Impact of Virtual Laboratory on the Achievement of Secondary School Chemistry Students in Homogeneous and Heterogeneous Collaborative Environments

Yıl 2018, , 246 - 263, 16.07.2018

Amosa İsiaka Gambari Halima Kawu Oluwole Caleb Falode

https://doi.org/10.30935/cet.444108

Öz

The study investigated the impact of virtual laboratory on the achievements of secondary school chemistry
students in homogeneous and heterogeneous collaborative settings in Minna,
Niger state, Nigeria. Three hypotheses
were formulated, analyzed and tested at 0.05 alpha level. Stratified
sampling technique was used to select 60 Senior Secondary Class Two (SS II) Chemistry
Students. The subjects were stratified along gender and ability levels. Sixty
students were randomly selected from two secondary schools in Minna, Nigeria.
Thirty students (male, n = 15; female, n = 15) were selected from each school. Pretest,
posttest, and experimental group design was employed. Experts validated 20-item
multiple-choice Chemistry Achievement Test (CAT) was used for data collection. A
reliability coefficient of 0.91 was obtained from the pilot testing using Kuder
Richardson (KR-20). ANCOVA and Sidak post-hoc statistics were used for testing
the hypotheses at 0.05 level of significance. The results showed that: (a) students in homogeneous ability grouping
taught Chemistry using virtual laboratory instruction in collaborative setting
performed better than their counterpart taught Chemistry in heterogeneous grouping
composition; (b) female students in homogeneous group performed better than
their counterparts in heterogeneous groups; (c) the higher achiever students in
homogeneous groups outperformed those in heterogeneous groups. Based on
these findings, it was recommended that the use of virtual laboratory
instruction in homogeneous gender and ability level grouping in collaborative
setting should be encouraged in teaching practical chemistry at senior
secondary schools in Nigeria.

Anahtar Kelimeler

Virtual laboratory, Cooperative group composition, Gender, Ability grouping

Kaynakça

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