Effect of Simulation-Based Instruction on the Learning of Quantum Concepts in Physics Among University Students in Enugu State

This study investigated the effect of computer simulation-based instruction on university students' understanding of quantum physics concepts in Enugu State, Nigeria. Quantum mechanics concepts present extreme abstract challenges, and simulation tools that visualise probability clouds, wave functions, and particle-wave duality offer potential for bridging the comprehension gap at the tertiary level. A quasi-experimental pretest-posttest design was used. Eighty undergraduate Physics students from two federal institutions in Enugu State were assigned to either simulation-based instruction using PhET Interactive Simulations or conventional chalk-and-board lectures for the quantum mechanics unit. A Quantum Concepts Understanding Test comprising 30 items with both conceptual and analytical components was developed, validated by physics education experts, and established reliable at 0.84. Analysis of Covariance was the primary statistical tool. Results showed that students in the simulation group achieved significantly higher scores on quantum concept understanding, with the largest gains in conceptual rather than mathematical dimensions. Students' qualitative reflections highlighted improved visual understanding and reduced conceptual anxiety. The study recommends integration of simulation resources into Nigerian university Physics curricula, provision of computer laboratories with simulation software, and training of Physics lecturers in simulation-based pedagogy. Keywords: simulation-based instruction, quantum physics, undergraduate students, Enugu State, conceptual understanding.