TITLE:
Enhancing Conceptual Understanding of Moment of Forces through Video Simulations and Laboratory Experiments: A Study in a Ghanaian Senior High School
AUTHORS:
Maxwell Obeng, Victor Antwi, Quashigah Johnray Ziadzi, Joash Kwasi Ataakorerkpa, Esther Dzigbogi, Emmanuel Adokoh
KEYWORDS:
Torque Education, Physics Simulations, Hands-On Learning, STEM Pedagogy, Conceptual Understanding, Ghanaian Science Education, Resource-Limited Settings
JOURNAL NAME:
Open Journal of Applied Sciences,
Vol.15 No.9,
September
10,
2025
ABSTRACT: This mixed-methods study, conducted at Mankessim Senior High School in Ghana, evaluates the effectiveness of integrating video simulations and laboratory experiments in teaching Moment of Forces (torque) to secondary science students. Through resource-strained settings, the study seeks to fill essential gaps in physics education by combining quantitative pre/post-tests (n = 25) with classroom observations and interviews with students. Results showed mean scores of 4.0 (SD = 1.98) and 11.60 (SD = 1.89) which indicate a 190% increase along with a significant gain and large effect size of 3.93 (Cohen’s d). Qualitative data revealed enhanced conceptual clarity, particularly in spatial understanding of torque principles. Key improvements included identifying lines of action (92% accuracy, vs. 28% pre-intervention), applying the principle of moments (88% vs. 20%), and solving torque equations (84% vs. 16%). The study underscores how multimodal, active learning strategies can overcome abstract conceptual barriers in physics education, offering a replicable model for similar educational contexts in developing regions. Findings advocate for policy reforms to support technology-enhanced, experiential learning in Ghanaian STEM classrooms.