BIOLOGY TEACHERS ACCESS AND UTILIZATION OF VIRTUAL LABORATORY IN SECONDARY SCHOOLS AT DAMATURU LOCAL GOVERNMENT AREA.

ABSTRACT The integration of Information and Communication Technology (ICT) in education has revolutionized teaching methodologies, particularly in science-related subjects where practical learning is essential. This study comprehensively examines Biology teachers' access to and utilization of virtual laboratory resources in secondary schools within Damaturu Local Government Area of Yobe State, Nigeria. Virtual laboratories are digital platforms that simulate practical laboratory experiences, enabling students and teachers to conduct experiments and visualize biological processes in a virtual environment. These tools are especially relevant in regions facing infrastructural challenges, where physical laboratories may be under-equipped or entirely unavailable.The study adopted a descriptive survey research design, utilizing structured questionnaires and interviews to collect data from a sample of Biology teachers across both public and private secondary schools in the area. The research focused on several key areas, including the availability of virtual laboratory infrastructure, teachers' digital literacy and competence, frequency and manner of virtual lab usage in classroom instruction, institutional support, and perceived impact on teaching outcomes and student engagement. Findings from the study revealed that access to virtual laboratories is significantly limited in many of the secondary schools, primarily due to lack of funding, inadequate ICT infrastructure, insufficient training, and low awareness among educators. Even in schools where such resources are available, utilization levels were found to be low, with most Biology teachers relying predominantly on traditional teaching methods. Factors such as poor internet connectivity, lack of technical support, and minimal professional development opportunities further hinder the effective integration of virtual labs into the curriculum. Despite these challenges, respondents acknowledged the pedagogical value of virtual laboratories, emphasizing their potential to enhance students’ understanding of abstract biological concepts, foster critical thinking, and improve practical skills through interactive simulations. The study concludes that improving Biology teachers' access to and effective use of virtual laboratories requires a multifaceted approach involving investment in ICT infrastructure, teacher training programs, policy formulation, and collaboration among educational stakeholders.