https://www.journalajess.com/index.php/AJESS <p style="text-align: justify;"><strong style="text-align: justify;">Asian Journal of Education and Social Studies</strong><span style="text-align: justify;"> <strong>(ISSN: 2581-6268)</strong></span> aims to publish high quality papers (<a href="https://journalajess.com/index.php/AJESS/general-guideline-for-authors">Click here for Types of paper</a>) in all areas of Education and Social sciences. By not excluding papers based on novelty, this journal facilitates the research and wishes to publish papers as long as they are technically correct and scientifically motivated. The journal also encourages the submission of useful reports of negative results. This is a quality controlled, OPEN peer-reviewed, open-access INTERNATIONAL journal.</p> SCIENCEDOMAIN international en-US Asian Journal of Education and Social Studies 2581-6268 https://www.journalajess.com/index.php/AJESS/article/view/3278 <p><strong>Background:</strong> Electronics is an important component of secondary school physics, yet many students experience difficulty understanding its abstract concepts, particularly when instruction relies mainly on lectures, static diagrams, and limited practical activities. PhET interactive simulations provide visual and interactive learning experiences that may support students’ understanding of electronic concepts, especially in schools with limited laboratory facilities. However, evidence regarding their effectiveness in Tanzanian secondary schools remains limited.</p> <p><strong>Aim:</strong> The study aimed to determine the effectiveness of PhET simulation-based instruction in enhancing the performance of Form Four students in electronics.</p> <p><strong>Study Design: </strong>The study used a quasi-experimental pretest–posttest non-equivalent control group design.</p> <p><strong>Place and Duration of Study: </strong>Data collection took place in four public secondary schools in Kigoma Region, Tanzania, between March and June 2026.</p> <p><strong>Methodology: </strong>The participants were 164 Form Four students. Two schools (n = 75) received PhET simulation-based instruction, and two schools (n = 89) received lecture-based instruction. Data were collected using a 20-item electronics achievement test (Cronbach’s α = .83) administered before and after the intervention. Independent- and paired-samples t tests and effect sizes were used in the analysis.</p> <p><strong>Results: </strong>There was no significant difference between the groups at pretest (p &gt; .05; ES = 0.04). The PhET group had higher scores than the lecture group at posttest (p &lt; .001; effect size = 0.83). The PhET group also demonstrated a statistically significant gain from pretest to posttest (p &lt; .001; effect size = 1.33), whereas the lecture group did not reach statistical significance (p &gt; .05; effect size = 0.26).</p> <p><strong>Conclusion: </strong>The results showed that guided PhET simulation-based instruction positively affected students’ performance in electronics and could be used alongside conventional teaching methods, especially where laboratory facilities are limited.</p> Jonathan Paskali Copyright (c) 2026 Author(s). The licensee is the journal publisher. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 2026-08-24 2026-08-24 52 9 1 9 10.9734/ajess/2026/v52i93278