Evaluating the Effectiveness of Virtual, Blended and Real Laboratories in Enhancing Students ' Performance, Proficiency and Confidence With Scientific Instruments in Real Chemistry Practical
Year: 2025
Type: article
Study design: Clinical Trial
Abstract: This study investigated the effectiveness of virtual laboratory, blended laboratory, and real laboratory approaches in enhancing students' proficiency, performance, and confidence levels in chemistry practical. The study aimed to determine the impact of these approaches on students' learning outcomes and identify the most effective method for teaching Chemistry Practical. The study adopted a non-equivalent pre-test, post-test, and control group quasi-experimental design. The population consisted of all Secondary School Two (SSII) Chemistry students in Ondo State, with a sample of 42 students selected using a multi-stage sampling procedure. The students were assigned to two experimental groups (Virtual Laboratory and Blended) and a control group (Real Laboratory). The study employed three research instruments: the Titration Laboratory Instrument Proficiency Assessment (TLIPA), Chemistry Practical Performance Test (CPPT), and Chemistry Students’ Confidence Questionnaire (CSCQ). Experts validated the instruments, and their reliability was determined using Cronbach's Alpha for TLIPA (0.69) and CSCQ (0.72), and Pearson Product-Moment Correlation (PPMC) for CPPT (0.79). The findings revealed that students in the Blended Laboratory group achieved the highest proficiency level (x¯ = 22.8333), performance (x¯ = 23.6667), and confidence level (x¯ = 23.4167). The ANOVA results indicated a significant difference in students' proficiency levels (F = 67.136, p < .000), performance (F = 67.136, p < .000), and confidence levels (F = 73.134, p < .000) when exposed to different laboratory activities. The study concluded that Blended Laboratory activities are the most effective approach to enhancing students' proficiency, performance, and confidence levels in chemistry practical. Based on the findings, it was recommended that educators and policymakers incorporate Blended Laboratory activities into chemistry curricula to improve students' learning outcomes.
Source: BSU Journal of Education
Authors: Ariyo, Josephine, Sunday, Ariyo
Institution: Federal College of Education Ilawe-Ekiti
Language: English
Subfield: Physical and Theoretical Chemistry
Field: Chemistry
Domain: Physical Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7114779397