EFFECTS OF ALGODOO SIMULATION-ENHANCED PROJECT-BASED AND COLLABORATIVE STRATEGIES ON PRE-SERVICE PHYSICS TEACHERS’ PROBLEM-SOLVING SKILLS IN SOUTH-WEST NIGERIA

Abstract

The persistent difficulty students experience in understanding core concepts in physics remains
a major concern in higher education, particularly in South-West Nigeria, where conventional
teaching approaches often limit deep conceptual understanding. This study investigated Algodoo
simulation-enhanced project-based and collaborative learning strategies as a pathway to
improving pre-service physics teachers’ problem-solving skills. A quasi-experimental pretest–
posttest non-equivalent control group design was adopted. The population comprised 81 physics
education students in South-West Nigerian universities, while a sample of 67 students was drawn
from three universities, using purposive sampling technique. Two validated instruments:
Classroom Observation Protocol for Undergraduate Students and Physics Problem-Solving Test
were used for data collection, with reliability coefficients established using Kuder-Richardson
statistical technique. The experimental groups were exposed to instruction supported by Algodoo
simulations, whereas the control group received conventional lecture-based instruction over a
specified period. Data were analysed using descriptive statistics and Analysis of Covariance
(ANCOVA). The findings revealed that the groups exposed to Algodoo simulation-enhanced
learning demonstrated significantly higher problem-solving skills in physics compared to their
counterpart in the control group (p < 0.05). A significant effect of the treatment on learning
outcome was also observed. The study concluded that simulation-enhanced teaching strategies
foster improved pre-service physics teachers’ problem-solving skills in physics. It is therefore
recommended that Algodoo and similar simulation tools be integrated into university teaching,
alongside adequate training and technological support for effective implementation.