Examining the Educational Effectiveness, Technology Acceptance, and Perceived Social Utility Value of PhET Simulations in Vocational Electrical Education

Abstract

The integration of interactive simulations in technical-vocational education and training (TVET) offers a promising strategy for addressing resource limitations and improving students' understanding of abstract electrical concepts. This study examined the educational effectiveness, technology acceptance, and perceived social utility value of Physics Education Technology (PhET) simulations in teaching Electronic Product Assembly and Servicing (EPAS) through an embedded mixed-methods design. The quantitative component employed a quasi-experimental pretest-posttest control group design involving 50 first-year Bachelor of Science in Industrial Technology students at North Eastern Mindanao State University, with 25 students assigned to the experimental group and 25 to the control group. Data were collected using a validated 30-item achievement test and a Technology Acceptance Model (TAM) questionnaire, while qualitative data were gathered through semi-structured interviews with 15 purposively selected students from the experimental group. Results revealed no significant difference in pretest scores, confirming baseline equivalence; however, the experimental group demonstrated significantly higher posttest performance than the control group (M = 18.74 vs. 16.94, p = .007). Although perceived usefulness and perceived ease of use were rated as neutral, students reported positive attitudes toward using PhET (M = 4.06) and high personal innovativeness (M = 3.64). Among the TAM constructs, Actual Use was the only significant predictor of academic performance (r = .542, p = .038). Qualitative findings further revealed that students perceived learning through PhET as socially valuable by preparing them for future work, enabling them to help others through technical skills, strengthening the purpose of vocational learning, fostering professional responsibility, and promoting equitable access to technical education. Overall, the findings suggest that PhET simulations function not only as effective instructional tools for improving academic performance but also as meaningful learning technologies that cultivate students' appreciation of the broader professional and societal value of vocational education.