ABSTRACT
The integration of technology in education has revolutionized traditional learning environments, with virtual simulations emerging as effective tools for enhancing student engagement and mastery of complex subjects. This study examines the impact of virtual simulations on students’ mastery of organic chemistry in Nigerian universities, with a focus on undergraduate students in the Department of Curriculum and Instructional Technology, University of Benin. The study employed a stratified random sampling technique to select 60 students across different levels (100 to 400), ensuring a diverse representation of learners with varying exposure to virtual simulations.
Findings reveal that virtual organic chemistry labs significantly enhance students’ comprehension, confidence, and engagement with the subject. Students reported that virtual simulations improved their understanding of theoretical concepts, increased their motivation, and provided a flexible, interactive learning experience. The results also indicate that students prefer virtual labs over traditional laboratory settings due to their accessibility and effectiveness in bridging the gap between theoretical knowledge and practical application. These findings align with constructivist learning theories, emphasizing experiential learning as a crucial factor in knowledge retention.
Given the infrastructural challenges in Nigerian universities, particularly the limited access to fully equipped laboratories, this study highlights the potential of virtual simulations as a viable instructional intervention. The study concludes that integrating virtual labs into the curriculum can significantly improve students’ mastery of organic chemistry while fostering digital literacy skills necessary for the modern workforce. The study recommends that higher institutions embrace virtual learning tools as complementary resources to enhance science education and address existing educational challenges.
