TEACHERS’ ATTITUDE TOWARD THE INTEGRATION OF VIRTUAL REALITY FOR TEACHING BIOLOGY CONCEPTS IN SENIOR SECONDARY SCHOOLS IN KWARA STATE, NIGERIA

Abstract

Biology concepts such as photosynthesis, respiration, enzyme activity, sex-linked traits, genes, nervous system, hormones, among others, are perceived as abstract and seem difficult for teachers and students in senior schools. Therefore, the study examined teachers’ attitude towards virtual reality and the perceived usefulness of virtual reality for teaching Biology. The study population comprised all senior secondary Biology teachers in Kwara State. Purposively, 263 Senior Secondary Biology teachers in Ilorin metropolis were sampled. The data was analysed using frequency count, mean, and t-test. The result showed that: Biology teachers have positive attitudes toward the integration of virtual reality for teaching (3.00); teachers perceived the usefulness of virtual reality for teaching Biology (2.92); there was no significant difference between male and female Biology teachers’ attitude towards virtual reality for teaching; and there was a significant difference between male and female Biology teachers’ perceived usefulness of virtual reality for teaching (0.069 < 0.05). The study highlights the need for continuous teacher training to sustain VR integration in Biology classrooms. Based on the findings of the study, the study recommends that teachers should endeavour to improve the use of virtual reality for teaching difficult biology concepts.