Virtual science learning application and student performance in anatomy and physiology

Codilla, Norlly John Maglahus and Bayo, Angel Labares and Globa, Nyca Malabo and Montallana, Clemelle Lapesora and Mina, Jonalee Simpron and Mayor, Gladys Capungcol and Añasco, Jolina Contero and Juatas, Richael Padero and Cesar, Reo R and Sumayang, Joan Merillo and Coral, Ronaldo Terol and Tunggolh, Andrea Mae and Urot, Judy-An Robin and Urgel, Ma. Cindy Robin and Labor, Cyrene Oracion and Jaminar, Mariel Khey Mandras (2025) Virtual science learning application and student performance in anatomy and physiology. World Journal of Advanced Research and Reviews, 26 (2). pp. 4023-4051. ISSN 2581-9615

The primary purpose of this innovative research was to investigate the influence of virtual science learning applications and student engagement and performance in Anatomy and Physiology courses at Abuyog Community College. Recognizing the increasing integration of digital tools in education, this study sought to determine how such applications could enhance student learning experiences and outcomes compared to traditional methods. Several key research questions drove this study. These questions were: How do virtual learning applications impact student engagement in Anatomy and Physiology courses? What effects do these tools have on students' performance and understanding of the subject matter? How do students perceive virtual learning applications relative to conventional teaching methods? Which components of these applications correlate most strongly with improved learning outcomes? To address these questions, an experimental research design was employed, involving 30 students divided equally into control and experimental groups. The control group followed traditional learning methods, while the experimental group utilized virtual learning applications. Data collection methods included pre-tests and post-tests to measure academic performance, as well as Likert scale surveys and open-ended questions to capture student perceptions and experiences. The intervention featured the introduction of innovative interactive virtual learning tools. These tools were specifically designed to teach complex anatomical and physiological concepts through engaging, visual, and hands-on experiences. They provided unique features such as 3D models, real-time simulations, and immediate feedback mechanisms. The findings revealed that students in the experimental group showed significant improvement in both engagement and academic performance. The Likert scale results indicated that the virtual learning applications increased student motivation and active participation. Open-ended responses highlighted that student found the interactive features and visual aids particularly beneficial for understanding difficult concepts and maintaining interest. These results suggest that virtual science learning applications can be a powerful tool in enhancing student engagement and learning outcomes in Anatomy and Physiology. The study supports the integration of such digital tools into the curriculum to foster a more interactive and effective learning environment, providing practical insights for educators and curriculum developers. Future research should explore the long-term impacts of these applications and their potential in other educational contexts.