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Dissertation/Thesis Abstract

A Comparison of Traditional and Virtual Labs in Physics
by Marble, Jacob Earl, Ed.D., Piedmont College, 2017, 122; 10744612
Abstract (Summary)

This study investigated whether or not lab type, traditional lab or virtual lab, influenced students’ engagement. To measure student engagement six students were videoed over the course of an 18-week semester while conducting 10 lab experiments. To analyze student engagement, a systematic visual comparison in the tradition of single case research design was utilized. The results from the video analysis showed that there was no difference in engagement based on lab type. This study also investigated whether or not lab type, traditional or virtual, affected the ability to make real-world connections. The real-world connection data consisted of students from two separate semesters. An expert panel of teachers from various school districts were utilized to develop the questions and the rubric used to determine how well students made real-world connections. A repeated measures ANOVA was used on the real-world connection data. The results from the ANOVA did yield statistically significant results, but the lab order had a statistically significant effect on mean scores and variance. These results indicated that lab type was only one of many variables that influence the dependent variables.

Indexing (document details)
Advisor: Moody, Michael
Commitee: Cook, Russ, Dooley, Debra
School: Piedmont College
Department: Education
School Location: United States -- Georgia
Source: DAI-B 79/08(E), Dissertation Abstracts International
Subjects: Physics, Science education
Keywords: Engagement, Real-world connections, Traditional labs, Virtual labs
Publication Number: 10744612
ISBN: 978-0-355-76468-0
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