THE EFFECT OF PRACTICAL METHOD ON VIRTUAL LABORATORY TEACHING OF PHYSICS IN DISTANCE LEARNING EDUCATION CHAPTER ONE INTRODUCTION 1.1 Background to the study Information and Communication Technology (ICT) can be regarded as a strong weapon for sustainable development, empowering people for global competitiveness and tools that have contributed to the growth of all areas of human activity (Brakel & Chisenga, 2003). Virtual laboratory is one of the innovations in teaching and learning process that depend on the application and utilization of ICT tools. It is an interactive environment without real laboratory tools meant for creating and conducting simulated experiments (Babateen, 2011; Harry & Edward, 2005). It provides students with tools and materials set on computer in order to perform experiments saved on CDs or on web site (Babateen, 2011; Nunn, 2009). The roles of virtual laboratory in teaching and learning process cannot be over-emphasized, it makes students become active in their learning and provide opportunities for students to construct and understand difficult concepts more easily (Gambari, et al., 2012).Studies on effects of virtual laboratory on students\u2019 academic performance especially in practical based science subjects revealed the effectiveness of laboratory globally and thereforerecommended its utilization in teaching and learning process(Efe & Efe, 2011;Gambari, et al., 2012; Mahmoud & Zoltan, 2009; Maldarelli, et al., 2009; Tuysuz, 2010). However, several computer learning packages have been developed, validated and found to be effective in teaching and learning of science-based subjects through various researches conducted in Nigeria are not being utilized in Nigerian schools owing to series of school factors which Bates (1995) referred to as organizational factors (requirements, barriers and technical capabilities). Effective teaching with technology requires a higher skill level and this requires support, encouragement and investment for teachers by school administrators (Bates, 2000). The level of organizational support given to a technology is critical to its long-term success. Bates (2000) listed various organizational barriers to implementing technology, the greatest of which is lack of interest in using the technology for teaching by teachers. In addition, Irani and Telg (2002) stated that skills alone are not enough and that in many instances, instructors must change their teaching style as they learn how to operate or at least understand the operations of the technology they are using. Changes in administrative structures, policies and procedures, improved technical support for staff and students, and in-service training for staff will certainly be necessary to ensure effective adoption of technologies (Bates, 1995; Bates, 2000; Lambert & Williams, 1999; Irani & Telg, 2002). Bates concluded that existing educational institutions were created to meet the needs of a society that is fast developing and that there is need for educational organizations that can exploit the new technologies to meet the needs of the twenty-first century. Adomi and Kpangban (2010) observed that adoption of learning technologies in Nigerian secondary schools is affected by limited school budget, inadequate manpower and limited ICT skills among teachers. Carnevale (2010) was of the opinion that for effective use of virtual laboratory, there is need for computers with special standard, need for specialized working staff, instructors and curriculum experts for designing and production. In terms of organizational issues, this present study will identify the barriers that are likely to hinder effective adoption of virtual physics laboratory package in Nigerian secondary schools as well as determine the essential requirements needed for the package to be selected for use in teaching and learning of physics experiments. Statement of the problem For a long time, Physics training has been conducted mostly without or with a very poor experimental base. It means that Physics instruction almost entirely was and still in many places today is carried out by lecturing and writing \u201cfrozen\u201d formulas on the board. Teaching of science and technology-based subjects such as Biology, Chemistry, Agriculture and Physics, requires a lot of investment in resources such as laboratories, chemicals and other facilities, in addition to the common teaching aids. This further puts strain on the schools that offer these subjects: there are many schools that offer science subjects with limited resources such as lack of laboratory space, laboratory equipment, consumable supplies and sometimes even a shortage of qualified science teachers. In response to some of the challenges relating to performing physical experiments there has been a shift towards the use of a virtual laboratory in the form of video demonstrations, anima- tions and other internet-based resources, and these have been adopted and are quite common in the Developed World. These simulations reduce the risks associated with the often hazardous experiments, whether demonstrations or by the students. It is in line of this that we seek to find out the effects of practical methods on virtual laboratory teaching techniques. Aims and objectives of the study The major aim of this study is to find out the effects of practical methods on virtual laboratory teaching techniques. The specific objectives are; Research Hypothesis Hypothesis One Ho: virtual laboratory teaching does not enhance students\u2019 understanding of physics Hi: virtual laboratory teaching does enhance students\u2019 understanding of physics Hypothesis Two Ho: There is a negative effect of virtual laboratory teaching on distance learning students. Hi: There is a positive effect of virtual laboratory teaching on distance learning students. Research Questions What are the factors impeding effective virtual laboratory teaching of physics Significance of the Study Proponents of virtual schooling have concluded that there are a number of benefits associated with virtual schooling. These benefits can be summarized into five main areas: (a) Expanding educational access, (b) Providing high- quality learning opportunities, (c) Improving student outcomes and skills, (d) Allowing for educational choice and, (e) Achieving administrative efficiency. Whether these benefits are actually realized through virtual schooling remains in doubt in the minds of some critics, and the research to support these assumptions is limited at best. The results of this study were intended to be used as a source of reference for developers and implementers of virtual labs in Nigeria and its use in the teaching of practical physics to students. It was felt that by gaining knowledge of the benefits, challenges and solutions associated with the effect of practical method on virtual laboratory teaching of physics in distance learning education. Scope and limitations of the study This work is on the effect of practical method on virtual laboratory teaching of physics in distance learning education. It uses the students of physics in the department of physics of the National open University as case study. Definitions of Terms INFRASTRUCTURE : The term \u201cinfrastructure\u201d in this context does not necessarily relate to computers, but rather people, space, communicating hardware and software (Mason, McLean, & Wilson, 2004). The elements of a virtual lab infrastructure include: people working in it, the computers, the building in which the labs are housed, the network connections and the hardware and software which make the system run smoothly to allow students to conduct their labs. ONLINE LEARNING: Online learning refers to: web-based training; e-learning; distributed learning; Internet-based learning; web-based instruction; cyber learning; virtual learning, or net- based learning (Urdan & Weggen, 2000, as cited in Keengwe & Kidd, 2010). It consists of a wide range of computer technology applications and learning processes including among which are: computer-based learning; web-based learning; virtual classrooms; and digital collaborations (Keengwe & Kidd, 2010; Paulsen, 2002). ONSITE PHYSICAL LABORATORY: A building or room equipped for conducting scientific research or for teaching practical science where students can do their experiments in real time. VIRTUAL INSTRUCTION: Virtual instruction is when a course is taught either solely online or when components of face-to-face instruction are taught online such as with Scholar and other course management systems. Virtual instruction includes digitally transmitting class materials to student. VIRTUAL LABORATORY: A virtual laboratory is an interactive environment for creating and conducting simulated experiments that encompass data files, the tools that make it operate. In general terms, a virtual laboratory is a computer-based environment where students work with an experimental apparatus or other activities through the use of a computer medium. Virtual Learning Environment, VIRTUAL SCHOOL: Virtual school refers to an institution that is not "brick and mortar" bound. All student services and courses are conducted through Internet technology. The virtual school differs from the traditional school through the physical medium that links administrators, teachers, and students (Clark, 2001).