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15th August 2026

Presentation of

Data Analysis & Interpretation

(Chapter 4 & 5)

Name: Sylvia Kon Pik Hiong

Master of Education

(Instructional Technology)

Universiti Geomatika Malaysia

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The Effectiveness of

PhET Interactive Simulations

in Enhancing Preschool Students’ Understanding of Science Concepts in Alignment with KP2026: An Action Research at Tadika Pujut Miri

The Title of the Research

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• Results and Discussion

• PhET preschool action research

• Twenty, five-year-old children

• Two weeks, four lessons

Data Analysis & DIscussion

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• Floating and sinking concepts

• PhET supports guided inquiry

• Hands-on activities reinforce learning

• Two action research cycles

• Three research questions

Study Focus

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• Pre-assessment: ten items

• Post-assessment: ten items

• Structured classroom observations

• Teacher reflective journal

• Twenty matched participants

Data Collected

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• Reject the null hypothesis

• All research questions answered

• All objectives substantially achieved

• PhET supported conceptual learning

• Scaffolding strengthened inquiry participation

• Action research improved instruction

Key Conclusion

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• Sixteen children improved

• Three scores stayed unchanged

• One score decreased

Results

23.35

Pre-test mean

27.30

Post-test mean

+3.95

Mean gain

+13.17

Percentage point gain

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• Wilcoxon test also significant

• Improvement was statistically meaningful

Statistical Test

3.92

Paired t-test

< .001

p-value

0.88

Cohen's dz

Reject H₀

Decision

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How does the integration of PhET Interactive Simulations influence five-year old preschool children’s understanding of floating and sinking?

• Conceptual understanding improved

• Identification became highly accurate

• Classification reached maximum mean

• Most assessment items improved

• Prediction still needs reinforcement

Research Question 1

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How does the integration of PhET Interactive Simulations influence five-year old preschool children’s participation in inquiry-based science learning?

• Inquiry participation was positive

• Overall observation score: 84.33%

• Cooperation mean: 2.70

• Prediction mean: 2.65

• Attention remained comparatively weaker

• Scaffolding supported focused inquiry

Research Question 2

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How does the action research process support improvements in the teacher’s instructional practices when integrating PhET Interactive Simulations?

• Teacher practice improved progressively

• Cycle One identified difficulties

• Cycle Two strengthened scaffolding

• Questioning became more purposeful

• Turn-taking required clearer structure

• Reflection guided instructional changes

Research Question 3

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• Objective One: achieved

• Concept understanding clearly improved

• Objective Two: largely achieved

• Inquiry participation generally improved

• Objective Three: achieved

• Teaching practices were refined

Research Objective Achieved

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• PhET increased visual engagement

• Hands-on testing strengthened connections

• Guidance converted play into inquiry

• Technology alone was insufficient

• Teacher mediation remained essential

• Findings support guided integration

Discussion & Interpretation

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• PhET intervention showed effectiveness

• Science understanding improved significantly

• Preschool learners participated actively

• Action research improved teaching

• Study addressed KP2026 direction

• Research title remains appropriate

Alignment with

Research Title

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