BLENDED STEM INSTRUCTION USING VIRTUAL LABS AND SIMULATIONS: EFFECTS ON ACADEMIC PERFORMANCE AND SELF-EFFICACY IN BIOLOGY, MATHEMATICS, PHYSICS, AND CHEMISTRY AMONG SECONDARY SCHOOL STUDENTS ZARIA EDUCATION ZONE KADUNA STATE NIGERIA
1 Department of Science Education, Ahmadu Bello University, Zaria, Kaduna State, Nigeria.
* Corresponding author: Abdullahilawal248@gmail.com
* Corresponding author: Abdullahilawal248@gmail.com
Abstract
This study investigated the effects of blended STEM instruction using virtual laboratories and simulations on
academic performance and self-efficacy in Biology, Mathematics, Physics, and Chemistry among senior
secondary students in Zaria Education Zone, Kaduna State, Nigeria. Employing a quasi-experimental design
with pre-test and post-test control groups, the population comprised 8500 students, out of which 200 students
from four selected co-educational schools were selected using a simple random sampling technique. The
sample was divided into experimental and control groups. The experimental group received blended
instruction integrating virtual labs and simulations, while the control group experienced conventional teaching
methods. Data were collected using standardised achievement tests and a validated self-efficacy scale, then
analysed with ANCOVA and t-tests. Results showed significant improvements in academic performance
(F(1,196) = 45.87, p < 0.001, η² = 0.210) and self-efficacy (F(1,196) = 32.45, p < 0.001, η² = 0.142) for the
experimental group compared to controls. No significant gender differences were found. The findings
underscore the effectiveness of virtual labs and simulations in enhancing STEM learning outcomes and student
confidence, recommending wider adoption in resource-limited Nigerian schools.
Keywords
Blended Learning
Virtual Laboratories
STEM Education
Academic Performance
Self-Efficacy
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How to Cite
LAWAL, A., ALIYU, Z., MADUGU, A. B., & YAHAYA, S. (2025). BLENDED STEM INSTRUCTION USING VIRTUAL LABS AND SIMULATIONS: EFFECTS ON ACADEMIC PERFORMANCE AND SELF-EFFICACY IN BIOLOGY, MATHEMATICS, PHYSICS, AND CHEMISTRY AMONG SECONDARY SCHOOL STUDENTS ZARIA EDUCATION ZONE KADUNA STATE NIGERIA. Journal of Educational Research and Development, 20(2), 85-91.
A. LAWAL, Z. ALIYU, A. B. MADUGU, and S. YAHAYA, "BLENDED STEM INSTRUCTION USING VIRTUAL LABS AND SIMULATIONS: EFFECTS ON ACADEMIC PERFORMANCE AND SELF-EFFICACY IN BIOLOGY, MATHEMATICS, PHYSICS, AND CHEMISTRY AMONG SECONDARY SCHOOL STUDENTS ZARIA EDUCATION ZONE KADUNA STATE NIGERIA," Journal of Educational Research and Development, vol. 20, no. 2, pp. 85-91, December 2025.
