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This study aims to investigate the effect of using inquiry-based virtual labs (V-Labs) on 11 grade Lebanese students’ achievement in genetic engineering. The differential impact of gender is also explored. This study uses a quasi-experimental, control-group design whereby students in the experimental group received inquiry-based V-Lab lessons designed by the researcher and students in the control group received lessons based on the 5E inquiry model. Participants included 200 students from two private schools and two public schools in Beirut. A pre/post-test was used to measure student achievement. Results showed that students who were taught using V-Labs showed better achievement in genetic engineering than those who only received the inquiry-based approach. In addition, female students showed better achievement when they received the V-Lab approach while males showed better achievement with the 5E approach.

The Impact of Inquiry-based Virtual Labs on 11th Grade Lebanese Students' Achievement in a Biotechnology Unit