Effectiveness of virtual biology experiments developed by Rwanda Quality Basic Education in enhancing students’ understanding and engagement in genetics

Teaching and learning genetics remain challenging because of the abstractness of key concepts, inherent complexity of genetic processes, and the extensive time often needed for experimental investigations. To address this issue, virtual biology laboratory tools (VBLs) for genetics aligned with the lower secondary Rwandan curriculum were developed and their effectiveness was assessed. Data were collected from 120 students and 16 biology teachers selected from 4 districts in Rwanda. 97.8% of students and 95% of teachers revealed that these VBLs were interactive, engaging, and effective in developing critical thinking and analytical skills as well as offering flexibility in learning. Additionally, students reported high motivation when using the developed VBLs, and students’ motivation correlated positively (r=0.67) with pedagogical effectiveness of the tools. Furthermore, students improved their performance (t(119) = 29.30, p < 0.05) after interacting with the VBLs, reflecting the contribution of these tools on genetics conceptual understanding. However, limited computer availability, technical difficulties and inadequate digital skills were identified as factors limiting the use of these tools to teach and learn genetics in Rwandan lower secondary schools. Strengthening ICT infrastructure, providing technical teachers’ training and the development of VBLs mobile-compatible versions were recommended to increase accessibility and use of VBLs.