Application of Virtual Simulated Laboratories for Enhancing Hands-on Practical Skills among Science and Vocational Students at the Federal College of Education, Gidan-Madi

The persistent inadequacy of laboratory facilities in Nigerian teacher-training institutions continues to hinder effective science and vocational skill development, particularly in the acquisition of practical competencies required for 21st-century. This study examined the effectiveness of Virtual Simulated Laboratories (VSLs) as an alternative instructional approach for enhancing student engagement and practical skill acquisition at the Federal College of Education, Gidan-Madi. The study adopted a quasi-experimental pre-test–post-test control group design involving 80 NCE II science and vocational students assigned to an experimental group (n = 40) exposed to VSL-based instruction and a control group (n = 40) taught using conventional laboratory methods. Data were collected using the Practical Skills Assessment Checklist (PSAC), Structured Observation Guide, and Participant Reflection Protocol, with reliability coefficients of 0.84, 0.78, and 0.75 respectively. Data were analysed using descriptive statistics, independent samples t-test, and Analysis of Covariance (ANCOVA) at the 0.05 level of significance. The findings revealed that students exposed to VSL-based instruction demonstrated significantly higher engagement scores (M = 78.65, SD = 6.21) than those in the control group (M = 62.40, SD = 7.08), t(78) = 9.87, p < .001. Furthermore, practical skill acquisition improved significantly among students in the experimental group (mean gain = 42.2) compared to the control group (mean gain = 25.3), with ANCOVA results indicating a significant group effect, F(1, 77) = 48.62, p < .001. These results confirm that VSL-based instruction substantially enhances both student engagement and practical competencies in science and vocational education. The study concludes that Virtual Simulated Laboratories provide a cost-effective, scalable, and contextually relevant solution for improving practical teaching and learning in resource-constrained teacher-training institutions. However, effective implementation requires addressing infrastructural constraints and integrating VSLs within a blended instructional framework that combines virtual simulations with physical laboratory experiences. It is recommended that educational institutions and policymakers promote the integration of Virtual Simulated Laboratories into teacher education curricula, invest in digital infrastructure, and support continuous professional development for educators to ensure sustainable adoption.

Virtual Simulated Laboratories, student engagement, practical skills, science education, vocational training, Teacher Education

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