Perceptions and experiences of life sciences teachers on the integration of a virtual laboratory for rural teaching

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dc.contributor.advisorJita, Thuthukileen_ZA
dc.contributor.authorShambare, Brianen_ZA
dc.date.accessioned2024-08-08T13:35:30Z
dc.date.available2024-08-08T13:35:30Z
dc.date.issued2023en_ZA
dc.descriptionThesis (Ph.D.(Mathematics, Science and Technology Education))--University of the Free State, 2023en_ZA
dc.description.abstractIn line with South Africa’s National Development Plan Agenda 2030, the current educational objective is to provide technology to schools. However, effective integration of these technologies in teaching hinges on teachers’ acceptance to use them. Therefore, it is imperative to investigate issues of technology acceptance, particularly teachers’ perceptions and experiences, before introducing such technologies. Neglecting this step risks the technology tools being underutilised or abandoned once deployed in schools, especially innovative ones like Virtual Lab. This study investigated Life Sciences teachers’ perceptions and experiences regarding integrating Virtual Lab for rural teaching. The Technology Acceptance Model (TAM) (Davis, 1989) and the Technological Pedagogical Content Knowledge framework (TPACK) (Koehler & Mishra, 2006) guided this research. The study used a sequential explanatory mixed-methods approach with two phases: a quantitative survey involving 200 Life Science teachers in Eastern Cape province and qualitative interviews with four teachers from rural secondary schools in the Joe Gqabi District. Findings were analysed using descriptive and inferential statistics in Phase One and thematic analysis in Phase Two, and the integrated results matrix facilitated meta-inferences. The study found that Life Sciences teachers perceive integrating Virtual Labs into teaching positively, primarily driven by its ease of use and usefulness. Notably, they emphasise the benefits over the ease of use, indicating a solid understanding of Virtual Lab’s potential advantages. Furthermore, teachers with higher technological pedagogical content knowledge hold more positive perceptions of Virtual Lab. Interestingly, this study found that perceived usefulness and technological knowledge significantly influence teachers’ intention to use Virtual Lab. This finding affirms that combining TAM and TPACK theories can offer a comprehensive framework for analysing teacher perceptions and acceptance of novel technologies in rural schools. However, challenges exist. Many teachers lack the knowledge to use Virtual Lab effectively. Limited electricity supply, insufficient school support, and a lack of professional development hinder Virtual Lab adoption. To overcome these, the study recommends tailored professional development and school support. Looking ahead, future research should shift its focus towards exploring learners’ perceptions and experiences regarding the integration of Virtual Lab to gain a holistic understanding of its uptake in education.en_ZA
dc.identifier.urihttp://hdl.handle.net/11660/12720
dc.language.isoen
dc.publisherUniversity of the Free Stateen_ZA
dc.rights.holderUniversity of the Free Stateen_ZA
dc.subjectLaboratory experimentsen_ZA
dc.subjectperceptionsen_ZA
dc.subjectscience educationen_ZA
dc.subjectvirtual laboratoryen_ZA
dc.subjecttechnology-user-acceptanceen_ZA
dc.subjectTPACKen_ZA
dc.subjectTAMen_ZA
dc.titlePerceptions and experiences of life sciences teachers on the integration of a virtual laboratory for rural teachingen_ZA
dc.typeThesis
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