Effect of a virtual chemistry laboratory on students' achievement

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dc.citation.epage170en_US
dc.citation.issueNumber1en_US
dc.citation.spage159en_US
dc.citation.volumeNumber16en_US
dc.contributor.authorTatli, Z.en_US
dc.contributor.authorAyas, A.en_US
dc.date.accessioned2019-02-13T11:21:49Z
dc.date.available2019-02-13T11:21:49Z
dc.date.issued2013en_US
dc.departmentGraduate School of Educationen_US
dc.description.abstractIt is well known that laboratory applications are of significant importance in chemistry education. However, laboratory applications have generally been neglected in recent educational environments for a variety of reasons. In order to address this gap, this study examined the effect of a virtual chemistry laboratory (VCL) on student achievement among 90 students from three different ninth-grade classrooms (an experimental group and two control groups). Study data were gathered with pre and post chemical-changes unit achievement (CCUA) Test, laboratory equipment test (LET), and unstructured observations. The collected data were analyzed using SPSS (version 16.0). Comparisons were made within and between groups. It was concluded that the developed virtual chemistry laboratory software is at least as effective as the real laboratory, both in terms of student achievement in the unit and students’ ability to recognize laboratory equipment.en_US
dc.identifier.eissn1436-4522
dc.identifier.issn1176-3647
dc.identifier.urihttp://hdl.handle.net/11693/49429
dc.language.isoEnglishen_US
dc.source.titleEducational Technology & Societyen_US
dc.subjectVirtual laboratoryen_US
dc.subjectChemistry laboratoryen_US
dc.subjectStudents’ achievementen_US
dc.subjectLearning environmenten_US
dc.titleEffect of a virtual chemistry laboratory on students' achievementen_US
dc.typeArticleen_US

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