PhET supported instruction and achievement in geometrical optics among Libyan ninth grade students
DOI:
https://doi.org/10.36602/الكلمات المفتاحية:
PhET;، ninth grade، simulation-based learning، physics education، geometrical opticsالملخص
This descriptive reassessment examines archived achievement summaries from a two-class quasi-experimental study of mirror and image formation in Libya. Thirty ninth-grade students received either guided PhET-supported instruction or conventional instruction over one academic semester, with 15 students per class. A specialist-reviewed 12-item test was administered before and after instruction. Only aggregate transformed-score summaries were available; individual scores, item responses, and the transformation rule are unavailable. Recorded means increased from 17.87 to 49.00 in the PhET class and from 16.53 to 20.87 in the comparison class. Subtraction of the displayed means gives gains of 31.13 and 4.34 points and a gain contrast of 26.79 points. The post-test gap is 28.13 points. Results are descriptive because class and intervention are inseparable. An internal audit identifies an unusually large standardized gap and opposing implied pre/post correlations. These unresolved features prevent validation of the magnitude of the recorded differences or attribution to PhET. Replication requires multiple classes and transparent individual and item-level records
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المراجع
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الحقوق الفكرية (c) 2026 Mohamed Abugharsa، Ali M. Abdulshahed (Author)
هذا العمل مرخص بموجب Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
