Virtual Laboratory Modelling: Its Impact on Learners’ Conceptual Understanding in Science

International audience This study investigated the impact of virtual laboratories on learners’ conceptual understanding of photosynthesis. A quasi-experimental pretest–posttest design with comparison groups was employed. The experimental group received ICT-integrated instruction through virtual laboratory simulations, whereas the control group received traditional teacher-centred instruction based on lectures, textbook readings and teacher-directed activities. The study was conducted among learners studying photosynthesis within the science curriculum at a public high school in Tema, Ghana. The final analytic sample comprised 85 learners who completed the required assessments. Data were analysed using descriptive statistics and Welch’s t-test. The pretest results showed no statistically significant difference between the experimental and control groups (t = 0.04, p = .971, Hedges’ g = 0.01), indicating comparable prior knowledge before the intervention. The posttest results showed a statistically significant difference in favour of the experimental group (t = 3.97, p < .001, Hedges’ g = 0.97). Based on conventional benchmarks, this effect size indicates a large effect and suggests that learners who engaged with the virtual laboratory demonstrated stronger acquisition of photosynthesis concepts than those taught through the traditional approach. The findings indicate that virtual laboratories can support the teaching and learning of complex biological processes by providing interactive visualisations, structured practice and opportunities for active engagement. The study recommends that educators select ICT tools that are aligned with specific learning objectives and constructivist learning principles, including scaffolding, timely feedback, learner interaction and visual representation of abstract processes. The findings should be interpreted within the study’s quasi-experimental design, sample and contextual limitations.