The ımpact of virtual lab learning experiences on 9th grade students’ achievement and their attitudes towards science and learning by virtual lab

Abdullah   Ambusaidi; Ali Al Musawi; Sulaiman  Al-Balushi; Khadija  Al-Balushi

doi:10.36681/

Authors

Abdullah Ambusaidi Sultan Qaboos University, Oman
Ali Al Musawi Sultan Qaboos University, Oman
Sulaiman Al-Balushi Sultan Qaboos University, Oman
Khadija Al-Balushi Ministry of Education, Oman

DOI:

https://doi.org/10.36681/

Keywords:

Virtual Lab, Achievement, Attitudes

Abstract

Laboratories are important environments in science teaching. There is no doubt that the employment of technology in these environments may change the learning of science, especially as the technology has made its way into nearly every aspect of daily life. This study aimed to investigate the impact of using virtual labs on students' achievement and as well as their attitudes towards science and learning by virtual lab. Achievement pre and posttest and attitudes scale towards science were examined for 69 students divided into two control and experimental groups. Another attitude scale towards virtual labs was only administered to the experimental group. The results indicate that the virtual lab has no impact on students’ academic achievement or their attitudes towards science. The results show that the students had overall positive attitudes toward learning by virtual lab. Some recommendations and suggestions are proposed to develop effective learning of science.

Downloads

Download data is not yet available.

References

Abu-Allam, R. (2006). Effect size of the experimental treatment and significant differences. The Educational Colleges/ Kuwait University, 78(20), 5-150. (In Arabic).

Ahmad, A. (2010). The effect of using a virtual lab on the physics concepts achievement, acquisition of higher-order thinking skills and motivation toward science learning among students of the third preparatory class. Scientific Journal of Education, 13(6), 1-46, Egypt. (In Arabic).

Akpınar, E. (2014). The use of interactive computer animations based on POE as a presentation tool in primary science teaching. Journal of Science Education Technology, 23:527-537. doi:10.1007/s10956-013-9482-4

Al Balushi, K. (2009). The effectiveness of chemistry virtual lab on the development of practical skills and achievement of students at the post basic education in the Sultanate of Oman and their attitudes toward it. Unpublished MA thesis, Institute of Arab Research and Studies, Egypt.

Al Balushi, A., Al-Musawi, A., Ambusaidi, A. & Al Hajri, F. (2016). The effectiveness of interacting with scientific animations in chemistry using mobile devices on grade 12 students' spatial ability and scientific reasoning skills. Journal of Science Education Technology. Doi 10.1007/s10956-016-9652-2.

Alexiou, A., Bouras, C. & Giannaka, E. (2001). Virtual Laboratories in Education, Technology Enhanced Learning, Courtier, Jean-Pierre, Davarakis, Costas, Villemur & Thierry, International Federation for Information Processing: France.

AlShaili, A. & Khtaiba, A. (2003). Measuring science operations at the Omani students in the public education in the light of the variables. Journal of Educational Sciences, 4, 125-158. (In Arabic).

Akpan, J.P. & Andre, T. (1999). The effect of a prior dissection simulation on middle school students’ dissection performance and understanding of the anatomy and morphology of the frog. Journal of Science Education and Technology, 8(2), 107-121

Babateen, H. (2011).The role of virtual laboratories in science education.5th international conference on distance learning and education. IACSIT Press, Singapore.

Baladoh, S. M., Elgamal, A. F. & Abas, H. A. (2017). Virtual lab to develop achievement in electronic circuits for hearing-impaired students. Education and Information Technologies, (5), 2071.

Baltzis K. & Koukias K. (2009). Using laboratory experiments and circuit simulation IT tools in an undergraduate course in analog electronics. Journal of Science Education and Technology, 18, 546-555.

Borrero, A. M. & Marquez, M. A. (2012). A pilot study of the effectiveness of augmented reality to enhance the use of remote labs in electrical engineering education. Journal of Science Education and Technology, 21, 540-557.

Bretz, S. L., Fay, M., Bruck, L. B. & Towns, M. H. (2013). What faculty interviews reveal about meaningful learning in the undergraduate chemistry laboratory. Journal of Chemical Education, 90(3), 281-288.

Bruck, L.B., Towns, M. & Bretz, S.L. (2010). Faculty perspectives of undergraduate chemistry laboratory: goals and obstacles to success. Journal of Chemical Education, 87(12), 1416-1424.

Dalgarno B., Bishop A. & Bedgood D. (n.d). The potential of virtual laboratories for distance education science teaching: reflections from the development and evaluation of a virtual chemistry laboratory. Universe Science Improving Learning Outcomes Symposium Proceedings .Retrieved from World Wide Web: http://science.uniserve.edu.au/pubs/procs/wshop8/outws004.pdf.

Dincer, S. (2015). Effects of computer-assisted learning on students' achievements in Turkey: A Meta-Analysis. Journal of Turkish Science Education (TUSED), 12(1), 107-118.

El-Sabagh, H. (2010).The impact of a web-based virtual lab on the development of students' conceptual understanding and science process skills. Unpublished Ph.D. Thesis. Faculty of Education. Dresden University of Technology.

Fah, L. Y., Hoon, K. C. & Lee J. C. (2009).The relationships among integrated science process, logical thinking abilities, and science achievement among rural student of Sabah, Malaysia. Retrieved on 14/4 /2015 from world wide web:http://www.academia.edu/5510719/Integrated_science_process_skills28_11.

Fridman, E. (2014). Heat Transfer Virtual Lab for Students and Engineers: Theory and Guide for Setting Up. [N.p.]: Momentum Press.

Gibbins, L. & Perkin, G. (2013). Laboratories for the 21st Century in STEM Higher Education. Centre of Engineering and Design Education, UK.

Hakim, A., Liliasari Kadarohman, A. & Syah, Y. M. (2016). Effects of the natural product mini project laboratory on the students' conceptual understanding. Journal of Turkish Science Education (TUSED), 13(2), 27-36.

Hawkins, I. & Phelps, A. (2013).Virtual laboratory vs. traditional laboratory: which is more effective for teaching electrochemistry?. Chemistry Education Research and Practice, (4), 354-636.

Herga, N. & Direvski, D. (2012).Virtual laboratory in chemistry–experimental study of understanding, reproduction and application of acquired knowledge of subject’s chemical content. Organizacija, 45(3). 108-116.

Jensen, N., Voigt, V., Nejdl, W. & Olbrich, S. (2004). Development of a virtual laboratory system for science education. Interactive Multimedia Electronic Journal of Computer-Enhanced Learning, 6(2). Retrieved on 14/4 /2015 from world wide web: http://www.imej.wfu.edu/articles/2004/2/03/index.asp.

Johnstone, A.H. & Al-Shuaili, A. (2001). Learning in the laboratory; some thoughts from the literature. University Chemistry Education, 5(2), 42-51.

Joao, J. & Clara, C. (2007). Virtual laboratories and M learning: learning with mobile devices. Proceedings of International Multi-Conference on Society, Cybernetics and Informatics, 275-278, Orlando, EUA. Julho.

Karacop, A. & Doymus, K. (2013). Effects of jigsaw cooperative learning and animation techniques on students’ understanding of chemical bonding and their conceptions of the particulate nature of matter. Journal of Science Education Technology, 22, 186-203. doi:10.1007/s10956- 012-9385-9

Keller, H. & Keller, E. (2005). Making real virtual labs. The Science Education Review, 4(1), 2-11.

Kerr, M. S., Rynearson, K. & Kerr, M. C. (2004). Innovative educational practice: using virtual labs in the secondary classroom. The Journal of Educators Online, 1(1), 1-9.

Ketelhut D., Nelson, B, Clarke, J. & Dede, C. (2010). A multi-user virtual environment for building and assessing higher order inquiry skills in science. British Journal of Educational Technology, 41(1), 56-68.

Khan, S. (2011). new pedagogies on teaching science with computer simulations. Journal of Science Education Technology, 20, 215-232. doi:10.1007/ s10956-010-9247-2

Kocijancic, S. & O’Sullivan, C. (2004). Real or virtual laboratories in science teaching–is this actually a dilemma? Informatics in Education, 3(2), 239-250.

Kumar, D., Thomas, P., Morris, J., Tobias, K., Baker, M. & Jermanovich, T. (2011). Effect of current electricity simulation supported learning on the conceptual understanding of elementary and secondary teachers. Journal of Science Education Technology, 20, 111-115. doi:10.1007/s10956- 010-9229-4

Lee, E., Wong, K. & Fung C. (2010). Learning with virtual reality: Its effects on students with different learning Styles. Transactions on Edutainment, 4, 6250, 79-90.doi.org/10.1007/978-3-642-14484-4

Lunetta, V. N., Hofstein, A., & Clough, M. P. (2007). Learning and teaching in the school science laboratory: an analysis of research, theory, and practice. In S. K. Abell, & N. H. Lederman (Eds.), Handbook of research on science education (393-441). Mahwah, NJ: Lawrence Erlbaum Associates.

Ma, J. & Nickerson, J. V. (2006). Hands-on, simulated, and remote laboratories: a comparative literature review. ACM Computing Surveys, 38(3), 1-2.

Omar, Y. (2014). The effect of using the virtual laboratory for science experiments in the development of science process skills and the acquisition of concepts with students in Palestine. Degree of master. Faculty of Graduate Studies. Alnajah National University.

Potkonjak, V., Gardner, M., Callaghan, V., Mattila, P., Guetl, C., Petrović, V. M., & Jovanović, K. (2016). Virtual laboratories for education in science, technology, and engineering: A review. Computers & Education, 95, 309-327.

Rajendran, L. & Divya, R. (2010). A study on the effectiveness of virtual lab in E-learning. International Journal on Computer Science and Engineering, 02(06), 2173-2175.

Redha, H. (2010). Effective use of virtual lab for enquiry and demonstration in teaching chemistry on the development of scientific thinking. Journal of Science Education, 13(6), 61-106, Egypt. (In Arabic).

Rosenquist, A., Shavelson, R. & Araceli, M. (2000). On the exchangeability of hands-on and computer-simulated science performance assessment. CSE technical report, National Center for Research on Evaluation, University Los Angeles, CA. USA. Retrieved on March 31, 2010, from: http://cse.ucla.edu/products/Reports/TECH531.pdf

Sahin, S. (2006). Computer simulations in science education: Implications for distance education. Turkish Online Journal of Distance Education, 7(4), 132-146.

Siegel, D. & Foster, T. (2001). Laptop computers and multimedia and presentation software: Their effects on student achievement in anatomy and physiology. Journal of Research on Technology in Education, 34(1), 29-37.

Shegog R., Lazarus M., Murray N., Diamond P., Sessions N. & Zsigmond E. (2012). Virtual transgenic: using a molecular biology simulation to impact student academic achievement and attitudes. Research in Science Education, 42, 875-890.

Tatli, Z., & Ayas, A. (2013). Effect of a virtual chemistry laboratory on students' achievement. Educational Technology & Society, 16(1), 159-170.

Trindade J, Fiohais C. & Almeida L. (2002). Science learning in virtual environments: a descriptive study. British Journal of Educational Technology, 33(4), 471-488.

Tuysuz C. (2010). The effect of the virtual laboratory on students’ achievement and attitude in Chemistry. International Online Journal of Educational Sciences, 2(1), 37-53.

Yang, K. & Heh, S. (2007). The impact of internet virtual physics laboratory instruction on the achievement in physics, science process skills and computer attitudes of 10th-grade students. Journal of Science Education Technology, 16, 451-461.

Zangmo, S., Churngchow, C., Kanin, T. & Mophan, N. (2016). Grade 10 and 12 Bhutanese students’ attitudes toward science in the Thimphu District of Bhutan. Journal of Turkish Science Education (TUSED), 13(3), 199-213