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TEACHERS’ AWARENESS AND PERCEPTIONS OF VIRTUAL LABORATORIES ON ACQUISITION OF BIOLOGY PRACTICAL SKILLS IN LAGOS STATE
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
The integration of technology in education has revolutionized the way students learn and acquire practical skills. Virtual laboratories, in particular, have emerged as a promising tool for enhancing biology practical skills acquisition. This study aims to investigate teachers' awareness and perceptions of virtual laboratories and their impact on the acquisition of biology practical skills among students in Lagos State.
A mixed-methods research design was employed, combining quantitative surveys and qualitative interviews. The participants included biology teachers from various secondary schools in Lagos State. The quantitative survey assessed teachers' awareness of virtual laboratories, their frequency of use, and their perceived effectiveness in enhancing students' biology practical skills. The qualitative interviews aimed to explore teachers' experiences, challenges, and suggestions regarding the implementation of virtual laboratories.
Preliminary findings indicate that a majority of biology teachers in Lagos State are aware of virtual laboratories, but their frequency of use varies. Teachers generally perceive virtual laboratories as highly effective in facilitating students' acquisition of biology practical skills, particularly in areas such as experimentation, data analysis, and scientific inquiry. However, several challenges were identified, including limited access to technology infrastructure, inadequate training and support, and concerns about the authenticity of virtual experiments compared to traditional hands-on laboratories.
Based on the findings, it is recommended that educational policymakers and school administrators in Lagos State invest in improving technology infrastructure in schools and provide comprehensive training and support for teachers to effectively utilize virtual laboratories. Additionally, collaborations between educational institutions, technology providers, and curriculum developers should be fostered to ensure the development of high-quality virtual laboratory resources aligned with the biology curriculum.
This research contributes to the growing body of knowledge on the integration of virtual laboratories in biology education. By understanding teachers' awareness and perceptions, educational stakeholders can design evidence-based strategies to optimize the use of virtual laboratories, ultimately enhancing students' acquisition of biology practical skills in Lagos State and beyond.
TEACHERS’ AWARENESS AND PERCEPTIONS OF VIRTUAL LABORATORIES ON ACQUISITION OF BIOLOGY PRACTICAL SKILLS IN LAGOS STATE, GET MORE EDUCATION PROJECT TOPICS AND MATERIALS
