EFFECT OF VIRTUAL REALITY ON BASIC SCHOOL PUPILS’ ACHIEVEMENT IN MATHEMATICS IN JALINGO EDUCATION ZONE OF TARABA STATE.

Abstract

This study investigated the effect of Virtual Reality Learning Environment (VRLE) on Basic School pupils’ achievement in Mathematics in Jalingo Education Zone of Taraba State, Nigeria. The study was guided by three objectives, three research questions, and three null hypotheses. The study was anchored on Constructivist Learning Theory by Piaget (1952) and Experiential Learning Theory by Kolb (1984). A quasi-experimental research design, specifically the pre-test, post-test, non-equivalent control group design, was adopted. The population comprised 9,968 Basic Five pupils in 56 public primary schools in Jalingo Education Zone during the 2025/2026 academic session. A sample of 190 pupils consisting of 100 males and 90 females was selected through simple random sampling techniques from three public primary schools. The instrument used for data collection was the Virtual Reality Achievement Test (V-RAT), which was validated by experts in Mathematics Education, Educational Technology, and Measurement and Evaluation. Data collected were analyzed using mean and standard deviation to answer the research questions, while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The findings revealed that pupils taught Mathematics using Virtual Reality Learning Environment achieved higher mean scores (M = 20.22) than those taught using the Conventional Teaching Method (M = 18.27). The ANCOVA result showed a significant difference in achievement between pupils exposed to VRLE and those taught conventionally (F = 10.359, p = .002). The study further revealed a significant gender difference in achievement among pupils exposed to VRLE (F = 12.610, p = .001). In addition, a significant interaction effect of learning environment and gender on pupils’ mathematics achievement was found (F = 35.633, p < .05). The study concluded that Virtual Reality Learning Environment significantly enhances pupils’ achievement in Mathematics and that gender moderates its effectiveness. It was recommended, among others, that mathematics teachers should adopt Virtual Reality Learning Environments in classroom instruction, educational authorities should organize regular training programmes on the use of VR technologies, and government should provide the necessary technological facilities to support the integration of Virtual Reality into mathematics teaching and learning.