Examining the Novelty, Interactivity and User-Friendly Attributes of Virtual Laboratory Package For Conducting Nigerian Secondary School Physics Experiments

Abstract

The study assessed the novelty, interactivity and user-friendly attributes of a developed virtual laboratory package for conducting Nigerian secondary school physics experiments. Descriptive survey design was employed and answers were provided to three research questions. Purposive sampling technique was used to select 22 instructional design experts and 35 computer experts who examined and rated the package using adapted questionnaires that were validated and found reliable for data collection. Data gathered from the administration of the questionnaires were analyzed using Mean and Standard deviation. Findings revealed that computer experts agreed that learning through virtual laboratory is an innovation that is new to physics students and teachers in Nigerian secondary schools (average mean response = 2.61 out of 5), instructional design experts rated the interactivity features of the package low (average mean response = 2.32 out of 5), but agreed that the package possess user-friendly features (average mean response = 2.80 out of 5). Based on these findings, it was recommended among others that, developers of learning packages such as virtual physics laboratory package should ensure high interactivity and friendliness of the packages in order to improve students’ achievement, enhance effective communication and foster their interest in physics contents.