VIRTUAL LABORATORY ASSISTED INSTRUCTION ON GRADE 7 STUDENTS PERFORMANCE AND INTEREST IN SCIENCE

Science education often faces challenges in providing students with hands-on laboratory experiences due to limited resources and facilities. This study examined the effectiveness of Virtual Laboratory-Assisted Instruction (VLAI) as an alternative strategy to enhance Grade 7 students’ learning in science. Specifically, it investigated the effects of VLAI on students’ interest and performance. A quasi-experimental design was employed, utilizing survey questionnaires and a researcher-constructed performance test. Two matched groups from MSU–Baloi Community High School participated, with one group exposed to VLAI and the other receiving Traditional Lecture-Discussion Instruction (TLDI). Matching was based on students’ prior average science grades. Findings revealed no significant differences between the two groups before the intervention. After the implementation of VLAI, significant improvements were observed in students’ interest, while performance scores showed no statistically significant difference. These results suggest that virtual laboratories can serve as an effective instructional tool, particularly in schools with limited laboratory facilities. It is recommended that teachers integrate VLAI into science instruction as a supplementary approach to help students visualize abstract concepts, interact with scientific phenomena, and foster greater engagement and motivation in learning science.