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Nov 29, 2023Article Details
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Main Article Content
Effectiveness of Virtual Labs on Advanced Level Physics Students’ Performance in Simple Harmonic Motion in Kayonza District, Rwanda
Abstract
This research study investigates the effectiveness of virtual labs on Advanced level physics students’ performance in simple harmonic motion. A quasi-experimental pre-test-post-test design was adopted. Participants that comprised the sample were 130 senior five secondary school students from four Rwandan schools. This sample was stratified into two groups: comprising 66 in the control group and 64 in the experimental group. Conventional teaching methods were used to teach simple harmonic motion to the control group, whereas an extensive virtual lab was used to teach the same topic to the experimental group. Pre- and post- tests were given to both groups. The difference in mean of pretest outcomes between control and experimental groups is not significant. While the comparison of mean showed a significant difference between experimental and control groups considering post-test outcomes. The study's questions were answered using the mean and standard deviation, and the independent sample t-test was utilized to evaluate the hypothesis at (p = 0.05). This suggests that students’ access to virtual labs improves their academic performance in simple harmonic motion in contrast to the group that wasn't exposed to it. The findings indicate that the number of students who scored very well was raised up from 3 (2.3%) students with an overall mean score of 7.38 before treatment to 50 (39%) students with an overall mean score of 27.73 after the intervention. Based on the results of this study, Rwandan secondary schools that teach physics are recommended to use virtual laboratory for teaching the subject.
