The effect of virtual laboratory on learners’ performance and attitude towards learning acid-base reactions among grade 11 learners: a case of selected upgraded secondary schools in Mongu district.
Date
2025
Authors
Sibinda, Nicholas
Journal Title
Journal ISSN
Volume Title
Publisher
The University of Zambia
Abstract
This study investigated the effect of a virtual laboratory created using a scratch program on learners’ academic performance and attitude toward learning acid-base reactions. In this study, an interactive scratch project based on the four aspects of learning modalities was created on how titration experiments could be performed including the calculation of the concentration of the titrand. This was a convergent parallel mixed study where Solomon four experimental group design was employed. Quantitative data was collected using Pre-Post-test and a Likert scale whilst interviews and observations were used to gather qualitative data. Learners in the scratch program group were instructed using a scratch program while the PowerPoint Presentation method was used in the PowerPoint Presentation group. The third group of Solomon four group design was instructed using Teacher Based Demonstration Experiment (TBDE). The results were analysed using both descriptive and inferential statistics at an alpha level of 5% and a 95% confidence level for quantitative data. Qualitative data analysis techniques such as thematic analysis were used to analyse data collected using interviews. Factor analysis followed by the Mann-Whitney U test was used to analyse the Likert scale questionnaire. At the Pre-Test level, there was no statistical difference between the scratch program and the PowerPoint presentation group in terms of attitude. However, in the post-test, there was a significant statistical difference between the two groups in terms of attitude revealing that learners taught using the scratch program exhibited better attitudes than those who were taught using PowerPoint presentation. Friedman test was used to analyse academic performance, where the pre-test revealed that there was no significant statistical difference between the two groups. However, in the post-test, there was a significant statistical
difference between the four independent groups. This revealed that learners in the scratch group had performed better academically than those in the PowerPoint Presentation and Teacher Based Demonstration Experiment. It is recommended that teachers use scratch program to motivate the learners as digital platforms arouses the learners’ interest. Scratch program assists learners to develop observational, inferential and experimenting skills which are fundamental in science education. The study concluded that learners to use the digital platform in the learning process. This would equip them with skills and knowledge which would result in longterm retention of scientific concepts.
Key words: Academic Performance, Scratch Program, Virtual laboratory, Effect, Acid-Base Reactions
Description
Thesis of Doctor of Philosopy in Science Education.