Abstract:
The main objective of this study was to find out the influence of virtual physics
laboratory on students‟ performance in motion. The total population for the study was 63
second year science students of Bishop Herman College, Kpando; 42 in the control group
and 21 in the experimental. Quasi-experimental design was adopted in this study.
Questionnaire, test and opinionnaire were the researched instrument used. The data were
analyzed by using SPSS 16.0 statistical analysis program. Descriptive statistics such as
mean, Standard Deviation were calculated and inferential statistics of paired sample t-test
was used to test if significant differences exist in the understanding of motion between
the experimental and control groups after the intervention. Alpha level of 0.05 was used
as a criterion of either accepting or rejecting the null hypotheses. The mean test score of
the experimental group (22.2) was higher than their control group (13.6) counterparts in
the post-test. The t- test analysis of the mean score on the post-test shows a significant
difference between the 2 groups (t = 5.465; p < 0.05). Therefore the null hypothesis
which states “There isno significant difference in the understanding of motion between
the experimental and control groups after the intervention was rejected”.The result also
revealed that,for teaching and learning to take place effectively in physics lessons,
interest of students in physics lessons specifically, motion, and motivation during motion
lessons need to be considered. The study further revealed that students learned concept of
motion effect through virtual physics lab in a better way as compared to teaching in
abstract.
Description:
A dissertation submitted to the Department of Science Education, Faculty of Science
and the School of Graduate Studies, University of Education, Winneba, in partial
fulfillment of the requirements for the award of a Master of Education (Science)
September, 2014
