Abstract
Self-regulated learning (SRL) is an important factor in online learning and is defined as the process of actively managing one’s own learning process to achieve a desired outcome. However, many issues remain unsolved about how to improve cognitive strategies and self-regulation in online learning environments where teachers are not physically present. As a result, this study aims to explore the effectiveness of a web-based virtual laboratory on enhanced students’ SRL. A quasi-experimental pre-/post-test with a control group design was employed involving 40 female students aged 14-15 years old. While the students in the experimental group carried out the practical activities using a specially developed web-based virtual laboratory, the students in the control group used a physical laboratory. The results obtained indicated that the virtual laboratory significantly enhanced metacognitive self-regulation, effort regulation, peer learning, and overall SRL more than the physical laboratory. These findings could be attributed to how students learn using the virtual laboratory. For instance, students can navigate the virtual lab website at their own pace at anytime and anywhere.
License
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
EURASIA J Math Sci Tech Ed, Volume 20, Issue 3, March 2024, Article No: em2410
https://doi.org/10.29333/ejmste/14282
Publication date: 01 Mar 2024
Online publication date: 26 Feb 2024
Article Views: 940
Article Downloads: 715
Open Access References How to cite this articleReferences
- Abdulwahed, M. (2010). Towards enhancing laboratory education by the development and evaluation of the” TriLab”: A triple access mode (virtual, hands-on and remote) laboratory [Unpublished doctoral dissertation]. Loughborough University.
- Akyol, G., Sungur, S., & Tekkaya, C. (2010). The contribution of cognitive and metacognitive strategy use to students’ science achievement. Educational Research Evaluation, 16(1), 1-21. https://doi.org/10.1080/13803611003672348
- Al-Rawahi, N. (2015). Self-regulated learning processes utilized by Omani physical education candidates in mastering sport skills. Journal of Physical Education and Sport Management, 6(4), 25-31.
- Ali, N., Ullah, S., Rabbi, I., & Alam, A. (2014). The effect of multimodal virtual chemistry laboratory on students’ learning improvement [Paper presentation]. Augmented and Virtual Reality: First International Conference. https://doi.org/10.1007/978-3-319-13969-2_5
- Aljuhani, K., Sonbul, M., Althabiti, M., & Meccawy, M. (2018). Creating a virtual science lab (VSL): The adoption of virtual labs in Saudi schools. Smart Learning Environments, 5(1), 16. https://doi.org/10.1186/s40561-018-0067-9
- Alneyadi, S. S. (2019). Virtual lab implementation in science literacy: Emirati science teachers’ perspectives. EURASIA Journal of Mathematics, Science and Technology Education, 15(12), em1786. https://doi.org/10.29333/ejmste/109285
- Alotaibi, K., Tohmaz, R., & Jabak, O. (2017). The relationship between self-regulated learning and academic achievement for a sample of community college students at King Saud University. Education Journal, 6(1), 28-37. https://doi.org/10.11648/j.edu.20170601.14
- Alpaslan, M. M., Yalvac, B., Loving, C. C., & Willson, V. (2016). Exploring the relationship between high school students’ physics-related personal epistemologies and self-regulated learning in Turkey. International Journal of Science Mathematics Education, 14(2), 297-317. https://doi.org/10.1007/s10763-015-9685-7
- Ambusaidi, A., Al Musawi, A., Al-Balushi, S., & Al-Balushi, K. (2018). The impact of virtual lab learning experiences on 9th grade students’ achievement and their attitudes towards science and learning by virtual lab. Journal of Turkish Science Education, 15(2), 13-29.
- Ambusaidi, A., Al-Balushi, S., & Al-Shuaili, A. (2013). Alternative conceptions in science: Your guide to correcting them. Sultan Qaboos University.
- Anderman, E. M. & Sinatra, G. M. (2009). The challenges of teaching and learning about science in the twenty-first century: Exploring the abilities and constraints of adolescent learners. Studies in Science Education, 48(1), 89-117. https://doi.org/10.1080/03057267.2012.655038
- Asim, I., & Farooq, M. S. (2021). Self-regulated learning and academic performance of secondary school students. Journal of Educational Sciences, 8(1), 27-41.
- Awan, M. N. (2015). Physical conditions of science laboratories and problems faced by science teachers in conducting practicals in Punjab. Bulletin of Education Research, 37(1), 47-54.
- Bahri, A., Idris, I. S., Muis, H., Arifuddin, M., Fikri, M., & Nidhal, J. (2021). Blended learning integrated with innovative learning strategy to improve self-regulated learning. International Journal of Instruction, 14(1), 779-794. https://doi.org/10.29333/iji.2021.14147a
- Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50(2), 248-287. https://doi.org/10.1016/0749-5978(91)90022-L
- Beishuizen, J., & Steffens, K. (2011). A conceptual framework for research on self-regulated learning. In R. Carneiro, P. Lefrere, K. Steffens, & J. Underwood (Eds.), Self-regulated learning in technology-enhanced learning environments (pp. 3-19). Sense Publishers. https://doi.org/10.1007/978-94-6091-654-0_1
- Bhargava, P., Antonakakis, J., Cunningham, C., & Zehnder, A. T. (2006). Web-based virtual torsion laboratory. Computer Applications in Engineering Education, 14(1), 1-8. https://doi.org/10.1002/cae.20061
- Bogdanović, I., Obadović, D. Ž., Cvjetićanin, S., Segedinac, M., & Budić, S. (2015). Students’ metacognitive awareness and physics learning efficiency and correlation between them. European Journal of Physics Education, 6(2), 18-30. https://doi.org/10.20308/ejpe.96231
- Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27, 1-13. https://doi.org/10.1016/j.iheduc.2015.04.007
- Carneiro, R., Lefrere, P., Steffens, K., & Underwood, J. (2012). Self-regulated learning in technology enhanced learning environments. Springer. https://doi.org/10.1007/978-94-6091-654-0
- Churchill Jr, G. A. (1979). A paradigm for developing better measures of marketing constructs. Journal of Marketing Research, 16(1), 64-73. https://doi.org/10.1177/002224377901600110
- Cohen, J. (1977). Statistical power analysis for the behavioral sciences. Academic Press.
- Creswell, J. (2007). Qualitative inquiry & research design: Choosing among five approaches. SAGE.
- Dabbagh, N., & Kitsantas, A. (2005). Using web-based pedagogical tools as scaffolds for self-regulated learning. Instructional Science, 33(5-6), 513-540. https://doi.org/10.1007/s11251-005-1278-3
- Daniel, M. C., Schumacher, G., Stelter, N., & Riley, C. (2016). Student perception of online learning in ESL bilingual teacher preparation. Universal Journal of Educational Research, 4(3), 561-569. https://doi.org/10.13189/ujer.2016.040313
- Delen, E., & Liew, J. (2016). The use of interactive environments to promote self-regulation in online learning: A literature review. European Journal of Contemporary Education, 15(1), 24-33. https://doi.org/10.13187/ejced.2016.15.24
- Delen, E., Liew, J., & Willson, V. (2014). Effects of interactivity and instructional scaffolding on learning: Self-regulation in online video-based environments. Computers & Education, 78, 312-320. https://doi.org/10.1016/j.compedu.2014.06.018
- Effeney, G., Carroll, A., & Bahr, N. (2013). Self-regulated learning and executive function: Exploring the relationships in a sample of adolescent males. Educational Psychology, 33(7), 773-796. https://doi.org/10.1080/01443410.2013.785054
- Efstathiou, C., Hovardas, T., Xenofontos, N. A., Zacharia, Z. C., de Jong, T., Anjewierden, A., & van Riesen, S. A. (2018). Providing guidance in virtual lab experimentation: The case of an experiment design tool. Educational Technology Research and Development, 66(3), 767-791. https://doi.org/10.1007/s11423-018-9576-z
- Fadlelmula, F. K., Cakiroglu, E., & Sungur, S. (2015). Developing a structural model on the relationship among motivational beliefs, self-regulated learning strategies, and achievement in mathematics. International Journal of Science and Mathematics Education, 13(6), 1355-1375. https://doi.org/10.1007/s10763-013-9499-4
- Farajollahi, M., & Moenikia, M. (2010). The comparison of self-regulated learning strategies between computer-based and print-based learning students. Procedia-Social and Behavioral Sciences, 2(2), 3687-3692. https://doi.org/10.1016/j.sbspro.2010.03.573
- George, D., & Mallery, P. (2019). IBM SPSS statistics 26 step by step: A simple guide and reference. Routledge. https://doi.org/10.4324/9780429056765
- Gericke, N., Högström, P., & Wallin, J. (2022). A systematic review of research on laboratory work in secondary school. Studies in Science Education, 59(2), 245-285. https://doi.org/10.1080/03057267.2022.2090125
- Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2006). Multivariate data analysis. Pearson Prentice Hall.
- Hamidu, M., Ibrahim, A., & Mohammed, A. (2014). The use of laboratory method in teaching secondary school students: A key to improving the quality of education. International Journal of Scientific Engineering Research, 5(9), 81-86.
- Heradio, R., De La Torre, L., Galan, D., Cabrerizo, F. J., Herrera-Viedma, E., & Dormido, S. (2016). Virtual and remote labs in education: A bibliometric analysis. Computers & Education, 98, 14-38. https://doi.org/10.1016/j.compedu.2016.03.010
- Hofstein, A. (2004). The laboratory in chemistry education: Thirty years of experience with developments, implementation, and research. Chemistry Education Research and Practice, 5(3), 247-264. https://doi.org/10.1039/B4RP90027H
- Howe, A.C. (2002). Engaging children in science. Merrill Prentice Hall.
- Jackson, C. R. (2018). Validating and adapting the motivated strategies for learning questionnaire (MSLQ) for STEM courses at an HBCU. AERA Open, 4(4). https://doi.org/10.1177/2332858418809346
- Johnson, G., & Davies, S. (2014). Self-regulated learning in digital environments: Theory, research, praxis. British Journal of Research, 1(2), 1-14.
- Johnson, N. (2012). Examining self-regulated learning in relation to certain selected variables. Acta Didactica Napocensia [Napocensia Didactic Act], 5(3), 1-12.
- Kapici, H. O., Akcay, H., & de Jong, T. (2019). Using hands-on and virtual laboratories alone or together–Which works better for acquiring knowledge and skills? Journal of Science Education and Technology, 28, 231-250. https://doi.org/10.1007/s10956-018-9762-0
- Kapting’el, P., & Rutto, D. K. E. (2014). Challenges facing laboratory practical approach in physics instruction in Kenyan District secondary schools. International Journal of Advancements in Research Technology, 3(8), 13-17.
- Kaya, S., & Kablan, Z. (2013). Assessing the relationship between learning strategies and science achievement at the primary school level. Journal of Baltic Science Education, 12(4), 525-534. https://doi.org/10.33225/jbse/13.12.525
- Liu, H. K. J. (2016). Correlation research on the application of e-learning to students’ self-regulated learning ability, motivational beliefs, and academic performance. EURASIA Journal of Mathematics, Science and Technology Education, 12(4), 1091-1100. https://doi.org/10.12973/eurasia.2016.1559a
- Makransky, G., Mayer, R. E., Veitch, N., Hood, M., Christensen, K. B., & Gadegaard, H. (2019). Equivalence of using a desktop virtual reality science simulation at home and in class. PLoS ONE, 14(4), e0214944. https://doi.org/10.1371/journal.pone.0214944
- Mallory, C. (2012). Evaluating learning outcomes in introductory chemistry using virtual laboratories to support inquiry based instruction [Doctoral dissertation, Capella University].
- Martín-Gutiérrez, J., Mora, C. E., Añorbe-Díaz, B., & González-Marrero, A. (2017). Virtual technologies trends in education. EURASIA Journal of Mathematics, Science and Technology Education, 13(2), 469-486. https://doi.org/10.12973/eurasia.2017.00626a
- Maulidah, S. S., & Prima, E. C. (2018). Using physics education technology as virtual laboratory in learning waves and sounds. Journal of Science Learning, 1(3), 116-121. https://doi.org/10.17509/jsl.v1i3.11797
- Molohidis, A., Lefkos, I., Taramopoulos, A., Hatzikraniotis, E., & Psillos, D. (2015). Web-based virtual labs–A cosmos-evidence-ideas as a design framework leading to good practice. In Proceedings of the 7th International Conference on Computer Supported Education (pp. 418-423). https://doi.org/10.5220/0005477204180423
- Moodley, K., & Gaigher, E. (2019). Teaching electric circuits: Teachers’ perceptions and learners’ misconceptions. Research in Science Education, 49(1), 73-89. https://doi.org/10.1007/s11165-017-9615-5
- Ndihokubwayo, K. (2017). Investigating the status and barriers of science laboratory activities in Rwandan teacher training colleges towards improvisation practice. Rwandan Journal of Education, 4(1), 47-54.
- Ngugi, J., & Goosen, L. (2018). Modelling course-design characteristics, self-regulated learning and the mediating effect of knowledge-sharing behavior as drivers of individual innovative behavior. EURASIA Journal of Mathematics, Science and Technology Education, 14(8), em1575. https://doi.org/10.29333/ejmste/92087
- Nikolaki, E., Koutsouba, M., Lykesas, G., Venetsanou, F., & Savidou, D. (2017). The support and promotion of self-regulated learning in distance education. European Journal of Open, Distance E-learning, 20(1).
- NRC. (1997). Standards, conformity assessment, and trade into the 21st century. Standard View, 5(3), 99-102. https://doi.org/10.1145/266231.266235
- NRC. (2007). Taking science to school: Learning and teaching science in grades K-8. National Academies Press.
- O’Connell, C. (2014). Inquiry-based science education [Paper presentation]. International AEMASE conference on Science Education.
- Onivehu, A. O., Adegunju, A. K., Ohawuiro, E. O., & Oyeniran, J. B. (2018). The relationship among information and communication technology utilization, self-regulated Learning and academic performance of prospective teachers. Acta Didactica Napocensia [Napocensia Didactic Act], 11(1), 69-85. https://doi.org/10.24193/adn.11.1.6
- Ozturk, M., & Cakiroglu, U. (2021). Flipped learning design in EFL classrooms: Implementing self-regulated learning strategies to develop language skills. Smart Learning Environments, 8(2). https://doi.org/10.1186/s40561-021-00146-x
- Panadero, E., & Alonso Tapia, J. (2014). How do students self-regulate?: Review of Zimmerman’s cyclical model of self-regulated learning. Anales de Psicologia [Annals of Psychology], 30(2), 450-462. https://doi.org/10.6018/analesps.30.2.167221
- Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40. https://doi.org/10.1037/0022-0663.82.1.33
- Pintrich, P. R., Smith, D., Garcia, T., & McKeachie, W. (1991). A manual for the use of the motivated strategies for learning questionnaire (MSLQ). University of Michigan.
- Puustinen, M., & Pulkkinen, L. (2001). Models of self-regulated learning: A review. Scandinavian Journal of Educational Research, 45(3), 269-286. https://doi.org/10.1080/00313830120074206
- Raish, V. R. (2016). A content analysis of virtual science labs in cyber charter schools [Doctoral dissertation, The Pennsylvania State University].
- Rakes, G. C., & Dunn, K. E. (2010). The impact of online graduate students’ motivation and self-regulation on academic procrastination. Journal of Interactive Online Learning, 9(1), 78-94.
- Ramdass, D., & Zimmerman, B. J. (2008). Effects of self-correction strategy training on middle school students’ self-efficacy, self-evaluation, and mathematics division learning. Journal of Advanced Academics, 20(1), 18-41. https://doi.org/10.4219/jaa-2008-869
- Rosário, P., Núñez, J.C., Valle, A., González-Pienda, J., & Lourenço, A. (2013). Grade level, study time, and grade retention and their effects on motivation, self-regulated learning strategies, and mathematics achievement: a structural equation model. European Journal of Psychology of Education, 28, 1311-1331. https://doi.org/10.1007/s10212-012-0167-9
- Sadi, O. (2017). Relational analysis of high school students’ cognitive self-regulated learning strategies and conceptions of learning biology. EURASIA Journal of Mathematics, Science and Technology Education, 13(6), 1701-1722. https://doi.org/10.12973/eurasia.2017.00693a
- Sardareh, S. A., Saad, M. R. M., & Boroomand, R. (2012). Self-regulated learning strategies (SRLS) and academic achievement in pre-university EFL learners. California Linguistic Notes, 37(1).
- Schraw, G. (2007). The use of computer-based environments for understanding and improving self-regulation. Metacognition and Learning, 2(2), 169-176. https://doi.org/10.1007/s11409-007-9015-8
- Schunk, D. H., & Zimmerman, B. J. (2012). Motivation and self-regulated learning: Theory, research, and applications. Taylor & Francis Group. https://doi.org/10.4324/9780203831076
- Sekaran, U. (2003). Research methods for business: A skill approach. John Willey and Son.
- Seyedeh, H. H., & Masoud, A. (2014). Understanding the relationship between ICT and self-regulated learning of students of Islamic Azad University of Sari. International Journal of Economics, Management and Social Sciences, 3(12), 905-908.
- Shen, C.-Y., & Liu, H.-C. (2011). Metacognitive skills development: A web-based approach in higher education. Turkish Online Journal of Educational Technology, 10(2), 140-150.
- Shudayfat, E. (2014). Teaching and learning in 3D multiuser virtual environments [Doctoral dissertation, University Politehnica of Bucharest].
- Shuy, T. (2010). Self-regulated learning. The Teaching Excellence in Adult Literacy Center, US Department of Education. https://lincs.ed.gov/sites/default/files/3_TEAL_Self%20Reg%20Learning.pdf
- Smith, G. W. (2015). Combining physical and virtual laboratories: Effects of perceptual features of science laboratory environments on learners’ conceptions. [Doctoral thesis, University of Wisconsin-Madison].
- Stavrinides, S. G., Taramopoulos, A., Hatzikraniotis, E., & Psillos, D. (2015). ICT-enhanced teaching of electrical circuits [Paper presentation]. The 4th International Conference on Modern Circuit and System Technologies.
- Sungur, S., & Güngören, S. (2009). The role of classroom environment perceptions in self-regulated learning and science achievement. Elementary Education Online, 8(3), 883-900.
- Triquet, K., Peeters, J., & Lombaerts, K. (2017). Self-regulated learning online: Empirical foundations, promotion evaluation for teacher professional development. Department of Educational Sciences, Vrije Universiteit Brussel.
- Vanderstoep, S. W., Pintrich, P. R., & Fagerlin, A. (1996). Disciplinary differences in self-regulated learning in college students. Contemporary Educational Psychology, 21(4), 345-362. https://doi.org/10.1006/ceps.1996.0026
- Vrieling, E. M., Bastiaens, T. J., & Stijnen, P. J. J. (2012). The ‘self-regulated learning opportunities questionnaire’: A diagnostic instrument for teacher educators’ professional development. Professional Development in Education, 39(5), 799-821. https://doi.org/10.1080/19415257.2012.708905
- Wang, T.-H. (2011). Developing web-based assessment strategies for facilitating junior high school students to perform self-regulated learning in an e-Learning environment. Computers & Education, 57(2), 1801-1812. https://doi.org/10.1016/j.compedu.2011.01.003
- Wästberg, B. S., Eriksson, T., Karlsson, G., Sunnerstam, M., Axelsson, M., & Billger, M. (2019). Design considerations for virtual laboratories: A comparative study of two virtual laboratories for learning about gas solubility and color appearance. Education Information Technologies, 24(3), 2059-2080. https://doi.org/10.1007/s10639-018-09857-0
- Winters, F. I., Greene, J. A., & Costich, C. M. (2008). Self-regulation of learning within computer-based learning environments: A critical analysis. Educational Psychology Review, 20(4), 429-444. https://doi.org/10.1007/s10648-008-9080-9
- Wong, J., Baars, M., Davis, D., Van Der Zee, T., Houben, G.-J., & Paas, F. (2019). Supporting self-regulated learning in online learning environments and MOOCs: A systematic review. International Journal of Human-Computer Interaction, 35(4-5), 356-373. https://doi.org/10.1080/10447318.2018.1543084
- Zengele, A. G., & Alemayehu, B. (2016). The status of secondary school science laboratory activities for quality education in case of Wolaita Zone, Southern Ethiopia. Journal of Education Practice, 7(31), 1-11.
- Zheng, L. (2016). The effectiveness of self-regulated learning scaffolds on academic performance in computer-based learning environments: A meta-analysis. Asia Pacific Education Review, 17(2), 187-202. https://doi.org/10.1007/s12564-016-9426-9
- Zheng, L. (2016). The effectiveness of self-regulated learning scaffolds on academic performance in computer-based learning environments: A meta-analysis. Asia Pacific Education Review, 17(2), 187-202. https://doi.org/10.1007/s12564-016-9426-9
- Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, M. Zeidner, & P. R. Pintrich (Eds.), Handbook of regulations (pp.13-19). Academic Press.
- Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70. https://doi.org/10.1207/s15430421tip4102_2
- Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166-183. https://doi.org/10.3102/0002831207312909
- Zimmerman, B. J. (2013). From cognitive modeling to self-regulation: A social cognitive career path. Educational Psychologist, 48(3), 135-147. https://doi.org/10.1080/00461520.2013.794676
- Zimmerman, B. J., & Campillo, M. (2003). Motivating self-regulated problem solvers. In J. E. Davidson & R. J. Sternberg (Eds.), The psychology of problem solving (pp. 233–262). Cambridge University Press. https://doi.org/10.1017/CBO9780511615771.009
- Zimmerman, B. J., & Schunk, D. H. (2011). Handbook of self-regulation of learning and performance. Routledge/Taylor & Francis Group.
How to cite this article
APA
Al-Duhani, F., Mohd Saat, R., & Abdullah, M. N. S. (2024). Effectiveness of web-based virtual laboratory on grade eight students’ self-regulated learning. Eurasia Journal of Mathematics, Science and Technology Education, 20(3), em2410. https://doi.org/10.29333/ejmste/14282
Vancouver
Al-Duhani F, Mohd Saat R, Abdullah MNS. Effectiveness of web-based virtual laboratory on grade eight students’ self-regulated learning. EURASIA J Math Sci Tech Ed. 2024;20(3):em2410. https://doi.org/10.29333/ejmste/14282
AMA
Al-Duhani F, Mohd Saat R, Abdullah MNS. Effectiveness of web-based virtual laboratory on grade eight students’ self-regulated learning. EURASIA J Math Sci Tech Ed. 2024;20(3), em2410. https://doi.org/10.29333/ejmste/14282
Chicago
Al-Duhani, Fatma, Rohaida Mohd Saat, and Mohd Nor Syahrir Abdullah. "Effectiveness of web-based virtual laboratory on grade eight students’ self-regulated learning". Eurasia Journal of Mathematics, Science and Technology Education 2024 20 no. 3 (2024): em2410. https://doi.org/10.29333/ejmste/14282
Harvard
Al-Duhani, F., Mohd Saat, R., and Abdullah, M. N. S. (2024). Effectiveness of web-based virtual laboratory on grade eight students’ self-regulated learning. Eurasia Journal of Mathematics, Science and Technology Education, 20(3), em2410. https://doi.org/10.29333/ejmste/14282
MLA
Al-Duhani, Fatma et al. "Effectiveness of web-based virtual laboratory on grade eight students’ self-regulated learning". Eurasia Journal of Mathematics, Science and Technology Education, vol. 20, no. 3, 2024, em2410. https://doi.org/10.29333/ejmste/14282