Final year high school learners’ experiences of using Virtual Chemistry Laboratories in learning acid–base concepts in rural South African schools

Final year high school learners’ experiences of using Virtual Chemistry Laboratories in learning acid–base concepts in rural South African schools

Rudorwashe Hungwe, Mendon Dewa & Mamothibe Thamae

Issue: Vol. 7 No.9 2026 Article 27 pp.2856 – 2867
DOI: https://doi.org/10.38159/ehass.20267927 Published online 2nd November 2026

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ABSTRACT

Practical experimentation plays a critical role in enhancing learners’ understanding of Chemistry concepts. However, many rural schools in South Africa lack functional laboratories, limiting learners’ opportunities to conduct experiments. This qualitative study explored final-year high school Grade 12 learners’ experiences of using Virtual Chemistry Laboratories (VCLs) when learning Acid–Base Concepts in rural secondary schools. The study was located within an interpretive research paradigm and guided by constructivist learning theory and the Technological Pedagogical Content Knowledge framework. Semi-structured interviews were conducted with twelve Grade 12 learners who participated in a Virtual Chemistry Laboratory intervention focusing on Acid–Base reactions. Data were analysed using thematic analysis. The findings revealed that learners had predominantly positive experiences when using VCLs. These experiences included enhanced enjoyment, improved conceptual understanding, increased motivation, flexible learning opportunities, improved engagement, and positive attitudes towards Chemistry. Learners also appreciated the ability to repeat experiments and learn at their own pace. However, some learners reported minor challenges related to internet connectivity and initial unfamiliarity with digital laboratory tools. The study concludes that VCLs can significantly enhance learners’ experiences and conceptual understanding of Acid–Base Concepts in resource-constrained schools. It recommends integrating VCLs into Chemistry teaching to complement traditional laboratory instruction in rural contexts.

Keywords: Virtual Chemistry Laboratories, Learner Experiences, Science Education, Rural School

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ABOUT AUTHOR(S)

Rudorwashe Hungwe is a Doctoral Candidate in the School of Education at Durban University of Technology (DUT), South Africa. His research focuses on virtual chemistry laboratories, technology-enhanced science education, and improving learners’ academic achievement and attitudes towards Chemistry.

Prof. Mamothibe Thamae is a Senior Lecturer in the School of Education at Durban University of Technology (DUT), South Africa. Her academic interests include education, science teaching and learning, and educational research.

Prof. Mendon Dewa is a Senior Lecturer in the Faculty of Engineering at Durban University of Technology (DUT), South Africa. His academic interests include engineering education, technological innovation, and applied research.

TO CITE ARTICLE

Hungwe, Rudorwashe, Mendon Dewa, and Mamothibe Thamae. “Final year high school learners’ experiences of using Virtual Chemistry Laboratories in learning acid–base concepts in rural South African schools.” E-Journal of Humanities, Arts and Social Sciences 7, no.9 (2026): 2856 – 2867. https://doi.org/10.38159/ehass.20267927