Effect of Virtual Laboratory Simulation on Students’ Conceptual Understanding of Chemistry among Senior Secondary Schools in Delta State, Nigeria
DOI:
https://doi.org/10.64348/zije.2026661Abstract
This study examined the effect of virtual laboratory simulation and the conventional teaching method on students’ conceptual understanding of Chemistry in senior secondary schools in Delta State. The study adopted a pretest–posttest non-equivalent control group design, a quasi-experimental design structured into a 2 × 2 factorial matrix involving teaching methods (virtual laboratory simulation and conventional teaching) and gender (male and female). Three research questions and three hypotheses guided the study. The population comprised 62,527 students in public secondary schools in Delta State. A sample of 250 students was selected using a multistage sampling technique from four public secondary schools. Data were collected using the researcher-developed Chemistry Conceptual Understanding Test (CCUT), consisting of 40 multiple-choice items designed to assess students in the department of Science Education and Measurement and Evaluation at Delta State University, Abraka. Its reliability was established using the test–retest method, yielding a coefficient of 0.84. Data collection lasted six weeks and involved pretest administration, treatment, and post-test administration. Mean and standard deviation were used to answer the research questions, while Analysis of Covariance (ANCOVA) and Two-Way ANCOVA were used to test the hypotheses at the 0.05 level of significance. The findings revealed that virtual laboratory simulation significantly enhanced students’ conceptual understanding of Chemistry compared with the conventional teaching method, while gender had no significant effect. The study recommended greater adoption of virtual laboratory simulation in Chemistry instruction.
References
Ahmad, Z., Ammar, M., Sellami, A., & Al-Thani, N. J. (2023). Effective pedagogical approaches used in high school chemistry education: A systematic review and meta-analysis. Journal of Chemical Education, 100(5), 1796–1810. DOI: https://doi.org/10.1021/acs.jchemed.2c00739
Avwiri, H. E., & Odiri, O. E. (2025). Effects of using virtual laboratory experiments on students’ achievement in chemistry. ETDC: Indonesian Journal of Research and Educational Review, 4(2), 275–284.
https://doi.org/10.51574/ijrer.v4i2.2742 DOI: https://doi.org/10.51574/ijrer.v4i2.2742
Bazie, H., Lemma, B., Workneh, A., & Estifanos, A. (2024). The effect of virtual laboratories on the academic achievement of undergraduate chemistry students: Quasi-experimental study. JMIR Formative Research, 8(1), e64476. DOI: https://doi.org/10.2196/64476
Hagos, T. (2026). Socratic method of questioning: the effect on improving students' understanding and application of chemical kinetics concepts. Chemistry Education Research and Practice, 27(1), 255-279. DOI: https://doi.org/10.1039/D5RP00216H
Holme, T. A., Luxford, C. J., & Brandriet, A. (2015). Defining conceptual understanding in general chemistry. Journal of Chemical Education, 92(9), 1477–1483. DOI: https://doi.org/10.1021/acs.jchemed.5b00218
Husnaini, S. J., & Chen, S. (2019). Effects of guided inquiry virtual and physical laboratories on conceptual understanding, inquiry performance, scientific inquiry self-efficacy, and enjoyment. Physical Review Physics Education Research, 15(1), 010119. DOI: https://doi.org/10.1103/PhysRevPhysEducRes.15.010119
Kolil, V. K., & Achuthan, K. (2024). Virtual labs in chemistry education: A novel approach for increasing students’ laboratory educational consciousness and skills. Education and Information Technologies, 29, 25307–25331. https://doi.org/10.1007/s10639-024-12858x DOI: https://doi.org/10.1007/s10639-024-12858-x
Meronda, D. A., Widarti, H. R., & Yahmin, Y. (2025). Virtual laboratories in science education: A systematic review of effectiveness on conceptual understanding and learning outcomes. Jurnal Pendidikan MIPA, 26(3), 2020–2042. DOI: https://doi.org/10.23960/jpmipa.v26i3.pp2020-2042
Ndukwe, U. E., & Obafemi, D. T. A. (2023). Virtual laboratory and guided inquiry on students' performance in redox reaction in Rivers State. Faculty of Natural and Applied Sciences Journal of Mathematics and Science Education, 4(2), 102–109.
Oladejo, A. I., Nwaboku, N. C., Okebukola, P. A., & Ademola, I. A. (2023). Gender difference in students’ performance in chemistry-Can computer simulation bridge the gap? Research in Science & Technological Education, 41(3), 1031–1050. DOI: https://doi.org/10.1080/02635143.2021.1981280
Olakanmi, E. E. (2015). The effects of a web-based computer simulation on students’ conceptual understanding of rate of reaction and attitude towards chemistry. Journal of Baltic Science Education, 14(5), 627–640. https://doi.org/10.33225/jbse/15.14.627 DOI: https://doi.org/10.33225/jbse/15.14.627
Onyekpe, S. J., & Ogbemudiare, B. (2025). Effectiveness of field trip learning instructional strategy on achievement in Social Studies among primary school pupils in Delta State. Kontagora International Journal of Educational Research, 2(1), 308–323.
Penn, M., & Ramnarain, U. (2019). A comparative analysis of virtual and traditional laboratory chemistry learning. Perspectives in Education, 37(2), 80–97. DOI: https://doi.org/10.38140/pie.v37i2.4030
Sparks, D. L. (2018). Kinetics and mechanisms of chemical reactions at the soil mineral/water interface. In Soil physical chemistry. (pp. 135-192). CRC press.
Tadesse, H. N. (2026). The role of virtual laboratories in advancing student learning on acid–base equilibrium. Chemistry Teacher International, 8(1), 109-128. DOI: https://doi.org/10.1515/cti-2025-0060
Ugonwa, R. C., Agbai, I. J., & Osuji, L. C. (2024). Impact of virtual reality technology (VRT) on chemistry laboratory and learning outcomes of chemistry education students in Nigerian universities. International Journal of Research and Technopreneurial Innovations, 1(1), 109–119.
