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| Virtual Laboratory as a Self-Paced Learning Innovation to Improve Learning Achievements and Attitudes in Teaching Physical Science
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Resty C. Samosa, Killy Neah C. Amondina, Rhicca D. Camposano, Angelica P. Ruadiel, Christine Joy P. Rayuan, Nicole Joy Y. Soledad
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Abstract:
The study aimed to determine the effectiveness of using virtual laboratory among grade 11 students of Graceville National High School to improve learners' achievement and attitudes in teaching physical science as a basis for the development of lesson exemplar for grade 11 - physical science learners. Grade 11 students coming from the strands of Accountancy and Business Management (ABM) and Home Economics (HE) who have low mean scores in physical science based on the report of innovation/remediation and intervention for school year 2021-2022 of Graceville National High School were selected as the participants of the study. The study utilized the one-group pretest-posttest design. It was calculated by measuring the effectiveness between the pretest and posttest scores, and attitudes in teaching physical science. The study revealed that the utilization of virtual laboratory in teaching physical science showed a significant difference between the pretest and posttest scores. In addition, the learners perceived the five indicators which are honesty, curiosity, open-mindedness, skepticism, and creativity as always observed in using virtual laboratory. As shown by the significantly higher mean in the posttest than in the pretest, the application of virtual laboratory had a greater effect and positive impact on the learners' achievement. It is, therefore, recommended for the development of the proposed lesson exemplar among senior high school grade 11 students to help deal difficulties in learning physical science and encourage further research into the efficacy of virtual laboratory as a teaching tool
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