Abstract:
Virtual labs with digital interactive technology were recently introduced in teaching and learning at Rwanda Secondary School to support existing traditional hands-on experiments. The effectiveness of the virtual labs in education was evaluated in this paper entitled “Effectiveness of virtual lab on Advanced Level senior four Physics Students’ academic performance in geometrical optics in Nyarugenge District, Rwanda.” This study explored students’performance and teachers’ perceptions, and challenges of using virtual labs in teaching geometrical optics in three secondary schools in Nyarugenge District, Rwanda. Using mixed method analysis, the study's objectives were accomplished with the target population of all seven Schools of Nyarugenge district having S4 combinations and 115-person sample population, which included 3 teachers and 112 students. This study employed a quasi-experimental design, with 66 students in the experimental group and 46 in the control group. Data analysis was done using Excel and the Statistical Package for Social Sciences (SPSS) software. With a mean score of 13.93 or 46.43% (Std. Dev = 3.73) for the experimental group and 14.28 or 47.6% (Std. Dev = 3.79) for the control group, the analysis of the students' performance showed that the experimental group which was exposed to virtual labs and the control group, which was taught using a traditional hands-on experiment teaching method, had similar pre-test scores, indicating comparable baseline knowledge. From the findings after post-test evaluation on virtual labs through PhET and oPhysics interactive simulations, the study showed that the experimental group's mean score was 18.77, or 62.56%, while for the control group was 16.34, or 54.46%. Statistical analysis (p = 0.005) confirmed that virtual labs significantly improve students' academic performance compared to traditional hands-on methods. Students found virtual labs more engaging and helpful in understanding geometrical optics. Through the interview for teachers, they supported the use of virtual labs, they recommended a blended approach due to challenges such as limited computer access, poor internet, and lack of training. The study recommended improving ICT infrastructure, integrating virtual labs into the curriculum, and providing ongoing teacher training and evaluation.
