Impact of Virtual Reality Technology (VRT) on Chemistry Laboratory and Learning Outcomes of Chemistry Education Students in Nigerian Universities
Keywords:
Virtual Reality, Technology, Chemistry, LaboratoryAbstract
This research investigates the impact of Virtual Reality Technology (VRT) on Chemistry Laboratory and Learning Outcomes of Chemistry Education Students in Nigerian Universities. The study adopted a descriptive survey design. Lecturers of Science Education and Chemistry departments in public universities in Nigeria make up the population for the research. The sample for data collection comprises of the 30 Lecturers of Science Education and Pure and Industrial Chemistry Departments of the University of Port Harcourt and Rivers State University, Port Harcourt, which were selected using purposive sampling technique. The study was guided by three specific objectives, three research questions and three hypotheses. The instrument for data collection was a 4-point Likert scale structured questionnaire, captioned Virtual Reality Technology Chemistry Laboratory and Learning Outcomes Questionnaire (VRTCLLOQ). The reliability of the instrument was estimated to be +0.85 using Cronbach alpha method. Mean and standard deviation were used to answer the research questions while t-test was used to analyze the hypotheses at 0.05 level of significance. Findings from the study revealed that incorporation of VRT in Chemistry Laboratories makes the use of Laboratories very effective. Also, the use of the VRT in Chemistry Laboratory improves the learning outcomes of Chemistry Education students in public universities. There was a significant impact of the use of the VRT on the engagement of Chemistry Education Students in the University. It was recommended among others that public universities should employ the use of VRT in the chemistry Laboratories to enhance and promote effective learning and learning outcomes,Downloads
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