Effects of Virtual Laboratories on Students’ Conceptual Understanding of Biology in Selected Secondary Schools of Rwamagana District, Rwanda

Diane Uwitonze and Gabriel Nizeyimana
African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science, College of
Education, University of Rwanda
Email: uwitodiane@yahoo.fr/ tunize09@gmail.com

Abstract: The main purpose of this research was to investigate the effects of virtual laboratories on students’ conceptual understanding of biology with an emphasis on the foetal developmental process. Quasi-experimental design under a quantitative method was employed. A biology achievement test (BAT) via pre -posttest was used for data collection. Four secondary schools from Rwamagana district, with 162 students, were purposively selected based on the availability of smart classrooms, computers, projectors, and internet connectivity. From these schools, the experimental and control groups were selected randomly with 81 students in each group. Data were analyzed through descriptive statistics and independent sample t-tests using a statistical package for social science (SPSS). The results reveal that the students in the experimental group who were administered virtual laboratory instructions achieved higher mean scores than the students in the control group who taught using the traditional lecturing method (chalk-talk method) at [t (160) = -.540, p = 0.000; p<.05]. This indicates that virtual laboratories in teaching biology concepts have a greater impact on students’ conceptual understanding. The study recommends biology teachers to strive to use virtual laboratories in teaching biology as an alternative way of improving students’ conceptual understanding of abstract concepts. Further study should explore the contribution of virtual laboratories on the student’s conceptual understanding of other difficult and abstract biology topics towards students’ conceptual understanding.