Implications of Virtual Laboratory-Based Instruction on Students’ Learning Achievement in Physics in Secondary Schools in Kenya

Abstract

The purpose of this study was to establish the effects of integration of virtual laboratories on students’ learning achievement in Physics in secondary schools in Kenya. The study was supported by connectivism learning theories and adopted quasi experimental research designs. 72 Physics teachers and 358 Physics students participated in the study. The students were divided into experimental group who were taught using virtual laboratory platform and control group that was taught using the conventional method. Data was analyzed using both descriptive and inferential statistics. Results indicated significant differences between experimental groups and control achievement in Physics (F=10.78, p< 0.05). The study concluded that virtual laboratories improved students’ achievement in Physics. The findings of this study would help educational planners to successfully design and implement various classroom based innovations that would enable seamless integration of virtual laboratories in classroom instruction.