Development and Evaluation of Simulation-Based Guided Inquiry Learning Packet on Projectile Motion Embedded with Metacognitive Scaffolding

Abstract

Projectile motion is a foundational concept in physics, yet Grade 9 students consistently struggle with its abstractness and mathematical complexities. Traditional teaching methods often fail to address misconceptions and promote deep conceptual understanding. This study addresses this gap by developing and evaluating an edge-cutting learning packet. This study aimed to develop and assess the efficacy of a simulation-based guided inquiry learning packet embedded with metacognitive scaffolding in enhancing Grade 9 students' conceptual understanding of projectile motion. Employing the Successive Approximation Model (SAM), a learning packet was developed integrating PhET simulations, guided inquiry activities, and metacognitive prompts. The packet was validated by 16 experienced physics educators and implemented with 41 Grade 9 students in a quasi-experimental, one-group pretest-posttest design. Data was analyzed using Kendall's W, mean scores, item analysis, and normalized gain. The needs assessment revealed projectile motion as the most difficult topic, corroborated by Kendall's W (0.37), indicating moderate agreement among DepEd teachers (N=35). Expert evaluations affirmed the packet's quality with a "PASSED" rating across criteria: content, format, presentation, and accuracy. The student achievement scores significantly improved, with the mean increasing from 7.07 to 14.34. The average normalized gain was 0.56, classified as "Average." The findings advocate for a paradigm shift in physics education, emphasizing the role of metacognitive support and simulation-based inquiry to promote deeper, perturbed understanding. This research offers a replicable model for instructional design and calls for the broader adoption of innovative strategies that empower students to master challenging scientific concepts. Ergo suggests determining the metacognitive development of the students.