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The purpose of this study was to investigate the effects of learning in two kinds of network-based virtual Physics experiment on junior high school students' performance and attitudes toward virtual experiments. The achievements of students before and after each experiment unit were analyzed by test-sheets, learning sheets and questionnaires. Additional tools include science process skill tests and Felder's index of learning styles. Comparison was made on two groups of students. The sample of the study was 128 8th-grade students of 4 classes in junior high school. The methods of data analyzing were two ways mixed-design mancova and independent two-way mancova. The result of the analysis reveals that, (1) The first group scored significantly higher than the second group. (2) The first group progressed significantly more than the second group. In the first group, the scores of the post-test were significantly higher than the scores of the pre-test in three units. It means that the first group progressed significantly. (3) There was no significant interaction between groups and learning styles. For all learning styles, the first group scored significantly higher than the second group. (4) On the analysis of attitude toward virtual experiments, students in both groups show positive acceptance and students in the first group show more.
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