Physics Education Technology (PhET) Simulation Assisted Instruction towards Students' Academic Achievement and Motivation in Electromagnetism

This study examined the effectiveness of Physics Education Technology (PhET) simulation-assisted instruction on students’ academic achievement and motivation in electromagnetism. A quasi-experimental quantitative design was employed involving second-year Bachelor of Secondary Education major in Science students, with one group exposed to PhET-integrated instruction and another taught using traditional methods. Academic achievement was measured through pretests and posttests, while motivation was assessed using a validated questionnaire covering intrinsic motivation, amotivation, extrinsic–career motivation, and social–extrinsic motivation. Results revealed that both groups initially demonstrated very low academic achievement, with most students classified under the failure category during the pretest. After the intervention, the PhET group exhibited a marked improvement, with all students attaining good to very good performance levels and no failures recorded. In contrast, although the non-PhET group showed some improvement, the majority of students remained at a satisfactory level. ANCOVA results indicated a statistically significant difference in posttest academic achievement between the two groups when pretest scores were controlled (p