Available online Apr 14, 2025.

[ Original ] Volume 31, Issue 1, 2025, Pages 299-307

---

Abstract

The study examined the effect of virtual laboratory instructional strategy on academic achievement and retention among senior secondary school students in Calabar South, Nigeria. the study adopted quasi-experimental research design with a sample of 200 senior secondary II students selected using multi-staged sampling technique. Three research question and hypotheses guided the study. The instrument used for data collection was a chemistry achievement test (CAT) with a reliability index of 0.89 established with Kuder-Richardson R-20 the data collected was analysed using descriptive and ANCOVA statistics. The result indicated that there was a significant difference in the academic achievement scores of students in the concepts taught using Virtual laboratory and Conventional strategy in favour of those in the experimental group with The post-test - pre-test mean gain score differences of 34.70 and 26.60 respectively,. There was no statistically significant difference between the academic achievement of male and female students in the concepts taught given the instructional strategies used. There was a significant difference in the retention of students in the concepts taught given both strategies. The mean score shows the significance was in favour of students in virtual laboratory group. This is attributed to the strategy being student centred which engages students in activities that excite their cognitive abilities and promote deep learning, making students active participant in the construction of knowledge. It was recommended that chemistry teachers adopt the use of virtual laboratory to enhance   chemistry teaching and learning.

Keywords

 Virtual laboratory, Academic achievement, Retention, Gender,

---

View more