Al-Hikmah University Journal

This study was conducted to examine the effect of Virtual reality-based instructional strategy on Secondary School Students’ Interest in Physics. The study employed a quasi-experimental design adopting pre-test and post-test control group design. The sample for the study comprises one hundred and seventeen (117) SSII physics Students. The study was conducted in two public co-educational secondary schools in Dutsin-Ma. The schools were selected using simple random sampling, in each of the two schools, intact science class was used. The instrument used was Physics Interest Scale with internal consistency of 0.784. The research questions were answered using mean and standard deviation while the hypotheses were tested at (P<0.05) using t-test independent sample. The result revealed that virtual reality-based instruction enhances the students’ interest in Physics concepts among senior secondary school students under study. It also revealed that virtual reality-based instruction is a gender friendly instructional strategy with respect to the interest, recommendations were made which are; Science teachers should incorporate the use of virtual reality-based instruction to complement their traditional chalk-talk method of instructional to make students developed interest in physics and other science subjects. And the educational stakeholders should encouraged physics teachers to use virtual reality-based instruction in teaching the subject in order to improve the interest of both male and female students in the subject.