![]() ![]() ![]() The students scored more strongly on the self-efficacy constructs of cognitive and psychomotor skills than on everyday application. Descriptive statistics on data for the CCSS scales suggested that students have positive beliefs in their capability to accomplish chemistry tasks. The research involved a quantitative survey of 333 students using the College Chemistry Self-Efficacy Scale (CCSS) developed by Uzuntiryaki and Capa Aydin (2009). This study investigated the self-efficacy of first-year Chemistry students at a South African university. It indicated that the use of virtual chem-lab in hybrid learning have positive influence on students' self-efficacy. The result of this study showed that students who used virtual chem-lab both as supplement and replacement of hands-on laboratory integrated into hybrid learning had mostly good level of self-efficacy, while students in the group A had lower scores with fair level of self-efficacy. The students' self-efficacy data were analyzed by categorizing the self-efficacy score into ideal rating category. On the other hand, the group C used virtual chem-lab as replacement of hands-on laboratory which was integrated into hybrid learning. The group B used virtual chem-lab as supplement of hands on laboratory integrated into hybrid learning. The learning process of group A was as usual learning process used hands-on laboratory. The students came from three groups named groups A, B and C, with different learning process in each class. Level of self-efficacy of 74 students were measured using the self-efficacy questionnaire. Descriptive quantitative method was used in this study. This study would like to present the profile of students' self-efficacy who used virtual chem-lab in hybrid learning. ![]() Self-efficacy is one of the affective outcomes that affect students' motivation and learning. It could be concluded that using virtual laboratory and simulation applications had a positive impact on improving students’ scientific knowledge, scientific process, decision-making ability and developing expert thinking skills. The total mean score of the decision-making scale in the experimental group in the post-scale (82.32☑0.87) was significantly higher than the pre-scale score (70.85☙.80) (p=0.001). The post scores for the decision-making scale showed a significant difference between students in the control group and the experimental group (p=0.001). A comparison of the pre-post score for the expert thinking test showed a significant improvement in students’ performance (p=0.001). The results showed that students in the experimental group were significantly higher than students in the control group in the total mean score of the expert thinking test (27.89 versus 12.47 p=0.001, η2=0.71). Each group completed a particular pre- and post-tests for expert thinking and decision-making skills. The virtual laboratory is considered one of the latest technologies in the field of education that aims to develop the educational skills of students such 100 hundred school students from a public all-girl primary school in east Gaza were divided into two groups to participate in a quasi-experimental study. So that, this instrument is appropriate to collect the data. The findings showed that 26 items match into the Rasch Model with reliability person and reliability item of 0.84 and 0.97. Rasch Model used to analyse the data that met the unidimensionality, item fit, difficulty or ability estimation, reliability, and information function. The expert confirmed the content validity with 26 items that had been administered to 60 students in senior high school. The data was obtained through a self-efficacy questionnaire. This research used research and development (R&D) method. The objective of this study was to develop an instrument of chemistry student virtual Laboratory self-efficacy (CSVL-SE) in a virtual laboratory within the chemical equilibrium topic. ![]() self-efficacy consists of six aspects, namely the choice of activities, effort, perseverance, learning, achievement and strategy orientation. It is a part of the social cognitive theory in the chemistry learning process. Self-efficacy is described as an individual’s beliefs about their abilities to complete an action. ![]()
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