Life Sciences Teachers’ Profiles, Knowledge, Skills, Extent of Use, and Challenges in Utilizing Virtual Laboratories

Camelle Eve Alviar

doi:10.58249/v33hpq89

Authors

Camelle Eve Alviar Ms Author

DOI:

https://doi.org/10.58249/v33hpq89

Keywords:

Extent of use, Coping strategies, Knowledge, Skills, Virtual Laboratory

Abstract

This descriptive-correlational study examined the profiles, knowledge, skills, extent of use, and challenges faced by teachers in utilizing virtual laboratories. The respondents were 176 Junior High School Life Sciences teachers from public secondary schools in the Schools Divisions of Ilocos Norte, City of Batac, and Laoag City, selected through purposive sampling. Data were gathered using an adapted survey questionnaire. Most participants were female, aged of 30–34, with the position of Teacher II and four to six years of teaching experience. A majority had no training in virtual laboratories. Findings showed that teachers' knowledge, skills, and usage of virtual laboratories were at a moderate level, with strong correlations among these variables. Major challenges identified included difficulty in platform utilization, lack of awareness of resources, professional restructuring issues, poor internet connectivity, and insufficient training and facilities. Thematic analysis revealed four coping strategies, which are the use of alternative modes, training/seminars/workshops, provision of materials, and visual learning implementation. Despite the challenges, learners found virtual laboratories exciting and motivating due to their ICT and 21st-century learning features. Teachers reported that these tools are easy to access and manipulate. Most respondents recommend integrating virtual laboratories into science teaching, recognizing both their potential and limitations.

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