Assessing the Effectiveness of First-year Geodetic Engineering Student\'s Learning on Balancing Chemical Equations through Virtual Laboratories

Abstract

Balancing chemical equations is one of the fundamental yet challenging concepts that first-year Geodetic Engineering students encounter as they develop their foundation in basic chemistry. With the objective to assess the effectiveness of a virtual laboratory in improving students’ understanding of balancing chemical equations, as well as to determine the learning gains before and after the intervention, the researchers measured the changes in students’ performance through a pre-test and post-test. Using a quantitative research design with a researcher-made assessment, the study aimed to capture how the virtual laboratory supported students’ learning. Data were analyzed using descriptive statistics to determine the improvement in students’ scores and their level of understanding of the topic. Findings revealed that the virtual laboratory contributed to better comprehension, as students showed increased accuracy in balancing chemical equations after the intervention. However, the limited number of respondents posed constraints on the generalizability of the results. The study suggests that future researchers should include larger groups of students and enhance virtual laboratory activities to further strengthen engagement and learning outcomes.

Introduction

The study investigates the effectiveness of virtual laboratories in teaching first-year Geodetic Engineering students to balance chemical equations. Traditional chemistry labs face challenges such as limited equipment, safety concerns, and logistical constraints. Virtual laboratories provide computer-generated simulations that allow students to perform experiments and analyze data in a safe, interactive, and flexible environment, bridging the gap between theoretical knowledge and practical skills.

The study employed a quantitative research design with pre-tests, post-tests, and perception surveys to measure students’ learning gains and engagement. Twenty-five first-year students from Batangas State University participated. Pre-test results indicated that while students had foundational theoretical knowledge, they struggled with practical balancing of chemical equations.

After the virtual laboratory intervention, post-test results showed notable improvement, particularly in conceptual understanding and procedural knowledge. High proficiency (84–100% success) was observed in several areas, though some complex questions on identifying correctly balanced equations still posed challenges. Overall mean scores increased from 16.9 (pre-test) to 19.5 (post-test), demonstrating learning gains.

Students’ perceptions of the virtual laboratory were positive, with high engagement and motivation reported. The tool was seen as interactive, enjoyable, and effective in enhancing interest and understanding of chemical concepts. The study concludes that virtual laboratories are an effective alternative instructional tool for improving students’ understanding and skills in balancing chemical equations, supporting modern trends in technology-enhanced science education.

Conclusion

In connection with the findings of the study, the following conclusions were drawn: 1) The first-year Geodetic Engineering students found it challenging to solve difficult and complex balancing chemical equations even though they already have a grasp of the foundational concept and balancing processes of the subject. 2) Students rated the virtual laboratory with high satisfaction, indicating that the platform is easy to use, engaging, and supportive of independent learning. 3) Improvement in students’ performance and positive feedback on the platform indicate that the virtual laboratory is practical, accessible, and effective in assisting students to strengthen their understanding of chemistry concepts. 4) The findings suggest that virtual laboratories are effective assistance tools for studying that enhance learning outcomes, increase engagement, and support the development of scientific skills, especially in environments with limited resources and large class sizes.

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Copyright

Copyright © 2025 Restie Q. Amorganda, Ralfh Martin C. Cueto, Khyle Ernest M. Guce, Danniel D. Monsanto, Paul Nathaniel D. Ona, Mieylle C. Saguinsin, Anne Michelle R. Senillo, Bryle A. Armeza . This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.