Abstract
This study attempted to determine if a virtual fetal pig dissection can be used as a viable alternative for an actual dissection for females enrolled in high school biology classes, by comparing the knowledge acquisition between the experimental and control groups. Two hundred and twenty-four students enrolled in biology classes in an all-girl parochial high school participated in this study. Students who completed the virtual dissection scored significantly higher on practical and objective tests that were used to measure knowledge acquisition. Further research is suggested to determine if a virtual laboratory experience can be a substitute for actual dissections.
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