enhance students' problem-solving skills and improve their scores in related subjects [2]. By incorporating these simulations in learning materials, it is expected that students will have a more engaging and immersive learning experience [3]. The research aims to create a learning materials that combine PhET simulations with hands-on inquiry and design interactive components aligned with learning objectives. These materials will undergo thorough testing to ensure the effectiveness and user-friendliness in real educational settings. Finally, the study will implement these validated resources in classrooms to assess their impact on student engagement, motivation, and learning outcomes. This research study aims to develop, validate, and utilize multimedia learning materials that integrate PhET simulations with an inquiry-based approach. By combining these two instructional strategies, the researcher hope to enhance student learning experiences in science education and contribute to the advancement of effective teaching practices. Rationale:
- 3. MAED THESIS PROPOSAL DEFENSE Building upon from Bruners Construtivism theory, which highlights the knowledge construction through experiences and the Technology Enhanced Learning (TEL) theory, which emphasizes technologys role, in promoting engagement in the learning process. This research will utilize the ADDIE model to create, validate and implement learning materials that incorporate PhET simulations and inquiry based approaches. The ADDIE model encompasses stages including Analysis, Design, Development, Implementation and Evaluation. By following this approach the researcher aims to develop materials that embody constructivist principles such as learner centered exploration facilitated by teachers while leveraging interactive technology as advocated by TEL to deliver an immersive and reflective learning experience. Through this synthesis of theories, the researcher’s goal is to produce validated learning resources that not only align with objectives but also foster deep and experiential learning, through technology enhanced simulations. Theoretical Framework:
- 4. MAED THESIS PROPOSAL DEFENSE Conceptual Framework
- 5. MAED THESIS PROPOSAL DEFENSE Statement of the Problem The researcher aims to answer the following questions in pursuit of academic advancement. 1. What is the demographic profile of the respondents in terms of the following: A. Age B. Sex C. Section D. Score from Pretest 2. What are the significant differences in learning outcomes when comparing the use of the PhET simulation-enhanced science workbook to the use of a contemporary science workbook? 3. What is the level of effectiveness in learning PhET simulation-enhanced Inquiry-based Multimedia Learning Materials ? 4. Is there a significant difference in the level of student engagement between those using the PhET simulation-enhanced science workbook and those using a traditional science workbook?
- 6. MAED THESIS PROPOSAL DEFENSE Hypothesis Null Hypotheses (H0) 1. The improved science workbook with integrated PhET simulations does not significantly enhance students' understanding of the targeted science concepts compared to a contemporary workbook. μPhET - μContemporary = 0 Alternative Hypotheses (Ha) 1. The developed science workbook with integrated PhET simulations significantlyenhances students' understanding of the targeted science concepts compared to a traditional workbook. μPhET - μContemporary ≠ 0
- 7. MAED THESIS PROPOSAL DEFENSE Hypothesis Null Hypotheses (H0) 2. Uilization of the developed science workbook does not significantly affect students' engagement with the science learning material. PEngagement, PhET – PEngagement, Contemporary = 0 Alternative Hypotheses (Ha) 2. Utilization of the developed science workbook significantly affects students' engagement with the science learning material. PEngagement, PhET – PEngagement, Contemporary ≠ 0
- 8. MAED THESIS PROPOSAL DEFENSE Research Design and Sampling In this study, Quasi-Experimental research can be employed to assess the impact of PhET simulation-enhanced inquiry-based multimedia learning materials on student learning outcomes. By collecting pretest and post test data and applying statistical controls to account for initial differences, this quasi-experimental design investigate the effectiveness of the developed materials while considering practical constraints. The findings from this study will provide valuable insights into the potential benefits of integrating PhET simulations into inquiry-based multimedia learning, helping to inform educational practices and improve instructional materials.
- 9. MAED THESIS PROPOSAL DEFENSE Research Design and Sampling The sampling technique used by the researcher to identify the study's respondents is purposive sampling. Considering the total population of 872 students from Grade 7 to Grade 12 of GFTSLNAIIHS, the choice to focus on three sections of Grade 11 students, comprising 125 individuals, is a deliberate one. This particular sampling is chosen based on specific criteria relevant to the study: their educational level may correspond to the complexity of the PhET simulations and inquiry-based materials developed, and they are likely at a stage in their educational journey where the transition from concrete to abstract thinking is well underway, making them an ideal respondents for such learning tools.
- 10. MAED THESIS PROPOSAL DEFENSE Methods: Instruments and Procedure The primary instrument of the study is the pretest and post-test adopted from inquiry-based multimedia learning materials. The respondent will take a pretest about Physical Science Grade 11 using the approach indicated in the SLM. After the pretest, students with below-average will be selected as part of the study. After a series of utilization of learning materials, the study's respondents will answer a post- test to identify the significant effect of embedding the PhET simulation in inquiry- based multimedia learning materials.
- 11. MAED THESIS PROPOSAL DEFENSE Methods: Instruments and Procedure The primary instrument of the study is the pretest and post-test adopted from inquiry-based multimedia learning materials. The respondent will take a pretest about Physical Science Grade 11 using the . After a series of utilization of learning materials, the post-test will identify the significant effect of embedding the PhET simulation in inquiry-based multimedia learning materials. To assess the level of engagement with the PhET simulation-enhanced inquiry- based multimedia learning materials in the study, a Likert scale can be used effectively. By analyzing the responses on the Likert scale, researchers can quantitatively measure the degree of engagement reported by the participants.
- 12. MAED THESIS PROPOSAL DEFENSE Methods: Instruments and Procedure Development Stage During the Development Stage, researchers first administer pretests to a group of students to pinpoint the least learned competencies in the subject. Validation Stage The Validation Stage is significant to ensure that the developed workbook, now enhanced with PhET simulations, is both effective and appropriate for its intended respondent. Utilization Stage: After thorough checking and validation, the workbook moves to the Utilization Stage. The post-tests will be administered to evaluate the depth of their understanding.
- 13. MAED THESIS PROPOSAL DEFENSE Methods: Data Analysis Research Question Statistical Treatment 1. What is the demographic profile of the respondents in terms of the following: A. AgeB. Sex C. SectionD. Score from Pretest Weighted Mean and StandardDeviation 2. What are the significant differences in learning outcomes when comparing the use of the PhET simulation-enhanced science workbook to the use of a contemporary science workbook? paired-samples t-test 3. What is the level of effectiveness in learning PhET simulation-enhanced Inquiry-based Multimedia Learning Materials? descriptive statistics to analyze learning outcomes (e.g., mean scores, standard deviation) 4. Is there a significant difference in the level of student engagement between those using the PhET simulation- enhanced science workbook and those using a traditional science workbook? Chi-Squared Test
- 14. MAED THESIS PROPOSAL DEFENSE REFERENCES (APA Format) 1. Haryadi, R., & Pujiastuti, H. (2020). PhET simulation software-based learning to improve science process skills. Journal of Physics: Conference Series, 1521(2), 022017. https://doi.org/10.1088/1742- 6596/1521/2/022017 2. Taibu, R., Mataka, Ll., & Shekoyan, V. (2021). Using PhET Simulations to Improve Scientific Skills and Attitudes of Community College Students. International Journal of Education in Mathematics, Science and Technology, 9(3), 353–370. https://doi.org/10.46328/ijemst.1214 3. Luliyarti, D. S., & Prasetyo, Z. K. (2021). Development of Inquiry-Based Multimedia Learning Module with PhET Simulation in Newton’s Law of Motion. Advances in Social Science, Education and Humanities Research. https://doi.org/10.2991/assehr.k.210305.071
Editor's Notes
- The research rationale for the study titled "Development, Validation, and Utilization of a PhET simulation-enhanced Inquiry-based Multimedia Learning Materials" focuses on the development and implementation of multimedia learning materials that integrate PhET simulations with an inquiry-based approach. PhET simulations are interactive virtual tools developed for teaching physics, chemistry, and physical science [2]. These simulations have been found to enhance students' problem-solving skills and improve their scores in related subjects [1]. By incorporating these simulations into multimedia learning materials, it is expected that students will have a more engaging and immersive learning experience. The use of inquiry-based learning approaches promotes active student participation, critical thinking, and problem-solving skills development [3]. By combining PhET simulations with an inquiry-based approach in the development of multimedia learning materials, students can explore scientific concepts through hands-on experimentation and discovery. The objectives of this research study include: Development: The creation of multimedia learning materials that integrate PhET simulations with an inquiry-based approach. This involves designing interactive activities, experiments, and assessments that align with the intended learning outcomes. Validation: The evaluation of the effectiveness and usability of the developed multimedia learning materials through pilot testing or experimental studies. This validation process ensures that the materials are accurate, reliable, and suitable for enhancing student understanding. Utilization: The implementation of the validated multimedia learning materials in educational settings to assess their impact on student engagement, motivation, and academic performance. This phase may involve conducting classroom observations or surveys to gather feedback from both students and educators. By conducting this research study, we aim to contribute to the field of education by providing evidence-based insights into how PhET simulation-enhanced inquiry-based multimedia learning materials can effectively support student learning in science subjects. The findings from this research can inform curriculum developers, educators, and instructional designers in creating innovative teaching resources that promote active student engagement and conceptual understanding. In conclusion, this research study aims to develop, validate, and utilize multimedia learning materials that integrate PhET simulations with an inquiry-based approach. By combining these two instructional strategies, we hope to enhance student learning experiences in science education and contribute to the advancement of effective teaching practices.
- 1. (Haryadi & Pujiastuti, 2020) 2. Taibu et al. (2021) 3. Luliyarti and Prasetyo (2021)
- 1. (Haryadi & Pujiastuti, 2020) 2. Taibu et al. (2021) 3. Luliyarti and Prasetyo (2021)
- Rather than random assignment, groups of students or classes will be assigned to either the treatment group, which uses the new materials, or the comparison group, which uses traditional materials.
- Rather than random assignment, groups of students or classes will be assigned to either the treatment group, which uses the new materials, or the comparison group, which uses traditional materials.
- In the study "Development, Validation, and Utilization of a PhET simulation-enhanced Inquiry-based Multimedia Learning Materials," the pretest and post-test were used as assessment tools to measure the effectiveness of the inquiry-based multimedia learning materials. The pretest assessed the participants' prior knowledge and understanding of the topic before engaging with the learning materials, establishing a baseline for comparison. The post-test was administered after the participants completed the learning materials to measure their knowledge and understanding after the intervention. By comparing the results of the pretest and post-test, the researchers were able to evaluate the impact of the learning materials on the participants' learning gains and determine the effectiveness of the intervention. These assessments provided valuable data to measure the success of the inquiry-based multimedia learning materials in improving the participants' knowledge and conceptual understanding of the subject matter.
- In the study "Development, Validation, and Utilization of a PhET simulation-enhanced Inquiry-based Multimedia Learning Materials," the pretest and post-test were used as assessment tools to measure the effectiveness of the inquiry-based multimedia learning materials. The pretest assessed the participants' prior knowledge and understanding of the topic before engaging with the learning materials, establishing a baseline for comparison. The post-test was administered after the participants completed the learning materials to measure their knowledge and understanding after the intervention. By comparing the results of the pretest and post-test, the researchers were able to evaluate the impact of the learning materials on the participants' learning gains and determine the effectiveness of the intervention. These assessments provided valuable data to measure the success of the inquiry-based multimedia learning materials in improving the participants' knowledge and conceptual understanding of the subject matter. To assess the level of engagement with the PhET simulation-enhanced inquiry-based multimedia learning materials in the study, a Likert scale can be used effectively. Researchers can design a Likert scale questionnaire with statements related to engagement, such as "I found the learning materials interesting," "I was motivated to explore the simulations," or "I felt actively involved in the learning process." Participants can then rate these statements on a scale, typically ranging from "Strongly Disagree" to "Strongly Agree." By analyzing the responses on the Likert scale, researchers can quantitatively measure the degree of engagement reported by the participants. Higher average scores on these engagement-related statements would indicate a higher level of engagement with the learning materials, helping to assess their effectiveness in capturing and maintaining students' interest and involvement.
- In the study "Development, Validation, and Utilization of a PhET simulation-enhanced Inquiry-based Multimedia Learning Materials," the pretest and post-test were used as assessment tools to measure the effectiveness of the inquiry-based multimedia learning materials. The pretest assessed the participants' prior knowledge and understanding of the topic before engaging with the learning materials, establishing a baseline for comparison. The post-test was administered after the participants completed the learning materials to measure their knowledge and understanding after the intervention. By comparing the results of the pretest and post-test, the researchers were able to evaluate the impact of the learning materials on the participants' learning gains and determine the effectiveness of the intervention. These assessments provided valuable data to measure the success of the inquiry-based multimedia learning materials in improving the participants' knowledge and conceptual understanding of the subject matter. To assess the level of engagement with the PhET simulation-enhanced inquiry-based multimedia learning materials in the study, a Likert scale can be used effectively. Researchers can design a Likert scale questionnaire with statements related to engagement, such as "I found the learning materials interesting," "I was motivated to explore the simulations," or "I felt actively involved in the learning process." Participants can then rate these statements on a scale, typically ranging from "Strongly Disagree" to "Strongly Agree." By analyzing the responses on the Likert scale, researchers can quantitatively measure the degree of engagement reported by the participants. Higher average scores on these engagement-related statements would indicate a higher level of engagement with the learning materials, helping to assess their effectiveness in capturing and maintaining students' interest and involvement.