Effect of Virtual Learning Strategy on Students' Interest in Difficult Concepts in Basic Science and Technology in Basic Education Schools in Benue State, Nigeria

This study investigated the effect of virtual learning strategy on students’ interest in difficult concepts in Basic Science and Technology in basic education schools 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 study adopted quasi-experimental research design. The population of the study was 23,994 students and the sample size was 239 students. The study used one instrument, the Basic Science and Technology Interest Rating Scale (BSTIRS). The instrument was validated by five experts. Reliability coefficient of 0.67 was obtained for the interest rating using Cronbach Alpha formula. 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 0.05 level of significance. The findings revealed that students taught Basic Science and Technology using virtual learning strategy have more interest than students taught using the conventional classroom method and male students taught Basic Science and Technology using virtual learning strategy have more interest than their female counterpart. However, the difference in their interest level is not significant. 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 students’ interest in Basic Science and Technology. The study recommended that Virtual learning strategy is an effective strategy in teaching Basic Science and Technology as it promotes students’ interest and therefore should be implemented by the teachers of Basic Science and Technology at all levels of Basic education.