Author

Juliet T. Tanudtanud*
Cebu Technological University – Main Campus, Cebu City, Philippines

Abstract

This study looked at how effective PhET simulation activities are in helping Grade 9 students at Rosario National High School understand projectile motion during the 2025-2026 school year. It was based on constructivist and experiential learning theories, focusing on active student involvement through interactive and technology-driven teaching. The study targeted two Most Essential Learning Competencies (MELCs): (1) describing the horizontal and vertical motions of a projectile, and (2) examining how the angle of release affects the height and range of the projectile. A quantitative research method was used, with a one-group pretest-posttest design involving 83 students. Data were collected using a test created by the researchers, which aligned with the MELCs, along with a structured perception questionnaire. The students’ pretest scores showed that they had a basic understanding of projectile motion concepts. After the PhET simulation activities were put into place, the posttest results showed a big improvement. The students reached a “moving towards mastery” level, which showed that they understood horizontal and vertical motions and the effects of launch angle better. Statistical analysis validated that this enhancement was substantial, exhibiting exceedingly large effect sizes. The Likert scale results showed that students thought the PhET simulation activities were moderately effective, especially for improving visualization and understanding. However, more help is still needed to help students develop higher-order thinking skills. In conclusion, the study provides strong evidence that PhET simulation activities are an effective tool for teaching projectile motion. Using interactive simulations improves students’ academic performance, understanding of concepts, and engagement in learning Physics. Therefore, it is recommended that educators use simulation-based strategies alongside traditional teaching methods to boost learning outcomes, especially in areas with abstract and complex concepts.

Keywords: PhET simulation, projectile motion, Grade 9 students, Physics education, simulation-based learning, conceptual understanding, MELCs, student performance, interactive learning.

*Corresponding author / Email: juliet.tanjay@deped.gov.ph
DOI: http://doi.org/10.69651/PIJHSS05021252

Recommended citation:
Tanudtanud, J. T. (2026). PHET simulation activities in teaching projectile motion for Grade 9 junior high school students. Pantao (International Journal of the Humanities and Social Sciences) 5 (2), 6003-6020. http://doi.org/10.69651/PIJHSS05021252

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