Proceedings of The Focus Conference (TFC 2025)

<Previous Article In Volume
Next Article In Volume>

Blended Practical Laboratories: Improving Access and Engagement in Science Foundation Practicals

Authors
Takalani Nethavhanani1, *, Tebogo Mocheki1, Khopotso Malebe1, Georgina Mokganya1
1Science Foundation Department, University of Venda, University Road, Thohoyandou, 0950, South Africa
*Corresponding author. Email: takalani.nethavhanani@univen.ac.za
Corresponding Author
Takalani Nethavhanani
Available Online 29 December 2025.
DOI
10.2991/978-2-38476-521-8_20How to use a DOI?
Keywords
Blended learning; Laboratory teaching; Student engagement; Science Foundation; Conceptual understanding
Abstract

Conducting science practicals in rural universities is often challenged by laboratory equipment, overcrowded sessions, and unequal access to digital resources, which hinder effective hands-on learning. This study investigated the impact of a blended laboratory teaching model in science foundation practicals by combining traditional hands-on experiments with video-based learning. The study was conducted in the Science Foundation programme at the University of Venda, focusing on the topic of acids-and-bases. A total of 148 students were allocated to three teaching methods: (i) demonstrator briefing only, (ii) video preview combined with demonstrator briefing, and (iii) video preview only. The effectiveness of the different teaching methods was evaluated through a 5-point Likert scale questionnaire. The combined method (video + demonstrator briefing) showed the highest levels of student engagement, confidence, and improved conceptual understanding. In contrast, the video-only approach was the least effective, with students citing challenges such as digital literacy gaps and difficulty understanding the presenter’s accent. In conclusion, a blended approach that blends multimedia resources with face-to-face demonstrations offers the most effective model for practical science education. By combining the strengths of both instructional modes, such an approach provides clarity of instruction, fosters student interaction, and promotes inclusivity by accommodating diverse learning needs.

Copyright
© 2025 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Download article (PDF)

<Previous Article In Volume
Next Article In Volume>
Volume Title
Proceedings of The Focus Conference (TFC 2025)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
29 December 2025
ISBN
978-2-38476-521-8
ISSN
2352-5398
DOI
10.2991/978-2-38476-521-8_20How to use a DOI?
Copyright
© 2025 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Cite this article

risenwbib
TY  - CONF
AU  - Takalani Nethavhanani
AU  - Tebogo Mocheki
AU  - Khopotso Malebe
AU  - Georgina Mokganya
PY  - 2025
DA  - 2025/12/29
TI  - Blended Practical Laboratories: Improving Access and Engagement in Science Foundation Practicals
BT  - Proceedings of The Focus Conference (TFC 2025)
PB  - Atlantis Press
SP  - 308
EP  - 319
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-521-8_20
DO  - 10.2991/978-2-38476-521-8_20
ID  - Nethavhanani2025
ER  -