Development and Validation of Virtual Laboratory for Enhancing Quality Physics Education in Nigeria

Amosa Isiaka Gambari, Akawo Angwal Yaki, Saifullahi Muhammed, Amina Nana Mohammed

Abstract


This study focuses on the development and validation of a Physics Virtual Laboratory Instructional Package (PVLIP) to improve the quality of physics education in Nigeria, addressing challenges such as inadequate laboratory equipment and abstract concepts. The research employed an instrumentation design, utilizing the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model for the PVLIP's creation. The PVLIP's effectiveness was validated by a diverse group of experts, including physics teachers, lecturers, computer programmers, and educational technology specialists, alongside 95 students. Validation was conducted in four stages: expert validation, one-on-one student validation, small group validation, and large group field trial validation. Data collected through various questionnaires (Content Validation, Computer Expert, Educational Technology Expert, and Students’ Response) were analyzed using frequency counts and percentages. The results demonstrated positive feedback from both experts and students, with agreement rates consistently above 97% across all validation aspects, including content suitability, functionality, interactivity, navigation, feedback mechanisms, and screen design. These findings underscore the PVLIP's potential as a viable and effective alternative to traditional laboratories, enhancing learning engagement and promoting quality physics education in Nigeria.


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