Abstract
The aim of this research is to investigate the impact of using virtual laboratories in developing some Metacognition skills in the subject of physics among third-grade female students. The research adopted a quasi-experimental design, with a sample of 30 students evenly divided between the control and experimental groups, with 15 students in each group. To achieve the research objectives, the researcher designed a scale for Metacognition skills. The results revealed statistically significant differences between the average scores of the experimental group and the control group in some Metacognition skills (planning, monitoring, and control) in the post-application phase in favor of the experimental group, which studied using virtual laboratories. Furthermore, the results indicated a significant effect size of using virtual laboratories in developing Metacognition skills among third-grade female students in Jeddah. Based on the findings, the research recommends the utilization of virtual laboratory technology in teaching physics and the organization of training courses for physics teachers.
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