Abstract
This action research project examined the effectiveness of simulation-based instruction in improving 10th-grade students’ understanding of energy conversion concepts in a rural high school science classroom. The study addressed the instructional challenge of teaching complex energy systems in resource-limited settings lacking traditional lab equipment. The research question guiding this project was: How does implementing simulation-based instruction impact students' understanding of energy conversion over a five-day intervention? Eighteen students participated in the study, engaging in interactive lessons using PhET simulations such as Energy Skate Park, Energy Forms and Changes, and Generator. Students completed a teacher-created pre-assessment and post-assessment aligned with NGSS HS-PS3-3 to measure conceptual growth. The assessments were scored out of 34 points. Results showed a mean score increase from 17.8 to 27.2, representing a 53% improvement. These findings indicate that simulation- based instruction enhanced students’ conceptual understanding, promoted engagement, and offered an equitable solution for science learning in under-resourced environments. The study supports the broader application of digital simulations as effective tools in STEM education.
