BIOLOGY TEACHERS’ SELF-EFFICACY IN THE USE OF VIRTUAL LABORATORY FOR INSTRUCTIONAL DELIVERY IN SECONDARY SCHOOLS

Abstract

A virtual laboratory is an interactive environment meant for creating and conducting simulated experiments in real-time in science subjects. This study investigated Biology teachers’ self-efficacy in the use of Virtual laboratory for instructional delivery in Secondary Schools in Nigeria. The study was descriptive research using a cross-sectional survey type. The purposive random technique was used to select 261 respondents from fifteen (15) senior secondary schools in Ilorin. The researcher-designed questionnaire was developed and validated by three educational technology experts and two biology experts. The instruments were pilot-tested at Offa Grammar School; Cronbach Alpha was used to test the reliability of the instrument; the coefficient was 0.91. Three research questions were raised and answered. Two hypotheses were formulated and tested at 0.005 level of significance. Findings revealed that Biology teachers’ self-efficacy in the use of the virtual laboratory for instruction in Ilorin is high; there is no significant difference between male and female Biology teachers’ in their self-efficacy in the use of the virtual laboratory for instruction and there is no significant difference in the Biology teachers’ in their self-efficacy in the use of the virtual laboratory for instruction based on the years of experience. The study concluded that females are coming up in matters concerning ICT, so they should not be discriminated against; among others. The study, therefore, recommended strongly that the issue of gender difference in the use of ICT resources for research is gradually becoming narrow