What is it about?
“Effectiveness of Digital Simulation-Based Learning in Improving Science Conceptual Understanding Among Grade 5 Students,” explored how interactive simulations enhance learning. The findings revealed that students who used simulations developed a stronger grasp of science concepts compared to those taught with traditional methods, proving that digital tools can make abstract lessons more engaging and easier to understand.
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Why is it important?
This research is unique because it applies digital simulation-based learning in a rural elementary setting where traditional teaching dominates, showing how modern tools can improve science understanding. It is important since conceptual learning in science is often difficult for young learners, and simulations help bridge that gap. It is also timely and relevant because education today increasingly relies on technology, especially after the shift brought by the pandemic, making digital methods essential in preparing students for a technology-driven future.
Perspectives
Imagine Grade 5 students struggling to grasp abstract science concepts like circuits and electromagnets. Traditional lectures often leave gaps in understanding. This study introduces digital simulations—interactive tools where students can test, explore, and visualize science in real time. The results? Students who learned through simulations achieved significantly higher conceptual understanding compared to those taught traditionally. This research is not just about one classroom—it’s about showing how technology can transform science education, making lessons engaging, accessible, and effective. In a world where digital learning is no longer optional but necessary, this study proves that simulations are a timely, practical, and powerful approach to shaping future-ready learners.
Jhon Mark Manligoy
Read the Original
This page is a summary of: Effectiveness of Digital Simulation-Based Learning in Improving Science Conceptual Understanding among Grade 5 students, Asian Journal of Education and Social Studies, August 2025, Sciencedomain International,
DOI: 10.9734/ajess/2025/v51i92378.
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