Integrating PHET simulations and YouTube videos in teaching vertical projectile motion in Grade 12

Teaching physical sciences requires various approaches which cater for the individual needs of various learners and the integration of technology is used as a powerful tool in the fourth industrial revolution. The traditional educational strategies of pedagogy used in teaching projectile motion are limited, as they provide few or no visual concepts to cater to the individual needs of learners. The use of simulations, video-based learning, YouTube, GeoGebra, projected-based learning and other technologies in educational settings may heighten learners’ interest and provide a special way of learning projectile motion. The aim of this research was to evaluate the influence of technology-based learning in developing learners’ mastering of procedures, concepts, reasoning skills, motivations and real-world application of physics in teaching vertical projectile motion. This study was conducted at a senior secondary school in South Africa. Ten grade 12 physical sciences learners were chosen randomly in classes A and B as participants in the research, specifically 5 in each class with a mixture of genders. Two physical sciences teachers were also purposively selected at the same school. A qualitative research approach was used over two weeks. In the first stage, learners were interviewed using semi-structured interviews, and in the next stage, they were taught using PHET simulation and YouTube videos. A content test and post semi-structured interviews were used as instruments of data collection. Based on the content test results, the learners showed an understanding of projectile concepts and the ability to work out problems in vertical projectile motion. The learners' development of positive attitudes and motivations was identified from their views, which indeed shows a significant influence of technology in teaching projectile motion. Teachers ought use various teaching materials and assessment methods to ensure that every learner feels a sense of belonging in the learning environment.