Effectiveness of web-based virtual laboratory on grade eight students’ self-regulated learning
Fatma Al-Duhani 1 2 , Rohaida Mohd Saat 1 , Mohd Nor Syahrir Abdullah 1 *
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1 Faculty of Education, Universiti Malaya, Kuala Lumpur, MALAYSIA2 Specialized Institute for Professional Training of Teacher, Ministry of Education, Muscat, OMAN* Corresponding Author

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.

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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, 2024, Volume 20, Issue 3, Article No: em2410

https://doi.org/10.29333/ejmste/14282

Publication date: 01 Mar 2024

Online publication date: 26 Feb 2024

Article Views: 436

Article Downloads: 391

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