Literature Review: Review of the literature is an essential part of the research process.

The
review is a careful examination of a body literature pointing towards the answer to the
research question. This chapter reviews literature related to integrating simulation in teaching
the Physics in the middle secondary school and improving their academic achievement.
Specifically, the literature review includes the following topics identifying its scope: 1)
Physics as Subject 2) definition of simulation, 3) advantages of integrating simulation method
in teaching physics and 4) Research Gap analysis

Physics as a Subject: Physics is a science which is content with different representation

such as experiments, formulas and calculations, graphs, and conceptual explanation (Ornek et
al., 2008). Of all the sciences, students experience the most difficulties with physics. Physics
requires the ability to use algebra and geometry and to go from specific to general and back.
Physics is a branch of science which deals with the study of the physical world and the
phenomena governing the natural events occurring in it. Physics has a vital role in
understanding the world, and there are important contribution of physicist to nations’ welfare
as well as to their economic development (Baran, 2016). Physics as a subject is important. In
high school level, it is a subject that requires a student to pass before proceeding on to the
next subject that has a criterion. Physics as a subject must be innovate, effective and
beneficial to learners. Formerly , Physics has been taught using the lecture method together
with laboratory exercise (C. Wieman & Perkins, n.d.). Student views about a subject
influence their understanding and learning. Physics as a subject gained varied views from
among students taking up the subject and teachers teaching the subject. (Ekici, 2016) states
that the content of the physics course and the books is not prepared accordingly with the
students’ real life. The content of the physics subject comprises of concept related to real
lives.

The concept and definition of simulation: Simulations have been around practically since
the advent of computers, and researchers have been looking at classroom uses of simulations
for over 20 years. (Demenongu et al., 2017) defines the term simulation as a computer aided
instruction strategy that mirrors, anticipates, or amplifies real situations with guided
experiences in a fully interactive way. According to Paul, (2016), simulation could be defined
as a discipline of designing models of actual or theoretical physical systems, executing the
models on a digital computer, and analyzing the execution output. Simulation embodies the
principle of “learning by doing”. This implies that, learning about a system first requires
building a model of some sort and then operating the model. The use of simulation is an
activity that is as natural as a child who role plays. Children understand the world around
them by simulating with (toys and figurines) most of the interactions with other people,
animals and objects. Simulation therefore is the electronic equivalent type of role playing and
it serves to drive synthetic environments and virtual worlds that encourages and facilitates the
learning process; in addition, stimulates students’ curiosity to participate in the learning
process and improve their performance in the subject. Computer simulations are techniques
which aim to provide the student with a highly simplified reproduction of part of a real or
imaginary world (Feng ,2010).

Advantages of adopting simulation method of teaching physics: Physics is the backbone

of technological innovations that has empowered the 21st century students’ acquisition of
relevant skills such as collaborative learning skills. Physics being a science subject
constitutes two aspects; the theoretical aspect and the practical aspects. Most educators would
agree that in learning physics, practical work has a very important role. According to
(Sreelekha, 2018) explains that simulation method of teaching motivates the teachers to
perform physics practical by integrating it with theory. These strategy could contribute in
transforming physics concepts from theoretical to practical form, helping students’ to
understand concepts in physics and hence motivating students to learn. (Demenongu et al.,
2017) investigated the effect of simulation Motor Vehicle Mechanics Work Students’
Achievement and Retention in Science and Technical Colleges. The research was conducted
with two study groups comprising of four Science and Technical Colleges. Two colleges
formed the control group with 31 students and other two colleges formed the experimental
group consist of 28 students. While the control group was taught traditionally, the
experimental group was subjected to the use of computer simulations. It was found that the
computer simulation had a positive effect on the students’ achievement and retention. The
effective outcome can be achieved only when the computer simulations are properly
integrated with the instructional practices including pre-lab assignments with simulations,
replacing traditional labs to simulations. Similar results were obtained in other studies applied
in different topics carried out by (Sasikala, 2016). Simulation based learning motivates
students to engage in classroom discussions; it eliminates all obstacles that hinder students’
participation. (Wulandari & Shandy Narmaditya, 2016) explains that simulation method of
teaching increases the activity of students in learning and understanding of the concept as it
provides an opportunity for students to think, argue, discuss and explore themselves.
Simulations are often perceived as enjoyable learning tools, which requires active and
collaborative participation and contribute to the improvement of critical thinking and
reasoning, higher-order and metacognitive thinking.

There are many advantages to the use of computer simulation in physics education. It helps to
concertize abstract notions, and eases learning at the students’ speed. Additionally , using
multimedia techniques makes education effective and interesting, addressing students’
personal differences in learning. (C. E. Wieman, Adams, et al., 2008) states that the students
view the effective simulations as much as scientists view their research experiment. The
scientist approaches research as an enjoyable opportunity to explore basic concepts, as well
as to challenge, correct, and add to his or her understanding of how the world works.
Similarly, the student usually finds this exploration, discovers new ideas about the science.
Simulations provides students the opportunity to observe the outcomes of their actions and
take responsibility for decision-making via problem -solving competencies, thus leading to a
more active, transformative and experiential reception of knowledge (Vlachopoulos & Makri,
2017).

Physics is one of the lessons that students are generally afraid of and have difficulty in
understanding. Simulation-supported physics education helps the students in overcoming this
fear and anxiety and it is effective in increasing interest and motivation (Hursen, 2015).
Similarly (Jimoyiannis & Komis, 2001) concluded that educational based on simulations
assist students to overcome their cognitive constraints and refine their alternative
conceptions. Simulations work to improve understanding the concept of science, not only
students’ understanding but also pre-service teachers’ understanding. Simulations can make
abstract science phenomena more accessible and visible to students. It gives learners
opportunity to observe a real world experience, and they can interact with it (Widiyatmoko &
Semarang, 2018). Students gain scientific habits-of-mind (such as the ability to visualize,
contemplate, and explain complex concepts and phenomena) that are both encouraged in the
recent reform documents and necessary for future careers in science (Bell, 2015).
(Feng,2010) argue that there were no statistically significant differences between the group
using computer simulation and the one in a traditional lab. It implies that computer
simulation may be an alternative to traditional teaching that produces comparable result.
Teaching using simulation requires both time management skills and classroom management
skills: otherwise students will acquire nothing as clarifications, explanations, and interactions
will be vague due to the lack of discipline. Moreover, integrating simulations in teaching
physics may limit the teachers’ role to facilitator and director of the learning process; this
may affect teacher-students’ socialization skills and communication in a negative way.
(Demenongu et al., 2017) suggest that simulation should be used where the learning contents
involve dynamic systems that are very complex with many interacting components but should
not be seen as a panacea for achieving success in teaching physics. This technique fails to
prove fruitful if over used or inappropriately used and if teachers lack the technical
knowledge required for its implementation (Sharma, 2017). (C. E. Wieman, Perkins, et al.,
2008) suggests that interactive simulations can be uniquely powerful educational tools if its
carefully designed and tested and used in pedagogically effective ways.

Research Gap Analysis

Evidently, integrating and utilizing web technology such as simulation in the classroom
instruction is not a new concept. Simulation such as PhET simulations have been used as a
powerful tool for learning physics concepts and increasing skills of measurement, analysis,
and processing information were running for several years already in other countries with the
above presented literature and related studies, the effect of technology on education have
been long examined.

Although there were uncountable number of studies and researches been conducted on the
use of computer simulation in teaching physics which generally make an effort to
authenticate its potential and impact to students’ academic achievements, still limited similar
studied were conducted locally, specifically verifying the effect of simulation in the students’
learnings. Further, results of varied studies on its effective utilization skill remains varying
and undistinguishable.

It is to this end that this current study would like to validate the influence of computer
simulations in the student’s learning outcomes in physics across different people and country,
this time, to Bhutan, with middle secondary students of class 10.
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