Effect of Algodoo Supported Periodic Table Instruction on Students’ Achievements and Perceptions

Abstract

In parallel with the development of software technologies, there has been a growing use of useful and accessible simulation tools in education, enhancing the quality of simulations. This study investigates the effect of an activity designed to teach the periodic table on students’ academic achievement and explore students’ perceptions of the activity. The activity was based on the Algodoo tool, which is primarily used in teaching physics courses. This study employed a convergent parallel design as a mixed-methods research approach. The sample consisted of 31 students (16 males, 15 females) in grade 8, attending a central lower secondary school in a city in the Central Anatolia region of Türkiye. Both quantitative and qualitative data were collected and analyzed. The findings demonstrated that the activity supported by the Algodoo simulation software positively impacted students’ academic achievement in learning the periodic table. Furthermore, qualitative data revealed that students had a positive perception of the software in terms of both educational utility and usability. Additionally, students’ scientific skills were developed in the designed instructional environment. According to the findings, the Algodoo software could be incorporated into teaching not only macro-level physics but also chemistry courses.