ENHANCING PHYSICS LEARNING ACHIEVEMENT, MOTIVATION AND INQUIRY SKILLS IN A FLIPPED CLASSROOM: A STRUCTURED INQUIRY-BASED VIRTUAL LAB APPROACH

Chuang Chen; Abdul Rabu, S. N.; Nurullizam Jamiat

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ENHANCING PHYSICS LEARNING ACHIEVEMENT, MOTIVATION AND INQUIRY SKILLS IN A FLIPPED CLASSROOM: A STRUCTURED INQUIRY-BASED VIRTUAL LAB APPROACH

Title	ENHANCING PHYSICS LEARNING ACHIEVEMENT, MOTIVATION AND INQUIRY SKILLS IN A FLIPPED CLASSROOM: A STRUCTURED INQUIRY-BASED VIRTUAL LAB APPROACH
Publication Type	Journal Article
Year of Publication	2025
Authors	Chen, C, Abdul Rabu, S. N., Jamiat, N
Journal	Journal of Baltic Science Education
Volume	24
Issue	1
Start Page	37-52
Pagination	Continuous
Date Published	February/2025
Type of Article	Original article
ISSN	1648-3898
Other Numbers	E-2538-7138
Keywords	inquiry skills, inquiry-based learning, learning motivation, physical learning, structured virtual laboratory
Abstract	Integrating virtual laboratories (VLs) with science education promotes inquiry-based learning by providing an interactive, dynamic environment in which students actively engage with scientific concepts. While previous research highlights the effectiveness of VLs as tools in the IBL process, few studies have embedded the entire inquiry process within VLs or explored their application in flipped classrooms. This study addresses these gaps by proposing a Structured Inquiry-Based Virtual Lab (SIVL) approach to improve students' physics learning achievement, motivation, and inquiry skills in a flipped physics classroom. A quasi-experimental design was used with 120 ninth grade students from three intact classes in a lower-secondary school located in central China. The three classes were randomly assigned to one of these groups to implement flipped physics learning by using SIVL, General Virtual Lab (GVL), or a traditional flipped classroom (TFC) by using the physics laboratory method, respectively. The results revealed the SIVL approach improved students' physics learning achievement, inquiry skills, and intrinsic and extrinsic learning motivation, which indicates its effectiveness as an innovative model for physics education.
URL	https://oaji.net/articles/2023/987-1740921121.pdf
DOI	10.33225/jbse/25.24.37
Refereed Designation	Refereed
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