Students’ attitude towards physics: Its influence on their performance before and after the use of interactive simulations
Science education, particularly physics, remains a priority for many countries, as their future economic prosperity is closely linked to student success in science and technology. Given the persistent challenges faced by teachers in stimulating students’ interest in this discipline, the integration...
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| Format: | Article |
| Language: | English |
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Hong Kong Bao Long Accounting & Secretarial Limited
2025-08-01
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| Series: | Knowledge Management & E-Learning: An International Journal |
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| Online Access: | https://www.kmel-journal.org/ojs/index.php/online-publication/article/view/637 |
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| author | Mhamed Ben Ouahi Mohamed Droui Elyazid Hida Taoufik Hassouni El Mehdi AL Ibrahmi |
| author_facet | Mhamed Ben Ouahi Mohamed Droui Elyazid Hida Taoufik Hassouni El Mehdi AL Ibrahmi |
| author_sort | Mhamed Ben Ouahi |
| collection | DOAJ |
| description | Science education, particularly physics, remains a priority for many countries, as their future economic prosperity is closely linked to student success in science and technology. Given the persistent challenges faced by teachers in stimulating students’ interest in this discipline, the integration of innovative teaching methods has become essential. This study aimed to examine changes in students’ attitudes toward physics and explore the correlation between these attitudes and their performance before and after using interactive simulations based on the 5E learning model. This study was conducted with 127 Moroccan middle school students, who were divided into experimental and control groups. The teacher utilized interactive simulations to teach electricity and mechanics to the experimental group (N = 62) while adopting conventional teaching methods for the control group (N = 65). To compare the students’ attitudes and performance, the same attitude test was administered as a pre-test and a post-test before and after the study’s implementation. Additionally, students’ performance was obtained from the results of the first (pre-performance) and second (post-performance) semester physics exams. Data analysis was conducted using the Statistical Package for Social Sciences V24. The results show that using interactive simulations based on the 5E in physics teaching and learning has a positive impact on students’ school performance and attitudes. Furthermore, the study showed no significant difference between boys and girls in their attitudes toward physics before and after the intervention. Additionally, the results indicated a significant positive correlation between students’ attitudes toward physics and their performance in physics. |
| format | Article |
| id | doaj-art-3aa0f718a63442e9936a1e67b51d0b6f |
| institution | Kabale University |
| issn | 2073-7904 |
| language | English |
| publishDate | 2025-08-01 |
| publisher | Hong Kong Bao Long Accounting & Secretarial Limited |
| record_format | Article |
| series | Knowledge Management & E-Learning: An International Journal |
| spelling | doaj-art-3aa0f718a63442e9936a1e67b51d0b6f2025-08-20T03:44:19ZengHong Kong Bao Long Accounting & Secretarial LimitedKnowledge Management & E-Learning: An International Journal2073-79042025-08-0117347549610.34105/j.kmel.2025.17.022Students’ attitude towards physics: Its influence on their performance before and after the use of interactive simulationsMhamed Ben Ouahi0https://orcid.org/0000-0001-5463-5624Mohamed Droui1https://orcid.org/0000-0001-5167-4775Elyazid Hida2https://orcid.org/0009-0000-3193-2802Taoufik Hassouni3https://orcid.org/0000-0003-0310-4609El Mehdi AL Ibrahmi4https://orcid.org/0000-0002-5156-5787Mohammed First University, Oujda, MoroccoMohammed First University, Oujda, MoroccoIbn Tofail University, Kenitra, MoroccoFes/Meknes, Meknes, MoroccoIbn Tofail University, Kenitra, MoroccoScience education, particularly physics, remains a priority for many countries, as their future economic prosperity is closely linked to student success in science and technology. Given the persistent challenges faced by teachers in stimulating students’ interest in this discipline, the integration of innovative teaching methods has become essential. This study aimed to examine changes in students’ attitudes toward physics and explore the correlation between these attitudes and their performance before and after using interactive simulations based on the 5E learning model. This study was conducted with 127 Moroccan middle school students, who were divided into experimental and control groups. The teacher utilized interactive simulations to teach electricity and mechanics to the experimental group (N = 62) while adopting conventional teaching methods for the control group (N = 65). To compare the students’ attitudes and performance, the same attitude test was administered as a pre-test and a post-test before and after the study’s implementation. Additionally, students’ performance was obtained from the results of the first (pre-performance) and second (post-performance) semester physics exams. Data analysis was conducted using the Statistical Package for Social Sciences V24. The results show that using interactive simulations based on the 5E in physics teaching and learning has a positive impact on students’ school performance and attitudes. Furthermore, the study showed no significant difference between boys and girls in their attitudes toward physics before and after the intervention. Additionally, the results indicated a significant positive correlation between students’ attitudes toward physics and their performance in physics.https://www.kmel-journal.org/ojs/index.php/online-publication/article/view/6375e learninginteractive simulationphysical sciencestudent attitudesstudent performance |
| spellingShingle | Mhamed Ben Ouahi Mohamed Droui Elyazid Hida Taoufik Hassouni El Mehdi AL Ibrahmi Students’ attitude towards physics: Its influence on their performance before and after the use of interactive simulations Knowledge Management & E-Learning: An International Journal 5e learning interactive simulation physical science student attitudes student performance |
| title | Students’ attitude towards physics: Its influence on their performance before and after the use of interactive simulations |
| title_full | Students’ attitude towards physics: Its influence on their performance before and after the use of interactive simulations |
| title_fullStr | Students’ attitude towards physics: Its influence on their performance before and after the use of interactive simulations |
| title_full_unstemmed | Students’ attitude towards physics: Its influence on their performance before and after the use of interactive simulations |
| title_short | Students’ attitude towards physics: Its influence on their performance before and after the use of interactive simulations |
| title_sort | students attitude towards physics its influence on their performance before and after the use of interactive simulations |
| topic | 5e learning interactive simulation physical science student attitudes student performance |
| url | https://www.kmel-journal.org/ojs/index.php/online-publication/article/view/637 |
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