EFFECT OF VIRTUAL LABORATORY INSTRUCTIONAL STRATEGY ON SECONDARY SCHOOL STUDENTS' LEARNING OUTCOMES IN PHYSICS IN NIGERIA
Keywords:
Virtual Laboratory Strategy, Teacher Demonstration Strategy, Academic Achievement, Interest in Physics, Learning OutcomeAbstract
This study examined the effect of Virtual Laboratory Strategy (VLS) on secondary school Physics students' academic achievement and interest in Benue State adopting the non- equivalent pre-test, post-test, and control group quasi-experimental survey research designs. The target population for the study comprised all the Secondary School II (SSII) Physics students in Benue State. Using the multi-stage sampling procedure, the study sample consisted of 79 SSS II students in two intact Physics classes. Two research instruments titled: Physics Practical Achievement Test (PPAT) and Physics Students' Interest Questionnaire (PSIQ) were employed for data collection.Science education experts validated the instruments and the reliability coefficient for PPAT was found to be .79 while that of PSIQ was .86 respectively using the Pearson Product Moment Correlation and Cronbach Alpha. The results showed that VLS (t = 16.684, Sig. = .000 at p<.05)significantly improved the secondary school Physics students' academic achievement in Benue State. The findings also showed that the VLS (t = 12.65, Sig. = .000 at p<.05) effectively improved secondary school Physics students' interest. The findings also revealed that the VLS was gender-friendly and not gender biased in improving achievement and interest in Benue State.Based on the findings of the study, it was concluded that the VLS is effective in enhancing the male and female secondary school Physics students' academic achievement and interest in Physics in Benue State. It is therefore recommended that science teachers especially Physics should explore the potentials of VLS in the teaching and learning process in and out of the classroom.
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