This study's goal is to ascertain how the experimental approach used in the virtual lab affects senior secondary school students' performance in scientific classes. The study adopted a quasi-experimental Pretest post-test research design. The study's overall sample size was one hundred and ten (110) students, divided into sixty (60) students in the experimental groups and fifty (50) students in the control group. The researchers designed the Science Achievement Test (SAT), which was used to collect data. The statistical analysis of the acquired data was carried out using the Statistical Package for Social Sciences (SPSS) version 23. The study's findings indicated that both groups were similar before the experiment commenced and that after the experiment, the experimental group's students did better than those in the control group. Female students in the experimental group also significantly outperformed their male counterparts in the same group. Finally, the findings showed that experimental group students outperformed their counterparts in the control group in terms of their capacity to recollect scientific knowledge. Based on these results, it was suggested, among other things, that the virtual laboratory experimental teaching technique be included in the science practical instruction and learning at the secondary school level.