Effects of Virtual Experiments Oriented Science Instruction on Students’ Achievement and Attitude

Abstract

This study was conducted to identify the effects of virtual experiment technique on seventh grade
students' electricity achievement and attitudes towards science laboratory. The subjects were 69 seventh grade
students in two classes of the same teacher. Randomly assigned experimental group students received virtual
experiments oriented instruction, whereas control group students performed physical experiments. Achievement
test and attitude scales were given as pretests prior to instruction and as posttests after four weeks of instruction.
Two separate covariance analysis were conducted in this study and both of them indicated statistical significant
differences. In accordance with these significant results, it can be concluded that virtual experiments have a
substantial role in education by providing safe medium and interactive genuine models for students. Therefore, it
is suggested that virtual experiments can be used in different contexts and various steps of education whenever
possible.