Influence of Virtual Physics Laboratory on Transfer of Skills Training: Connection Accuracy and Speed

Omosa Elijah Mochama – Department of Physics, Kisii University, Kenya, Dr. Ezekiel N. Omwenga – Department of Curriculum, Instruction and Educational Media, Kisii University, Kenya, Dr. Enock M. Obuba – Department of Curriculum, Instruction and Educational Media, Kisii University, Kenya.
Email: eomwenga@kisiiuniversity.ac.ke

Received June 2, 2020; Revised June 20, 2020; Accepted June 22, 2020

Abstract: The study investigated the influence of virtual Physics laboratory on speed and accuracy of connection of electric circuits by trainees from Craft Certificate in Science Laboratory Technology (CCSLT) in tertiary institutions in Kenya. The target population was all the trainees in the CCSLT course and their trainers. The sample consisted of 53 Second Year Physics trainees and four trainers from The Kisii National Polytechnic. A quasi-experimental design with the experimental (virtual-lab) (N= 27) and control (no-virtual-lab) (N=26) groups, was used. The virtual lab group practiced in a virtual lab while the no-virtual-lab group used the Conventional Laboratory. Both groups were subjected to a pretest and a post-test lab test using a Practical test observation checklist. Experts approved the experiment before use. A Spearman’s Correlation Coefficient, r = 0.94 was obtained. A t-test, means and standard deviations to test two null hypotheses at 0.05 levels of significance. The tcal= 0.056, df = 50, p = 0.956; Cohen’s d = 0.02; implies the mean scores in connection accuracy between the virtual lab and the non-virtual lab trainees in the post-test were not significantly different. The tcal = – 4.391, df = 50, p = 0.000; with Cohen’s d = -1.22; the virtual lab trainees recorded significantly shorter mean time of circuit connection than the non-virtual lab trainees. The study recommends that trainees should be granted an opportunity to engage in virtual hands-on Physics to supplement physical laboratories.