Science Majors’ Perception of Virtual Laboratory Simulation Learning Towards Academic Performance in Biology.

This study evaluated the science majors’ perception of virtual laboratory simulation learning towards academic performance in biology. The study involved a sample size of 60 Bachelor of Secondary Education major in science students who were selected using purposive sampling. Data was gathered through an adapted questionnaire assessing four key domains: Perceived Usefulness, Perceived Ease of Use, Attitude Towards Use, and Behavioral Intention. The instrument demonstrated good internal consistency, yielding a Cronbach’s alpha coefficient of 0.812. Descriptive statistics were used to analyze the level of student perception. While the Pearson product-moment correlation coefficient was applied to determine the relationship between virtual simulation perception and academic performance. The results showed that students generally had a positive perception of virtual laboratory simulation learning (overall mean= 2.75). However, statistical analysis revealed no significant relationship between virtual laboratory simulation learning perception and students’ academic performance in biology, with a correlation coefficient of r= -0.088 and p-value of p=0.503 (p>0.05). Consequently, the null hypothesis was failed to be rejected. These findings suggest that while students appreciate virtual simulations as supplementary tools, perception alone does not directly dictate academic outcomes in biology.

Virtual Laboratory Simulations, Academic Performance, Biology Education, Student Perception, Technology-Mediated Learning, Science Education

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