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

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.