Improve learning outcomes using simulations

Chemistry is full of abstract concepts, such as formulas, equations, atomic structure and pH. Many students struggle with these concepts. Hands-on experimentation is one way to improve students’ understanding. However, many schools worldwide have limited resources, making this approach difficult.

A 2024 study in Rwanda investigated how effective PhET simulations are in improving high school students’ understanding of chemical reactions, chemical equations, acids, bases and pH. The study involved 197 students: 101 in the experimental group, which used PhET simulations, and 96 in the control group, which used traditional instruction.

The study used a mixed-methods design, combining both quantitative and qualitative data to assess learning outcomes and student perceptions. The researchers used pre- and post-tests to measure content knowledge and held focus groups with the experimental group to explore their experiences with the simulations.

The experimental group’s mean score increased substantially, by 27%, from the pre-test to the post-test

A comparison of the pre- and post-test results revealed a significant improvement in the performance of the experimental group who increased their mean score substantially, by 27%. Compared to the control group which showed a modest 6% increase. This difference was statistically significant and suggests that the PhET simulations played a key role in enhancing students’ understanding of the assessed chemistry concepts.

The qualitative data from the focus group discussions highlighted several benefits of using PhET simulations. Students reported that the simulations made abstract concepts easier to understand by providing visual and interactive representations of chemical reactions and pH. They appreciated the ability to experiment safely in a virtual environment, which allowed them to manipulate variables and see immediate results without the constraints of a physical lab. Students expressed enthusiasm about learning through technology and noted improvements in their ICT skills.

The qualitative data from the focus group discussions highlighted several benefits of using PhET simulations. Students reported that the simulations made abstract concepts easier to understand by providing visual and interactive representations of chemical reactions and pH. Students appreciated the safe virtual environment, which allowed them to manipulate variables and see immediate results without the constraints of a physical lab. Students also expressed enthusiasm technology-based learning and improved ICT skills.

The researchers identified challenges too, including technical issues such as insufficient computer skills and limited access to the internet. Some students found the initial learning curve for using the PhET simulations steep. But, with practice, they became more comfortable navigating the platform. Teachers also faced challenges in ensuring that all students had the necessary technical skills and access to the simulations.

The findings from this study offer valuable insights for teachers looking to enhance their students’ understanding of abstract chemistry concepts.