Abstract
This study developed and evaluated Virtual KAB, a simulation platform designed to enhance biology learning outcomes among senior secondary school students in Minna Metropolis, Niger State, Nigeria. The research adopted a quasi-experimental pretest–posttest design involving 83 SSII students purposively selected from two schools, with one group taught reproduction using Virtual KAB and the other through conventional demonstration. Data were collected using the Biology Reproduction Performance Test (BRPT). Findings revealed that students taught with Virtual KAB achieved significantly higher mean gain scores (30.84) compared to those taught without it (12.45). Similarly, retention gains were greater in the experimental group (16.64) than in the control (1.35), indicating that the simulation promoted deeper understanding and long-term recall of biological concepts. Gender-based analysis showed no significant difference in retention, suggesting that the tool is equally effective for male and female learners. These results affirm the constructivist view that interactive, technology-based learning fosters engagement and meaningful knowledge construction. The study concludes that Virtual KAB significantly enhances students’ academic achievement and retention in biology, thereby addressing challenges associated with inadequate laboratory facilities and traditional teaching limitations. The study recommends the integration of simulation tools into classroom practice and curriculum design to improve learning outcomes and sustain interest in biology across genders.