The Effectiveness of Technology-Enhanced Learning Tools, Including Virtual Labs and AI-Powered Platforms, in Improving STEM Education Outcomes Among Secondary School Students

Abstract

of virtual laboratories and AI-guided platforms) can be used to improve the results of vocational training among students of secondary school concerning STEM education. The research design was a quasi experimental study which took three hundred forty students as experimental and control bands that were measured in terms of conceptual-understanding, problem asolving, retention, engagement, and teacher perceptions. Findings of quantitative analysis indicated high science and mathematics gain by the students who learned with the use of TEL tools as compared to their counterparts who were taught with the help of using typical methods and the effects size was very Denser with an approximation of 20 percent higher with their counterparts and retention of the students was high as well. The results of learning analytics were positive renders between the use of the platform and performance, and qualitative results were found when the drive to engage in learning, collaborate, and ask questions is more prevalent in the TEL classes. Teachers understood the pedagogical value of the tools, but they emphasized that it would be possible to achieve their adequate use only with the assistance of the professional development and support on a systemic level. The key point that the authors conclude is that virtual laboratory and artificial intelligence platforms can provide a scalable and affordable and pedagogically viable choice to STEM education, yet such issues as diversity, access, and teacher bandwidth need to be managed accordingly.