Volume 4, Issue 3, June 2016, Page: 27-31
The Effect of Combined Virtual and Real Laboratories on Students’ Achievement in Practical Chemistry
Omilani Nathaniel A., Department of Integrated Science, Federal College of Education, Osiele, Abeokuta, Ogun State, Nigeria
Ochanya Nyinebi Mary Rose, Department of Teacher Education, University of Ibadan, Oyo State, Nigeria
Aminu Sabo Abubakar, Department of Chemistry, Federal College of Education, Osiele, Abeokuta, Ogun State, Nigeria
Received: Mar. 17, 2016;       Accepted: Mar. 29, 2016;       Published: Jun. 13, 2016
DOI: 10.11648/j.ijsedu.20160403.11      View  3623      Downloads  166
Abstract
Educational technology has provided solution to several educational problems. One of such solution is the virtual laboratory; which aids teaching and learning of Chemistry practical. This study examined the effect of virtual laboratory when it is combined with real laboratory on students’ achievement in practical Chemistry. The sample for this study is 120, senior secondary school three science students. The instrument used for data collection was Chemistry Practical Achievement Test (CPAT). The result showed that virtual laboratory combined with traditional laboratory had a significant main effect on students’ achievement in Chemistry practicals.
Keywords
Virtual Laboratory, Students’ Achievement, Practical Chemistry
To cite this article
Omilani Nathaniel A., Ochanya Nyinebi Mary Rose, Aminu Sabo Abubakar, The Effect of Combined Virtual and Real Laboratories on Students’ Achievement in Practical Chemistry, International Journal of Secondary Education. Vol. 4, No. 3, 2016, pp. 27-31. doi: 10.11648/j.ijsedu.20160403.11
Copyright
Copyright © 2016 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Reference
[1]
Ajelabi, A. (2002) Essential of Education Technology, Lagos: Raytel Communication Ltd.
[2]
Allen, M. (2008) “Now this is what should have happened” A clash of epistemologies? EURASIA Journal ofmathematics, science and technology education, 4:4,319-326.
[3]
Bakar H. N. B. & Zaman, H., H., B. (2007). Development of VLab-Chem for Chemistry Subject Based on Constructivism-Cognitivism.
[4]
Contextual Approach, Proceedings of the International Conference on Electrical Engineering and Inf. InstitutTeknologi Bandung, Indonesia, 567-570.
[5]
Hatherly, P. A. (2007) The virtual laboratory and interactive screen experiment. A monograph
[6]
Limniou, M., Papadopoulos, N., Giannakoudakis, A., Roberts, D. & Otto, O. (2007). The Integration Of A Viscosity Simulator In A.
[7]
ChemistryLaboratory Chemistry, Education Research and Practice, 8, 2, 220-231
[8]
Omilani, N. A., Ogunleye, B. T., Modupe, B. D. & Okoduwa, G. J (2006) An investigation into the effect of virtual laboratories on the Performance of students in practical chemistry. An unpublished Bachelor of Education Project University of Lagos, Lagos.
[9]
Tatli, Z. & Ayas, A. (2010) Virtual Laboratory applications in Chemistry Education. Procedia Social and Behavioural Sciences 9, 938-942
[10]
Tatli, Z. & Ayas, A. (2013) Effect of a virtual laboratory on students’ Achievement. Educational Technology and Society 16, 1 159-170
[11]
Trindade, J., Fiolhais, C. &Almedia, L. (2002). Science Learning in Virtual Environments: A Descriptive Study, British J. of Ed. Tech., 33, 4, 471-488.
[12]
Tuysuz C. (2010) The effect of the virtual laboratory on students’ achievement and attitude in Chemistry. International Journal of Educational Sciences 2, 1, 37-53
[13]
Oloruntegbe, K. O and Alam, G. M. (2010) Evaluation of 3D environments and virtual realities in science teaching and learning. The need to go beyond perception referents.Scientific Research and Essays 5, 9: 948-954.
Browse journals by subject