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’ selfefficacy 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’ selfefficacy 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.