Application of Virtual Reality in STEM Education for Enhancing Immersive Learning and Performance of At-Risk Secondary School Students

Integration of Virtual Reality (VR) in education is increasingly recognised for its potential to enhance immersive learning environments, especially for at-risk students facing challenges like insecurity and inadequate infrastructure in Sokoto State, Nigeria. The study applied virtual reality in teaching STEM subjects (Science, Technology, Engineering and Mathematics) and explored how it improved engagement in learning, interest in laboratory practicals and educational outcomes for at-risk students, guided by Albert Bandura’s Social Cognitive Theory (SCT). A mixed-method approach incorporated qualitative observations and a quantitative quasi-experimental design. The study assessed the impact of VR-based instruction on at-risk students compared to traditional teaching methods. A sample of 65 students was divided into an experimental group (n=31) receiving VR-based instruction and a control group (n=34) with traditional instruction. Data analysis involved pre-test/post-test comparisons, descriptive statistics, and t-tests. Results revealed that VR-based teaching significantly improved students’ engagement, learning outcomes, and interest in hands-on skills. The experimental group showed higher participation, on-task behaviour, and satisfaction, and achieved better post-test scores in complex subjects such as Human Anatomy and Trigonometry. The study concluded that virtual reality (VR) technology effectively enhances STEM education for at-risk students at the secondary school level engagement with scores increasing from 3.5/5 to 4.6/5, significant improvement in performance with a mean gain of 33.4 points, and an increase in interest for the Hands-on laboratory practicals from 3.5 to 4.6. The study recommended the integration of virtual reality technologies into the secondary education curriculum. Further research should focus on translating immersive experiences into academic performance, emphasising on teacher training and support.