Examining the Influence of Virtual Laboratory Resources on the Acquisition of Basic and Integrated Science Process Skills Among Senior High School Students

Abstract

This study investigated the effect of virtual laboratory resources integrated with flipped classroom instruction on Senior High School students’ acquisition of basic and integrated science process skills at Winneba Senior High School, Ghana. A mixed-method action research design was employed involving 51 purposively selected Form Two General Science students. Data were collected through questionnaires, pre- and post-intervention assessments, observations, interviews, and achievement tests. The intervention required students to engage with pre-recorded instructional videos and virtual laboratory simulations before participating in guided classroom discussions and practical activities. Pre-intervention findings revealed that students experienced considerable difficulties in science process skills, particularly observation (86.3%), data interpretation (78.4%), defining variables operationally (70.6%), and controlling variables (62.7%). Pre-intervention mean scores ranged from 4.38 to 5.38 (SD = 0.92–1.69), indicating low proficiency in science process skills. Following the intervention, post-intervention mean scores increased substantially, ranging from 9.63 to 10.50 (SD = 2.33–2.95). The improvement was statistically significant across all groups (p < 0.001, df = 50), demonstrating the positive effect of virtual laboratory resources and flipped classroom instruction on students’ acquisition of both basic and integrated science process skills. Students showed notable improvements in observation, measurement, communication, classification, prediction, experimentation, hypothesis formulation, variable control, and data interpretation. The novelty of this study lies in integrating virtual laboratory resources and flipped classroom pedagogy within a resource-constrained Ghanaian secondary school context. Despite limitations relating to sample size, purposive sampling, and the absence of a control group, the findings suggest that technology-enhanced, learner-centered instructional strategies can effectively strengthen practical science learning, student engagement, and science process skill development.