Retention and cognitive structures of intermediate primary learners on the concept of phase changes in matter

Scientific concepts such as molecules, elements, and energy transformations are often abstract and inaccessible to learners' direct experiences, making conceptual understanding and retention challenging. This study examined the effectiveness of a States of Matter Physics Education Technology simulation in enhancing grade 6 learners’ cognitive structures and retention of phase change concepts. A mixed-method explanatory sequential design was adopted, incorporating pre-test, post-test, delayed post-test, word association tests, and interviews. Sixty-four learners participated, divided into an experimental group taught using the simulation and a control group taught through traditional methods. A validated two-tier diagnostic questionnaire and a Phase Change of Matter Test were administered to measure conceptual understanding and retention. The information processing theory served as the study’s theoretical foundation. Results revealed a statistically significant improvement in concept retention among learners exposed to the simulation, indicating its effectiveness over conventional instruction. However, cognitive structure analysis showed persistent reliance on non-scientific terminology. These findings underscore the value of integrating simulations into science instruction and suggest using word association tasks to identify and address learners' misconceptions. The study recommends further research on the long-term effects of such interventions on memory retention. Keywords: Cognitive structure; conceptual retention; instructional simulation; phase change; science education