THE EFFECT OF VIRTUAL LABORATORIES ON SENIOR HIGH SCHOOL STUDENTS’ UNDERSTANDING OF NUCLEIC ACIDS IN GHANA

Abstract

This study investigated how virtual laboratories influenced Ghanaian senior high school students’ conceptual understanding of nucleic acids. A quasi-experimental design was used involving pre-test and post-test control groups. Eighty SHS students from two different schools were involved in the study. One group received instruction through conventional lecture techniques, while the other group received instruction through virtual laboratories. Data was collected using observation checklists, perception surveys, and achievement tests. Quantitative data was analyzed using descriptive and inferential statistics such as ANOVA. However, qualitative data was subjected to thematic analysis. Students taught using virtual laboratory simulations statistically performed better than the students taught using traditional approaches. Virtual simulations provide an alternative option for promoting the meaningful learning of molecular biological concepts. This is very necessary because a greater part of Ghanaian senior high schools have insufficient access to functional biology laboratories. The purpose of the investigation was to present empirical data on the efficacy of virtual laboratories. The data provides policymakers and educators with new viewpoints on how to teach abstract biological concepts in areas with limited resources.