Inquiry-Based Learning through Virtual Laboratory and Performance in Physics among Senior High School Students at Col. Lauro D. Dizon Memorial National High School

Abstract

INTRODUCTION

Improvements in science education has been a subject of most researches. Many researchers have come up with the use of different instructional methods like inquiry-based learning. Efforts to use inquiry as an approach in teaching physics face a number of challenges. These include the need to balance content versus open-ended inquiry while dealing with overloaded curriculum. Nowadays, computer technology has been widely used as a tool in education and helped students to gain abstract concept and increase achievements. Based on the researcher's experiences in teaching physics, it is of great advantage to use computer technology as instructional Thus, the researcher is certain that the use of virtual laboratory will provide inquiry-based learning environment for the students.

METHODS

The study used the experimental method and utilized two (2) groups of fourth year high school students. The control group was exposed to traditional learning while the experimental group to Inquiry-based learning through virtual laboratory using the PhET simulation. The research instrument used is the achievement test in Physics that served as the pre-test and posttest.

RESULTS

Based on the results from the comparison of data of the mean pre-test score for the control group was 16.30, and 16.63 for the experimental group, it indicates that both groups were at nearly the same ability level in terms of the knowledge on topics covered in the study. The t-test of difference on the mean posttest scores of the control and the experimental groups presented the mean difference of 5.13 which had a comparative effect on the two teaching approaches used Thus, this imply that the use of inquiry-based learning through virtual laboratory approach in teaching improved the performance of the students. Results of the t-test difference between the mean gain scores of the two groups showed that the experimental group had a higher mean gain score of 13.03 compared with the control group which had 5.70 mean gain score, which implies that the students exposed to inquiry-based learning through virtual laboratory approach showed better achievement.

DISCUSSIONS

The findings of the study indicate that the use of inquiry-based learning through virtual laboratory approach in teaching improved the performance of the students. The findings from this study is heuristic in nature and may contribute to knowledge about teaching and learning strategies that utilize information communication technology and processing skill.