The rife of technology nowadays hugely influences the way various disciplines are taught and learned in the classroom, and Science is no exemption to that. Cognizant of this, the present study aimed to investigate the impact of integrating the PhET simulations through online synchronous and asynchronous teaching of science on the learner’s science process skills. A total of 60 Grade 8 learners of Sto. Niño National High School were purposively chosen according to their learning abilities and were randomly grouped into two: the online synchronous group and asynchronous group. Applying the two-group pre-test and post-test design model, the study utilized a validated test questionnaire along with a validated self-made survey questionnaire. Obtained post-test achievement results have revealed the positive effect of integrating PhET simulation in online synchronous and asynchronous teaching of Grade 8 Science in distance learning. Furthermore, no significant difference was deduced between the two teaching methods with a P-value of .057 which signifies the two teaching methods' viability in the teaching of Science integrated with PhET simulation. Moreover, this study concludes that PhET simulation improves the learners’ science process skills as perceived by the learners. The learners’ agreement rate of both groups is high in the statement items in the perceptual questionnaire. Thereby, the study highly recommends the integration of PhET simulation in the teaching of Science to make teaching and learning more engaging, interactive and effective in this era of massive technological advancement.
Asynchronous Science Teaching, Distance Learning, Online Synchronous Science Teaching, PhET Simulations, Science Process Skills
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