Effects of Interactive Simulation-Based Biology Learning Using PHET on Grade 10 Students’ Academic Performance: A Quasi-Experimental Study

Interactive Simulation-Based Biology Learning Using PHET has become an effective learning approach and a catalyst for improved educational outcomes. This study examined the effects of interactive simulation-based Biology learning using PHET on the academic performance of Grade 10 students. The study was conducted at Lawa National High School during the third quarter of the 2019–2020 school year. A quasi-experimental research design was employed, with complete enumeration used to identify all respondents. Data were analyzed using percentage, mean, t-test and Cohen’s d formula. Results showed that both groups initially obtained a rating of “did not meet expectations” in the pre-test. In the post-test, students taught without PHET simulations achieved a “very satisfactory” rating, while students taught with PHET simulations achieved an “outstanding” rating. There was no significant difference between the pre-test scores of the two groups; however, a significant difference was observed in the post-test scores, with the experimental group demonstrating a higher mean gain score. Further, results revealed a moderate to large effect size indicating that PhET Interactive Simulations had a meaningful impact on students’ learning. These findings suggest that interactive simulation-based Biology learning using PHET enhances students’ learning outcomes. Consequently, the Department of Education may consider integrating PHET simulations into the curriculum as a strategic tool to enrich Biology instruction, promote active and inquiry-based learning, and support the development of conceptual understanding and critical thinking skills among students.

Interactive simulation-based learning, PHET, Biology education, academic performance

1. Adams, W. K. (2010). Student engagement and learning with PhET interactive simulations. Multimedia in Physics Teaching and Learning (MPTL), 14(3), 21–32. https://doi.org/10.1393/ncc/i2010-10623-0 [Google Scholar] [Crossref]

2. Bahtiar, B., Ibrahim, I., & Maimun, M. (2024). The effect of PhET simulation-based learning on the ability to understand elementary science concepts in work and energy material. Jurnal PIPA: Pendidikan Ilmu Pengetahuan Alam, 5(1). https://doi.org/10.56842/jp-ipa [Google Scholar] [Crossref]

3. Bandoy, J. V. B., Pulido, M. T. R., & Sauquillo, D. J. (2016). The effectiveness of using PhET simulations for physics classes: A survey. Proceedings of the International Conference on Engineering Teaching and Learning Innovation (ICEE-PHIL2015), 1–4. https://www.researchgate.net/ publication/282219928 The Effectiveness of using PHET_Simulations_for_Physics_Classes_A_Survey [Google Scholar] [Crossref]

4. Basheer, A., Gulacar, O., & Mansour, N. (2025). Analyzing the Impact of Simulations on Eighth Graders’ Academic Performance, Motivation, and Perception of Classroom Climate in Science Classrooms. Education Sciences, 15(12), 1629. https://doi.org/10.3390/educsci15121629 [Google Scholar] [Crossref]

5. Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research. Houghton Mifflin. [Google Scholar] [Crossref]

6. Department of Education. (2015). Policy guidelines on classroom assessment for the K to 12 basic education program (DepEd Order No. 8, s. 2015). https://www.deped.gov.ph/2015/04/01/do-8-s-2015-policy guidelines on classroom assessment for the k to 12 basic education program [Google Scholar] [Crossref]

7. Department of Science and Technology. (2019). Philippine basic education science curriculum framework. Science Education Institute. https://pblcbucket.science-scholarships.ph/files/pub_science-framework-basic-education.pdf [Google Scholar] [Crossref]

8. Dy, A. U., Lagura, J. C., & Baluyos, G. R. (2024). Using PhET Interactive Simulations to Improve the Learners’ Performance in Science. Eduline Journal of Education and Learning Innovation, 4(4), 520-530. https://doi.org/10.35877/454ri.eduline2981 [Google Scholar] [Crossref]

9. Ganasen, S., Shamuganathan, S. (2017). The Effectiveness of Physics Education Technology (PhET) Interactive Simulations in Enhancing Matriculation Students’ Understanding of Chemical Equilibrium and Remediating Their Misconceptions. In: Karpudewan, M., Md Zain, A., Chandrasegaran, A. (eds) Overcoming Students' Misconceptions in Science. Springer, Singapore. https://doi.org/10.1007/978-981-10-3437-4_9 [Google Scholar] [Crossref]

10. Kumullah, R., Putri, D. A. A., & Ardiansyah, A. R. (2024). PhET Interactive Simulations for Science Learning in Elementary School. Proceedings of the International Conference on Teaching and Learning, Universitas Terbuka, 1, 58–65. https://conference.ut.ac.id/index.php/ictl/article/view/2391 [Google Scholar] [Crossref]

11. Mohammed, S. J. (2024). The effect of using simulation interactive Phet on achievement and retention in science for sixth grade primary school girls. Journal of Misan Researches, 20(40), 277-322. https://doi.org/10.52834/jmr.v20i40.287 [Google Scholar] [Crossref]

12. Nailunada, N., Yuliati, L., & Wisodo, H. (2025). Scientific explanation skills in dynamic fluid through Problem Based Learning assisted by PhET simulations. Kasuari: Physics Education Journal (KPEJ), 8(1), 94–108. https://doi.org/10.37891/kpej.v8i1.891 [Google Scholar] [Crossref]

13. SEI-DOST & UP NISMED, (2011). Science Framework for Philippine Basic Education. Manila: SEI-DOST & UP NISMED. [Google Scholar] [Crossref]

14. Perkins, K., Adams, W., Dubson, M., Finkelstein, N., Reid, S., Wieman, C., & LeMaster, R. (2006). PhET: Interactive simulations for teaching and learning physics. The Physics Teacher, 44(1), 18–23. https://doi.org/10.1119/1.2150754 [Google Scholar] [Crossref]

15. PhET. (2019). PhET Interactive Simulations. University of Colorado Boulder. https://phet.colorado.edu/ [Google Scholar] [Crossref]

16. PhET Interactive Simulations. (2019). Gene Expression Essentials [Interactive simulation]. University of Colorado Boulder. https://phet.colorado.edu/en/simulations/gene-expression-essentials [Google Scholar] [Crossref]

17. Quimoyog, J. K. O., Torres, G. D., & Galay-Limos, J. A. (2025). The effect of Physics Education Technology (PHET) Interactive simulations on improving the science achievement. International Journal of Research Studies in Management, 13(8), 135-142. https://doi.org/10.5861/ijrsm.2025.25526 [Google Scholar] [Crossref]

18. Quitalig, J. (2018). Science Teachers' Knowledge and Scientific Understanding of the Particulate Nature of Matter. Grade 3 and 6, Munich, GRIN Verlag, https://www.grin.com/document/434219 [Google Scholar] [Crossref]

19. Salsabila, N., Wuryandani, W., Saptono, B., Sri, W., Syawaludin, A., & Kunci, K. (2024). PhET Simulation on Critical Thinking Skills of Preservice Elementary Teachers (PETs) in Science Learning. Journal of Education Technology. https://doi.org/10.23887/jet.v8i4.86727 [Google Scholar] [Crossref]

• The Impact of Ownership Structure on Dividend Payout Policy of Listed Plantation Companies in Sri Lanka
• Urban Sustainability in North-East India: A Study through the lens of NER-SDG index
• Performance Assessment of Predictive Forecasting Techniques for Enhancing Hospital Supply Chain Efficiency in Healthcare Logistics
• The Fractured Self in Julian Barnes' Postmodern Fiction: Identity Crisis and Deflation in Metroland and the Sense of an Ending
• Impact of Flood on the Employment, Labour Productivity and Migration of Agricultural Labour in North Bihar