ENHANCING CONCEPTUAL UNDERSTANDING OF THE PHOTOELECTRIC EFFECT THROUGH ICT-BASED INTERACTIVE SIMULATIONS: A QUASI-EXPERIMENTAL STUDY IN UNDERGRADUATE PHYSICS EDUCATION

Physics education increasingly emphasizes the integration of digital technologies to improve students' conceptual understanding of complex scientific phenomena. Among the most challenging topics in undergraduate physics courses, the photoelectric effect requires learners to comprehend abstract quantum concepts that are often difficult to visualize through conventional instructional approaches. This study investigates the effectiveness of information and communication technology (ICT)-based interactive simulations in enhancing students' conceptual understanding of the photoelectric effect within undergraduate physics education. A quasi-experimental research design was employed involving control and experimental groups. The experimental group received instruction supported by interactive simulations, virtual laboratory activities, multimedia resources, and inquiry-based learning strategies, whereas the control group was taught using conventional lecture-based methods. Quantitative data were analyzed using descriptive and inferential statistical techniques to evaluate differences in learning outcomes. The findings indicate that ICT-supported instruction significantly improves students' conceptual understanding, learning motivation, scientific reasoning, and classroom engagement compared with traditional teaching methods.