INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025  
Effects of Virtual Simulation Package on Senior School Students’  
Performance in Modern Physics in Badagry, Lagos  
Dr. MOHAMMED, Ridwan Enuwa & ONANUSI, Babajide Abayomi  
Department of Science Education, Postgraduate School, University of Ilorin, Kwara state, Nigeria  
DOI: https://dx.doi.org/10.47772/IJRISS.2025.910000618  
Received: 28 October 2025; Accepted: 04 November 2025; Published: 19 November 2025  
ABSTRACT  
This research work is titled Effects of Virtual Simulation Package on the performance of Senior School Students  
in Modern Physics in Badagry, Lagos. This study explores the impacts of virtual simulations on learning Modern  
Physics. The quasi experimental pretest posttest non equivalent controlled group was used with 2 x 2 x 3 factorial  
design. The total number of SS III Physics students was 1824 but a purposive sampling was used to select 255  
students (165 males and 90 females) in two co educational schools located at Badagry was taken. Three  
instruments which have been validated were used, these were the Modern Physics Performance Test (MPPT),  
Virtual Simulation Package on Modern Physics (VSP-MP) and a Lesson Note, where the I-CVI values were 0.9,  
1.0, and 0.92 respectively. Kuder-Richardson Formula 21 (KR-21) were used to attain reliability of MPPT which  
received a coefficient of 0.72. These data were analysed through the descriptive statistics (mean and standard  
deviation via t-test and ANCOVA), at the level of significance of 0.05. The findings reveal that students who  
were instructed through VSP did exceptionally better when compared to those who were taught conventionally;  
there was not any significant difference in performance of the students on the basis of gender; but the  
performance differed significantly across the different levels of scores. The study also suggests to use virtual  
simulations to teach Physics, train teachers to use simulations and also conduct very large longitudinal research  
to increase generalisability.  
Keywords: Virtual Simulation, Performance, Modern Physics, Gender, Score Level  
INTRODUCTION  
Physics is one of the core sciences and that no technological development, economic development, and national  
development can be achieved without the aid of physics. It forms the basis of any phenomena including  
subatomic and cosmic, and such makes innovations in matters concerning medicine, energy, transportation,  
communication and the defense of nations (Weidner & Brown, 2019). In secondary school, modern physics,  
which is based on post-Newtonian physics including quantum mechanics and relativity, plays a key role in  
training the students to meet the needs in the twenty-first century. However, the inability of a significant group  
of Nigerian students to cope with such abstract concepts is due to poor teaching techniques, lack of experience  
in practical work, and sufficient resources, which create variations in the performance of external examination  
results like West African Senior School Certificate Examination (Offordile, et al., 2021).  
The modern physics presents some of the most important concepts shaping the modern technologies such as  
energy quantization, atom structure and the photoelectric effect. These subjects are already abstract and hence  
many learners have problems with them when they are presented using traditional pedagogical strategies.  
Research reports show that, although there are signs of improvement in the recent past; Nigeria students are still  
not doing well when it comes to concepts in modern physics because of lack of innovative teaching tools (Haleem  
et al., 2022). Empirical analysis also indicates that virtual simulation an interactive digital technology through  
which real-world scientific environments are simulated has emerged to enhance a better understanding of  
students with complex contents, improve the learning process in classrooms and student performance, positively  
affects physics (Hamed & Aljanazrah, 2020).  
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025  
Virtual simulation offers a captivating environment where the students can visualize the use of physics concepts,  
experiment and interact with these concepts using a repeatable, safe and student-focused environment (Efi et al.,  
2024). Use of such technology in science teaching enhances cognitive skills and differentiated learning where a  
teacher could adopt a matched strategy based on the varying academic levels that learners have (Zubairu et al.,  
2024). As the students are divided into high, medium, and low score groups, teachers will be able to deliver  
individual instruction: the former would readily cope with complex simulations, and the latter two would learn  
significantly more by means of seeing, touching, and becoming practically involved to reduce the performance  
gaps (Alabi et al., 2023).  
Gender has continued to be a salient predictor of the performance of students taking physics; the results have  
shown that there is advantage in performing physics in men as well as findings that have been reported to show  
little or no gender differences which shows the importance of inclusive teaching approaches (Merayo & Ayuso  
2022; Abuh, 2021; Godspower-Echie & Sopuruchi,2017). One such positive tool with the potential to reduce  
the gap in gender-related educational outcomes is virtual simulations, which unconditionally level the ground in  
terms of interaction experience, exploration, and conceptual mastery (Kassa et al., 2024). Since the performance  
of senior secondary school students in modern physics in Badagry, Lagos is relatively low, the research  
undertaken in the present study thus sought to determine how a Virtual Simulation Package can influence their  
performance in this subject using gender and scores level as moderating variables.  
Statement Of Problem  
As much as physics is the key to the national development and technological progress, academic performance  
of students at the discipline continues to decline simultaneously in terms of both internal and external evaluation  
(Ezugwu & Oguguo, 2022: WAEC, 2019). This gap has mostly been pegged on abstract concepts of modern  
physics, poor laboratory resources, safety issues, and the same old teacher-centered pedagogical methods that  
have not encouraged critical thinking and active participation in modern-day digital environment (Prasad, 2016).  
It is reported that most students would avoid questions related to modern physics on exams, and most of the  
students that do actually answer the questions usually perform lower as they are poorly exposed to practical  
experiments and proofs of concepts (WAEC, 2019). The key benefits of using virtual simulation technology  
include its interactive, low-cost, and risk-free nature that allows students to view and experiment with complex  
physics phenomena; though, not much of the reviewed research on integration of such technology into secondary  
school education (especially ones in Badagry of Lagos State) has been done. The topic of interest today therefore  
establishes the impact of a Virtual Simulation Package on the performance of senior secondary school students  
in modern physics with a particular interest being put on the impact of gender and the level of a score.  
REVIEW OF LITERATURE  
It is premised upon Constructivist Learning Theory that was firstly expounded by Jean Piaget, a theory that  
supposes that knowledge is not imposed on the learner but instead, it is created by the learner via experience,  
interaction, and reflection (McLeod, 2024). The dynamism of learning produced by prior knowledge and  
cognitive development are placed at the forefront by cognitive constructivism. In this context, acquisition and  
accommodation of new information by the learner is accomplished through integration with already developed  
conceptual structures. Virtual simulation-based teaching revolves around a set of constructivist principles; active  
learning, discovery learning, schema activation and scaffolding. Thanks to these principles, students will be able  
to make their own hypotheticals, to vary parameters and settings to run virtual experiments, and make  
conclusions on their own, which will promote in-depth conceptual thinking about abstract physics concepts such  
as finding the quantization of energy and the transitions between atoms (Kritish et al., 2024). Zone of Proximal  
Development (ZPD) and scaffolding are also applied to transfer the use of aids in learning to independence  
further through an instructional course in a virtual reality environment (Muhammad et al., 2024).  
The expansion of constructivist principles to the digital level evidences the works of Sugata Mitra and the  
development of the so-called Self-Organised Learning Environments (SOLEs) on the example of his Hole in the  
Wall experiment and further formulations which have shown that, when endowed with technology in the form  
of computers, learners are able to master complicated concepts in a more collaborative and coordinated manner  
(McTamaney, 2024). The Experiential Learning Theory developed by Kolb supports the constructivist frame by  
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025  
focusing on the results of active experiments and reflective observation, which can be well-presented under the  
influence of virtual simulations (Wijnen-Meijer et al., 2022). Social Constructivism as Vygotsky stated it is also  
realized through students working collaboratively together in multiple shared virtual environments to enhance  
communication and co-construction of knowledge (Saleem et al., 2021). Elements of virtual simulations help to  
relieve the cognitive load with immediate feedback and interactive visualization, allowing the learners to better  
struggle with abstract concepts (Brodie, 2024; Skulmowski & Xu, 2021). Critical thinking, problem-solving  
skills, and scientific inference are consequently improved after repeated occurrence of immersion in virtual  
experimentation (Rusconi, 2024; Sapriati et al., 2023). In an incontrovertible summary, constructivism serves as  
a sound educational foundation in using virtual simulation packages to drive performance in modern day  
teaching of physics.  
Virtual labs are simulations of real laboratory environments, freely allowing students to operate variables,  
conduct experimentation, and explore intangible concepts like electromagnetism and quantum mechanics  
without expensive physical equipment (Fantinelli et al., 2024). They are usually categorized into immersive,  
semi-immersive, none-immersive, collaborative, or augmented-reality/virtual-reality (AR/VR) integrated,  
whereas each type offers a different degree of engagement (Barnard, 2023). Virtual Physical Laboratory and  
PhET Simulations are platforms that deliver content in both forms, theoretical and practical, which promotes an  
investigative learning process and hypothesis testing and involves instant visual feedback, which promotes  
independent research and problem-solving (Tsvetkova et al., 2024; Gao & Zhu, 2023).  
Virtual simulation environments solve the problem of obsolete laboratory infrastructure, safety hazards,  
inaccessibility, especially in the setting of a country such as Nigeria (Olalekan, 2023). Besides the remote and  
synchronous learning process, these environments allow collaborative learning because they offer real-time  
simulations, the aspect of interactive whiteboards, quizzes, and breakout rooms (Chan, 2024). To connect the  
gap between conceptual teaching and practices, the simulation models used in educational institutions are either  
theory-based or experimentally-based or a combination of both to be referred to as a hybrid form (Zheng et al.,  
2024). The effectiveness of technology depends on instructional design, realism, and ability to increase  
engagement as well as foster the understanding of the intricate physics concepts (Anderson & Taner, 2022).  
To ensure the scientific literacy; critical thinking; and facilitating technological growth, the Nigerian senior  
secondary school physics curriculum is structured into six thematic areas of conservation principles, energy  
quantization and associated with it concepts (Bada & Akinbobola, 2022). It combines exorcism of ICT-based  
approaches like virtual presentations, animations, and multimedia resources to present abstract concepts easier  
and interesting. In these digital tools, virtual experimentations can be conducted, analytical thought can be  
developed, and traditional teaching methods can be supported (Oladejo et al., 2023). The problem is that delivery  
of effective educational services depends on the good relationships between the schools and the industry partners  
and on the continuity of professional development initiatives that stimulate teaching innovation (Musser, 2020).  
In this context, the current research examines the process of virtual simulation packages inclusion in the teaching  
and learning of physics as it relates to the Nigeria senior secondary curriculum.  
The curriculum design of Nigeria follows the contemporary trends of physics wherein the topics of contemporary  
relevance include relativity, quantum mechanics, and quantization of energy: the strands that cannot be ignored  
in the interpretation of atomic, sub-atomic, and cosmic processes (NERDC, 2024; Driessen, 2024). Key  
principles, such as wave-particle duality, uncertainty principle, and quantum entanglement, attempt to replace  
the classical paradigm and give the underlying idea to the development of problems in the production of nuclear  
energy, medical imaging, semiconductor technology, and alternative sources of power (Mohamed et al., 2024;  
Dutta, 2022). More specifically, the phenomenon of energy quantization explains the abilities of electrons to  
absorb and release quantized packets of energy, which forms the basis of atomic spectra, the photoelectric effect,  
as well as the generation of x-rays (Zhu et al., 2021). Areas of application of the given principle are  
nanotechnology, solar photovoltaics, quantum computing, and improved diagnostic techniques, which allows  
reasserting the strategic significance of the relevant principle of sustainable development and modern  
technological advancement (Fernandez et al., 2024). In this regard, the process of integrating modern physics  
into an ICT enhanced curriculum has a dual effect of strengthening theoretical knowledge and arousing the  
ability to solve real life problems and technological advancements.  
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025  
The empirical evidence of the past shows that virtual simulations have a positive effect on the academic  
performance of physics students because they fit the curriculum approach of being focused on deep conceptual  
practice and scientific thinking. Diab et al. (2024) stated that students completing tasks in interactive digital  
environments started to perform better due to their increased engagement, a decreased number of  
misconceptions, and their ability to deal with problems. According to Ma et al. (2023), simulation-based  
instruction also resulted in excellent academic achievement compared with traditional solutions because it  
provided active learning experiences and allowed the development of higher-order thinking.  
As a cog in the wheel of organizational learning, Mukhlidi et al. (2024) initiated the iterative research and  
development initiative by implementing a quasi-experimental study in designing and developing an interactive  
web-based simulation in the Applied Physics domain, as part of the ADDIE framework. The sample of the study  
consisted of 69 undergraduate students who were purposively sampled, due to the investigative design of such a  
study. The instrument proved to be very valid (86.33%) and quite practical (84.94%) and the experimental group  
recorded an average measure of learning gain of 0.32 hence it can be said to be operationally effective.  
A study by Buday et al. (2023) involved a post-experiment and pre-experiment conclusion into the effect of  
PhET simulations on the performance of Grade 10 students (N=61) by utilizing the paired t-tests and  
Psychomotor Qualities-II Instrument (PMQ-II). The results indicated that learners that could use the simulations  
scored higher on Ohm Law and showed an increase in their intrinsic and grade motivation. At the same time,  
Banda and Nzabahimana (2022) employed the ANCOVA methods and demonstrated an improvement in  
conceptual understanding and motivational outcomes after the integration of PhET simulations in lessons with  
oscillations and waves when testing the sample of 280 undergraduate students in a quasi-experimental analysis.  
Najib et al. (2022) evaluated the effectiveness of structured PhET modules of 60 secondary students by designing  
pre- and post-tests and ANCOVA tests. The experimental group received significant improvements on their  
academic performance, thus, confirming the worth of systematic simulation teaching. Liu et al. (2022) have  
confirmed similar findings in the study of 362 learners who were exposed to the use of immersive virtual reality  
(IVR) systems. The cognitive load of IVR was observed to decrease whereas understanding of the complicated  
physics material was found to be benefited through the pedagogical imposition. All these results point out to the  
potential of simulation technologies to develop practical, conceptual, and analytical skills by offering more  
enriched learning environments.  
Empirical findings on the effect of gender in the achievement of physics showed a mixed result due to the  
complex interaction of the socio-cultural, psychological and instructional factors. According to a study  
conducted by Kusimba et al. (2024) female students performed better in physics than their male counterparts in  
a public secondary school in Kenya and it was reported that this superior performance can be attributed to  
heightened academic discipline regardless of their same gender aspirations regarding career goals, and therefore  
gender equity policies needed to be established. On the other hand, Abubakar (2024) failed to show a significant  
gender gap among the achievement of 92 SSII biology students having been instructed using Virtual Learning  
Strategy (VLS) but VLS made a host of difference in its performance compared to the traditional method.  
By analyzing the results of a study done on the improvement of 91 SSII physics learners using instructional  
discussion strategies, Bebenimibo et al., (2022) shows that the strategies cancel gender bias in academic  
performance and hence should be used to facilitate equal learning in the future. Focusing on score data in four  
science topics, specifically biology, physics, chemistry and mathematics, Adam et al.(2022) demonstrated that  
male students are performing better than female counterparts in biology and physics, but there is no noticeable  
discrepancy in their performance in chemistry and mathematics, which makes it necessary to raise attention to  
the activities aimed at improving female performance. In quasi-experimental design with 195 respondents,  
Yakubu (2021) indicates that gender is a powerful determinant of performance as males registered greater results  
in science and technology. These results reinforce the comprehensive work on efficiency of ICT-driven and  
learner-centered approaches by extending the importance of gender in determining academic performance in  
science-focused learning.  
It has been empirically determined that the level scores of students also have a significant correlation with the  
performance of students in physics and other sciences, and that diverse instructions have a positive effect on  
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ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025  
performances of the overall student body. Alabi et al. (2023) indicate that the use of computer simulations  
enhances performance in physics in all levels of scores whereby female students are always ahead of males.  
According to Ibitomi et al., (2022) low, as well as high achieving students, are helped through computer  
simulation-based instruction and as a result of the instruction there are significant achievement gains achieved.  
Bada (2022) proves that the brain-based teaching strategies can succeed in improving performances of students  
in physics, particularly, in heat energy concepts. According to Toma et al., (2023) eliminating the lowest test  
score helps increase academic performance and lessen the stress of learners with low scores, and this is a crucial  
point regarding the beneficial assessment practice to learners with the lowest scores. Obielodan et al. (2022)  
have demonstrated a substantial improvement in learning outcome between the audio-visual teaching aids and  
social learning studies regardless of the score level of students in the previous study. Taken together, these results  
stress the nature of instructional practices that embrace a wide range of academic capabilities to promote fair  
and better academic achievements in science learning environments.  
Objectives of the Study  
This study specifically examined the:  
1. difference in the performance of secondary school physics students taught using virtual simulation package  
and those taught using conventional teaching method;  
2. difference in the performance of male and female students taught using virtual simulation package;  
3. difference in the performance of high, medium and low score physics students when taught using virtual  
simulation package;  
4. interaction effect of virtual simulation package, gender, and score levels on academic performance of senior  
school physics students; and  
Research Questions  
The following research questions were raised and answered in this study.  
1. What is the difference in the performance of secondary school physics students taught using the virtual  
simulation package and those taught using the conventional teaching method?;  
2. what is the difference in the performance of male and female students taught using the virtual simulation  
package?;  
3. what is the difference in the performance of high, medium and low score physics students when taught using  
virtual simulation package?;  
4. will there be any interaction effect of virtual simulation package, gender, and score levels on academic  
performance of senior school physics students?; and  
Research Hypotheses  
The following hypotheses were formulated and tested at 0.05 level of significance.  
H01: there is no significant difference in the performance of secondary school physics students taught using the  
virtual simulation package and those taught using the conventional teaching method;  
H02: there is no significant difference in the performance of male and female students taught using virtual  
simulation package;  
H03: there is no significant difference in the performance of high, medium and low score physics students when  
taught using virtual simulation package;  
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H04: there is no significant interaction effect of virtual simulation package, gender, and score levels on academic  
performance of senior school physics students; and  
RESEARCH METHOD  
In the current research, the quasi-experimental, pretest-posttest, non-randomised, and non-equivalent control  
group design (2 X 2 X 3 factorial) was used to determine the treatment type, gender, and level of the score. The  
research sample was comprised of 1,824 SS3 physics students in Badagry. Purposive sampling was used to select  
two public schools (with sufficient infrastructure and their readiness to cooperate with the researcher) and a total  
of 255 (165 males, 90 females) students formed the final sample. Some of the instruments were the Modern  
Physics Performance Test (MPPT) and an authorized Virtual Simulation Package (VSP-MP). The VSP-MP was  
confirmed by five professionals who obtained strong content-based validity rates (0.90-1.00) and reliability  
testing results given in values of KR-21 was 0.72. The research was conducted in lines with ethical guidelines  
such as informed consent, confidentiality practices and training the participants in terms of safety. Two weeks  
of type of treatment came between the pre- and post-testing. To perform statistical analysis, SPSS version 25. 0  
was used with the significance level of 0.05 and descriptive statistics (mean, standard deviation) were used to  
answer research questions and inferential statistics (t-test, ANCOVA) to test hypotheses.  
DATA ANALYSIS AND RESULTS  
Research Question One: What is the difference in the performance of secondary school physics students taught  
using the virtual simulation package and those taught using the conventional teaching method?  
Table 1 displays the mean performance scores of secondary school physics students in both the pretest and  
posttest, comparing those instructed with the virtual simulation package (Experimental group) to those taught  
via the usual technique (Control group). The Experimental group exhibited a pretest mean score of 8.17 (SD =  
4.64) and a posttest mean score of 14.31 (SD = 3.22), resulting in a mean gain score of 6.14. Conversely, the  
control group, instructed via the traditional teaching method, recorded a pretest mean score of 7.37 (SD = 4.84)  
and a posttest mean score of 11.19 (SD = 3.67), yielding a mean gain score of 3.82. Additionally, the mean score  
differential between the two groups was 2.32, signifying superior performance enhancement among students  
educated with the virtual simulation package relative to those instructed through conventional methods. This  
indicates that the virtual simulation software was more effective in improving students' performance in Physics.  
Table 1 Mean and Standard Deviation of Pretest and Posttest Scores of Student Taught Physics Using the Virtual  
Simulation Package and Conventional Teaching Method  
Pre-test  
Mean  
Post-test  
Mean  
Group  
N
SD  
SD  
Mean Gain  
Mean Score Difference  
121 8.17  
4.64  
14.31  
3.22  
6.14  
Experimental  
2.32  
134 7.37  
4.84  
11.19  
3.67  
3.82  
Control  
Research Hypothesis One (H01): There is no significant difference in the performance of secondary school  
physics students taught using the virtual simulation package and those taught using the conventional teaching  
method.  
Table 2 presents a t-test performed to assess the performance disparity between secondary school Physics  
students in the experimental and control groups. The analysis indicates a statistically significant difference  
between the experimental group, students instructed with the virtual simulation package (M=14.31, SD=3.22),  
and the control group, those taught via the conventional method (M=11.19, SD=3.67), at t(253) = 7.16 and p=.00;  
<.05 alpha level. Consequently, the null hypothesis was dismissed. This indicated a statistically significant  
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difference in the performance of secondary school physics students instructed with the virtual simulation  
software compared to those taught via the usual technique, favouring the former group.  
Table 2 t-test Analysis of Difference in Performance of Secondary School Physics Students in Experimental and  
Control Groups  
Groups  
N
Mean  
SD  
t-value  
df  
Sig. (2-tailed) Remark  
121  
14.31  
3.22  
Experimental  
7.16  
253  
.00  
Significant  
134  
11.19  
3.67  
Control  
Research Question Three: What is the difference in the performance of male and female students taught using  
the virtual simulation package?  
Table 3 indicates the mean performance scores of male and female students instructed with the virtual simulation  
application. The posttest mean score for male students' performance using the virtual simulation software was  
14.39, whereas the posttest mean score for female students' performance using the same package was 14.16. The  
average difference is 0.23 in favour of the male students.  
Research Hypothesis Three (H03): There is no substantial disparity in the performance of male and female  
pupils instructed utilising a virtual simulation tool.  
Table 3 presents a t-test performed to assess the disparity in performance between male and female students  
instructed using a virtual simulation tool. The data indicates no statistically significant difference between male  
students (M=14.39, SD=3.30) and female students (M=14.16, SD=3.13) instructed with a virtual simulation  
software, t(253) = .39, p = .70; > .05 alpha level. Consequently, the null hypothesis is not rejected. This indicated  
that there was no statistically significant difference in the performance of male and female pupils instructed  
utilising a virtual simulation tool.  
Table 3 t-test Analysis of Difference in Performance of Male and Female Students Taught Using the Virtual  
Simulation Package  
Gender  
Male  
N
Mean  
SD  
t-value  
df  
Sig. (2-tailed) Remark  
76  
14.39  
3.30  
0.39  
253  
.70  
Not Significant  
45  
14.16  
3.13  
Female  
Research Question Five: What is the difference in the performance of high, medium and low score physics  
students when taught using virtual simulation package?  
Table 4 presents the mean performance of high, medium, and low-scoring Physics students in pretest and posttest  
assessments following instruction with a virtual simulation package. The high-achieving Physics students (N =  
68) exhibited a pretest mean score of 11.44 and a posttest mean score of 16.56. The average improvement of  
high-achieving Physics students is 5.12 following instruction with a virtual simulation software. The average  
score of Physics students (N = 40) was 4.70 on the pretest and 12.55 on the posttest. The average gain score of  
medium-scoring Physics students is 7.85, but low-scoring Physics students (N = 13) had a pretest mean score of  
1.69 and a posttest mean score of 7.92. Students with low scores in Physics had a mean increase score of 6.23.  
Students with low scores in Physics exhibited the highest mean gain score (7.85), followed by those with high  
scores (5.12), while students with medium scores recorded the lowest mean gain score (4.70).  
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Table 4 Pretest and Posttest Mean Performance of High, Medium and Low Score Physics Students when Taught  
Using Virtual Simulation Package  
Score Levels N  
Pretest Mean  
11.44  
SD  
Posttest Mean  
16.56  
SD  
Mean Gain  
13.25  
High  
68.00  
3.31  
1.50  
1.03  
1.17  
1.63  
2.10  
Medium  
Low  
40.00  
13.00  
4.70  
12.55  
11.05  
1.69  
7.92  
8.86  
Research Hypothesis Five: There is no significant difference in the performance of high, medium and low score  
physics students when taught using virtual simulation package.  
Table 5 presents the Analysis of Covariance (ANCOVA) about the mean performance of high, medium, and  
low-scoring Physics students instructed with a virtual simulation application. The analysis indicates that the  
result (F(2,117) = 56.62, p < .05) was significant, as the p-value of 0.00 is below the .05 alpha threshold. The  
results indicate a statistically significant difference in the performances of high, middle, and low-scoring physics  
students when instructed utilising a virtual simulation tool. Consequently, the null hypothesis was dismissed.  
This indicates a substantial disparity in the performance of high, middle, and low-scoring Physics students when  
instructed with a virtual simulation tool.  
Table 5 Analysis of Covariance (ANCOVA) on the Mean Performance of High, Medium and Low Score Physics  
Students when Taught Using Virtual Simulation Package  
Source  
Type III Sum of Squares df  
Mean Square  
365.895  
1917.920  
99.587  
F
Sig.  
Remark  
Corrected Model 1097.685a  
3
285.397 .000  
1495.970 .000  
Intercept  
Pretest  
1917.920  
99.587  
1
1
77.677  
56.616  
.000  
.000  
Score level  
Error  
145.169  
150.001  
26011.000  
1247.686  
2
72.585  
Significant  
117  
121  
120  
1.28  
Total  
Corrected Total  
a. R Squared = .800 (Adjusted R Squared = .797)  
Table 6 shows a post hoc analysis on the mean difference in performance among students with high, medium  
and low score Physics students when taught using virtual simulation package.  
Table 6 revealed that the mean difference between students with low and moderate (M=4.63), low and high  
(M=8.64), high and medium (M=4.01) score Physics students when taught using virtual simulation package is  
statistically significant (p = 0.00).  
Table 6 Bonferroni Post Hoc Analysis on the Mean Difference in Performance Among Students with High,  
Medium and Low Score Physics Students when Taught Using Virtual Simulation Package  
95% Confidence Interval  
(I) CAL (J) CAL  
Mean Difference (I-J)  
Std. Error Sig.  
Lower Bound Upper Bound  
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Low  
Medium  
High  
-4.6269*  
-8.6357*  
4.6269*  
-4.0088*  
8.6357*  
4.0088*  
.46431  
.44024  
.46431  
.28980  
.44024  
.28980  
.000  
.000  
.000  
.000  
.000  
.000  
-5.7545  
-9.7049  
3.4993  
-4.7126  
7.5666  
3.3050  
-3.4993  
-7.5666  
5.7545  
-3.3050  
9.7049  
4.7126  
Medium Low  
High  
High  
Low  
Medium  
Research Question Eight: Will there be any interaction effect of virtual simulation package, gender, and score  
levels on academic performance of senior school physics students?  
Research Hypothesis Eight: There is no significant interaction effect of virtual simulation package on gender,  
and score levels on academic performance of senior school physics students.  
Table 7 indicates that F(2, 114)=0.29, with a computed value of 0.75 (p>0.05), above the 0.05 significance  
threshold. This signifies that the interaction effect between score levels and gender is not statistically significant  
when utilising a virtual simulation package for instruction. Consequently, the null hypothesis is not rejected,  
indicating that there was no significant interaction effect of the virtual simulation package on gender and score  
levels on the academic performance of senior school physics students.  
Table 7 Interaction Effect of Interaction Effect of Virtual Simulation Package on Gender and Score Levels on  
Academic Performance of Senior School Physics Students  
Source  
Type III Sum of df  
Mean Square F  
Sig.  
Remark  
Squares  
Corrected Model  
Intercept  
1098.750a  
1877.967  
99.213  
6
183.125  
1877.967  
99.213  
.059  
140.170  
.000  
.000  
.000  
.832  
.000  
.750  
1
1437.455  
75.941  
.045  
Pretest  
1
Gender  
.059  
1
Score Levels  
130.100  
2
65.050  
.377  
49.791  
.289  
Gender * Score Levels .755  
2
Not significant  
Error  
148.936  
114  
121  
120  
1.306  
Total  
26011.000  
1247.686  
Corrected Total  
a. R Squared = .881 (Adjusted R Squared = .874)  
SUMMARY OF FINDINGS  
The following is the summary of the findings:  
1. there was a statistically significant difference in the performance of secondary school physics students taught  
using the virtual simulation package and those taught using the conventional teaching method in favour of  
students taught using the virtual simulation package {t(253) = 7.16 and p=.00; <.05}.  
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2. there was no statistically significant difference in the performance of male and female students taught using  
virtual simulation package.  
3. there was a significant difference in the performance of high, medium and low score Physics students when  
taught using virtual simulation package {F(2,117) = 56.62, p< .05} in favour of the experimental group.  
4. there was no significant interaction effect of virtual simulation package on gender and score levels on  
academic performance of senior school physics students  
CONCLUSION  
This research study investigated the effects of virtual simulation package on students’ performance in modern  
physics with varying score levels, as well as their interaction with gender. The findings contributed valuable  
insights into effective instructional strategies, specifically in the context of virtual simulation.  
Firstly, this study concludes that virtual simulation-based instruction significantly enhances secondary school  
students’ academic performance in physics compared to conventional teaching methods, as evidenced by a  
notable mean gain score and supported by consistent empirical findings. Virtual simulation instruction leads to  
improved retention of physics concepts among secondary school students, demonstrating a clear advantage over  
traditional teaching methods.  
Gender comparison within the research revealed that there is no statistically significant difference in the  
performance of male and female students taught using virtual simulation packages in physics, indicating that the  
strategy is gender-neutral and promotes equal academic opportunities for both genders. The study concludes that  
there is no statistically significant difference in the retention of male and female students taught using virtual  
simulation packages in physics, demonstrating that the strategy supports equal learning retention across gender  
lines.  
This study revealed that the use of virtual simulation packages significantly improves students’ academic  
performance in physics, particularly across different score levels. Medium-performing students benefitted the  
most, followed by low and high scorers. The virtual simulation strategy enhances conceptual understanding and  
offers an equitable platform for learners of varying abilities to engage with physics content effectively. This  
study concludes that virtual simulation packages significantly influence the retention of physics concepts among  
students of varying academic ability levels, with high scorers benefiting the most, followed by low and then  
medium scorers. The strategy not only enhances overall retention but also demonstrates differentiated  
effectiveness depending on student proficiency.  
RECOMMENDATIONS  
In line with the findings of the research, the following recommendations were made:  
1. students should be encouraged to actively engage with virtual simulation tools as part of their regular study  
routines, as these platforms promote deeper understanding, improved retention, and equitable learning  
regardless of prior ICT competency or academic level.  
2. teachers should receive continuous professional development on how to effectively integrate virtual simulation  
tools into physics instruction to enhance student engagement, conceptual understanding, and long-term  
retention.  
3. school administrators should prioritize the provision of infrastructure, such as computer laboratories and  
reliable internet access, to support the successful deployment of virtual simulation tools across science  
classrooms.  
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4. examination bodies should begin to incorporate questions and assessments that reflect technology-enhanced  
instructional methods, including simulations, to align testing with modern teaching practices and real-world  
applications.  
5. ICT and educational software developers should design interactive and user-friendly virtual simulation  
platforms that are adaptive to students with varying academic abilities and ICT competencies to promote  
inclusive learning.  
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