The integration of Virtual Learning Environments (VLEs) within blended learning models is transforming how STEM education is delivered. This study evaluated the effectiveness of VLEs in fostering both knowledge retention and collaborative learning among high school students (grades 10–12) enrolled in STEM courses. A total of 180 students from urban public schools participated, with one group engaging in VLE-supported blended learning and the other following traditional classroom-based methods.

Using a mixed-methods approach, quantitative data on students' understanding of STEM concepts were collected via pre- and post-tests aligned with curriculum learning objectives. Additionally, VLE usage metrics such as participation rates and time spent on activities were gathered. Qualitative insights were obtained through semi-structured interviews with teachers and students, alongside classroom observations to evaluate implementation.

The results showed a 22% improvement in post-test scores for the VLE group compared to 12% for the traditional group. Students reported that the interactive features of the VLE enhanced their understanding of complex concepts, facilitated peer collaboration, and made learning more engaging. Teachers noted that the VLE allowed for more targeted support and differentiated instruction.

This research highlights the significant potential of VLEs to enhance STEM education when integrated into blended learning models. Future studies should focus on refining VLE tools and exploring their impact across diverse educational contexts.

Keywords: Virtual learning environments, blended learning, STEM education, knowledge retention, collaborative learning.