ENHANCING UNDERGRADUATE STUDENTS' ACADEMIC ACHIEVEMENT THROUGH VIRTUAL LABORATORY IN FACULTY OF EDUCATION, FEDERAL UNIVERSITY DUTSIN-MA, KATSINA STATE

Abstract

This paper investigated the influence of virtual laboratories on the academic performance of undergraduate students in the faculty of education at the federal university of Dutsin-Ma. The researcher employed descriptive survey design to examine the influence of virtual laboratories on undergraduate students' academic performance in the faculty of education at a federal university. The population of the study was 4000 respondents, which included students and faculty members from the federal university of education, Dutsin-Ma, in Katsina State. It comprises of 8 divisions and 200 (respondent) were selected as the sample, three research questions were posed for the study. To assess the impact of virtual laboratories on undergraduate students' academic performance, a questionnaire was designed and administered to collect data. The device was verified by two authorities. One from educational administration and planning, and the other from measurement and evaluation, psychology and guidance and counselling departments, federal university of Dutsin-Ma, Katsina State. The evaluation concentrated on the clarity of the items, the extent to which they aligned with the content coverage, and the face validity of the instrument, resulting in a validity index of 0.06. The research questions were addressed using mean and standard deviation, and a mean score of 2.50 and above was considered as the threshold for acceptance, while scores below 2.50 were deemed as rejections. It was found that virtual laboratories greatly enhance students' practical involvement, comprehension of intricate subjects, and utilization of theoretical knowledge, leading to enhanced academic performance. Participants viewed virtual labs as extremely advantageous, highlighting their flexibility and ease of access as key benefits. Nevertheless, obstacles such as inadequate infrastructure and technical assistance were identified. Suggestions stress the importance of providing institutional backing to maximize the effectiveness of virtual labs in improving learning outcomes.