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.