In the aftermath of the COVID-19 pandemic, many education systems around the world have recognized the value of using technology such as virtual laboratories to teach science subjects. This study aimed to explore the effectiveness of using a virtual laboratory on grade eight students in learning about electricity-related topics. A quasi-experimental research design was used; involving forty (40) students aged 14-15 years. Students in the control group used a physical laboratory to complete the practical activities whereas those in the experimental group used a specially designed virtual laboratory. The result indicated that the virtual laboratory significantly enhanced students' achievement in electricity-related topics more than the physical laboratory. These findings could be attributed to how students learn using the virtual laboratory. For instance, in the virtual laboratory, students can visualise imperceptible phenomena and processes. They also were able to control the variables and observe instant feedback. The findings of the research have provided several important implications for curriculum designers and science education.