Effects of Using Virtual Laboratory Experiments on Students’ Achievement in Chemistry

Hannah E Avwiri 1 Nigeria , Onoshakpokaiye E. Odiri 1 Nigeria
1 Institute of Education, Delta State University, Abraka
Link Copied!
Published 2025-03-27
Vol. 4 No. 2 (2025) PAGES 275-284
DOI 10.51574/ijrer.v4i2.2742
Views / Downloads 1118 919

The study examined the effect of the use of Virtual Laboratory Experiments (VLE) on students’ achievement in chemistry. The study employed two hypotheses and two research questions. The design used was quasi-experimental, specifically the pretest-posttest non-equivalent control group one. The study's participants were 2,918 secondary school senior students in Delta, Nigeria. We selected 87 students from intact classes in two schools, using purposive and random selection methods. Three experts verified the data collected using the Chemistry Practical Achievement Test (CPAT). Using Kuder-Richardson Formula 20, we established the internal consistency and found a coefficient of 0.78. We used the mean, standard deviation, and analysis of covariance to analyze the study's data. Considering the research, students who were instructed in chemistry via VLE achieved better than those who trained applying DTI in relation to the mean scores of achievements. Additionally, there was a notable difference in the mean achievement score between students who were instructed in chemistry using the Demonstration Teaching Method (DTM) and those who were educated in chemistry using VLE. It was suggested that chemistry teachers receive regular training on how to incorporate contemporary technology into the instruction and learning of chemistry, particularly regarding the application of virtual chemistry laboratory experiments. This is because virtual learning environments (VLEs) may be utilized to guarantee that experiments are taught frequently and serve as a workaround for inadequate laboratory supplies and equipment.

Avwiri, H. E., & Odiri, O. E. (2025). Effects of Using Virtual Laboratory Experiments on Students’ Achievement in Chemistry. ETDC: Indonesian Journal of Research and Educational Review , 4(2), 275–284. https://doi.org/10.51574/ijrer.v4i2.2742
More Citation Formats
Download Citation

Downloads

Download data is not yet available.
  1. Ajayi, V. O., & Ogbeba, J. (2017). Effect of gender on senior secondary chemistry students’ achievement in stoichiometry using hands-on activities. American Journal of Educational Research, 5(8), 839-842. DOI: https://doi.org/10.12691/education-5-8-1
  2. Atsuwe, B.A. & Ene, J. E. (2019). Effect of virtual laboratory application in senior secondary school students’ achievement in biology in Makurdi local government area, Benue state. International Journal of Multidisciplinary Research, 8(1), 105-114.
  3. Avwiri, H. E. (2016). An Investigative Study On Student’s Preconception And Level Of Assimilation Of Science Related Subjects. International Journal of Innovative Social & Science Education Research, 4(4), 1-7.
  4. Avwiri, H. E. (2020). Relative effectiveness of co-teaching and solo-teaching on students’ achievement in Chemistry. ATBU Journal of Science, Technology and Education, 8(2), 69-75.
  5. Avwiri, H. E. (2021). Sequential usage of four teaching methods: Effects on Secondary school chemistry student's acquisition of science process skills, Nigeria. Journal of Research & Method in Education (IOSR - JRME). 11(2), 16 – 24.
  6. Ay, Ö. S., & Yılmaz, S. (2015). Effects of virtual experiments oriented science instruction on students’ achievement and attitude. İlköğretim Online, 14(2), 609-620. https://doi.org/10.17051/io.2015.25820 DOI: https://doi.org/10.17051/io.2015.25820
  7. Byukusenge, C., Nsanganwimana, F., & Tarmo, A. P. (2024). Investigating the effect of virtual laboratories on students’ academic performance and attitudes towards learning biology. Education and Information Technologies, 29(1), 1147-1171. https://doi.org/10.1007/s10639-023-12351-x DOI: https://doi.org/10.1007/s10639-023-12351-x
  8. Chen, K. F., Hwang, G. J., & Chen, M. R. A. (2024). Effects of a concept mapping-guided virtual laboratory learning approach on students’ science process skills and behavioral patterns. Educational technology research and development, 72(3), 1623-1651. https://doi.org/10.1007/s11423-024-10348-y DOI: https://doi.org/10.1007/s11423-024-10348-y
  9. Chikendu, R. E. (2018). Effects of instructional computer animation on Secondary school students' achievement and interest in chemistry in Awka education zone. Unpublished PhD Thesis, Nnamdi Azikiwe University, Awka.
  10. Dyachenko, A., Mukanova, R., & Erkibayeva, M. (2024). Integration of interdisciplinary connections between chemistry, physics, and biology in the education of secondary school students. International Journal of Educational Reform, 10567879241290180. https://doi.org/10.1177/10567879241290180 DOI: https://doi.org/10.1177/10567879241290180
  11. Dyrberg, N. R., Treusch, A. H., & Wiegand, C. (2017). Virtual laboratories in science education: students’ motivation and experiences in two tertiary biology courses. Journal of Biological Education, 51(4), 358-374. https://doi.org/10.1080/00219266.2016.1257498 DOI: https://doi.org/10.1080/00219266.2016.1257498
  12. Ezeudu, F., O. (2013). Effect of gender and location on students’ achievement in chemistry in secondary schools in Nsukka Local Government Area of Enugu State, Nigeria. Research on Humanities and Social Sciences, 3(15), 50 – 55.
  13. Fei, H., Wang, W., Chen, Y., Ding, Z., Zhu, H., Liu, Y., et al. (2022). A cache-aware virtual machine placement with network constraints in large-scale network emulation. IEEE, 285–294. https://doi.org/10.1109/HPCC-DSS-SmartCity-DependSys57074.2022.00069 DOI: https://doi.org/10.1109/HPCC-DSS-SmartCity-DependSys57074.2022.00069
  14. Gongden, E. J. (2016). The effects of analogy on male and female chemistry students’ problemsolving ability in electrolysis. International Journal of Scientific Research in Education, 9(1), 1-6.
  15. Gongden, E. J. & Gongden, E. E. (2019). Effects of computer-assisted instruction on male and female students’ achievement in basic science in Jos metropolis, Plateau State, Nigeria. American Research Journal of Humanities Social Science, 2(1), 27 – 35.
  16. Gongden, E. J, Yame, P. T., & Gongden, E. E. (2020). Effects of computer animation instructional strategy on students’ interest and achievement in chemical bonding in Shendam, Plateau state, Nigeria. American Journal of Humanities and Social Science Research, 4(7), 304-31.
  17. Gongden, E. J. (2021). The Effects of Reciprocal Peer Tutoring on Chemistry Students’ Achievement and Retention in Chemical Kinetics in Jos Metropolis, Nigeria. Journal of Education and Practice, 12(24), 100-107.
  18. Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable operations and computers, 3, 275-285. https://doi.org/10.1016/j.susoc.2022.05.004 DOI: https://doi.org/10.1016/j.susoc.2022.05.004
  19. Hernández-de-Menéndez, M., Vallejo Guevara, A., & Morales-Menendez, R. (2019). Virtual reality laboratories: a review of experiences. International Journal on Interactive Design and Manufacturing (IJIDeM), 13, 947-966. https://doi.org/10.1007/s12008-019-00558-7 DOI: https://doi.org/10.1007/s12008-019-00558-7
  20. Hu-Au, E. (2024). Learning abstract chemistry concepts with virtual reality: an experimental study using a vr chemistry lab and molecule simulation. Electronics, 13(16), 3197. https://doi.org/10.3390/electronics13163197 DOI: https://doi.org/10.3390/electronics13163197
  21. Ikwuka, O. I. & Samuel, N. N. C. (2017). Effect of computer animation on chemistry academic achievement of secondary school students in Anambra State, Nigeria. Journal of Emerging Trends in Educational Research and Policy Studies, 8(2), 2017, 98-102.
  22. Kolil, V. K., & Achuthan, K. (2024). Virtual labs in chemistry education: A novel approach for increasing student’s laboratory educational consciousness and skills. Education and Information Technologies, 29(18), 25307-25331. https://doi.org/10.1007/s10639-024-12858-x DOI: https://doi.org/10.1007/s10639-024-12858-x
  23. Kotsis, K. T. (2024). The significance of experiments in inquiry-based science teaching. European Journal of Education and Pedagogy, 5(2), 86-92. https://doi.org/10.24018/ejedu.2024.5.2.815 DOI: https://doi.org/10.24018/ejedu.2024.5.2.815
  24. Li, X., Yi, W., Chi, H. -L., Wang, X., & Chan, A. P. C. (2018). A critical review of virtual and augmented reality (VR/AR) applications in construction safety. Automation in Construction, 86, 150–162. https://doi.org/10.1016/j.autcon.2017.11.003 DOI: https://doi.org/10.1016/j.autcon.2017.11.003
  25. Makamu, G., & Ramnarain, U. (2023). Experiences of teachers in the enactment of simulations in 5E inquiry-based science teaching. Education and New Developments, 2, 400-404. DOI: https://doi.org/10.3390/educsci12120864
  26. Ndihokubwayo, M., & Ndihokubwayo, P. (2019). The role of laboratory activities in promoting students' understanding and performance in science education: A review of literature. International Journal of Educational Research and Practice, 9(2), 47-57.
  27. Nja, C. O., Cornelius-Ukpepi, B. U., & Orim, R. E. (2019). Effect of simulation instructional method on undergraduatechemistry education student’s academicperformance in sodium reactions. European Journal of Scientific Research, 155(1), 6-12.
  28. 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. https://doi.org/10.1016/j.compedu.2016.02.002 DOI: https://doi.org/10.1016/j.compedu.2016.02.002
  29. Raman, R., Achuthan, K., Nair, V. K., & Nedungadi, P. (2022). Virtual Laboratories-A historical review and bibliometric analysis of the past three decades. Education and information technologies, 27(8), 11055-11087. https://doi.org/10.1007/s10639-022-11058-9 DOI: https://doi.org/10.1007/s10639-022-11058-9
  30. Smith, C., & Williams, S. (2020). Science education for the future: The role of virtual labs in promoting scientific literacy and critical thinking skills. Science Education International, 51(3), 433-443.

Copyright (c) 2025 Hannah E Avwiri, Onoshakpokaiye E. Odiri

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Similar Articles

<< < 20 21 22 23 24 25 26 27 28 29 > >> 

You may also start an advanced similarity search for this article.

Dimension Badge

Downloads

Downloads
Crossmark Badge
Crossmark Badge
Section
Articles
Keywords
Achievement in Chemistry CPAT Experiments High School Students Virtual Learning Environments