Virtual Laboratory as A Learning Tool for Anatomy and Physiology Course
DOI:
https://doi.org/10.54536/ajet.v1i2.491Keywords:
Anatomy and Physiology, Learning Tool, Virtual LaboratoryAbstract
The world is continuously suffering due to the COVID-19 pandemic. Online learning was implemented by the Philippine government which brought a serious problem in teaching science courses that requires conducting experiments in a laboratory facility. Thirty-six (36) Laguna University Science major students under the Bachelor of Secondary Education Program were selected as respondents in this study. The students' scores in the pre-test and post-test on plant and animal physiology were analyzed. The purpose of the Quasi-experimental research design was to evaluate the effectiveness of the intervention, Virtual Laboratory, as a learning tool for Anatomy and Physiology Course. Laboratory worksheets and modules were used to test the level of proficiency of the respondents in the pre-intervention stage. To alleviate the difficulty, a virtual laboratory in Anatomy and Physiology course was designed by the researchers. This laboratory was utilized by the respondents before answering the post-test worksheets. An Independent T-test was utilized to determine if there is a significant difference in the test scores before and after the intervention. A survey tool was used to gather data on students' perception on the effectiveness of the virtual laboratory. Based on the results, the virtual laboratory was an effective learning tool that improved students' academic performance in the Anatomy and Physiology course. Results showed that it reduced the time needed to understand the concepts within a topic and helped enhance the quality of the learning process. Therefore, this tool maybe adopted in other experimental-based science subjects.
Downloads
References
Allen, E., & Seaman, J. (2010). Learning on demand: Online education in the United States, 2009. Needham, Mass.: Sloan-C. Babson Survey Research Group, ©2010. Retrieved on October 13, 2021 from https://eric.ed.gov/?id=ED529931
American Association of Physics Teachers. (1998). Knowing what students know: The science and design of educational assessment. Retrieved on November 23, 2021 https://nap.nationalacademies.org/read/10019/chapter/10
American Chemical Society. (2011). Laboratory experiences and student learning. Retrieved on November 3, 2021 https://nap.nationalacademies.org/read/11311/chapter/5#76
Bhargava, P., Antonakakis, J., Cunningham, C., & Zehnder, A.T. (2006) Web – Based Virtual Torsion Laboratory. Comput. Appl. Eng. Educ., 14 (1), 1 – 8. Retrieved on October 28, 2021 from https://onlinelibrary.wiley.com/doi/abs/10.1002/cae.20061
Bransford, J.D. A.L. Brown, R.R. Cocking. (2000). How people learn: Brain, mind, experience and school (expanded ed). Washington, D.C.: National Academy Press Retrieved on August 9, 2021 from https://nap.nationalacademies.org/catalog/9853/how-people-learn-brain-mind-experience-and-school-expanded-edition
Brinson, J. R. (2015). Learning outcome achievement in non-traditional (virtual and remote) versus traditional (hands-on) laboratories: A review of the empirical research. Computers & Education, 87, 218–237. Retrieved on October 24, 2021 from https://doi.org/10.1016/j.compedu.2015.07.003
Brookhart, S. M. (2010). How to Assess Higher Order Thinking Skills in Your Classroom. Alexandria: ASCD. Retrieved on October 28, 2021 from https://shop.ascd.org/PersonifyEbusiness/Store/Product-Details/productId/2860
Bruck, & Towns. (2013). Development, implementation, and analysis of a national survey of faculty goals for undergraduate chemistry laboratory. Retrieved on November 10, 2021.https://www.chem.purdue.edu/towns/Towns%20Publications/Bruck_Towns_JCE2013.pdf
Chen, P. S. D., Lambert, A. D., & Guidry, K. R. (2010) Engaging online learners: the impact of web-based learning technology on college student engagement. Computers & Education, 54, 1222–1232. Retrieved on August 10, 2021 from https://www.sciencedirect.com/science/article/abs/pii/S0360131509003285
Collins, R. (2014). Skills for the 21st Century: teaching higher-order thinking. Curriculum and Leadership Journal, 12(14), 1-6. Retrieved on August 9, 2021. from http://www.curriculum.edu.au/leader/teaching_higher_order_thinking,37431.html?issueID=12910
Conway-Klaassen, J.M. S.M. Wiesner, C. Deseus, P. Trcka (2012) Using online instruction and virtual laboratories to teach hemostasis in a medical laboratory science program. Retrieved on October 10, 2021. from https://www.researchgate.net/publication/234694164
Dalgarno, B. A.G. Bishop, W. Adlong, D.R. Bedgood Jr. (2009) Effectiveness of a virtual laboratory as a preparatory resource for distance education chemistry students. Retrieved on August 18, 2021. from https://www.researchgate.net/publication/223526561
Darrah, M., Humbert, R., Finstein, J., Simon, M., & Hopkins, J. (2014). Are virtual labs as effective as hands-on labs for undergraduate physics? A comparative study at two major universities. Journal of Science Education. Retrieved on August 9, 2021. from https://www.researchgate.net/publication/277465498
Dikmenli, (2007). Effect of the usage of laboratory method in primary school education for the achievement of the students’ learning. Retrieved on November 23, 2021. https://www.researchgate.net/publication/26516676
Forcino, F.L. (2013) The importance of a laboratory section on student learning outcomes in a university introductory earth science course Retrieved on November 11, 2021 https://files.eric.ed.gov/fulltext/EJ1126216.pdf
Hamed G., & A. Aljanazrah (2020).The effectiveness of using virtual experiments on students’ learning in the General Physics Lab, retrieved on August 10, 2021. from http://www.jite.org/documents/Vol19/JITE-Rv19p977-996Hamed6677.pdf
Josephsen, J., & Hvidt, S. (2015). Experimental experience through project based learning. In J. García-Martínez & E. Serrano Torregrosa (Eds.), Chemistry education: Best practices, opportunities and trends (pp. 489-516). Wiley VCH Verlag GmbH & Co. KGaA. Retrieved on October 24, 2021 from https://www.jite.org/documents/Vol19/JITE-Rv19p977-996Hamed6677.pdf
Kapici, H. O., Akcay, H., & de Jong, T. (2020). How do different laboratory environments influence students’ attitudes toward science courses and laboratories? Journal of Research on Technology in Education, 52(4), 534- 549. Retrieved on October 24, 2021 from https://doi.org/10.1080/15391523.2020.1750075
Khulood A. M. Sonbul, M. Althabiti, M. Meccawry. (2018) Creating a virtual science lab (VSL): the adoption of virtual labs in saudi school Retrieved on August 10, 2021 from https://slejournal.springeropen.com/articles/10.1186/s40561-018-0067-9#:~:text=The%20VSL%20is%20a%20web,groups%20interactively%20via%20the%20internet.
Mayer, R. E. (2005). Cognitive theory of multimedia learning. In R.E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 32-48). Cambridge University Press. Retrieved on October 25, 2021 from https://doi.org/10.1017/cbo9780511816819.004
Mayer, R. E. (2005). Principles of Multimedia Learning Based on Social Cues: Personalization, Voice, and Image Principles. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 201–212). Cambridge University Press. Retrieved on November 2, 2021 https://doi.org/10.1017/CBO9780511816819.014
National Research Council (1996). National Science Education Standards. Washington, D.C.: The National Academies Press. Retrieved on August 18, 2021. from https://www.csun.edu/science/ref/curriculum/reforms/nses/nses-complete.pdf
National Research Council (2000). Inquiry and the National Science Education Standards: A guide for teaching and Learning. Washington, D.C: The National Academies Press. Retrieved on October 28, 2021 from https://bit.ly/3c3LGWc
NSTA (2007) Knowing what students know: the science and design of educational assessment. Retrieved on November 2, 2021 https://nap.nationalacademies.org/read/10019/chapter/10
Philips. (2001). Immersive virtual reality as a competitive training strategy for the biopharma industry. Nat. Biotechnol., (pp. 116-119). Retrieved on November 3, 2021 from https://pubmed.ncbi.nlm.nih.gov/33432226/
Price, W. T., Burton, J. K., Cartwright, D. L., & Lichtenberger, E. J. (2013). Benefits and Challenges Associated with Using Virtual Laboratories and Solutions to Overcome Them. Blacksburg, VA. retrieved on August 10, 2021 from https://vtechworks.lib.vt.edu/bitstream/handle/10919/50619/Ngoyi_L_D_2013.pdf?sequence=1
Roblyer, M. D., & Hughes, J. E. (2019). Integrating educational technology into teaching: Transforming learning across disciplines. Pearson Education. Retrieved on October 24, 2021 from https://www.jite.org/documents/Vol19/JITE-Rv19p977-996Hamed6677.pdf
Rowe, R. L. Koban, A. Davidoff, K. Thompson. (2017) Efficacy of Online Laboratory Science Courses. Retrieved on August 8, 2021. https://www.researchgate.net/publication/321952760_Efficacy_of_Online_Laboratory_Science_Courses
Sabasales, M. (2018). The Effects of Using Virtual Laboratory Materials on Students’ Academic Performance in Physics. International Journal of Science and Engineering Investigations, (83)7, 43. Retrieved on August 9, 2021. from https://www.researchgate.net/publication/334760212_The_Effects_of_Using_Virtual_Laboratory_Materials_on_Students’_Academic_Performance_in_Physics
Van Buuren, O., Uylings, P., & Ellermeijer, T. (2010). A modelling learning path, integrated in the secondary school curriculum, starting from the initial phases of physics education. Proceedings of the GIREP-ICPEMPTL Conference (pp. 1-14). Reims, France. Retrieved on October 24, 2021 from https://www.jite.org/documents/Vol19/JITE-Rv19p977-996Hamed6677.pdf
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 B.G. Sarmiento, A.A. Distor, J.L.T Guevara, D.E. Narvaez, R.S.A Rebong, R.M.B Umayan
This work is licensed under a Creative Commons Attribution 4.0 International License.