Effect Of Virtual Laboratory On Secondary School Performance And Motivation In Practical Biology

Introduction

1.1 Background to the Study

The revolution in technology has brought new innovations into classroom teaching and learning (Falode, 2016). Technology usage in schools today has influenced the way educators plan, design instruction, and assess their students. Similarly, innovations in educational technology have changed systems of communication, learning resources, lesson ideas, and professional development and facilitate creativity and learning productivity (Garrett, 2015; Falode, Usman, Sobowale, Folarin & Saliu 2016; Mohammed, 2017). In addition, Mahya (2017) revealed that with the increasing usage of modern technologies, students are becoming better and faster at using new innovations. The recent attention received by educational technology has therefore turned educators, practitioners, and researchers‟ focus towards the effects that technological tools may have on students‟ performance, both academically and behaviourally Garrett, (2015). Even though the use of technological tools such as educational games, online simulations, and virtual learning environments have increased in the field of education over the years, educational researchers need to better understand how these technological tools like virtual laboratories can affect learning (Mahya, 2017). Furthermore, Sundara (2013) opined that the application of current technologies such as interactive multimedia tools, virtual learning environments, animations, simulations, audio and their applications to deliver courses in the science disciplines require a laboratory component to provide activity-based practices to the learner, ranging from Learning Management Systems (LMSs) to virtual avatars in digital games and virtual laboratories. Significantly, virtual laboratories allow learners to visualize, interact, and experiment with certain visual effects, such features they may not see in their traditional face-toface environment in a science classroom (Trindale, & Almeida, 2002, Kotsilieris & Dimopoulou, 2013). Categorically, physical laboratory has been given a central and distinctive role in science and technology education (Hofstein, 2015). According to Ratamun and Osman (2018) physical laboratory is a setting using actual experimental equipment and materials as well as undergoing „hands-on‟ activities where students hold and experience experimental experiences like a scientist. This laboratory makes it easy for students to change concepts from real to abstract and help them to connect the concept with the real world. It implies that physical laboratory is a place of practical work activities where science students manipulates and observe objects and materials in science and technology. Science and technology educators believe that physical laboratories are the most important means of instruction in science since the 19th century. For science to be taught properly and effectively, physical laboratories must be an integral part of the science curriculum (National Science Teachers Association, 2009). The physical laboratory is a workplace for scientific research; it is where a student develops scientific thinking, conducts scientific investigations, and obtain knowledge of physical principles and experimental techniques through the usage of equipment. At different levels of education, starting with senior secondary school to the university level, Science laboratories are designed with certain goals, which includes to enhance the understanding of scientific concepts, interests and motivations, practical skills, and problem solving abilities (Russell & Weaver, 2008). The role of the laboratory is central in secondary school biology courses; students construct and develop a personal understanding of Geographic ideas.

This type of knowledge is developed by students in interactions by the use of experiments and practical skills. Meaningful learning will occur when laboratory activities become a well-integrated part of a learning sequence. In traditional laboratory experiments, students have direct physical involvement with laboratory materials in order to study the observable facts of the real world. Research and experience suggest that these laboratory activities promote optimal learning for students (Tracy, 2009 & Garrett, 2015). In view of this, (Jaakola & Nurmi, (2008) stressed that much of the researches on physical and virtual science investigations has treated physical experimentation as competing methods in science classrooms, recent research also showed that virtual and physical laboratories each has unique but somewhat overlapping affordances for learning and several authors are beginning to suggest that a combination of physical and virtual laboratories should be considered in science classrooms (Olympiou & Zacharia, 2012) Virtual laboratory is perceived by Falode (2014), Chaurura and Chuma (2015) as an interactive environment without real laboratory apparatuses meant for creating and conducting simulated experiments. Similarly, Virtual laboratory is viewed by Ratamun and Osman (2018) as a computer-assisted teaching through the integration of computer simulations with laboratory activities. Virtual laboratory can change the concept of abstract teaching into concrete, linking the concepts learned with everyday life and students can learn at their own pace and needs . It is a tool that students can use to run their own experiments using mouse to control physical actions such as pushing objects, turning objects, lifting objects, changing tools or materials, heating materials, measuring material and mixing two materials. Animation and simulation concepts are used to allow students to interact with materials and apparatus to see the results of the reaction in an experiment. In view of these, Virtual laboratory enhances the interaction of teachers and students during an experiment and could also save the cost of doing experiments when compared to physical laboratory (Ibrahim, 2011). Hence, it provides students with tools and materials on computer in order to perform experiments saved on CDs or on web site (Babateen, 2011; Nurmi, 2008). An example of a virtual laboratory is a collection of digital simulations supported by discussion forums, video demonstrations, hyperlinked glossaries, and e-mail lists organized in a World Wide Web format or on a CD in a shell produced by an authoring language. Falode (2014) categorized virtual laboratory into five enclaves based on different sorts of simulations. They are: classical simulations which have certain elements of laboratory experiments and are available locally (Simulations);classical simulations which have certain elements of laboratory experiments and are accessible on the web and are available as JAVA-Applets (Cyber Labs); simulations which attempt to represent laboratory experiments as closely as possible (Virtual Labs); simulations of lab experiments using virtual reality techniques (VR Labs); and real experiments which are controlled via internet (Remote Labs). The roles of virtual laboratory in teaching and learning process cannot be overemphasised, therefore, it was proposed by Ay and Yilmaz, (2015) that virtual experiments can be used in different contexts and steps to increase accessibility of laboratory activities and to assist students who previously had no access to physical laboratory. Such limit may emanate from a student‟s reduced dexterity, physical disability, or geographic distance (Chaurura & Chuma 2015). Virtual laboratory makes students become active in their learning, provide opportunities for students to construct and understand difficult concepts more easily (Gambari, Falode, Fagbemi & Idris 2012). The use of both physical and virtual environments are useful in biology contexts, where the virtual representations can be used to shape how students interpret the physical world. This approach has assisted in the development of a special type of interactive animation and computer simulations especially in the field of biology in secondary schools.

1.2 Statement of the Problem

Despite the importance attached to biology as stated in the National Policy on Education (FRN, 2009), students‟ achievement is unsatisfactory. Following this assertion, the researcher projected that among other factors responsible for the trend of students‟ unsatisfactory performance in biology to be the teaching methodology as substantiated by Odili (2006); Idoko (2009); WAEC Chief examiner‟s report (2010). Similarly, Sofowora and Agbedokun (2010) observed that the study of biology from its inception was through verbal description of geographical features, which made the study very abstract and quite uninteresting. This has become a source of concern to all stakeholders in Nigerian education system, as most teachers in Nigeria that teach biology, particularly Physical aspect of biology across secondary school stages, (SS I to SS III) have decried the effectiveness of methods used in the teaching and learning of the subject. Those who teach subjects like urban and regional planning and environmental studies that require the application of biology also complained of the challenges they face. One of such challenges as stated in the NECO Chief Examiner‟s Report of 2009 was the method and little knowledge of the content of the biology syllabus and general phobia for questions that require diagrams, sketches and charts in the physical aspect of biology.

In spite of the widespread application of various effective interactive strategies like the use of laboratories, simulation and animation packages at various times to improve classroom instruction in Nigeria, the trend persisted. Following these,Literature appeared to prove that there has been insufficient research that specifically examines effect of Physical and Virtual Laboratories on learning outcomes in biology among senior secondary school students in North Central Nigeria. Consequently, to the researcher‟s knowledge, from the reviewed work, none of the studies seek to address the issue of contour representation of land forms, gradient and cross section in physical biology. Therefore, as a step towards addressing these problems, a more interactive strategy that will actively involve the students in biology lesson becomes imperative. Hence, the strategy that might salvage the problem may be the use of physical and virtual laboratories. Therefore, the study investigates the effectiveness of Physical and Virtual Laboratories on learning outcomes in biology among senior secondary school students in North Central Nigeria.

1.3 Objectives of the Study

The aim of this study is to determine the effect of virtual laboratory on secondary school performance and motivation in practical biology in Kano metropolitan. Specifically, the study intends to achieve the following objectives;

• Determine the effects of physical laboratory (PL), virtual laboratory (VL) and conventional lecture method (CLM) on the achievement and motivation of secondary school students in biology.
• Examine the influence of gender on the academic achievement of students in biology when taught using physical laboratory.
• Investigate the influence of gender on the academic achievement of students in biology when taught using virtual laboratory.

1.4 Research Questions

The following research questions were raised for the study.

• Is there any difference in the mean achievement scores of biology student taught using physical laboratory, virtual laboratory and those taught with lecture method?
• Is there any difference in the mean achievement scores of male and female biology students taught biology using physical laboratory?
• Is there any difference in the mean achievement scores of male and female biology students taught biology using virtual laboratory?

1.5 Research Hypotheses

The following null hypotheses were formulated and tested at 0.05 alpha level of significance.

HO1: There is no significant difference in the mean achievement scores of biology Students taught using physical laboratory, virtual laboratory and those taught with conventional lecture method.

HO2: There is no significant difference in the mean achievement scores of male and female students taught biology using physical laboratory.

HO3: There is no significant difference in the mean achievement scores of male and female students taught biology using virtual laboratory.

1.6 Significance of the Study

This study will investigate the effect of virtual laboratory on secondary school performance and motivation in practical biology in Kano metropolitan. Hence it will be significant to the following people:

Government:

This study will be significant to the government authority as it will expose them to the fact that most secondary especially the public one do not have a virtual laboratory.

Stakeholders:

This study will be significant to the stakeholders in the educational line as it will encourage them to invest and donate virtual laboratories for the study of biology.

Academia:

The study will be significant to the academic community as it will contribute to the existing literature on the topic of discussion.

1.7 Scope of the Study

This study will find out the effect of virtual laboratory on secondary school performance and motivation in practical biology in kano metropolitan. The study will also investigate the extent to which the use of virtual laboratory will enhance the student’s performance in biology in Kano state. The study will further find out if there are necessary equipment that will aid the teaching and learning of biology in the laboratory. Lastly, the study will investigate if virtual laboratory will improve the academic achievement of secondary school students. Hence this study will be delimited to public secondary schools in Kano Metropolitan.

1.8 Limitation of the Study

Financial Constraint

Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).

Time Constraint

The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work.

1.9 Definition of Terms

Laboratory:

A room or building equipped for scientific experiments, research, or teaching, or for the manufacture of drugs or chemicals.

Academic Achievement:

Performance outcomes that indicate the extent to which a person has accomplished specific goals that were the focus of activities in instructional environments, specifically in school, college, and university.

1.10 Organization of the Studies

The study is categorized into five chapters. The first chapter presents the background of the study, statement of the problem, objective of the study, research questions and hypothesis, the significance of the study, scope/limitations of the study, and definition of terms. The chapter two covers the review of literature with emphasis on conceptual framework, theoretical framework, and empirical review. Likewise, the chapter three which is the research methodology, specifically covers the research design, population of the study, sample size determination, sample size, and selection technique and procedure, research instrument and administration, method of data collection, method of data analysis, validity and reliability of the study, and ethical consideration. The second to last chapter being the chapter four presents the data presentation and analysis, while the last chapter(chapter five) contains the summary, conclusion and recommendation