HARNESSING VIRTUAL LABORATORIES FOR EFFECTIVE CHEMISTRY TEACHING IN NIGERIAN SECONDARY SCHOOLS: ISSUES AND PROSPECTS

Abstract

Practical laboratory activities are fundamental to effective chemistry education; however, many Nigerian secondary schools face persistent challenges related to inadequate laboratory facilities, high costs of consumables, safety concerns, and limited instructional time. These constraints have contributed to students’ persistent underachievement in chemistry, particularly in practical examinations. This position paper critically examines the challenges and prospects of integrating virtual laboratories into chemistry teaching in Nigerian secondary schools. Drawing on empirical studies, national examination reports, and policy documents, the paper identifies key barriers to adoption, including weak ICT infrastructure, insufficient teacher digital competence, high initial implementation costs, curriculum misalignment, and unequal access to digital resources. Despite these challenges, virtual laboratories present significant opportunities for improving student engagement, enhancing conceptual understanding, promoting safe and cost-effective experimentation, and expanding access to practical learning experiences. The paper argues that virtual laboratories should be adopted as complementary instructional media rather than substitutes for physical laboratories. Strategic recommendations are proposed, including targeted government investment, systematic teacher professional development, curriculum integration, public–private partnerships, and continuous monitoring and evaluation. The paper concludes that the thoughtful integration of virtual laboratories can help bridge existing gaps in chemistry education and support more equitable and effective science learning across Nigerian secondary schools.