Science Simulations for Secondary Schools: How Virtual Laboratories Can Affect Classroom Enthusiasm and Motivation Regarding Science
University
Shawnee State University
Major
AYA Integrated Science (7-12)
Presentation Types
Oral Presentation (Live)
Keywords:
Virtual Laboratories, Student Engagement, Student Motivation, Science Education
Abstract
This study was conducted to identify the effects that virtual laboratories would have when implemented into the high school science classroom. Students have struggled to connect science to their lives and engage with the content, yet the solutions which have been attempted have been time-consuming and resource draining. The study quantitatively and qualitatively assessed student opinions using a pre-survey and post-survey, Cronbach’s alpha, and a paired sample t-test to discover if there was a correlation between the use of virtual laboratories and student motivation and enthusiasm regarding science. It was discovered that the quantitative data was internally consistent, but that no correlation could be measured. The qualitative evidence indicated that students had opposing viewpoints regarding these virtual experiences. Hence, virtual laboratories should be used on an individual basis to tailor the educational process if students are receptive to virtual laboratories in order to boost student motivation and interest in science.
Human and Animal Subjects
yes
IRB or IACUC Approval
yes
Faculty Mentor Name
Shannon Mills
Faculty Mentor Title
Professor
Faculty Mentor Department
School of Education
Recommended Citation
Nichols, Noah, "Science Simulations for Secondary Schools: How Virtual Laboratories Can Affect Classroom Enthusiasm and Motivation Regarding Science" (2024). Celebration of Scholarship. 1.
https://digitalcommons.shawnee.edu/cos/2024/trustees/1
Science Simulations for Secondary Schools: How Virtual Laboratories Can Affect Classroom Enthusiasm and Motivation Regarding Science
This study was conducted to identify the effects that virtual laboratories would have when implemented into the high school science classroom. Students have struggled to connect science to their lives and engage with the content, yet the solutions which have been attempted have been time-consuming and resource draining. The study quantitatively and qualitatively assessed student opinions using a pre-survey and post-survey, Cronbach’s alpha, and a paired sample t-test to discover if there was a correlation between the use of virtual laboratories and student motivation and enthusiasm regarding science. It was discovered that the quantitative data was internally consistent, but that no correlation could be measured. The qualitative evidence indicated that students had opposing viewpoints regarding these virtual experiences. Hence, virtual laboratories should be used on an individual basis to tailor the educational process if students are receptive to virtual laboratories in order to boost student motivation and interest in science.