Effectiveness of Digital Simulation-Based Learning in Improving Science Conceptual Understanding among Grade 5 students

Abstract

Science education at the elementary level often presents challenges in fostering conceptual understanding due to the abstract nature of scientific topics and the limitations of traditional instructional methods. To address this issue, the present study examined the effectiveness of digital simulation-based learning, specifically using PhET Interactive Simulations, in improving the understanding of electric circuits among Grade 5 students at Cateel Central Elementary School. A quasi-experimental research design was implemented, involving the administration of pre-tests and post-tests to both control and experimental groups to assess students' conceptual understanding before and after the intervention. The study was conducted during the School Year 2024–2025. Existing literature has shown that conventional teaching methods frequently fall short in promoting deep comprehension and long-term knowledge retention, particularly among young learners. In response, this study employed Kolb’s Experiential Learning Theory, which emphasizes learning through a cycle of direct experience, reflection, conceptualization, and active experimentation. The results revealed no significant difference in pre-test scores, indicating a comparable baseline between groups. However, post-test findings showed a statistically significant improvement in the experimental group's performance, with a large effect size (Cohen's d = 2.275), suggesting that simulation-based learning had a substantial positive impact on students' conceptual mastery. These findings provide empirical support for the integration of digital simulations into elementary science instruction. The study concludes that such experiential and technology-enhanced approaches can lead to deeper understanding and improved academic outcomes and recommends their systematic adoption to enhance learning environments. Beyond the classroom, the results imply that incorporating digital simulations into the elementary science curriculum can modernize instructional practices and make abstract concepts more accessible for learners. Policymakers and curriculum designers may also consider embedding technology-driven experiential strategies into science education frameworks to align with 21st-century learning competencies. In doing so, schools can foster not only improved academic achievement but also digital literacy and critical thinking skills essential for future learning.