The effect of phet simulation vs. phenomenon-based experiential learning on students’ integration of motion along two independent axes in projectile motion

Simple item page
dc.contributor.authorChinaka, Taurayi Willard
dc.coverage.conferenceissn
dc.date.accessioned2026-03-25T06:34:44Z
dc.date.available2026-03-25T06:34:44Z
dc.date.issued2021
dc.departmentNameMathematical Sciences
dc.description.abstractResearch in the past decades has repeatedly revealed that first year university students struggle to understand two-dimensional projectile motion concepts. In contrast to high school, projectile motion frequently makes use of components and it requires at least a basic understanding of trigonometry concepts. To follow the lessons and generate conceptual understanding in two-dimensional projectile motion, students need to connect the concepts developed in the last three years of high school. The present study compared the effects of two instructional approaches, i.e. projectile motion Physics Education Technology (PhET) simulation vs. phenomenon-based experiential learning, on students’ conceptual understanding of the integration of motion along two independent axes among first-year physics students. A purposive sample consisted of 154 first-year physics students at a public university in South Africa. The study adopted an experimental, mixed-method research design. A self-developed and piloted Projectile Motion Conceptual Test and semi-structured interviews with 12 students from across the performance spectrum were used for data collection. A reliability coefficient of 0.72 was established using the Kuderson–Richardson correlation moment coefficient. The results denoted that PhET simulation outperformed phenomenon-based experiential learning in improving students’ conceptual understanding of the integration of motion along independent axes in projectile motion. The ANOVA-test showed that the PhET groups achieved significantly higher scores on the post-test than phenomenon-based experiential learning groups. The findings of this study are diagnostic and they assist module designers in determining conceptual difficulties students face in projectile motion.
dc.facultyFaculty of Education
dc.identifier.citationChinaka, T.W. 2021. The effect of PhET simulation vs. phenomenon-based experiential learning on students’ integration of motion along two independent axes in projectile motion. African Journal of Research in Mathematics, Science and Technology Education, 25(2), pp.185-196.
dc.identifier.issn2469-7656 (online)
dc.identifier.issn1811-7295 (print)
dc.identifier.otherhttps://hdl.handle.net/10520/ejc-saarmste_v25_i2_a185
dc.identifier.urihttp://hdl.handle.net/10530/59007
dc.inproceedingsissn
dc.issuenumber25 / 2
dc.keynoteissn
dc.language.isoEnglish
dc.pages185 - 196
dc.peerreviewedYes
dc.publisherTaylor & Francis
dc.subjectPhenomenon based experiential learning
dc.subjectPhET simulation
dc.subjectProjectile motion
dc.subjectPhysics Education Technology (PhET)
dc.titleThe effect of phet simulation vs. phenomenon-based experiential learning on students’ integration of motion along two independent axes in projectile motion
dc.title.journalAfrican Journal of Research in Mathematics, Science and Technology Education
dc.typeJournal Article
dspace.entity.typePublication
relation.isAuthorOfPublication2ae7db3a-502a-474d-b324-63557e27e097
relation.isAuthorOfPublication.latestForDiscovery2ae7db3a-502a-474d-b324-63557e27e097
relation.isOrgUnitOfPublication71c06a0e-e111-424c-8caf-20609eacb82c
relation.isOrgUnitOfPublication.latestForDiscovery71c06a0e-e111-424c-8caf-20609eacb82c
Files:
Original bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
Chinaka_Taurayi_ Willard_2021.pdf
Size:
802.33 KB
Format:
Adobe Portable Document Format

Chinaka_Taurayi_ Willard_2021.pdf (802.33 KB)

Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
5.18 KB
Format:
Item-specific license agreed upon to submission
Description:

license.txt (5.18 KB)

Download
Collections: Articles