Meta-analysis of the integration of PhET simulations in teaching calculus-based physics

Abstract

Studies published between January 2006 to December 2025 from the Google Scholar, Scopus, and ERIC databases were gathered to analyze outcomes on how PhET simulations improved learner performance on calculus-based physics (CBP). A meta-analysis methodology using random effects model was employed in accordance with PRISMA guidelines to measure the outcomes of eligible studies. The overall effect size was measured. Furthermore, a moderator analysis on the education level, inquiry implementation, study type and continent of origin was done. The results showed that out 649 studies retrieved, 27 studies met the criteria with moderate inter-rater agreement (κ = 0.674, p < 0.001). A significant medium effect size was identified with limited and inconclusive evidence of publication bias. Moderator analysis revealed a large random effect in its implementation among high school learners, particularly when using exploratory approaches. PhET improved CBP learning within guided inquiry settings, with outcomes influenced by technological readiness, mathematical preparation, and instructional focus.