COMPARATIVE ANALYSIS OF UNIVERSITY STUDENTS’ PERCEPTION ON PHYSICAL AND VIRTUAL LEARNING ENVIRONMENTS IN CHEMISTRY EDUCATION

Abstract

This research investigates the perceptions of undergraduate students regarding the impact of physical and virtual learning in Chemistry education at Prince Abubakar Audu University, Anyigba, Nigeria. The study adopts a descriptive survey research design to document and describe the current status of physical and virtual learning environments without manipulation of causal factors. Data collection is facilitated through a modified four-point Likert scale structured questionnaire, validated by experts in the Department of Chemistry Education, and reliability is established through test-retest reliability techniques. Findings from the study reveal that physical learning is perceived as conducive to student engagement, interactive, and aligned with long-term educational goals, while virtual learning is viewed as facilitating high levels of student success, offering new learning possibilities, and bridging the gap between tutors and students. Both physical and virtual learning environments incorporate a blend of instructional approaches, leveraging emerging technologies to enhance teaching effectiveness. The research underscores the importance of leveraging available technology to improve the teaching-learning process and advocates for comprehensive studies on the state of Chemistry education in Nigerian schools to address funding, resource provision, and infrastructure challenges.