The effects of using interactive videodisc laboratory simulation on problem-solving and learning performance of high school chemistry students

The purpose for conducting this study was to investigate the effects of using an interactive videodisc (IVD) laboratory simulation on problem solving and learning performance of high school chemistry students. Problem solving performance was evaluated in terms of Polya\u27s procedural steps, the strategy used during the laboratory experiment, and students\u27 score on problem solving posttest. Learning performance focused on achievement, retention and learning time. Forty-eight high school chemistry students from two public schools in a midwestern city were selected as the sample. Subjects were assigned to experimental (IVD) and control (LAB) groups such that they were equated in learning performance. The IVD group conducted the laboratory experiment using the IVD simulation; the LAB group used hands-on equipment. Instruments designed for assessing the learning outcomes included: (1) an observational coding form, (2) student worksheets, (3) a problem solving posttest and (4) an achievement test. Results from the descriptive analysis showed that the IVD group spent more time in Devising the Plan and less time in Carrying out the Plan than the LAB group. The IVD group tended to use hypothesis-testing strategy more than the LAB group. Findings from the statistical analysis indicated that the IVD group had significantly higher scores on problem solving strategy and spent less time in completing an experiment. There were, however, no significant differences between IVD and LAB groups on problem solving ability, achievement and retention scores. Findings from the study demonstrated the benefits of using the IVD laboratory simulation in facilitating students\u27 problem solving performance and saving learning time. In addition, the IVD lesson seemed to be used as effectively as the hands-on experiment in terms of learning outcomes. Taken together, these findings indicate that IVD simulations could be a promising alternative to supplement and/or enhance laboratory instruction, especially for teaching complex, expensive and time-consuming laboratory techniques