Virtual Simulation based Instruction - An effective means to improve Learning of Chemistry at higher secondary level

This study explores the effectiveness of Virtual Simulation based Instruction (VSI) as an innovative pedagogical tool for enhancing the learning of chemistry among higher secondary school students. Employing a pre-test, post-test non-equivalent groups design, the research involved 100 Class XI students from a higher secondary school in Kottayam District, India. Participants were divided into two groups: one (n=50) received instruction through VSI, while the other (n=50) was taught using the traditional Activity Oriented Method of Instruction (AOMI). Over a 20-day instructional period covering the topic "Organic Chemistry – Some Basic Principles and Techniques," student achievement was assessed using a researcher-developed test. Statistical analyses including t-test and ANCOVA, indicated that students in the VSI group demonstrated significantly higher achievement than those in the AOMI group across all measured domains. The results affirm VSI as an effective strategy for improving conceptual understanding and application in chemistry at the higher secondary level. These findings have valuable implications for educators and curriculum developers aiming to integrate virtual technologies into science education.