Effect of Virtual Lab-Enabled Active Learning Method on Academic Achievement of Secondary Stage Students in Physics

Abstract

The faulty teaching methods hamper the applicability of physics concepts. Henceforth, this study was conducted. Sixty students of class tenth were selected randomly from a conveniently selected CBSE board school. The students were then assigned randomly to experimental and control groups by intact grouping. In the study, quasi-experimental pre-test post-test research design was implemented.  PhET simulations were used for instructional purposes and academic achievement was assessed through an Academic Achievement Test. It was revealed that virtual lab-enabled active learning was more effective whilst both male and female students had similar achievements when virtual lab-enabled active learning was used for instruction.