Asian Journal of Education and Social Studies

This study investigated the impact of virtual laboratories on the acquisition of problem-solving skills among Basic Science and Technology (BST) learners in Benue State, Nigeria. A quasi-experimental design employing non-equivalent control groups was adopted. Two hundred (200) Junior Secondary II students were purposively selected from four co-educational secondary schools in Benue State. The experimental group, comprising two schools with 100 students, was taught using virtual laboratory-based instruction, while the control group, also with 100 students, received traditional lecture-demonstration teaching. The study was guided by three research questions and three null hypotheses, all tested at the 0.05 level of significance. Data were collected using a researcher-developed instrument titled Science Process and Problem-Solving Skills Test (SPPST), which was validated by experts in science education and yielded a reliability coefficient of 0.82 using Cronbach’s Alpha. Mean and standard deviation were used to answer the research questions, while Analysis of Covariance (ANCOVA) was employed to test the hypotheses. Findings revealed that there was a significant difference (F(1,197) = 12.64, p < 0.05) in the mean problem-solving skill scores of students taught using virtual laboratories compared to those taught with traditional methods, in favour of the experimental group. The result further indicated no significant gender difference (F(1,198) = 1.17, p > 0.05) in the problem-solving performance of students exposed to virtual laboratory instruction, suggesting that both male and female learners benefited equally from the approach. Additionally, students’ and teachers’ perceptions of virtual laboratories were highly positive, emphasizing their potential to promote inquiry-based learning, experimentation, and scientific reasoning. The study concluded that virtual laboratory instruction significantly enhances learners’ engagement, critical thinking, and problem-solving ability in Basic Science and Technology, serving as an effective pedagogical alternative to under-resourced physical laboratories. It was recommended that the Benue State Ministry of Education and relevant educational agencies integrate virtual laboratory simulations into the BST curriculum, provide reliable ICT infrastructure, and organize continuous professional development programs to equip teachers with the skills required for digital-based science instruction.