Document Types
Paper Presentation
School Code
NA
School Name
De La Salle University Integrated School (Laguna)
Track or Strand
Science, Technology, Engineering, and Mathematics (STEM)
Research Advisor (Last Name, First Name, Middle Initial)
Peña, Whenn G.
Abstract/Executive Summary
One type of online course design is online laboratory simulations, which are interactive, virtual depictions of actual laboratory processes commonly used in chemistry that are accessible through the internet using devices such as personal computers. The goal of this study is to retrospectively evaluate the usage of the said medium in terms of student experiences and their perceived learning. The researchers achieved this in the context of four Labster simulations used by 85 Grade 11 STEM students in De La Salle University Integrated School in the subject General Chemistry 1 Laboratory last A.Y. 2021-2022. The data collection method of the study was a Likert-scale survey to collect levels of agreement on statements related to Labster’s usability, enforcement of student attitudes towards science, effect on learning objective attainment, and effect on laboratory skill acquisition; data were analyzed through mean and standard deviation statistics, confidence intervals, and Cronbach alpha metrics. Considering the overall acceptable reliability of the survey questionnaire developed, the study's results suggest that the aforementioned population group evaluates Labster favorably. Overall mean, and confidence interval interpretations report that both the sample and population agree that Labster is usable, enforces positive student attitudes toward science, helps students attain learning objectives, and help impart laboratory skills. Coupled with slight nuances concerning indifferent evaluations of aspects such as student motivation or topic-specific learning objectives, the results may support retaining such educational resources in chemistry education.
Keywords
Labster; online learning; laboratory simulations; lab evaluations; chemistry education
Research Theme (for Paper Presentation and Poster Presentation submissions only)
21st Century Learning and Innovations (CLI)
Initial Consent for Publication
yes
Retrospective Evaluation of Online Laboratory Simulations in Distance Chemistry Courses based on Experiences and Perceived Learning of Grade 11 STEM Students from DLSU-IS, A.Y. 2021-2022
One type of online course design is online laboratory simulations, which are interactive, virtual depictions of actual laboratory processes commonly used in chemistry that are accessible through the internet using devices such as personal computers. The goal of this study is to retrospectively evaluate the usage of the said medium in terms of student experiences and their perceived learning. The researchers achieved this in the context of four Labster simulations used by 85 Grade 11 STEM students in De La Salle University Integrated School in the subject General Chemistry 1 Laboratory last A.Y. 2021-2022. The data collection method of the study was a Likert-scale survey to collect levels of agreement on statements related to Labster’s usability, enforcement of student attitudes towards science, effect on learning objective attainment, and effect on laboratory skill acquisition; data were analyzed through mean and standard deviation statistics, confidence intervals, and Cronbach alpha metrics. Considering the overall acceptable reliability of the survey questionnaire developed, the study's results suggest that the aforementioned population group evaluates Labster favorably. Overall mean, and confidence interval interpretations report that both the sample and population agree that Labster is usable, enforces positive student attitudes toward science, helps students attain learning objectives, and help impart laboratory skills. Coupled with slight nuances concerning indifferent evaluations of aspects such as student motivation or topic-specific learning objectives, the results may support retaining such educational resources in chemistry education.
