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A quasi-experimental design involved 40 secondary school students split into an experimental group (n=20) and a control group (n=20). The experimental group used simulation-based instruction, while the control group received traditional teaching. Pre- and post-tests measured achievement, and attitude surveys assessed motivation, interest, and confidence. Results showed significant gains in post-test scores and higher attitude scores for the simulation group.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-influence-of-computer-based-simulation-in-teaching-direct-current-circuits-academic-achievement-and-attitudes-study/580773/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-influence-of-computer-based-simulation-in-teaching-direct-current-circuits-academic-achievement-and-attitudes-study/580773.png","ImageObject",300,407,{"name":92,"@type":93},"Riley","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What teaching approach was compared in the study?","Question",{"text":112,"@type":113},"The study compared computer-based simulations used in the experimental group with traditional teacher-centered instruction used in the control group.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were students’ academic achievement and attitudes measured?",{"text":117,"@type":113},"Academic achievement was measured using pre- and post-tests, while attitude surveys assessed motivation, interest, and confidence.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main findings of the study?",{"text":121,"@type":113},"The experimental group showed statistically significant improvement in post-test scores and significantly higher attitude scores than the control group.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},580773,1792104153,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1374391975076,"https://ap-avatar.wpscdn.com/avatar/14000253ca4ec9f6853?x-image-process=image/resize,m_fixed,w_180,h_180&k=1783305029341752051","THE INFLUENCE OF COMPUTER-BASED SIMULATION IN TEACHING DIRECT CURRENT CIRCUITS ON IMPROVING STUDENTS’ ACADEMIC ACHIEVEMENT AND ATTITUDES  \n*Seuth Borliboune1  \nKongmengvang Chuechor1  \nThonglith Vilaysane1  \nSouliya Keovilaysack1  \n[1] Bankeun Teachers Training College, Laos  \n* [borlibounes@yahoo.com](borlibounes@yahoo.com)  \nABSTRACT  \nThis study investigates the influence of computer-based simulations on students’academic achievement and attitudes toward learning Direct Current (DC) circuitsin physics. A quasi-experimental design was employed, involving 40 secondary school students divided into an experimental group (20 students) and a control group (20 students) . The experimental group was taught using computer-based simulations, while the control group received traditional instruction. Pre- and post-tests were administered to measure academic achievement, and attitude surveys were conducted to assess students’motivation, interest, and confidence.  \nThe results revealed a statistically significant improvement in the experimental group’s post-test scores (M = 78. 60, SD = 12. 63) compared to the control group (M = 68. 80, SD = 11. 24), with t(19) = 2. 421, p \u003C 0.05. Additionally, the experimental group reported significantly higher attitude scores (M = 3. 67, SD = 0. 49) than the control group (M = 3. 38, SD = 0. 64), with t(19) = 2. 179, p \u003C 0.05. Feedback from students in the experimental group highlighted the engaging and interactive nature of simulations, which helped them visualize abstract concepts and build confidence in performing electrical experiments. These findings underscore computer-based simulations’ effectiveness in enhancing academic performance and attitudes toward learning physics. The study recommends the integration of simulations into physics education to foster deeper conceptual understanding, improve problem-solving skills, and create amore engaging learning environment. Future research should explore the longterm impact of simulations on students’ academic trajectories and investigate strategies for scaling their implementation in diverse educational contexts.  \nKeywords: Academic achievement, attitudes, computer simulation, electric current circuits, secondary school student.  \nINTRODUCTION  \nPhysics, a cornerstone of the natural sciences, is often perceived as one of the most challenging subjects due to its abstract concepts. Many students find physics problem-solving difficult, especially when dealing with formulas and equations, often perceiving the subject as a set of facts to memorize rather than an area to explore. Teaching and learning DC circuits pose significant challenges at the secondary school level that impede students’ conceptual understanding and engagement with the topic. These challenges arise from the abstract nature of DC circuit concepts, limitations in instructional methods, and gaps in resources or teacher preparation. DC circuits involve principles such as voltage, current, resistance, and their relationships, which are often difficult for students to visualize or comprehend.  \nMisconceptions are prevalent in natural sciences, including various physics concepts (Suprapto, 2020) . One of the most commonly misunderstood topics in physics is the concept of direct current electricity. Research indicates that misconceptions about direct current rank just behind those related to mechanics (Zulvita, 2017) .  \nTraditional teacher-centered approaches, such as lectures, question-and-answer sessions, assignments, and discussions, often rely solely on blackboards as the primary teaching tool. This method, commonly called conventional learning, tends to limit student engagement and participation in the learning process (Wahyu et al. , 2017) . This challenge arises because direct current is an abstract concept, making it difficult for students and future physics educators to grasp (Yunita, 2017) . These misunderstandings often stem from errors in conceptual relationships, such as the conn","cbCaimxCuk6F5odt","https://ap.wps.com/l/cbCaimxCuk6F5odt","pdf",277543,13,"English","# Introduction\n## Challenges in teaching DC circuits\n## Misconceptions and traditional instruction","[{\"question\":\"What teaching approach was compared in the study?\",\"answer\":\"The study compared computer-based simulations used in the experimental group with traditional teacher-centered instruction used in the control group.\"},{\"question\":\"How were students’ academic achievement and attitudes measured?\",\"answer\":\"Academic achievement was measured using pre- and post-tests, while attitude surveys assessed motivation, interest, and confidence.\"},{\"question\":\"What were the main findings of the study?\",\"answer\":\"The experimental group showed statistically significant improvement in post-test scores and significantly higher attitude scores than the control group.\"}]","THE INFLUENCE OF COMPUTER-BASED SIMULATION IN TEACHING DIRECT CURRENT CIRCUITS - Academic achievement and attitudes study | PDF",1792038264,33]