IMPACT OF VIRTUAL LABORATORY ON VOLUMETRIC ANALYSIS IN CHEMISTRY AMONG SENIOR SECONDARY SCHOOLS

ATTENTION:

BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!

INFORMATION:

YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COST N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR

YOU CAN CALL: 08068231953, 08137701720

WHATSAPP US ON: 08137701720

IMPACT OF VIRTUAL LABORATORY ON VOLUMETRIC ANALYSIS IN CHEMISTRY AMONG SENIOR SECONDARY SCHOOLS

CHAPTER ONE

INTRODUCTION

BACKGROUND OF THE STUDY

Information technology (IT) is being increasingly used and integrated in all areas of secondary and tertiary education. The use of technology can facilitate more studentcentred and inquiry-based learning, and allow for a flipped classroom where content is covered outside of class and application and/or feedback occurs during class time (Bowen 2012; Esson 2016; Fitzgerald and Li 2015; Kubicek 2005). One of the ways in which IT has been employed in chemical education is using various technology tools for engagement and assessment, for example, Wiki, Moodle, Web 2.0, Blackboard (Ballesta-Claver et al. 2011; Biasutti and El-Deghaidy 2014; Farrell and Krause 2014; Franklin and Smith 2015; Morton and Uhomoibhi 2011), allowing to organise both asynchronous and synchronous modes of interaction. Electronic tools are feasible when designing interactive course textbooks (Nilsson et al. 2010), optimising different computational procedures (Young 2011), assessing learning outcome achievement and providing feedback.

STATEMENT OF THE PROBLEM

The role of experience in learning is well known. It is especially important in learning of the sciences. Learning models based on experience date back to the ideas of British empiricism and John Locke; John Dewey’s philosophy of pragmatism; Jean Piaget’s theory of cognitive development; David Kolb’s experiential learning, etc. These models imply a concrete experience, an active laboratory experimentation, in which the learner ‘touches all the bases’ (Kolb, Boyatzis, and Mainemelis 2001, p. 22) and has a tactile contact with the object of study. Effective learning is seen when the learner progresses through a cycle of four stages: of (1) having a concrete experience followed by (2) observation of and reflection on that experience which leads to (3) the formation of abstract concepts (analysis) and generalisations (conclusions) which are then (4) used to test hypothesis in future situations, resulting in new experiences (Kolb, Boyatzis, and Mainemelis 2001).

RESEARCH OBJECTIVES

To understand the extent technology can be used when organising laboratory exercises, investigation and experiments?
To know if Laboratory work is a typical form of experiential learning.
To know if Laboratory course is an essential component of the university chemistry study.

RESEARCH QUESTIONS

To which extent can technology be used when organising laboratory exercises, investigation and experiments?
Is Laboratory work is a typical form of experiential learning.
Is Laboratory course is an essential component of the university chemistry study.

RESEARCH HYPOTHESIS

H0: Laboratory course is not an essential component of the university chemistry study.

1: Laboratory course is an essential component of the university chemistry study.

SIGNIFICANCE OF THE STUDY

This work provides more information for future researchers, it provides references for policy makers

SCOPE OF THE STUDY

This research was conducted among schools from selected areas.

HOW TO RECEIVE PROJECT MATERICAL(S)

After paying the appropriate amount (#5,000) into our bank Account below, send the following information to

08068231953 or 08168759420

(1) Your project topics

(2) Email Address