Virtual Experiment–Based Kit as an Innovative Approach to Chemistry Education for Secondary School Students

The rapid growth of digital technology is reshaping science education, particularly in chemistry where laboratory work is often constrained by cost, safety, and limited resources. These challenges are especially pressing in Malaysian Independent Chinese Secondary Schools (MICSS), where many laboratories lack updated facilities and technical support. This study sets out to design and evaluate a virtual experiment–based kit to supplement chemistry teaching and learning. A quasi-experimental design will be carried out with about 30 Junior 3 students in MICSS. Data will be collected through a Chemistry Knowledge Test, an Experimental Skills Test, and a Student Feedback Questionnaire, analyzed using descriptive and inferential statistics, supported by qualitative insights. Expected outcomes include stronger conceptual understanding, improved laboratory skills, and greater interest in STEM learning. The study also seeks to highlight challenges in teacher readiness and technological infrastructure, offering practical guidance for the effective integration of virtual experiments in MICSS classrooms.

Virtual Experiments, Chemistry Education, MICSS, Educational Technology, STEM, Artificial Intelligence, Virtual Reality

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