INFLUENCE OF VIRTUAL LABORATORIES ON SECONDARY SCHOOL STUDENT PERFORMANCE IN BIOLOGY SUBJECT IN LIKUYANI, KAKAMEGA COUNTY KENYA

Abstract

Biology plays a critical role in national development; however, students in Kakamega County have consistently underperformed in the subject. Between 2019 and 2023, the average KCSE Biology mean score was 2.85, highlighting persistent challenges in content delivery and conceptual understanding. This study investigated the influence of Virtual Laboratory-Based Instruction (VLBI) on students’ academic performance and conceptual grasp of Biology. VLBI leverages digital simulations to replicate laboratory experiments, making abstract biological concepts more accessible and engaging. The study was guided by three objectives: (1) to assess the availability of virtual laboratories; (2) to evaluate the effect of VLBI on students’ understanding and performance in Genetics, Cell Structure, and Ecology, and (3) to identify challenges in implementing VLBI. A quasi-experimental design was employed, involving 339 Form Four students (271 in the experimental group and 68 in the control group) and 46 Biology teachers. Data were collected through Biology Performance Tests, questionnaires, and interviews, and analyzed using both inferential and thematic methods. Statistical analyses included ANOVA, z-tests, multiple regression, and Duncan’s post-hoc tests, while qualitative data were analyzed thematically. Instrument reliability was ensured through test-retest procedures and Cronbach’s alpha. Pre-test results indicated no significant difference (z = 1.21, p = 0.226) in performance between the experimental and control groups. However, post-test analysis showed a statistically significant improvement in the experimental group (M = 66.37, SD = 8.68) compared to the control group (M = 49.93, SD = 7.31), with z = 15.94, p < 0.001. The study concludes that VLBI significantly enhances students’ academic performance and conceptual understanding in Biology. The findings underscore the need for teacher professional development in digital pedagogy, integration of virtual laboratories into the Biology curriculum, and investment in ICT infrastructure to support technology-enhanced learning. These insights are valuable for curriculum developers, teacher trainers, and policymakers aiming to improve science education outcomes.