Contextualized PhET Simulation-Based Assessment for Enhancing Grade 9 STE Students’ Understanding of Projectile Motion
DOI:
https://doi.org/10.5281/zenodo.20337490Keywords:
PhET simulations, projectile motion, science motivation, Grade 9 STE, simulation-based assessmentAbstract
This study investigated the effectiveness of contextualized PhET simulation-based assessments in enhancing Grade 9 STE students’ understanding of projectile motion and their motivation in learning physics. Employing a descriptive-correlational research design, 23 students at Dinagat School of Fisheries completed simulation tasks embedded in real-life scenarios, including net tossing, coconut games, and boat-to-shore throws. Student performance was evaluated using a 3–2–1 rubric, while motivation was measured through the Physics Motivation Questionnaire II (PMQ-II). Results revealed high mastery in most assessment tasks, particularly in identifying motion components and analyzing vertical motion, and very high motivation across all dimensions, with grade motivation scoring highest. Correlational analysis showed a significant moderate positive relationship between motivation and performance (r = 0.62, p = 0.002), indicating that more motivated students tended to perform better. Findings suggest that contextualized PhET simulation-based assessments not only enhance conceptual understanding and problem-solving skills but also foster student engagement and intrinsic motivation, supporting their adoption as authentic and effective assessment tools in physics education, especially in schools with limited laboratory resources.
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