GBOYEGA Ayodeji ALADESUSI; Florence Daramola; Adesoye Oladunni AJAMU
Abstract
This study determined the Biology teachers’ access to the use of virtual laboratory in Secondary schools in Minna, Niger State. The study adopted descriptive research of the survey type. The population for the study consisted all secondary school Biology teachers in Minna, Niger State. 300 Biology ...
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This study determined the Biology teachers’ access to the use of virtual laboratory in Secondary schools in Minna, Niger State. The study adopted descriptive research of the survey type. The population for the study consisted all secondary school Biology teachers in Minna, Niger State. 300 Biology teachers were purposively selected based on the available Biology teachers in Zone B senatorial district in Niger State. The instrument for data collection was an adapted questionnaire. Descriptive and Inferential statistics were used to answer the research question and test the stated hypotheses with the aid of stastistical product and service solution (SPSS) version 20.0 at 0.05 level of significant . The findings indicated 60.1 % of the biology teachers had access to virtual Laboratory and there is no significant difference in teachers’ access to virtual laboratory for teaching biology based on gender and school type. The study concluded that activities that would require the use of ICT-based resources in secondary school should be given to both male and female since the findings of this study revealed that there was no significant difference between male and female teachers. The study recommends that since ICT resources relies heavily on power supply, provision of solar power supply would facilitate constant supply of electricity for maximum utilization of ICT based resources and facilities for teaching Biology.
