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The main objective of this study was to find out the influence of virtual physics laboratory on students' performance and cognitive achievements in motion. The total population for the study was 63 second year science students; 42 in the control group and 21 in the experimental group at Bishop Herman College, Kpando. Quasiexperimental design was adopted in this study. Questionnaire, test and were the research instruments used. The data were analyzed by using SPSS 16.0 statistical analysis program and statistics such as mean, Standard Deviation were calculated and a paired sample t-test technique was used. The mean test score of the experimental group (22.2) was higher than their control group (13.6) counterparts in the post-test. The t-test analysis of the mean score on the post-test shows a significant difference between the 2 groups (t = 5.465; p < 0.05). There is a significant difference between the participation of the students who were exposed to the VPLAB approach and their counterparts who were exposed to the traditional approach. The finding of the present study clearly revealed that students learned concept of motion effect through virtual physics lab in a better way as compared to teaching in abstract.
Asare Alexander Hero Yawo (Wed,) studied this question.