Exploring Differences in Student Learning and Inquiry Skills Between Hands-On and Virtual Chemistry Laboratories

Abstract

In the digital age, the integration of technology in educational practices, especially in chemistry, is increasingly advocated. However, research exploring the relative effectiveness of virtual laboratory (VL) environments compared to hands-on laboratory (HL) environments, particularly in enhancing students’ knowledge and inquiry skills, is rare. This study addresses this gap by evaluating the impact of VL and HL on junior high school students’ learning within the specific context of the Law of Conservation of Mass. By analyzing students’ performance through quantitative and qualitative assessments in knowledge tests and inquiry tasks, significant findings emerged. It was observed that the VL group demonstrated superior knowledge performance compared with the HL group. In terms of inquiry skills, while the overall performance was better in the HL group, particularly in planning and evidence collection, the VL group excelled in explanation and evaluation skills. These results suggest the potential benefit of implementing a blended approach, integrating both VL and HL, across various domains in chemistry education. Such an approach could leverage the unique advantages of each laboratory type to maximize student learning and engagement.