Journals › Journal of Innovative Practices in Education
Virtual Labs in Science Teaching: Sri Lankan Teachers' Perspectives and Challenges
Journal of Innovative Practices in Education 1(2): 76–103 · 2025
https://doi.org/10.4038/jipe.v1i2.13
Abstract
This study examines Sri Lankan Science teachers’ perspectives on using virtual labs (VLs) in Science teaching, focusing on challenges and their impact on student engagement and learning outcomes. Data from 150 teachers in 1AB, 1C, and Type II schools across urban and rural areas were collected through surveys and semi-structured interviews. Results revealed disparities in perceptions and implementation of VLs based on school type and location. Teachers in 1AB schools had the highest perception scores (M = 3.9, SD = 0.8), while Type II schools scored the lowest (M = 2.2, SD = 0.7). ANOVA analysis confirmed significant differences across school types (F(2,147) = 15.43, p
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