Thesis Abstract

Abstract
This thesis investigates the impact of virtual labs on student learning in high school chemistry education. Virtual labs have gained popularity as a tool to enhance science education by providing students with interactive and engaging learning experiences. The study aims to explore how virtual labs influence student learning outcomes, engagement, and attitudes towards chemistry. The research begins with a comprehensive review of the literature on virtual labs, student learning in chemistry, and the benefits and challenges associated with virtual labs in education. The methodological approach involves a mixed-methods design, including surveys, interviews, and academic performance data analysis. The findings reveal that virtual labs have a positive impact on student learning outcomes, as students who engage with virtual labs demonstrate improved understanding of chemistry concepts and higher academic achievement. Additionally, virtual labs enhance student engagement by providing a hands-on, interactive learning experience that is both enjoyable and effective. However, the study also identifies limitations of virtual labs, such as the need for adequate technical support and resources, as well as concerns about the authenticity of the lab experiences compared to traditional in-person labs. Overall, this research contributes to the growing body of literature on virtual labs in science education and provides insights into the potential of virtual labs to improve student learning in high school chemistry. The findings have implications for educators, curriculum developers, and policymakers seeking to enhance science education through innovative technology-based approaches. Keywords virtual labs, high school chemistry education, student learning, engagement, academic performance

Thesis Overview