Using Virtual Laboratories in Teaching and Its Obstacles from the Viewpoint of Secondary School Physics Teachers

Abstract

The study aimed to identify the use of virtual laboratories in physics teaching and its obstacles from the point of view of physics teachers. A descriptive approach was applied. A questionnaire was prepared consisting of 25 items distributed on two dimensions. Validity and reliability were confirmed. The questionnaire was distributed to (400) physics teachers in Riyadh governmental and private schools during the year 1442. Only 159 teachers responded to the questionnaire. The results showed that the average use of the virtual laboratories in teaching was (4.04), which is a high degree of usage. The average agreement on obstacles of using virtual laboratories in teaching was (4.16), which is a high degree of disability. The research presented number of recommendations based on its findings: the need to provide a sufficient number of modern devices for activating virtual laboratories in organized halls, increasing the number of training programs for teachers on using virtual laboratories, training teachers and students to benefit from virtual laboratories in Distance education. A number of future studies have been proposed