EFFECTIVENESS OF VIRTUAL LABORATORY ON GRADE EIGHT STUDENTS’ SPATIAL ABILITY

Abstract

This study examines how virtual laboratory improves and enhances 8th grade students’ spatial ability to learn electricity-related subjects in the Sultanate of Oman. A quasi-experimental pre-test and post-test were used to analyse the data obtained from fourteen girls aged 14-15. The findings demonstrate that the virtual lab, as opposed to the physical one, developed students' mental rotation, spatial visualisation, and overall spatial ability. The results emphasise that by using the virtual laboratory, pupils are able to visualise non-perceptible phenomena and processes. The study recommends that a future study be conducted on how virtual laboratories effects 8th grade students’ cognitive and conceptual abilities in physics and electricity.