The Reality of Using Virtual Labs in Teaching Advanced Biology Curricula in Developing Higher-Order Thinking Skills (HOTS) among Female Teachers at Secondary Level in Al-Kharj
Table 8
The sample members’ responses on the third domain of the questionnaire.
No.
Obstacles to using VLs in teaching advanced biology curricula
Arithmetic mean
Standard deviations
Approval degree
1
Poor skills needed to apply experiments using VLs for female students
3.8
0.98
Large
2
Schools lack the necessary equipment to use VLs (few computers, weak and frequent Internet disruptions, etc.)
4.54
0.75
Very large
3
The scarcity of virtual lab programs that rely on the Arabic language
4.46
0.72
Very large
4
Low motivation and reluctance of female students to conduct experiments using VLs
3.69
1.11
Large
5
Increasing the teaching hours and administrative burdens on the biology teacher prevents the use of VLs
4.59
0.71
Very large
6
The lack of qualified lab equipment to deal with VLs limited my use of them
4.24
0.99
Very large
7
A large number of students in the class reduced my use of VLs
4.65
0.68
Very large
8
The design of the software does not help the students to evaluate higher thinking skills which prevented me from using it
4.06
0.94
Large
9
My poor skills in dealing with computers and their applications limited my use of VLs
3.15
0.98
Medium
10
The difficulty of customizing the virtual lab software to suit the needs of students depending on the educational level
3.94
0.83
Large
11
Not linking the use of VLs to my performance evaluation did not motivate me to use them
3.31
1.18
Large
12
The time required to teach the developed biology curricula is not sufficient to use VLs
