Effects Of Virtual Laboratory On Basic Six Pupils Knowledge Of Science Concepts And Process Skills In Ibadan Nigeria

Primary school science is considered all over the world to be the most important level because it is the foundation on which subsequent science teaching andlearning at the secondary and tertiary levels of education is built. Howeverstudents’ performance in Basic Science and Technology is very low.Unfortunately this deficiency in Basic Science and Technology of which physics forms a component part isalso reflected in the performance of students in the Senior School Certificate Examination in physics. The study therefore investigated the effects of virtual laboratory on basic six pupils’ knowledge of science concepts (KSC) and science process skills (SPS) in Ibadan, Nigeria.Objectives of the study were to determine effects of (i) virtual laboratory (ii) virtual and physical laboratories combined and (iii) physical laboratory on pupils’ KSC and SPS (iv) influence of gender, score levels and attitude on the three groups (v) interaction effect of treatment, gender and score levels.rnThe research adopted a pre-test, post-test, quasi-experimental design of 3 x 2 x 2 x 3 factorial design. A purposive sampling and simple random sampling techniques were used to select three co-educational primary schools in Ibadan Oyo State. Three intact classes of 101 basic six pupils constituted the sample for the study. The experimental group I (EX GI), virtual laboratory only comprised 37 pupils (18 males and 19 females), the experimental group II (EX GII), virtual physical laboratories combined comprised of 36 pupils (16 males and 20 females), and control group (CO G), physical laboratory only comprised 28 pupils (7 males and 21 females).rnPupils were stratified along gender (male and female), and score levels (low, medium and high). A researcher-designed Virtual Laboratory Instructional Package (VLIP) was developed based on the content of the Nigerian basic six curriculum. The Virtual Laboratory Instructional Package (VLIP), Basic Science Achievement Test (BSAT) and Basic Science Virtual Laboratory Attitude Questionnaire (BSVLAQ) were validated by experts. Basic Science Achievement Test (BSAT) and Basic Science Virtual Laboratory Attitude Questionnaire (BSVLAQ) were used to collect data. The reliabilities of BSAT and BSVLAQ were done using Kuder-Richardson’s Formula 21 and Cronbach Alpha Coefficient respectively. Reliability coefficients of 0.88 and 0.91 were obtained respectively. The experiment lasted for six weeks. Data were analyzed using Mean, t-Test and Analysis of Covariance (ANCOVA). Scheffe’s post hoc analysis was employed for locating where differences occurred.Findings from the study revealed that;rn(i) There was a significant difference in pupils’ knowledge of science concepts (KSC) when taught using virtual laboratory only (EX GI), virtual and physical laboratories combined (EX GII) and physical laboratory only (CO G) (F(2, 97) = 12.88, p<0.05) in favour of EX GII. (ii) There was a significant difference in pupils’ science process skills (SPS) when taught using virtual laboratory only (EX GI), virtual and Physical laboratories combined (EX GII) and physical laboratory only (CO G) (F(2, 97) = 7.70, p<0.05) in favour of EX GII. (iii)There was a significant difference in pupils’ knowledge of science concepts (KSC) when taught using virtual laboratory only (EX GI) and those taught using physical laboratory only (CO G) (F(1, 62) = 35.69, p<0.05) in favour of EX GI. (iv) There was also a significant difference in pupils’ science process skills when taught using virtual laboratory only (EX GI) and those taught using physical laboratory only (CO G) (F(1, 62) = 8.99, p<0.05) in favour of EX GI. (v) There was a significant difference in pupils’ knowledge of science concepts when taught using virtual and physical laboratories combined (EX GII) and those taught using physical laboratory only (CO G) (F(1, 61) = 8.69, p<0.05) in favour of EX GII. (vi) There was a significant difference in pupils’ science process skills when taught using virtual and physical laboratories combined (EX GII) and those taught using physical laboratory only (CO G) (F(1, 61) = 13.68, p<0.05) in favour of EX GII. (vii) There were no significant effects of EX GI and EX GII on the knowledge of science concepts (KSC) and science process skills (SPS) of male and female pupils.(viii) There were no significant effects of EX GI and EX GII onKSC and SPS of low, medium and high score level pupils. (ix) There was no significant difference observed in pupils’ attitude toward basic science and technology when exposed to the treatments against the physical laboratory (CO G) however, both groups demonstrated positive attitude. (x) There was no significant interaction effect of treatment, gender and score levels on pupils’ KSC and SPS. The study concluded that pupils’ KSC and SPS who were taught physics components of basic science and technology using virtual and physical laboratories combined (EX GII) out-performed pupils in the other groups EX GI and CO G. The implication of this study is that pupils’ performance in basic science and technology would be better, if they are taught using virtual laboratory together with physical laboratory.

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