Effect of Virtual Learning Strategy on Urban and Rural Students’ Interest and Achievement in Difficult Concepts in Basic Science and Technology in Benue State, Nigeria.

The study investigated the Effect of virtual learning strategy on urban and rural students’ interest and achievement in difficult concepts in Basic Science and Technology in Benue State, Nigeria. The study was guided by two specific objectives. Two research questions were asked and answered by the study. Two hypotheses were formulated and tested at 0.05 level of significance. The researcher adopted a quasi-experimental research design. The population of the study was 23,994 students and the sample size was 116 students. The study used two instruments, Basic Science and Technology Interest Rating Scale (BSTIRS) and Basic Science and Technology Achievement Test (BSTAT). The instruments were validated by five experts. Reliability coefficient of 0.67 and 0.78 was obtained for the interest rating using Cronbach Alpha formula and using Kuder-Richardson 20 formula respectively. The data obtained from the study were analyzed using mean and standard deviation to answer the research questions while ANCOVA; was used to test the hypotheses at P<0.05 alpha levels of significance. The findings revealed no significance difference in the mean interest ratings and achievement of students in urban and rural schools taught difficult concepts in Basic Science and Technology using virtual learning strategy. Based on the findings, the study concluded that virtual learning strategy is an effective strategy for teaching Basic Science and Technology as it helps to increase urban and rural students’ interest and achievement in Basic Science and Technology. The study recommended that virtual learning strategy is an effective strategy in teaching Basic Science and Technology and therefore should be employed by the teachers of Basic Science and Technology at all levels of Basic education in both urban and rural schools.