The study examines the impact of computer simulations on student performance in high school physics, highlighting their effectiveness in enhancing engagement, critical thinking, and cooperative learning. It suggests that while simulations improve understanding and motivation, they cannot replace teachers, and effective teaching strategies must be combined with technology. The research indicates significant positive relationships between simulated learning and student achievement, gathering data from physics teachers associated with the American Modeling Teachers Association between 2013 and 2014.

1. Dr. Muhammad Riaz
Dr.Elsa Sofia Morote,
PHYSICS EDUCATIONAL TECHNOLOGY THAT EFFECTS ON
STUDENT PERFORMANCE

2. Purpose of the Study
Student performance
Use of
simulations
Critical
Thinking
Student
Engagement
Cooperative
Learning

3. Simulations in Physics class
Jimoyiannis and Komis
(2001)
Wieman, Adams, Loeblein
and Perkins(2010)
• Computer simulations are effective for
teaching and learning physics because
they give students the opportunity to
observe a real world experience and
interactions among teachers and
students.
• The simulations can be used to
improve teaching in high school
physics teaching, especially in
classroom activities, but simulations
cannot replace teachers.

4. Student Engagement
Wells, Hestenes
and Swackhmer
(1995)
Rotgans and
Schmidt
(2011)
• If teachers use the scientific model to
describe, explain, predict and control
physical phenomena, they engage
students actively in understanding the
physical world.
• Students’ engagement is an important
factor to motivate students in learning
experiences and willingness to endeavor
continuous effort.

5. Woodward
and Gersten
(1988)
Browne( 2010)
• A combination of effective teaching
and strategic instructional processes
in combination with computer
simulations increase factual and
higher order thinking skill of
students.
• Students’ engagement is an
important factor to motivate
students in learning experiences
and willingness to endeavor
continuous effort.
Critical Thinking

6. Cooperative Learning
Heller,
Keith,
and Anderson
(1992)
Nembhard (2005)
• Problem solutions can be done create in
groups work than by individuals working
alone. In group , students can share their
ideas and make better understanding of
scientific concepts.
• Cooperative learning can reduce lecture
time with approaches structured to get
students actively participating during the
class period.

7. Use of Simulations
Zietsman and Hewson
(1986)
Gabon and Ozkan
(1992)
• Science instruction that employs
conceptual change strategies is
effective, especially when provided
by computer simulation.
• The computer simulated experiment
approach and the problem solving
approach produced significantly
greater achievement in science
process skills than the conventional
approach did.

8. Student achievement/Performance
Wells, Hestenes
and Swackhmer
(1995)
Sherwood and Hasselbring
(1985)
• Computer simulations create images in students'
brains of complex scientific phenomenon and
provide an interactive, engaging and visual
environment that promotes and supports
conceptual understandings. These deeper
conceptual understandings enable the students
to form connections and relationships between
ideas and concepts and improve their
performance in real life .
• Student interest and some gender
preferences also influence performance in
the simulation and affect measurement
results.

9. Significance of the Study
The findings of this study may promote
interactive learning, connecting physical
phenomena with practical training, enhance
student learning, change of classroom
environment, provide opportunities to review
conceptual understanding of high school
physics. Specifically, this research study may
contribute to knowledge about computer
simulations and to changes in science
instruction in general.

10. This study was limited to secondary school physics
teachers who were Members of American Modeling
Teachers Association (AMTA) and use simulations in
their Science, Technology, Engineering and
Mathematics (STEM) teaching practice from 2013 to
2014.
Limitations

11. Eighty four subjects for this study were chosen
from male and female high school physics teachers
who were members of the American Modeling
Teachers Association (AMTA ). The chosen teachers
had participated in Science, Technology,
Engineering and Mathematics (STEM) teaching
practice workshops and had used simulations in
their teaching practice from 2013 to 2014.
Selection of Subjects

12. This study was conducted with the secondary
school physics teachers of American Modeling
Teachers Association (AMTA ), who used
simulations in their physics teaching practices
located in these the united states from 2013 to
2014.
Setting

13. The survey was constructed based on the literature
review by the researcher. A six-point Likert scale
was used to evaluate the response on simulations
in physics class, classroom management,
laboratory practice, student engagement, critical
thinking, cooperative learning, teacher self-
efficacy. Student performance was determined by
the teacher self reported percentage of students
achieving a grade of 85 or higher in physics.
Instrumentation

14. Content Validity
• The survey jury process was included five
professionals within the field of physics
education
• The jury asked to match each survey item to the
corresponding variable definition
• Items that did not receive 60 percent agreement
among the jurors were either discarded or
reworded to better fit the corresponding variable.

15. Student
Engagement
Critical Thinking
Cooperative
Learning
Simulations in
Physics Class
Student
Academic
Performance
Use of Simulations
β=.40
β=.48
β=.67
β=.11
β=.22
r=.67
r=.19
r=.08
r=.24
r=.48
r=.26
R=.58
R=.55
Structural Equation Model That Predicts Student Academic Performance

16. Questions and Comments