Title:
INFLUENCE OF INTEGRATING VIRTUAL AND PHYSICAL LABORATORIES ON KENYAN STUDENTS’ ACQUISITION OF SCIENCE PROCESS SKILLS IN BIOLOGY

Authors:
Matiba Ongaya Vincent, Ongowo Richard, and Samuel Oyoo

Abstract:
Biology is the science of life. It enables learners to understand life processes, improvements in agriculture, advancements in medicine and how to address environmental challenges. Kenya Certificate of Secondary Education (KCSE) biology performance has been generally low for the past 5 years, with national mean sore ranging between 18% and 35%. Learners struggle with acquisition of science process skills (SPS). These skills allow learners to describe events and objects, question what they have learnt and construct explanations based on the existing body of knowledge. These skills therefore are very imperative in enabling learners to perform above average especially in practical examinations in biology. This study therefore, determined the influence of using integrated virtual and physical laboratories on acquisition of science process skills (SPS).The study borrows heavily from constructivist learning theory as explained by the works of Vygotsky (1978) and Piaget (1973). Quasiexperimental research design, using Solomon fourfold nonequivalent group design was used to execute the study. The study targeted a population of 1,946 form two learners and 26 Biology teachers of Butere sub county Kenya. The study sample size was 198 students and 4 teachers of biology both sampled using simple random sampling and purposive sampling. Acquisition of SPS was the dependent variable, while instructional strategy at two levels; use of integrated virtual and physical laboratories and Conventional Instructional Strategies formed the independent variable. The intervening variable was the students’ attitude in biology. Piloting of the study was done two weeks before the actual study in two secondary schools within Butere Sub County. Data was collected using Integrated Science Process Skills test (ISPST). The research instrument was validated using Expert Judgment while reliability was determined using Kuder- Richardson formula (K-20) using data obtained from the pilot study. The instrument reliability coefficient was 0.877. Data was analyzed descriptively using mean sores percentages and standard deviations. Null hypothesis was tested at statistical significance level of alpha 0.05 using One-Way ANOVA and independent sample t- test. Findings revealed that use of integrated virtual and physical laboratories had significantly superior influence on students’ acquisition of SPS relative to the use of Conventional Instructional Strategies.

Keywords:
Science Process Skills, Integrated Virtual and Physical Laboratory

DOI:
https://doi.org/10.37500/IJESSR.2026.9224

Date of Publication: 30-04-2026