Home⇛Universal Journal of Educational Research⇛vol. 5 no. 1 (2026)

Linking Interest and Performance: A Study on Mobile-Assisted Projectile Motion Experiments

Brando A. Piñero | Jenilyn O Entong | Jason D Diputado

Discipline: Education

 

Abstract:

This study examined the relationship between students’ interest in a mobile-assisted projectile motion experiment and their academic performance in Physics for Engineers during the 2024–2025 school year. A descriptive-correlational design was employed using a self-made projectile launcher with an experiment guide, supported by the mobile applications Protractor 360 and Phyphox. Performance was measured using a validated 40-item test, and interest was assessed through a modified questionnaire. Data were analyzed using mean, standard deviation, and Spearman’s rho. Results showed that the mobile-assisted experiment enhanced students’ engagement, curiosity, and enthusiasm toward Physics. Students perceived that integrating mobile applications made learning more interactive, practical, and enjoyable, allowing them to visualize projectile motion concepts beyond traditional lectures. However, findings revealed that high levels of interest did not necessarily correspond to improved academic performance, as the correlation between the two variables was very weak. This suggests that while technology-enhanced, hands-on activities can spark motivation, conceptual mastery still requires sustained cognitive engagement and instructional scaffolding. The study underscores the importance of balancing affective and cognitive domains in Physics instruction. It recommends that educators complement mobile-assisted experiments with structured discussions, guided problem-solving, and reinforcement exercises to translate students’ curiosity into deeper understanding and higher achievement.



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