VIRTUAL LABORATORY SIMULATIONS UTILISATION AND STUDENTS' PERCEIVED UNDERSTANDING OF BIOLOGY CONCEPTS IN SECONDARY SCHOOLS IN ANAMBRA STATE

This study examined the relationship between virtual laboratory simulations utilisation and students’ perceived understanding of Biology concepts in secondary schools in Awka South Local Government Area of Anambra State. Three research questions and one null hypothesis guided the study. A descriptive survey design was adopted. The population comprised 1,893 SS2 Biology students in 18 public secondary schools, from which 150 students were selected across six schools. Data were collected using a 40-item questionnaire comprising 20 items on simulation utilisation and 20 items on perceived understanding, rated on four-point scales. The instrument underwent expert face validation, and a pilot study involving 30 students yielded a Cronbach’s alpha coefficient of .89. Mean and standard deviation were used to answer the descriptive research questions, while Pearson’s correlation was used to examine the relationship and test the hypothesis at the .05 significance level. The illustrative results indicated high simulation utilisation (M = 2.84, SD = 0.56) and high perceived understanding (M = 2.96, SD = 0.51). A significant positive relationship was indicated between the variables, r(148) = .62, p < .001. These provisional results suggest that greater reported utilisation is associated with higher perceived understanding, without establishing causation or demonstrated conceptual mastery. Guided simulation activities and direct assessments of conceptual understanding were recommended.