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The Effect of Combined Virtual and Real Laboratories on Students’ Achievement in Practical Chemistry

Received: 17 March 2016     Accepted: 29 March 2016     Published: 13 June 2016
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Abstract

Educational technology has provided solution to several educational problems. One of such solution is the virtual laboratory; which aids teaching and learning of Chemistry practical. This study examined the effect of virtual laboratory when it is combined with real laboratory on students’ achievement in practical Chemistry. The sample for this study is 120, senior secondary school three science students. The instrument used for data collection was Chemistry Practical Achievement Test (CPAT). The result showed that virtual laboratory combined with traditional laboratory had a significant main effect on students’ achievement in Chemistry practicals.

Published in International Journal of Secondary Education (Volume 4, Issue 3)
DOI 10.11648/j.ijsedu.20160403.11
Page(s) 27-31
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2016. Published by Science Publishing Group

Keywords

Virtual Laboratory, Students’ Achievement, Practical Chemistry

References
[1] Ajelabi, A. (2002) Essential of Education Technology, Lagos: Raytel Communication Ltd.
[2] Allen, M. (2008) “Now this is what should have happened” A clash of epistemologies? EURASIA Journal ofmathematics, science and technology education, 4:4,319-326.
[3] Bakar H. N. B. & Zaman, H., H., B. (2007). Development of VLab-Chem for Chemistry Subject Based on Constructivism-Cognitivism.
[4] Contextual Approach, Proceedings of the International Conference on Electrical Engineering and Inf. InstitutTeknologi Bandung, Indonesia, 567-570.
[5] Hatherly, P. A. (2007) The virtual laboratory and interactive screen experiment. A monograph
[6] Limniou, M., Papadopoulos, N., Giannakoudakis, A., Roberts, D. & Otto, O. (2007). The Integration Of A Viscosity Simulator In A.
[7] ChemistryLaboratory Chemistry, Education Research and Practice, 8, 2, 220-231
[8] Omilani, N. A., Ogunleye, B. T., Modupe, B. D. & Okoduwa, G. J (2006) An investigation into the effect of virtual laboratories on the Performance of students in practical chemistry. An unpublished Bachelor of Education Project University of Lagos, Lagos.
[9] Tatli, Z. & Ayas, A. (2010) Virtual Laboratory applications in Chemistry Education. Procedia Social and Behavioural Sciences 9, 938-942
[10] Tatli, Z. & Ayas, A. (2013) Effect of a virtual laboratory on students’ Achievement. Educational Technology and Society 16, 1 159-170
[11] Trindade, J., Fiolhais, C. &Almedia, L. (2002). Science Learning in Virtual Environments: A Descriptive Study, British J. of Ed. Tech., 33, 4, 471-488.
[12] Tuysuz C. (2010) The effect of the virtual laboratory on students’ achievement and attitude in Chemistry. International Journal of Educational Sciences 2, 1, 37-53
[13] Oloruntegbe, K. O and Alam, G. M. (2010) Evaluation of 3D environments and virtual realities in science teaching and learning. The need to go beyond perception referents.Scientific Research and Essays 5, 9: 948-954.
Cite This Article
  • APA Style

    Omilani Nathaniel A., Ochanya Nyinebi Mary Rose, Aminu Sabo Abubakar. (2016). The Effect of Combined Virtual and Real Laboratories on Students’ Achievement in Practical Chemistry. International Journal of Secondary Education, 4(3), 27-31. https://doi.org/10.11648/j.ijsedu.20160403.11

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    ACS Style

    Omilani Nathaniel A.; Ochanya Nyinebi Mary Rose; Aminu Sabo Abubakar. The Effect of Combined Virtual and Real Laboratories on Students’ Achievement in Practical Chemistry. Int. J. Second. Educ. 2016, 4(3), 27-31. doi: 10.11648/j.ijsedu.20160403.11

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    AMA Style

    Omilani Nathaniel A., Ochanya Nyinebi Mary Rose, Aminu Sabo Abubakar. The Effect of Combined Virtual and Real Laboratories on Students’ Achievement in Practical Chemistry. Int J Second Educ. 2016;4(3):27-31. doi: 10.11648/j.ijsedu.20160403.11

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  • @article{10.11648/j.ijsedu.20160403.11,
      author = {Omilani Nathaniel A. and Ochanya Nyinebi Mary Rose and Aminu Sabo Abubakar},
      title = {The Effect of Combined Virtual and Real Laboratories on Students’ Achievement in Practical Chemistry},
      journal = {International Journal of Secondary Education},
      volume = {4},
      number = {3},
      pages = {27-31},
      doi = {10.11648/j.ijsedu.20160403.11},
      url = {https://doi.org/10.11648/j.ijsedu.20160403.11},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20160403.11},
      abstract = {Educational technology has provided solution to several educational problems. One of such solution is the virtual laboratory; which aids teaching and learning of Chemistry practical. This study examined the effect of virtual laboratory when it is combined with real laboratory on students’ achievement in practical Chemistry. The sample for this study is 120, senior secondary school three science students. The instrument used for data collection was Chemistry Practical Achievement Test (CPAT). The result showed that virtual laboratory combined with traditional laboratory had a significant main effect on students’ achievement in Chemistry practicals.},
     year = {2016}
    }
    

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    T1  - The Effect of Combined Virtual and Real Laboratories on Students’ Achievement in Practical Chemistry
    AU  - Omilani Nathaniel A.
    AU  - Ochanya Nyinebi Mary Rose
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    T2  - International Journal of Secondary Education
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    UR  - https://doi.org/10.11648/j.ijsedu.20160403.11
    AB  - Educational technology has provided solution to several educational problems. One of such solution is the virtual laboratory; which aids teaching and learning of Chemistry practical. This study examined the effect of virtual laboratory when it is combined with real laboratory on students’ achievement in practical Chemistry. The sample for this study is 120, senior secondary school three science students. The instrument used for data collection was Chemistry Practical Achievement Test (CPAT). The result showed that virtual laboratory combined with traditional laboratory had a significant main effect on students’ achievement in Chemistry practicals.
    VL  - 4
    IS  - 3
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Author Information
  • Department of Integrated Science, Federal College of Education, Osiele, Abeokuta, Ogun State, Nigeria

  • Department of Teacher Education, University of Ibadan, Oyo State, Nigeria

  • Department of Chemistry, Federal College of Education, Osiele, Abeokuta, Ogun State, Nigeria

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