A SURVEY OF VIRTUAL LABORATORY USE AND PEDAGOGICALPRACTICES AMONG UPPER BASIC SCIENCE TEACHERS IN SABON-GARI LOCAL GOVERNMENT.

ABSTRACT This study surveyed virtual laboratories use and pedagogical-practices among Upper Basic Science teachers in Sabon-Gari Local Government Area, Kaduna State. Amid the digital transformation in education, the challenges of integrating innovative teaching methods into Basic Science curriculum in Nigerian schools were examined, focusing on the adoption and utilization of virtual laboratory. The study employed a descriptive survey design, collecting data using goggle form from 37 Upper Basic Science teachers using teachers’ pedagogical practice questionnaire” (PPTQ). Results indicated a positive relationship between virtual laboratory utilization and the enhancement of teachers' pedagogical practices in subject mastery. The study identified several challenges limiting virtual laboratory use, including inadequate computer facilities, limited training opportunities, and unstable power supply. Findings suggest that virtual laboratories can improve student understanding, engagement, and practical skills while supporting teachers in lesson planning and delivery. Recommendations include expanding ICT facilities, providing training for teachers, and integrating virtual laboratory into the school curriculum to overcome challenges and enhance science education quality. The study offers valuable insights for policymakers, educators, and researchers aiming to adopt virtual laboratory technologies in Basic Science teaching within similar educational contexts.