Acceptability and effectiveness of PhET simulation-based interventional material in improving the academic performance in physics among grade 8 students

This study investigated the effectiveness and acceptability of a PhET Simulation-Based Intervention Material to enhance Grade 8 learners’ comprehension of the law of acceleration, aligning with inclusive learning goals in the K to 12 Basic Education Curriculum. Employing a classroom-based action research approach, the study explored how the intervention influenced academic performance and its acceptability among teacher-respondents, considering gender, educational attainment, and school type. Results demonstrated that the PhET Simulation-based intervention led to significant improvement in Grade 8 learners’ academic performance, evident through higher posttest scores compared to pretest scores. Notably, the intervention material received substantial acceptability from teacher-respondents across different demographics, such as gender, educational attainment, and school type. Although correlations are noted, the analyses indicate slight or non-significant connections between demographic factors and acceptability levels. The study recommended that educators incorporate simulation-based materials in teaching methods and that educational institutions provide training for effective tool utilization. Future research should explore diverse samples and additional variables impacting intervention acceptability, contributing to a more profound comprehension of implementation and efficacy. The study’s implications underscore the potential of technology-assisted learning tools to enhance comprehension, stress the importance of matching interventions with educators’ preferences, and underscore the necessity for further investigation into the intricate interplay between interventions, individual attributes, and learning outcomes for informed teaching strategies.