A Comparative Study of Virtual and Real Laboratory Approaches on Senior High School Students’ Conceptual Understanding Of Geometric Optics.

Abstract

This study compared the effectiveness of real and virtual laboratories in the teaching and learning of geometric optics on senior high school (SHS) students’ conceptual understanding in the Nandom and Lawra Municipalities of Ghana. Specifically, the study sought to determine the availability of teaching and learning materials for optics, the difference in conceptual understanding between students exposed to real and virtual laboratories, and how students develop conceptual understanding through virtual laboratories. A multi-phase mixed method design was adopted. Data were collected through pre- and post-tests, inventories of teaching and learning resources, and students’ reflections, and analysed using descriptive, inferential, and thematic approaches. The results indicated that schools lacked adequate physical resources for practical optics instruction. Posttest analysis revealed no statistically significant difference between the experimental group (M = 19.55, SD = 3.896) and the control group (M = 19.76, SD = 3.660; t(107) = -0.295, p = 0.768). Both groups showed improvements over the pretest, as students provided accurate explanations with correct terminology, identified normal incidence and matching refractive indices without misconceptions, and constructed appropriate ray diagrams. Thematic analysis revealed five key processes through which virtual laboratories enhanced conceptual understanding: interactive simulations, visual representations, independent exploration, real-time feedback, and increased confidence in applying concepts. It was concluded that both real and virtual laboratories effectively foster conceptual understanding, recommending their complementary use alongside improved laboratory resources, ICT infrastructure, and teacher professional development in Ghanaian SHSs.