Virtual experimental platforms in chemistry laboratory education and its impact on experimental self-efficacy

Abstract

Self-efficacy is an important determinant in successfully attempting a task. In the area of education, self-efficacy plays a crucial role in causing behavioral changes, resulting in enhanced performance over the course of learning. In chemistry education, students often develop anxiety towards performing experiments due to the perceived negative outcomes resulting from lack of understanding and improper experimentation. This anxiety negatively impacts the self-efficacy of students in performing laboratory experiments. We define student-held beliefs about their experimental skills as ’experimental self-efficacy’ (ESE), and examine the four prominent factors that impact ESE in chemical laboratories. Through the development of an instrument, this work characterizes ESE and the impact of pre-laboratory interventions such as exposure to virtual laboratories (VL) on ESE and conceptual knowledge of students. Furthermore, analysis using statistical techniques such as t-tests and dissimilarity matrices reveal the positive impact of VL in enhancing students’ ESE.