Aku, Philip EggonEzekiel, AdamuDabilang, Justina T.2023-12-132023-12-132022-05-05Eggon, Et. el. (2022) EFFECTS OF MACHINE-ASSISTED AND VIRTUAL SCIENCE LABORATORY LEARNING STRATEGIES ON STUDENTS’ ACHIVEMENT IN BASIC SCIENCE AND TECHNOLOGY IN NASARAWA, NIGERIAhttps://keffi.nsuk.edu.ng/handle/20.500.14448/3932The technological advancement of a nation depends on the level of scientific and technological knowledge of the citizenry where education remains a veritable tool for this attainment. To actualize this technological advancement, educators do not rest on the oars of their previous researches and conventional teaching styles but they should keep searching for novel and ideal ways on how to transform education through an engaged, appealing, intuitive pedagogy or domain (Ada, Eriba, &Toryem, 2020; Achor, &lryobee, 2020). The need for this transformation could be the reason why the Federal Republic of Nigeria (FRN, 2013), in release of her educational objectives for secondary schools, emphasized on the need to equip students with relevant skills. In the opinion of Nigerian Educational Research and Development Council (NERDC) (2012), BST is the product of restructuring and integration of Primary and Junior Secondary School ‘ science curricula namely Basic Science, Basic Technology, Physical and Health Education, and Information and Communication Technology (ICT) which a child encounters at the Upper Basic level under the current 9-3-4 system of education. The goals of BST are to develop students' interest ienLearning, Machine Assisted Learning, Virtual Science Laboratory Achievement, Basic Sciece TechnologyArticle