EFFECTS OF VIRTUAL LABORATORY SIMULATIONS ON SECONDARY SCHOOL STUDENTS’ CONCEPTUAL UNDERSTANDING OF ABSTRACT SCIENCE CONCEPTS

Abstract

This experimental study examined the impact of virtual laboratory simulations on the conceptual understanding of abstract biology concepts among Senior Secondary School 2 (SS2) students in Kano State, Nigeria. A total of 220 students from three public schools in Kano State were randomly assigned to an experimental group (n = 110), which used the Labster virtual biology platform, and a control group (n = 110), which received traditional instruction. Pre- and post-tests measured understanding of complex topics such as enzyme action, cellular respiration, and photosynthesis. Results showed that the experimental group achieved significantly greater gains in conceptual understanding than the control group (p < .001), with a large effect size (Cohen’s d = 0.89). Students in the virtual lab condition also reported higher engagement and confidence. The Findings suggest that virtual laboratory simulations can meaningfully improve comprehension of abstract biological concepts and have practical implications for science curriculum design in resource-limited educational settings.