The differential effects of physical and virtual laboratory resources on students' performance in electrochemistry A comparative study

Abstract

This research sought to compare the effectiveness of using physical and virtual laboratory resources on students' performance in electrochemistry lessons. The study evaluated the effect of traditional physical laboratory resources in enhancing students' performance. Additionally, it examined the effect of virtual laboratory resources, including augmented reality tools, on students' performance, focusing on benefits and limitations in facilitating learning, practical skills development, and problem-solving abilities. The study was conducted in Reverend John Teye Memorial Institute, Senior High school (RJTMISHS). It is a private Christian school located at Ofankor in the Greater Accra Region of Ghana. The study employed Action Research design. SHS2 science class made up of ten (10) males and nine (9) female students were used for the study. The students were put in Plab group and Vlab group. The students were chosen based on their individual scores on the pre-intervention test. The scores of male and female students were segregated. They were then organized into groups by selecting students with the highest scores for one group, the second-highest for another group, and so on, until all male students were placed into two separate groups. The same process was applied to group the female students. One representative from each group volunteered for a ballot. Those who selected the virtual lab option formed the virtual lab group, while those who chose the physical lab option became part of the physical lab group. They were then taught same electrochemical topics simultaneously using Physical and virtual laboratory resources respectively. The Vlab group is made of 10 students, consist of 5 male and 5 female, while Plab group is made of 9 students, consisting of 5males and 4 females. Data was collected through students’ laboratory reports, quizzes, end of term examinations and questionnaire. Descriptive statistics such as mean and variance as well as inferential statistics mainly t-test were used to analyze the data obtained. Pie chart and bar graph were also used for better interpretation. The findings revealed a positive improvement in students' performance in electrochemistry when taught using both physical and virtual laboratory resources. Both groups benefitted significantly from their respective interventions, and there was no significant difference in their understanding of electrochemical concepts, leading to improved performance. Statistical analysis of the mean post-test scores indicated that the differences between the physical laboratory (Plab) and virtual laboratory (Vlab) groups were not statistically significant (p-value = 0.71, greater than 0.05). Regarding gender comparison, male and female students performed equally when taught using virtual laboratory resources. There was no significant difference between the mean post-test scores statistically, as indicated by a p-value of 0.96 (greater than 0.05). However, in the physical laboratory group, male students performed better than their female counterparts, although the difference was not statistically significant (p-value = 0.054, slightly greater than 0.05). Additionally, the female students performed better when taught using virtual laboratory resources than physical laboratory resources. The majority of students demonstrated ease in measuring, analyzing, and interpreting data obtained from both virtual and physical experiments. Additionally, the results showed a significant increase in students' motivation and interest in learning electrochemistry when either of the laboratory resources was used. While acknowledging the usefulness of virtual laboratories, the overwhelming majority of students believed that they cannot fully replace physical laboratories. Reasons cited included the lack of real-world experience and the potential unpreparedness for hands-on activities in the field. Students emphasized the importance of hands-on experience and the potential for inaccurate results in virtual experiments. Challenges and limitations identified for