Authors : Jay-ar A. Tino; Dr. Lalaine G. Sariana

Volume/Issue : Volume 11 - 2026, Issue 4 - April

Google Scholar : https://tinyurl.com/yc4f9hcb

Scribd : https://tinyurl.com/yzvt7b3u

DOI : https://doi.org/10.38124/ijisrt/26apr2164

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study examined the effects of Interactive Simulation-Driven Inquiry (ISDI) on the academic performance and attitude toward Physics of Grade 11 Humanities and Social Sciences (HUMSS) students at Kitubo National High School during the School Year 2025–2026. Guided by constructivist and social constructivist learning theories, the study employed a quasi-experimental pretest–posttest non-equivalent groups design involving two intact classes, with one group exposed to ISDI and the other taught through conventional instruction. Academic performance was measured using a teacher-constructed physics achievement test, while students’ attitudes, specifically personal interest and real-world connection, problem solving, and conceptual understanding, were assessed using an adapted attitude questionnaire. Descriptive statistics and Analysis of Covariance (ANCOVA) were utilized to analyze the data, with pretest scores treated as covariates. Results showed that both groups had very low pretest performance, establishing baseline equivalence; however, posttest results revealed a statistically significant difference in academic performance favoring the ISDI group (p < .001), with the instructional strategy accounting for a substantial portion of score variance. In contrast, ANCOVA results indicated no significant difference in students’ anxiety toward Physics between the ISDI and non-ISDI groups. The findings suggest that ISDI is an effective instructional approach for improving academic performance in Physics among non-STEM learners, though reductions in student anxiety may require longer implementation periods and additional affective-support strategies.

Keywords : Academic Performance, Attitude in Physics, Interactive Simulation-Driven Inquiry (ISDI), Learners.

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