e-ISSN: 2550-1461 https://ijeisr.net
IMPLEMENTATION OF VIRTUAL LABORATORY IN LEARNING BIOLOGY TO IMPROVE STUDENTS’ ACHIEVEMENT, SCIENCE
PROCESS SKILLS AND SELF EFFICACY
Rafiza Rosli1 Nor Asniza Ishak2
1Schoof of Educational Studies, University of Science Malaysia, Malaysia (E-mail: rafizarosli@gmail.com)
2Schoof of Educational Studies, University of Science Malaysia, Malaysia (E-mail: asnizaishak@usm.my)
Abstract: The use of virtual laboratory in teaching and learning is intended to achieve the fourth Sustainable Development Goal (SDG4) of providing high-quality STEM education.
Virtual laboratory is a medium that can help students to improve their STEM literacy which is in line to the Malaysian Educational Digitalization Policy. The application of virtual laboratory can be extended to all fields of science, including biology. This study aims (i) to determine the level of difficulty in learning topics from Secondary School Standard Curriculum (KSSM) Biology Form Four (ii) to determine the level of understanding in learning biology among Form Four students, (iii) to explore the implementation of teaching and learning processes in Biology, and (iv) to determine the level of readiness to use virtual laboratory in learning Biology among Form Four students. This research employs both quantitative and qualitative methods. A total of 107 Form Four students from five national secondary schools in the district of Kota Bharu, Kelantan, were selected in the study. In addition, three biology teachers were interviewed to explore how they implemented the teaching of Biology in classroom. A questionnaire to determine the level of difficulty in biology learning topics, a diagnostic test, a teacher’s semi-structured interview protocol, and a questionnaire on the level of readiness to use virtual laboratory in biology learning were the instruments utilized for the study. This initial study found out that the learning topic Nutrition and Human Digestive System emerged as the main focus to develop virtual laboratory in Biology. The result from the diagnostic test, shows that level of students’ understanding on the concept of nutrition and digestion was low. From the interviews conducted, five themes were identified. In terms of readiness (knowledge, skills and attitude), it was found out that the students’ readiness was moderate. Hence, there is a potential to improve the process of teaching and learning in Biology through the application of virtual laboratory.
Keywords: Biology, Virtual Laboratory, Nutrition, Human Digestive System
1. INTRODUCTION
The United Nations General Assembly (UNGA) has set the fourth Sustainable Development Goal (SDG4) to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all by 2030 (UNGA, 2015). The Malaysian Education Blueprint 2013-2025 is aligned with SDG4's goals and vision through the strengthening of Science, Technology,
Engineering and Mathematics (STEM) Education (Ministry of Education Malaysia [MOE], 2013). The integration of technology in teaching and learning (T&L) in schools can help to improve STEM education. For instance, using computer simulation and animation to teach students is in line with the current technology advancements that can enhanced the ability to offer students with relevant scientific skills and knowledge that will help them reach their goals (MOE, 2021; Curriculum Development Division [CDD], 2018).
In 1999, Malaysia for the first time participated in the assestment for Trend in Mathematics and Science Studies (TIMSS) to benchmarked the Malaysian students performance particularly those in Grade Eight (Form Two) at an international level (MOE, 2013). This was to ensure that the quality of Science and Mathematics education in Malaysia is comparable to that of other ASEAN countries like Singapore and Japan (Nur Sahrizan Serman et al., 2020). Biology, Chemistry, Physics, and Earth Science are the four key content domains for the TIMSS Grade Eight Assessment in Science. According to the TIMSS 2019 National Report, Malaysia lagged behind Singapore and Japan (Education Planning And Research Division [EPRD], 2019). Table 1 shows the Malaysia's TIMSS performance in comparison to Singapore and Japan for 2007, 2011, 2015, and 2019.
Table 1: Achievement of Malaysia, Singapore and Japan in Biology Domain (Average Score)
Year Malaysia Singapore Japan
2007 469 564 553
2011 427 594 561
2015 466 609 570
2019 463 622 574
Source: TIMSS National Report 2007, 2011, 2015 and 2019
Table 1 reveals that Malaysia had an average score of less than 475 in 2007, 2011, 2015, and 2019 compared to Singapore and Japan, who have the highest international benchmarks.
Singapore and Japan continue to be at the top of the TIMSS rankings. Their success should be replicated by other nations (Nur Sahrizan Serman et al., 2020), particularly in terms of educational practise (Nur Sahrizan Serman et al., 2020; Lay & Chandrasegaran, 2016).
Malaysia's performance makes it difficult to attain the key educational transformation outcomes since students still strugling with scientific literacy. Scientific literacy is essential at the lower secondary level because it is the foundation for learning Biology in form four.
Students can enhance their scientific literacy by mastering the science process skills through the experiment activities. However, most of the experiments cannot be conducted due to several obstacles such as time constraint (George & Kolobe, 2014), lack of apparatus and materials, high costs (Syahfitri et al., 2019), ineffective teaching and learning strategies (Edy Hafizan Mohd Shahali et al. 2017; Lilia Halim, 2015; Cimer, 2012) and the students are not serious while conducting experiments (Kannan Rajagopal, 2016). Furthermore, other factors are classroom control problems and imperfect laboratory infrastructure (Edy Hafizan Mohd Shahali et al. 2017; Norazilawati Abdullah et al., 2016; Tuysuz, 2010). In addition to that, the COVID-19 pandemic has affected the physical laboratory practicums (Gungor et al., 2022;
Sriadhi et al., 2022). Due to these limitations, teachers are forced to rely solely on experimental demonstrations (Solikhin et al., 2018; Norazilawati Abdullah et al., 2016). As a result, students are less competence (Sriadhi et al., 2022) especially in aquiring the effective science process skills.
Besides the acquisition of science process skills, students must also possess high self efficacy especially in Biology. Self efficacy is student's belief in their ability to complete learning activities in order to attain studies’ goals (Nurul Shahhida Abu Bakar et al., 2018;
Firmansyah et al., 2018; Dohn et al., 2016, Bandura, 1977). According to Dai and Cromley (2014), students’ low self efficacy is a major cause of student dropout from STEM. Fear, lack of confidence, and anxiety about STEM courses, particularly Biology, contribute to the student reluctant to enrol in the science stream (Rose Amnah Abd Rauf, 2016). Malaysia is going through the same experience. In 2021, only 34.54 percent of Form Four students choosed the STEM stream, compared to 65.46 percent who choosed the art stream (National STEM Center, 2021). Hence, the policy of 60:40 appears to be difficult to achieve. Furthermore, majority of students lack of knowledge about study skills and lack of confidence to try something new (Fadhilah Abtholuddin, 2013). This is consistent with Jaswardi Anwar Md. Yaacob (2017), who claims that the biggest problem faced by students is ineffective learning biology strategies.
Due to low self efficacy, students are less able to grasp the various biology concepts. This is related to difficulties for students to engage in meaningful learning. Appropriate teaching strategies are critical to ensure that students' interest in biology does not deteriorate (Jaswardi Anwar Md. Yaacob, 2017).
Therefore, there is a need to integrate technologies in T&L such as the use of virtual lab to overcome the challenges in learning biology. Virtual laboratory (virtual lab) can be used in almost every discipline of study, including biology. Virtual labs are the online tools that allow students to conduct experiments via websites (Sriadhi et al., 2022; Chan et al., 2021;
Aljuhani et al., 2018; Falode, 2015; Bajpai, 2013; Murniza Muhamad et al., 2012; Babateen, 2011). Based on past researchers, it was found out that the virtual labs able to provide an effective solution to improve students’ learning outcome such as achievement (Hartini et al., 2019; Coleman & Smith, 2018; Makransky et al., 2016; Polly et al., 2014), scientific process skills (Syahfitri et al., 2019; Norazilawati Abdullah et al., 2016; Bonser et al., 2013) and self- efficacy (Goudsouzian et al., 2018; Reece, 2017; Kandi, 2013) in Biology.
In conjunction with the above, this study is conducted with the aims (i) to determine the level of difficulty in learning area from Secondary School Standard Curriculum (KSSM) Biology Form Four (ii) to determine the level of understanding in learning biology among Form Four students, (iii) to explore the implementation of teaching and learning processes in Biology, and (iv) to determine the level of readiness to use virtual lab in learning Biology among Form Four students.
2. LITERATURE REVIEW
Secondary School Standard Curriculum (KSSM)
The Secondary School Standard Curriculum (KSSM) Biology Form Four are divided into two themes: Fundamental of Biology and Physiology of Humans and Animals (CDD, 2018). The Fundamental of Biology has seven learning areas while Physiology of Humans and Animals has eight learning areas. Table 2 shows the learning areas covered in KSSM Biology Form Four.
Table 2: Learning Areas in KSSM Biology Form Four
Fundamental of Biology Physiology of Humans and Animals Introduction to Biology and Laboratory Rules Respiratory System in Humans and Animals Cell Biology and Organisation Nutrition and Human Digestive System Movement of Substances Across Plasma Membrane Transport in Humans and Animals Chemical Composition in a Cell Immunity in Humans
Metabolism and Enzyme Coordination and Response in Humans
Cell Division Homeostasis and the Human Urinary System
Cellular Respiration Support and Movement in Humans and Animals
Sexual Reproduction, Development and Growth in Humans and Animals
Source: Curriculum Development Division (2018)
All of the learning areas envisage students to develop their cognitive, psychomotor, and as well as their affective domain. From a cognitive domain, student achievement in biology is determined by the extent to which students master a concept and apply that knowledge in the real-life situations. Meanwhile, psychomotor components such as science process skills are prioritised in high-quality STEM education. Science process skills are cognitive abilities that are used to design and carry out scientific investigation (Murugan Mini Ratamun, 2020; Noor Fadzilah Aris & Shakinaz Desa, 2012). Practical work is very crucial to develop students’
science process skills (Mat Rasid Ishak, 2014). In adition, the biology curriculum is constructed to emphasize scientific attitudes and values such as self-efficacy. Self-efficacy refers to a person's belief in their ability to complete a task in order to attain learning goal (Firmansyah et al., 2019; Ramnarain & Ramaila, 2018, Dohn et al., 2016), which is very important when learning biology. Students' self-efficacy can also be observed in how persistent they are in doing the experiments (Kolil et al., 2020).
Virtual Lab in Biology
The use of technology in education is transforming the traditional classroom method to a more flexible approach (Martn-Gutiérrez et al., 2017; Say & Pan, 2017). Generally, virtual learning environment, such as computer simulations aid the T&L process (Aljuhani et al., 2018) especially when abstract concepts are involved (Peechapol, 2021; Hartini et al., 2019; Martn- Gutiérrez et al., 2016). Simulated learning also motivates students to learn actively and independently in order to solve real-world problems (Campos et al., 2020). A virtual lab is used to conduct the experiment activities (Murugan Mini Ratamun, 2018; Babateen, 2011). In addition, virtual labs are designed to overcome complex and potentially risky experiments (Kolil et al., 2020). Through the virtual lab, students can control the variables in the experiment virtually and observe the experimental results in visual representations such as changes in solution color, mass and temperature (Bactol et al., 2017). In addition, students able to relate learning theory to practice by simply accessing a virtual lab via a computer without having to be in a real lab (Potkunjak, 2016; El-Sabagh, 2010).
3. METHODOLOGY
This research employs both quantitative and qualitative approaches. A total of 107 Form Four students from five national secondary schools in Kota Bharu, Kelantan, were selected in the study. In addition, three biology teachers were interviewed to explore how they implemented the teaching of Biology in classroom. The instruments comprised of a questionnaire to determine the level of difficulty in biology learning areas, a diagnostic test, a teacher interview
protocol, and a questionnaire on the level of readiness to use virtual laboratory in biology learning.
A questionnaire was used to conduct a survey on students’ level of difficulty of learning areas in the Secondary School Standard Curriculum (KSSM) Biology Form Four. The survey was used to find out appropriate learning areas for developing virtual lab in the T&L for Biology Form Four. The students were still learning from home while this research was conducted. Hence, this questionnaire was given to students through Google Form. The questionnaire, which is divided into two parts, was adapted from Murugan Mini Ratamun (2018) and Murniza Muhamad et al. (2012). Part A contains information about the respondents’
background, including email address, gender, and the grade they obtained in their Form Four year end assessment. Part B comprised of 15 items asking the level of difficulties in KSSM Biology learning areas. This part also provides a space for students to express their thoughts on the factors that contribute to problems in grasping the learning areas covered. This questionnaire employed a five-point Likert scale, with 1(very easy), 2 (easy), 3 (moderate), 4 (difficult), and 5 (very difficult).
After identifying one learning area to be focused in this study, a diagnostic test was employed to determine the level of students' understanding of learning area Nutrition and the Human Digestive System. This instrument consists of ten items was adapted from Çuçin et al.
(2020). Students must answer 'True' or 'False,' as well as provide a brief explanation for their answers. The researcher also conducted interviews with three Biology expert teachers to explore more about the implementation of T&L in Nutrition and Human Digestive System among the students. The teacher interview protocol was adapted from Nor Tutiaini Ab. Wahid (2019). This interview protocol is divided into three sections. The first part consists of steps to built rapport with the interviewees in order to develop a positive relationship with them. The second part is the question related to how teachers conducted T&L of the Nutrition and the Human Digestive System. Finally, the third section covers the conclusion and suggestion from the interviewees.
4. RESULTS
The Level of Difficulties in Learning Areas From Secondary School Standard Curriculum (KSSM) Biology Form Four
The students in this study were chosen based on the criteria that they have completed all 15 learning areas in KSSM Biology Form Four. The frequency and percentage of respondens by gender are shown in Table 3.
Table 3: Frequency and Percentage of Respondens by Gender Gender Frequency Percentage
Male 20 18.7
Female 87 81.3
Total 107 100.0
Based on Table 3, there were 20 male students (18.7%) and 87 female students among the respondens (81.3 %). It shows that more female students are enrolled in biology.
Meanwhile, Table 4 indicates the mean scores for the level of difficulties in the learning areas of KSMM Biology Form Four.
Table 4: The Mean Score for The Level of Difficulty in The Learning Area of KSMM Biology Form Four
Item Learning Area Mean Standard
Deviation
1 Introduction to Biology and Laboratory Rules 1.83 1.005
2 Cell Biology and Organisation 2.63 1.014
3 Movement of Substances Across Plasma Membrane 2.82 1.017
4 Chemical Composition in a Cell 3.07 1.021
5 Metabolism and Enzyme 3.19 1.083
6 Cell Division 3.45 1.101
7 Cellular Respiration 3.07 1.118
8 Respiratory System in Humans and Animals 3.31 1.094
9 Nutrition and Human Digestive System 3.47 1.031
10 Transport in Humans and Animals 3.45 1.030
11 Immunity in Humans 2.74 1.085
12 Coordination and Response in Humans 3.37 1.005
13 Homeostasis and the Human Urinary System 3.77 1.087
14 Support and Movement in Humans and Animals 3.51 1.102
15 Sexual Reproduction, Development and Growth in Humans and Animals 3.53 1.152
Based on Table 4, there are 11 learning areas that are difficult for students to master with a mean value greater than 3.00. According to Murniza Muhamad et al. (2012), average mean score 3.00 or above indicates difficult learning area for students to grasp. The learning areas are Homeostasis and Human Urinary System (Mean= 3.77), Sexual Reproduction, Development and Growth in Humans and Animals (Mean = 3.53), Support and Movement in Humans and Animals (Mean= 3.51), Nutrition and Human Digestive System (Mean= 3.47), Cell Division (Mean= 3.45), Transport in Humans and Animal, Human Coordination and Response (Mean= 3.37), Human and Animal Respiratory Systems (Mean= 3.37), Metabolism and Enzymes (Mean= 3.19), Cell Respiration (Mean= 3.07), and Cell Chemical Composition (Mean= 3.07). The five most difficult learning areas are Homeostasis and the Human Urinary System (Mean= 3.77), Sexual Reproduction, Development and Growth in Humans and Animals (Mean= 3.53), Support and Movement in Humans and Animals (Mean= 3.51), Nutrition and the Human Digestive System (Mean= 3.47) and Cell Division (Mean= 3.45).
The level of Understanding in Learning Biology Among Form Four Students
Table 5 shows the results of the diagnostic tests that were performed by the students. Out of 107 students, only 60 managed to answer due to internet access difficulty. According to Maimunah Nasir (2016), students with scientific understanding, are those who answer questions correctly and provide the correct explanation. A semi-scientific understanding is defined as the student who responds correctly in their answer of true or false, but provides an incorrect explanation. Meanwhile, misconceptions are students who give incorrect answers.
Based on Table 5, the third item ‘The most important organ of the digestive system is the stomach’ was the most commonly misunderstood (83%) by students, followed by the eighth item ‘Melting of sugar in the mouth is a digestive event’ (77%) and the first item ‘Digested foods are directly added in the blood circulation’ (71%). Item 10 ‘Chemical digestion of proteins starts in the mouth and ends in the small intestine’ was the least misconseption (27%).
Table 5: Results of the Diagnostic Tests
Statements Students’ Understanding
Scientific Understanding
Semi-Scientific Understanding
Misconception 1. Digested foods are directly added in the
blood circulation.
7 17 36
2. ATP is not used during digestion. 1 32 27
3. The most important organ of the digestive system is the stomach.
2 8 50
4. Vitamins and minerals pass directly into the blood without being digested.
2 26 32
5. Bile is an enzyme. 7 37 16
6. During digestion, fluids go to the small intestine and solids to the large intestine.
2 23 35
7. Bile is produced in the gallbladder. 18 13 29
8. Melting of sugar in the mouth is a digestive event.
0 14 46
9. Fats taken with food come to the small intestine without any digestion in the mouth and stomach.
10 16 34
10. Chemical digestion of proteins starts in the mouth and ends in the small intestine.
22 12 16
Table 6 provides the details explanation about the questions that are related to the students misconceptions.
Table 6: Example of Students’ Misconceptions
Statements Misconceptions
The most important organ of the digestive system is the stomach.
True. The stomach synthesizes proteins and also kills the bacteria.
True. There are many process occur in stomach.
True. Stomach is very important in digestive system. It digest the food eaten into a semifluid called chyme.
Melting of sugar in the mouth is a digestive event.
True. Sugar is synthesised by salivary amylase.
True. The presence of sugar stimulate the secretion of salivary amylase by salivary glands.
True. Melting of sugar is a physical digestion.
Digested foods are directly added in the blood circulation.
True. Digested food are simple molecules.
True Digested food will provide energy to the cells.
True. Digested food are the simple molecules that can be absorbed in the blood capillary.
Teacher Interview
The following are some of the themes that emerged from the interviews with the three expert teachers.
Theme 1: The Importance of Nutrition and The Human Digestive System
This conclusion is based on feedback from three teachers who all agree that Nutrition and the Human Digestive System is closely related to real life.
In fact, we know that biology is knowledge about living things. So, indeed the topic of Nutrition and the Human Digestive System is closely related to humans.
(Teacher 1)
This topic is associated to health concerns. For example, if you don't know about nutrition, what do you consume, and how do you wish to relate to health difficulties.
(Teacher 2) Biology is about our real life. The knowledge of nutrition help the students to consume an appropriate portion of food.
(Teacher 3)
Theme 2: The Existence of Misconception in Nutrition and Digestive System
Findings from the interviews found that there are misconceptions in Nutrition and Human Digestive System among students.
Students still do not understand that carbohydrates contain a high sugar content.
(Teacher 1) Students having misconception especially in naming the enzyme.
(Teacher 2) Most of the students having misconception regarding the optimum pH of enzyme reaction.
They were confused why starch cannot be digested in the stomach as salivary amylase also enter stomach.
(Teacher 3)
Theme 3: The Importance of Using Modules to Overcome Misconceptions
Various strategies that can be applied by teachers to increase the effectiveness of 21st century skill. The teachers agreed that the use of modules as one of the teaching approaches is suitable to enhance the 21st century skill among students.
We created the module to make teaching easier. We noticed that the students enjoyed the module and we decided to expand it to all students.
(Teacher 2) Students learn better if the module contain many questions.
(Teacher 3)
Theme 4: Problems in Conducting the Experiments in Nutrition and the Human Digestive System
Experiment activities provide a platform for students to investigate, question, generate ideas as well as gain an in-depth understanding of a biology phenomenon (Almroth, 2015). However, based on the teacher interviews, it was found that there are constraints in conducting the experiment effectively.
The use of apparatus must be correct. For example in Vitamin C experiment, if the students drops the juice too quickly, then it will affect the result.
(Teacher 1) The students are not exposed to laboratory equipment in lower secondary. So, they were not well train especially in mastering the science process skills.
(Teacher 2) The time for the experiment is limited especially when involved many procedures. For example in the experiment to test the presence of starch, the student need to immerse the test tube in water steam for 10 minutes.
(Teacher 3)
Theme 5: The Level of Readiness Among Teachers Towards the Implementation of Virtual Lab in the T&L Biology
The teachers have a good level of readiness especially in terms of knowledge to apply the virtual laboratory in T&L Biology.
The virtual lab in the context of university and school are different. So, we need to collaborate with teachers on how to apply experiments related to nutrition through a virtual lab.
(Teacher 2) In fact, I have seen a virtual lab in Penang. It was interesting. The virtual lab is about simulation to dissect the frog.
(Teacher 3)
The Level of Readiness to Use Virtual Lab in Learning Biology Among Form Four Students Table 7 shows the findings of the level of readiness of students in terms of knowledge in using virtual lab. Based on Table 7, most students (43%) agreed with the first item which is "I know the concept of virtual laboratory" while only a small number of students strongly disagree (7.5%) with this item. For the second item, "I know the sofware of virtual lab simulation", majority of students quite agree (45.8%) while only 3.7 percent of students strongly agree. Next for the third item “I know the learning materials of virtual lab in biology” showed that 36.4 percent of students agreed while only 2.8 percent of students strongly disagree. Finally for the fourth item, “I have knowledge to learn biology through virtual lab” showed majority of students (36.4%) quite agree while small number of students strongly disagree (2.8%).
Table 7: The Level of Readiness to Use Virtual Lab in Learning Biology Among Form Four Students (Knowledge)
Statements Strongly
Disagree (%)
Disagree (%)
Moderate (%)
Agree (%)
Strongly Agree
(%)
I know the concept of virtual lab 7.5 9.3 32.7 43.0 7.5
I know the sofware of virtual lab simulation
5.6 13.1 45.8 31.8 3.7
I know the learning materials of virtual lab in biology
2.8 15.9 32.7 36.4 12.1
I have knowledge to learn biology through virtual lab
2.8 12.1 36.4 32.7 15.9
Meanwhile, Table 8 shows the findings of the level of readiness of students in terms of skills in using virtual lab. Table 8 shows that most students (42.1%) quite agree with the first item which is " I am proficient in the use of virtual labs "while only a small number of students strongly agree (4.7%) with this item. For the second item, "I often use virtual labs to study Biology", majority of students agree (29.0%) while only 2.1 percent of students strongly agree.
Next for the third item “I can use a virtual labs if there is a shortage of apparatus and materials in the school laboratory” showed that 37.4 percent of students quite agree while only 6.5 percent of students strongly disagree. For fourth item “I can use a virtual lab when I can’t conduct experiments in the lab” most of the students quite agree (34.6%) while only 8.4 percent strongly disagree with the statement. Finally for the fifth item, “I can study more than one experiment in a period of time of biology” majority of them agree (37.4%) while small number of students strongly disagree (4.7%).
Table 8: The Level of Readiness to Use Virtual Lab in Learning Biology Among Form Four Students (Skill)
Statements Strongly
Disagree (%)
Disagree (%)
Moderate (%)
Agree (%)
Strongly Agree
(%) I am proficient in the use of virtual labs 10.3 15.0 42.1 28.0 4.7 I often use virtual labs to study Biology 10.3 20.6 28.0 29.0 2.1 I can use a virtual labs if there is a
shortage of apparatus and materials in the school laboratory.
6.5 19.6 37.4 24.3 12.1
I can use a virtual lab when I can’t conduct experiments in the lab
8.4 16.8 34.6 23.4 16.8
I can study more than one experiment in a period of time of biology.
4.7 15.0 27.1 37.4 15.9
Table 9 shows the findings of the level of readiness of students in terms of attitude in using virtual lab. From Table 9, most students (31.8%) agree with the first item which is " I am willing to use a virtual lab in learning biology "while only a small number of students strongly agree (3.7%) with this item. For the second item, "I am committed to use virtual labs in learning biology", majority of students quite agree (33.6%) while only 4.7 percent of students strongly disagree. Next for the third item “I am able to follow the learning of biology through a virtual lab” showed that 34.6 percent of students quite agree while only 4.7 percent of students strongly disagreed. For the fourth item “I am confident that my knowledge of virtual labs is sufficient”, most of the students quite agree (38.3%) while only 5.6 percent strongly agree with the statement. For the fifth item, “I am very interested in using virtual labs in learning biology”
majority of them agree (31.8%) while small number of students strongly disagreed (6.5%).
Finally for the sixth item, “I feel comfortable using a virtual lab in learning biology” majority of them agree (31.8%) while small number of students strongly disagreed (7.5%)
Table 9: The Level of Readiness to Use Virtual Lab in Learning Biology Among Form Four Students (Attitude)
Statements Strongly
Disagree (%)
Disagree (%)
Moderate (%)
Agree (%)
Strongly Agree
(%) I am willing to use a virtual lab in
learning biology
3.7 10.3 25.2 31.8 29.0
I am committed to use virtual labs in learning biology
4.7 8.4 33.6 27.1 26.2
I am able to follow the learning of biology through a virtual lab
4.7 8.4 34.6 33.6 18.7
I am confident that my knowledge of virtual labs is sufficient.
10.3 17.8 38.3 28.0 5.6
I am very interested in using virtual labs in learning biology
6.5 10.3 31.8 30.8 20.6
I feel comfortable using a virtual lab in learning biology
7.5 18.7 28.0 31.8 14.0
5. DISCUSSION
Based on Table 1, the researcher will focus on learning area Nutrition and Human Digestive System in developing a virtual lab. This is one of the difficult learning areas for the students to master, with a mean score of 3.47. Furthermore, virtual lab in this learning area are still lacking in Malaysia. The teachers also revealed that there is a need to develop virtual lab for this area
of learning in order to improve student achievement, science process skills, and self-efficacy.
Meanwhile, when compared to Homeostasis and Human Urinary System, Sexual Reproduction, Development and Growth in Humans and Animals, and Support and Movement in Humans and Animals, this learning area contains many experiments to be conducted by the students (CDD, 2018).
According to the students’ feedback, majority of students stated Nutrition and the Human Digestive System is difficult because it contains many scientific terms that need memorisation. Students are on the opinion that the concepts of nutrition and the human digestive system are difficult to grasp because the concepts are too abstract and complex. This study's findings is in line with Wan Nasriha Wan Mohammad Salleh et al. (2021), Hendarto et al. (2019), and Nurul Hafizah Masni (2017), who stated that the concept of nutrition and the human digestive system is poorly understood. Furthermore, students expressed that they could not master this learning area due to teachers' inappropriate T&L approach. This affected the students' interest and motivation to study biology, as well as in their overall academic performance. Researchers have found out that low student achievement levels in biology are the result of teachers' ineffective teaching methods (Cimer, 2012; Gambari et al., 2012)
Based on Table 6, the main concepts that are less mastered by students are the structure of human digestion, chemical digestion process, absorption and assimilation. The findings of this study is consistent with Bozdag et al. (2017) and Çuçin et al. (2010) which found out that misconceptions can affect the student achievements’ in Nutrition and Digestive System. Thus, these learning standards will be our primary consideration of developing a virtual lab.
According to the interviews, the teachers agreed that Nutrition and Human Digestive System is very important in line with the goal of KSSM Biology, which is to develop science literacy among the students who can make decisions in solving real-life problems (CDD, 2018). Thus, students' knowledge of nutrition and the human digestive system should be developed through effective teaching strategies.
The teachers also were on the opinion that, misconceptions can still occur among Form Four students even though they have been exposed to the concept of nutrition and human digestive system during primary and lower secondary school. According to Subayani (2016), misconceptions can occur in anyone, including students, teachers, textbook writers, and trainee teachers due to several reasons such as found by Murni (2013), who stated that misconceptions occur when students are unable to clearly understand the digestive process that occur in internal organs, jargon terms are used, and the language used is too complex to understand. The effectiveness of biology learning depends on the level of students' mastery of a concept (Stevi & Haryanto, 2020). Most teachers face the challenge in explaining the abstract and complex biological concept. These difficulties lead to the formation of inaccurate ideas or misconceptions among students (Silva & Almeida, 2017). Teachers should play an important role in teaching the concept of nutrition and the digestive system in order to reduce misconceptions among students (Subayani, 2016). Thus, one of the efforts that teachers can reduce misconceptions about nutrition and the digestive system is to use technology in T&L (Stevi & Haryanto, 2020).
The teachers also revealed that the use of modules in the T&L process is a suitable effort to improve student performance in biology. According to Matanluk et al. (2013) and Fatimah Mohd Sarjan (2012), modular teaching provides teachers with holistic guidelines for
more effectively planning of T&L activities. The module should emphasize several aspects including individual differences, needs and abilities of students to learn (Khan et al., 2010).
In addition, various elements of 21st century skills can be integrated in a module to facilitate T&L. Utomo et al. (2020) found out that not many biology modules integrate technologies in their T&L such as computer simulations. Therefore, there is a need to develop biology modules that integrate virtual lab in line with the development of the digital technology era in the world (CDD, 2018; Smetana & Bell, 2012).
Another responds by the teachers, there are several problems to conduct experiments.
The findings of this study support previous studies in which the main challenges to conduct effective experiments were class control issues (Norazilawati Abdullah et al., 2016) and time constraints (Syahfitri et al., 2019). As a result, virtual lab offers an alternative solution to this problem to allow the students conduct experiments in any situation.
Video simulations as told by the teachers can also improve students' understanding of experiments, particularly in the learning area Nutrition and the Human Digestive System.
These findings support the research of Che Nidzam Che Ahmad et al. (2020) and Maldarelli et al. (2009), who discovered that practical videos can facilitate the students’ learning in Biology. However, Murugan Mini Ratamun (2018) give different opinion based on his study that video simulation lack of interactivity compared to virtual lab. Therefore the use of virtual lab is believed have potential in improving the students’ learning because it offers interesting activities that could increase students’ motivation (Usman et al., 2021; Ambusaidi et al., 2018;
Murugan Mini Ratamun, 2018; Son, J.Y., et al. 2016; Herga et al., 2016).
The findings of Table 7 show that more than 36 percent of the students have a good knowledge of virtual lab. This is due to the online classes during pandemic. The teachers show video to overcome the problem of implementation practical physically caused by the COVID- 19 (Sriadhi et al., 2022). Indirectly students were exposed to experiment simulation according to the context of KSSM. The findings of this study in line with Norliza Abd. Rahman et al., (2019) who showed that 38.1 percent of students know virtual lab eventhough they do not have in depth knowledge about it. Video simulation aim to provide visual representation and understanding in conducting experiments (Che Nidzam Che Ahmad et al., 2020). Therefore, the facilities for the implementation of virtual lab in Biology should be increase to facilitate the application of virtual lab in schools in order to increase students’ knowledge of virtual lab (Almuqbil, 2020, Valdehita et al., 2019; Sezer et al., 2013).
Furthermore the findings of Table 8 show that students have a moderate level of readiness in terms of skills in which students are quite prepared and understand the implementation of virtual lab in the learning of biology. However, Kalu (2019) found that the level of skills in using virtual lab in schools can still be improved. The students are able to use virtual lab better through guidance and training to improve skills in using virtual lab.
According to Almuqbil (2020), the implementation of training programs for students and teachers in improving skills in using virtual lab is insufficient. As a result, students and teachers do not have enough skills to apply virtual lab in the T&L process. Therefore, continuous training programs are essential to improve skills in using virtual lab among students as well as teachers (Soetan et al., 2020; George & Kalobe. 2014; Al Bawi & Salim, 2017; Alian & Al-Ghatim, 2017; Sezer et al., 2013).
Table 9 display that the students have a moderate level of readiness in terms of attitudes in which students are ready for the implementation of virtual lab in Biology. Students' attitudes can be maintained and enhanced by providing more quality training to increase learning motivation in using virtual lab (Almuqbil, 2020). In addition, workshops, seminars and courses need to be plan to create awareness and interest to students, teachers and stakeholders about the effectiveness of the use of virtual lab in the T&L process (Yildirim, 2021).
6. CONCLUSION
This study has found out that the application of virtual lab has a great potential to improve T&L process mainly in Biology. The result of this study can be used to develop an effective virtual lab, generally in the learning area Nutrition and Digestive System in Human. In addition, virtual lab is a platform to overcome the problem arises in doing experiments in the physical laboratory. It also provides opportunities to see how the classroom knowledge is applied in the context. This approach also anticipates that the students would increase the interest towards Biology as well as improve their science process skills and learn better by learning through virtual lab. It is recommended that facilities for implementation of virtual lab in schools are increased and more training be given to teachers.
ACKNOWLEDGMENT
Full appreciation is given to the Ministry of Education (MOE) Malaysia on the sponsorship of the Hadiah Latihan Persekutuan (HLP) and Universiti Sains Malaysia (USM) to enable this study to be implemented successful.
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