Document Type
Paper presentation
School Name
Bulacan State University
School Code
ARCH00012
Abstract / Executive Summary
Chemistry education is continuously improving to provide sufficient and appropriate learning for the students. The dynamic shaping of technology in the education sector induces the innovative strategies including the utilization of virtual laboratories in the learning process. This study revolves around the topic of examining the effectiveness of virtual laboratories in improving learner’s academic achievement in the secondary level Chemistry. To facilitate the meta-analysis, the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol was used. Only 17 studies that met the inclusion criteria were included in the study. Using the Review Manager Version (RevMan) 5.4 software, the standardized mean difference in the form of standardized mean difference was used to measure the effect of virtual laboratory in enhancing learners’ achievement. The meta-analysis discovered the effect size of 0.98 which can be interpreted as positively large effect size of virtual laboratories in the academic achievement. Sub- groping was also utilized in this study due to the heterogeneous collected data which revealed the effect sizes according to the region, grade level, topic in Chemistry, and duration of implementation. With the aid of constructivist approach in teaching Chemistry lessons in virtual laboratories, positive effects were yielded. The education sector, educators, parents, and learners may consider to recognize the positive consequence of the utilization of virtual laboratories in improving the academic achievement in subjects including Chemistry.
Keywords:
Chemistry, Virtual laboratory, Secondary level, Meta-analysis
The Effects of Chemistry Virtual Laboratories in Academic Achievement of Secondary Level Learners: A Meta-Analysis
Chemistry education is continuously improving to provide sufficient and appropriate learning for the students. The dynamic shaping of technology in the education sector induces the innovative strategies including the utilization of virtual laboratories in the learning process. This study revolves around the topic of examining the effectiveness of virtual laboratories in improving learner’s academic achievement in the secondary level Chemistry. To facilitate the meta-analysis, the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol was used. Only 17 studies that met the inclusion criteria were included in the study. Using the Review Manager Version (RevMan) 5.4 software, the standardized mean difference in the form of standardized mean difference was used to measure the effect of virtual laboratory in enhancing learners’ achievement. The meta-analysis discovered the effect size of 0.98 which can be interpreted as positively large effect size of virtual laboratories in the academic achievement. Sub- groping was also utilized in this study due to the heterogeneous collected data which revealed the effect sizes according to the region, grade level, topic in Chemistry, and duration of implementation. With the aid of constructivist approach in teaching Chemistry lessons in virtual laboratories, positive effects were yielded. The education sector, educators, parents, and learners may consider to recognize the positive consequence of the utilization of virtual laboratories in improving the academic achievement in subjects including Chemistry.
