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 9
The respondents’ responses on the fourth domain of the questionnaire.
No.
Requirements for using biology parameters for VLs in developing higher thinking skills
Arithmetic mean
Standard deviations
Approval degree
1
Providing the infrastructure in schools to use VLs (computerized labs, fast Internet connection, etc.)
4.46
0.82
Very large
2
Professional development: providing training programs for in-service biology teachers on how to apply VLs and use them to develop higher-order thinking skills for students
4.33
0.85
Very large
3
Informing the advanced biology teachers about the latest developments in virtual reality programs and their uses in developing students’ thinking skills
4.33
0.87
Very large
4
Academic preparation: biology teachers in colleges of education should be prepared on strategies for higher thinking skills and how to apply them while using VLs in science teaching
4.43
0.72
Very large
5
Providing computers with special specifications to more clearly represent complex scientific phenomena
4.5
0.8
Very large
6
Providing a trained and qualified lab teacher to operate and equip the virtual lab in the school
4.54
0.79
Very large
7
The existence of a clear plan and guidelines by the Ministry of Education to use virtual classrooms in teaching the advanced biology curricula
4.35
0.87
Very large
8
Providing codified constructive evaluation tools to evaluate higher-order thinking skills, evaluate the performance of students, and guide them while using VLs
4.35
0.8
Very large
9
Providing simulation programs in Arabic language, data analysis, and visual presentation
