Utilization of Selected Interactive Electronic Manipulatives in Teaching and Learning Science in Junior High School

This study investigated the effectiveness of electronic manipulatives in teaching and learning Science among junior high school students. A pre-test and post-test design was employed, involving 100 Grade 10 students divided into experimental and control groups. The experimental group was exposed to interactive electronic manipulatives, while the control group received traditional instruction. The results showed that the experimental group demonstrated a significant improvement in academic performance, outperforming the control group. Statistical analysis revealed significant differences in pre-test and post-test performance in both groups, with the electronic manipulatives group showing a more substantial gain. The study concludes that electronic manipulatives significantly enhance student performance in Science, providing precision and visualization tools that traditional methods lack. The findings suggest that educators should incorporate electronic manipulatives into their teaching practices, particularly for Science topics that benefit from interactive simulations and instant feedback. Overall, the study highlights the potential of electronic manipulatives to improve Science education and student outcomes. Electronic manipulatives proved more effective than traditional instruction