Using Interactive Physics Simulations to Improve Grade 8 Students’ Level of Mastery in Newton’s Law of Motion

This action research aimed to improve Grade 8 students’ mastery of Newton’s Laws of Motion through the use of interactive physics simulations. Specifically, it sought to determine the students’ level of mastery before and after the intervention, assess their performance during implementation, and explore their perceptions toward simulation-based learning. The study employed a participatory action research design involving Grade 8 students from Bitanhuan National High School, Baybay City Division. The five-day intervention utilized PhET and Physics Interactives simulations integrated into daily lessons. Data were gathered through pre- and post-tests, quizzes, classroom observations, and interviews. Quantitative data were analyzed using descriptive statistics, the Shapiro– Wilk test, and a paired samples t-test, while qualitative responses underwent thematic analysis and triangulation. Results showed a significant increase in post-test scores compared to pre-test results. Observation and interview data further showed higher student engagement, motivation, and collaboration. However, challenges such as simulation complexity, limited computer access, and language barriers affected some learners’ experiences. The findings suggest that interactive simulations can effectively enhance mastery of Newton’s Laws of Motion, conceptual understanding and fostering active learning, but their effectiveness depends on sustained teacher facilitation, adequate technological support, and inclusive instructional design.