Problem-Based Learning (PBL) Activity with Phet Simulations: A Strategic Intervention Material in Teaching Impulse and Momentum

Physics is a discipline that explains fundamental natural laws, enabling learners to connect abstract concepts with real-life phenomena. However, many students struggle with solving physics problems, particularly those involving impulse and momentum, due to limited conceptual understanding and persistent misconceptions. This study aimed to develop and implement a Problem-Based Learning (PBL) activity integrated with PhET simulations to improve Grade 9 learners’ understanding of impulse and momentum. It also aimed to evaluate the effectiveness of the intervention based on student learning gains and perceptions of both teachers and learners. A needs assessment was first conducted among two sections of Grade 11 learners, which identified impulse and momentum as the not mastered competency. Utilizing a quasi-experimental one-group pretest-posttest design, the study measured students’ learning gains and focused on addressing this competency. Standardized achievement tests were administered to eighty-three (83) Grade 9 students from a selected public high school in Iligan City. Results revealed a lack of mastery based on test scores, and the calculated normalized gain was 0.28, which falls within the low gain category according to Hake’s (1999) classification. The PBL activity with PhET simulations significantly improved students’ conceptual understanding of impulse and momentum. Students found the activity engaging, meaningful, and helpful in making complex physics concepts easier to understand, highlighting its effectiveness as a learning strategy.