Virtual Laboratories in Science: Their Effect on Learners Academic Performance and Engagement

Abstract

This study investigated the effect of virtual laboratories on the academic performance and engagement of Senior High School students in General Physics 2. Utilizing a quasi-experimental research design with a pretest–posttest approach, the study involved Grade 12 STEM students from Colegio de San Rafael Arcangel, Inc. for the School Year 2025–2026. The respondents were divided into two groups: an experimental group exposed to virtual laboratory-based learning activity sheets and a control group that received traditional instruction. Data were collected using a validated 50-item teacher-made test to measure academic performance and a survey questionnaire to assess student engagement in terms of behavioral, emotional, and cognitive dimensions. Additionally, the developed instructional material was evaluated using the DepEd LRMDS guidelines. Findings revealed that both groups improved in their posttest scores; however, the experimental group demonstrated significantly higher gains compared to the control group. The paired-samples t-test confirmed a statistically significant difference between pretest and posttest scores in both groups, with a greater effect observed in the experimental group. Moreover, students exposed to virtual laboratories exhibited very high levels of engagement across behavioral, emotional, and cognitive domains. The developed virtual laboratory-based learning activity sheets were rated “very satisfactory,” indicating their quality, relevance, and effectiveness as instructional materials. The study concludes that virtual laboratories significantly enhance students’ academic performance and engagement in science. It highlights the potential of integrating technology-based instructional tools in improving science education, particularly in resource-limited settings. The findings support the adoption of virtual laboratories as an effective supplement to traditional teaching methods in secondary science education.