This study investigates the effect of traditional and virtual laboratory-based instruction on the fifth graders' academic achievement and permanence of learning in the electricity unit. In the control group of the research, teaching is carried out in the traditional laboratory environment. In contrast, in the experimental group, it is processed in the virtual laboratory environment prepared within the science education program. "Circuit Construction Kit" simulation prepared by the University of Colorado, EBA, and Morpacampus applications were used in the virtual laboratory applications. Participants are 5th-grade students from a state school in the province of Ankara in the 2017-2018 academic year. Twenty-seven students in the control group and 27 students in the experimental group, a total of 54 students participated in the study. "Electricity Achievement Test," which is modified by researchers, is used to collect data. The reliability coefficients (KR-20) is calculated as 0,850; item difficulty index as 0,524; and item discrimination index as 0,458. Data is analyzed by using the SPSS-12 package programme. Independent groups t-test was performed to compare the means across groups, and a dependent t-test was performed to compare means within groups. Findings reveal a significant difference (p<0.05) between the experimental group in which virtual laboratory applications were used and the control group in which traditional instruction was used in favor of the experimental group. It is seen that virtual laboratory applications have a positive effect on increasing academic achievement and promoting the permanence of learning.