Laboratory learning: influence of the perceived laboratory mode on learning outcomes
2019
This paper presents the results of the second phase of a study that investigated
differences in learning outcomes of university students who conducted laboratory
experiments in two different modes in the local domain: hands-on and simulated. In
order to keep constant as many variables as possible (such as experimental
approach, learning objectives and tests, supervision, teaching materials), a
crossover study approach was deployed. During the first phase of the study, it was
found that there were statistically significant differences in learning outcomes of 102
study participants, favouring the hands-on mode. Since laboratory experiments in
both modes were created to be very similar, the reason for this difference needed
clarification. It was hypothesised that the difference in learning outcomes originated
from different perceptions on the efficacy of hands-on and simulated experiments. In
order to check this hypothesis, a modified second phase of the study with 113
subjects was conducted. This time, in order to ensure that the mode of a laboratory
experiment will not be an influencing factor, all participants used hands-on
equipment for laboratory experiments. Subjects from one group actually used handson
equipment. Subject from the other group only thought that they are conducting
hands-on experiments. In fact, their equipment was modified to display the results
of simulated experiments. The outcomes of the second phase of the study supported
the perception hypothesis. No statistically significant differences in learning
outcomes of the subjects from the second phase of the experiment were discovered.
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